Volume I: Projects by Stephanie Heimstead

Stephanie Heimstead Architecture + Landscape Architecture Portfolio

Volume I: Projects

“I don’t divide architecture, landscape and gardening; to me they are one.”

Luis Barragán

STEPHANIE HEIMSTEAD Landscape Architect Architect

Objective To advance the connection between architecture and landscape architecture, within the planning realm, as well as explore how the natural realm can drive the built environment socially, economically, and environmentally. My goal is to design where design is needed the most and to create more sustainable, resilient, and long lasting communities of all races and incomes.

Work Experience Architecture Intern at Smith Sinnett Summer 2017, Spring 2018, Fall 2018 Teaching Assistant for Landscape Architecture Studio Spring Semester 2018 Research Assistant within Landscape Architecture Department Fall Semester 2017 Research Assistant within Architecture Department Fall Semester 2017 Research assistant within Landscape Architecture Department Summer 2017 Architecture Intern at Small Kane Architects November 2014 - August 2015

Education Masters in Landscape Architecture North Carolina State University Graduation: December 2018 Masters in Architecture North Carolina State University Graduation: December 2018 Certificate in Public Interest Design + City Design North Carolina State University Graduation: December 2018 Bachelors in Environmental Design in Architecture North Carolina State University Graduation: Spring 2016 Minor in Landscape Architecture Graduation: Spring 2016

Passions / Honors / Skills Passions Disaster Recovery Design Public Interest Design Community Development Education, Learning and Behavior Change Injustices within Incarceration & Prisons Planning & Designing for Renewed Urban Investment Measuring Health & Wellbeing in the Built Environment

Social

Honors Homeplace: Rebuilding After Hurricane Matthew 2018 ASLA Professional Awards

issu.com/stephheimstead

Skills Indesign, Illustrator, Photoshop, ArcMap GIS, Revit, AutoCad, Sketchup Communicating designs through hand drawings Grant Writing

Research Projects / Professional Credentials Research Projects HMDRRI Housing Sourcebook Envisioning Heritage Park Greensboro Urban Reservoirs SEED Evaluator vs. LAF Case Studies

Professional Credentials LEED GA Certified SEED Certified AIAS + SASLA Member Public Interest Design Certificate City Design Certificate

linkedin.com/in/stephanie-heimstead

Contact 704.453.6292 Personal Phone 6211 Crestwick Ct. Charlotte, NC 28269 smheimst@ncsu.edu

Wiley Elementary School Raleigh, North Carolina Landscape Architecture Studio, 2017

Downtown Raleigh Library Raleigh, North Carolina Architecture Studio, 2017

Flood Prevention Through New Zoning Plan Lower Ninth Ward, New Orleans Landscape Architecture Studio, 2017

Design + Build Durham, North Carolina Architecture Studio, 2018

Design + Build Ghana, Africa Landscape Architecture Studio, 2014

06 Asheboro High School Courtyard Asheboro, North Carolina Smith Sinnett Architects, 2018

TABLE OF CONTENTS

UNIT. PRESERVE. CONNECT. Wiley Elementary School Raleigh, NC

Over a three week period, the architecture and landscape architecture students collaborated to develop an overall master plan for Wiley Elementary, as well as an expansion to the existing building. The elementary school is a historic building and contained several century old oak trees, a retaining wall from the oldest water tower in Raleigh, and vegetation that created a natural buffer between the school and the surrounding neighborhoods. We approached the project by observing the existing topography and stormwater systems to assist us with picking the best location for the schools next building addition that would have the least amount of impact on the existing vegetation.

02 // Wiley Elementary School

Stephanie Heimstead and Olivia Blue Landscape Architecture Studio 2017

The main design concerns that shaped the placement of the structure were conserving the existing vegetation, improving the vehicle circulation on site to decrease traffic on the nearby roads, and creating a better connection between the play spaces.

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02 // Wiley Elementary School 11

IN R

MODULARITY

MARY'S

STREET

Playground

Historic Oak Trees

Parking

Historic Oak Trees

Parking

Courtyard

Parking

Playground

Historic Oak Trees

Parking

Connecting

Continuous

Play Areas

First Ideation

Second Ideation

Third Ideation

Opening up the courtyard and positioning the parking behind the new structure creates a separation between the back playground and the courtyard. The concern was children crossing from the new structure, past the parking lot, to the northern play area.

Circulation was the main issue within the site. The amount of space that was needed for parking and the carpool lane was difficult to implement while also attempting to preserve the existing vegetation.

Placing the structure parallel to the historic retaining wall opens the courtyard, which results in a better connection between the front and side playspaces, provi ing one continuous open space.

Green Space

Fourth Ideation The open courtyard concept allows the green space to wrap around the structure and connect both spaces. The angled structure organizes the landscape and carpool circulation, without any damage to the existing vegetation.

Residential Area

g Ve ic

College

or st Hi

St. Maryâ&#x20AC;&#x2122;s

io at

et n al ur at

N // f Bu

Soccer Fields // Flat Open Space

r fe

Existing Parking Lot

Playground

Downtown Commercial Spaces

Underutilized Open Space

Underutilized Courtyard

RI TO

S HI C KS OA +N Y LA

A UR AT C

PLACE

COLLEGE

OPEN COURTYARD + OUTDOOR LEARNING SPACES GREEN SPACE CONNECTS PLAY SPACES

OPEN SPACE

SAINT

MARY'S

EXISTING PLAYGROUND

STREET

SAINT

CAMPUS SITE PLAN

Connection of Play spaces

COLLEGE

75'

MARY'S

STREET

CAMPUS SITE PLAN

PROJECT NORTH

175'

The diagram above shows the site organization with the module structure. The building divided in three parcels creates a module landscape between both buildings. The courtyard now opens up the space and allows the connection between both play areas.

Circulation of Carpool lane

75'

PROJECT NORTH

175'

The carpool circulation allows more stacking of vehicles, rather than on the surrounding roads. The nodes created by the structure increases the flow of the carpool lane.

Education Center // Library

Pre- Kindergarden and Kindergarden Classrooms

“Outdoor Reading Spaces” for Education Center + Library

“Open Lawn Space” for Classrooms + Cafeteria

“Carpool Organization” Module Creating elongated structures allow the site to be organized through modules. These modules create nodes that assist with organizing traffic, which was the school’s main priority. C

“Outdoor Reading Spaces” Module

IN R

The focus of this module is to create an outdoor reading space for the children in the adjascent the library or the kindergarten classroom.

“Educational Planters” Module The school already has planters that the art teacher uses for horticultural lessons. Respecting existing conditions, I wanted to relocate the planters to a centralized location so all the classrooms have easier access and to give the surrounding classrooms a better view.

“Outdoor Lawn Space” Module This module opens up the lawn space for outdoor eating, and also opens up the space for potential outdoor classrooms, within the lawn spaces. This area differs from the outdoor reading spaces because the grading creates a flat open space that connects it to the landscape in front of the school.

“Outdoor Lawn Space” Module The lawn space is primarily for the classrooms and cafeteria that surround the unit. The module is for outdoor classes and for enjoying lunch outside.

SAINT

MARY'S

STREET

IN R

MARY'S

STREET

75'

MARY'S

Legacy trees wrap around the entire site creating a natural connection between all play spaces. Using the oak trees as a tool to thread a common material across the perimeter creates an emphasis on the character of the site while connecting all play spaces together.

STREET

PROJECT NORTH

175'

SAINT

CAMPUS SITE PLAN

Existing Historic Oak Trees

COLLEGE

SAINT

PLACE

CAMPUS SITE PLAN

Elevated Climbing Structures

75'

PROJECT NORTH

175'

Considering the trees already surround the whole site, the play structure that would ultimately connect the play spaces together is similar to metal grates around urban trees. The metal structure would be an elevated climbing structure ranging from 4, 6, and 12 inches off the ground and create a path around the site from all three play spaces. The diagram shows the old existing oak trees in green with the proposed climbing structures in yellow.

337

336

+B.S = 355

+T. W +B .= .W 35 .= 8 35 5 +T . +B W. = .W . = 355 35 3 +T +B .W. .W = 3 . = 62 35 8

338

335

339

340

341

334

+ T.S = 359

342

337

336

+F.F.E.= 363

36 2

343

SLOPE = 6%

338

SLOPE = 5%

339

344

340

+T. S

345

+F.F.E.= 363

B.S. = 355

341

+B .S

+F.F.E.= 364

B.S. = 358 T.S. = 358

342

335

+F.F.E.= 363

333

334

332

333

332

33 1

+ L. P.

352

33 0

= 32 9

+ L. P.

= 32

+ B.S. = 347 350

Grading and Drainage Final

+F.F.E.= 364

343

+T .W +B .= .W 35 .= 8 35 5 +T .W +B . .W = 3 55 .= 35 3

344

+T +B .W. .W = 3 . = 62 35 8

347

OP SL

SLOPE = 6%

345

T.S. = 362

+F.F.E.= 363

+B.S = 355

348

E OP SL

OP SL

6 34

360

349

355

347

+F.F.E.= 364

363

+F.F.E.= 364

35 9

350

OP SL

+ H.P. = 370

348

349

SLOPE = 4%

354

360

351

350

357

360

+ T.

7 36

.= B.W = W.

352

OP SL

351

355

327

326

328

325

346

344

343

342

341

340

339

338

337

336

335

334

333

332

331

330

+ L.P. = 329

327

326

328

345

346

344

343

342

341

340

339

338

337

336

335

334

333

332

331

330

+ L.P. = 329

347

+ B.S. = 341

2 36

353

352

+ T.S = 359

354

353

7 36 .= 2 .W 36 +T .= B.W +

355

354

+ B.S. = 341

+ B.S. = 344

348

345

SMHEIMST@NCSU.EDU

STEPHANIE HEIMSTEAD

WILEY ELEMENTARY SCHOOL PROPOSED GRADING AND NEW STRUCTURE

347

+ B.S. = 344 348

349

Wastewater Management Plan Final Grading Plan

356

355

SLO

36 2

357

360

356

+ B.S. = 347

350

+ B.S. = 350

352

365

8 36

357

353

351

+ B.S. = 350

351

358

SLOPE = 6%

355

356

358

368

360

364

B.S. = 355

359

SLOPE = 5%

+T. S

359

SLO

365

+ +

B.S. = 358 T.S. = 358

367

361

T.S. = 362

+ +

361

353

SLOPE = 4%

354

360

PE SLO

356

361

SLO

PE SLO

363

362

365

SLOPE = 6%

358

362

360

+ H.P. = 370 357

363

365

8 36

364

367

359

366

5 36

6 36

5 36

6 36

368

GENERAL NOTES: 1. Parking is between 1% to 6% slope. 2. To keep existing vegetation, avoided grading around significant trees located above. 3. Ramp that wraps around courtyard is ADA accessable. 4. The road within the parking that is 6% is a one way street strictly for carpool. It should be closed during the day. 5. Material of parking is pervious pavement to help with run off water. In addition to pervious pavement, the medians are biorentention basins to help with run off as well. 6. Place drains along curb in front of new structure to catch extra storm water. Drains from parking should run to the retention area that buffers the loading dock. 7. Angled parking to fit an extra 10% amount of parking spots. Parking is arranged to allow as much stacking for carpool possible. (Main concernexpressed from school

367

355

+B .S

LEGEND: + H.P. = High Point + L.P. = Low Point + F.F.E. = Finished Floor Elevation + T.W. = Top of Wall Elevation + B.W. = Bottom of Wall Elevation + T.S. = Top of Stairs + B.S. = Bottom of Stairs

366

369

36 4

349

CONVENE. INTERACT. ESCAPE. Raleigh’s Library Raleigh, NC

This project emphasizes my passion for implementing biophilia design strategies to create a space that improves the health and well-being of it’s users, while also creating a sustainable and resilient design. Raleigh, North Carolina’s Library was located downtown between two major social hubs and nothing to give people a reason to pause. From research, libraries have the potential to create social inclusiveness, equity, hold civic engagements, and improve economic vitality. With this in mind, I wanted the library to be a community space for everyone in Raleigh by arranging spaces to allow a seamless connection from the public realm along the street to the public gathering spaces within the building.

02 // Raleigh’s Library

Stephanie Heimstead Graduate Architecture Studio 2017

The building was arranged into three parts; community public, interactive core, and peaceful learning. The most important spaces, the auditorium and the quiet reading room, were incorporated with natural elements to emphasize their importance and create equity. This library embraces equity through design to allow for use by all community members.

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SIVENES S

EQ U

IC ENGAGEM EN T

LIBRARIES

CIV

MIC VITAL ONO ITY

LU INC

Y IT

L IA

UN MM

ITY INVOL VE

ME N

COMMUNITY SPACE 28

Location of Social Hubs in Downtown Raleigh

Future Developments From Raleighâ&#x20AC;&#x2122;s Master Plan

40.5% of downtown residents are between the ages of 25-42. The shaded structures above represent a concentration of social gatherings that create large pedestrian traffic past the site.

The shaded areas represent future developments listed in Raleighâ&#x20AC;&#x2122;s master plan. The two largest shaded areas will create large pedestrian traffic traveling north towards downtown, past the site.

Raleigh is home to 12 traditional universities and colleges and numerous satellite campuses, making it rich in educational opportunities.

Between 2015-2018, there was a 35% increase in residents resulting in 1,803 newly constructed units.

Peaceful Learning Public

Interactive Core

Private

Community Public

North Facing Facade

East Facing Facade 31

SIXTH LEVEL

PRIVATE: LIMITED ACCESS 3

1. BIORETENTION PONDS 2. BOOKSTACKS 3. OUTDOOR SEATING 4. QUIET READING ROOM

1 2

FIFTH LEVEL

Peaceful Learning

SEMI-PRIVATE: LIMITED ACCESS 1. GATHERING SPACES 2. MEETING SPACES 3. CLASSROOMS

2 3

FOURTH LEVEL

SEMI-PRIVATE: LIMITED ACCESS

1. MAKER SPACE 2. DESIGN LAB 3. BOOKSTACKS 4. CLASSROOMS

3 4 1

THIRD LEVEL

SEMI-PRIVATE: LIMITED ACCESS

1. MEETING SPACES 2. BOOK STACKS 3. COLLABORATIVE ROOMS 4. CLASSROOMS

4 1 2

SECOND LEVEL

SEMI-PRIVATE: LIMITED ACCESS

Interactive Core 2

1. COLLABORATIVE ROOMS 2. CHILDRENâ&#x20AC;&#x2122;S BOOKSTACKS 3. OFFICES

FIRST LEVEL

PUBLIC: COMMUNITY ACCESS 3 1

1. BIORETENTION PONDS 2. AUDITORIUM 3. LOBBY 4. CAFE

GROUND LEVEL

PUBLIC: COMMUNITY ACCESS 1. BIORETENTION PONDS 2. AUDITORIUM 1

Community Public 33

NATIVE VEGETATION TO IMPROVE INDOOR CONDITIONS

DOUBLE FACADE SYSTEM TO RECIEVE MAXIMUM DAYLIGHTING

In classrooms with daylight,

test scores increase

7-18%

and students were able to

learn faster by

20-26%

Biophiliac design in schools can help increase the userâ&#x20AC;&#x2122;s overall health. Studies also found that there was a

15% increase in productivity when users were exposed to

natural greenery.

Cognitive performance is improved by increasing mental attentiveness, reduced boredom, irritation and fatigue. These improvements lead to changes in emotion and mood, ranging from an increase in overall happiness, to perceived improvements in mental health.

In settings with a connection to nature, a study concluded an increased preference to the space one is in, increasing overall attitudes, comfort in, and responses to the space.

Spaces that contain views to nature result in a boost in performance and productivity among itâ&#x20AC;&#x2122;s users.

Studies have found that users overall would prefer spaces with views to nature, which ultimately enhanced users satisfaction.

PARAPET CAP WITH METAL FLASHING STEEL STUD WITH INSULATION RIGID INSULATION WITH FULLY AHERED ROOF MEMBRANE

CURTAIN WALL ATTACHED TO METAL ANGLE POURED CONCRETE ON METAL DECKING METAL PLATE ATTACHMENTS STEEL I-BEAM WRAPPED IN CHALK FIREPROOFING STEEL TUBE COLUMN WRAPPED IN CHALK FIREPROOFING

TRANSFER I-BEAM

GATHERING SPACE WRAPS AROUND BUILDING TREATED WOODEN FLOORS WITH SMALL GAPS FOR DRAINAGE SOIL FOR PLANTINGS DRAINAGE PLATE THAT HOLDS WATER ONTOP OF ADHERED MEMBRANE POURED CONCRETE ON METAL DECKING I BEAM

STUD WALL WITH AIR BARRIER FOR SOUND PROOFING

CONCRETE SLAB ON GRADE ONTOP OF GRAVEL CONCRETE FOOTING

Section 1 3/8" = 1'-0"

Pre-Final Structure Iteration 36

Urban areas decreased groundwater recharge, as well as

increase pollutants, flooding, and erosion, which

reduces water quality and public health.

Designs that collect runoff water and allow it to filtrate naturally

eliminates nearly all lead, zinc, and solids and more than 50%

of total nitrogen and phosphorus. 39

EQUITY. SAFETY. RESILIENCY. Lower Ninth Ward New Orleans, Louisiana

My passion for planning equitable, resilient and sustainable cities is represented in this project through re-zoning the Lower Ninth Ward by questioning the urban transect in relation to environmental conditions, in order to provide fair and equal possibilities of future growth. This project was located in the Lower Ninth Ward in New Orleans, Louisiana, within a historically African American neighborhood. Since the only land that was available after slavery were flood prone landscapes explains why these floodplains, within the American landscape, read like maps of economy and race.

03 // Resiliency from Zoning

Stephanie Heimstead Graduate Landscape Architecture Studio 2017

The existing master plan lacks descriptions pertaining to implementations regarding flood mitigation but with further research the existing zoning was extremely restrictive on what the Lower Ninth Ward could actually do in regards to planning. Questioning why the zoning plan lacked variety, I found out that New Orleansâ&#x20AC;&#x2122; zoning took place before the master plan, resulting in future land decisions being proposed without any public hearings or without any comprehensive plan to guide these decisions.

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03 // Resiliency from Zoning 43

QUESTIONING THE URBAN TRANSECT 44

LOWER NINTH WARD BEFORE HURRICANE KATRINA

LOWER NINTH WARD AFTER HURRICANE KATRINA

1720s - 1800s

From the very beginning the placement of the city was based on the presence of water and height of the water. There was no physical city plan in the 1720s. Whoever had the resources to build immediately were given land. When the French gave control to the Royal Indian Company, there was a huge influence to the built environment within New Orleans. The RIC noticed that they needed to focus on flood control. They enforced the residences and businesses who were located by the back slope to build levees for protection against flooding.

1810s - 1900s

After experiencing natural disasters, the neighborhoods started to reshape during the Spanish era. The structures began to be larger, taller, and (relatively) safer spaces due to being elevated higher. In 1830s, the government created three municipalities based on the ethnicity and color. The creoles lived within the old city, the american sector was located upriver and the third was located downriver. This area consisted mostly of freed slaves and experienced worst flooding due to being at lower elevations. During this period, expansion stayed within the French Quarter because the surrounding areas drained poorly.

1926

In 1926, the US government passed the Standard State Zoning Enabling Act (SZEA) . This allowed the local governments to regulate buildings, open spaces, density of population, and the location of buildings to primarily prevent overcrowding within residential and commercial areas. Unfortunately, There was no mention of the zoning plan being based off of or guided by a comprehensive plan. When the Louisiana State Legislature adopted SZEA they did not require the local governments to hold public hearings before making a zoning decision or to have a comprehensive plan that would drive the decision makings.

1946 - PRESENT

Then in 1946 Louisiana State Legislature adopted the City Planning Enabling Act (CPEA), which again did not clearly explain the requirements of a master plan. The lack of explanation led to zoning taking place before the master plan. Now the legislations give the power of planning to the local municipalities and parishes but there is still nothing that specifically distinguishes between zoning and comprehensive planning. All of this resulted in a master plan that focuses on the built environment but does not include flood protection or hazard mitigation within the current zoning plan.

8/29/2005 4:30 a.m. On August 29th, 2005, two levee wall sections collapsed, on the east side of the industrial canal, releasing a large among of water into the Lower Ninth Ward, tossing homes off their foundations.

8/29/2005 4:40 a.m.

8/29/2005 4:50 a.m.

8/29/2005 5:00 a.m. At 5:00 a.m., another part of the levee broke resulting in more water advancing towards the Lower Ninth Ward.

OS-R (REGIONAL OPEN SPACE DISTRICT): This area contains large parks that draw users from the entire city. This zone includes most of all the recreational opportunities but also includes commercial and performance venues. OS-N (NEIGHBORHOOD OPEN SPACE DISTRICT): This zone provides parks for the surrounding neighborhoods but are considered smaller in scale than regional parks and are limited more in the activities allowed within these spaces. OS-G (GREENWAY OPEN SPACE DISTRICT): The purpose of this zone is to provide an open space greenway system that ultimately connects all neighborhoods and public spaces. S-RS (SINGLE-FAMILY RESIDENTIAL DISTRICT): S-RS consists of single family residential spaces that were developed after WWII and contain a consistent lotting pattern and setbacks. This contains the traditional housing pattern. S-RD (TWO-FAMILY RESIDENTIAL DISTRICT): This zone is intended to create a more compact and dense development and a mix of housing types, which includes two family and townhouse residences. S-B2 (PEDESTRIAN-ORIENTED CORRIDOR BUSINESS DISTRICT): These areas contain clusters of pedestrian oriented business corridors. This is meant to support the surrounding suburban residential spaces and to enforce pedestrian type of characteristics.

SECT

ION C

LEVEE

NEWLY CONSTRUCTED JOURDAN AVE. WETLANDS

WETLAND GREENWAYS

TENNESSEE STREET

DENSE LIVING WITH COURTYARD IN FRONT

REYNES STREET

DENSE LIVING W COURTYARD IN FR

WITH RONT

FORSTALL STREET

URBAN SPACES THAT SUPPORT RESIDENTIAL AREAS

LIZARDI STREET

CENTRALIZED GREEN SPACE

ANDRY STREET

DENSE LIVING WITH COURTYARD IN FRONT

SECT

ION C

LEVEE

NEWLY CONSTRUCTED JOURDAN AVE. WETLANDS

WETLAND GREENWAYS

TENNESSEE STREET

DENSE LIVING WITH COURTYARD IN FRONT

REYNES STREET

DENSE LIVING W COURTYARD IN FR

WITH RONT

Future Storm Surge Height Hurricane Katrinaâ&#x20AC;&#x2122;s Storm Surge Height

FORSTALL STREET

URBAN SPACES THAT SUPPORT RESIDENTIAL

LIZARDI STREET

CENTRALIZED GREEN SPACE

ANDRY STREET

DENSE LIVING WITH COURTYARD IN FRONT

TANGIBLE. EDUCATIONAL. SUSTAINABLE. Durham Parks Foundationâ&#x20AC;&#x2122;s Outdoor Classroom Durham, NC

This project I designed and built a water catchment feature that emphasized the importance of outdoor education and interactive design for kids, while also conveying sustainable strategies. The Design + Build studio was asked by the Durham Parks Foundation to create an outdoor classroom for 25 people, including water catchment. This being an outdoor classroom, I pushed for the water catchment to include an educational aspect to it considering water is a beautiful design asset that most architectural spaces ignore.

04 // Outdoor Classroom

Stephanie Heimstead Graduate Architecture Studio 2018

My inspiration for the design came from an architect based out of Dallas, Texas, named Max Levy, who is known for creating architecture that reframes oneâ&#x20AC;&#x2122;s awareness of nature. The final design of the water catchment emphasized the architectural language of linearity seen within the two volumes, while also marking the entrance of the space. The water catchment was a long iterative process due to budget cuts because most saw the water catchment as a requirement rather than an asset for education and for our design as a whole.

.ELBIGNAT .LANOITACUDE .ELBANIATSUS moorssalC roodtuO sâ&#x20AC;&#x2122;noitadnuoF skraP mahruD CN ,mahruD daetsmieH einahpetS 8102 oidutS erutcetihcrA etaudarG taht erutaef tnemhctac retaw a tliub dna dengised I tcejorp sihT evitcaretni dna noitacude roodtuo fo ecnatropmi eht dezisahpme .seigetarts elbaniatsus gniyevnoc osla elihw ,sdik rof ngised -nuoF skraP mahruD eht yb deksa saw oiduts dliuB + ngiseD ehT gnidulcni ,elpoep 52 rof moorssalc roodtuo na etaerc ot noitad rof dehsup I ,moorssalc roodtuo na gnieb sihT .tnemhctac retaw -noc ti ot tcepsa lanoitacude na edulcni ot tnemhctac retaw eht larutcetihcra tsom taht tessa ngised lufituaeb a si retaw gniredis .erongi secaps fo tuo desab tcetihcra na morf emac ngised eht rof noitaripsni yM -ihcra gnitaerc rof nwonk si ohw ,yveL xaM deman ,saxeT ,sallaD .erutan fo ssenerawa sâ&#x20AC;&#x2122;eno semarfer taht erutcet -cetihcra eht dezisahpme tnemhctac retaw eht fo ngised lanfi ehT osla elihw ,semulov owt eht nihtiw nees ytiraenil fo egaugnal larut a saw tnemhctac retaw ehT .ecaps eht fo ecnartne eht gnikram eht was tsom esuaceb stuc tegdub ot eud ssecorp evitareti gnol -acude rof tessa na naht rehtar tnemeriuqer a sa tnemhctac retaw .elohw a sa ngised ruo rof dna noit

04 // Outdoor Classroom 59

OUTDOOR EDUCATION 60

Site Preparations

Concrete Footings + Column Fabrication

Water Catchment Fabrication 61

CULTURAL. EDUCATIONAL. INTERACTIVE. Mmofra Foundation Educational Park Ghana, Africa

I designed and built this project in Ghana, Africa, which emphasizes the importance for outdoor education by giving educational aspects to everyday objects. The first two weeks we were able to observe and experience the culture of Ghana, Africa because it is important for one to study the culture in which oneâ&#x20AC;&#x2122;s design will serve. The Mmofra Foundation wanted to show the public that playtime for kids can also be educational. The foundation mentioned that the site had no sense of boundary because there existed nothing to keep kids from passing that point.

05 // Educational Playtime

Stephanie Heimstead Landscape Architecture Studio 2014

I based my design after an abacus because it allowed me to use the form to create a fence between the trees to give the site a sense of boundary. Pieces of tree branches were painted to represent the traditional cedi beads made in Ghana and then were arranged in a manner that represented an abacus. A classmate helped me with the structural ideas of how to implement this design by arranging the pieces by weight onto the string to avoid uneven height.

.LARUTLUC .LANOITACUDE .EVITCARETNI kraP lanoitacudE noitadnuoF arfomM acirfA ,anahG daetsmieH einahpetS 4102 oidutS erutcetihcrA epacsdnaL -ahpme hcihw ,acirfA ,anahG ni tcejorp siht tliub dna dengised I lanoitacude gnivig yb noitacude roodtuo rof ecnatropmi eht sezis ot elba erew ew skeew owt tsrfi ehT .stcejbo yadyreve ot stcepsa si ti esuaceb acirfA ,anahG fo erutluc eht ecneirepxe dna evresbo lliw ngised sâ&#x20AC;&#x2122;eno hcihw ni erutluc eht yduts ot eno rof tnatropmi .evres emityalp taht cilbup eht wohs ot detnaw noitadnuoF arfomM ehT taht denoitnem noitadnuof ehT .lanoitacude eb osla nac sdik rof gnihton detsixe ereht esuaceb yradnuob fo esnes on dah etis eht .tniop taht gnissap morf sdik peek ot esu ot em dewolla ti esuaceb sucaba na retfa ngised ym desab I a etis eht evig ot seert eht neewteb ecnef a etaerc ot mrof eht -per ot detniap erew sehcnarb eert fo seceiP .yradnuob fo esnes erew neht dna anahG ni edam sdaeb idec lanoitidart eht tneser .sucaba na detneserper taht rennam a ni degnarra -mi ot woh fo saedi larutcurts eht htiw em depleh etamssalc A eht otno thgiew yb seceip eht gnignarra yb ngised siht tnemelp .thgieh nevenu diova ot gnirts

05 // Educational Playtime 67

EDUCATIONAL PLAYTIME 68

Ideation Process

Building Process

Final Design 69

CONNECT. GATHER. INFORM. Asheboro High School Courtyard Design Raleigh, NC

This project represents my professional experience in designing outdoor education spaces that promote educational environments. Smith Sinnett Architects, based out of Raleigh, North Carolina, specializes in educational design. Their current project, Asheboro High School, consisted of a courtyard that was surrounded by the addition and existing structure. I was asked to help guide their landscape architecture consultants in creating a courtyard that gave the kids an opportunity for outdoor education, classrooms, and inform kids of natural environments through sustainable and natural water catchment systems.

06 // Asheboro High School

Stephanie Heimstead Smith Sinnett Architects 2018

The courtyard had decent amount of topography changes that I regraded to drain the run off water into bioretention ponds that consisted of native plants that I saw being used for educational purposes as well. The circulation from the carpool lane to the building cut the courtyard into two sections. The left section was designed for the library to have an opportunity for outdoor reading and the right section was to be designed as outdoor classrooms.

.TCENNOC .REHTAG .MROFNI ngiseD draytruoC loohcS hgiH orobehsA CN ,hgielaR daetsmieH einahpetS 8102 stcetihcrA ttenniS htimS gningised ni ecneirepxe lanoisseforp ym stneserper tcejorp sihT -norivne lanoitacude etomorp taht secaps noitacude roodtuo .stnem ,aniloraC htroN ,hgielaR fo tuo desab ,stcetihcrA ttenniS htimS orobehsA ,tcejorp tnerruc riehT .ngised lanoitacude ni sezilaiceps eht yb dednuorrus saw taht draytruoc a fo detsisnoc ,loohcS hgiH rieht ediug pleh ot deksa saw I .erutcurts gnitsixe dna noitidda taht draytruoc a gnitaerc ni stnatlusnoc erutcetihcra epacsdnal ,smoorssalc ,noitacude roodtuo rof ytinutroppo na sdik eht evag dna elbaniatsus hguorht stnemnorivne larutan fo sdik mrofni dna .smetsys tnemhctac retaw larutan I taht segnahc yhpargopot fo tnuoma tneced dah draytruoc ehT taht sdnop noitneteroib otni retaw ffo nur eht niard ot dedarger lanoitacude rof desu gnieb was I taht stnalp evitan fo detsisnoc eht ot enal looprac eht morf noitalucric ehT .llew sa sesoprup saw noitces tfel ehT .snoitces owt otni draytruoc eht tuc gnidliub gnidaer roodtuo rof ytinutroppo na evah ot yrarbil eht rof dengised .smoorssalc roodtuo sa dengised eb ot saw noitces thgir eht dna

06 // Asheboro High School 75

Proposed Addition

Existing Building

Carpool Lane

Site Circulation

Referencing Building Design

Zoning of Spaces

Drainage and Materiality Ideation 77

Ideation Sec

tion View A

Ideation Sec

tion View B

-A

-B

Ideation One: Section A-A

Ideation One: Section B-B

Stephanie Heimstead // LEED GA, AIAS, SASLA Masters in Architecture 2018 North Carolina State University Masters in Landscape Architecture 2018 North Carolina State University Bachelorâ&#x20AC;&#x2122;s of Environmental Design in Architecture 2016 North Carolina State University

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