From the Ground Up
Matt Amore Creative Project Major Advisor: Wes Janz Minor Advisor: Andrea Swartz 05-04-2011
Table of Contents Research
From the Ground Up Why Education? Why Neighborhood? Case Studies
Site Analysis Programmatic Site Development Programmatic Building Development Architectural Response References
Detroit, Michigan, once a beacon of American industry and power, is now in ruins both economically and educationally. Communities once associated with prosperity have fallen into ruin with the loss of jobs and people, forcing the infrastructure into ruin. The educational system has suffered a similar fate. In 2006, Detroit reported a graduation rate of 27 percent while the rest of the country graduated nearly 70 percent. Detroit’s future depends on these kids, and the city’s second life demands well-educated students. However, the current “industrial” educational model, focused on uniformity and standardization, forces kids into jobs that are either gone or offer no future for growth. A more “organic” model of education is needed, one focused on vitality, creativity, and diversity in education. Many architects, designers, and builders have perpetuated the industrial model with prohibitive classrooms and little innovation while taking education away from the community and bringing it inward, effectively closing it off. How do we as architects break free from this pattern and create spaces that foster creativity and connectivity while at the same time reconstructing broken neighborhoods. In cities like Detroit, I’ve found that this answer comes down to architecture being a response, rather than the force. Architects need to recognize the needs of a neighborhood and community rather than dictate those needs. One such neighborhood in need of a rebirth is the site of the former Packard Auto Plant. Built in 1903 and then closed in 1956, the site has stood as a constant reminder of the decline of Detroit’s automotive driven past. The site, at 3.5 million square feet, serves as a massive industrial scar running through the city. How can a site like this be re-imagined and given a new lease on life? My proposal focuses on an architecture that responds to and nurtures the grass-roots redevelopment already happening within the city while, at the same time, promotes a new educational model focused on this unique re-development and the inherent creativity within people. These two ideas are brought together by the belief that everyone has something great to teach and give and that architecture should foster this citizen teacher/student relationship. My proposal combines these issues as a way to revitalize a broken neighborhood not from the top down but from the ground up. 1
From the Ground Up
Why Education?
Detroit’s educational system is one of the most distressed in the country. With graduation rates in the thirtieth percentile, many national and local leaders recognize the need for change. However, due to the city’s financial issues, the local administration has been limited in what they can do from a financial standpoint. Many leaders and organizations have differed on approaches of how to reform the educational system. For many leaders the issue has turned from fixing a broken system to completely re-imagining a broken system. In order to understand how the system can be fixed however, you first have to understand how and why the system is so broken. Many local leading education proponents have come to the conclusion that our educational model is competely out of date and aout of sync with today’s economy and needs.
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From the Ground Up
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Graduation Percentage
90 80 70 60 50 40 30 20 10 0
70.6 37.5 68.9 50.5 50.8 National Average
Detroit
Seattle
New York
Dallas
Compounding the educational problems facing the Detroit Public School system are finances. For every student that drops out of school, the system loses $7,000 dollars in funding.
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Our traditional school is based on a factory model of education. Sir Ken Robinson, an internationally recognized leader in education and creativity, describes this as the industrial educational model. This industrial model is one that is focused on sameness (e.g. linearity, homogeneity, conformity). This model is based on the presumption that all kids learn the same way, and at the same pace. This model works off the presumption that children need to be told and have no real knowledge to offer the community. In terms of the built form that educational model has traditionally manifested itself in one way. A 20’ x 20’ box with little windows just high enough so kids can’t look out and be distracted. All the seats are placed in rows to limit interaction among kids and for surveillance. This model might have worked 100 years ago but it doesn’t work anymore. Robinson feels that a more organic model of education is needed. The organic model of education follows the exact opposite principles of the industrial model. Instead of promoting similar learning and standards, the model looks to harvest the talents of each student. Robinson states that we have been educating people from the outside in, meaning we find out the needs of the country and conform education to that. What we need to be doing rather, is educating from the inside out. In other words, finding out what drives people and building education around them. Industrial Model Utility Linearity Conformity Standardization
Organic Model Vitality Creativity Diversity Customization
So, where does education and design come together? Traditionally, this combination has ended in disaster, with the difference between school architecture and prison architecture incredibly minimal. How do you translate the educational model posed by Robinson and Boggs and into something that can help stabilize “dying” cities like Detroit? On the educational level, what curriculum changes need to happen and how does architecture respond and foster these activities? 7
From the Ground Up
The biggest curriculum change that needs to happen is the inclusion of project based learning and a curriculum that focuses on the strengths and desires of students rather than force an education on them. Learning environments like those of Project H Design in North Carolina have effectively turned project based and community betterment into the goals of their curriculum. What kind of learning can be developed from this and how can students respond to this out-of’the-box learning style. Based off of field research done at Tayor Elementary School in Kokomo, Indiana, I was able to observe first head that children definitely respond to creative based learning. They seemed to relish in the idea that they were able to work with their hands and solve problems in unique and personalized ways without the use of a traditional learning model.
Top Left: Studio H Bottom Set: Taylor Elementary Second Graders
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Aku Kadogo
Why Neighborhood? Detroit is an extremely unique city with extremely unique econmic circumstances at this point in time. It’s post industial decline has served as an incredible model for the perils of large corporate businesses and large economic spheres. What Detroit has learned is the power of the hyperlocal and neighborhood based development. This economic model is extremely sustainable and less prone to major swings in global behavior or larger market forces. It also creates a tight knit community and stronger neighborhoods.
Hush House Offers leadership training, programs for homeless and low income families, space for community meetings. Also runs community newspapers
Boggs Center to Nurture Community Leadership Community center and think-tank with a focus on local community struggles, movements and social justice within Detroit and the African American Community 11
From the Ground Up
Producer, Director, and Choreographer and Dance Teacher at Wayne St. University with a focus on urban and African American issues
Detroit Black Community Food Security Network Community food collective that teaches about the benefits of local food production and consumption
Heidelberg Project Outdoor art enviroment using art to provoke thought, promote discussion, inspire action and heal communities located within the McDougall - Hunt neighborhood
Earthworks Urban Farm Earthworks works to restore connection to the environment and community through the use of local urban farming
Traditional Economic Development Traditional economic development comes in the form of outside investment. This is often in the form of small businesses franchised by local owners, but still within a more national or international corporate structure.
Economic Distribution This results in a large portion local money being sent outside of the city. This economic vaccum therefore does little to help the city directly outside of very small number of individuals.
Local Generation What small unique local businesses are able to achieve is an extremely local influence and reach (i.e. grocers buying from local growers instead of large corporate farms.)
Local Influence With a completely local supply chain, all profit and money that these businesses generate goes back into the local economy therefore creating a much smaller circle of influence.
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Case Studies The 2009 Open Architecture Challenge focused on the creation of a new type of classroom. The challenge specifically called for an emphasis on sustainability, flexibility, and personalization. Each design team was tasked with partnering up with a school of their choice and collaborating with the students of that school in the competition. This was meant to be a twofold learning process. Designers would be able to teach and inspire students about architecture and the built environment. In turn, students and teachers could then inform design teams about ways they could better design classrooms and produce a better learning environment. Each entry had to respond to one of four site criteria. The criteria that were developed were; Partnering with a Specific School, Relocatable, Rural, and Urban site conditions. School of Choice entries were teams that partnered with a specific school in their neighborhood. In this way each design team was able to meet and discuss specific design challenges with students and teachers. Relocatable Classroom entries were tasked with designing non-site specific entries that could be easily replicated. These entries were tasked with responding to multiple site conditions and durable materials. Rural Classroom entries were challenged to develop solutions for remote communities in Uganda. These communities had little or no access to educational facilities so each entry had to be easily transportable and low cost, yet still offer a high sense of design and be able to open educational avenues to students who may not have had the opportunity otherwise. Urban Classroom entries were partnered with the Rumi Schools of Excellence in India. These schools are typically located in extremely dense areas in low-income communities. The specific projects focused strictly on upgrading and expanding infrastructure. Therefore the projects were not new structures but rather reimaginations of existing space. The following projects are all competition entries that were either category winners or high placing entries within the Challenge.
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From the Ground Up
OAN Classroom Challenge Entry Blurred Classrooms
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PeaPoD
The pea is a simple dry fruit, which develops from a simple carpel and usually opens along a seam on two sides. A common name for this type of fruit is a “pod”.– Perkins + Will The PeaPoD (Portable Educationally Adaptive Product of Design) was developed as an extremely flexible classroom. Without a specific site, the design team was able to focus strictly on learning. The main focus was the development and refinement of an extremely modular and sustainable structure. Perkins + Will started by assessing the need for these types of structures. They started with three basic questions What are these structures used for? How do they work and not work? How do users benefit from improving the current standard of portable classrooms? Partnering up with the DeKalb County School System, P+W learned the answers to some of these questions. The school system typically used portable classrooms and had for a number of years. These classrooms have historically been designed for very short life spans. However, due to typical budget and space constraints, portable classrooms often function as poor, permanent solutions. P+W found that the best way to raise the standard of these particular structures was to raise the standard of materials and the construction technique.
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From the Ground Up
Variety The PeaPoD strives on variety. Utilizing outdoor classrooms and circulation, students are able to experience something different while at school. Rather than be shut in, as is traditionally the case, students are able to enjoy the outdoors as they move from one class to the other. By engaging students with different learning environments and adaptable materials, the PeaPoD is able to fully realize student potential. Exterior Learning Corridor
Modular Construction Each classroom is made up of two different modules (Pod A and Pod B). Pod A typically serves as the more solid and functional unit. containing a wet wall for bathrooms as well as a rain collection system and heat exhaust fans, the pod functions as a highly sustainable classroom and serves to educate users of the benefits of living a green lifestyle. Pod B contains operable storefront windows opening up into the outdoor classroom space. Each pod is staggered against the other creating entry spaces at each end. Each wall panel is interchangeable, featuring a mix of Structural Insulated Panels (SIPS), Drainage Panel, Marker Surface, or Reclaimed wood cladding. This allows each PeaPoD to maximize its effectiveness for each user.
Left: Interior Perspective Right: SE Corner Perspective
Reflective Sheathing over Structural Insulated Panel Flitch Beam Metal Panel with Marker Surface Operable Storefront Clerestory Windows Reclaimed Wood Planks Wood Decking
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Sustainability The PeaPoD is built to function on its own. With the implementation of several sustainable strategies as well as reclaimed materials, the classroom is able to lower energy costs and produce a much smaller carbon footprint. Not only are there pronounced green strategies like Photovoltaic Roof Panels and a Passive Hot Water System, but also generous amounts of daylighting provided by the clerestory and storefront system as well as bio-based insulation in the flooring. The PeaPoD also utilizes a rain collecting water filtration system that drains into the puzzle piece-shaped tanks. These are a great way for children to monitor the energy usage and effect on the building but it is a great science and education tool for the classroom itself. Sustainable Features
Passive Hot Water Panel
PV Panel Array
Heat Exhaust Fans
Rain Collection
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From the Ground Up
Flexibility By not designing with a certain site in mind, P+W relied on the concept of flexibility. They wanted to design a holistic solution that could serve as a plug and play learning environment for a large amount of environments. Interior spaces are dominated by slide out walls that reveal different spaces, such as additional workspace, storage, or teaching surfaces. The inclusion of built in marker boards around the solid walls also give students the ability to affect their environments and don’t limit seating arrangements to facing one direction. Seating is based on group tables since there is overwhelming evidence suggesting the positive impact of group learning among students. Interior Classroom
Justified Architecture
Architecture should be the interface that allows encounters between society and education; thus, the classroom should not be considered in isolation, but as part of a larger organism: the city
The project is sited in Ciudad Bolivar. Ciudad Bolivar is the poorest district in Bogota. 51% of the local population lives on two dollars a day and contains the largest number of people displaced through war in Columbia. The project is associated with the Waldorf Education and Social Corporation, an organization that “provides educational opportunities to children free of charge.� These educational opportunities not only benefit the children but also their families, adding up to approximately 600 people. The Waldorf’s also provides proper nutrition and after school programs focused on art, music, weaving, and dance. These programs are designed to encourage knowledge through creativity and sensory experiences. Even though the Waldorf aims to provide a better opportunity to these children, the physical space and infrastructure are lacking the ability to foster the best education possible. With a better infrastructure, the Waldorf Corporation would be able to provide a more enhanced and higher quality curriculum. The design team engaged in workshops with community members and teachers in order to gain a better understanding of the priorities and expectations of what the classroom and school should be. Aerial Perspective 23
From the Ground Up
Physical Dialog The design team looked at the current situation of the existing school and studied why it didn’t work. They found that the current building infrastructure was based off the popular row house construction style. This style contained a few inherent problems. It created small, dark and confusing spaces that were extremely disjointed. This was in direct contradiction to the pedagogy of the Waldorf Corporation. The design team took the approach to alter and infuse the classroom with the existing building. They viewed this as a challenge to change existing conditions for the better. They did this by opening the original building to better clarify and unify existing circulation paths and to allow better daylighting into the spaces. The new installation was then placed over the top of the existing building.
Functional Response The driving force behind the design was the idea that architecture should have a positive influence on education and not a negative one, which has often been the case. Due to limiting space, the design team chose to implement a prominent terrace/open-air classroom. The reasoning behind this was two-fold. One was the ability to offer a more flexible learning environment and the second was the obvious outside benefits of opening the classroom up. Left: Interior and Terrace Classroom Right Top: Terrace Left Middle: Landscape of Movement Right Middle: Landcape of Nature Left Bottom: Landcape of Circulation Right Bottom: Landscape of Learning
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From the Ground Up
Landscapes of Encounter The design treated circulation and the landscape as a major design idea. Labeling the different landscapes as movement, circulation, nature, and learning the design team was able to subdivide each design move; movement mimicking the site landscape to define building form, circulation to link the existing with the new, nature to educate about sustainability and provide outdoor space, and learning to teach children about the benefits of urban farming and a self-sustaining lifestyle. These landscapes offer a unifying cohesion with the community and create a true interwoven set of systems between built environment, education, and natural environment.
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New Jiya School Rumi Schools of Excellence (RSE) is a network of private schools across India. With a focus on affordability, quality, and an innovative curriculum they are fast becoming the new standard for education in India. In order to better prepare students to life outside the classroom, RSE schools place a strong emphasis on community learning and technology, believing that some of the best lessons can be taught outside of classroom walls. The RSE program was founded in 2008 in Hyderabad with nine schools and 4,000 students and has already grown to twenty institutions. Many of the RSE schools are founded on the base of existing private schools and typically infill those already existing buildings. Due to the scarcity of available urban land, The Connect & Extend Project focused on re-imagining the existing Hyderabad New Jiya School facility to better serve the student population. In order to better align the name with the curriculum’s community orientation, the design team rebranded it as the Jiya Community School. In order to re-imagine the Jiya Community School, the design team first identified the major players involved in a child’s education: the child, the family, teachers, administration, and community. Involving all parties was incredibly important and vital in order to create the most holistic and best solution possible.
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From the Ground Up
Space Perspective The physical layout of the space not only focuses on students but also emphasizes community involvement, looking outward as well as inward. The space can function for in-class learning as well as community activities such as, festivals and small business offices. Rather than redefine the classroom, the Connect & Extend project focuses on enabling the school to accomplish its goals. The project treats the architecture not as an object, but more as an interface that allows and not inhibits. Adhering to the following the design principles, the project is able to produce a 21st century learning environment.
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Design Principles Building a Learning Community Engaging parents and community is a great way to foster life long learning among students. It also shows education and community as a way for students to become involved and participatory in everyday life. This is done by opening the classroom out to the community and making education visible rather than hidden. Treat Stakeholders as Partners Design not just for students but also teachers and incentivize them to do the best job possible. Allow teachers to shape their environment rather than box them in. Make nothing routine Promote creativity, collaboration, and adaptability through the use of open space and flexible furniture. Promote circulation and interaction among students through the use of interconnected learning spaces, lively corridors, and group learning spaces. 29
From the Ground Up
Extend entrepreneurial spirit Teach and promote business practices within the school and showcase these qualities. Educate students on these practices through the architecture and the immersion of technology into the classroom.
Celebrate constraints Designing in high urban areas can create a strain on space. Rather than back away from this challenge, celebrate and maximize the space available through the use of flexible furniture, non-traditional learning spaces (terraced, outdoor), and flexible infrastructure (modular components, breakout walls).
Upper Left: Innovation Lab Middle Left: Extended Classroom Bottom Left: Active Corridor Diagram Upper Right: Active Corridor Middle Right: Modular Furniture 30
Site Analysis
The Packard Automobile Plant sits on a 40-acre site in East Detroit off of East Grand Boulevard. The factory is a former site of the Studebaker-Packard Corporation. The plant was designed by Albert Kahn, the architect of the current GM Headquarters in Detroit. It opened in 1903 and at its height was considered the most technologically advanced automobile factory in the world. Through the 1920’s and 1930’s, Packard was the top-selling luxury brand in the United States, even outpacing Cadillac. Following the war, Packard Auto sales began to fall. This was due to poor marketing and cheaply made cars. The Packard brand was bought by Studebaker in 1954 and by 1958 the Detroit plant was closed. The plant has frequently become a symbol of Detroit’s industrial decline and has been an increasingly active spot for crime. However, due to the size and nature of the crumbling infrastructure, the city has not been able to demolish the facility. Therefore my focus is stripping the overall site down to it’s most recognizable image, the bridge on the left, and redefining this “scar” into something more positive. I then want to strip this “mini site” down to it’s bones, the concrete structure, and redefine that into an architecture for the community.
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From the Ground Up
Traffic Density
Existing Plant
Programmatic Dvelopment
Site
Facade Removal The first phase of site development that needs to occur is the removal of the old facade and interor infrastructure. Much of the existing plant is beyond repair so this step is necessary. It also helps in rebranding the existing plant and creating something new. With the enormous size of the plant, much of this material can be recycled and redistributed to different projects located within the surrounding neighborhoods and city. 39
Existing Structure Analysis The second phase of the site development is the analysis and repair of the existing structure. By using the existing “bones� of the old site, construction costs are minimized. The new infrastructure is also able to acknowledge the old site and history while still being able to say something new. 42
Business Development The third phase is the development of a local business block. This structure contains multiple, rentable live/work spaces for local businesses to rent. The aim is to develop a stronger neighborhood connection with these businesses in order to stablize the environment around the plant. 43
School Development Once the neighborhood around the Packard site is stablized by the tenant block, the educational structure can be built. This school is driven and taught by the local entrepreneurs across the street. This creates an incredibly localized and relevent learning environment. Students are able to practice gained knowledge within the entrepreneurial block, thus gaining hands on experience. 46
Neighborhood Rebuilding This gained skill and knowledge learned within the site can then be transferred to the surrounding community within the immediate site or local neighborhood 47
Programmatic Building Dvelopment
Programming Both the Teaching and Learning spaces are divided based on adjacencies and need. The Learning space is programmed around 4 broad curricula. The Activate floor focuses on art creation (dance, sculpture) Inform on media creation (journalism, music) Grow on Urban Farming Organize on not-for profit organization development and community betterment. The Teaching space then is broken down into leaseable spaces as well and studio apartments for the resident faculty. 52
Unit Division Each block is broken down based on the existing concrete structure and individual units are set up. These units function as individual learning spaces as well as small group learning spaces in order to accomodate different learning and working styles 53
Education Visibility The education block is opened up to the community through the use of a full height atrium on the south facade. This creates an immediate interior/exterior connection with the site, removing the closed garden idea of education and brings it back into the community. 56
Circulation Circulation runs linearly through the site and is brought out into the open. This creates a more active interior environment and offers a visible presence to the site. 57
Personalization Each block is then given specialized activities as their own spaces. The Learning block is given a stage that opens to both interior and exterior while the Teaching block contains a large industrial based teaching space acknowledging the manfactuing history of Detroit. 60
Architectural Response Individual and Public Learning Each individual educational space opens into the public atrium. This openess showcases creativity and creates a open learnign environment both figuratively and literally
Educational Flexibility The education block contains hyper flexible learning environments separate from the main structure. These classrooms are able to be removed and changed based on the specific educational program during that term. These spaces are constructed from recycled shipping containers and can be inserted and hooked up through he existing running systems
Work Space Each work space and individual learning space functions as an open concept with eqipment that is interchangeable. Each space is powered from above in order to allow flexibility in equipment placing.
Capturing Creativity The educational block also contains creativity boards that function as removable marker and tack boards. These serve as a way to capture ideas or preset information and ideas in a higly flexible way.
References
Boggs, Grace, Shea Howell, and Larry Sparks. Interview at the Boggs Center to Nurture Community Leadership.” Personal interview. 2 Oct. 2010. Walden, Rotraut. Schools for the Future: Design Proposals from Architectural Psychology. Cambridge, MA: Hogrefe, 2009. Print. Linn, Charles. “School of One.” Architectural Record Jan. 2010: 77-80. Print. Robinson, Ken. “Changing Paradigms.” Lecture. RSA Edge Lecture. 16 June 2008. YouTube - RSAorg Channel. RSA, 4 Feb. 2010. Web. 22 Nov. 2010. <http://www.youtube.com/profile?user=theRSAorg#p/u/4/mCbdS4hSa0s>. Putnam, Julia. “A Lifelong Search for Real Education.” Another Education Is Possible (2010): 6-14. Abstract. YES! 51 (2009). Print. Howell, Shea. “Visionary Schools Today.” Another Education Is Possible (2010): 28-30. Print. Boggs, Grace. “Community-based Education: An Idea Whose Time Has Come.” Another Education Is Possible (2010): 34-36. Print. Boggs, Grace. “Lively, Safer Neighborhoods, Almost Overnight.” Another Education Is Possible (2010): 36-39. Print. Boggs, Grace. “Education for Democracy.” Another Education Is Possible (2010): 39-41. Print.
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Boggs, James. “The Next Development in Education.” Speech. University of Adult Education, Detroit. 28 Feb. 1977. Another Education Is Possible. 2010. 47-49. Print. Invincible, and Jenny Lee. “Plug Into the LAMPpost.” Another Education Is Possible (2010): 52-55. Print. Saunders, Shari. “Place-based Education: It’s Time Has Come.” Another Education Is Possible (2010): 56-58. Print. Ayers, Bill. “Another World Is Possible/Another Education Is Necessary.” Another Education Is Possible (2010): 59-81. Print. Pilliton, Emily. “Teaching Design for Change.” Lecture. TEDGlobal2010. Oxford. 13 July 2010. TED.com. TED, Nov. 2010. Web. 29 Nov. 2010. <http://www.ted.com/talks/emily_pilloton_teaching_design_for_change.html>. Grosvenor, Ian, and Catherine Burke. School. London: Reaktion, 2008. Print. Mitra, Sugata. “Child Driven Education.” Lecture. TEDGlobal2010. Oxford. 14 July 2010. TED.com. TED, Sept. 2010. Web. 23 Nov. 2010. <http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html>. Leadbetter, Charles. “Education Innovation in the Slums.” Lecture. TEDSalon. London. 24 Sept. 2009. TED.com. TED, June 2010. Web. 23 Nov. 2010. <http://www.ted.com/talks/lang/eng/charles_leadbeater_on_education. html>.
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