[dis]connect integrate resolve Architecture as an inspiration to the emotional healing process in children
Michelle Ungar Master of Architecture May 22, 2015
[dis]connect integrate resolve Architecture as an inspiration to the emotional healing process in children
Michelle Ungar Boston Architectural College May 22, 2015 Master of Architecture Final Review | April 27, 2015 Thesis Faculty: Anthony D. Paprocki, AIA Director of Thesis: Ian F. Taberner, AIA Student Signature __________________ Faculty Signature __________________ Director Signature __________________
Thesis Review Panel Jeffrey Keilman, AIA Jose Ribera, AIA Daniel Nauman, AIA Josh Rathbun Holly Arnold
contents
summary 1 3 5 7 9 11 15
17 21 23 27 33 39
41 43 45 47 49
resume a personal journey thesis summary the emotions the design elements the site site plan & program
emotion layers of the site HOW protected open embedded connecting the layers
logistics structure HVAC accessibility sustainability conclusions
design process 53 56 62 72 78 84
introductory review preliminary review schematic review design development 1 review design development 2 review final review
thesis proposal 95
proposal
MICHELLE UNGAR
206 Chestnut Hill Ave. Apt 12 Brighton, MA 02135 508-479-1038 | michelleungar@gmail.com
Professional Experience DIMELLA SHAFFER | ARCHITECTURAL DESIGNER | Boston, MA
NOV 2010 - JUNE 2015
CLOSETS BY DESIGN | DESIGNER | Shirley, MA
AUG 2010 - NOV 2015
CHRIS WALSH & COMPANY | INTERN | Framingham, MA
DEC 2007 - JAN 2008
BOSTON ARCHITECTURAL COLLEGE | STUDENT AMBASSADOR | Boston, MA
JAN 2014 - JAN 2015
UMASS AMHERST | TEACHING ASSISTANT | Amherst, MA
JAN 2010 - MAY 2010
HILLEL HOUSE | FUNDRAISING SUPERVISOR | Amherst, MA
SEPT 2007 - MAY 2010
CAMP PEMBROKE | COUNSELOR TRAINER | Pembroke, MA
JUNE 2005 - AUG 2009
OCT 2013
OCT 2013 - NOV 2013
JUL 2012 - NOV 2012
JUL 2010 - AUG 2010
Team member performing work on all phases of architectural projects including: Adaptive re-use, senior living, student housing, university buildings
EDUCATION BOSTON ARCHITECTURAL COLLEGE Master of Architecture GPA 3.80 Boston, MA | 2011-2015 Alumni Association Scholarship Spring 2013
• • • • • •
University of New Hampshire | Hamilton Smith Hall University Place Residences Winchester Lofts Harvard University | Cronkhite Graduate Center Renovations Boston College | 2000 Commonwealth Ave Salem State University | Ellison Campus Center Study
Designed custom storage spaces including closets, offices, and bedrooms Hosted individual meetings with clients to address project goals and design vision Skills developed: measurements, sketches, details, pricing, discounts, sales
Scholarship based on academic standing and portfolio presentation
Created stair design for a home renovation Learned CAD programs and Google SketchUp
UNIVERSITY OF MASSACHUSETTS BFA, Architecture & Design Cum Laude | Deans List | GPA 3.62 Amherst, MA | 2006-2010
Other Experience Guided incoming students through new student orientation Acted as a peer mentor to ease their transition into graduate school
SUMMARY
Determined, motivated, independent individual with well-defined time management, and organizational skills
CORE SKILLS SketchUp, Lumion, Revit, Photoshop, InDesign, AutoCAD, MS Office Suite, hand-drafting & sketching
INTERESTS
Running, painting, baking & cake decorating, scrapbooking, photography, reading, video editing
Sustainable Living lecture course Promoted from fundraiser to supervisor in September 2009
Promoted from Camp Counselor in Summer 2009 Led a group of 110 Counselors-in-Training abroad for 5 weeks
Volunteer Experience BOSTON ARCHITECTURAL COLLEGE | GUEST CRITIC | Boston, MA Provided feedback to students in Master’s level architecture studio
LABOURE CENTER | DESIGN DECORATOR | Boston, MA Competed in holiday house decorating charity event
CANSTRUCTION | SKETCHUP MODELER | Boston, MA Created 3D SketchUp model of canned food structure for charity event
HABITAT FOR HUMANITY | VOLUNTEER | Dorchester, MA Assisted with construction of low-income housing project
introduction a personal journey
Children need camp in their life. It is a place for them to grow, come out of their shells, and meet lifelong friends. Having attended overnight camp myself as a child for 9 summers, I fully understand the benefits that it provides kids. My summers at camp have deeply influenced who I have become as an adult. It gave me an outlet, somewhere away from home to completely be myself, secluded in this safe bubble disconnected from the real world. I received a Bachelor of Fine Arts in Architecture from The University of Massachusetts, Amherst in 2010. I have practiced architecture at DiMella Shaffer since 2010 and began my Master of Architecture degree at the Boston Architectural College in the Fall of 2011. Since beginning my Masters degree, I have always envisioned designing a type of camp for my thesis project. It has been a challenging, yet fun journey that has provided me with irreplaceable learning experiences, and a desire to continue designing space to benefit children as my career progresses. Children experiencing loss go through unforgettable times as well as a unique set of learning experiences, which is what inspired the design of a grief camp for children. There is a certain magic in camp; it challenges emotions while letting children gain independence, have fun and just be kids.
To all my camp friends who have enriched my life for the better, and given me a unique view of the world, thank you.

[dis]connect

integrate
In the disconnect phase, children learn to feel safe and comfortable in their new surroundings by visually experiencing community
During integration, children experience community by being in a small group that is part of an overall larger space
Passing through thresholds helps ease the transition into new and unfamiliar spaces
Spaces that allow children to feel comfortable and therefore emotionally open up
resolve The resolution phase allows children to reflect on their feelings in calming, individual spaces that are part of a larger space.
thesis summary
the emotional journey at camp
After going through the loss of a loved one, children need to feel loved. They need others by their side who understand what they are going through, and to feel like they are part of a community. They need to face what has happened, be exposed to what death is, and understand that it is a part of life. They need a support system, which they can find at overnight camp. It will provide them with the tools to heal, and a network of friends to call on when they are struggling.
Individual spots with views of nature for children to reflect
First, children need to disconnect from the outside world. We need to strip them of their negative emotions by allowing them to feel a positive connection with their new surroundings. This will happen once they feel safe, protected, and comfortable. Once the children feel safe, protected, and comfortable in their surroundings, they will begin to integrate with one another, want to spend time in larger, more open spaces, and will feel a sense of welcoming community. It is important for the architecture to foster these feelings, and provide spaces that allow children to emotionally open up by helping them to build strength, comfort, and a sense of excitement. After disconnecting from the outside world and integrating with new surroundings, a strong sense of comfort is built. Children will start to reflect on reasons they are at camp and in these times, need calming spaces at individual or small group scales to allow them to begin to resolve their negative emotions.

Accept
Confused
CONNECT
Angry Reminisce Memorialize
INTEGRATE Strength
Remember
RESOLVE
Adjust Struggle Develop
DISCONNECT conceptual map describing emotional healing process in children experiencing loss

Sad
the emotions children healing from a loss
There is a mental process that children go through when struggling through the loss of somebody close to them. Being in a rustic setting that strips away the elements of their normal daily lives will allow children to actually focus on the grieving process. The children will initially feel very sad, followed by emotions such as confusion or anger. However, being in a place where they can relate to everyone around them and share in these sad, confusing feelings will help them start to accept and better understand what is happening. In order to begin that healing process, they need to feel safe and comfortable in their surroundings. They will then begin to gain strength, develop and adjust to their surroundings, and start to open up and trust those around them. In turn, this allows the campers to think about happy memories, talk about their feelings, begin to reminisce and memorialize, and learn about different coping tools they can bring back home with them.
“...because we know beyond the clouds the stars are shining�
Architecture as a pathway to emotional healing in children

art
threshold nature
design elements applied to ‘architectural pathway’ of the healing process
play
the design elements
the healing process defined by architecture
Children need to pass through a series of thresholds in order to get that sense of disconnection from the outside world. They need exposure to natural elements such as sunlight, trees, and water. They need to feel part of a community, like they are not alone. They also need spaces where they can express themselves through art, and where they can at times, be alone in a space but not feel secluded or isolated. They need calming elements that will counteract the emotions they are feeling. It is about that balance between reflective calming spaces, and high energy, playful spaces, where kids can be kids and for a time, forget why they are even there.
calming 
Boston, MA
CONTAINED VS. DISTANT VIEWS
Hull, MA
the site
HULL BOSTON
World’s End, Hingham, MA
Worlds End is the only Boston Harbor Island that is surrounded by residential neighborhoods. Because of this, it does not feel completely removed and isolated, yet it still provides a sense of disconnection from daily life. It is the only Harbor Island that can be accessed year round by visitors. Its location is distant from Boston, yet still easily accessed through car or public transportation. Its proximity to the surrounding neighborhoods will make the children feel at home. The surrounding bodies of water add to the calmness and serenity of this beautiful natural site.
Boston, MA
Residential
Official/Open Space
Business
Hull, MA
STEEP INCLINES
The natural inclines provide privacy upon entering the site, creating a sense of safety
SHELTER ACCESS TO WATER SUNLIGHT DISTANT VIEWS CALMING HIDDEN FROM ENTRY
The large scale of World’s End presented many opportunities for where to build the camp. Useful factors in the healing process were all taken into account in terms of site location. Where each of the six factors overlap is where the camp will be designed and built.
ENTRY
overlapping site qualities
CHOOSING A PROJECT SITE
SITE DETAILS
protected layer
open layer
embedded layer
Meditation Therapy
Arts & Crafts
Healing
Cabins
Main Lodge

developing organizational site strategies for building placement related to emotions and healing
site plan & program
the layering of spaces and emotions A Grief Camp for Children
Just as the healing process is broken down into three different emotional phases, the site topography has been manipulated to take into account the different emotional phases of healing the children go through.
Multiuse
First, they need to feel protected from the outside world. In bringing them into the site, the layers of trees allow them to feel they are disconnecting from the outside world. As the trees thin out, the main welcome building of the camp emerges, creating that built threshold leading into the camp. Creating these layers of thresholds allows the children to slowly feel comfortable instead of abruptly putting them into new surroundings. After traveling through the final threshold, children
Dining
will enter into an open community, the camper commons. They will be greeted by the cabins which they will call their home for the next few days. The cabins location in the center of the site signifies their importance. Their repetition of built form fosters a sense of home and community for the children to feel comfortable in and a part of. Having the contrast between the cabins small scale, the dining hall’s larger scale, and the multiuse’s playful atmosphere, children will experience many ways to release emotions in this open layer of the site. Finally, campers will begin to resolve their feelings in the smaller scaled spaces, contrasted by the large higher energy spaces in previous layers of the site. The calming spaces are embedded into the hillside, creating a sense of comfortable isolation, where children are emotionally nourished with views focused out to the water.
protected layer
open layer
layering the site with program
healing at World’s End
Feeling protected in the approach to the Main Lodge, campers travel through a series of thresholds, both natural and built. Foliage starts to thin out as campers arrive, welcoming them into camp with open arms. They DISCONNECT from the outside world into safe and protected spaces. Layers are removed and expanded through this entry sequence. As the children exit the Main Lodge and move toward their cabins, they pass beneath the bridge, a symbolic threshold into the main camper area. This is where they will feel part of a community in the open layer of the site. In this layer, they will experience the Cabins, Dining Hall, and Multiuse buildings where they will live, eat, and play during their stay at camp. The embedded layer of the site is strongly set into the hillside, focusing calming views out toward the water while still feeling that sense of community with frequent views back to the camp. Children will spend time in Arts & Crafts, Therapy, and Meditation & Healing, when they will truly be able to take a step back and focus on their emotional feelings and memories.
embedded layer
embedded open
The overlapping of the site layers all occur in the general area of the cabins, signifying their importance. The cabins are the central, most important space for the campers
protected
Dining Camper Commons
protected layer thresholds

open layer community
protected | open | embedded layers of the site
In this section through the layers of the site, it is clear to see each of the different emotional phases defined by architectural decisions. The protected layer is slightly set into the landscape, but mostly protected by the foliage as it slowly emerges and transitions to the open layer. The open layer has less trees in the center, while defined by buildings and natural elements on all sides. The embedded layer, set directly into the site topography, is defined by its unique protected views.
Cabins Arts & Crafts
embedded layer scaled spaces


Day 1
Day 2
Day 3
Day 4
- check into main lodge - unpack in bunk - group time in bunk - lunch - multiuse for daytime activity - free time / letter writing - dinner & learn camp cheers in dining
- breakfast - sports in multiuse or outdoors - crafts / therapy - lunch - nature walk - reflection @ memory wall - meditation - bunk time - dinner - camp fire (letters)
- breakfast - cooking - lunch - free time - healing space / writing memories - bunk time - dinner - final night party - dancing, singing, contests, karaoke [multi-use]
- breakfast - slideshow in multi-use with families - tour to craft space / graffiti wall - campers check out at main lodge - campers go home
Creating Emotion Through Architecture | HOW
A Day In The Life of a Camper
HOW can architecture respond to children’s emotional needs? HOW can it enhance this healing process for them? HOW can it provide unique experiences that they can’t get at a typical overnight summer camp? HOW is each phase different emotionally and architecturally, and can these phases overlap? Yes, there is constant overlap in the emotional process; it is not linear. Different spaces provide multiple areas for emotional contemplation. Providing emotional nourishment in a new and inviting environment while safe and comfortable but also fun, is the most important focus of the grief camp for children. As the campers progress through their time spent at camp, they experience each layer of the camp on a given day. The importance of bringing them to different, complimentary spaces back-to-back is an important tool in the grieving process for children. To give them the best experience in a small amount of time, different architectural elements are used to bring about a variety of emotions in the children.
natural thresholds
welcoming community
scaled space with a view
Process
original entry path
original entry to main lodge
original welcome desk
entry concept sketch | built and natural overhead elements upon entry

protected | open | embedded disconnect | thresholds
main lodge The Main Lodge is protected in the landscape, almost hidden until it is immediately approached. This view is the first glimpse visitors will experience as they travel down the initial entry path into the camp. The Main Lodge is a building acting as a threshold, which must be traveled through before being fully immersed in the camp grounds.
building as a threshold

Entry Sequence | Nature as a Threshold
protected | disconnect
welcoming | NATURE
1
2
In the disconnect phase, campers experience community through visual connection | views from check-in desk to camper commons & cabin area
5
5 6
arms open | welcoming
3
building entry as threshold into camp
4
4 3 2

1
the main lodge Having layers of thresholds to pass through upon entering into and traveling throughout the camp, children will feel a sense of comfort as they feel they are entering into their own secret space. Although part of a larger overall site, the camp is protected and surrounded by trees and hillsides, and opens up to the water. Upon exiting the main lodge, campers travel underneath the bridge, into the camper commons area, feeling a sense of community, openness, and welcoming. Children are vulnerable, and need to feel comfortable in their surroundings in order to begin the healing process.
symbolic passageway into camper cabin area acting as next layer of threshold
6

2
UP
UP UP
UP
1
UP
UP
3 UP
UP
small group space
reflective space | views to community

individual space
1
2
roof overhang creating protected entry among large open green space
protected | open | embedded integrate | community the cabins The open layer is a place where campers can feel welcome and part of a community. Community is about feeling that sense of protection and comfort so children can INTEGRATE with and open up to peers while having fun in playful spaces. It is about introducing different scales of space at a site level before entering into the resolution phase of healing. As campers travel beneath the bridge into the Camper Common area, the space starts to open up. The cabins provide a small group space, sleeping space, and individual “crow’s nest” space for reflection allowing campers to be alone without feeling secluded. From here, a 360 degree view of the entire camp provides them with a sense of community. This will separate them from the rest of the cabin, provide them a space to reflect, while also given the visual connection to their surrounding camp community.
smaller scale PROTECTED
larger scale EXPOSED
open space
3
Process
DN
UP
Project Status
Issue Description
Date
Scale: 1/8" = 1'-0" Drawn By: Author
Checked By: Checker
Reviewed By: --
1
Project No. Project Number
Project Name
approach from cabins or multiuse Enter address here
RCP
N
A02
© Dimella Shaffer
UP
section
1
2
The Dining Hall has evolved structurally. The structure now defines the space. It creates visual interest and functional quality
floor plan
view to cabins | community | home
dining hall The Dining Hall is a large, more open community space with overhead panels and exposed structural elements to reduce the scale. This allows the campers to feel more comfortable and protected. The tall structure allows excessive indirect natural light into the space. The lower window system provides expansive views back to the camper commons and cabins, again reflecting this sense of community and home.
2 
Process
The Multiuse Building is the “high energy” end of the bridge that connects all layers of the camp. The bridge is a fun, playful way for the campers to experience and view the camp in a new way, giving them a sense of empowerment and adventure.
multiuse Being in the open layer of the site, the Multiuse Building provides campers with a sense of community and openness. Here, they are able to integrate with one another through playing games, performing, spending time on the bridge, or outdoors on the back porch. The back exit then leads the campers down the embedded landscaped pathway to Arts & Crafts.
1
2
UP
playful space for kids to be kids
1
structure as a playful element
2 
Process
2 Deep mullions of the entry hallway provide protection for campers who might be feeling uncomfortable. The entry hallway has views into the art space as well as back to the camp community
embedded landscaped pathway leading to Arts & Crafts Arts & Crafts has evolved by becoming a part of the landscape instead of sitting on top of the land. The feeling that campers are protected on one side by heavy structure, and have focused views out to the water instills a sense of calmness.

The art nooks provide campers with a smaller scaled space. Overhead wood panels also bring down the scale of the space. Focused views out to the water brings calmness to this area.
3
protected | open | embedded resolve | scale
arts and crafts The embedded layer is set directly into the hillside, focusing views out to the water. Frequent views back into the camp to maintain that sense of community, the water element, as well as the layering of small to larger scaled spaces create a sense of calm and reflection for the campers. As the campers approach the Arts & Crafts building, they have a feeling of safety and disconnection. Protected on one side by a stone retaining wall with views opened up to the surrounding site and water. The Arts & Crafts building provides areas for kids to release their feelings through art. There is a graffiti wall, and an art pin-up wall so they can share their feelings and release any emotions that have been bottled up. There are smaller scaled spaces for children who are feeling less comfortable.
1 2 DN
1
4
seating in the graffiti wall space with views back to embedded pathway
4
3
perspective view of Arts & Crafts floor plan

1
The Therapy entry provides a view through each layer of the building, seeing down to the water. As campers travel through the layers of the building, the scales slowly start to expand, allowing them to experience small to large scale as they feel comfortable.

4
therapy
small group scale
individual scale
2
increased scale
3
4
Therapy is all about the layering of spaces at different scales. Scales at the building level help to define spaces for individuals, small groups, and expansive views. This gradient of overlapping layers allows campers to slowly increase their comfort level while traveling from one layer to the next. Smaller scale individual spaces help the campers to collect their thoughts yet not feel isolated. Group areas help the campers transition into the larger scale spaces where they may feel more uncomfortable. This layering of space is important in not abruptly forcing any changes onto these vulnerable children, while ultimately working toward helping them open up with their feelings and learn tools for accepting their loss. After being in Arts & Crafts, therapy is a great place for children to talk about their art pieces.
1 individual
2 DN
group 3
increased
4

bridge pathway from therapy to meditation
main entry
1
2
healing & reflection space

placing letters inside the memory wall
3
meditate
integrate
heal
meditation and healing The Meditation & Healing building provides scaled spaces, interactive architecture, and places to reflect with calming views. The healing garden connects to the “low energy” end of the bridge. The meditation and healing space is meant to provide a serene feel, one of comfort and safety, while feeling protected and able to remember who you have lost.
5
4
4 3 UP UP
1
2 DN
exit into the healing garden
5
Secret Hideout
PROTECTED DISCONNECT
5
4
3
2
OPEN
INTEGRATE 1
1
the bridge as a playful element
2
traveling through camper commons
3
feeling a new proximity to dining
high to low energy | the bridge connecting the layers
6
EMBEDDED RESOLVE
The bridge connects all layers of the site. One end is in the Multiuse building, and the other connects to the healing garden outside the Healing space. The bridge is a unique experience, bringing the children from high to low energy activities, an important tool in the emotional healing of children. A playful space allows campers to bond and feel part of a larger community, while the calmer spaces allows them to relax and discuss how they are feeling.
Secret Hideout
4
approaching secret hideout
5
passing into embedded layer
6
approaching healing garden

ROOF MEMBRANE PLYWOOD DECKING
SPRAY FOAM INSULATION
INTERIOR WOOD FINISH
a
SLEEPERS
b 13' - 6"
d 18' - 6"
1 18' - 0"
The cabins simple structure signifies the simplicity of the idea of being “home” while it contrasts the idea of the large communal space that is the dining hall. This heavier structure represents the solidity and safety children need to feel when learning to be part of a community and expressing their emotions to others.
2 25' - 6"
31' SPAN = 3 1/8"W X 15"D SPACED 24" O.C. (EXPOSED)
WOOD TRUSS BEYOND
3 21' - 8"
GLAZING
10' - 4"
c
WOOD TRUSS AND MULLION ROOF SYSTEM
40' SPAN = 3 1/8"W X 18"D SPACED 24" O.C. (EXPOSED)
35' SPAN = 3 1/8"W X 15"D SPACED 24" O.C. (IN CEILING)
cabin structural plan
WOOD WINDOW SILL
UP
UP
TIE BACKS
DRAINAGE CAVITY
INSULATION
DROP CEILING SUPPORT - HUNG FROM UNDERSIDE OF ROOF
e
DROP WOOD CEILING
f 15' - 3"
g 22' - 0"
h 19' - 0 1/4"
i 19' - 0 1/4"
j 19' - 0 1/4"
k 17' - 4 1/2"
FLASHING
16' - 4 3/4"
UPHOLSTERED BANQUETTE
9
PLYWOOD GRADE STONE VENEER CONCRETE SLAB FINISH FLOOR
8 24' - 0"
WOOD BLOCKING
14' - 8 3/4"
WOOD FRAME WINDOW SYSTEM
VAPOR RETARDER
6 14' - 6"
7
SILL AND FLASHING
40' SPAN = 6 3/4"W X 28.5"D SPACED 24" O.C. (EXPOSED)
10' - 11 1/2"
5
18' - 6"
14' - 11"
4
15' SPAN = 3 1/8"W X 12"D SPACED 24" O.C. (IN CEILING)
10
6"
CONCRETE FOOTING
37' SPAN = 3 1/8"W X 18"D SPACED 24" O.C. (IN CEILING)
3' - 0"
RIGID INSULATION AT PERIMETER
FROST LINE
11
15' - 3"
15' - 0"
7' - 0"
COARSE GRAVEL PERIMETER DRAIN SYSTEM REINFORCEMENT
detailed exterior wall section
f'
dining hall structural plan
19' - 0 1/4"
35' SPAN = 3 1/8"W X 18"D SPACED 24" O.C. (IN CEILING)
19' - 0 1/4"
19' - 0 1/4"
17' - 4 1/2"
structural systems
wood-framed
While the contrast in emotions and activities is important in the healing process for children, the contrast in building structure is also important. Some buildings have lighter feeling structure while others are heavier, more secure feeling spaces.
cabin structural axon
For example, the cabins are the smallest buildings at the camp, yet they have the biggest importance. They are residential buildings, so keeping the light structure gives that feeling of home. On the other hand, the dining hall, located directly across the camper commons from the cabins, has a heavier structure. The deep overhead wood truss system helps to bring down the scale of the large space while also allowing a lot of indirect natural light into the seating area. The strength in this structure vs. the lightness of the cabin structure represents the difference in emotions that the campers experience during their stay here.
dining hall structural axon

PERIMETER DUCTWORK @ FLOOR
DUCTWORK HIDDEN IN CEILINGS
AHU ON ROOF WITH DUCTWORK IN CEILINGS BELOW
EAST/WEST CROSS VENTILATION
NATURAL AIR FLOW WITH CEILING FANS @ SLEEPING AREA
HOT WATER HEATER FAN/ VENT SYSTEM
AHU ON ROOF, DUCTS CONCEALED IN CEILING BELOW
AIR VENTS @ SOFFIT AIR TRANSFERRED FROM SEATING AREA TO KITCHEN EXHAUST
AHU @ ROOF
EXPOSED DUCTWORK WITH AC UNITS FOR VENTILATION
HVAC systems passive | low energy
The camp focuses on passive, low energy heating and cooling systems. Keeping in mind that we are in a camp setting, the camp overall should have a good balance between rustic outdoors and modern comfort. The cabins for example, are naturally ventilated with eastwest cross breeze and fans for the warm and summer months. To keep the aesthetic of the Healing & Meditation building accurate, we have perimeter ductwork at the floor level for this building. Each building has its own unique system, always keeping in mind natural ventilation, fans, and lowenergy heating systems.
CEILING FANS FOR ASSISTING NATURAL VENTILATION
AIR FLOW IN AIR FLOW OUT
EXPOSED DUCTWORK - SUPPLY LOWER TO GROUND THAN EXHAUST FOR HIGHER AIR QUALITY
naturally ventilated cabins
accessible exterior bridges accessible exterior pathways
accessibility universal access
The accessibility of the site lies in the fact that no matter what the physical ability of the user, there is universal access; they are able to experience each and every aspect of the site. The slopes of both the bridge and all landscape elements meet code, never exceeding 1:20 slope. Exterior pathways bring handicapped users to and from each building safely, diagrammed left.
interior accessible ramps
One building I focused on for accessibility was Therapy. Being at a healing camp, it is important that all children can get to the therapy building as well as be able to participate in each level of activity comfortably and in the same manner that all of the campers experience it. Interior ramps never exceed 1:12 slope.
DN
interior accessible route
section through therapy layers

trees for shading exposed wood structure reusing wood from trees on site
operable windows and ceiling fans for natural ventilation
stone

wood
glass
sustainability environmental awareness
existing trees new trees
natural local materials
Natural ventilation and natural materials would lower energy and building costs for the site. Having the buildings set into the landscape was an effort to respect the existing site. There was also a focus on respecting existing trees in regards to using existing foliage as a shade or protective mechanism for new buildings on the site.
existing
new
maintaining & respecting built wooded areas

Aerial view of the camp from the Northwest
conclusions healing through design
This aerial view of the site showcases the architectural unity of the camp, the network of pathways connecting the buildings, and how each is uniquely set into the landscape. Each building throughout the camp in one way or another provides access to the natural environment. Whether it’s through visual connection, direct connection, the outdoors coming inside, or the way that the building is set into the landscape, each building is given a unique sense of groundedness making it feel like it belongs, therefore making the children feel safe and comfortable during their stay at camp. Through removing and expanding layers during different phases of the healing process, providing children with places to experience each of their emotions, and teaching them through architecture how to deal with these feelings, this will allow them to leave camp with new coping tools as they enter into adulthood. Architecture can positively influence children as they emotionally heal from the loss of a loved one. Thoughtfully layering thresholds, community spaces, and scales helps to create space that will allow children to disconnect from daily life, and begin accepting their grief, integrating with their new community, and ultimately resolving negative emotions.

Thesis I Reviews | Fall 2014
Introductory Review Presentation Summary
The Introductory Presentation summarized the overarching concept of my thesis ideas. My thesis studies how architecture can inspire the transition of human emotions through studying grief in children. Architecture will act as a means to facilitate their healing process. Each person has a unique path to healing but with the same major milestones, [dis]CONNECT | INTEGRATE | RESOLVE. Using these steps as a guide, I will link emotions to an architectural pathway. Healing is a pathway in itself and architecture can be used to guide that path in a specific direction while providing unique spaces for each child who heals differently from one another. A lot of issues surround death in the American culture, and my thesis aims to study how we can create better spaces for the well-being of children going through a traumatic life change. My inspirational imagery touches on the emotions that I hope to pull from children using the spaces such as happiness, sadness, anger, discovery, or reflection. This brings me to my program: a grief camp. Camp is a place where children learn a lot about themselves very quickly, and being away from home forces emotions to rise to the surface quickly in a setting where children can directly relate to one another.
Reviewer Highlights
The reviewers were drawn to the idea of the vignettes that showed a unique ‘visual vocabulary’ for the types of spaces and emotions I am trying to draw from children in each step of their healing pathway. They would like to see different ways of breaking down emotions even further and connecting each emotion to an architectural space. What are the emotional steps in between the major milestones that I discussed? They are interested in the curriculum of the camp, how a child would experience and progress through the spaces on a normal day, and how the cycles of nature might also play a role in affecting emotions.
Next Steps For Development • • • • • •
further develop ‘visual vocabulary’ linking architecture and emotion Explaining experience at grief camp studying how two people can experience the same space in different ways looking at ways to maintain emotional procession without the literal procession of buildings analyzing the site and begin diagramming pathway to and through camp’s program
Through architectural pathways, emotions will begin to come to the surface, and be released from the body. Release will allow further discovery, emotional healing, and future wisdom.
studying how architecture can inspire the transition of human emotions
INTEGRATE
[dis] C O N N E C T
RESOLVE T h e concept model represents the ability to travel into and through the spaces of my healing retreat, while feeling a sense of groundedness.
This sense comes from the
connection strength to the idea
of the ‘circle’. The circle acts as the bonding force and that brings everyone and everything together. It is this strength that is created on the site through the program, through the people, and through the
emotion healing that is evoked
through the architectural spaces, all factors in helping to push the process forward. The very act of healing can be done through space, it can be done through architecture, and through the act of feeling something emotionally. We are all connected through this one place, and it is the place where we begin to understand ourselves, understand
deepness path process
each other, and understand emotion. The is to be solved in this space requires a
My thesis studies how architecture can inspire the transition of human emotions. I will do this through studying grief in children and how architecture can facilitate their healing process. Grief affects 1 in 7 children under the age of 20, and should be learned to be dealt with at a young age. Each person has a unique path to healing but with the same general principles and checkpoints - [dis]CONNECT, INTEGRATE, and RESOLVE.
of the problem that
to be traveled. It is not a black
and white answer, yet a that must be figured out and one that is different for everyone. We must travel down this path, metaphorically through different openings until we find the one that is right for each of us.
finding your unique path to healing
“the
struggle
you’re in
today is developing the
strength you need for
tomorrow”
co
d nfi
e sens ent
of self. Resolve by e
volv i ng
find in
ga
ne
w
linking emotions to an architectural pathway
ab
find
ing
ilit
no
lea
ts
y to
em
oti
on
ut
,b
ally
ing olv ev
ce
eces
spa
w pi
ow gh
ing olv
rnin
ng ne
op
en
up
in
spa
f rie
hg
ces
tha
t fe
ding
ns tio mo
| fin
e ce uen
infl
wit
can
e
place
n zo
lf urse of yo
mf ort
learni
our co
beginning to find your
step out of y
el
how architect
spa
ces
ure can get
tha
t fe
el sa
fe a
nd
com
you to this
point of leav
ing on a new
path
fort
able
safe
es th
spac
overcome an emotional struggle. The entry into the spaces is the beginning of this emotional transition.
spire at in you
[dis] C O N N E C T
RESOLVE
(struggle)
(heal)
INTEGRATE (strength)
Through architectural pathways, emotions will begin to come to the surface, and be released from the body. Release will allow further discovery, emotional healing, and future wisdom.
Using these steps, [dis]CONNECT, INTEGRATE, and RESOLVE, I will be able to link emotions to an architectural pathway by studying the types of spaces needed to counteract the emotions experienced during each phase of healing.
insPiration
”Only thrOugh cOming tO terms with death can yOung peOple cOme tO terms with life.”
The universe will become whatever guardians determine: “...we would accept suffering as inevitable to the human condition, and that through suffering we have opportunities to develop wisdom. Suffering is not to be avoided but to be embraced as a necessary component of our lives and our evolutionary development. It is through suffering that humans come to know the meaning of an individual life, gain a sense of the human condition, and develop compassion.”
“When trauma strikes, the child’s mind draws a mental boundary between the mind and the body (which are not two, but one), splitting off bodily meanings from awareness. While the boundary is successful in isolating painful,embodied meanings from awareness, the meanings are neither experienced nor revised, but remain underground, unnamed, and active forever.”
suffer. | develop opportunity. | embrace it. | evolve with it.
terMs of criticisM
barrier. | lose mind/body awareness. | active trauma
insPirational iMagery
MetHods of inquiry
DISCONNECT | Does the design reflect a sense of connection to nature and a sense of disconnect from the outside world?
Architecture can be used to guide the healing path in a specific direction. We must understand what death is, and how children cope in order to provide them with the spaces and activities best suited for healing environments. We need to surround them in a community of people who understand what they are going through and provide them spaces where they can be happy or sad, or spaces where they can discover and reflect.
RESEARCH | Healing in a natural environment, How families deal with loss, Child Psychology, Environmental Psychology, Mind-body connection | Overnight camps | Landscape & Architecture | Materiality | Adaptable Architecture | Emotion-evoking Architecture
CONNECT | Does the architecture connect with and form an integration with the surrounding landscape?
SITE | Mapping of views to enhance, Analysis of “safe” spots on site, Photographs discovering areas of connection to the natural site, Usage documentation
INTERACTION | outdoor Are there spaces that foster social interaction between different aged children, and spaces that create interaction between indoor and life?
ABSTRACT ART | Connect vs. Disconnect | Stress vs. Calmness | City vs. Suburb | Struggle vs. Resolution
BOUNDARY | Is this a space that creates a feeling of safety from exterior life? A feel of peace, relaxation and community with opportunity for healing?
COLLAGE | Layering of program spaces | Ideas of procession | Pathways ‘collaged’ with landmarks
TRANSITION | Is there an architectural feel of procession into and through the spaces? A pathway that allows a smooth transition physically and emotionally?
PROGRAM | Interviews | Client input
EMOTION | Dolandscape? the spaces and views create a sense that the environment is therapeutic, providing views to nature with outdoor spaces connected to the
CASE STUDIES | Discovering projects related to children, healing, and integration into the natural environment MATERIAL STUDIES | How architecture can be flexible to accommodate all seasons | ‘Rustic’ materials
site
I chose World’s End because of its remote feel yet proximity to Boston. It is the only Boston Harbor Island that can be accessed all year. Its calmness, access to water, and feeling of safety are 3 major reasons for choosing the site.
World’s End
is a conservation and park area located on a peninsula
in Hingham, MA, one of Boston’s Harbor Islands. It
In the 1880’s,
y
can be accessed year round by visitors.
community. Olmsted’s design of
t
or
Frederick
e Sit
Law Olmsted was hired by landowner John R. Brewer to prepare the land for a residential
s Hi
curvilinear roads
“The word ‘heal’ derives from an Old English word haelon which means wholeness.”
ot
Di vis
ion P la
n
and trees were set into place, though the homes were never built. In 1967, the site was acquired by the Trustees of Reservations and made into a public park, still widely used today.
t Olms
Topography & Orientation
Building Orientation
How to maximize use of natural light
Using pathways and existing site to orient and integrate buildings into the landscape
L ’s ed
Building Locations
Respecting existing natural habitat and frequent users of the site
Site Approach
Built vs. Green
Multiple paths leading to the same destination
Providing ample programmed outdoor spaces for the children
client
PrograM A Grief Camp for Children Firepit
client suggestions for iMProVeMent
Fitness 1500 SF
Stargazing Area
meditation space
outdoor pavilion
An area where children could come to relax, sit, talk or participate in art projects. It would be a covered space that feels protected, yet open to the fresh air.
Firepit 500 SF
Camper Cabins 7800 SF
Multi-Use Nurse Office
Multi-Use 5100 SF Staff Cabin 1500 SF
Dining Hall Meditation
Main Lodge 3200 SF
Nurse Office 1300 SF
Healing Space Main Lodge Staff Cabin Camper Cabins
A would be very helpful & beneficial. It could incorporate quiet spaces to lie down, as well as some spaces that feel ‘tucked in.’ It would include spaces for larger groups as well as more individualized areas. Since everyone heals differently, we need to offer multiple options.
Stargazing 2000 SF
Fitness
• Large common space with good technology (projection system, good speakers) • Big open field for running games • Display positive words • Environment to feel like nothing is around them • Golf carts to get around quickly • Lots of trees • Be able to feel the outdoors / fresh air • Built-in fans inside camper cabins (white noise) • Cabins should have front porch • An animal (ex. baby chick) that children could cuddle/nurture
A
kitchen for campers to cook healthy meals together, separate from the main staff kitchen.
total sf: 32,500
Multi-use Dining Hall 4800 SF Meditation 3000 SF
Healing Space 1800 SF
Dining
My program is a grief camp for children. A 3-night overnight camp for kids dealing with grief is the perfect recipe to give them tools they need to come back into the real world. If they didn’t attend the camp, they might attend weekly therapy sessions that will cause the process to be broken up over a number of weeks or months. Being at camp provides a safe community where everyone around you is going through the same emotions. These 72 hours are more valuable than any 1-hour therapy session could provide.
Cabins Nurse Healing Main Lodge
Review studying how architecture can inspire the transition of human emotions
INTEGRATE
[dis] C O N N E C T
co
d nf
e sens ent
of self. Resolve by e
volv i ng
fnd in
ga
ne
w
linking emotions to an architectural pathway
RESOLVE
ility
ho
t bu g, lvin t so no
ning lear
to
ng
otio
how archite
spac
cture can
es th
em
na
ev wit
lly
op
en
up
in
at fe
es
rief
ence
that
feel
get you to
el sa
fe an
d co
spac
hg
influ
urself
e
place
n zo
of yo
can
ing
olv
ace
pieces
w sp
new
mf ort
ng learni
our co
beginning to fnd your
step out of y
fndi
ab
mfo
this point
of leaving
on a new
T h e concept model represents the ability to travel into and through the spaces of my healing retreat, while feeling a sense of groundedness.
path
rtabl
This sense comes from the
e
em ns
ding es tha
spac
overcome an emotional struggle. The entry into the spaces is the beginning of this emotional transition.
connection strength to the idea
of the ‘circle’. The circle acts as the bonding force and that brings everyone and everything together. It is this strength that is created on the site through
otio
| fn
safe
pire
t ins you
the program, through the people, and through the
emotion healing that is evoked
through the architectural spaces, all factors in helping to push the process forward. The very act of healing can be done through space, it can be done through architecture, and through the act of feeling something emotionally. We are all connected through this one place, and it is the place where we begin to understand ourselves, understand
deepness path process
each other, and understand emotion. The
finding your unique path to healing
is to be solved in this space requires a
[dis] C O N N E C T
RESOLVE
(struggle)
(heal)
INTEGRATE
Through architectural pathways, emotions will begin to come to the surface, and be released from the body. Release will allow further discovery, emotional healing, and future wisdom.
(strength)
“the
struggle
you’re in
today is developing the
strength you need for
tomorrow”
of the problem that
to be traveled. It is not a black
and white answer, yet a that must be figured out and one that is different for everyone. We must travel down this path, metaphorically through different openings until we find the one that is right for each of us.
Preliminary Review Presentation Summary
The Preliminary Presentation looked at how emotions and architecture start to come together. My thesis studies how architecture can be manipulated to inspire emotional healing in children. Breaking down these emotional steps allows a further understanding for the process the children go through while at the camp. There are five design elements that are important to this healing process in children: art, play, nature, threshold, and calming. By relating each emotion on the healing path to these design elements, I started to design spaces that counteract the emotions they will be experiencing; Each program space is designed to benefit one or more phases of the emotional process. Additionally, I analyzed the site using the healing ideas of shelter, calmness, natural light, views, and access to water as a process of finding the perfect spot on the site for the camp. The schemes begin to show different ideas for how buildings will be laid out on the site. The ‘wrapping’ scheme is one that I will move forward with most heavily as its strength in the idea of ‘embrace’ relates most directly to my design ideas and concept. Finally, the camp is meant to be a happy experience, a place that allows for sad moments, but overall provides children with engaging, interactive activities in which they can communicate with each other and with their mentors. How these spaces facilitate that behavior and community connection to peers and mentors is what will prove the camp to be successful.
Reviewer Highlights
The reviewers would like to better understand what ‘the day in the life of a camper’ is like. They are interested in seeing how the campers will arrive to and approach the site in relation to this idea of [dis]connect, and then how they will continue into the emotional healing process. They questioned whether or not I have too many separate buildings on the campus and would like some exploration on how I could start combining some of the spaces together. They loved the vignettes and thought they displayed a powerful network of outdoor spaces that could form a connection between buildings. They encouraged me to continue developing design ideas in this way as I further develop more of the interior spaces.
Next Steps For Development • • • • • • •
develop a daily curriculum for the campers based on spaces in addition to emotions describe more efficiently why camp is perfect program for children going through grief study more interior spaces and larger scales think about emotional pathway and outdoor thresholds as a network of spaces that connect program areas develop ideas about how each building will interact with site and ground incorporate treehouse elements to provide child with a sense of independence and empowerment break down program spaces even further
Emotions connected with architectural spaces and a network of outdoor thresholds provides children with a camp experience to heal within a unique community.
emotion
gry
ry
an
ang
sad DE
LO
ngt h
P
Stre
resolution
Stre ngth
positive emotions
d se
fu
n
co
h
integration
Strengt
negative emotions
VE
sad
angry
sad
t ep acc
understanding an experiential progression of grief emotions
Ad
jus
t
ed us
nf co
sad
ac
an sad
ed
sad DEVELOP
ac pt
ce
pt ce ac
pt
fus
gry
gry
an
ce
con
strength and development form emotional barriers from confusion and anger
negative emotions begin to fall away
jumble of emotions
Understanding the progression of grief emotions. Looking at the ways in which I will design the architectural spaces in order to allow the negative emotions to fall away and the positive emotions to come to the surface. Integration of the positive emotions as the negative ones start to fall away is what provides unique opportunities for the children. Finally, they will end at a point where the integration is at the heart of the experience, healing spaces remain at the periphery, and disconnection occurs along the pathway of entry
ADJUST STRENGTH
con
fus
embracing the strength and development we have developed will lead to a complete resolution
Design Art
Play
sadness remains a part of the strength... we adjust to understand sadness is OK.
Nature
Threshold
Calming

ed
adjusting to and accepting changes will allow integration to occur and resolution to become more clear
These are five design elements that will help children to recover in times of healing: Art - expressing visually has been proven to be most beneficial in children recently experiencing a loss, before they are ready to talk. Play - most sharing with peers happens during times of play. Children start to feel comfortable with one another, and this then starts an important sharing dialogue. Nature - Being exposed to fresh air and beautiful views has been proven to act as a catalyst to the process of healing. Calming - spaces that provide natural light, a repetition of pattern, softness, comfortable, small-scale spaces Threshold - combines the aspects of nature and calmness to provide a network of pathways through the camp from one space to the next
ConCept
space connected to nature natural light and central location connect one ‘threshold space’ to other more remote spaces
[dis] C O N N E C T
calming threshold releasing struggle supergraphics of children having fun - you are not alone (playful)
Accept
Confused
CONNECT
Angry Reminisce
Remember
Sad RESOLVE
Memorialize
INTEGRATE
Develop
Adjust
Struggle
Strength DISCONNECT
space to vocalize about lost loved one eased threshold entry structure overhead, access to nature, and light. easing threshold into next space
strong play of light and shadow creates intense yet calming area
layering and repetition mimicing nature
RESOLVE gathering inspiration from natural elements on the existing site. space to reflect and remember
playful architecture - interactive art therapy wall / craft space somewhere to have fun
safe threshold zones - small spots with shelter above but still outside as part of a community
INTEGRATE
courtyard, you are not alone - community. playful architecture
the journey will continue turning the corner calming light-filled spots. memorialize
calming corner spot connecting two buildings forming an overhead “enclosure”
double threshold traveling to a ‘healing’ spot feeling safe between heaviness of walls - feel protected juxtaposition of light / nature space adjacent
playful/calming nook with a view. a quiet place to talk to someone beginning to accept and release emotions such as anger, sadness, and confusion
calming moments in space to stop and reflect
overhead repetition of material allows for natural light patterns
quiet natural pot to reminisce alone or with another.
Enter integration acceptance - see the distance - the light calming spot allows ease into acceptance
site
World’s End, Hingam, MA
STEEP INCLINES
Relating emotions to design elements, architectural spaces are inspired. They begin to become a network of interior/exterior spaces that will connect all the buildings together. It is a procession of spaces that lead to the end result of resolution.
Boston, MA
Site: World’s End - Hingham, MA Designing for elements such as shelter, access to water, hidden from entry, sunlight, calmness, and views. Each of these elements will enhance the experience for the children, providing them with a sense of safety on such a large site. Allowing them to form a community of their own while learning different healing tools that will carry them through into adulthood.
Hull, MA
Providing sense of safety
SHELTER ACCESS TO WATER SUNLIGHT DISTANT VIEWS CONTAINED VS. DISTANT VIEWS
CALMING HIDDEN FROM ENTRY
summer sun
HULL
BOSTON HULL SUNSET
BOSTON
winter sun
SUNRISE 90’ 138’ Government Center | Height Comparison
ENTRY A Sense Of Scale
CHOOSING A PROJECT SITE
SITE SECTION DIAGRAM
SCALE | 1:150
pRogRam TOTAL: 32,500 SF
Main Lodge
Outdoor
Cabins
Healing
Dining
Therapy
Meditation
Multiuse
Crafts
3200 SF
3500 SF
9300 SF
1800 SF
4800 SF
1300 SF
2000 SF
5100 SF
1500 SF
[dis] C O N N E C T • Struggle • Accept • Sad • Angry • Confused
NEEDS: to understand they are not alone | they are part of a community | calming views | a place to release emotions | someone to talk to | small group to confide in | safe zones
Program: Grief Camp for Children Looking at each overarching emotional healing phase, certain program spaces are more important than others during a particular phase. This diagram is representative of which program spots a child going through certain emotions would benefit most from.
INTEGRATE • Strength • Adjust • Develop
NEEDS: spaces to have fun | creating new memories with peers | indoor & outdoor activities | space to talk about/ display / vocalize about lost loved one
RESOLVE • Reminisce • Remember • Memorialize
NEEDS: a place to remember (calming / quiet) | spaces with distant views | individual / group spaces | area for memorial / ceremony
sChemes • Clusetered • Courtyard • Overlapping Program • Community
Scheme 2
Scheme 2b Crafts
Memory Hall
Group Space
use lti-
Camper Cabins
Group Space
Therapy
Healing
Meditation Dining
Mu
Scheme 1 | Cluster
Scheme 1
Camper Cabins
Cabins Outdoor
Healing
Meditation
Dining
Staff Cabin
Memory Hall
Staff Cabin
Dining
Crafts Outdoor Outdoor
Therapy
Therapy
Main Lodge
Main Lodge
Meditation
Main Lodge
Crafts
Memory Hall
Fitness
Scheme 2 | Central
Multi-
use
Outdoor
Healing
Group Space
• Another layer of site paths • Spaces Broken Up • Small entry, big opening • Remote spaces off central outdoor area
end
end
Scheme 2b | Wrapping • Linear • Three separate clusters • Wrapping program spaces -feeling safe • Clusters wrapping one another
start end start
[dis]connect
integrate
resolve
experiential order
start
Each scheme discusses different ways of organizing program spaces on the site. The first being a cluster, providing a sense of community due to the proximity of each space. The second scheme is more central, having a central courtyard that connects through pathways to each unique spot at the camp. The third scheme is wrapping. While it also has a central courtyard, it is starting to form spaces that cluster together and wrap the central program elements, providing that sense of place and shelter for the children amidst a large site. The experiential pathways are a representation of which emotions and spaces the children might encounter from beginning to end of the camp experience. It is about an emotional progression as each child will experience different spaces uniquely and differently in an emotional sense.
negativ
ac
ce
HOW ARCHITECTURE CAN INSPIRE THE TRANSITION OF HUMAN n
io
at gr
te
in
positive emotio ns
n
EMOTIONS. WHAT DESIGN
pt
tio
ELEMENTS CAN FACILITATE THIS EMOTIONAL HEALING PROCESS IN embracing the strength and development we have developed will lead to a complete resolution
GRIEVING CHILDREN
ART Accept
Confused
CONNECT
Angry
PLAY
Reminisce Remember
NATURE
INTEGRATE
Sad
RESOLVE
Memorialize
Adjust
THRESHOLD
Develop
Struggle
Strength
DISCONNECT
CALMING
SHELTER ACCESS TO WATER SUNLIGHT DISTANT VIEWS CALMING HIDDEN FROM ENTRY
REVIEW
ns
e emotiio
CONCEPT:
olu res
The struggles that children face after losing someone very close to them is an overlooked topic in America, and one that we must face. Death is an inevitable part of life, and something that should not be ignored. Different design elements can be brought into spaces to help facilitate this emotional healing process, and ease the transition back to feeling normal again for young children after experiencing a traumatic event. The chosen site is World’s End, one remote enough that you are able to feel removed from society, yet close enough that you don’t feel secluded and lonely. The site, rich with opportunity, has proven to be the perfect site for my grief camp for children.
ENTRY
SITE
CHOOSING A PROJECT SITE
Schematics Review Presentation Summary
The Schematic Presentation defined the concept in architectural terms, and started applying these ideas to built forms. In studying the emotional healing process in children after losing a loved one, I have developed design ideas that will complement and make this healing process easier for children. The healing process is broken down into three emotional phases, each taking on architectural characteristics of their own. Through defining each of these emotional phases architecturally, I have been able to start applying these ideas to my building designs.
Reviewer Highlights
The reviewers feel that I have done a great job relating my concept and design ideas to each of the architectural buildings on the site. I have used these ideas to create a lot of different interesting moments, now it is time to start systematizing these ideas. I have a lot of ideas for testing during the next phase of design, but it would help to continue narrowing down the rules, and systematizing both the design ideas as well as the materiality so that the entire camp reads as one cohesive place. I also have the richness of my site to work with; With intensely sloped topography, I can start to use that to my advantage and create new and exciting spaces for the children. Right now, while the camp is somewhat generic, I can continue developing on my original concept ideas to make this camp different than a typical overnight camp on top of just the emotional ideas and the scaled spaces. By creating more unique design elements that cater to younger children such as the interactive wall I designed in the healing space, or the ceiling coming down as walls in the multiuse building, the camp will begin to read as less than generic. Could create different sets of circulation networks through the camp that start to talk to the day in the life diagrams I have created. While I have applied each of my design ideas to the interior spaces of the main buildings, I should start to apply these same ideas to the actual site. While landscape plays the same role of importance in my project as the buildings, it is important to give the site the same attention. How do the buildings talk to one another? Lastly, being able to open up the buildings more in order to really create this indoor/outdoor connection will start to add to the uniqueness of the camp and give it a more untraditional camp feeling, special for children who are going through tough emotional times.
Next Steps For Development
• Developing the site to the same level as the buildings / developing building integration with the site • Introducing multiple networks of circulation paths • Catering to the scale and focus of the characters in the site (children). Having methodical thought and development toward children’s perspective. Further developing spatial character relative to children • Build on this system of ideas that will tie all the buildings together (now they all seem like very separate from one another) • Thinking about logistics such as grade at circulation paths, service vehicles, and camper drop-off location / organization • Further developing ideas that turn this camp from generic overnight camp into something unique for kids experiencing loss • Developing structural elements (into design elements – useful things that children could play with / on / interact with.
Providing children with scaled spaces to fit each of their needs during the stages of the emotional healing process will prove to be a special experience for them in this community.

[dis] C O N N E C T
small space within big, visual (not direct) connection to community
CONCEPT REVIEW & DEVELOPMENT
The emotional healing process has been broken down into 3 stages, during each of which children experience different emotions. I have architecturally defined each of these emotional phases of healing, which are design opportunities to be tested in each of my building spaces. [Disconnect is a small space within a large space with a visual connection, integrate is defined as smaller spaces within larger, yet this time with a direct connection, no physical barriers. And resolve is defined as having free-flowing moments with a repetition of material, pattern, and/ or form.
INTEGRATE
small & larger spaces within bigger, direct access to community, semi-enclosed spaces (ex. overhead)
RESOLVE
reveals to the outdoors, reptition of form & material, isolated yet part of bigger space
• Linear • Three separate clusters • Wrapping program spaces -feeling safe • Clusters wrapping one another
Scheme | Wrapping Crafts
Therapy
Group Space
Multi-use
Dining
Staff Cabin
Camper Cabins Outdoor Meditation Main Lodge
Memory Hall
end Healing
SITE STRATEGY & CIRCULATION
start
site approach option 1
o roach
p t i on 2
site approach option 2
entry
Scheme 2b from my Preliminary Presentation is the one that launched me forward into this design phase. The biggest thing I took from it was site organization. The central circulation path into the site leads campers to the core of the camp, surrounded by the cabins, where campers would feel most comfortable and protected in. The buildings surrounding this is where children would go for their activities during the day, always coming back to that central core spot where they would feel safe and at home.
OVERALL SITE PLAN
pp ea s it
The overall site plan zooms in on where I have designed my camp on the site. If you go back to my Review board, this is the area on the site where I show all of the site opportunities overlapping one another – my reason for choosing to build here rather than anywhere else on the large site.
Day 1
Healing & Meditation
- check into main lodge - unpack in bunk - group time in bunk - dining hall for lunch - multiuse for daytime activity - free time / letter writing - dinner (learn camp cheers)
Day 2
- dining for breakfast - boating / water games - crafts / therapy - lunch - nature walk / reflection @ memory wall - meditation - bunk time - dinner - camp fire (letters)
Dining Hall
Day 3 - dining for breakfast - sports in mulituse or outdoors - cooking - lunch - free time - healing space / writing memories - water games - bunk time - dinner - final night party - dancing, singing, food decorating, contests, karaoke [multi-use]
Main Lodge
Day 4 - breakfast - slideshow in multi-use with families - campers check out @ main lodge - campers go home
Therapy
Arts & Crafts
CAMP SITE PLAN
Multiuse
The camp site plan gives a sense of the circulation from building to building, the orientation of each building on the site, and the main programmed spaces that are important to the camp.
A DAY IN THE LIFE
Cabins
A day in the life describes the typical day a camper would experience each day they are there. The diagrams show the circulation path they would take throughout the day, which will start to inform me on how I could further develop different site circulation networks through the camp.
Cabins 4
disconnect integrate play
Level 2
2
nature
3
calming
1
approaching the main lodge
dining entry
disconnect integrate
1
Level 1
2
Crafts & Therapy
disconnect
meditation entry 2
play resolve
1
resolve
2
Multiuse
disconnect
3
art play
play integrate resolve
PLAN OVERVIEWS
EXTERIOR RENDERINGS
calming
art
Arts & Crafts
Approaching the main lodge is what you see as you enter into the camp off the main path. As you continue down this path after checking your camper in, you arrive at the bunks where the campers will unpack their belongings. This view gives a sense of that central core of the camp, the safe spot that campers keep coming back to and where they feel most at home. The dining and meditation entries show two examples of thresholds that allow the campers to feel more protected and less overwhelmed when entering large spaces in an unfamiliar place.
4
disconnect 3
campus overview
integrate
1
Therapy
pathway to bunks
3
Multiuse
play
1
integrate resolve
1
The cabins are the central part of the camp. Crafts & therapy is important to remain together on the site as art has proven to help ease communication in children who have a hard time verbally expressing their feelings. The multiuse building is an all camp space that becomes about integration and resolution.
site contour manipulation --> accessible site circulation
Main Lodge
disconnect 2
play
Reception & Waiting
Staff
enter/exit
nature
1
3
cabins
Level 2
threshold
all camp
Lounge
disconnect
1
Level 1
building contact with site (more in site than on) 2
Dining Hall
play play
3
nature
integrate
design development
play
Camper Kitchen 2
nature
3
Staff Kitchen
Seating
threshold
Utilities
1
integrate
1
overall plan development
threshold
3
nature
outdoor program spaces (ex. fire pit)
structural language
Meditation & Healing 3
Memory Hall
2
Meditation
exposed wood structure
1
integrate
resolve
1
play calming nature resolve
2
play
3
nature calming
We experience playful architecture here where the children are able to climb up on the bench and look out through the framed opening. Nature is experienced through the open roof system. The dining hall is mainly an ‘integrate’ space. Overhead planes provide smaller scale spaces within a large space. The meditation and healing building is mainly a ‘resolve’ space. It has a repetition of form while also creating natural light patterns. This gives a calming and glowing feel to the space. Play is also incorporated here through the interactive memory wall.
NEXT STEPS
Healing
PLAN OVERVIEWS
2
disconnect, integrate & resolve
structure as a design element
outdoor structural pieces
HVAC systems - projectors - sound system - heating - AC - plumbing - commercial kitchen equipment - site drainage
Moving forward into design development, I will spend a large portion of time focusing on the landscape and site surrounding the buildings. Landscape is just as important as the interior in my project, and a goal is to blur the two. I will look at how the buildings sit within or on the site, and will continue developing different indoor and outdoor program spaces as well as developing the schematic version of plans that I have. I will also develop structural elements into design elements for the children to interact with.
Thesis II Reviews | Spring 2015
review Art
ons
e emoti
negativ
ac
ce
HULL
pt
BOSTON positiv e emoti ons
n
i
tio
n
io
at gr
e nt
olu
res
PlAy NAture threshold
embracing the strength and development we have developed will lead to a complete resolution
CAlmiNg
[dis] C O N N E C T I N T E G R A T E
RESOLVE
ConCept: how architecture can inspire the transition of human emotions. what design elements can facilitate this emotional healing process in grieving children
small space within big, visual (not direct) connection to community
small & larger spaces within bigger, direct access to community, semi-enclosed spaces (ex. overhead)
reveals to the outdoors, reptition of form & material, isolated yet part of bigger space
As I continue to develop the site and concept, I focus on the richness of the site qualities, how I can use them to my benefit as well as how I can begin to manipulate them in order to best achieve the [dis]connect, integrate, and resolve architectural spaces. The emotional healing process is the most important factor in driving the design as the children oscillate back and forth throughout the different healing phases. 
Design Development I Review Presentation Summary
The Design Development I Presentation refined the concept in architectural terms, as well as in terms of materiality. It also looked at the overall site circulation patterns to create a more flowing and poetic path for the children to experience I continue to focus on the important spaces where children will be able to evoke different emotions during the healing process. Through defining each of these emotional phases architecturally, I have been able to continue applying these ideas to my building designs as I make further developments on how the buildings are related to the site and its topography.
Reviewer Highlights
The reviewers would like to see more building development as it integrates into the site. The buildings need to speak to and relate more to each other on an exterior architectural level. There has been great site development and they appreciate the manipulation of contours to start making the buildings one with the earth, but would like to see more gestural pushes further in this regard. The pathways throughout the camp should be refined and developed to show differences between different types of and networks of pathways. Right now, the camp feels a bit disconnected. Each individual building is great architecture and development, but they need to be more cohesive as a whole. They all agree that I have done a great job of applying my concept to the interior architecture of the buildings, but should start to overlay different concept ideas on top of the site as well. For my project, the outdoors is just as important as the indoors, and this is not yet showing through. The reviewers would also like to see more of an overall site experience rather than a separated disconnected presentation showing each individual building. It will help them get a better sense of how a camper experiences the site from the moment they are dropped off until the moment they go home. How does a consistent architectural character carry through from start to finish?
Next Steps For Development • • • • • •
Make architecture of buildings speak to one another on the site - indoor and outdoor connections Continue developing site paths and differentiate graphically the different networks Focus on the entry into the site. Look at a layering affect as the children progress from drop off into the camp Push on sectional qualities of the buildings and how they interact with the surrounding site topography Apply phases of healing to overall site plan - gestural moves that imply the architectural quality of these spaces HVAC and structural development and research
The rustic camp setting in combination with different materials and architectural spaces will prove to be a beneficial place for children grieving their loved one.
site plan & section Meditation & Healing
Arts & Crafts Therapy
BONFIRE
BALLOON RELEASE CAMPER COMMONS
OUTDOOR ACTIVITIES
Multiuse
Main Lodge Dining Hall
Dining Hall Cabin Arts & Crafts
1/16” = 1’-0”
The site was reconfigured to allow a more flowing site pathway connecting the buildings and outdoor spaces. The cabins are forming the central arc in the center of the camp as this is the most important and well-used space on the campus. They are surrounded by the larger scale buildings on the upper side of the hill (Main lodge, dining, and multiuse) in order to provide protection and a feeling of safety to the surrounding cabins. The smallest arc at the upper left of the above image are the quieter, more low-energy spaces (the healing spaces) which is why they are located closest to the water
Gestural site sketches and studies helped me to really get a flowing feel for the main circulation paths on the site. In the next steps, I will continue to explore the site circulation in this manner in order to provide secondary paths that are more tucked away and rustic feeling in order to give the campers the sense that they are tucked away in the wooded camp retreat that I am trying to create for them.
site circulation
material systems T ge Le NEC N m oo ISCO RAL E R E D AT EN GR E G TE LV O IN ES R m oo R
[dis] C O N N E C T
nd
A small scale comfortable space. Surrounded by stone to feel grounded and safe
1 3
Legend Room
Room
Therapy
LVE RESO
Room Legend
NECT DISCON RAL GENE ATE INTEGR
Healing & Meditation
2
DISCONNECT
NECT DISCON ATE INTEGR LVE RESO
Legend Room
INTEGRATE Part of a larger space where wood brings down the sc ale. Gives a warm feel - not alone
GENERAL INTEGRATE RESOLVE
Arts & Crafts
Room
Roo mL ege nd RoomDISLegend Room
2
Legend CO NN T Room Legend ECT NNEC GE DISCO NER DISCONNECT AL INGENE DISCONNECT TEG RAL Room Leg RAT GENERAL end E RESINTEGRATE GENERAL OLV INTEGRATE E DISCON Roo RESOLVE NECT INTEGRATE m Room RESOLVE GENERA Lege L RESOLVE Room ndLegend Room Room INTEGRATE DISC Room ONNE CT ONNECT DISC RESOLV GENE E RAL GENERAL Room INTE GRAT ERINTEGRATE oo RESO m LVE LVE RESOL eg Room en DIS d CO Room NN GE EC NE RTo RA INT om L EG Le RA RE TE ge DIS SO nd LV CO Ro E GE NN om NE EC RA IN T TE L G RE RA SO TE LV Ro E om
m oo R
Cabins
T ge Le NEC N E O AT C R IS G E D TE LV O IN ES R
DISCONN ECT INTEGRA TE RESOLVE
nd
Main Lodge
RESOLVE
Room Le gend
Resolution requires feeling safe and warm, but also ability to see into the distance - glass
Multiuse
Dining
1
1/32” = 1’-0”
3
Room Legend DISCONNECT INTEGRATE
[dis]connect, integrate, and resolve are the three phases in the emotional healing process for children. Each building type has been broken down to represent one or more phases of the process. These spaces are defined architecturally as well as through material. Each space has a different architectural quality which the children will start to recognize. The architecture is used to evoke this emotion in the children and this is done through the use of material as well as through the strategy of different scaled spaces. RESOLVE
Roo mL ege nd DIS
CO NN ECT INT EGR ATE RES OLV E
Room Legend Room Legend T Legend DISCONNECRoom
DISCONNECT INTEGRATE Ro DISCONNECT om Legend INTEGRATE RESOLVE INTEGRATE DISCON RESOLVERoo m LeNECT RESOLVE gend INTEGRATE DI Ro ONNE RESSC om OLV E CT INTE Le GRAT RoD ge E nd RE oISmC SO O LVE L NNE IN DISTEG ege C nT C RA R INESO ON TE d TE LV NE GR E CT RE AT SO E LV E
Room Legend
DISCONNECT INTEGRATE RESOLVE
The site approaches and circulation give a sense of the overall site and relationship between paths and buildings. The featured circulation paths above show the bridge, which is an elevated site pathway giving a new type of visual connection between campers and buildings, as well as a new unique experience on the site. View 2 shows the formal relationship between the cabins and the dining hall, and view 3 is looking out toward the outer left edge of the camp. This is where the quieter, healing spaces are, and this is a view from the administrative building, the main lodge showcasing how staff can overlook the camp from its main space where an outdoor patio is provided for warmer months and expansive glass windows during the winter.
Room
DISCONN ECT GENERA L INTEGRA TE RESOLVE
Room Le gend
DN
UP
UP
Building overviews
The Main Lodge has been reworked to incorporate a unique and playful entrance as this is the first building the campers will see and interact with. It also now includes a patio for staff members to overlook the camp grounds. The activities that occur in this building are camper checkin, staff offices, and a staff lounge downstairs.
Cabins
Main Lodge
DN
STAFF
Department Legend
MAIN LODGE CABINS
Level 2
DN
ARTS & CRAFTS
Department Legend
DN
-
Level 2
BATHROOMS CABINS Department LegendUP
DN
CAMPER KITCHEN
CABINS
DN
DINING
MAIN LODGE STAFF
LOUNGE MEDITATE
UP
MULTIUSE
Level 1
Level 1
STAFF KITCHEN THERAPY
DN
UP DN DN
UP
Department Legend
UP
DN
ARTS & CRAFTS -
DN
BATHROOMS
UP
CABINS
DN
DN
CAMPER KITCHEN UP
DINING
UP
LOUNGE
DN
MEDITATE
UP
MULTIUSE
THERAPY STAFF KITCHEN
STAFF KITCHEN
The cabins are the most important building on the site. They are the most used, and where the campers will really begin to open up to one another. For that, scaled spaces have been provided for each phase of the healing process. This piece of architecture is meant to be rustic with a modern twist, playful yet protective, and have spaces for the children to be alone or in a group.
MULTIUSE MEDITATE
DN
THERAPY
LOUNGE DINING
Department Legend DN
CAMPER KITCHEN
UP
CABINS
DN
DN
BATHROOMS -
ARTS & CRAFTS
DN
ARTS & CRAFTS
-
DN
DN
Department Legend
BATHROOMS CABINS
DN
UP
DN
DN
CAMPER KITCHEN DINING
UP
LOUNGE DN
MEDITATE MULTIUSE STAFF KITCHEN
Dining
THERAPY
Multiuse
UP
UP
The dining hall has been developed to include both camper and staff kitchens. A second development has been to add the outdoor seating area that is sunken into the ground, and protected by the roof overhang. It is a place where kids can be with one another while sharing a meal at the same time as they are enjoying these protected, framed views of nature and the site. DN
DN
UP
AXON UP
DN
Department Legend
The multiuse space is the biggest building at the camp. It is where campers and family members can come for group activities, sports activities, dances, games, etc. It is mainly a high-energy space for campers to interact. The structural elements are interactive and playful, letting in a lot of natural light. CABINS
MAIN LODGE STAFF
DN
Department Legend CABINS MAIN LODGE STAFF
Department Legend CABINS
MAIN LODGE STAFF
Therapy
artment Legend DN
RTS & CRAFTS -
DN
ATHROOMS
ABINS
DN
DN
AMPER KITCHEN UP
NING
OUNGE
EDITATE
ULTIUSE
TAFF KITCHEN
HERAPY DN UP
DN
DN DN
Meditation & Healing
Arts & Crafts
-
DN
DN
UP
UP
Department Legend
BATHROOMS
CABINS
ARTS & CRAFTS
CAMPER KITCHEN
DN
DINING
LOUNGE
MEDITATE
MULTIUSE
STAFF KITCHEN
THERAPY
AXON
Therapy, Arts & Crafts, and Meditation & Healing are the three lower-energy healing spaces at the camp. They are all grouped into one area of the camp because of the quiet quality that they all embody. The therapy space houses areas for all stages of the healing process. The spaces blend into one another as this building has just one small closed off room, a safe zone office. There is an outdoor area set into the hillside to feel protected yet provide views out to the water. The A&C building provides areas for kids to release their feelings through art. There is a graffiti wall, and an art pin-up wall so they can share their feelings and release any emotions that have been bottled up. After going to A&C, therapy is a great place for the children to talk about their art pieces. The meditation and healing space is meant to provide a serene feel, one of comfort and safety, while feeling protected and able to remember who you have lost.
DN
UP
DN
CABINS
MAIN LODGE
Department Legend
STAFF
Building systems & structure DN
CABINS
DN
Department Legend
Modern Aluminum COLLECTION
The Modern Aluminum Collection combines glass and aluminum for unparalleled visual appeal, strength and light infiltration. It’s a unique solution for your extraordinary home.
Modern Aluminum COLLECTION
MAIN LODGE
Built better from the inside out
Transform Your Home with the DoorView® visualization tool.
Between section seals Offer additional weather-resistance
Before
DN
Go to overheaddoor.renoworks.com to try our on-line interactive software tool that lets you visualize what your home would look like with a garage door from Overhead Door. Contact your local Overhead Door Distributor for more information and to receive a quote.
o to overheaddoor.renoworks.com to try our on-line interactive ftware tool that lets you visualize what your home would look like th a garage door from Overhead Door. Contact your local Overhead oor Distributor for more information and to receive a quote. Before
DN
STAFF
ransform Your Home with the DoorView® visualization tool.
After
After
Commercial-grade aluminum frame Low-maintenance and corrosion resistant.
Limited Warranty. Modern Aluminum garage doors are backed by a one-year limited warranty.*
Model 511 Standard frame
* Warranties vary by model and are available upon request. See full text of warranty for details.
Warranty.
Aluminum garage doors are backed by a one-year limited warranty.*
The Genuine. The Original. Since 1921, Overhead Door Corporation has not only raised the standards of excellence for the industry—we’ve created them. Overhead Door created the first upward-acting door in 1921 and the first electric garage door opener in 1926.
es vary by model and are available upon request. See full text of warranty for details.
uine. The Original.
1, Overhead Door Corporation has not only raised the standards of excellence for the —we’ve created them. Overhead Door created the first upward-acting door in 1921 and the ric garage door opener in 1926.
r network of over 400 Overhead Door Distributors are still leading the way with innovative and unmatched installation, service and support. So look for the Red Ribbon. It’s your e that you’re getting the genuine, the original Overhead Door.
Design flexibility Available in a variety of vertical rail widths and horizontal stile widths to complement the style of your home.
Stylish hardware Hinges and fixtures are galvanized to maintain a contemporary look.
Integrated stiffening struts* Strong, light-weight struts are included in the design of the rail assembly to enhance durability.
Today, our network of over 400 Overhead Door Distributors are still leading the way with innovative solutions and unmatched installation, service and support. So look for the Red Ribbon. It’s your guarantee that you’re getting the genuine, the original Overhead Door.
* Offered on non wind loaded doors only. Size restrictions may apply. See Overhead Door Distributor for details.
S O L D A N D D I S T R I B U T E D B Y:
Wind load-rated doors.* Safeguard your home in extreme wind conditions. Your door
D B Y:
artment Legend
can be built to meet your local building codes and provide your home with protection from a variety of wind conditions, such as hurricane force winds.
Crisp lines and sleek design formed from durable corrosion-resistant aluminum and light-filtering glass.
* Model 521 only.
Crisp lines and sleek design formed from durable corrosion-resistant aluminum and light-filtering glass.
ABINS 2501 S. State Hwy. 121 Bus., Suite 200, Lewisville, TX 75067
1-800-929-DOOR • sales@overheaddoor.com MAIN LODGE
2501 S. State Hwy. 121 Bus., Suite 200, Lewisville, TX 75067 1-800-929-DOOR • sales@overheaddoor.com www.OverheadDoor.com ©2013 Overhead Door Corporation. Impression Collection is a trademark and The Ribbon Logo is a registered trademark of Overhead Door Corporation. All other trademarks are the property of their rightful owners. Consistent with our policy of continuing product improvement, we reserve the right to change product specifications without notice or obligation. R900-692
www.OverheadDoor.com
TAFF
n. Impression Collection is a trademark and The Ribbon Logo is a registered trademark of Overhead Door Corporation. All other trademarks are the property of their policy of continuing product improvement, we reserve the right to change product specifications without notice or obligation. R900-692
Arts & Crafts
Main Lodge
Cabin
Dining
Healing
Multiuse Therapy
SHELTER ACCESS TO WATER SUNLIGHT DISTANT VIEWS CALMING HIDDEN FROM ENTRY
ENTRY
influence humAn emotions.
[dis] C O N N E C T I N T E G R A T E
RESOLVE
children
grieving from the loss of A loved one heAl through the experience of ArchitecturAl design.
separation from the outside world. stripping away negative emotions through connection with new surroundings. feeling safe, protected, and comfortable
to feel a sense of community & togetherness. emotionally opening up, trusting those around you, building strength and comfort. feeling excited
calming areas near the water. feel calmness through fluidity of site and repetition of form feeling sense of empowerment through adventurous pathway
emotion
Architecture cAn
Design Development II Review Presentation Summary
The Design Development II Presentation focused on site plan and circulation development. The relationships between buildings at the camp as well as circulation paths have come to a state of integration and resolution for the camp design. Buildings have become much more integrated with its surrounding landscape, with a focus on the unique elements of each building that helps the children to continue their emotional healing process. In this design review, the topography has significantly changed in order to provide the children with different conditions for different phases of healing.
Reviewer Highlights
The reviewers loved all the site and building development. They thought the flow and narrative of the presentation was extremely helpful in understanding each of the spaces as the children travel through the camp. They were interested in how the buildings are now truly interacting with the landscape and how the site topography was used to focus different views and create new and interesting ways of creating protection for the site. They are impressed with the material choices and how I have successfully put a modern twist on the use of wood and stone in a rustic setting. For the final review, they would like to see a bit more development on the bridge element, as well as development in both the healing space and multiuse buildings. As well as these small design revisions, it would help to see conclusion diagrams for how and why my architectural elements can help in this emotional healing process. It is about tying everything together and illustrating how I have proved my concept through architectural design.
Next Steps For Development • • • •
Combining site topography with building design can have a poetic feeling that is important in the therapeutic feeling of a healing environment.
Develop the bridge element Develop views for healing and multiuse buildings Summary conclusion diagrams a video fly-through of the camp experience
“ safe ...a
environment that is
non-threatening ”
“When trauma strikes, the child’s mind draws a mental boundary between the mind and the body (which are not two, but one), splitting off bodily meanings from awareness. While the boundary is successful in isolating painful, embodied meanings from awareness, the meanings are neither experienced nor revised, but remain underground, unnamed, and active forever.” Through working with a therapist in the right environment, finding a voice that represents the unconscious meanings are gradually resolved. The unique sequence of sensory and symbolic experiences provided by the microcosm of nature in the therapeutic garden invites and enables the child to journey into the outer reaches of his or her inner self.
HVAC
PERIMETER DUCTWORK @ FLOOR
DUCTWORK HIDDEN IN CEILINGS
AHU ON ROOF WITH DUCTWORK IN CEILINGS BELOW
Meditation Therapy
16 Healing
EAST/WEST CROSS VENTILATION
15
NATURAL AIR FLOW WITH CEILING FANS @ SLEEPING AREA
HOT WATER HEATER FAN/ VENT SYSTEM AHU ON ROOF, DUCTS CONCEALED IN CEILING BELOW
14 AIR VENTS @ SOFFIT AIR TRANSFERRED FROM SEATING AREA TO KITCHEN EXHAUST
Healing Garden
13
CEILING FANS FOR ASSISTING NATURAL VENTILATION
AHU @ ROOF
EXPOSED DUCTWORK - SUPPLY LOWER TO GROUND THAN EXHAUST
EXPOSED DUCTWORK WITH AC UNITS FOR VENTILATION
Arts & Crafts
12
AIR FLOW IN AIR FLOW OUT
1
Cabins
8
7 2 5
Main Lodge
Camper Commons
6 4
Pedestrian Bridge
5
4
3 Secret Hideout
9
Multiuse
6
3 Dining
11 10
2
1
Service Road
2 1
3
4
5
6
experience protected | disconnect
1
welcoming
“It’s the most amazing place and it’s so much fun, and it’s more than helpful. It’s changed my life.”
2
3
arms open
4
emotional contrast
main lodge
5
community and integration
cabins UP UP
UP
UP
6
under threshold to camper area | integrate
8
7
dining
Dining Cabins “Coordinated effort to design buildings and landscape to work in harmony can also facilitate interaction by creating inviting outdoor places that draw people’s interest and encourage use of outdoor observation from indoors. This interaction is the instrument that acts as the catalyst for both physical and spiritual healing.”
As you approach the site, you are faced with a heavily wooded area, hiding the camp from any outside user of the site. Starting in View 1, the camper travels down this tree-tunnel pathway toward the main lodge. As they continue down the path, the trees start to spread out becoming more sparse. This allows the view of the main lodge to open up, creating this welcoming feel. The retaining wall and the wood wall of the building in view 3 start to act as “open arms” welcoming the campers in. Upon entering the building, you are faced with this heavy stone path, giving the campers a feeling they are grounded, protected and safe in this place. When going left and checking in at the main desk, they are able to see this vase view out to the camper commons, giving them a glimpse of the community where they are about to head for the next 3 days.
Arts & Crafts
camper commons - open to cabins and dining
After exiting the main lodge, campers travel underneath this bridge element into the main camper common area where they will unpack in their cabins. This bridge creates yet another threshold for the kids to go through to feel as though they are entering into their own little bubble for the next few days, safe from the outside world yet open to a new and welcoming community. The site section clearly shows the change in topography from one end of the site to the next. The dining hall sits on the highest point which is protected by trees behind and then opens up onto the camper commons which flattens out a bit. Behind the cabins is also protected by trees, creating a barrier between this sleeping area and the large site drop-off where the resolution buildings are. This intense grade change is meant to focus views out to the water for this calming effect during the last phasing of the healing process. UP
The contrast between the simplicity of the cabins structural systems with the heaviness of the dining hall helps the kids to experience multiple scales of space. By becoming more comfortable with one another through these community areas, the campers will start to open up, becoming more comfortably vulnerable, and able to be in a larger space such as the dining hall more comfortably. The large truss system supporting the roof helps to bring down the scale of the space while still letting in a ton of natural light. Also while in this large area, campers have this view back to the cabins which is their home for the next few days, allowing them to feel a sense of safety and calmness that they aren’t too far from their home base. Upon entering the dining hall, the campers have this even lower dropped wood ceiling where they can feel protected upon entering a large space. The banquette seating along this front window provides a soft material to feel cozy while also creating wide open views that are more expansive and inviting.
9
GLAZING
WOOD TRUSS AND MULLION ROOF SYSTEM
DROP CEILING SUPPORT - HUNG FROM UNDERSIDE OF ROOF
DROP WOOD CEILING
view to cabins | community, safety, home
10
FLASHING
SILL AND FLASHING WOOD FRAME WINDOW SYSTEM STONE BASE AND FOUNDATION UPHOLSTERED BANQUETTE
GRADE WATERPROOFING DRAINAGE BOARD FOUNDATION DRAIN
UP
14
Healing
11
12 DN
15 Therapy DN
13
The multiuse building is the “fun zone” of the camp. Kids can play and explore, while it can also be a space for more serious activities such as all camp meetings, or slideshow presentations of loved ones who have passed. The bridge element that comes through this building adds to some of that excitement. The “fun” factor is what will give campers that strength and energy to forget about their negative feelings for a little while.
Meditation
16
The Therapy and Healing/Meditation buildings are connected through an outdoor pathway, seen in View #15.
UP
UP
Arts & Crafts
ARCHITECTURE & EMOTION
INSPIRING HUMAN
Accept
Confused
DESIGN.
CONNECT
THE TRANSITION OF
EMOTIONS
CHILDREN
THROUGH HEALING
Angry Reminisce
RESOLVE
INTEGRATE Strength
FROM THE LOSS OF A LOVED
Sad
Remember
Memorialize
Develop
Adjust Struggle
ONE ARE INFLUENCED THROUGH
DISCONNECT
ARCHITECTURE.
art
threshold nature
[dis]connect
integrate
resolve
play calming separation from the outside world. stripping away negative emotions through connection with new surroundings. feeling safe, protected, and comfortable
to feel a sense of a welcoming community & togetherness. emotionally opening up, trusting those around you, building strength and comfort. feeling excited
calming areas near the water. feel calmness through fluidity of site and repetition of form | feeling sense of empowerment through adventurous pathway
Final Thesis Review Presentation Summary
The Final Presentation resolved all design issues, and brought everything together in a cohesive story. It talked about conclusions discussing how I used the site to create architectural layers as children progress through the healing process. Pulling together ideas of removing and expanding layers, thresholds, community, and scaled spaces have proved my thesis question about how to create architecture for children who are healing from a loss. These are the most important elements that children need architecturally in order to be influenced and changed by spatial aspects that will influence their emotional healing process.
Reviewer Highlights
The reviewers gave extremely positive feedback relating to materials, spatial qualities, and master planning, and from beginning to end were drawn to the experience and felt they actually wanted to be in these spaces. They felt the different stages of my concept and process were presented and diagrammed effectively and thoughtfully, all the way from diagramming density of landscape and natural environment to density of the built environment. They applauded how not one building was more developed than another, and how I have moved beyond expectations of a thesis project. While understanding the playfulness of the bridge element, they found it to still be in the schematic stages. In terms of concept, they loved the way the bridge loops you around and brings you back to the beginning, bringing you physically close to certain elements of buildings along the way, and allow you to be able to see architectural details more closely. Connecting all layers of the site using the bridge was a cohesive way to bring the project, layers, and stages of healing together into a cohesive idea.
Next Steps For Development
Connecting layers of the site with an architectural element helps to tie the entire project together as a concept, a site, and an overall healing process.
• develop more practical mullion systems in crows nest of cabins • create another layer of paths that is more organic and ‘disconnecting’
HIGH TO LOW ENERGY Secret Hideout
PROTECTED DISCONNECT
EMBEDDED RESOLVE
HIGH ENERGY | heaviness in structure
OPEN INTEGRATE
a PLAYFUL space allows campers to bond and
feel part of a larger COMMUNITY
LOW ENERGY | calmness | healing in nature | lightness
22 23 24
Meditation
21
20
15
Arts & Crafts
16
19
Healing
26 25
17 18
Therapy Healing Garden
14
27 10
1 9
Multiuse
Cabins
6 5
8
Camper Commons
11 13
2
7 4 5 4
6
3
Secret Hideout
Dining
12
Main Lodge
3
2
1 1
2
3
4
5
6
SITE & PROGRAM SHELTER ACCESS TO WATER
Day 1
SUNLIGHT
DISTANT VIEWS CALMING HIDDEN FROM ENTRY
Residential
Official/Open
Business
Hull, MA
- dining for breakfast - sports in mulituse or outdoors - crafts / therapy - lunch - nature walk / reflection @ memory wall - meditation - bunk time - dinner - camp fire (letters)
1
protected | disconnect arms open main lodge
Day 3 - dining for breakfast - cooking - lunch - free time - healing space / writing memories - bunk time - dinner - final night party - dancing, singing, food decorating, contests, karaoke [multi-use]
2
welcoming | NATURE
TOTAL BUILT
ENTRY SEQUENCE
- check into main lodge - unpack in bunk - group time in bunk - dining hall for lunch - multiuse for daytime activity - free time / letter writing - dinner (learn camp cheers)
Day 2
ENTRY
THE CAMPER EXPERIENCE
Day 4 33,287 sf
- breakfast - slideshow in multi-use with families - tour to craft space / graffiti wall - campers check out @ main lodge - campers go home
4
emotional contrast
3
cabins
8
open space, yet protected inside bunk | gathering camper commons
community and integration | views out
5
approaching cabin row
9
7
dining
AIR FLOW IN AIR FLOW OUT
under THRESHOLD to camper area | integrate
6
camper commons | sense of community
360 view entire camp | community
10
11
12
view to cabins | community | safety | home
hillside pathway to A&C | ART therapy
15
interact | NATURE
Arts & Crafts
Multiuse
approaching multiuse
13
high energy | fun zone | PLAY
14
A&C entry
16
art nooks | calming | scale
17
18
21
Healing
24
healing space | glowing light Healing Garden
25
26
22
19
therapy entry | see through layers Therapy
Meditation
layers expanding
20
healing | CALM | resolve
23
27
exit to healing garden & bridge
removing and expanding layers to provide protected & safe feelings | scaled THRESHOLDS | DISCONNECT experience community through visual connection
tree canopies create enclosed, SMALLER SCALE entry path into camp
PROTECTIVE layer
starts opening up as you approach main entry
DISCONNECT along entry path into camp | traveling through layers
tree layers removed to open up to new environment The Main Lodge reveals itself as the foliage starts to open up. You are greeted by the wide arms of the Main Lodge building, welcoming you into this next layer.
providing initial threshold into camp
building as a transition | THRESHOLD Removing this element of surprise before each next step is one successful way to make sure the kids feel comfortable and safe
threshold | SCALED passage into camp COMMUNITY Scale plays a role here as campers travel beneath and through this low symbolic “underpass” into a large open
removing and expanding layers to adjust SCALE | RESOLVE Dining
Camper Commons
Cabins Therapy
PROTECTED DISCONNECT EMBEDDED layer providing sense of separation and spaces for reflection
OPEN INTEGRATE EMBEDDED RESOLVE
individual scale
removing and expanding layers to enable sense of COMMUNITY | INTEGRATE
LARGER SCALE | EXPOSED
This camp provides landscapes, buildings and individual spaces within buildings that create spaces for community activities or visual connection to community areas. FEEL COMFORTABLE | NOT ALONE | BOND
SMALLER SCALE | PROTECTED
OPEN SPACE
OPEN layer
COMMUNITY signified by green space and repetition of housing unit | central
COMMUNITY signified by SCALES of open space
providing sense of community in central location
group scale
SCALED cabin space | 360° COMMUNITY view Individual space for reflection | not alone | views to entire camp | protected | nature
increased scale
interact
meditate
heal
Thesis Proposal | Spring 2014
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal

[dis] C O N N E C T INTEGRATE RESOLVE A Nature Healing Retreat for Children A therapeutic environment in a wooded natural setting near the city and the water. Focusing on the emotional healing process of children who have recently lost someone close to them.
Boston Architectural College Master of Architecture
Thesis Program Director: Ian Taberner Thesis Seminar Instructor: Frank Smith Thesis Studio Instructor: Ian Taberner
Boston Harbor Island World's End Hingham, MA Thesis Proposal | Michelle Ungar | April 30, 2014
struggle
“the you’re in
today
is developing the
strength
you need for
tomorrow”
Table of Contents
Thesis Summary
101
Thesis Abstract 103 Thesis Statement
105
Methods of Inquiry
107
Terms of Criticism
109
Building Systems 111 Site History 113 Program Statement 115 Case Studies 157 Sketch Problem
167
Health and Wellness
169
Client
171
Qualifications & Requirements
173
Annotated Bibliography
175
Appendix
179
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
NATURE HEALING RETREAT: Recreating the qualities of overnight camp while providing a therapeutic space for children going through the healing process
Statement: Children are often overprotected, shielded from experiences that will actually help them grow and develop. It is through this healing retreat that we will begin to address these issues, in a design that both allows children to express themselves as well as develop confidence and understanding of the process of life.
Abstract: This thesis studies the qualities of overnight summer camp, what this type of environment gives to children, and how these ideas can be used to allow children a place to emotionally heal. Camp gives them confidence, a place to call home, a place to develop relationships, and a place to grow. This type of environment, one that is nestled in the woods and away from everyday technology, can refresh, reinvigorate, and prove to create positive effects on the mind. The qualities of a camp are similar to a place of pause, relaxation, learning, leisure and community. It is these ideas and qualities that I will take away from the typical camp experience and with them, create a space that is knotted into the natural world, designed specifically for children that have recently lost someone close to them.
Methods of Inquiry: RESEARCH | Healing in a natural environment, How families deal with loss, Child Psychology, Environmental Psychology, Mind-body connection SITE | Mapping of views to enhance, Analysis of “safe” spots on site, Photographs discovering areas of connection to the natural site, Usage documentation ABSTRACT ART | Connect vs. Disconnect, Stress vs. Calmness, City vs. Suburb COLLAGE | Layering of program spaces PROGRAM | interviews, client input CASE STUDIES | related projects throughout the world MATERIAL STUDIES | How architecture can be flexible to accommodate all seasons
Terms of Criticism: Does the design reflect a sense of connection to nature with disconnect from the outside world? Are there spaces that foster social interaction between different age children? Is this a space that creates a feeling of safety from exterior life? A feel of peace and relaxation with opportunity for healing? Do the spaces recreate the idea of struggle that eventually leads to a resolution? Do the spaces and views create a sense that the environment is therapeutic? Does architecture enhance the natural beauty of the site?
Building Typology: Healing Retreat (approximately 32,500 SF): a therapeutic environment for children focusing on the emotional healing process of losing someone close to them. It is about dealing with the idea of struggle and how to cope with finding resolution and peace
Site & Location: Boston Harbor Islands | World’s End | Hingham, MA
THESIS SUMMARY
There is a secret bond deep down inside, known only to those that have experienced the magic of sleepaway camp. I went to sleepaway camp for nine summers, an experience I wouldn’t trade for the world. Camp gave me a sense of independence; it is there that I grew up, discovered a lot about who I am as a person, and developed into an adult that was strongly influenced by my summers at camp. It is also there that I realized the sense of peace one can get from being intertwined in outdoor life, and how strong this separation from the world of technology can impact the senses in a new way. It can refresh, reinvigorate, and prove to create positive effects on the mind. The qualities of a camp environment are similar to a place of pause, relaxation, learning, leisure and community. It is these qualities and ideas of development that I will take away from the typical camp experience and with them, create a space that is knotted into the natural world, designed specifically for children that have recently lost someone close to them. Inside this Nature Healing Retreat will be a therapeutic environment where children will continue the emotional healing process while being surrounded by other children going through the same trauma. In parallel with going through these hard times come sadness and loneliness, yet children will find themselves stepping into a new space, one of relaxation and safety, separate from their normal daily encounters. While the loss of someone close could cause your world to feel black and white, coming to this place will begin to let that color back in. The healing retreat is close enough to the city that public transportation is easily accessible, yet far enough away that children feel as though they are in a new spot, one of comfort that promotes feelings of safety and disconnect from the troubles they are facing. The retreat will provide areas to focus on creative thoughts and activities, places to concentrate on physical well-being, quiet spaces where reflection can occur, and comfortable spaces where children can talk with counselors about their feelings. By creating spaces that inhabit these different activities, reflection and interaction will occur and support systems will begin to grow, working together to find moments of joy during times of sadness. They will create bonds with each other similar to that of summer camp, and at the same time learn how to cope with loss. It is new opportunities and challenges that will teach children how to take control in unfamiliar situations, and have a greater understanding of the process of life. It is a place that focuses on healing, community, social interaction, and letting go of everyday stresses in an environment that is completely inspired by the close interaction with nature enhanced by architecture.
THESIS ABSTRACT
The Retreat will create a space that is central to the healing process for children. It is in a natural environment that provides emotional nourishment for children who are struggling with loss. It enables them to open up with their feelings and bond with others going through similar life events. Unfortunately, children are often not given the attention they need when it comes to the traumatic experience of death at such a young age. Their needs are overlooked while the parents or caretakers try to protect them. However, in trying to protect them, the child’s feelings become bottled up and stored away to only come out later in life. Ignoring the problem and ‘protecting’ the child is in no way helpful to their development. They need the exposure to understand that death is a part of life. It will help them to grow up with a more solid understanding of how to cope with such an extreme life change. It will help them to understand how to handle tough situations. Talking through these feelings and being involved in the process is just the beginning of healing. Without understanding, the wound cannot fully be healed.
The universe will become whatever guardians determine: “...we would accept suffering as inevitable to the human condition, and that through suffering we have opportunities to develop wisdom. Suffering is not to be avoided but to be embraced as a necessary component of our lives and our evolutionary development. It is through suffering that humans come to know the meaning of an individual life, gain a sense of the human condition, and develop compassion.”
Thesis Statement
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
“When trauma strikes, the child’s mind draws a mental boundary between the mind and the body (which are not two, but one), splitting off bodily meanings from awareness. While the boundary is successful in isolating painful, embodied meanings from awareness, the meanings are neither experienced nor revised, but remain underground, unnamed, and active forever.” Through working with a therapist in the right environment, finding a voice that represents the unconscious meanings are gradually resolved. The unique sequence of sensory and symbolic experiences provided by the microcosm of nature in the therapeutic garden invites and enables the child to journey into the outer reaches of his or her inner self.
RESEARCH | Healing in a natural environment, How families deal with loss, Child Psychology, Environmental Psychology, Mind-body connection | Overnight camps | Landscape & Architecture | Materiality | Adaptable Architecture
SITE | Mapping of views to enhance, Analysis of “safe” spots on site, Photographs discovering areas of connection to the natural site, Usage documentation
ABSTRACT ART | Connect vs. Disconnect | Stress vs. Calmness | City vs. Suburb | Struggle vs. Resolution COLLAGE | Layering of program spaces | Ideas of procession | Pathways ‘collaged’ with landmarks PROGRAM | Interviews | Client input CASE STUDIES | Discovering projects related to children, healing, and integration into the natural environment
MATERIAL STUDIES | How architecture can be flexible to accommodate all seasons | ‘Rustic’ materials
Methods of Inquiry
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
“The word ‘heal’ derives from an Old English word haelon which means wholeness.” DISCONNECT | Does the design reflect a sense of connection to nature and a sense of disconnect from the outside world?
CONNECT | Does the architecture connect with and form an integration with the surrounding landscape? INTERACTION | Are there spaces that foster social interaction between different aged children, and spaces that create interaction between indoor and outdoor life?
BOUNDARY | Is this a space that creates a feeling of safety from exterior life? A feel of peace, relaxation and community with opportunity for healing?
TRANSITION | Is there an architectural feel of procession into and through the spaces? A pathway that allows a smooth transition physically and emotionally? EMOTION | Do the spaces and views create a sense that the environment is therapeutic, providing views to nature with outdoor spaces connected to the landscape?
Terms of Criticism
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
T h e concept model represents the ability to travel into and through the spaces of my healing retreat, while feeling a sense of groundedness. This sense comes from the connection to the idea of the ‘circle’. The circle acts as the bonding force and strength that brings everyone and everything together. It is this strength that is created on the site through the program, through the people, and through the emotion that is evoked through the architectural spaces, all factors in helping to push the healing process forward. The very act of healing can be done through space, it can be done through architecture, and through the act of feeling something emotionally. We are all connected through this one place, and it is the place where we begin to understand ourselves, understand each other, and understand emotion. The deepness of the problem that is to be solved in this space requires a path to be traveled. It is not a black and white answer, yet a process that must be figured out and one that is different for everyone. We must travel down this path, metaphorically through different openings until we find the one that is right for each of us. odel M t p e Conc
MATERIALITY | Discover through research. Different materials that are flexible and adaptable in a natural setting during all seasons. In creating a therapeutic environment for children, this is a year-round retreat. EXPOSED STRUCTURE | Although sometimes exposed structure may feel a bit industrial, the nature of the project, finished and framed in wood, will give a rustic feel to the site while integrated into nature creating a soft environment. It is easier to heal in a place that feels comfortable and like home, and this will help add to that sense of comfort. AESTHETIC | Integrating this rustic aesthetic into the project ties back to the idea of the overnight camp nestled into the woods, giving a feel of being away from the city and technology - a feeling of refreshment and renewal. ENVIRONMENT | The buildings will be situated in, and integrated into the natural environment. Not an addition to, but a part of it. This will help the spaces feel more grounded which adds a sense of safety. Respecting existing views and trees plays a large part of the environment aspect as well. SUSTAINABLE | Being near water will help keep the spaces a bit cooler in the summer. Windows and roof overhangs will be designed in a way that lets in as much natural light as possible throughout the year. The buildings will also be built from local materials, such as stone and wood. As this site is set away from city life, fire pits and fireplaces will be used as a heating supplement throughout the year.
Issues to Think About FOUNDATION | Building near water could create foundation issues FLOODING | How to avoid this in areas close to water MATERIALITY / WATERPROOFING Building in land home to many plant life species ADAPTABILITY | Building system’s flexibility for year-round use in a program that is largely outdoors
Building Systems
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
y
n ion P la Di vis
Sit
is H e
ot
In 1856, John Brewer built a mansion along Martin’s Lane and acquired most of the peninsula over the next few decades, including Sarah and Langley Islands which only cost him $250.
t
or
World’s End consists of 248 acres of land and over 5 miles of shoreline. The site is defined by four hills, running north to south called drumlins, characterized by their half egg shape. These hills were all formed at roughly the same time by glacial action. On the underside of the bedrock lies glacial till, the parts of the sediments that were deposited directly by the glacier, which contains mixtures of sand, clay, gravel, and boulders.
L d’s e t Olms
te sta
er E
w
e Br
World’s End was never industrialized or developed. Through the 19th and 20th centuries it was used as cropland, hay meadows, and pasturage by Hingham farmers. The farm (1855-67) was headed by John Brewer who built farm buildings on the site (in addition to his mansion) including a blacksmith shop, greenhouses, a bathhouse, a stable, a smokehouse, and homes for farmers and their families (shown on the plan to the left). In 1886, Brewer requested Olmsted to plan roads, landscape, and subdivisions of the land in preparation for a residential neighborhood to develop. The double rows of trees planted along all roads on both sides still exist today, though the land was never developed into the residential neighborhood that it was planned for. In 1945, World’s End was considered a possible site for the United Nations, which was eventually built in New York. In 1965, World’s End was considered as a site for a nuclear power plant, though it was eventually built in Plymouth, MA. Finally in 1967, a campaign to raise money for the acquisition of World’s End succeeded in raising funds sufficient to assure preservation of the property.
Greenhouse in the 1930’s
Stable in the 1930’s
Mansion View from West
Site History
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Existing State Site Description & Analysis
117
Codes 131 Cultural Context 133 Informational Context
139
Precedents 141
Future State Issues, Mission and Goals
151
Cost Evaluation 155
Program Statement
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
State: Massachusetts
County: Plymouth County
Town: Hingham, MA
Site: World’s End
Sit e
To
g po 40’ MIN SIDE
d Setbacks y an
40’ MIN REAR
h rap
20’ FRONTAGE
World’s End is a conservation and park area located on a peninsula in Hingham, MA, one of Boston’s Harbor Islands. The site is accessible by commuter rail on the Greenbush line. It is the only Harbor Island that can be accessed year round by visitors. Its location is distant from Boston, yet still easily accessed through car or public transportation. In the 1880’s, Frederick Law Olmsted was hired by landowner John R. Brewer to prepare the land for a residential community. Olmsted’s design of curvilinear roads and trees were set into place, though the homes were never built. This however, left the land open for other development ideas - possibly building the United Nations headquarters on this site. This plan also never happened, due to a last minute gift from John D. Rockefeller who offered up a free site on the east side of Manhattan. In 1967, the site was acquired by the Trustees of Reservations and made into a public park, still widely used today.
Potential Building Site @ World’s End
Site Description
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Site Diagrams Lynch Diagram
Adjacent Land Use
Landmark
Residential
Node
Official/Open Space
District
Business
Path
Hull, MA
Edge
Transportation Nodes & Walking Radii
Potential Building Site @ World’s End
Ma p-
Ad j ac
e
nt
Nolli
rld Wo to
nd 's E
MBTA - Nantasket Junction Parking Areas 5-Minute Walking Radius 10-Minute Walking Radius
Site Diagrams
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
5
7
1
6
8 9 4 10
3
2
2 11
1
12
3
4
7
10
5
8
11
6
9
12
Site Photographs
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Spring Equinox Multi-use Dining Cabins Nurse Healing Main Lodge
8am
12pm
4pm
Summer Solstice
Fall Equinox
Winter Solstice
8am
8am
8am
12pm
12pm
12pm
4pm
4pm
4pm
Site Sun Studies
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Site Visit #1 Sunday March 9, 2014 9:00am - 11:00am 30 degrees, clear skies Site Visit #2 TBD
Orientation | Wayfinding
Density | Crowding
Wayfinding maps are placed throughout the sites paths
Some areas of the site, especially as you get farther out, the trees are much more densely packed
Traces | Adaptations
Adaptation: Benches have been added throughout the site for stopping points, and enjoying views
Adaptations: Site has been adapted to allow for proper water drainage
Trace: Muddy path shows footsteps and tracks
Adaptation/Trace: Trees have been cut down, adapting the site & leaving a trace that someone was here, modifying existing conditions
Adaptation: Paths have been adapted to allow for proper water drainage
Trace: Snowy path shows footsteps and tracks
Site Observations
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Documented Site Usage
Educational Use Dec 3244
Aug 50
Jan 4141
Nov 3661
Sept 20
July 40
Feb 3744
May 220
June 60
Oct 4306 March 3945
Sept 6329
April 5688
Additionally, a number of educational programs are offered on site from May through September, getting up to 220 participants. These activities include summer camps, adult educational walks, invasive plant removal days, and 3-4 volunteer work days.
Site Events May 4858
August 4699
July 5925
July 12
Oct 20
April 23
June 4738 June 3400
According to these site statistics from 2013, World’s End is most visited in the month of September, followed by July, then April. While no month has less than 3200 visitors, it is clear to see the popularity of the World’s End site.
World’s End also partners up with the National Park Service for a few events throughout the year. In 2013, these events were held in April, July, and October. There is a summer solstice event every year in June, attracting 3400 guests last year, clearly the largest event that is held on the site.
Average Hingham Temperatures
Average Hingham Wind speed
Average Hingham Snowfall
Average Hingham Rainfall
US Averages
Site Statistics
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Significant Site Factors for Program Direction 1. Location | The site’s location will factor into the program direction because of its separation from city life. This will define areas for more calm, residential activities in a natural environment. 2. Adjacent Land Use | With the majority of adjacent land use being residential neighborhoods, this plays into the idea of having the residential program, a camp. This plays a major role in helping create a sense of community on the site. 3. Topography | Using the site’s rolling hills, outdoor program can be inspired. While the topography varies greatly throughout the entire site, different types of outdoor activities can be programmed.
si on
4. Distance from Parking Node | With the site in a location close to a 10 minute walk from the closest existing parking node, this gives the feel that the site is beginning to separate lu from outside life. This sense of seclusion will nc o help drive program ideas. yC
ar Su mm
Significant Site Factors for Program Direction LOCATION | The site’s location will factor into the program direction because of its separation from city life. This will define areas for more calm, residential activities in a natural environment. ADJACENT LAND USE | With the majority of adjacent land use being residential neighborhoods,
this plays into the idea of having the residential program, a camp. This plays a major role in helping create a sense of community on the site.
TOPOGRAPHY | Using the site’s rolling hills, outdoor program can be inspired. While the topography
varies greatly throughout the entire site, different types of outdoor activities can be programmed.
DISTANCE FROM PARKING NODE | With the site in a location close to a 10 minute walk from
the closest existing parking node, this gives the feel that the site is beginning to separate from outside life. This sense of seclusion will help drive program ideas.
Summary Conclusions
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
TOWN OF HINGHAM
LN
W
IN
FI
ACC O R
HULL
MASSACHUSETTS
NE R AR
D RN
2013
Flood Zones (full report in Appendix pg. 86)
Legend BUSINESS A
INDUSTRIAL
RESIDENCE A
WATERFRONT RECREATION
BUSINESS B
INDUSTRIAL PARK
RESIDENCE B
HARBOUR OVERLAY DISTRICT
BUSINESS RECREATION
LIMITED INDUSTRIAL PARK
RESIDENCE C
WATERFRONT BUSINESS
INDUSTRIAL EXTENDING INTO WATERFRONT
RESIDENCE D
SOUTH HINGHAM DEVELOPMENT OVERLAY DISTRICT
OFFICE PARK
OFFICIAL AND OPEN SPACE
RESIDENCE E
DOWNTOWN OVERLAY DISTRICT
World’s End is in Flood Zone AE, an area subject to inundation by the 1% annual chance flood event. Mandatory flood insurance purchase requirements and floodplain management standards apply.
PERSONAL WIRELESS SERVICES OVERLAY DISTRICT
10,000
ACCORD POND WATERSHED AND HINGHAM AQUIFER PROTECTION DISTRICT
ER
N
E
ST
ST
EA
A IN
HULL ST
RD TNUT
CHES
BLVD TON SHING
ST
OAK
AS
H
Y ST
R ELST
WA GE GE OR
ST HU LL N
LN
N
HIL L
SPRING ST
M
D
WNING ST
D R
O
TLE
P
THI S
WAY CH AT CIR
O
IP TR
MM HA
RE T
in Zo n
R
ER
UNION
ST
E ST
LAZELL ST
MI
D
20’ FRONTAGE
ST
ap M g
40’ MIN SIDE 40’ MIN REAR
CROOK E D MEADOW L N
L
MAIN ST
D
CARLETON R
KILB
ST N
EE R
WATER ST
MAIN S T
A
STODDAR
High School
D
WILDER RD
HO
L A RD
O
THOMPSON AVE
ABERDEEN RD D
ST
MAIN T ST BAR
D R D D
LN
HEATHE R L
B ERK
LL
RSEY S T HE
HI RT
DR
FO
G UE
SP RA ST L IL H
FO RT ST CH
ST
GE DR
LE A
ER
O C
AVE MB
HOWLAND
LN
MILL LN
CAMELOT DR
ST SO P
LE A
LA
SA
NT
ZE
LL
T S S
ST
NG M LI
ING
FUL
ST SH CU
CHAR LE
D ST
IL
LE
Y R A
O
AVE
ER WN
DO
ST
E
CHESTN
HULL ST
UT RD
RD
N BLVD INGTO
WATER ST
AIN
M
T LS HUL
N H ILL
N D
THIS
MAIN S T
TLE
P
IPH TR
RE T
MER AM
R
UNION
RO
ST
LAZEL L ST
MAIN ST
ST
O
DR
ND
DR
LS
R E L ST
ST
ASH
OAK
WASH
RD
GE GEOR
ST KILBY
MARTINS LN
ST
EEN
GR
ST EA
ST
THOMPSON AVE
ABERDEEN RD
D
W NING ST
ST
MAIN
O
WILDER RD
ST
BART
HO L A RD
AO
A GE
LL
S
RD
RSEY ST HE
SPRING ST
E
CARLETO N RD
LN
LN
R
LK
NE
WA
SUM
ALICE
D ST TH SOU
CE
HILLSIDE
HI
UE
FOR
T
DR
ELM
DR HILL
BUR
DIT
T
AVE
STEAMB OAT LN
AVE
WNER
E R RD E RS
CK
D
LN
MAPL
L LN
ST L
HIL
FORT
BERK L
OO D
O
ELL
CHARLE
LD
H WAY ATC CIR
D
IVY WAY
ROY DR
DR
TU
Z
PE
USS AMESBURY DR
RD
ER
RD
S COV CHUC E RD HILL
RD
LN
SQUIRREL HIL
S RD
ER RO KLIN
SP R AG
AN
RD IA VO LUS
LN
G E DR FREN CH ST
E GATE
RTRID
O
NICH
OU C
DR
PA
STON
NTRY DR
R
DR
NE R HO B
TER D
R
ROSEW OOD
ST
LL KN O
RD GA
DR
PE
PAR K
DO
HOOVER RD
OAD
KRI V E
AC
BEAL VE
O
LN
FOX RUN WAY
MA RK
GRENADI E
IDE
MAIN ST
NTS RD
FOREST LN
HOPE RD
RD
ST CUS H ING G
IN
RD
IT
PALMERS LN
CUSHI NG
LN ET SUNS
CE
A
ON
ST
AT I
T
CR E
V IT
CATHA LN
IN W
SA
Fulling Mill Pond
LAZ
NT
T S S
FIE
COHASSET
LN
W
LN
ES
RE
HILL
POP
DR
ST
ST
SO
ASANT PLE
ST
GREN ADI E
OLE ENCE
Y
AR
HOOVER RD
E R RD
HOPE RD
MAIN ST
I D E NTS RD
FOREST LN
LN
FOX RUN WAY
ST
CUS H ING
RD LL
ST
KNO D NER
R
GAR
HO B TER
U NTRY D R
DR
CO
PE
DR PARK
O OD
ON
TI
CREA
NG
ST
LN
RE
RD
D
RD
ON
LD
P
WI N
FIE
DR
LS
RK
PA ND
PALMERS LN
LN ET SUNS
G ITIN W
D
D R Y
D
KE
RS
H
DE
Accord Pond
ST LN
VE HAR
H WY
3
ST
N
AND
MAL
LARD
WATERFRONT RECREATION
Q
WHITI
L
ACC O RD
ZONING MAP - PART B
ANNE L N
HARBOUR OVERLAY DISTRICT RESIDENCE B FLOOD PLAIN AND WATERSHED PROTECTION DISTRICT OF
TOWN OF HINGHAM
RESIDENCE C
PERSONAL WIRELESS SERVICES OVERLAY DISTRICT
RESIDENCE D
MASSACHUSETTSSOUTH HINGHAM DEVELOPMENT OVERLAY DISTRICT
R
TO
UPL
NORWELL
DNE
ING
R
RICHARD RD
RESIDENCE A
LW
I FAR M H
INDUSTRIAL EXTENDING INTO WATERFRONT AB
AN
TER
W
ON
DR
ZE
DEV
RS
WAY
RD
RD
NDE
CE
WA
ER
NEL
ST CT
MM
S E NTI
WAY
DR
PINEGROVE RD
N UEE
CO
R
SCITUATE
2013
PE
VICKI LN SCOTLAND ST
GAR
RN
2012
ST
RESIDENCE E
RD
KE
Y
IS
DOWNTOWN OVERLAY DISTRICT
RD
OFFICIAL AND OPEN SPACE
FEMA Flood Zones - Hingham, MA
HIC
DE NN
10
10
POLK RD
PROS
D
LIMITED INDUSTRIAL PARK
SHARP ST
ACCORD POND WATERSHED AND HINGHAM AQUIFER PROTECTION DISTRICT
0.2 PCT ANNUAL CHANCE FLOOD HAZARD
ROCKLAND
A AE VE
0
5
RITTER RD
JULIAN
LP
T HIL L RD MAS
LN
ST
H
RK RD
NE
MIL
M A IN
ART
HA
AL PA
RD
RD ND O
MASSACHUSETTS
SAW
LON GMEA DOW RD
LIBERTY RD
www.mass.gov/czm/mapping/czboundary.htm
5
PR E S BLAISDELL RD
RD
AM B
S ST
ST
INDUSTRIAL PARK
RESEARCH RD
10,000
The Massachusetts Coastal Zone 0
D RR
ANDERSON RD
ST
EL AINE RD
KEIT
I N DUSTRI
BUSINESS B
7,500
PROSPECT
CH ARLE
CONCORD CIR
IELD RD HF
MARK
ST
PATRIOTS WAY
T DR
K DR
AS
GH LIN
BL A CK ROC
TIL
CUSHI N G
RD
LN
E ST RV HA
HUNTLEY
HIG
MICHAEL RD
G
OLL DR KN
M
RD
P
LN
ROBIN LN
R
RUN
ES
LN
STODDAR
SO P LEA
CRAI G
IS
L
LE A
R
N
Z
STUDLEY RD
ST
P EN D
WAY
EN
ST
ST
ELI
HILL
JAM
ST
ROCK
DE
NG
WH LN ITIN
R TER DNE
D
HULL STREET
CHESTNUT
WEIR
K EY
EY
IAN IND
RD
ST
E LN
RK
Y
BIN
ERTY LIB
IN
PILGRIM
WINTHROP RD
GAR
H
ST
3
ROCKLAND
0
1,250
2,500
20 Miles
5,000
7,500
10,000 Feet
Town of Hingham Board of Assessors
20 Kilometers
Revised January 2014
1. Data Source: July 2012 FEMA Flood Insurance Rate Maps, Accord Pond Watershed and Hingham Aquifer Protection District: Part C 1986 2. Revised February, 2013
D
O
RD
COLONIAL RD C OL
WINDSO
BY
Y
ST
PO
t
TUR OCK RD
N TEER RD
T E M AN
CIR O CK FLINTL HANCOC K RD
RD
D
OL D DER
HW
-90m to -200m Below -200m
WO
NU
CH
BREWSTER RD
DERBY ST
ST
INDUSTRIAL OAK
OFFICE PARK
-40m to -90m
LN
EAT PHEASANT
OA
LR
OLD DE RBY
BUSINESS A
Feet
-15m to -25m
EAST STREET
D
OF
ST
IL
GA
NANTUCKET SOUND
5,000
-25m to -40m
RD
LN
D
STA TE
Cape Cod and Islands
L
CROOK E D MEADOW L N
ST
WATERFRONT BUSINESS
South Coastal
GR
ST
MAIN ST
CA
NANTUCKET
South Shore
LR
NS
NG
C OUNTY RD
BUSINESS RECREATION
Boston Harbor
ST
H IL
N
CIR CO PE
OW
OLD
OAK BLUFFS
EDGARTOWN
Above -15m
RD
E
E TH LN
MILL LN
LL
DR
O N IA
MA
WEST TISBURY
2,500
AB
Triphammer Pond
NG M F U LLI
AG ST
EC
3
MI
RO CK
D RN
CHILMARK
Coastal Zone Boundary CZM Regions:
STGA TE
N RU
TURK
ST
PION EER R D
Y
V O LU
LECLA IR DR
CK
WILL
LLAR
TE STA
SHARP ST
ST
TO WN OF HI N GH A M
ST
TISBURY
LLI
WARD
CK
CK
CHATHAM
AQUINNAH
North Shore
MI L
LN
PAUL REVERE RD
D
SO
CO
DR
BLA
Legend RD
T
WE R
AVE MB CO
P
ST
Cushing Pond
ST
YA
ST
W HI T
TO
HOWLAND
CE
LA U
FI S H E R
ZONING MAP - PARTS A AND C E
RUN
D
RD
DR
EA
CAMELOT DR
G
NE
NT RD
SPRU
LN
JONES
RI
TOWE R RD
KY
N LL
ROC
BUCKET
BATE
D HARVARD
STANFORD
ILL R EH
N
ST
ER
S ST
HEML O CK RD
PIN E C R E ST RD
HW
ST
UN
1,250
K RD
RD
T PINE S
RY FALLS
EAST
ST
F
S RD
RIDG
ST
I TIN WH
N
SUMM
ROO
SO WIN D
ERB
LN
MERRYMOU
RD
ST
FOUNDA
Foundry Pond
EAS
L
FL
LN
CROS
Y HOCK HOLL
KY DR
M
TO W
DBRIDGE WO O
IER
ST
BLUE S
FAR
S
H
LAND
L RD
VI
D
LEONARD ST
GE
ER
FAL
ST
BRID
MY
LAN
SID
ST PLEASANT
PLEA S ANT
RD
LINSCOTT RD
MARSHALL RD
CK
T CANTERB U RY S
ST
UNION
ST
W
Y LN
ROCK
ROC
DR
R
O O
FAIRVIEW ST
S I RD
P
R
ST
NE
MELOD
TAURA
H IG
US
CIR
EY
WARD
ARNO L
RD
IEW
Y
B E R L AIN
LEAVITT
ST
SPRING LN
ST SCH
DLE
SMITH
DR
LFV
ST
SE Y
IEW
DR
DR
SR
R
RD
RN
ST
IAMS
HE
LFV
UMN C AUT
VIKING LN
WEYMOUTH
BLA
E
ST
TO
ST
MON
MID
CED AR
FALMOUTH
G
R
RD COM
SANBO
ST D RO
UR Y
DR
AM
ST
D
H WAY
GO
S TED
JO
ST
TE
VITT LEA
BURR
FREE
RD
R
IN
WIN
CH
CENTRAL
D
T LE
R
R
R
RD
D
RB
Y W
RD
GARRISON RD
HERITAGE RD
VI
0
WER
NO
OOD RD KW OC
S
BU
ST
ARTHOBART ST ST
ROSSIN G E W OOD C
HIGH ST
OAKCR EST RD
A
CLARK RD MAYFLO
WILL
WOODLOCK
A NNE L N
DR
DR
D
ST
AN
G
ER
UPL
IRVIN
D
N
N
RID
I SLE R
D
D RD ALEXA N BRADFOR ALD EN RD TON WES
NE DR TOW
SMIT
Bouve Pond
RD
EET STR D AN D REW
A GE
SAYLE
ATEE
LS R D
DNE GAR
HARWICH
GOSNOLD
RHODE ISLAND SOUND
I
W BRID
OLM
ST
Q
T
R ST
LN
T
Y ST
DR
AV
AME
YE THA
SE ER
LN
W
NEW
NORWELL
ST
E ST
ETE
ST
LAND
ST
R
UNN
ST
H
S
PS
PR E W
MER
ST
EVERGREEN LN
ROCK
SU M
ST
CA ERS NTE LN
G ECT
ST
RAL
CT
CR O WES
ER
N
ELDRID
AC
IG
WA Y
CT E
MAN
MAI
DR
EL
R
LL
GO
HIGH
AT
CENT
ON
ST
ST CT
HO
EG
TH
MER
POW
Mill Pond
ST N O RTH O NST ST
K AVE
PE
BIS
E WAY
ER ND
PASSAG
WA
RD
RIV
BAN
OS
ST
FFO
H
RD
R
D
ST
ISA
S
ES
ST
SOU
TH
CLI
VEN
TH
ST
MER
ST
RD
N GLE
RD
MA
SUM MILL
SHIP ST
PR
AXTE
NOR
OR
SUM
RING
TH
AD A M S CTES T S RA TER QUINCY A V
DG
RD
E
EET
FEA
PL
ST
ST
DR
STR
LN
COVE
R BREWSTER
ST AT MASHPEE
AB
BO U L DER E
RR
ve
COL
ED
DARTMOUTH
BUZZARDS BAY
OV
GLAC
AM
ST
UNN
LI N
RD
S
L
LN
OTI
HIL
CO
N TE
DENNIS
YARMOUTH
BARNSTABLE
MATTAPOISETT
FAIRHAVEN
WESTPORT
C
CHE
HILL
PA
D
S OTI
ND
ST
LN
Co
ad
AL
T R GBOL
D
SE
RD
RI N
FIEL
Y
S
OAK
ERS COVE
S LN
RS
L
NT
PORT
MARTIN
ANTE PL
RD
AD COVE
Bro
ADLE
SCITUATE
¡
RD
R
TOP
D
AVE RD ER TON KILM E ST
BRO
BR
K
ORLEANS
SANDWICH
BOURNE
MARION
HOW
VO
RESEARCH RD ACUSHNET
NEW BEDFORD
RD
PAR
RE R LMO
LY N DON O RD GILF
RD
SURRY
Hingham Bay
S
R
SHI CU
DE
SOMERSET FALL RIVER
AVE
RD
FREETOWN
SWANSEA
WHI
RHODE ISLAND
ACC O R D
DR
CE
VIS JAR
ER
WAREHAM
MAN
M
RD
M
RD
STE
ITING
ST
CO
PO
L
H
BERKLEY
RICHARD RD
PINEGR OVE RD
WH
I FAR M H
RD L A IR BE
DIGHTON
BARE
Beal Cove
S E NTI NEL
BEA
DW
ZE W L
EASTHAM
MIS
L EY
DR KE
IR
REHOBOTH
WAY
L
G
HA
SEEKONK
DR
H O CK L EY
TU
LN SCOTLAND ST VICKI
N UEE
WELLFLEET
T
R LONG RD TALBOT
SIMM O NS RD
B
3 WAY
CAPE COD BAY
PLYMOUTH
LS C
BAK ER HIL
HO
Y ITH
K RD
KO
D
W PAR
ST
NO
OL
H STR IAL
RD ND PO
RD
RD T MAS HIL LOTI
VER
LINCOLN ST
BRAD
FR
ART D
NO
N DIT O RD
R VIEW D SUMM IT DRR PA RK VIEW DR
AY W
E AT ST
TRURO
KE I N DU
BULOW RD
AN
ST
DR LO
LINCOLN ST
FR
Middle School
ES
GO
A NS P GI SHE RM
PROVINCETOWN
BY
AM
CO
L
EL AINE RD
DERBY ST
ST O L D DE R
KINGSTON
BEA
TT
ST
OLD DE RBY
DUXBURY
ST
FO
R HODE S CIR
M A IN
MARSHFIELD
PEMBROKE
OA K
ST
RR
ST
HANOVER
HAY
T
RICE RD
STREET
PARKVIEW
POLK RD
LIBERTY RD
WAY
TE
G
UNNA MED
ST
LN
RITTER RD
JULIAN
NG
ER
N W L HIT IN
DN
H
L
ER
WIND SO
GAR
SCITUATE
NORWELL
BEA
R R
B
MICHAE L RD
ST
HINGHAM BRAINTREE WEYMOUTH
N
LN S T
HOLLY SYC
E
G
QUINCY COHASSET
D
HMS FI T
DR
R
ER
S ST
IN IT
MILTON
AR
ES
RD IS
H
G
ON ING T
LINCO
L ON GMEA D OW RD
ST
HULL
ESS
CH ARLE
W
MASSACHUSETTS BAY
WINTHROP
BOSTON
HMS
LN
HMS STA YN
H ARBO
PR E S BLAISDELL RD
ROBIN LN
NAHANT REVERE EVERETT CHELSEA
D RR
HMS HALSTED D
MARBD DR ASHIPY
OM
HERITAGE RD
NOK
CONCORD CIR
PAI
MA
FE
RRILL S ME T
MA
ST WE GE H O
L MIL WCIR PARK S A RSH ST
VIE W
RD
WINTHROP RD
C O UNTY RD
PAUL REVERE RD STELLWAGEN BANK NATIONAL MARINE SANCTUARY
OC E AN
A CH
OR
CRAI G
OLD SALEM MARBLEHEAD
LYNN SWAMPSCOTT
ST
P ROSPEC T
Back River
DR
D H IG
BREWSTER RD
IELD RD HF
BEVERLY
PEABODY
SAUGUS
PEN D
VI
BAT S AVE M G LCOL HIN ST CUS N
DE
DR EW RD HVI CH HIG BEA EY
IN
LR
MANCHESTER
PILGRIM
BA Y
ARD AVE W HOW E
COLONIAL RD
C OL
GULF OF MAINE
RD
ANDER SON RD Weymouth HUNTLEY
FOL
LN
RD
P
LN
AIR
D
CA
OLL DR KN
M
ERTY LIB
BE L RD BAL K KIM TUC MPA
CIR CO PE
W
ESSEX GLOUCESTER
RD
WO
LO
ON IA
WIL
ROCKPORT
T E M AN
IR KC LO C FLINT HANCOC K RD
D
EN
R
ST
H
PATRIOTS WAY
DR ST
DR CK
H LIN T IL
NU
AC
RD
IPSWICH
DANVERS
O
G
CK RO
AG ST
DR
BEL
RO C K
South School
BEACH
BL A
BLA
CK
EC
NEWBURY
ROWLEY
MI
NEWBURYPORT
N TEER RD
MAIN ST
LECLA IR DR
NEW HAMPSHIRE
HULL
LN
V O LU
SALISBURY
PIONEER RD
BIGELOW BIGHT AMESBURY
ST
T ASAN PLE
SO
L
Map coordinate system: North American Datum of 1983 (NAD83), Massachusetts State Plane Coordinate System, Mainland Zone, meters.
HEATHE R
RO
DR
AR W
BLA
CK
CK
ack s
T
FREN
STUDLEY RD
COHASSET
L LN
S HIL
VIT
RTR ID
JA
ST
ME
LN
PA
EY
TUR K
S PE
ROSEW OO
A GE
S
EL
M
MAPL
RD
E
G
D
ST
H
E
SO UT
C
HILLSID E
R S RD E
RO
K LIN
RD R
D
AV E T
R D
BU
RD
IT
SQUIRREL HIL L LN
LN
HILL
D R E
R
RD
OA D
S CO CH VE RD UC HILL
AL
AN
L
VI
PO
R D
RUN
LN
IA
D
E
S
Site Setb
L
HILL
K EY
PHEASANT
R
BIN
L
OC K
O
LN
R
D
ST
PLEASA N T ST
RD
TUR
EA T
WO
LU
D
VO
R
E GA TE
S
STON
IN
HO
LL
NIC
Z
O
E RS
E LI
C
CK
ST
KRI V E
ST
WEIR
EAST STREET
LR D
N
W HI T
TOW
DR
R
GR
ES ST
CATHA LN
N
N
LL
Y RU
N
K LN
K RD
RD
HARVARD
D
CK
ST
H IL
E TH LN
LN
ROC
OO
E RI
TOWE R RD
TE BA
ILL R D EH
Plymouth River School
ORD STANF
RI DG
RO
E
IDGE RD
BUCK ET
CIR
ST
AT
N
S ST
PIN E C R E ST RD S RD
US
EY
ST
IGH
STG
DIA
BR
AB
ST
EA
EA
IN
UNT RD
RU
IN
JON
F
H
LN
ST
ER
DBR WOO
RD
FI S H E R
EAST
FL
LN
OS
CK
TO W
IE R
ER
S
AM
ER
ST
S ID E
ST
MY
CE SPRU
RD
UNION
T
DY LN
HO O
FAIRVIEW ST
MERR YMO
I RD
P
H
ST S C
LEONARD ST
MARSHALL RD
CR
HO LLY
RAS
ST
LA U
FA
LL
ST
S
HO
HEMLO CK RD
IR
VIKIN G LN
WEYMOUTH
ARNO L
RD
RM FA
C
ST PLEAS ANT
LINSCOTT RD
ST
KY DR
G
HIGH ST
NC TUM AU
WAR D
ON
DLE
ST
E
GE
B RD
ST
D OAKC R EST R
MM
Y
ID
O
ME LO
TAU
IT
F RE
ROSSIN G E W OOD C
WOODL OCK
RS
RD
BR W
H
HIGH
IAMS
ITH
W
BLUE S
LD
RI D
CO
ST
R
V IE
D
LF
NE
GO R
DR
O AR HOBART ST TS T
RD
LS R D
RD
RD
ORN
SM
W
DR
ES SAYL
ATE E
ITH
VIE
S TED
E
MAN
BUR R
SA NB
CED AR
WILL
OLM
LS RY FAL
Applicable Requirements: 44 CFR 60.3
LN
B E R LA
LEAVITT
SPRING LN
D R
Y WA
AV
GARR ISON RD
HE
AY
CT
E AV
Y
Library T ST
MID
SM
W
D
ER
ER
LF
IV
TL
O
FR
R
BU
ST
G
AY W SH
IDGE
PA
OR
S
W BR
IN S G
FF
MA N
EN
ST
Town Hall
NE
TH
ER
EV
TE R
LE
C AA
IG
SH
CLI ST
ST IN
ST
IS
DW
JO
C
W
NG IRVI
MAY
ST
FR
T PINE S
WY
RD
R FLOWE
CENTRAL
LL
G
RO
DR
MM
RA
N
ST
I SLE R
CLARK RD
Highway Garage
D
R ST ED AN D
D
D D RD ALEXA N BRADFOR AL D N EN R TO D W ES
DR E ET PR EW NE DR TO W
T C ANTERB U RY S
ST
Armory
ST
Y ST
S LN
ER AY
T
NDA
ST
TH
SE ER
LN
CR O WE
PS
EL
NAM
EW
UN
ST
T L S
O
D
R
OOD RD
N
RA
H
QUINCY A V
E ST
FOU
R T EE
R
NT
MAI
H
RY
DR
OR
KW OC
ST
CE
BIS
WAY
CT
ON
T HS O NST
I
AVE H UT
D
AT
NK H ST
N LA
EL D RI D G ECT
ST
RT
NO RT
SO
EG
AN
SU
SHIP ST
NO
OR
ER MM
M ST
ER MM SU MILL ST
LA ND
CK
AC
ST
SU
ST
LA ND
SO WIN D
IS
T
BA
ST
DR
RD
LE
EE
RD
LN
T
VE
STR
G
S NT KE
W
CO
D
IN
DR
AD AM S CTES T S RA TER
BA RE
ME
AR
AL
CO
NA
RO
CK
R ST
ME
FE
BE
UN
LI N
L R D
AGE PA SS
DR
Y
H IL
ST
H O CK L E
AD LE Y
PR
R
TU
TO
TE
ALS C
K
AX
BE
R PA
LEY
TH
B
BA K ER HIL L
T
BRAD
CIR
OT
OR VIEW D S UM M IT DRR PA RK VIEW DR
L
DE S
S
TT
LN O
FO
R HO
C
ST
PL
AL
PARK VIEW
BE
R R
EVERGREEN LN
RO
SU M
ST
CK
HUL L STREET
LN
BR
ST
D
TU
RD
ST
RO
D CA NT S LN E R BU
CHES TNUT
RD AD COVE BRO
LINCOLN ST
BULOW RD
HARB
¡
DO
ST
R
LK
NE
SU M
NE R
W
RD
BO U L DE
VE
MARTINS LN
E
P
RD
LINCOLN ST
CO
RD
STEAMB OAT LN
DR
IVY WAY
RICE RD
SIMM O NS RD
IS
ER
ST
M
W
GL
USS AMESBURY DR
KO
PO
RY
NO
N DITO
N
LE RG
ER CH
CO
SE AL
L HIL
STREET
DR LO
IS
IS OT
D
William L. Foster School MED
ST
R
R
LONG RD TALBOT
ST
LN
ROY DR
OT
OR
RD
UN NA
LY
CA M
E
Z
DO
D
M IS
HOL
SY
R
LN ST LINCO
RN
RD
OAK
ERS COVE PO RT RD
LN
L FIE
KO
ER
O
HMS FI T
ON DR I NG T ES S
HM S
GO VE
OLT GB RI N
RS
NO
HMS STA Y N
AV E
ES T
RE R LMO RD ON LY N D D OR GILF
Y RD
INS
TE AN PL
FE
SURR
D
MART
SR YE HA
D
SH ST MAR
RD
DR ARD SH IPY
T
HO
R D
PARK CIR
WA
DR
OM
BE LL RD BA K KIM UC T PA
W
DR W IE RD HV CH HIG BEA Y LE
W
A CH
R HMS HALSTED D
ST ST W E IG E H O
ALIC E
AIR
PA
W
VI
AV E
101 Accord Park MDrive RRILL S A ME Norwell, MA 02061 T 781-982-5400 www.col-col.com
ST TH BA E S AV OLM G LC SHIN ST CU NN E MA AV IS E RV AV RD N JA R ITO ME WH KILS T WE
BE L
FO
RD
VIE
RD D E WARW AV E
BA Y
RD L AIR BE
BEACH OCE AN
HO
Developed by:
210 Central Street Hingham, MA 02043 781-741-1455
Town of Hingham Board of Assessors
BE
Feet
AC
LL
RD
MA
VE
3
O
ST
HWY
IC
HA
RD
RV
GA
TE
E ST
R
ACCORD POND WATERSHED AND
HINGHAM AQUIFER PROTECTION DISTRICT 210 Central Street Hingham, MA 02043 781-741-1455 Town of Hingham Zoning Department
210 Central Street Hingham, MA 02043 781-741-1494
Developed by: Developed by:
101 Accord Park Drive Norwell, MA 02061 781-982-5400 www.col-col.com
101 Accord Park Drive Norwell, MA 02061 781-982-5400 www.col-col.com
Zoning Report Official and Open Space District (OOS) Minimum Lot Size - 20’ frontage Maximum Height - 35’ FAR: 0.1 Max % which may be covered by all buildings - 10% Min Yard Dimensions: Front - 40’ Side - 40’ Rear - 40’
Building Code Report (full report in Appendix pg. 82) Special Requirements: • No building, structure, parking area or septic system shall be constructed within 100’ of a residence district. • A minimum of 15% of the area of each lot shall not be built upon, paved or parked upon, and shall be maintained either in its natural state or landscaped. • A green yard space not less than 20 feet wide shall be maintained open and green with grass, bushes, flowers or trees or any combination of them, along the entire length of each side lot line or rear lot line (except for entrance and exit driveways). • Site Plan Review shall be conducted by Planning Board or its designer. • Contiguous parcels separately deeded to the Town shall be considered a single parcel in application of minimum yard dimensions.
Accessibility Report (full report in Appendix pg. 83) Building Uses: residential occupancies, offices, community gathering space, storage Applicable Accessibility Requirements: 521 CMR MA AAB Regulations: Sections 8, 10, 11, 12, and 19 apply
Zoning & Codes
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Architectural and historical context have been studied for this section in order to learn about the town of Hingham, its surroundings, and how my project could act to bring others into the area or to better serve the community. A master plan for my project displays the explorations I have discovered during site analysis. It shows the direction I am taking at this point, and the reasons for doing so. Recent demographic, and economic data from the town of Hingham are discussed as potential issues and how my project could potentially begin to improve some of these.
Architectural Context Old Ship Church Old Ship Church, built in 1681, is recognized as the oldest wooden church structure and the oldest church building in continuous use in America. In fact, it is the only Meeting House built in the 17th century in the U.S. that still exists. Old Ship Church has a community of about 250 members, including the more than 100 children that participate in their religious education program.
Old Derby Built in 1784 in the heart of Hingham Square, Derby School was established as the first coeducational school in the nation. The school has moved locations, but this original building now houses the Hingham Historical Society, while also hosting meetings and social functions. The building is open to the public, and encourage students to use the space as a resource for school papers and projects relating to Hingham’s history. Old Derby also is home to a gift shop. Guest house: 11 Steamboat Ln.
Old Ship Church: 107 Main St Old Derby: 34 Main Street
Historic Context Brief History
11 Steamboat Lane
Hingham dates back to 1633, when the Europeans first arrived and called the area Bare Cove. Hingham was established as the 12th town in the Massachusetts Bay Colony. In 1681, 140 families were living in Hingham, and they raised money to construct the Old Ship Meeting House, still in use today - discussed on the previous page regarding Hingham’s significant architecture. In 1784, the Derby School was established as the first co-educational school in the nation. The school has moved, but the original building remains and houses the Hingham Historical Society, while also hosting meetings and social functions.
There was a proposal to demolish 11 Steamboat Lane, one of 240 homes still listed in the Hingham Historical and Architectural Inventory as of 2003. 11 Steamboat Lane is an example of a Shingle Style house usually favored on country and seaside sites.
In the 20th century, Hingham was dramatically changed by the war. In 1906, the Navy utilized 697 acres in North Hingham to store ammunition. Now known as Wompatuck State Park, this was the site used as the ammunition depot for World War II. The war employed thousands of workers at this time, a mass production of ships across 150 acres at the Hingham Harbor. Once the war years came to an end, there was a large need for housing and schools in order to accommodate men returning from service as well as the resulting baby boom. By the 1970’s, the town began to focus on acquiring land they could preserve as open space. Hingham to this day, still shows a priority for the environment as well as quality of life for its community members. Hingham is now primarily a residential community, and is connected to Boston through highway, commuter boat, bus, and the Greenbush commuter rail line. In the future, Hingham envisions continuing to preserve its town’s rich history, and protecting its open space.
11 Steamboat Lane was built in 1905, and remains on this historical site that imposes views overlooking Hingham Harbor. It was designed to be a guest house rather than a family home, which is why its size does not dominate other homes in the area. It has an architectural simplicity to it, with an interesting play on solid and void through its open porches, and overhanging roofs. This location is one of the most historically and architecturally significant early 20th century Shingle Style residences in the World’s End neighborhood. World’s End connects this neighborhood to the east and north, a 251-acre peninsula of two glacial drumlins joined by a beach, designed by Frederick Law Olmsted. There are 3 Boston families that create the history of this house, who made Hingham their summer home and helped to form the center of Hingham’s summer colony. The main house on this site was demolished in 1944 when the couple who inherited the house got divorced. However, there still remains the guest house on the site. 11 Steamboat Lane is Hingham’s last physical connection to the family of the Governor who originally owned it, and this connection has helped make a significant contribution to the narrative of Hingham’s summer colony, an important time in Hingham’s history.
The main house (mansion) connected to the 'guest house' @ 11 Steamboat Lane (architect's rendering: 1891)
1928: Aerial of main & guest house, connected by a path
1917: Guest house @ 11 Steamboat Lane
1952: 11 Steamboat Lane
2008: 11 Steamboat Lane
Cultural Context
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
“Coordinated effort to design buildings and landscape to work in harmony can also facilitate interaction by creating inviting outdoor places that draw people’s interest and encourage use of outdoor observation from indoors. This interaction is the instrument that acts as the catalyst for both physical and spiritual healing.”
B
Building Orientation A
Using pathways and existing site to orient and integrate buildings into the landscape
A B A
B
[dis] C O N N E C T
Topography & Orientation How to maximize use of natural light
INTEGRATE
Building Locations
Respecting existing natural habitat and frequent users of the site
Built vs. Green
Providing ample programmed outdoor spaces for the children
Site Approach
Multiple paths leading to the same destination
RESOLVE
Master plan: Site Strategy
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Race
Age
<25 25-44 45-64 >64
Sex
White Two or more races Asian Hispanic
African American
Female
American Indian
Male
Income - Hingham
vs.
MA
Unemployment Rate (%)
Most Common Occupations Female (Hingham vs. MA)
Hingham
Male (Hingham vs. MA)
MA
Income
in
Hingham This data displays the fact that the overwhelming majority of the population is white, and the largest percentage of inhabitants are under the age of 25. It is a town that houses more females than males, and is a dominantly young town, with almost 60% under the age of 44. It is an affluent city with the median household income at over $95,000. The Massachusetts median income is far less than this at just under $63,000. The percentage of family households in Hingham is 74.7% while in the whole state is only 63%. This shows that with more families and children in the town, they would most likely be more supportive to the addition of the healing retreat at World’s End.
Female Male Median Household Income
In regards to employment data, the unemployment rate has been pretty consistent with the recession in 2009, with the unemployment rate falling back down since then. In the charts representing most common female and male occupations, it is clear that Hingham has a much larger percentage of higher paying common jobs than in the state of MA as a whole, confirming the town’s affluence.
Demographic & Economic Data
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Comfort Zone Camp Comfort Zone Camp was founded in 1998 in Richmond, VA by Lynne Hughes, author of the bereavement book for teens, You Are Not Alone. Comfort Zone Camp is a nonprofit organization that changes the lives of children who have experienced loss of someone close to them. The camps are free, and include confidence building programs and age-based support groups to break the emotional isolation that often comes with grief. The camps are offered to children ages 7-17 and are held year-round across the country. The main offices are in CA, MA, NJ, and VA. Their mission is to provide grieving children with a voice, a place and a community in which to heal, grow and lead more fulfilling lives. The camps are powered by their campers and their instinctual ability to help each other heal. Being in the presence of a strong support network will help children to reach their full potential. Comfort Zone Camp’s design was developed based on the advice from child grief therapists. Comfort Zone Camp envisions a world where grieving children are not forgotten or left to grieve alone, and are supported by a wide community that understands and appreciates them. Often when children go through this type of event, they are forced to become “mini adults” before their time. This is a place where they can become kids again, and be around others who also ‘get it.’
“ safe environment ...a
that is
non-threatening ” Interview #1 (full interview in Appendix pg. 80) Social Worker: Tonimarie Perry
Tonimarie is an in-home therapist working with adolescents ages 1017 who have experienced all sorts of trauma, including traumatic loss. The most important aspect for a child receiving any type of therapy is that they are in a safe, non-threatening environment. Specifically nature, which Toni says is always a soothing and safe place for children to heal.
“ T h e magnitude of the responsibility to help your child cope with such a great loss is infinitely overwhelming. Comfort Zone gave my boys tools to cope and empowered them to help themselves.” – CZC Camper Parent
In order for children to feel this sense of safety, one major thing is confidentiality and the need for children to receive individual as well as group therapy. For the child to figure out how they best cope, they should be given a “box of tools” by their therapist, in which they can then figure out which method works best for them since everybody heals differently. Additionally, animals can also be used as a form of therapy. This is a unique tool that really helps children heal.
Interview #2 (full interview in Appendix pg. 80)
Interview #3 (full interview in Appendix pg. 81)
Planner/Investigator for DCF: Lisa Williford
Community Member: Frank Smith
In Lisa’s experiences, she sees the need for a more immediate retreat where children can go to experience their loss. While she deals with more emergency situations, Lisa thinks that after the traumatic loss of for example, a parent, a child endures too much by the loss itself in addition to being uprooted away from their normal everyday lives. We need to help them figure out a way to deal with this trauma while keeping the rest of their lives as stable as possible.
World’s End is not an overly packed place. At its busiest, there is always an awareness of other people around even if they are not in closer proximity; it never feels overly crowded. It is a family-friendly place because of its safety and ease of getting to. Although the lot seems small, Frank has never had a parking issue, and he is a frequent user of the site. Since the site is so big, even in the summer it feels remote, like you are in the woods even though there is a lot of open space. In winter, there is not much snow because it’s close to the ocean and sun is always hitting the hills to melt it.
Having kids come back to the healing retreat more than once is absolutely necessary and helpful. Something that could help is to split the children up at times based on the type of death since kids tend to internalize certain scenarios differently such as suicide, overdose, or accidental death. It is also important to include the parents/caretakers in their healing process, and to provide at least a day at this healing retreat for these individuals who are providing direct care to the children. This will give them a better understanding of how to care for them.
People are die-hard about World’s End, and may feel strongly about the idea of building on the site unless it is designed in a way that respects the natural habitat. Frank also suggests that the building should really give something back to the site, and offer something up for the frequent users who could benefit from the addition of a building here. Overall, the town would not be affected by this since the site in not really part of the town’s ‘central fabric.’
Informational Context
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
The following pages are a collection of four precedent studies. Each provide examples of relationships to my thesis between the site and its surroundings, the project topic, proposed materiality, and combination of program spaces. As my thesis aims to solve certain issues related to children, healing, procession, connection to site and organization of buildings on the site, each of these precedent studies will be analyzed through studying boundary, transition spaces, and symmetry / balance.
ď&#x20AC;ąď&#x20AC;´ď&#x20AC;°
Ranco House | Elton+Leniz Location: Lago Ranco, Chile Completion: 2010
In relation to my thesis ideas and concepts, this project adapts to its existing site while respecting views, trees, and the existing natural landscape. The materiality is mostly wood, with a shingle roof. The house is compared to that of a tree house, integrating the interior and exterior, and facing views toward the landscape.
Think Tank Retreat | RMA Location: Valpoi, Goa, India Completion: 2009
The Think Tank Retreat is both a living space and an alternate health center. Each space acts independently from one another, connected through a “common plinth.” Related to my thesis ideas of separate cabins for each program space integrated through the landscape, the Think Tank combines these ideas of solitude, living together, and healing all within the same project.
Cabin on Flathead Lake | Andersson Wise Location: Polson, Montana Completion: Unknown
This project is described as a place to observe the natural world. Its architecture is set into the slope of the landscape giving it a better sense that the architecture is not an addition to the landscape, but actually acts as a part of it. This gives a feel of groundedness, developing a sense of safety on the site.
House of Children in Saunalahti | JKMM Location: Espoo, Finland Completion: 2010
The first floor of House of Children is a daycare center. There are public spaces, nurseries, as well as areas for technical program and staff. The design of the building is focused on children, and is intended to incorporate fairytale images into their play areas. This project will help give me a better sense of designing for a children’s environment.
Precedent Studies
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Ranco House | Elton & Leniz Location: Lago Ranco, Chile Completion: 2010
Diagrammatic Analysis | Boundary
Diagrammatic Analysis | Transition
Diagrammatic Analysis | Symmetry / Balance Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Think Tank Retreat | RMA Location: Valpoi, Goa, India Completion: 2009
Diagrammatic Analysis | Boundary
Diagrammatic Analysis | Transition
Diagrammatic Analysis | Symmetry / Balance Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Cabin on Flathead Lake | Andersson Wise Location: Polson, Montana Completion: Unknown
Diagrammatic Analysis | Boundary
Diagrammatic Analysis | Transition
Diagrammatic Analysis | Symmetry / Balance Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
House of Children | JKMM Location: Espoo, Finland Completion: 2010
Diagrammatic Analysis | Boundary
Diagrammatic Analysis | Transition
Diagrammatic Analysis | Symmetry / Balance Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
1. Issue: Sub-issue:
Boundary: How to dissolve physical and emotional boundaries
2. Issue: Sub-issue:
Flexibility: Camp’s are usually only suitable for summer
3. Issue: Sub-issue:
Connection: Site is away from city / home - how to create this connection
4. Issue: Sub-issue:
Safety: Site is open and large - how to make it feel smaller and safe
5. Issue: Sub-issue:
Disconnect: Site is off the grid
6. Issue: Sub-issue:
Transition: site is open / free-flowing - allowing users to feel stress --> calm
7. Issue: Sub-issue:
Emotion: how to evoke emotional feelings through entry
indoor/outdoor, dissolving with nature
needs to be adaptable for all seasons
enhancing natural beauty through views
creating seclusion and safety in one space
electricity, water
entry sequence
evoking feeling, struggle, strength, resolution
Issues
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Mission To create a therapeutic community for children that inspires the healing process through integration of natural elements and calming spaces. Providing spaces where children can bond with each other while overcoming similar struggles of losing someone close to them, learning how to gain confidence as they continue the transition into adulthood. To encourage interaction with others by providing architecture that integrates with the natural landscape. The mission statement provides clarity as to how the spaces will foster interaction between children and their surroundings. Through this transition time in their lives, they will be faced with struggles, and learn how to cope with them to find resolution. Architecture will serve as a means to recreate these times of struggle in a metaphorical way that will give children a confidence in which to grow into adulthood.
Goals 1. This nature retreat for children should integrate natural elements with architecture in a setting away from the city environment to enhance and encourage the healing process in a calming space. 2. The project should provide year-round buildings and spaces that can be used by children once during each season for a few days at a time. The buildings should be flexible and adaptable to all seasons. 3. The site should create an environment that feels secluded yet safe, relaxed, and therapeutic. 4. Through architecture, the retreat should create a community and a ‘pathway’ that children can learn from. Architectural spaces can be used to teach children how struggle gets easier with time once we learn coping strategies for how to get through it. Each time, it gets easier and we feel more confident. The spaces should be designed to evoke these emotions.
Mission & Goals
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Stargazing Firepit 500 SF Fitness 2000 SF 1500 SF
Firepit Stargazing Area Fitness Multi-Use Nurse Office
Multi-use Dining Camper Cabins 7800 SF
Multi-Use 5100 SF
Healing Space
Nurse Healing
Dining Hall Meditation
Cabins
735’
Staff Cabin 1500 SF Nurse Office 1300 SF
Main Lodge
Main Lodge 3200 SF Dining Hall 4800 SF
Staff Cabin
Main Lodge
Camper Cabins
Meditation 3000 SF
Healing Space 1800 SF
Total SF: 32,500 Administration Costs Contingencies Professional Fees Movable Equipment Site Development Fixed Equipment Building Cost
Admin Costs Contingencies $38,130 $399,750 Prof. Fees $239,850 Movable Equip. $260,000 Site Devel. $487,500
90’
Fixed Equip. $260,000 Building Cost $3,250,000
$100/SF Building Efficiency Factor: Net/Gross = 23,547 SF / 32,500 SF
= .72
500’
Cost Evaluation
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
The following pages are a collection of four case studies. Each provide examples of relationships to my thesis between the site and its surroundings, the project topic, proposed materiality, combination of program spaces, and implied proposed program elements. As my thesis aims to solve certain issues related to children, healing, community, connection to site and organization of buildings on the site, each of these studies discuss the relationships between my proposed project of a healing space for children.
ď&#x20AC;ąď&#x20AC;ľď&#x20AC;ś
Haystack Mountain | Edward Larrabee Barnes Location: Deer Isle, ME Completion: 1950 Haystack was founded in 1950 by a group of craft artists. Haystack Mountain is a School of Crafts located in mid-coast Maine on the Atlantic Ocean, about 250 miles from Boston. It is designed as an ‘overnight camp’ setting, connected to its surrounding natural elements. Its ability to create a sense of community and interaction between visitors is an admirable part of its project that I aim to incorporate into my Healing Retreat for Children.
Kamp Kill Kare | William West Durant Location: Lake Kora in the Adirondacks Completion: 1899
Kamp Kill Kare is located in the Adirondacks, one of the oldest locations for a camp of this type. It’s integration into the natural environment creates a secluded home for its campers while also creating a sense of its own community. Its strategy of bringing natural elements into the interior spaces helps to feel that connection to the greater outdoors.
Art Therapy Location: All Over the World Invention: 1942
Art Therapy is a therapeutic discipline benefiting a large population over the world. It is one of the first things that mental health professionals do when working with disturbed or traumatized children. There is no time frame for grief or mourning, and everyone mourns differently, yet one proven effective way to help children deal with this grief is through art therapy.
Think Tank Retreat | RMA Location: Valpoi, Goa, India Completion: 2009
The Think Tank Retreat is both a living space and an alternate health center. Each space acts independently from one another, connected through a “common plinth.” Related to my thesis ideas of separate cabins for each program space integrated through the landscape, the Think Tank combines these ideas of solitude, living together, and healing all within the same project.
Case Studies
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Haystack Mountain Deer Isle, ME HISTORY:
Haystack Mountain, founded in 1950, is a School of Crafts located in mid-coast Maine on the Atlantic Ocean, about 250 miles from Boston. The school is located on a cliff overlooking Jericho Bay on 40 acres of quiet, wooded land. Students here are exposed to a variety of different art workshops, which they apply for attendance in the summer months. They live, eat, and work at the school. People come to Haystack to “develop and discover skills, to nurture their creativity, to ask questions, to reassess their work, and to push into the unknown.” It is the unique natural setting that enhances this idea of pushing into the unknown, and allowing the students to let go of the outside world and dive into their creative thoughts.
RELATION TO THESIS CONCEPT:
A site in a wooded, rural area A site inspiring social interaction between strangers A site connected to surrounding natural elements Feeling of peace, learning, leisure, and relaxation that the project seems to radiate • The idea of procession into the space • Relationship to the overnight summer camp feel • These ideas relate to my concept of letting go of the stresses of the outside world. As you enter the space, you feel a sense of freedom falling away from the city, and allow yourself and your mind to get lost in its natural surroundings • • • •
A site built on the side of a cliff overlooking the Jericho Bay on the Atlantic Ocean
A path through the woods, on the site of Haystack Mountain
Social interaction on the deck outside one of the artist studios. Shows collaboration, and bonding between individuals
This central stairway is what first grabs visitor’s attention. It is lined on either side by cedar-shingled studios, a dining hall, and student/faculty cabins
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Kamp Kill Kare
Lake Kora in the Adirondacks HISTORY:
In 1899, Kamp Kill Kare was described as “a palatial log home in the heart of the hills.” In 1903, it was described as “one of the most elaborate and picturesque in the mountains.” Another writer thought of it as more “unique and cozy.” The entrance to the camp is a pathway that leads you past the service complex and through towering pine trees, eventually giving way to the beautiful view of the lake. Kill Kare has major buildings that are arranged around an interior court, which is a common set up for camps of this type. How Kamp Kill Kare differs from others is the fact that a lot of its buildings were combined into one main building, whereas other camps separate buildings based on function. “The main lodge here was essentially a set of interconnected structures, creating a beautifully active composition from afar of horizontal and vertical elements rising in a long succession of low log forms from Lake Kora to the top of the ridge.” This building sat on a hill and became the main focus of the camp. The use of stone is seen throughout the main camp, particularly in the fireplaces and chimneys that take over many rooms of the camp, also adding to the rustic nature of the site.
RELATION TO THESIS CONCEPT:
• The way that natural elements are brought into the interior architecture • Natural wooded site • Feeling of seclusion yet community at the same time • Natural materiality of the buildings (wood and stone) • Creation of a common ground for people to gather is a strategy for social interaction. • The idea of procession as one enters into the camp • Aspects of overnight camp: a place that you believe is beautiful because it is your summer home, a place where you can feel cozy and safe, and a place that feels different from any place you’ve been before - unique to your own camps’ traditions, environment, and surroundings.
An aerial view of the main lodge and boathouse
“Kamp Kill Kare’s siting, structure, and details create a harmonious whole.”
A main bedroom with natural elements and rustic materials adding to its character
The main lodge, appearing as detached cabins to lessen its scale, on the hill leading down to Lake Kora
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Art Therapy HISTORY:
Art is just as much a part of our life as speech, taste, sight, and hearing. Drawing as a means of communication is more ancient than language, a fact that helps bring some of its importance back to the surface. Art therapy uses the creative process of art to help people of all ages to resolve conflicts, develop social skills, reduce stress, increase self-esteem, and achieve insight. “Art is a type of communication, and when it enters the environment it produces its effects just as any other form of action does.” More than just looking for a diagnosis in which to use art therapy as a recovery mechanism, we can also look at art as a type of enjoyment experience “the simple experience of creative expression has a healing effect.”
RELATION TO THESIS CONCEPT: • • • •
The idea of going somewhere for a therapeutic activity Act of relieving stress through creativity Benefits of social interaction If thinking about an enjoyment experience, whether creating art or thinking about something completely unrelated to art, it can be a stressreducer, take our minds off of life’s realities, and bring us into a new world of freedom and relaxation.
The Process & its Benefits One of the first things that mental professionals do when working with traumatized children is giving them art supplies and letting them express themselves. Children love artwork. It is an excellent way to reach kids who are grieving the loss of a significant person from their lives.
“At the deepest level, the creative process and the healing process arise from a single source; a wordless trust of the same mystery is the foundation of your work and its integrity.” Sometimes the most satisfying emotional release is the actual making of the art, the creative process and not the final results.
“...create from your soul”
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Think Tank Retreat Valpoi, Goa, India
HISTORY:
This project is described as a place to observe the natural world. It contains eight living units as well as a health center including massage rooms, meditation spaces, a conference area, and kitchen. The interior has a natural cross ventilation, and its double roof structure provides built-in insulation. Its architecture is set into the slope of the landscape giving it a better sense that it is not an addition to the landscape, but actually acts as a part of it. This gives a feel of groundedness, developing a sense of safety on the site.
RELATION TO THESIS CONCEPT: • • • • •
a healing space set into the slope of the natural landscape feels open yet contains spaces of peace of meditation wood and stone materiality - natural feel surrounded by trees - feel grounded
Boundary
Hierarchy
Additive / Subtractive
Symmetry / Balance
Massing
Circulation to Use-Space
Transition
Repetitive to Unique
Geometry asymmetry to the space | almost no enclosed spaces | open floor plan | abundance of circulation space | natural light creating sense of peace | loft breakaway spaces for private time/meditation | enclosed walls upon entry creates feeling of safety | juxtaposition of heavy material next to glass and light | maze-like circulation pattern relates metaphorically to my thesis topic - helping children find comfort in times of struggle. A maze is something that is difficult but can be resolved, similar to a child going through a traumatic life experience
Unit to Whole
Structure
Summary
Case Study Analysis
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Procession
Transition | Emotion
Pathway
THE SKETCH PROBLEM FOCUSED ON ISSUES RELATED TO THE SITE AND BUILDING ENTRANCES. I FOCUSED ON A FEW DIFFERENT STRATEGIES FOR THE APPROACH TO MY HEALING RETREAT FOR CHILDREN.
Procession:
My project is about the idea of coming away from city life, into a calming natural environment. This requires a procession through the site in order to stray away from the boundaries where most activity takes place.
Pathway: Creating a pathway for visitors to travel, providing areas of interest along the way. Circulation is the space between the buildings, becoming an important space. Adding some excitement to bring the users in through this pathway is a project goal.
Transition:
The transition from the site’s entrance into the campgrounds relates to the goals of procession and pathway, enabling a sense that the users are transitioning from city life into a healing space.
Emotion: Emotion ties into the goal of transition.
As the children come into the space, the main goal before they return home is to overcome an emotional struggle. The entry into the spaces is the beginning of this emotional transition. The sketch and model are representative of this idea of coming into the site feeling very closed-off, and through the experiences of procession, pathway, transition, and emotion, the children will eventually be able to open up, close their wounds, and move on with life in a new and different way - one of confidence and strength.
Close & Open:
As a metaphor for healing, the children probably come into the space very closed off and lonely. Slowly as they travel into and through the camp for the few days they are there, they will begin to open up. Contrary to this, children come into the camp with an open wound that will begin to heal through their experiences on the site.
Close & Open
Sketch Problem
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Discussing Difficult Topics With Your Children Provide simple, yet accurate information Don’t over-share, but explain in an age-appropriate way what
happened. If the child asks questions that you don’t know how to answer, you could simply say that you don’t know or ask the child “what do you think?”
Reassure the child, but don’t lie to them Pretending that tragic events don’t happen will only hurt the child.
Acknowledge the child’s feelings Tell the child that you can understand they are sad or hurt, and
tell them you are sad too so they feel they are not alone. This helps to reassure that these feelings are normal.
Maintain regular routines and provide enough opportunity for ‘play’ Keeping a regular routine will make the child feel more secure.
Playing helps the child cope with stress and express their feelings. In order to respond to the child appropriately, the adult also needs to make sure they properly take care of themselves so they can offer the care that is required.
“...such a cultural denial and the
Struggle
STRENGTH
heal
lack of integration of death into the natural processes of life results
in a socio-cultural failure to develop attitudes of acceptance toward this natural phenomenon.”
”Only through
“Parents who do not allow their child to be involved in death related activities due to their own confusion or to protect the child may not be helping the child develop a full appreciation for life cycle adjustments. These children often have more confusion and greater need for support during life transitions.”
coming to terms with death can young people
My thesis responds to the responsibility of adults and children in local and global areas. It discusses and explores topics that relate to everyone in the world, something that everyone at some point will go through, and it is a space to better that experience for children and to teach adults how to address these issues with children.
come to terms
It is a space that focuses on the health and well-being of children following the death of someone close to them. My program will respond to the struggles they face and the challenges they must overcome in order to continue into a confident and healthy adulthood.
with life.”
I will look at the idea of healing gardens as well as a medical-type perspective in order to bring different aspects and disciplines to this wooded retreat space. It will bring people together to overcome challenging and stressful times in their life. Childhood and environmental psychology will also shed a light on my thesis topic and help to drive the design and ideas of the built forms.
Health & Wellness
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Camper Thoughts
“I didn’t like to talk about my father’s death, when I thought about him, I cried. When I went to Comfort Zone, they helped me. Now I love talking about my dad.” (Reba, 9, MO) “It’s amazing. Everyone at CZC has been through what I have. We are all in this together.” (Lexi, 21, KS) “Each camp makes me feel like my soul has taken a shower. My loss has been the mud puddle, and Comfort Zone helps clean it off of me.” (Tyler, 12, NJ) “It’s the most amazing place and it’s so much fun, and it’s more than helpful. It’s changed my life.” (Sydney, 14, NJ)
What Works For CZC
• Healing circles broken up by age • Round tables in cafeteria to be used at night for games • Having few distractions in rooms • More active activities for the younger campers • Each camper to have a big buddy • 69 - 72 campers per camp
Client Suggestions For Improvement
• Large common space with good technology (projection system, good speakers) • Big open field for running games • Display positive words • Environment to feel like nothing is around them • Golf carts to get around quickly • Lots of trees • Be able to feel the outdoors / fresh air • Built-in fans inside camper cabins (white noise) • Cabins should have front porch • An animal (ex. baby chick) that children could cuddle/nurture
Possible Additions For Thesis
A meditation space would be very helpful & beneficial. It could incorporate quiet spaces to lie down, as well as some spaces that feel ‘tucked in.’ It would include spaces for larger groups as well as more individualized areas. Since everyone heals differently, we need to offer multiple options. An outdoor pavilion area where children could come to relax, sit, talk or participate in art projects. It would be a covered space that feels protected, yet open to the fresh air. A kitchen for campers to cook healthy meals together, separate from the main staff kitchen.
C
Z
C
omfort one amp was founded in 1998 in Richmond, VA by Lynne Hughes, author of the bereavement book for teens, You Are Not Alone. Comfort Zone Camp is a nonprofit organization that changes the lives of children who have experienced loss of someone close to them. The camps are free, and include confidence building programs and age-based support groups that break the emotional isolation grief often brings. The camps are offered to children ages 7-17 and are held year-round across the country.
Mission
Providing grieving children with a voice | creating a community in which to heal | allowing the children to grow confidence to lead more fulfilling lives | giving children the opportunity to help each other heal | focusing on the children’s transition into adulthood | creating a strong support network | creating an environment where children know and feel they are not alone | teaching children not to get rid of their grief, but to evolve with it
Client Representative
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
QUALIFICATIONS Michelle Ungar Address:
1799 Beacon Street Apt. 2 Brookline, MA 02445 michelleungar@gmail.com
Summary:
Other Professional Experience:
Determined, motivated, independent individual with well-defined organizational skills
UNIVERSITY OF MASSACHUSETTS | TA for Sustainable Living Class | Spring 2010
Education:
HILLEL HOUSE | Fundraiser | September 2007 - May 2010 HILLEL HOUSE | Fundraising Supervisor | September 2009 - May 2010
BOSTON ARCHITECTURAL COLLEGE | Boston, MA Master of Architecture Candidate | Graduation May 2015 Cumulative GPA: 3.79 Alumni Association Scholarship Recipient | Spring 2013 UNIVERSITY OF MASSACHUSETTS | Amherst, MA Bachelor of Fine Arts in Architecture & Design | 2010 Cumulative GPA: 3.62 | Cum Laude
Design Skills:
Adobe Photoshop | Google SketchUp | Lumion | Revit | Podium | Adobe Indesign | AutoCAD | Hand-drafting | Model-making
Related Professional Experience: DIMELLA SHAFFER | Boston, MA Junior Designer | November 2010 - present CLOSETS BY DESIGN | Shirley, MA Designer | August 2010 - November 2010 CHRIS WALSH AND COMPANY ARCHITECTS | Framingham, MA Intern | December 2007 - January 2008
CAMP PEMBROKE | Counselor | June 2005 - August 2008 CAMP PEMBROKE | Counselor Trainer | Summer2009
Volunteer Experience:
BOSTON ARCHITECTURAL COLLEGE | Guest Critic | Fall 2013 LABOURE CENTER | Design Decorator | Fall 2013 CANSTRUCTION | SketchUp Modeler & Active Team Member | July - November 2012 HABITAT FOR HUMANITY | Summer 2010
Strong Personality Traits Include:
Self motivated | Dependable | Open-minded | Determined | Responsible
THESIS I SCHEDULE OF REVIEWS Introductory Review September 15th, 2014
Discussion of Issues | Recap of Thesis Seminar & Studio
Preliminary Review October 20th, 2014 Thesis Concept | Site | Program | Conceptual Schemes
Schematic Review December 8th, 2014
Thesis Concept | Site | Building Organization | Architectural Character | Building Systems
THESIS II SCHEDULE OF REVIEWS Design Development I Review Week of March 9th, 2015
Thesis Concept | Site Design | Architectural Design | Building Systems | Other Technical Issues
Design Development II Review Week of March 9th, 2015
Thesis Concept | Site Design | Architectural Design | Building Systems | Other Technical Issues
Final Review Week of April 20th, 2015
Architectural Drawings | Building & Wall Sections | Materiality | Systems Concept | Perspectives | Models
Final Book Due May 8th, 2015
Qualifications & Requirements
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
“ArchDaily.” ArchDaily. N.p., n.d. Web.
Arch Daily was extremely useful in finding precedent studies related to my thesis concept.
Arnold, Julie. Habitat for Artistic Expression. Thesis. Boston Architectural College, 2002.
This is a thesis that I can use for reference when developing spaces and ideas. The similarity of wanting to create spaces for children that allow them to feel comfortable and safe in their environment is important to both of our projects. For children to express emotion, they need to feel comfortable in their surroundings. For this reason, it is a major element of my project to provide this comfort, and a reason for Julie Arnold’s thesis to be a good reference project for me.
“Boston Harbor Islands Trip Planner | Worlds End | Boston Harbor Islands.”Boston Harbor Islands Trip Planner | Worlds End | Boston Harbor Islands. N.p., n.d. Web. This site provided me with useful site information such as travel information, open hours, and activities that occur on the site.
“Comfort Zone Camp - Bereavement Camp for Children.” Comfort Zone Camp - Bereavement Camp for Children. N.p., n.d. Web.
Comfort Zone Camp has provided me with an extensive amount of useful information regarding my thesis topic and project. Comfort Zone Camp is a camp for grieving children offered in locations all over the country.
“Coping with Grief and Loss.” : Support for Grieving and Bereavement. N.p., n.d. Web. 01 Mar. 2014. <http://www.helpguide.org/mental/grief_loss.htm>.
This website has helped me to understand how people go about dealing with loss in a number of different ways. Everybody is different, everyone takes their own amount of time for grieving, and understanding this is key to helping a person heal. From this, I can pull out specific information that will help drive the design for creating a better environment for coping through architecture and design. Another main idea I took away from this was the idea of art and creativity as a means for healing. Especially for children who may not always know how to express themselves in words, can use their creativity and hands to express themselves nonverbally.
Cox, Helen M., and Colin A. Holmes. “Loss, Healing, and the Power of Place.” Human Studies 23.1 (2000): 63-78. JSTOR. Web. 22 Feb. 2014.
“When one’s primary dwelling places are filled with pain, the natural environment becomes the place of refuge.” Understanding through this article that we need to recreate spaces that give the feeling of ‘at-homeness.’ Although in a new environment, these spaces that give off the sense of comfort, and safety are the ones that people will respond most positively to: “the celebration of nature as a healing force was evident.”
Curtis, Sarah. Space, Place and Mental Health. Farnham, Surrey, England: Ashgate Pub., 2010. Print.
This book shares an overview of research on mental health from a geographic perspective. It explains why space and place are important for mental health of individuals. From this book, I will take away facts about the types of spaces and places that are most beneficial for individuals to experience. It will assist in my design ideas of how to integrate architecture into the process of emotional healing.
Day, Christopher. Environment and Children: Passive Lessons from the Everyday Environment. Oxford: Elsevier Ltd, 2007.
Day, in this book Environment and Children, develops ideas about the development of children in the built environment. He studies ways that spaces can affect a growing child. His purpose is to show the readers that there are many different environmental factors that become important in the process of designing a space. He studies issues, learning/teaching environments, etc. This source will be highly valuable to my paper due to the fact of all the different environmental factors described for children in the developmental stages in life. Understanding how children develop in a more social/psychological sense is information that will come from this source.
Gesler, Wilbert M. Healing Places. Lanham, MD: Rowman & Littlefield, 2003. Print.
This book focuses on all aspects of healing, not just physical or emotional, but the whole well-rounded spectrum that a healing environment can provide. It discussed historical examples of healing, as well as current-day beliefs and rituals about the topic. Spiritual, emotional, and physical ideas are talked about, which leads to ideas about different architectural spaces that can provide the types of spaces needed for individuals who need all different types of healing. Additionally, a couple precedent studies are mentioned which informs us about what aspects worked and didn’t work, and what could be improved upon for future projects.
Haas, Steven A. “The Longterm Effects of Poor Childhood Health.” Demography 44.1 (2007): 113-35. Springer. Web. 02 Mar. 2014.
This article demonstrates studies done to compare childhood health in relation to how this child develops and maintains health in their adulthood. There seems to be a direct correlation between the two, which stresses the importance of maintaining a healthy life during childhood. Having poor childhood health greatly increases the risk for chronic disease and poor health in adulthood. This article plays a role in strengthening my case that it is important to help children maintain a healthy lifestyle, both physically and mentally and directing them through struggles they may encounter as a young person. Dealing with struggles at a young age makes for a more successful life overall.
Hendricks, Barbara E. Designing for Play. Burlington: Ashgate Publishing Limited, 2011.
Hendricks, in this book Designing for Play, looks at a new approach to the design of play spaces. While it is not a ‘how-to’ book on designing these spaces, it is about a new perspective, one that looks at design from the ‘child’s eye’. It is their view of the world that inspires these designs. This source will be beneficial to my research because it will allow me to get inside a child’s mind and figure out what they want out of a play space. This can relate back to how they learn best, and in what spaces they feel most comfortable. I can then imply from this the development and growth of the child and in what types of spaces they interact best with others.
“Hingham Heritage Visitor Center at Old Derby.” Hingham Historical Society. N.p., n.d. Web.
Historically, Old Derby is an important landmark for Hingham, MA described by the information found on this webpage.
“Hingham, MA Income and Economy.” Hingham, MA Economic Data. N.p., n.d. Web.
Here I was able to find statistical data regarding the town of Hingham in comparison with the United States. It was useful regarding all forms of demographic and economic data, and well as information on climate and weather conditions.
“How Much Does It Cost to Build a Log Cabin.” - Ask.com. N.p., n.d. Web.
Information about the cost of building a camp-type structure was useful information that I got from this website. This was one factor that helped me to determine the cost per square foot of my program.
Kaiser, Harvey H. Great Camps of the Adirondacks. Boston: D.R. Godine, 1982. Print.
This book clearly discusses the relationships between a camp environment and the outdoors. It discusses the history of many camps and how they came to be. With my thesis topic relating back to the ideas and qualities of an overnight camp, this book has given me true insight into how these spaces provide for its users. It discusses architectural styles and materials that I wish for my retreat to embody in order to give that rustic feel to the site. It brings users away from the modern-day world, and into a place of relaxation and peace. Just as it discusses in this book when it comes to camps, I have the same reasons for choosing a site: available views, access, and tree-protected waterfront. Additionally, structures are discussed as being an outgrowth of and harmonizing with the site, something I wish for mine to embody as well.
Marcus, Clare Cooper., and Marni Barnes. Healing Gardens: Therapeutic Benefits and Design Recommendations. New York: Wiley, 1999. Print.
The authors in this book describe a garden setting in a new way: “a place where children are in control of their environment rather than being controlled by it.” This could be a major driving force in my design ideas for a healing center for children. It is about the ideas of children getting away from their normal lives where they are overwhelmed with emotion and controlled by it. However, in this new space, I can create an environment that they feel comfortable, a place where they feel they can roam about on their own, while being in control of the paths they decide to take.
Moore, Christine M. “Teaching about Loss and Death to Junior High School Students.”Family Relations 38.1 (1989): 3-7. National Council on Family Relations. Web.
“Providing an opportunity to explore death-related events with the support of understanding adults may help mitigate impact of events on children.” This article discusses the philosophy that should be taught to children at a young age to accept death. It is about helping children to realize both positive and negative ways to deal with crisis and how to come to terms with it. This is helping in my research due to the fact that it is giving me fuel to drive design ideas further. It is giving me ideas to help realize the type of help that children need, and that this healing center for children is something that could truly benefit them during times that other adults in their lives cannot seem to handle giving them the true care and attention that they need.
Annotated Bibliography
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
News and Announcements from Jack: What Is the Turnkey Cost for a Log Home? N.p., n.d. Web.
This was another website that helped to determine the cost of building log cabins as a residential project.
O’Connor, Aidan and Juliet Kinchin. Century of the Child: Growing by Design. New York: MoMA, 2012.Feb. 2014.
O’Connor and Kinchin, in their book Century of the Child, looks at how art and design can be used to create a better world for children. For my research, it will be beneficial in the way that at looks at different types of children in relation with different styles of art and architecture. It will be good in comparing how different types of children learn and grow in different types of settings, which could eventually inspire architectural form and design.
“Old Ship Church.” Old Ship Church. N.p., n.d. Web.
The website for Old Ship Church provided historical data for this building in regards to the town of Hingham and its importance to the town’s existence.
Press, Ginko. Play: Indoor & Outdoor. Berkeley: Sandu Publishing Co., Limited, 2011.
This book discusses the creativity of children’s spaces and the unique ways that children interact with and learn from them. One key ingredient found in play spaces ranging from daycares, to schools, to playgrounds, etc, is that children need to be involved in the design of these spaces. Having their input really is what helps these designs become successful. In this way, this source will be important to my research, having this input from a young child as part of the design process. It is a new perspective. This also will benefit my research since it is discussing new types of spaces such as daycares and schools. I will be able to compare the environments and spatial qualities here to that of camps and see which qualities overlap. This will help me prove what types of spaces are imperative to children by seeing where these ideas overlap.
“The Stages of Grief” Recover From Grief. N.p., n.d. Web.
Stages of grief described here were helpful in understanding the process one goes through when dealing with such a traumatic life event. I am beginning to understand how I can provide certain elements in my program for the children going through this healing process.
Sternberg, Esther M. Healing Spaces: The Science of Place and Well-being. Cambridge, MA: Belknap of Harvard UP, 2009. Print. “Sternberg is a physician who healed herself by going back to ancient truths known by the Greeks, and proving them. With her scientific expertise and crystal-clear prose, she illuminates how intimately the brain and the immune system talk to each other, and how we can use place and space, sunlight and music, to reboot our brains and move away from illness to health.”
Tyson, Martha M. The Healing Landscape: Therapeutic Outdoor Environments. New York: McGraw-Hill, 1998. Print.
In this book The Healing Landscape, Tyson describes the importance of being a part of the natural environment. In a medical sense, gardens have recently been incorporated into hospital environments as a place for viewing from indoor rehabilitation centers, or for experiencing first hand through outdoor pathways. In any case, there is proof that this type of space acts as a catalyst for both physical and spiritual healing: “The common foundation is a simple truth that as humans, we are part of the larger created natural world; therefore we can assert that we are designed to live in harmony with the world of nature.”
Walker, William H. C., and Willard Walker. A History of World’s End. Milton, MA: Trustees of Reservations, 1973. Print.
This book explains the complete history of the World’s End site. It gave me insight into how the site was used in historic times, and the process of how it got to where it is today.
Watts, Ann. Every Nursery Needs A Garden. London: Routledge, 2011.
Watts, in her book, Every Nursery Needs A Garden, is a thoughtful look at how children interact with natural elements. She studies the reasons that children need a space like this in the developmental stage in their life, and how it can support or enhance their growth. This source is a different look on how children learn through their surroundings, and looks at a different kind of environment than has been touched on in any other source. It shows how this is just one of many ways that children can successfully learn and develop at a young age.
Weber, Joseph A., and David G. Fournier. “Family Support and a Child’s Adjustment to Death.” Family Relations 34.1 (1985): 43-49. JSTOR. Web. 22 Feb. 2014.
This article discusses the importance of communication with children when it comes to death-related topics. Keeping this information from them hinders their developmental process of healing and understanding the events that have occurred. In relation to my thesis project, it allows me to understand that the child needs to express their emotions, and needs to be able to discuss their feelings in order to fully heal from the traumatic event. In interviews, the child has even expressed their desire to talk about the death that has occurred.
Williams, Allison. Therapeutic Landscapes. Aldershot, England: Ashgate, 2007. Print.
This book discusses concepts and strategies for therapeutic spaces in both the natural and built environment. This will help me to figure out how I can integrate both these environment types together to create spaces for children that are beneficial in the medical and physical senses. The focus on the medical/health aspect of this book is different in terms of how the author is thinking about the landscape which will give me a different perspective on my research.
Annotated Bibliography
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Full Interviews
Interview 1 | Tonimarie Perry | Social worker
Q: What exactly do you do, and what age children do you work with? A: My degree is in social work and I am an in-home therapist and work with adolescents ages 10-17 who have experienced all different types of trauma such as physical, sexual, emotional abuse, neglect, witnessed domestic violence, and traumatic loss as well. Q: What environment do you generally provide for children who have experienced loss? A: Especially when a child has experienced a loss, the number one thing we recommend is a support group for not just the children but for the parents as well. The most important aspects of children receiving any type of therapy, should include a safe environment that is non-threatening. In our offices, we use things such as comfortable chairs or bean bag chairs, warm colors, and just create a cozy environment. I think the setting of your retreat is right on; Nature is always a soothing environment and usually a safe place for children to heal. Q: What are types of things that make a child feel safe / help the healing process? A: An important piece is confidentiality. When providing support groups or group therapy, that is just one piece of the tool to help a child heal. The second piece is for the child to receive individual therapy as well. Every child experiences and deals with trauma differently which is why it is important for them to receive individual therapy as well as the group setting. The group setting is so that the child knows that they are not alone and have someone with whom they can relate. A lot of times, talking in a group setting can trigger a child and they can become emotionally deregulated which is why it is always important to have an individual therapist of them to talk to as well. Another piece of group therapy for a child who has experienced loss is to increase their self-confidence and self-awareness. We want children to be able to recognize when they are beginning to feel deregulated and provide them with coping skills to ground themselves. Q: What are the types of coping skills that you can provide for children? Are these skills that can be used in an individual as well as group setting? A: Every child is different, so providing them with a “tool box” of coping skills is important. It can be deep breathing, imagery, journaling, walking, music and art, prayer or meditation, writing a letter to the deceased…etc. Some of these are individual activities while others can be done in a group setting. It really depends on the person, and what they are comfortable with. Q: Can animals be used for a form of therapy? A: Actually yes, animals are also a very unique tool that really helps children heal such as equine therapy and therapy dogs.
Interview 2 | Lisa Williford | Social Worker/Investigator for DCF
Q: What type of environment/location do you see best fit for children who are going through struggle? A: I would love to see a focus on how to help a child process trauma while keeping connections and keeping the rest of their lives as stable as possible. I think what would be more convenient about doing it based out of the Boston area is you’d be able to serve children more quickly. I think one of the things I really see a need for is a more immediate retreat where children are able to process the loss. As far as location I would suggest somewhere that is more easily accessible to the population. Location may limit who you’re able to serve unless there can be transportation provided. Q: What is one of the bigger issues you see in children that you deal with? A: Often especially in my experience if a parent passes children are immediately removed from their families and are traumatized by both the loss as well as their world being uprooted in several ways - change in home, location, school, friends etc. Q: How do you feel about children being able to return to that camp multiple times a year? A: I absolutely think having kids come back is absolutely necessary as well as helpful. I think like CIT positions and the like would allow kids to understand others have gone through similar experiences and are doing very well now. Q: At the camp, would you suggest dividing up the children by age group or a different way? A: I would suggest possible groupings or splits based on the type of death as kids often internalize certain scenarios like suicide different than perhaps an overdose or accidental death. Where I think it makes sense for them all to be together in part it makes sense to break them up at times. I also would suggest and this would be a very big undertaking but some type of aftercare/follow up problem which would include coming back to camp but maybe also making sure they are in therapy and check ins prior to admission back to camp. Q: What are your thoughts on having a 1-day parent/caretaker workshop as part of the camp program? A: I think it is very important to do a parent/caretaker day. I think this population is vastly underserved and that’s who is providing direct care to these kiddos!
Interview 3 | Frank Smith | Community Member
Interview 4 | Chad Cronin | Volunteer at Comfort Zone Camp
Q: Do you think it will affect the way the site is used in a positive or negative way? A: A lot of this has to do with approach to the buildings. Again, not imposing too strongly on what exists will result in the most positive outcome.
Q: What happens while they are there to make this transformation happen? A: It is a different moment for every camper and sometimes it doesn’t occur at the first camp for a camper. CZC has a system of doing ice breakers and fun activities to make children feel comfortable and integrated. Healing circles allow the children to share their stories and process their feelings. Outside of healing circles the kids talk with one another about anything and everything including their losses and for many that may be where the real transformation occurs.
Q: How do you feel about the addition of a retreat for children at World’s End? A: As long as you integrate it into the site, and offer something up for the people that use it regularly, I think it will be a great addition. A big concern would be making sure to not impose too strongly on the natural environment. People view this place as sacred, a refuge, but the majority of the population would be concerned with the sensitivity of how the building is designed and the site is treated.
Q: How is the transformation from when the campers get to camp to when they leave? Is it always just a weekend stay? A: Camps vary in length. Most camps are weekend camps across the country but they also have day camps or week long camps (for young adults). The camper’s transformations also vary. Often many campers don’t want to come and by the end of the day, weekend, or week they have made so many connections and do not feel alone in the grief journey they don’t want to leave the camp. On the opposite hand many campers can’t wait to get to camp. Of course without knowledge of the camp any child would have some hesitation to go to a grief camp. Comport zone does an excellent job at incorporating a fun environment into the healing process.
Q: How do you think the healing retreat could play a positive role in the community? A: The buildings should really give something back to the site. Consider its current views; offer something up. Think about what the clientele needs and think about how your buildings could offer that.
Q: Is it a positive experience for mostly everyone that attends? What is it that makes this experience positive or negative for them? A: I believe that while it may not be transformative for every camper it is a step in the right direction for every camper as even if they do not participate they recognize that they are not alone.
Q: Do you think it will change the way that town of Hingham is viewed? A: My impression is that more out-of-town people use the site. The battle for Hingham is its perceived stigma since it is a well to-do town. The town would not overall be affected by this since it’s not really part of the towns ‘central fabric.’
Q: What exactly is your role in helping them to resolve these internal/emotional struggles they are going through? A: There are different roles for volunteers at CZC. Descriptions of these roles can be found on their website https://www. comfortzonecamp.org/. I have volunteered as a big buddy and your role is simply to be their and relate to your “little.” Is not your job to do any of the therapeutic work, that is the role of the Healing circle leader and the camper themselves.
Q: Is World’s End a spot often used by community members? How busy does it get at a given time of year? A: Summer/Fall/Spring are the busiest times of year. It is a Mecca for people that ‘sort of’ want to experience the woods in manicured areas. It is largely populated by fair-weather hikers. At its busiest, you are always aware that people are around even if they are not close in proximity. When the site is least busy, you could feel you are alone. While not many people travel here in winter, there also is never too much snow either since it’s near the ocean and the sun is always hitting hills directly. World’s End is family-friendly because it is safe, and there’s not much you could hurt yourself on. There is parking at the site, and even though the lot seems small I have never had a problem finding parking.
Q: What is the feel of the camp? What type of environment is it in? Is it mostly log cabins? A: To the surprise of many the camp is a fun camp where children are able to be comfortable and have fun while processing the lose of a serious loved one. Each Camp nation wide is set in a different environment. MA Summer camps are at Camp Burgess in Sandwich, MA set on the water with a wide range of different activities available to campers. The housing is cabins and they are shared by large groups of big buddies and campers. Day camps are normally held at schools and activities occur in the gym and healing circles in classrooms. Q: Is there public transportation available or is the camp in a remote location where children need to be dropped off? A: The Camp in MA is held at Camp Burgess in Sandwich, MA. CZC is nationwide. CZC prides itself in assuring that every child is able to get to camp and will do whatever it is to get a child to camp from driving the camper themselves or flying the family. Q: What got you interested in volunteering here? A: My girlfriend at the time had lost her mother and she volunteered so I went to support her. Since our relationship has ended I remain involved because of the amazing work that CZC does as well as the great people it attracts.
Appendix
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Special Requirements
No building, structure, parking area or septic system shall be constructed within 100' of a residence district, except where the zoning district boundary is in a street, in which case the setback from said boundary shall be 50'. A natural or landscaped vegetative barrier as approved under site plan review shall be retained or created and maintained within this setback. A minimum of 15% of the area of each lot shall not be built upon, paved or parked upon, and shall be maintained either in its natural state or landscaped. Along the entire street frontage of each lot a green or landscaped strip not less than 15’ wide shall be maintained in its natural state or landscaped with grass, trees and shrubs, not paved except for driveways, not parked upon and not built upon except for signs. The required 15% may include the 15’ green strip. A green yard space not less than twenty (20) feet wide shall be maintained open and green with grass, bushes, flowers or trees or any combination of them, along the entire length of each side lot line or rear lot line of such a lot and (except for entrance and exit driveways) along the entire street frontage of such lot, and such yard space shall not be built on nor paved nor used for automobile parking. Not less than 80% of the land area of such a lot shall remain open and unbuilt on, but such open space may be used for automobile off-street parking, driveways, sidewalks and store service yards, except that such use shall not be permitted in any part of the 20’ wide green perimeter strip above specified. Notwithstanding the foregoing, a green yard space not less than fifty (50) feet wide shall be maintained open and green with grass, bushes, flowers, trees, or in an undisturbed natural condition, or any combination of the foregoing, along the entire length of each side lot line and rear lot line of such lot where such side lot line or rear lot line abuts a Residence A or Residence B or Residence C District. Site Plan Review, as defined in Section I-I, shall be conducted by the Planning Board or its designer, for all projects which meet the following criteria: a. all non-residential projects which are estimated to cost $20,000 or more; b. all projects which 1) create a land disturbance or an alteration of drainage patterns over an area greater than 20,000 square feet; or 2) create a land disturbance of more than 2500 square feet in areas with slopes greater than 10%; provided, however, that the following types of projects shall be exempt from site plan review under this subsection b: i. normal maintenance and improvement of land in agricultural use as defined by the Wetlands Protection Act regulation 310 CMR 10.04; ii. routine maintenance of existing landscaping, gardens or lawn areas; iii. the construction of fencing that will not alter existing terrain or drainage patterns; iv. installation of utilities other than drainage (gas, water, electric, telephone, etc.) which will not alter terrain, ground cover, or drainage patterns; or v. projects wholly within the jurisdiction of the Conservation Commission and requiring an Order of Conditions under the Wetlands Protection Act, MGL c. 131, s. 40, the Town of Hingham Wetlands Protection By-Law, and/or the Rivers Protection Act. Contiguous parcels separately deeded to the Town shall be considered a single parcel in application of minimum yard dimensions.
Accessibility Report 521 CMR: ARCHITECTURAL ACCESS BOARD 521 CMR 8.00: 8.1
GENERAL Transient lodging facilities shall comply with 521 CMR, except as specified or modified in 521 CMR 8.00. Transient lodging shall include but not be limited to hotels, motels, bed and breakfasts, inns, boarding houses, dormitories and resorts. Transient lodging facilities shall also include homeless shelters, halfway houses, lodging houses and transitional housing, and other places that provide temporary accommodations. Transient lodging includes facilities, or portions thereof, used for sleeping accommodations. Sleeping accommodations in a medical care facility are covered by 521 CMR 13.00: MEDICAL CARE FACILITIES.
8.4.5 Sleeping Accommodations for persons who are deaf or hard of hearing. In all transient lodging facilities, additional accessible sleeping rooms and suites with accommodations for persons who are deaf or hard of hearing shall be provided in conformance with the table below. These rooms and suites shall comply with the requirements of 521 CMR 8.6, Sleeping Accommodations. Number of Rooms 5 to 25 26 to 50 51 to 75 76 to 100 101 to 150 151 to 200 201 to 300 301 to 400 401 to 500 501 to 1000 1001 and over
a. contains five or fewer beds or contains five or fewer rooms for rent or hire; and b. is actually occupied as a residence by the proprietor of the establishment (See 521 CMR 5.00: DEFINITIONS.)
8.2.1
8.2.2
PUBLIC AND COMMON USE AREAS In transient lodging facilities, common use and public use areas shall be designed and constructed to comply with 521 CMR. (See 521 CMR 5.00: DEFINITIONS.) General: The public use areas in hotels, motels or inns shall include but not be limited to: the general public function areas, recreation areas, health facilities, pools, meeting areas, restaurants, lounges, public toilet rooms, public telephones, vending areas, laundry rooms, other amenities installed for the use of occupants, walks, elevators, and all public entrances as well as the stairs and corridors to the accessible units. Registration counters shall comply with the following: a. Location: The counter shall be on an accessible route. b. Length: A portion of the counter or an auxiliary counter shall be at least 36 inches (36" = 914mm) in length. c. Height: That portion of the counter shall not exceed 36 inches (36" = 914 mm) above the finish floor. d. Clear Floor Area: Shall be provided in front of the counter.
8.3
PARKING SPACES Where parking is provided, it shall comply or be capable of complying with the provisions of 521 CMR 23.2, Number through 521 CMR 23.8, Valet Parking. If parking spaces are assigned to individual units, said spaces designated for accessible units shall have signage reserving said space. An international symbol of accessibility need not be used.
8.3.1
Visitor parking spaces: Where parking is provided for visitors, it shall comply fully with the requirements of 521 CMR 23.00: PARKING AND PASSENGER LOADING ZONES.
1/27/06
521 CMR - 36
a. b. c.
8.5.1 Accessible Route: Accessible units, sleeping rooms, and suites shall be on an accessible route. An accessible route shall connect all accessible spaces and elements including telephones, televisions, alarms clocks, and climate controls within the unit, sleeping room, or suite. 8.5.2 Elevators: An elevator is not required in a transient lodging facility that is less than three stories or that has less than 3000 square feet per story if all rooms are proportionately distributed in accordance with 521 CMR 8.4.1 and all public spaces are fully accessible.
8.5.7 Controls: All controls in accessible units, sleeping rooms, and suites shall comply with 521 CMR 39.00: CONTROLS. 8.5.8 Accessible spaces: Where provided as part of an accessible unit, sleeping room, or suite, the following spaces shall be accessible and shall be on an accessible route: a. b. c. d. e. f. g.
8.4.1
Distribution: To provide persons with disabilities a range of options equivalent to those available to other persons served by the facility, accessible sleeping rooms and suites shall be dispersed proportionally among the various classes of sleeping accommodations available to patrons of the place of transient lodging. Factors to be considered include room size, price, location, smoking/ non-smoking, amenities provided, and the number and size of beds provided.
8.4.2
Equivalent Facilitation: The operator of a facility may elect to limit construction of accessible rooms to those intended for multiple occupancy, provided that these rooms are made available at the cost of a single occupancy room to an individual with disabilities who requests a single-occupancy room.
8.4.3
Bathrooms and Kitchens: Accessible units shall have bathrooms and kitchens (where provided), that comply with Group 2B requirements in 521 CMR 44.00: GROUP 2 BATHROOMS and 521 CMR 45.00: GROUP 2 KITCHENS.
8.4.4
Wheel-in Showers: In transient lodging facilities with 50 or more sleeping rooms or suites, accessible sleeping rooms or suites shall include a wheel-in shower in conformance with the table below. Wheel-in showers shall comply with the requirements of 521 CMR 44.6.2, Showers. Rooms with Wheel-in Showers 1 2 3 4 5 2% of total 22 plus one for each 100 over 1000
8.6.3 Telephones: Telephones in rooms for persons who are deaf or hard of hearing shall have volume controls complying with 521 CMR 37.00: PUBLIC TELEPHONES. An accessible electrical outlet within 48 inches (48" = 1219mm) of a telephone connection shall be provided to facilitate the use of a Text Telephone (TTY). 8.6.4 Televisions: Where televisions are provided in sleeping rooms or suites, the operator of the facility shall provide a television amplifier and a caption decoder in rooms for persons who are deaf or hard of hearing. 8.6.5 Equivalent Facilitation: For rooms required under 521 CMR 8.3.5, the operator of a facility may either permanently install the equipment required under 521 CMR 8.5 or may elect to install electrical outlets (including outlets connected to a facility's central alarm system) and telephone wiring in sleeping rooms and suites to enable persons with hearing impairments to utilize portable visual alarms and communication devices, which shall be provided by the operator of the facility. 8.7
OTHER SLEEPING ROOMS AND SUITES Doors and doorways designed to allow passage into and within all sleeping units or other covered units shall comply with 521CMR 26.00: DOORS AND DOORWAYS on the corridor side of the door only.
8.5.9 Patios, Terraces, and Balconies: Where it is necessary to utilize a door threshold or a change in level between the interior and exterior greater than ½ inch (½" = 13mm) to protect the integrity of the unit from water or snow damage, equivalent facilitation such as raised decking or a ramp shall be provided. See Fig. 8a.
8.5.4 Doors and doorways designed to allow passage into and within all accessible units, sleeping rooms, or suites shall comply with 521 CMR 26.00: DOORS AND DOORWAYS.
1/27/06
521 CMR - 38
1/27/06
521 CMR: ARCHITECTURAL ACCESS BOARD
UNITS, SLEEPING ROOMS, AND SUITES: MINIMUM NUMBER At least 5% but in no case less than one of the units, sleeping rooms, and suites shall be accessible. In applying the 5% rule to facilities which consist of more than one building, all of the units in the entire facility shall be added together.
the living area; the dining area; at least one sleeping area; at least one bathroom; if only half baths are provided, at least one half bath; carports, garages or parking spaces; and patios, terraces, and balconies.
8.6.2 Visual Notification Devices shall be provided in sleeping accommodations to alert room occupants of incoming telephone calls and a door knock or doorbell. Visual notification devices shall not be connected to auxiliary visual alarm signal appliances.
8.5.3 Maneuvering Space: Accessible sleeping rooms shall have a 36 inch (36" = 914mm) clear width maneuvering space located along both sides of a bed, except that where two beds are provided, this requirement can be met by providing a 36 inch (36" = 9 14mm) wide maneuvering space located between the two beds.
521 CMR - 39
1/27/06
521 CMR - 42
521 CMR: ARCHITECTURAL ACCESS BOARD
8.00: TRANSIENT LODGING FACILITIES
8.4
A peephole mounted at 42 inches (42" = 1067mm) above the floor; A vision panel in the door with its bottom edge no higher than 42 inches (42" = 1067mm) above the floor A sidelight with its bottom edge no higher than 42 inches (42" = 1067mm) above the floor.
8.5.6 Storage: If fixed or built-in storage such as cabinets, shelves, closets, and drawers are provided in accessible spaces, at least one of each type of storage space shall comply with 521 CMR 34.00: STORAGE.
UNITS, SLEEPING ROOMS AND SUITES: MINIMUM REQUIREMENTS Accessible units, sleeping rooms and suites shall comply with the following:
521 CMR: ARCHITECTURAL ACCESS BOARD 8.00: TRANSIENT LODGING FACILITIES
Number of rooms 50 to 100 101 to 200 201 to 300 301 to 400 401 to 500 501 to 1000 1001 and over
Accessible Equipment Provided 1 2 3 4 5 6 7 8 9 2% of total 20 plus 1 for each 100 over 1000
8.00: TRANSIENT LODGING FACILITIES
8.5.5 Visitor Identification: Every entry door to each accessible unit shall have a means by which the person can visually identify a visitor before opening the door. This may be achieved by any of the following means:
8.4.6 In facilities with multi-bed rooms (such as dormitories) or spaces, 5% of the beds shall comply with 521 CMR 8.5.3, Maneuvering space. 8.5
521 CMR: ARCHITECTURAL ACCESS BOARD
8.00: TRANSIENT LODGING FACILITIES
8.00: TRANSIENT LODGING FACILITIES
Exception: 521 CMR 8.00 does not apply to an establishment located within a building that:
8.2
521 CMR: ARCHITECTURAL ACCESS BOARD
521 CMR: ARCHITECTURAL ACCESS BOARD
TRANSIENT LODGING FACILITIES
8.00: TRANSIENT LODGING FACILITIES
8.5.10 Kitchenettes: When provided, kitchens and kitchenettes in accessible units, sleeping rooms, and suites shall comply with the requirements for Group 2B Kitchens in 521 CMR 45.00: GROUP 2 KITCHENS. 8.5.11 Wet Bars: When provided as an accessory to an accessible unit, sleeping room or suite, wet bars or similar amenities shall be accessible, on an accessible route, and comply with the following: a. b. c.
d.
Clear floor space for a front or parallel approach to cabinets, counters, sinks, and appliances shall be provided to comply with Fig. 8b. Countertops and sinks shall be at a maximum height of 34 inches (34" = 864mm) above the floor. Accessible storage: At least 50% of shelf space in cabinets or refrigerator/freezers shall comply with 521 CMR 6.5, Forward Reach and 521 CMR 6.6, Side Reach and space shall be designed to allow for the operation of cabinet and/or appliance doors so that all cabinets and appliances are accessible and usable. Controls and operating mechanisms shall comply with 521 CMR 39.00: CONTROLS.
8.6
SLEEPING ACCOMMODATIONS FOR PERSONS WHO ARE DEAF OR HARD OF HEARING Sleeping accommodations for persons who are deaf or hard of hearing required by 521 CMR 8.4.5 shall comply with the following requirements for smoke/fire/safety alarms, visual signal devices, telephones, televisions, alarm clocks and climate controls.
8.6.1 Auxiliary Visual Alarms: Sleeping Accommodations shall be equipped with auxiliary visual alarms which comply with 521 CMR 40.4: a. b.
a visual alarm connected to the building emergency alarm system; or a standard 110-volt electrical receptacle into which such an alarm can be connected and a means by which a signal from the building emergency alarm system can trigger such an auxiliary alarm. Such receptacle shall be connected to the emergency or standby power, (if provided in the building).
The visual alarm signal shall be visible in all areas of the unit or room. Instructions for use of the auxiliary alarm or receptacle shall be provided.
1/27/06
521 CMR - 37
1/27/06
Appendix 521 CMR - 40
1/27/06
521 CMR - 41
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
Accessibility Report 521 CMR: ARCHITECTURAL ACCESS BOARD 521 CMR 10.00: 10.1
521 CMR: ARCHITECTURAL ACCESS BOARD
PUBLIC USE AND COMMON USE SPACES IN MULTIPLE DWELLINGS
GENERAL The public use and common use spaces of multiple dwellings in existing buildings consisting of 12 or more units in a building, shall be accessible and shall comply with 521 CMR. The public use and common use spaces of multiple dwellings in new construction consisting of three or more units shall comply with 521 CMR. Public and common use spaces are those spaces inside or outside a building that are used by residents and/or visitors. Public use and common use spaces shall include but not be limited to community facilities, meeting rooms, restaurants, recreation spaces, health facilities, pools, public toilet rooms, laundry areas, trash areas, storage areas, mailboxes, walks, sidewalks, parking lots and garages, entrances, elevators, lobbies and foyers, as well as corridors and stairways leading to dwelling units.
10.2
ACCESSIBLE ROUTES There shall be an accessible route at least 36 inches (36" = 914mm) wide connecting accessible parking, accessible entrances, public and common use spaces, and dwelling units. Wherever possible, the accessible route shall be the shortest possible route, see 521 CMR 20.00: ACCESSIBLE ROUTE
10.3
PARKING SPACES FOR DWELLING UNIT OCCUPANTS Where parking is provided, it shall comply or be capable of complying with the provisions of 521 CMR 23.2, Number through 521 CMR 23.8, Valet Parking. The number of accessible spaces shall not be limited in number by 521 CMR 23.2.1, Number but shall be provided in sufficient numbers to meet the needs of the dwelling unit occupants. If parking spaces are assigned to individual units, those spaces designated for accessible units shall have signage reserving said space. An international symbol of accessibility need not be used.
10.3.1
Visitor Parking Spaces: Where parking is provided for visitors, it shall comply fully with the requirements of 521 CMR 23.00: PARKING AND PASSENGER LOADING ZONES.
10.4
DOORS All doorways and openings located in common use and public use spaces and along accessible routes shall comply with 521 CMR 26.2, Revolving Doors through 521 CMR 26.11, Door Hardware.
10.5
STORAGE If remote storage is available to residents, equivalent accessible storage shall be provided to residents.
10.6
ALARMS Where a fire alarm is provided, it shall comply with 521 CMR 40.00: ALARMS.
1/27/06
521 CMR - 51
10.00: PUBLIC USE AND COMMON USE SPACES IN MULTIPLE DWELLINGS
10.00: PUBLIC USE AND COMMON USE SPACES IN MULTIPLE DWELLINGS
521 CMR 11.00:
10.7
HEIGHT OF CONTROLS The highest position of the operable parts of any control, dispenser, receptacle, or other operable equipment shall be located within the zone of reach as defined in 521 CMR 5.00: DEFINITIONS.
10.9
11.1
10.8
LAUNDRY FACILITIES If laundry facilities are provided in Multiple dwellings, then equivalent, accessible laundry facilities shall be provided.
GENERAL The design of commercial buildings shall comply with 521 CMR, except as specified or modified in 521 CMR 11.00. Commercial buildings are public buildings as defined in 521 CMR and shall include but not be limited to: the part or parts of buildings where a service or product is offered to the public and into which a member of the public may enter including but not limited to: doctors', dentists', and counseling offices, chiropractors', psychologists' and psychiatrists' offices, lawyers', and accountants' offices, insurance companies, veterinarians, realtors, travel agents, as well as city and town halls and facilities.
10.8.1
Location: Laundry facilities shall be on an accessible level and on an accessible route.
11.2
10.8.2
At least one washing machine and at least one clothes dryer shall be front loading, shall have a side hinged door, and shall be located so that the door can be opened 180°. See Fig. 10a.
COMMERCIAL FACILITIES LOCATED IN PRIVATE RESIDENCES When a commercial facility is located in a private residence, the portion of the residence used exclusively in the operation of the commercial facility or that portion used both for the commercial facility and for residential purposes shall comply with 521 CMR
11.3
COMMERCIAL CONDOMINIUMS Those spaces in commercial condominiums where the service or product is offered to the public, and those premises which a member of the public may enter shall comply with 521 CMR.
11.4
PUBLIC TOILETS Wherever public toilets are provided for customers, visitors or clientele of said businesses, they are required to comply fully with 521 CMR 30.00: PUBLIC TOILETS.
11.5
PUBLIC TELEPHONES Wherever public telephones are provided for customers, visitors or clientele of said businesses, they are required to comply fully with 521 CMR 37.00: PUBLIC TELEPHONES.
11.6
TRANSACTION AREAS Transaction areas in commercial buildings shall comply with 521 CMR 7.2.2 Other transaction areas.
10.8.3
Where laundry work space, such as a folding table, is provided, it shall comply with 521 CMR 35.00: TABLES AND SEATING.
10.8.4
Controls, including the payment mechanism, shall fall within the zone of reach as defined in 521 CMR 5.00: DEFINITIONS.
1/27/06
521 CMR: ARCHITECTURAL ACCESS BOARD 521 CMR 12.00: 12.1
12.00: EDUCATIONAL FACILITIES
Applicability: Administrative spaces, instructional spaces, and areas open to students or the general public shall comply with 521 CMR.
12.1.2
Dormitories shall comply with the requirements of 521 CMR 8.00: TRANSIENT LODGING FACILITIES.
12.1.3
Amphitheaters, lecture halls and classrooms of educational facilities shall comply with 521 CMR 14.00: PLACES OF ASSEMBLY.
12.2
LIBRARIES Shall comply with the following and Figure 12a.
12.2.1
General: All public areas of a library, including but not limited to, reading and study areas, stacks, reference rooms, reserve areas, and special facilities or collections, shall comply with 521 CMR 12.00. Reading Areas, Study Areas and Computer Workstations: Where tables, study carrels, computer workstations, or fixed seating are provided, at least 5% with a minimum of one of each element shall be accessible, be on an accessible route, and comply with the following: a. Access aisles: A 36 inch (36" = 914mm) access aisle shall be provided between tables and between study carrels. No seating shall overlap the access aisle. See Fig. 12a. b. Clear floor space as defined in 521 CMR 5.00: DEFINITIONS shall be provided at each seating space. Such clear floor space shall not overlap knee space by more than 19 inches (19" = 483 mm). See Fig. 12a. c. Knee Clearances: If seating for disabled persons is provided at tables or counters, kneespaces at least 27 inches (27" = 686mm) high, 30 inches (30" = 762mm) wide, and 19 inches (19" = 483mm) deep shall be provided. See Fig. 12a. d. Height of Tables or Counters: The tops of accessible tables and counters shall be from 28 inches to 34 inches (28" to 34" = 711mm to 864mm) above the finished floor or ground.
1/27/06
1/27/06
521 CMR - 56
Check-Out Areas: At least one lane at each check-out area shall have a counter a minimum of 36 inches (36" = 914mm) in length and a maximum of 36 inches (36" = 914mm) in height. See Fig. 7a.
12.2.4
Security Devices: Any traffic control or book security gates or turnstiles shall not prevent access or egress to people in wheelchairs. Security gates shall have a 32 inch (32" = 812mm) clear opening. If turnstiles are used, an adjacent accessible, unlocked door or gate shall be provided. Any level changes created by such devices shall comply with 521 CMR 20.00: ACCESSIBLE ROUTE and 521 CMR 29.00: FLOOR SURFACES.
12.2.5
Card Catalogs: Clear aisle space at card catalogs shall be a minimum of 36 inches (36" = 914mm) and comply with Fig. 12b. Maximum reach height shall be between 18 inches (18" = 457mm) and 54 inches (54" = 1372mm), with a height of 48 inches (48" = 1219mm) preferred.
1/27/06
521 CMR - 53
12.00: EDUCATIONAL FACILITIES 12.2.6
12.2.3
KITCHEN FACILITIES Sinks, counters, and cooking facilities provided in common use spaces shall comply with 521 CMR 32.00: KITCHENS.
521 CMR: ARCHITECTURAL ACCESS BOARD
GENERAL Educational facilities shall comply with 521 CMR, except as specified or modified in 521 CMR 12.00. Educational facilities shall include but not be limited to: public and private schools, nurseries, pre-schools, day care facilities, colleges and universities, libraries, galleries, museums, and training facilities.
12.1.1
12.2.2
521 CMR - 52
521 CMR: ARCHITECTURAL ACCESS BOARD
EDUCATIONAL FACILITIES
521 CMR: ARCHITECTURAL ACCESS BOARD
521 CMR: ARCHITECTURAL ACCESS BOARD
521 CMR - 57
Stacks: Aisles between stacks shall have a minimum clear width of 36 inches (36" = 914mm) and preferably 42 inches (42" = 1067mm), where possible, as shown in Fig. 12c. Shelf height in stack areas is unrestricted.
12.3
KITCHENS IN CLASSROOMS: Kitchens in classrooms shall comply with the requirements of 521 CMR 32.00: K ITCHENS.
12.4
SINKS, COUNTERS, AND OTHER WORK AREAS IN CLASSROOMS OR LABORATORIES At least 5%, with a minimum of one of each type of element, in each classroom or laboratory shall comply with the following: a. Countertops and sinks shall comply with 521 CMR 12.2.2 b, 12.2.2 c. and 12.2.2d. b. Accessible storage: At least 50% of shelf space in cabinets or refrigerator/freezers shall comply with 521 CMR 6.5, Forward Reach and 521 CMR 6.6, Side Reach and space shall be designed to allow for the operation of cabinet and/or appliance doors so that all cabinets and appliances are accessible and usable. c. Controls and operating mechanisms shall comply with 521 CMR 39.00: CONTROLS.
12.5
DRINKING FOUNTAINS IN CLASSROOMS: Shall comply with the requirements of 521 CMR 36.00: DRINKING FOUNTAINS.
12.6
RECREATIONAL FACILITIES AT EDUCATIONAL FACILITIES shall comply with the requirements of 521 CMR 19.00: RECREATIONAL FACILITIES
1/27/06
521 CMR - 58
1/27/06
COMMERCIAL BUILDINGS
521 CMR - 54
Accessibility Report 521 CMR: ARCHITECTURAL ACCESS BOARD 521 CMR 19.00: RECREATIONAL FACILITIES 19.1
521 CMR: ARCHITECTURAL ACCESS BOARD
521 CMR: ARCHITECTURAL ACCESS BOARD
521 CMR: ARCHITECTURAL ACCESS BOARD
19.00: RECREATIONAL FACILITIES
19.00: RECREATIONAL FACILITIES
19.00: RECREATIONAL FACILITIES
GENERAL Recreational facilities shall comply with 521 CMR, except as specified or modified in 521 CMR 19.00. Recreational facilities shall include but not be limited to courts, rinks, swimming pools, gymnasiums, stadiums, health and sports clubs, radio control facilities, whirlpools, jacuzzis, gyms, weightlifting areas, playgrounds, zoos, fairgrounds, beaches, piers, docks, bandstands, gazebos, parks, bowling alleys, picnic areas, video arcades and campsites. All areas open to and used by the public, including but not limited to locker rooms, shower facilities, saunas, steam rooms, suntanning rooms, weight rooms, aerobics and dance rooms, tennis, racquet and squash courts and spectator areas in recreation facilities shall be accessible.
19.2
WATER FACILITIES Swimming pools, lap pools, wading pools, diving pools used for scuba or general swimming, and whirlpools and jacuzzis in all locations subject to 521 CMR shall be accessible .
19.2.1
Access Devices: Accessibility to water facilities shall be by means of any of the following: a. A 34 inch (34" = 864mm) wide ramp with a slip resistant surface extending into the shallow end of the pool. Such ramps shall have a slope not exceeding one-in-six (1:6), and shall have handrails on both sides. See Fig. 19a.
19.2.2
BOWLING ALLEYS Shall provide an accessible route to at least two adjacent lanes.
19.4
LOCKER ROOMS Shall have a 36 inch (36" = 914mm) wide accessible route around all lockers.
19.4.1
Lockers: At least 5% of the lockers, but not less than one, shall be accessible and shall have locking/opening devices that are operable with a closed fist and mounted no higher than 42 inches (42" = 1067mm) from the floor.
19.4.2
Seating: If benches are provided, there shall be a 36 inch (36" = 914mm) wide aisle between benches and lockers and a five foot turning diameter near the accessible lockers. See Fig. 19c.
Public restrooms and shower facilities, where provided, shall comply with 521 CMR 30.00: PUBLIC TOILET ROOMS and 521 CMR 31.00: BATHING ROOMS.
19.6
PICNIC AREAS AND HIGHWAY REST AREAS Shall comply with the following:
19.6.1
Access: All facilities shall be accessible and shall be on an accessible route that is paved or hard packed. If curb cuts are provided, they shall comply with 521 CMR 21.00: CURB CUTS.
19.6.2
Tables: At least 5% of tables, where provided shall be accessible and shall comply with 521 CMR 19.5.2.
19.6.3
Public restrooms, where provided, shall comply with 521 CMR 30.00: PUBLIC TOILET ROOMS and 521 CMR 31.00: BATHING ROOMS.
19.5
CAMPSITES Shall comply with the following:
19.6.4
Public telephones, where provided, shall comply with 521 CMR 37.00: PUBLIC TELEPHONES.
19.5.1
Campsite Access: At least 5% of campsites shall be accessible and dispersed among those campsites that could be reached from an accessible route. Areas leading into such sites should be paved or hard packed.
19.7
PLAYGROUNDS An accessible route, complying with 521 CMR 20.00: ACCESSIBLE ROUTE shall be provided to reach playground equipment and around the playground.
19.5.2
Tables: At least 5% of tables shall be accessible . Tables for the accessible sites shall provide clear space under the table top not less than 30 inches wide (30" = 762mm) and 19 inches (19" = 483mm) deep per seating space and not less than 27 inches (27" = 686mm) clear from the ground to the underside of the table. See Fig. 19d.
19.8
MARINE FACILITIES: Marine facilities are docks and/or piers that service waterborne passenger vessels with a vessel length of 40 feet (40' = 12m) or greater. These facilities shall provide persons with disabilities unassisted access measured under nominal marine conditions throughout spring tide range or 9½ feet (9½' = 2996mm) whichever is less. Marine facilities shall comply with the following:
Path of travel: There shall be an accessible route not less than 48 inches (48" = 1219mm) wide around such pools. These paths shall have a surface that is slip resistant.
19.3
19.5.3
19.8.1
Unassisted Access between the land or fixed facility and a floating vessel, with or without an intervening floating structure, shall be provided.
19.9
MARINE RAMPS shall comply with the following:
19.9.1
Handrails: Marine ramps shall be equipped with handrails which comply with 521 CMR 24.5 Handrails. Exception: At the top and bottom of the marine ramp the upper and lower rails shall be connected with a circular return extending a minimum of 12 inches (12" = 305mm) beyond the edge of the ramp. It is not intended that handrail extensions be horizontal during all tidal or weather conditions.
b. A lifting device. c. When the water level of the pool is above the level of the path of travel, a raised coping may be utilized as a transfer area, if it is 18 inches (18" = 457mm) above the path of travel and is a minimum of 18 inches wide (18" = 457mm). See Fig. 19b.
1/27/06
521 CMR - 71
1/27/06
521 CMR: ARCHITECTURAL ACCESS BOARD
521 CMR - 84
19.00: RECREATIONAL FACILITIES
19.00: RECREATIONAL FACILITIES
19.9.2
Width: The clear width of the marine ramp shall be a minimum of 36 inches (36" = 914mm) measured between the handrails.
19.12
19.9.3
Platforms: Marine ramps shall terminate in level platforms that are a minimum of 48 inches (48"= 1219mm) by 48 inches (48" = 1219mm), clear and unobstructed by handrails, door swings, entrances, or other projections. Such platforms shall occur at the top and bottom of each ramp and at intervals not exceeding the maximum ramp length as described in Table 1:
ACCESSIBLE ROUTE There shall be an accessible route to and throughout the marine facility that connects the vessels boarding area with all other areas and services available to the public within the marine facility. The accessible route shall comply with 521 CMR 20.00: ACCESSIBLE ROUTE.
19.13
ANCILLARY FACILITIES Where provided within the marine facility, ancillary facilities such are fare transaction areas, public toilets, public telephones, vendor(s) stands, etc., shall comply with 521 CMR.
19.14
MARINE FACILITIES THAT SERVICE WATERBORNE PASSENGER VESSELS WITH A VESSEL LENGTH OF LESS THAN 40 FEET (40' = 12m) - Reserved.
RAMPS 1:12 but less than 1:14 1:14 but less than 1:16 1:16 but less than 1:18 1:18 but less than 1:20 1:20 and over
1/27/06
521 CMR - 85
1/27/06
521 CMR - 86
521 CMR: ARCHITECTURAL ACCESS BOARD
Table 1 MAXIMUM RAMP LENGTH (excluding transition plates) Not to exceed 30 feet (9m) Not to exceed 35 feet (11m) Not to exceed 40 feet (12m) Not to exceed 45 feet (14m) Unlimited length
19.9.4 Transition Plates shall be a maximum of eight feet (8' = 2438mm) in length and shall have slopes less than or equal to 1:12. Transition plates longer than 18 inches (18" = 457mm) shall be equipped with handrails complying with 521 CMR 19.9.1. These handrails must be parallel to the handrails on the marine ramp(s), but may not necessarily be continuous with them. Transition plates shall be at least as wide as the ramp. The change in level between the end of the transition plate and the adjoining level surface shall be no greater than ½ an inch (½" = 13mm). 19.10 BRIDGE PLATES Vessels using bridge plates to provide access at boarding and disembarking areas shall comply with the following: 19.10.1 A maximum slope of 1:8 to 1:10 is allowed for a maximum rise of three inches (3" = 76mm). A maximum slope that is less steep than 1:10 and no steeper than 1:12 is allowed for a maximum rise of six inches (6" = 152mm). 19.10.2 Bridge plates shall have a minimum clear width of at least 36 inches (36" = 914mm). 19.10.3 Bridge Plates longer than six feet (6' = 1829mm) are marine ramps and shall comply with 521 CMR 19.9, Marine Ramps. 19.11 FLOATING AND FIXED DOCKS The edge of all floating and fixed docks shall provide at least one of the following: a. Handrails that comply with 521 CMR 24.5, Handrails; b. Curbs that are at least four inches (4" = 102mm) high and are preceded by detectable warnings that comply with 521 CMR; or c. Detectable warnings that comply with 521 CMR. 1/27/06
521 CMR - 87
1/27/06
Appendix 521 CMR - 88
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal
ct<09>2002
Flood Report § 60.3
44 CFR Ch. I (10–1–02 Edition)
been issued for the community at the time of application. Thereafter, the community will be given a period of six months from the date the Administrator provides the data set forth in §60.3(b), (c), (d), (e) or (f), in which to meet the requirements of the applicable paragraph. If a community has received a FHBM, but has not yet applied for Program eligibility, the community shall apply for eligibility directly under the standards set forth in §60.3(b). Thereafter, the community will be given a period of six months from the date the Administrator provides the data set forth in §60.3(c), (d), (e) or (f) in which to meet the requirements of the applicable paragraph. (b) A mudslide (i.e., mudflow)-prone community applying for flood insurance eligibility shall meet the standards of § 60.4(a) to become eligible. Thereafter, the community will be given a period of six months from the date the mudslide (i.e., mudflow) areas having special mudslide hazards are delineated in which to meet the requirements of § 60.4(b). (c) A flood-related erosion-prone community applying for flood insurance eligibility shall meet the standards of § 60.5(a) to become eligible. Thereafter, the community will be given a period of six months from the date the flood-related erosion areas having special erosion hazards are delineated in which to meet the requirements of § 60.5(b). (d) Communities identified in part 65 of this subchapter as containing more than one type of hazard (e.g., any combination of special flood, mudslide (i.e., mudflow), and flood-related erosion hazard areas) shall adopt flood plain management regulations for each type of hazard consistent with the requirements of §§ 60.3, 60.4 and 60.5. (e) Local flood plain management regulations may be submitted to the State Coordinating Agency designated pursuant to § 60.25 for its advice and concurrence. The submission to the State shall clearly describe proposed enforcement procedures. (f) The community official responsible for submitting annual or biennial reports to the Administrator pursuant to § 59.22(b)(2) of this subchapter shall also submit copies of each annual or bi-
ennial report to any State Coordinating Agency. (g) A community shall assure that its comprehensive plan is consistent with the flood plain management objectives of this part. (h) The community shall adopt and enforce flood plain management regulations based on data provided by the Administrator. Without prior approval of the Administrator, the community shall not adopt and enforce flood plain management regulations based upon modified data reflecting natural or man-made physical changes. [41 FR 46975, Oct. 26, 1976. Redesignated at 44 FR 31177, May 31, 1979, as amended at 48 FR 29318, June 24, 1983; 48 FR 44552, Sept. 29, 1983; 49 FR 4751, Feb. 8, 1984; 50 FR 36024, Sept. 4, 1985; 59 FR 53598, Oct. 25, 1994; 62 FR 55716, Oct. 27, 1997]
§ 60.3 Flood plain management criteria for flood-prone areas. The Administrator will provide the data upon which flood plain management regulations shall be based. If the Administrator has not provided sufficient data to furnish a basis for these regulations in a particular community, the community shall obtain, review and reasonably utilize data available from other Federal, State or other sources pending receipt of data from the Administrator. However, when special flood hazard area designations and water surface elevations have been furnished by the Administrator, they shall apply. The symbols defining such special flood hazard designations are set forth in § 64.3 of this subchapter. In all cases the minimum requirements governing the adequacy of the flood plain management regulations for flood-prone areas adopted by a particular community depend on the amount of technical data formally provided to the community by the Administrator. Minimum standards for communities are as follows: (a) When the Administrator has not defined the special flood hazard areas within a community, has not provided water surface elevation data, and has not provided sufficient data to identify the floodway or coastal high hazard area, but the community has indicated
Federal Emergency Management Agency the presence of such hazards by submitting an application to participate in the Program, the community shall: (1) Require permits for all proposed construction or other development in the community, including the placement of manufactured homes, so that it may determine whether such construction or other development is proposed within flood-prone areas; (2) Review proposed development to assure that all necessary permits have been received from those governmental agencies from which approval is required by Federal or State law, including section 404 of the Federal Water Pollution Control Act Amendments of 1972, 33 U.S.C. 1334; (3) Review all permit applications to determine whether proposed building sites will be reasonably safe from flooding. If a proposed building site is in a flood-prone area, all new construction and substantial improvements shall (i) be designed (or modified) and adequately anchored to prevent flotation, collapse, or lateral movement of the structure resulting from hydrodynamic and hydrostatic loads, including the effects of buoyancy, (ii) be constructed with materials resistant to flood damage, (iii) be constructed by methods and practices that minimize flood damages, and (iv) be constructed with electrical, heating, ventilation, plumbing, and air conditioning equipment and other service facilities that are designed and/or located so as to prevent water from entering or accumulating within the components during conditions of flooding. (4) Review subdivision proposals and other proposed new development, including manufactured home parks or subdivisions, to determine whether such proposals will be reasonably safe from flooding. If a subdivision proposal or other proposed new development is in a flood-prone area, any such proposals shall be reviewed to assure that (i) all such proposals are consistent with the need to minimize flood damage within the flood-prone area, (ii) all public utilities and facilities, such as sewer, gas, electrical, and water systems are located and constructed to minimize or eliminate flood damage, and (iii) adequate drainage is provided to reduce exposure to flood hazards;
252
Regulations for 60.3 (C)
12:27 Oct 16, 2002
Jkt 197174 PO 00000 Frm 00252 Fmt 8010 Sfmt 8010 Y:\SGML\197174T.XXX VerDate 0ct<09>2002 12:27 Oct 16, 2002 These regulations apply if FEMA has provided a notice of final flood elevations for one 197174T or more special flood hazard areas on the community's FIRM and, if appropriate, has designated other special flood hazard areas without base flood elevations on the community's FIRM, but has not identified a regulatory floodway or coastal high hazard area. Prior to submitting any information to FEMA, verify the information against the actual language of the section.
1) Require the standards of 60.3(b) within all A130 zones, AE zones, A zones, AH zones, and AO zones, on the community's FIRM 2) Require that all new construction and substantial improvements of residential structures within Zones A130, AE and AH zones on the community's FIRM have the lowest floor (including basement) elevated to or above the base flood level, unless the community is granted an exception by the Administrator for the allowance of basements in accordance with 60.6 (b) or (c) 3) Require that all new construction and substantial improvements of non-residential structures within Zones A130, AE and AH zones on the community's firm a. have the lowest floor (including basement) elevated to or above the base flood level or b. together with attendant utility and sanitary facilities, be designed so that below the base flood level the structure is watertight with walls substantially impermeable to the passage of water and with structural components having the capability of resisting hydrostatic and hydrodynamic loads and effects of buoyancy 4) Provide that where a non-residential structure is intended to be made watertight below the base flood level, a. a registered professional engineer or architect shall develop and/or review structural design, specifications, and plans for the construction, and shall certify that the design and methods of construction are in accordance with accepted standards of practice for meeting the applicable provisions of paragraph together with attendant utility and sanitary facilities, be designed so that below the base flood level the structure is watertight with walls substantially impermeable to the passage of water and with structural components having the capability of resisting hydrostatic and hydrodynamic loads and effects of buoyancy - or - together with attendant utility and sanitary facilities be completely floodproofed to that level to meet the floodproofing with attendant utility and sanitary facilities, be designed so that below the base flood level the structure is watertight with walls substantially impermeable to the passage of water and with structural components having the capability of resisting hydrostatic and hydrodynamic loads and effects of buoyancy and b. a record of such certificates which includes the specific elevation (in relation to mean sea level) to which such structures are floodproofed shall be maintained with the official designated by the community under 59.22(a)(9)(iii) 5) Require, for all new construction and substantial improvements, that fully enclosed areas below the lowest floor that are usable solely for parking of vehicles, building access or storage in an area other than a basement and which are subject to flooding shall be designed to automatically equalize hydrostatic flood forces on exterior walls by allowing for the entry and exit of floodwaters. Designs for meeting this requirement must either be certified by a registered professional engineer or architect or meet or exceed the following minimum criteria: A minimum of two openings having a total net area of not
§ 60.3
(5) Require within flood-prone areas new and replacement water supply systems to be designed to minimize or eliminate infiltration of flood waters into the systems; and (6) Require within flood-prone areas (i) new and replacement sanitary sewage systems to be designed to minimize or eliminate infiltration of flood waters into the systems and discharges from the systems into flood waters and (ii) onsite waste disposal systems to be located to avoid impairment to them or contamination from them during flooding. (b) When the Administrator has designated areas of special flood hazards (A zones) by the publication of a community’s FHBM or FIRM, but has neither produced water surface elevation data nor identified a floodway or coastal high hazard area, the community shall: (1) Require permits for all proposed construction and other developments including the placement of manufactured homes, within Zone A on the community’s FHBM or FIRM; (2) Require the application of the standards in paragraphs (a) (2), (3), (4), (5) and (6) of this section to development within Zone A on the community’s FHBM or FIRM; (3) Require that all new subdivision proposals and other proposed developments (including proposals for manufactured home parks and subdivisions) greater than 50 lots or 5 acres, whichever is the lesser, include within such proposals base flood elevation data; (4) Obtain, review and reasonably utilize any base flood elevation and floodway data available from a Federal, State, or other source, including data developed pursuant to paragraph (b)(3) of this section, as criteria for requiring that new construction, substantial improvements, or other development in Zone A on the community’s FHBM or FIRM meet the standards in paragraphs (c)(2), (c)(3), (c)(5), (c)(6), (c)(12), (c)(14), (d)(2) and (d)(3) of this section; (5) Where base flood elevation data are utilized, within Zone A on the community’s FHBM or FIRM: (i) Obtain the elevation (in relation to mean sea level) of the lowest floor
§ 60.3
44 CFR Ch. I (10–1–02 Edition)
(including basement) of all new and substantially improved structures, and (ii) Obtain, if the structure has been floodproofed in accordance with paragraph (c)(3)(ii) of this section, the elevation (in relation to mean sea level) to which the structure was floodproofed, and (iii) Maintain a record of all such information with the official designated by the community under § 59.22 (a)(9)(iii); (6) Notify, in riverine situations, adjacent communities and the State Coordinating Office prior to any alteration or relocation of a watercourse, and submit copies of such notifications to the Administrator; (7) Assure that the flood carrying capacity within the altered or relocated portion of any watercourse is maintained; (8) Require that all manufactured homes to be placed within Zone A on a community’s FHBM or FIRM shall be installed using methods and practices which minimize flood damage. For the purposes of this requirement, manufactured homes must be elevated and anchored to resist flotation, collapse, or lateral movement. Methods of anchoring may include, but are not to be limited to, use of over-the-top or frame ties to ground anchors. This requirement is in addition to applicable State and local anchoring requirements for resisting wind forces. (c) When the Administrator has provided a notice of final flood elevations for one or more special flood hazard areas on the community’s FIRM and, if appropriate, has designated other special flood hazard areas without base flood elevations on the community’s FIRM, but has not identified a regulatory floodway or coastal high hazard area, the community shall: (1) Require the standards of paragraph (b) of this section within all A1– 30 zones, AE zones, A zones, AH zones, and AO zones, on the community’s FIRM; (2) Require that all new construction and substantial improvements of residential structures within Zones A1–30, AE and AH zones on the community’s FIRM have the lowest floor (including basement) elevated to or above the base flood level, unless the community
253
less than one square inch for every square foot of enclosed area subject to flooding shall PO 00000 Frm 00253 Fmt 8010 Sfmt 8010 Y:\SGML\197174T.XXXVerDate 197174T 0ct<09>2002 12:27 Oct 16, 2002 be provided. The bottom of all openings shall be no higher than one foot above grade. Openings may be equipped with screens, louvers, valves, or other coverings or devices provided that they permit the automatic entry and exit of floodwaters. 6) Require that manufactured homes that are placed or substantially improved within Zones A130, AH, and AE on the community's FIRM on sites a. Outside of a manufactured home park or subdivision b. In a new manufactured home park or subdivision c. In an expansion to an existing manufactured home park or subdivision, or d. In an existing manufactured home park or subdivision on which a manufactured home has incurred substantial damage as the result of a flood, be elevated on a permanent foundation such that the lowest floor of the manufactured home is elevated to or above the base flood elevation and be securely anchored to an adequately anchored foundation system to resist floatation collapse and lateral movement. 7) Require within any AO zone on the community's FIRM that all new construction and substantial improvements of residential structures have the lowest floor (including basement) elevated above the highest adjacent grade at least as high as the depth number specified in feet on the community's FIRM (at least two feet if no depth number is specified) 8) Require within any AO zone on the community's FIRM that all new construction and substantial improvements of nonresidential structures a. have the lowest floor (including basement) elevated above the highest adjacent grade at least as high as the depth number specified in feet on the community's FIRM (at least two feet if no depth number is specified), or b. together with attendant utility and sanitary facilities be completely floodproofed to that level to meet the floodproofing together with attendant utility and sanitary facilities, be designed so that below the base flood level the structure is watertight with walls substantially impermeable to the passage of water and with structural components having the capability of resisting hydrostatic and hydrodynamic loads and effects of buoyancy 9) Require until a regulatory floodway is designated, that no new construction, substantial improvements, or other development (including fill) shall be permitted within Zones A130 and AE on the community's FIRM, unless it is demonstrated that the cumulative effect of the proposed development, when combined with all other existing and anticipated development, will not increase the water surface elevation of the base flood more than one foot at any point within the community. 10) Require within Zones AH and AO, adequate drainage paths around structures on slopes, to guide floodwaters around and away from proposed structures. 11) Require that manufactured homes to be placed or substantially improved on sites in an existing manufactured home park or subdivision within Zones A130, AH, and AE on the community's FIRM that are not subject to the provisions of paragraph (6) of this section be elevated so that either a. The lowest floor of the manufactured home is at or above the base flood elevation, or Jkt 197174
is granted an exception by the Administrator for the allowance of basements in accordance with § 60.6 (b) or (c); (3) Require that all new construction and substantial improvements of nonresidential structures within Zones A1– 30, AE and AH zones on the community’s firm (i) have the lowest floor (including basement) elevated to or above the base flood level or, (ii) together with attendant utility and sanitary facilities, be designed so that below the base flood level the structure is watertight with walls substantially impermeable to the passage of water and with structural components having the capability of resisting hydrostatic and hydrodynamic loads and effects of buoyancy; (4) Provide that where a non-residential structure is intended to be made watertight below the base flood level, (i) a registered professional engineer or architect shall develop and/or review structural design, specifications, and plans for the construction, and shall certify that the design and methods of construction are in accordance with accepted standards of practice for meeting the applicable provisions of paragraph (c)(3)(ii) or (c)(8)(ii) of this section, and (ii) a record of such certificates which includes the specific elevation (in relation to mean sea level) to which such structures are floodproofed shall be maintained with the official designated by the community under § 59.22(a)(9)(iii); (5) Require, for all new construction and substantial improvements, that fully enclosed areas below the lowest floor that are usable solely for parking of vehicles, building access or storage in an area other than a basement and which are subject to flooding shall be designed to automatically equalize hydrostatic flood forces on exterior walls by allowing for the entry and exit of floodwaters. Designs for meeting this requirement must either be certified by a registered professional engineer or architect or meet or exceed the following minimum criteria: A minimum of two openings having a total net area of not less than one square inch for every square foot of enclosed area subject to flooding shall be provided. The bottom of all openings shall be no higher than one foot above grade. Openings
Federal Emergency Management Agency may be equipped with screens, louvers, valves, or other coverings or devices provided that they permit the automatic entry and exit of floodwaters. (6) Require that manufactured homes that are placed or substantially improved within Zones A1–30, AH, and AE on the community’s FIRM on sites (i) Outside of a manufactured home park or subdivision, (ii) In a new manufactured home park or subdivision, (iii) In an expansion to an existing manufactured home park or subdivision, or (iv) In an existing manufactured home park or subdivision on which a manufactured home has incurred ‘‘substantial damage’’ as the result of a flood, be elevated on a permanent foundation such that the lowest floor of the manufactured home is elevated to or above the base flood elevation and be securely anchored to an adequately anchored foundation system to resist floatation collapse and lateral movement. (7) Require within any AO zone on the community’s FIRM that all new construction and substantial improvements of residential structures have the lowest floor (including basement) elevated above the highest adjacent grade at least as high as the depth number specified in feet on the community’s FIRM (at least two feet if no depth number is specified); (8) Require within any AO zone on the community’s FIRM that all new construction and substantial improvements of nonresidential structures (i) have the lowest floor (including basement) elevated above the highest adjacent grade at least as high as the depth number specified in feet on the community’s FIRM (at least two feet if no depth number is specified), or (ii) together with attendant utility and sanitary facilities be completely floodproofed to that level to meet the floodproofing standard specified in § 60.3(c)(3)(ii); (9) Require within any A99 zones on a community’s FIRM the standards of paragraphs (a)(1) through (a)(4)(i) and (b)(5) through (b)(9) of this section; (10) Require until a regulatory floodway is designated, that no new construction, substantial improve-
254
The manufactured chassis is supported by197174T reinforced piers or12:27 other Frm 00254 Fmt 8010 home Sfmt 8010 Y:\SGML\197174T.XXX VerDate 0ct<09>2002 Oct 16, 2002 Jkt 197174 foundation elements of at least equivalent strength that are no less than 36 inches in height above grade and be securely anchored to an adequately anchored foundation system to resist floatation, collapse, and lateral movement. 12) Notwithstanding any other provisions of 60.3, a community may approve certain development in Zones Al30, AE, and AH, on the community's FIRM which increase the water surface elevation of the base flood by more than one foot, provided that the community first applies for a conditional FIRM revision, fulfills the requirements for such a revision as established under the provisions of 65.12, and receives the approval of the Administrator. 13) Require that recreational vehicles placed on sites within Zones A130, AH, and AE on the community's FIRM either (i) Be on the site for fewer than 180 consecutive days, (ii) Be fully licensed and ready for highway use, or (iii) Meet the permit requirements of paragraph (b)(1) of this section and the elevation and anchoring requirements for manufactured homes in paragraph (c)(6) of this section.
Jkt 197174
b. PO 00000
A recreational vehicle is ready for highway use if it is on its wheels or jacking system, is attached to the site only by quick disconnect type utilities and security devices, and has no permanently attached additions.
§ 60.3
ments, or other development (including fill) shall be permitted within Zones A1–30 and AE on the community’s FIRM, unless it is demonstrated that the cumulative effect of the proposed development, when combined with all other existing and anticipated development, will not increase the water surface elevation of the base flood more than one foot at any point within the community. (11) Require within Zones AH and AO, adequate drainage paths around structures on slopes, to guide floodwaters around and away from proposed structures. (12) Require that manufactured homes to be placed or substantially improved on sites in an existing manufactured home park or subdivision within Zones A–1–30, AH, and AE on the community’s FIRM that are not subject to the provisions of paragraph (c)(6) of this section be elevated so that either (i) The lowest floor of the manufactured home is at or above the base flood elevation, or (ii) The manufactured home chassis is supported by reinforced piers or other foundation elements of at least equivalent strength that are no less than 36 inches in height above grade and be securely anchored to an adequately anchored foundation system to resist floatation, collapse, and lateral movement. (13) Notwithstanding any other provisions of § 60.3, a community may approve certain development in Zones Al– 30, AE, and AH, on the community’s FIRM which increase the water surface elevation of the base flood by more than one foot, provided that the community first applies for a conditional FIRM revision, fulfills the requirements for such a revision as established under the provisions of § 65.12, and receives the approval of the Administrator. (14) Require that recreational vehicles placed on sites within Zones A1–30, AH, and AE on the community’s FIRM either (i) Be on the site for fewer than 180 consecutive days, (ii) Be fully licensed and ready for highway use, or (iii) Meet the permit requirements of paragraph (b)(1) of this section and the
255
PO 00000
Frm 00255
Fmt 8010
Sfmt 8010
Y:\SGML\197174T.XXX
197174T
VerDate 0ct<
<09>2002
§ 60.3
44 CFR Ch. I (10–1–02 Edition)
elevation and anchoring requirements for ‘‘manufactured homes’’ in paragraph (c)(6) of this section. A recreational vehicle is ready for highway use if it is on its wheels or jacking system, is attached to the site only by quick disconnect type utilities and security devices, and has no permanently attached additions. (d) When the Administrator has provided a notice of final base flood elevations within Zones A1–30 and/or AE on the community’s FIRM and, if appropriate, has designated AO zones, AH zones, A99 zones, and A zones on the community’s FIRM, and has provided data from which the community shall designate its regulatory floodway, the community shall: (1) Meet the requirements of paragraphs (c) (1) through (14) of this section; (2) Select and adopt a regulatory floodway based on the principle that the area chosen for the regulatory floodway must be designed to carry the waters of the base flood, without increasing the water surface elevation of that flood more than one foot at any point; (3) Prohibit encroachments, including fill, new construction, substantial improvements, and other development within the adopted regulatory floodway unless it has been demonstrated through hydrologic and hydraulic analyses performed in accordance with standard engineering practice that the proposed encroachment would not result in any increase in flood levels within the community during the occurrence of the base flood discharge; (4) Notwithstanding any other provisions of § 60.3, a community may permit encroachments within the adopted regulatory floodway that would result in an increase in base flood elevations, provided that the community first applies for a conditional FIRM and floodway revision, fulfills the requirements for such revisions as established under the provisions of § 65.12, and receives the approval of the Administrator. (e) When the Administrator has provided a notice of final base flood elevations within Zones A1–30 and/or AE on the community’s FIRM and, if ap-
propriate, has designated AH zones, AO zones, A99 zones, and A zones on the community’s FIRM, and has identified on the community’s FIRM coastal high hazard areas by designating Zones V1– 30, VE, and/or V, the community shall: (1) Meet the requirements of paragraphs (c)(1) through (14) of this section; (2) Within Zones V1–30, VE, and V on a community’s FIRM, (i ) obtain the elevation (in relation to mean sea level) of the bottom of the lowest structural member of the lowest floor (excluding pilings and columns) of all new and substantially improved structures, and whether or not such structures contain a basement, and (ii) maintain a record of all such information with the official designated by the community under § 59.22(a)(9)(iii); (3) Provide that all new construction within Zones V1–30, VE, and V on the community’s FIRM is located landward of the reach of mean high tide; (4) Provide that all new construction and substantial improvements in Zones V1–30 and VE, and also Zone V if base flood elevation data is available, on the community’s FIRM, are elevated on pilings and columns so that (i) the bottom of the lowest horizontal structural member of the lowest floor (excluding the pilings or columns) is elevated to or above the base flood level; and (ii) the pile or column foundation and structure attached thereto is anchored to resist flotation, collapse and lateral movement due to the effects of wind and water loads acting simultaneously on all building components. Water loading values used shall be those associated with the base flood. Wind loading values used shall be those required by applicable State or local building standards. A registered professional engineer or architect shall develop or review the structural design, specifications and plans for the construction, and shall certify that the design and methods of construction to be used are in accordance with accepted standards of practice for meeting the provisions of paragraphs (e)(4) (i) and (ii) of this section. (5) Provide that all new construction and substantial improvements within Zones V1–30, VE, and V on the community’s FIRM have the space below the
Federal Emergency Management Agency lowest floor either free of obstruction or constructed with non-supporting breakaway walls, open wood latticework, or insect screening intended to collapse under wind and water loads without causing collapse, displacement, or other structural damage to the elevated portion of the building or supporting foundation system. For the purposes of this section, a breakway wall shall have a design safe loading resistance of not less than 10 and no more than 20 pounds per square foot. Use of breakway walls which exceed a design safe loading resistance of 20 pounds per square foot (either by design or when so required by local or State codes) may be permitted only if a registered professional engineer or architect certifies that the designs proposed meet the following conditions: (i) Breakaway wall collapse shall result from a water load less than that which would occur during the base flood; and, (ii) The elevated portion of the building and supporting foundation system shall not be subject to collapse, displacement, or other structural damage due to the effects of wind and water loads acting simultaneously on all building components (structural and non-structural). Water loading values used shall be those associated with the base flood. Wind loading values used shall be those required by applicable State or local building standards. Such enclosed space shall be useable solely for parking of vehicles, building access, or storage. (6) Prohibit the use of fill for structural support of buildings within Zones V1–30, VE, and V on the community’s FIRM; (7) Prohibit man-made alteration of sand dunes and mangrove stands within Zones V1–30, VE, and V on the community’s FIRM which would increase potential flood damage. (8) Require that manufactured homes placed or substantially improved within Zones V1–30, V, and VE on the community’s FIRM on sites (i) Outside of a manufactured home park or subdivision, (ii) In a new manufactured home park or subdivision,
256
12:27 Oct 16, 2002
Jkt 197174
PO 00000
Frm 00256
Fmt 8010
§ 60.3
(iii) In an expansion to an existing manufactured home park or subdivision, or (iv) In an existing manufactured home park or subdivision on which a manufactured home has incurred ‘‘substantial damage’’ as the result of a flood, meet the standards of paragraphs (e)(2) through (7) of this section and that manufactured homes placed or substantially improved on other sites in an existing manufactured home park or subdivision within Zones VI–30, V, and VE on the community’s FIRM meet the requirements of paragraph (c)(12) of this section. (9) Require that recreational vehicles placed on sites within Zones V1–30, V, and VE on the community’s FIRM either (i) Be on the site for fewer than 180 consecutive days, (ii) Be fully licensed and ready for highway use, or (iii) Meet the requirements in paragraphs (b)(1) and (e) (2) through (7) of this section. A recreational vehicle is ready for highway use if it is on its wheels or jacking system, is attached to the site only by quick disconnect type utilities and security devices, and has no permanently attached additions. (f) When the Administrator has provided a notice of final base flood elevations within Zones A1–30 or AE on the community’s FIRM, and, if appropriate, has designated AH zones, AO zones, A99 zones, and A zones on the community’s FIRM, and has identified flood protection restoration areas by designating Zones AR, AR/A1–30, AR/ AE, AR/AH, AR/AO, or AR/A, the community shall: (1) Meet the requirements of paragraphs (c)(1) through (14) and (d)(1) through (4) of this section. (2) Adopt the official map or legal description of those areas within Zones AR, AR/A1–30, AR/AE, AR/AH, AR/A, or AR/AO that are designated developed areas as defined in §59.1 in accordance with the eligibility procedures under §65.14. (3) For all new construction of structures in areas within Zone AR that are designated as developed areas and in other areas within Zone AR where the AR flood depth is 5 feet or less:
§ 60.4
44 CFR Ch. I (10–1–02 Edition)
(i) Determine the lower of either the AR base flood elevation or the elevation that is 3 feet above highest adjacent grade; and (ii) Using this elevation, require the standards of paragraphs (c)(1) through (14) of this section. (4) For all new construction of structures in those areas within Zone AR that are not designated as developed areas where the AR flood depth is greater than 5 feet: (i) Determine the AR base flood elevation; and (ii) Using that elevation require the standards of paragraphs (c)(1) through (14) of this section. (5) For all new construction of structures in areas within Zone AR/A1–30, AR/AE, AR/AH, AR/AO, and AR/A: (i) Determine the applicable elevation for Zone AR from paragraphs (a)(3) and (4) of this section; (ii) Determine the base flood elevation or flood depth for the underlying A1–30, AE, AH, AO and A Zone; and (iii) Using the higher elevation from paragraphs (a)(5)(i) and (ii) of this section require the standards of paragraphs (c)(1) through (14) of this section. (6) For all substantial improvements to existing construction within Zones AR/A1–30, AR/AE, AR/AH, AR/AO, and AR/A: (i) Determine the A1–30 or AE, AH, AO, or A Zone base flood elevation; and (ii) Using this elevation apply the requirements of paragraphs (c)(1) through (14) of this section. (7) Notify the permit applicant that the area has been designated as an AR, AR/A1–30, AR/AE, AR/AH, AR/AO, or AR/A Zone and whether the structure will be elevated or protected to or above the AR base flood elevation. [41 FR 46975, Oct. 26, 1976] EDITORIAL NOTE: For FEDERAL REGISTER citations affecting § 60.3, see the List of CFR Sections Affected, which appears in the Finding Aids section of the printed volume and on GPO Access.
§ 60.4 Flood plain management criteria for mudslide (i.e., mudflow)-prone areas. The Administrator will provide the data upon which flood plain manage-
257
Sfmt 8010
Y:\SGML\197174T.XXX VerDate 197174T 0ct<09>2002
12:27 Oct 16, 2002
Jkt 197174
PO 00000
Frm 00257
Fmt 8010
Sfmt 8010
ment regulations shall be based. If the Administrator has not provided sufficient data to furnish a basis for these regulations in a particular community, the community shall obtain, review, and reasonably utilize data available from other Federal, State or other sources pending receipt of data from the Administrator. However, when special mudslide (i.e., mudflow) hazard area designations have been furnished by the Administrator, they shall apply. The symbols defining such special mudslide (i.e., mudflow) hazard designations are set forth in § 64.3 of this subchapter. In all cases, the minimum requirements for mudslide (i.e., mudflow)-prone areas adopted by a particular community depend on the amount of technical data provided to the community by the Administrator. Minimum standards for communities are as follows: (a) When the Administrator has not yet identified any area within the community as an area having special mudslide (i.e., mudflow) hazards, but the community has indicated the presence of such hazards by submitting an application to participate in the Program, the community shall (1) Require permits for all proposed construction or other development in the community so that it may determine whether development is proposed within mudslide (i.e., mudflow)-prone areas; (2) Require review of each permit application to determine whether the proposed site and improvements will be reasonably safe from mudslides (i.e., mudflows). Factors to be considered in making such a determination should include but not be limited to (i) the type and quality of soils, (ii) any evidence of ground water or surface water problems, (iii) the depth and quality of any fill, (iv) the overall slope of the site, and (v) the weight that any proposed structure will impose on the slope; (3) Require, if a proposed site and improvements are in a location that may have mudslide (i.e., mudflow) hazards, that (i) a site investigation and further review be made by persons qualified in geology and soils engineering, (ii) the proposed grading, excavations, new
258
Y:\SGML\197174T.XXX VerDate 197174T0ct<09>2002
12:27 Oct 16, 2002
Jkt 197174
PO 00000
Frm 00258
Fmt 8010
Sfmt 8010
Y:\SGML\197174T.XXX
197174T
Appendix
Michelle Ungar | Architecture As a Pathway to Healing: A Grief Camp for Children | Thesis Proposal