eduLAB
St. Louis, Missouri INSTRUCTOR COURSE
Don Koster ARCH 511
A small but exceptional St. Louis K-6 school is blossoming under the leadership of a new principal, roughly tripling enrollment within three years. This is no small achievement given the state of the overall St. Louis Public School District. The school has also been awarded pilot status as a “green school,” granting it autonomy in the educational process which it seeks to define: one of “sustainability.” Ultimately, the principal envisions a master campus so that she can keep a watchful eye on students as they matriculate from Pre-K (not currently available) through grade 12. This would prevent her from having to place the students into different high schools around the district and would also enable the students to see the curriculum through its full course. But how might one define this “sustainable school?”
(30 Students)
(300 Students)
NURSERY
UPPER SCHOOL
CLASSROOMS
CLASSROOMS
CIRCULATION: BREAKOUT MEDIA SPACES
LAB MICROCOSM
CIRCULATION: BREAKOUT MEDIA SPACES
CULTURE LAB SCIENCE LAB
SERVICES
SERVICES
ART LAB IDEA LAB
MISSION STATEMENT Ours is a world influenced by mass culture, increasingly removed from cultural tradition and distinct understanding of regional identity. We have adapted a one-size-fits-all solution, effectively raising a generation adapted to textbook situations with little comprehension of how to adjust to circumstances outside the classroom. It should come as no surprise that today’s schools leave little room for a pupil’s spiritual, physical, and moral well-being. These schools do not value freedom of spirit, nor do they fuel rich, mini-societies and networks that constitute a successful educational dialogue in which students are just as active contributors as their instructors. The school can and should be a setting for a wide range of learning, catalyzing the development of problem-solving skills and reasoning methods that will last a lifetime.
The Patrick Henry Master Campus Plan is guided, then, by a desire to first and foremost to brand the green school of the twenty-first century as one of self-sufficiency. This is an autonomy of intellect as well as sustainability, albeit a sustainability that is fostered by the insertion of many meaningful experiences to the broader ecosystem. A new learning approach will be instilled through the implementation of typological “laboratories.” Curricular programs will be tethered to the landscape to shape rich, immersive learning environments. Students will learn a variety of skills through lessons which are uniquely suited to site, broader urban context, and local traditions. A nursery school will act as a microcosm of this system.
Curricular Research Charette Studies
Images from Precedent Analysis Booklet
B
1 13
3
4
10 A
9
5
10
6
2
2
13
[1] Nursery
[2] Administrative
[3] Cafeteria
[4] Gym
[5] Woodshop
[6] Music Room
[7] Activity Room Ground Floor Plan
B
1
11
10 A
8
[8] Advanced Classroom
[9] Studio
7
[10] Classroom
7
[11] Breakout Space
2
[12] Courtyard
[13] Outdoor Patio Second Floor Plan
(art)
(ideas)
(culture)
(science)
West Elevation
Section A Through Interior Hallway
Lab Courtyard As Learning Hub
View from Nursery Courtyard
(science)
(culture)
(ideas)
(art)
East Elevation The school curriculum will become increasingly focused as one matriculates. Early foundational coursework will introduce students to broad, core concepts of the Patrick Henry philosophy. The pinnacle of each of these concepts is celebrated by the laboratories. North Elevation
The labs will be staggered across the site, linked to the landscape at two scales. Labs with similar landscape needs will border one another so as to capitalize on site opportunities and allow a “cross-pollination� of sorts with occupants of the adjacent unit. The labs will exceed traditional math, science, reading, etc. standards by directly incorporating subjects with broader, meaningful programs, liberating students as problem-solvers. A distinct effort has been made to create nuanced spaces which provide a sense of enclosure, protection, and whimsy at a scale that is appropriate for the intended occupants. Courtyards between labs act as outdoor rooms. The nursery play area is flanked protectively by the lab schools and reed bed system. Hallways have been inscribed with meaningful breakout spaces for impromptu discussion and reflection.
Main Hallway with Bench Seating
Lab Hall with Window Seats, Storage
Anatomy of Lab School
S • •
Active Systems
Air Handling Units utilize Heat Exchangers to reduce heat loss and maximize efficiency. Ductwork is concealed within service walls, truss system, and ground floor.
S
•
Rainwater Strategies
Water collected from roofs and graded landscape and transported to Reed Bed System where it is filtered, disinfected and held for Graywater System and Irrigation.
• • •
Acoustics & Light
Labs are sited North/South to maximize control over heat gain. Photovoltaic Panels capitalize on southern exposure. Service walls are Acoustic Barriers between corridor and classroom.
• •
Natural Ventilation
Operable Windows are located along the north and south façades. Centrally located Heat Chimneys, concealed within service walls, draw air out to the exterior.
• •
Learning Tool
Reed Bed System acts as an outdoor classroom, making the process legible to students. It is also a buffer between nursery and street, providing visibility while ensuring privacy of the little ones.
Section B in Detail, Showing Layering of Levels and the North Elevation of a Lab
Urban Housing St. Louis, Missouri
INSTRUCTOR COURSE
Andrew Cruse ARCH 419
The Central West End represents one of St. Louis’s most eclectic districts, counting a diverse group of young professionals and families among its citizens. A proposed housing project is to be located on the fringe of the region, taking cue from recent growth and capitalizing on a broader, creative class shift back to the city. The goal of this project was to successfully implement urban houing for this growing population. The given site exists at the fringe of the current Central West End, marking an area that can be used as a catalyst to expand urban redevelopment.
1
2
noise, traffic blocker + site unifier
The project was initially conceived as a unifying wall, a buffer imposed so as to lessen the negative qualities of noise and traffic along a busy urban street, and to simultaneously link two adjacent parcels which are divided by a narrow service alley. The wall is sloped in relation to where noise and traffic flow is the highest, bending to create pockets of interest. Finally, the gesture adapts to the existing site constraints, turning corners carefully so as to reference the setback points of an existing neighborhood.
3
slope wall based on degree of need
4
[bus stop + retail]
bend wall to create pockets: focal points
5
gesture adapts to site constraints
wrapping around corner + adjusting to existing setbacks
Collective Open Space
Intersection of Delmar and Taylor The units face a collective space with communal gardens: there is bountiful access to light and air for all. This area is effectively cradled and protected from the busy street intersection by the “wrapping� effect of the design itself. In addition to acting as a buffer to the area in which noise and traffic are the loudest, the gradual stepping of the units also links the scale of the design to the existing neighborhood which it borders
Taylor Street Elevation
OVERALL
12 Studio 6 One Bedroom 7 Two Bedroom 5 Live/Work 30 TOTAL UNITS Fourth Floor 1 Live/Work 1 TOTAL
Third Floor
5 Studio 4 Two Bedroom 1 Live/Work 9 TOTAL
One of the strategies for the unit arrangment was to provide as many direct street entrances as possible for residents, fostering a greater sense of ownership. Second floor studios are directly linked to street level through stairwells that contain storage, shelving, and display space.
Second Floor 7 Studio 2 Live/Work 9 TOTAL
First Floor
[2 Unique] 6 One Bedroom 3 Two Bedroom 1 Live/Work 10 TOTAL
Unit Breakdown
DE LM AR
SK
DE
UTO
AL
ON
ATI
UC
ED
T
UC
OD
PR
ED
UC
OD
PR
SK
DE
NA
A BY
UTO
AL
ON
ATI
UC
ED
T
UC
OD
PR
ED
UC
OD
PR
SK
DE
NA
A BY
UTO
AL
ON
ATI
UC
ED
T
UC
OD
PR
NA
ED
UC
OD
PR
A BY
SK
DE
UTO
NA
YA
DB
CE
DU
O PR
SK
DE
UTO
NA
YA
DB
CE
DU
O PR
AL
ON
ATI
UC
ED
AL
ON
ATI
UC
ED
T ON ATI UC ED SK DE UTO AN BY PR
OD
UC
ED
B ED UC OD PR
TAYLO R
PR
OD
UC
ED
B
N YA
A
AU
TO
DE
SK
ED
UC
ATI
ON
AL
AL
PR
PR
OD
OD
UC
T UC
T UC OD PR AL ON ATI UC ED SK DE TO AU N YA
T
UC
OD
PR
T
UC
OD
PR OD
TIO
NA
LP
RO
DU
CT
Fourth Floor Plan
CA
PR
UC
ED
OD
BY
AN
AU
TO
DE
SK
ED
UC
ATI
ON
AL
PR
OD
UC
T
Third Floor Plan
PR
UC
ED
BY
AN
AU
TO
DE
SK
ED
UC
ATI
ON
AL
PR
OD
UC
T
Second Floor Plan
DU
First Floor Plan
1 Bedroom, typ. (780 ft2) [Positioned below Second Floor Studio Unit.]
+ Bedroom receives morning light + Kitchen built into service wall + Patio + Private garden space + Private street entry + Reading nook and window seat + Light well
UP
1BR Unit: Views of Living Room
1BR Unit: View to Open Space
Studio, typ. (470 ft2) [Stacked above Ground Floor 1 BR Unit.]
+ Balcony + Barn door enables unit to be fully open + Kitchen built into service wall + Private street entry + Storage/display space in stairwell
UP
Studio Unit: View of Entry Stair
Studio Unit: View of Bedroom
Miscellaneous
WUSTL: 2010-2011
Consider this a quick, haphazard overview of various work generated throughout the 20102011 school year. Note that this does not include separate research booklets on the topics of urban housing or a precedent comparision guide to contemporary educational projects.
Adventureland | Critter Country | Fantasyland | Frontierland Main Street USA | Mickey’s Toontown | New Orleans Square | Tomorrowland
Disney’s Magic Kingdom As Experienced by Lemmings
I was required to analyze and regenerate a provided map for a spring course. My study of Situationist mapping techniques led to the re-mapping of Disney’s Magic Kingdom in a manner that presents a number of possible scenarios that might unfold. I created the map given the notion that Disney operates as though an extremely efficient machine. Admittedly, the map may be a bit incendiary to some.
For my Fall 2010 Contemporary Critical Regional Practices course, I created a 208 slide presentation regarding the work of Grafton Architects of Dublin, Ireland. The firm was founded by Yvonne Farrell and Shelley McNamara in 1978. Particular topics of interest included firm background, regional history, context, spatial hierarchy, goal-route movement, geometric order, structural composition, tectonic, typological transformation and connotation and meaning. The end goal was to identify the firm as one with an eye cast to global trends whilst simultaneously exhibiting a distinct understanding of regional factors. The large number of slides is due to a large number of overlays shown in quick succession. Many weeks were spent collecting data and generating graphics. I will be the Graduate Teaching Assistant for the course in Fall 2011.
ART I NEW S OB
0 8,0
0
00 5,0
0
3x
00 1,0
0
500 POLITICAL DEBATE
0 2,0
00 3,0
00 4,0
COFFEE
5,000
BOOST
0 6,0
0 0 7,0
LIGHTS EXTRA BALL LANE
ORY MEM S BONU NCE E ADVA IDE LAN S
1,5S0CU0RE
3,000
AL TARG L E DOW TS SCOR N ES DESI & G REFE N BLOG RENC E
00 9,0
SCORES LIT EXTRA SECONDS 000 10,
BONUS
SLEEPDEPRIVED
R SCO CLE S
EAC H E5 00
TRAVELS ABROAD
U
ABO
500
& IES MULTIPL RA DU TION BY VALUES LIT
6,000
ALL S TARGET DOWN ES R O SC
5x
3x
2x
ADVA N BONU CE S
BASEBALL
0 3,0S0TORY T DOG
THOUGH T CONNEC TION
RANDOM
STATISTIC
INSTRUCTIONS FOR USE
1. Left and Right Buttons Operate Flippers. Use Plunger to Begin Play. 2. Aim for Coffee Boost. 3. There is no Power-Off: once ramble initiated, it will continue until the pinball is out of play.
I must admit to being quite the talker: my family and friends can attest to the fact that this is a lifelong trait. When prompted to develop a cognitive map as the final assignment for a graduate level mapping course, then, I chose to highlight the distinct manner in which I converse. The aptly named “Rambler” pinball game belays my personal penchants, interests, and tendencies with a colorful flair and a playful nod to one of my most defining mannerisms.
TRAVELS ABROAD
RE
500
EAC
H
5,000
LES
SCO
500 POLITICAL DEBATE
RTIC SA
3,000
NEW
SLEEPDEPRIVED
RANDOM
THOUGH T CONNEC TION
AL TARG L ET DOWN S SCOR ES
DESI & GN REFE BLOG RENC E
BONUS
0 3,0ST0ORY T DOG U
ABO
BONUS TANGENT
RAMBLE AGAIN
5x
LIGHTS EXTRA BALL LANE
COFFEE
ADVA NC BONU E S
BOOST
SCORES LIT EXTRA SECONDS 00 10,0
00
9,0
00
8,0
00
2x
7,0
00 00
5,0
3x 00
4,0
5x
0 ,00
0 1,50SCUR E OB
& S MULTIPLIE DURATION BY VALUES LIT
00
2,0
S BONU NCE ADVA E LANE SID
800
800
6,000
3 RY
MEMO
HISTORICAL REFERENCE
HISTORICAL REFERENCE
ALL S TARGET DOWN SCORES
2x
6,0
00
1,0
2x
3x
500
BASEBALL STATISTIC
5x
[In case you’re curious, family members confirmed that this was a most accurate self-portrait. My grandmother, on the other hand, was primarily disappointed to realize the game was not real.]
FOR AMUSEMENT ONLY
No Prizes. No Wagering. Definitely Not Getting Your Time Back.
RAMBLE AGAIN
BONUS TANGENT FOR AMUSEMENT ONLY
No Prizes. No Wagering. Definitely Not Getting Your Time Back.
INSTRUCTIONS FOR USE
1. Left and Right Buttons Operate Flippers. Use Plunger to Begin Play. 2. Aim for Coffee Boost. 3. There is no Power-Off: once ramble initiated, it will continue until the pinball is out of play.
Umrath Hall Building Systems
Proposed Air Handler Unit / FCU / VAV System
IC
Kelly Peoples
RA TH
AT T
HA
LL
Environmental Systems II: Assignment 2 Rebecca Castellon, TA
AH
UM
U
AH
U
Air from VAV Unit Pushed through Fan Coil Unit and Discharged into Room Through Vent. Air Is Extracted Through Room and Circulated back to the Air Handler Unit.
Inta
ke
Exh
au
st
AH
U
sL
Water
oo p
Air Duct
AH
Ca
m
pu
U
Air Duct
rath
ille
The Air Handler Unit Pumps Air Throughout Building Ducts. Exhaust and Intake Air Ensure that Equilibrium Is Maintained.
r
P Exclate ha Hea ng t er
AH
U
Exh
au
st
In ta ke
mp
ke
Pu
ta
at
Ch
In
In
ta
ke
Um
He
Ex ha us t
UM
1S
T
RA TH
H
FL AL OO L R
p m Pu er ill m Ch ro it rf m Un e o V fr at er r W VA t te ng o a er H ha W ill xc ld Ch o tE Co t a er He t a e W at ol Pl o Co rt te wa m ar W
Ba
ck
to
Ca
mp
us
Lo
op
Documentation of an intended building system for an existing campus dorm
S pass
capit a
lizing
Kroon Hall, Yale University
ive s
upon
Hopkins Architects 58,200 sf // 5 floors
ystem
clima
te co
nstra
s
ints
New Haven, Connecticut
geot
herm
role in
Rooflights Photovoltaic Panels supply electricity, reducing the dependence upon Yale’s grid.
unde
Humid Continental Climate warm to hot, humid summers cold and humid winters
al sy
rfloo
stem la
r disp
ceme n
t
lights
natu
cue w
ral v e
indow
use in
Thermal Massing is implemented through a south-facing sandstone wall.
ntila
optim
al co
tion
nditio
ns
rainw
ater
harve
sting
Solar Hot Water Collectors in the south facade provide the building with hot water.* *When overcast, water is heated by running fluid along external coils that warm city water.
Tanks and Pumps store water and circulate through potable water system.
Fans propel conditioned air through Air Plenums. Air exits through vents located above doors. Return Air Path collects air that has naturally risen in a “stack effect” from the central staircase. Air Handling Units utilize Heat Exchangers to reduce system heat loss and maximize efficiency.
Geothermal Wells draw water from underground. Heat Exchangers pull thermal energy out of the water and into the building.
Water Quality Unit diverts water collected from roof and site to holding tank. Aquatic Plants filter water. Water is circulated through Filtration Fibers, UV Disinfection and a second Holding Tank.
20,000 Gallon Bulk Tank
ESII: Assignment 3
Rebecca Castellon, TA // Kelly Peoples
Documentation of a benchmark project’s building systems
Photography
2010-2011
A few images from places that were pretty new to me in the past year: Charleston, South Carolina and St. Louis, Missouri.
The Sublime
The City