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SCHOOL FOR THE V I S U A L LY I M P A I R E D ETHAN DORNING & RACHEL JOHNSTON PROF. NILOU VAKIL SPRING 2020 ARCH 609
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STAPLETON RESEARCH 2-3 ANCHOR SCHOOL PRECEDENT 4-5 CONCEPTUAL PHASE 6-11 DIAGRAMS 12-15 STRUCTURE 16-17 ELEVATIONS 18-21 SECTIONS 22-25 SITE PLAN 26-27 RENDERINGS 28-35 AXONOMETRIC 36-37
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STAPLE TO N
Starting as a redevelopment site in the early 2000s, Stapleton has become an established neighborhood bustling with pedestrian activity. At a population of over 75,000 people, the neighborhood has surpassed its expected population of 30,000 and continues to grow. A majority of households are young, middle to upper class families looking for a safe and active community to raise their kids.
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Stapleton’s history predominantly consists of its past as the site of the Stapleton International Airport. Since it closed in 1995, the area has been developed into a community with many neighborhoods, parks, schools, and retail districts. Stapleton’s airport history, however, can still be seen when walking the streets of the neighborhood. A former lookout tower and other airport equipment are placed on display throughout the area.
A major factor behind the previous and future development of Stapleton is the consideration of pedestrian walkability and connectivity. Sketched to the right is Founder’s Green, a central mixed-use area in the neighborhood. When we visited the area we were able to witness people shopping and sitting in the park. It is a very active community space with events such as movie screenings on the grassy area and activities in the park.
Aside from inner-connectivity within the neighborhood, Stapleton’s development was also heavily influenced by connectivity to downtown Denver to the west. At the Central Park station, the A Line of the light rail connects Stapleton to downtown Denver. Many residents depend on this connection to commute to work every day. I-70 also connects the two areas. 3
Changes in texture help with navigation
Activity Room
ANCHOR SCHOOL Our visit to the Anchor School across the street from our site in Stapleton was an invaluable experience and it was very helpful to see design specifically meant for a visually impaired demographic. The tour was guided by the architect, Maria Cole. Many of the topics Judy Imber, Field Specialist for the Kansas State School for the Blind, spoke of during her presentation on Orientation Mobility could clearly be seen in the design of the school. Judy also gave us the opportunity to wear glasses that mimic different types of blindness, which was very helpful to understand how not all visual impairments are the same. It helped us understand that designing for the visually impaired is more about using light than darkness. The element of the Anchor School that most stood out to us was the main circulation hallway. The integrated handrail, change in floor textures to signify new spaces, and natural light filtering in through the upper levels are all elements that influenced our design. 4
Anchor School main hallway 5
CONCEPT When it comes to designing for visually impaired children, helping them develop a sense of independence is of the utmost importance. Living in a world that is not inherently designed for those who are visually impaired can often result in them feeling lost and alone. As architects, it is our responsibility to consider their needs and design in a way that will make them feel safe and self sufficient. Think back to your childhood and just how much you learned through observation and imitating what you saw. Visually impaired children are unable to do so and must learn through other methods and senses. One way of encouraging them to do so is through utilizing and bringing attention to texture and light in design. In our design proposals, we explore navigation through texture and light paths to create a clear system for the visually impaired students that will be using the building. We began the project by looking for sources of inspiration (seen on the right). This is where we started to develop a materials palette, mainly consisting of mass timber, natural stone, and rice paper to treat 6
and filter light coming into more open areas. We learned that light that is too intense can often cause glare and be confusing for the visually impaired, so rice paper would be an effective way to soften the exposure. Colorado is home to some of the most beautiful natural landscapes in the country. Spanning from mountainscapes to deserts, there is so much natural wonder to draw inspiration from. After coming up with the fourth iteration on our sketch process page (pg. 9), we realized the form was somewhat reminiscent of the Flatirons mountain form in Boulder. This natural landscape became the major influence behind many of our design choices and led us to embracing the concept of komorebi, a Japanese term with no English equivalent that describes light filtering through the leaves of trees. If the three fingers of our form are solid masses of figurative rock akin to the Flat Irons, the spaces that fall between, such as the circulation space, will experience komorebi- that is, they will have light filtering in through the voids to mimic the feeling of being under a canopy.
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1) Cork Flooring 2) Clive Wilkinson Architects - California, 3) Cross Stitch house - FMD Architects - Australia, 4) Cross Stitch House - FMD Architects - Austrailia 5) Cineorama - Ericka Hock - Germany, 6) Concept Rendering - Alethean Studies, 7) Light Falls House - Flow Architects London, 8) Nezu Museum - Kengo Kuma - Tokyo 9) UBC Nexterra Building - RJC Engineers - Canada, 10) Flatirons, Boulder, Colorado, 11) Swan Science Museum - Rurban Studios, 12) Behind the Roof - Vogue Architects - Poland, 13) Adolfo Perez, 14) Lawrence Public Library - Gould Evans - Kansas, 15) The Hideout, Jbar Architects, California, 16) Four Leaves Villa - KIAS Architects - Tokyo
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Started to consider light paths, Chamfered windows, Repeating members in the circulation areas for a tactile guide, Roof forms that incline as they go out from the center
Continuing the idea of light paths along the main modes of circulation, Quadrant approach
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An attempt at a more organic shape, Having a main circular skylight , Circulation would be radial rather than straight halls
The “finger� approach, Having a gently curved main circulation belt, Each finger that extends from the belt has a specific programming purpose, Allows for light to enter more freely, Allows for a more seamless interior/exterior relationship
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Sketch 1
Sketch 2
Sketch 3
Sketch 4
Sketching was a major factor in our design process. On the previous page you can see the evolution of our design in the different iterations. We ended up seeing the most promise in the final iteration and realized the form was reminiscent of the Flatirons. We then began the process of abstracting the form of the mountains so they could be used architecturally. This process can be seen above. The major elements we liked from the Flatirons were the three strong forms, the rising slope in one direction, and the connection between the three forms. The top left sketch is the very first form and the following sketches show it being refined into plan. We then started to think about possibilities of the spaces in section (seen on the right). A strong connection between exterior and interior spaces was an element we wanted to emphasize in our design. Outdoor learning, activity, and leisure spaces throughout the building can be found. Through the section drawings we also began to consider how sunlight would enter the different spaces and impact where certain rooms should be located. 10
Early conceptual sketch of the cafeteria and outdoor eating area connection.
Possible classroom layout and the connection to the outdoor learning and play areas.
Early sketch of the north elevation. At the time it was a continuous hallway open to the street.
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D IAG R A M S
Start with three “finger� forms
Extrude masses up toward the south
Introduce Flatiron form inspiration
Circulation belt to connect fingers
Add classrooms to the north
Komorebi - Celebrate the voids where light enters
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Summer Morning Drop Off - 8 AM
Winter Morning Drop Off - 8 AM
Summer Lunch - Noon
Winter Lunch - Noon
Summer Afternoon Pick Up - 3:30 PM
Winter Afternoon Pick Up - 3:30 PM
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Circulation & Egress
HVAC
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Program
Noise
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STRU CTU R E TIMBER
TERRA COT TA
Manufacturer: SWP
Manufacturer: NBK
We chose a timber structure due to its sensory and tactile properties, as well as the thermal resistance and sustainability. Glulam is fabricated using individual pieces of high strength, kiln-dried lumber, laminated together under pressure to form lare timbers that retain the traditional beauty of wood along with engineered strength, extraordinary fire resistance, thermal efficiency, and dimensional stability.
A suspended ventilated facade construction whose visible elements are exclusively made of terracotta. The self-developed facade solutions from NBK Ceramik ensure that no water reaches the building envelope through the assistance of a back-ventilated system with pressure compensation.
R I C E PA PE R
SANDSTONE
Manufacturer: Hiromi Paper
Manufacturer: Lyons Sandstone
We will use rice paper to celebrate and filter the light that enters the building along the circulation belt and between the “fingers.� It will mimic light filtering in through a canopy of trees, which is consistent with our interest in implementing the Komorebi effect. The manufacturer creates this paper in sheets that can be placed between panes of glass during construction.
We have decided to use sandstone to create the datum along the base of our building. Sandstone is the type of stone that makes up the Flatirons, which is the main source of inspiration in our design. Sandstone is suitable for all seasons and is durable.
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25’ 20’ 15’ 10’
25’ 20’ 15’ 10’
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25’ 20’ 15’ 10’
25’ 20’ 15’ 10’
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Ice Break
1/2” Terracotta Panels Steel Brackets 1” Air Opening 2” Rigid Insulation 1/2” Sheathing Vapor Barrier 2”x6” Steel Studs 1/2” Gypsum Wall Board
Standing Seam Roofing 1/2” Lath 1/2” Sheathing Vapor Barrier 1” Air Opening 4” Rigid Insulation 2”x6” Wood Joists/Batt Insulation 1/2” Sheathing 2” Dowel Laminated Timber Panel
1” = 1’0”
Classroom
3/4” Oak Flooring 1/2” Sheathing 4” Concrete Water Proofing Membrane 3 ” Rigid Insulation 2” Sand 4” Gravel
Drop Floor Supply & Return Ducts Cable Tray
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EPDM Roof Membrane 1/2” Sheathing 4” to 6” Rigid Insulation Water Proofing Membrane 2”x6” Wood Joists 1/2” Gypsum Wall Board
Rice Paper Layer Triple Pane Skylight
Roof Drain
1” = 1’0”
Gymnasium
10’ 1/4” = 1’0”
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26th Street
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Roslyn Street
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Entrance & Circulation The hand rail integrated into the wall allows for students to guide themselves along the main hall while not being obtrusive to the walking path. The light path and clean, simple walls let the light serve as a navigation tool.
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Library The change in floor texture from wood panels to cork will create an acoustic change and inform students that they are entering the music room or library. The overhead skylights treated with rice paper also create a gentle light effect that can be utilized to help students walk to the outdoor areas.
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Classroom All classrooms are inset from the hallway to signify a change of space from the circulation belt. In each classroom there is a dedicated desk space where students can do assignments as well as a more open space that can be used for activities and group learning. The clerestory above the entrance and storage
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Sensory Learning Garden This exterior space that lines the north of the building is used for gardening and outdoor learning activities. Every classroom has easy access to the exterior, making it simple for students to transition from inside to outside. Gardening will teach students many skills such as responsibility and cooperation. The grass areas and tables can be used to do schoolwork tasks on nice days. 34
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Bird’s Eye Axonometric from the SW 37
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