CONTENTS
Introduction
International Academic Design-Build Project:
Protestant Church of Bödigheim, Germany
Green Schools :
Brandeis Hillel Day School, San Francisco
Cow Hollow Preschool, San Francisco
North Oakland Community Charter School
Multi-Grade/Small Rural Schools :
Skilpadvlei Primary School
Rooirivier Primary School
Process followed at St. Michaels Primary School:
Personal experienced gained through design build process
Conclusion
Bibliography
Introduction The 2nd year class of 2011 has been given the task to expand our knowledge and explain our experiences while exploring design build projects, multigrade schools and green schools. A description of various schools, sustainability aspects, different construction methods, unexpected problems that may have occurred throughout the process, student’s observations, teaching techniques and pedagogic rationale as well as the improvement of the St. Michaels Primary School in Oude Burg, near Elgin will be discussed in this paper. This requires research and careful analysis of all the subject matter and a summary of all the knowledge to be explained and documented. This is my perception and understanding of the concept of the design build project, multigrade school as well as the ability to green a school using sustainable materials and equipment.
The International Academic design- build project. Project Name: Flurkapelle Buchen/Bรถdigheim Local architect: Ecker Architekten Builders: The students of The College of Architecture, Illinois Institute of Technology, Project Leader: Professor Frank Flury Location: Boedigheim, Germany Client: Protestant Church of Bรถdigheim Project year: 2009
Background: In January of 2008, the Reverend Moser-Feesche wished to build a chapel. He contacted local architect Dea Ecker Architekten and explained his vision. He did encounter a few issues along the way namely, no funding, no property, and no support of the congregation. Dea Ecker who received her Master degree in Architecture at the Illinois Institute of Technology (IIT) decided to contact her friend and previous school colleague, Frank Flury, who was also a Professor at IIT, who taught Advanced Studio for DesignBuild Projects at the College of Architecture in Chicago and explain the much anticipated project. They all agreed that this would be a promising and educational experience for the students at IIT to be part of and the design build project was born. Organizational aspects To start a project that included students that would be part of the construction process, this would mean careful planning and keeping your requirements, goals and achievements in order to obtain optimal performance. In December 2008, the Professor Flury visited the site in Bรถdigheim to investigate and discuss the project with the Reverend. This set in motion the plan of action for the way forward. 1. Professor Flury would provide guidance with the design and construction of the building.
2. Ecker Architekten would make sure that all the necessary building permits and documentation from the local council was obtained. 3. Reverend Moser-Feesche would make sure property rights were gained and gather a team of volunteers in the community that were willing to help with the project. 4. Students would help design and construct project on site. Student perceptions and participation: In January 2009 Professor Flury introduced the project to the Design-Build curriculum and the students were very enthusiastic about it. The next 3 months, 12 students developed three design alternatives and in March 2009, their ideas and proposals had to be presented to the governing municipality of Buchen and the locals of BĂśdigheim. After hours of discussion and debate two projects were chosen, however Professor Flury would be the one that was responsible for the development of a final proposal. The students would be part of the design and construction process using various CAD programs to produce drawings and details. Pedagogic Rationale: In many United States universities, an apprenticeship or experiential training is not required for to achieve a diploma in Architecture. Using the pedagogic rationale approach during this project at IIT Advanced Design/Build Studio allowed the students to have hands on understanding for architecture as a whole.
These students were given the
opportunity to understand the entire design process – from the design sketch phase to final handing over ceremony.
This practical skills gained will be with them for years to come and would lead them in good stead together with their theoretical academic knowledge, should they continue on the path of architecture. The project has produced various positive aspects because diverse groups worked together to create something that would be more challenging should they have endured it on their own. This led to cultural, religious and racial differences to set aside in order for a common goal to be achieved. New friendships were formed and in the process a beautiful chapel was built. Building Design & construction: Brief: “The brief was to create a place of spirituality.” Professor Flury defined the project for the twelve students who come from various parts of the world as “an interdenominational chapel, a space for people who are in a search for God – a place for quiet reflection, but also one that welcomes hikers and cyclists who appreciate a rest stop that has a sense of beauty.” Design The ecumenical (place where the 1st Apostles gathered) chapel sits on a hill between the villages of Boedigheim, Seckach and Großeicholzheim. The structure can be seen from afar but you can access it by foot or using bicycle via a steep country lane. The students created interactive outdoor facilities and spaces that followed a logical sequence. A narrow footpath on arrival which leads you to a gravel open space that is enclosed on two sides with massive limestone benches. This open space lies between an existing hedge and the blank tower façade. This space represents the worldly realm. A brick platform is raised from this area, where visitors enter a closed patio and finally the sanctuary. This platform serves as a crossing over to the divine. Surrounded by 4 closed walls, the views are restricted to the sky and the tower, which encloses the chapel sanctuary. According to the students “The courtyard
and chapel are situated in a sea of faith,” “The Secular and the Sacred touch each other; they are connected with one another.” A simple shape, symbolic of the Biblical Temple of Solomon and similar in style to that of vernacular tobacco-drying barns still found in the area today. The whole timber structure is supported on 8 steel moment-frame anchors that has a thin gap between the massive brick platform and the timber structure. This detailed joint allows a heavy building to become weightless and be elevated above the ground plane. The 3-meter high building with full-timber diagonal bracing hidden provides strength and stability for the structure. Diagonal planking forms part of the structure with cladding that encloses the entire first level. The base supports the entire frame and allows the four main columns to be cantilevered vertically for the next six meters without additional bracing. The 9-meter high chapel tower, Louvers cladding the higher portion of the tower are build up increasingly further apart as they rise compared to the solid base. This makes the tower seem like its extending in height. Resulting in shadows and various plays on light around the building. The project was designed that students were able to complete the project without any construction skills. The entire wooden structure was pre fabricated and cut according to the student’s drawings. All cutting, sawing and machine work was done in factories. With donations of lumber, renewable and local materials from the city of Buchen, and various professional volunteers in the community and an enthusiastic student body the project could start. Various tasks were given to various people. 1. Professor Flury developed the design with his students to ensure that construction could be completed in a single summer semester. 2. This meant lots of e-mailing, AutoCAD, and Skype teleconferencing tools used to create a student project into a set of working drawings ready for German construction standards. 3. Dea Ecker contacted the local municipalities and prepared drawings to obtain the necessary permits.
4. The Reverend Moser-Feesche and the community were responsible for the property rights and for coordination of accommodations of the students during the construction phase. 5. The student group arrived in Germany during the first week of June with the help of many volunteers worked efficiently and consistently to complete the chapel in an amazing 8 weeks. More than 400 people witnessed the official benediction on 25 July, 2009.
Success of the project: I believe that this was a very successful project as it provided a place of worship for the community but enrichment for students and professionals. Completing the task within 8 weeks is a remarkable time considering most of the students were unskilled workers with only theory based knowledge. I believe that with the guidance of willing professionals, enthusiastic students and countless volunteers this project was a great success and will continue to serve as a precedent for future students venturing into the design build phase of their education.
Three Successful Green Schools Project: Brandeis Hillel Day School, San Francisco Background: The parent teacher association decided they needed to change the school environment by following many green initiatives including zero waste, green events, no-idling, school gardens, green procurement, energy efficiency, and green building projects. They established an environmental committee, made up of both parents and teachers. Description of building: The building is made from local timber clip lock boarding and dry walling that can be recycled if demolished. Fenestration is made from aluminum which is long lasting and does not need to be maintained that often. Why is it sustainable? They created area’s which they could reduce the energy of the building by using natural materials and implementing green projects. How was the sustainability achieved: By reducing the amount of rubbish and increasing both recycling and composting of waste. Installed energy efficient lighting, and use non-toxic cleaners and recycled paper products. They have an environmental column in their weekly school newsletter to encourage parents and guardians to continue the sustainability habits in the homes. They made an effort to get colour coded bins for composting
and
recycling,
They
achieved
all
of
this
through
constant
communication about proper waste sorting whenever they had school events. They provide large water containers at all events to discourage the use of disposable plastic bottles. Can this be achieved in South Africa: Yes this can be achieved in South Africa if people take sustainability as a way of life and are taught from a young age to conserve natural resources and energy.
Three Successful Green Schools Project: Cow Hollow Preschool, San Francisco Background: The school was to move from the Cow Hollow neighborhood in San Francisco to a historic building in the Presidio, the parents saw a unique opportunity to create a green renovation of the new site, as well as address ongoing operational issues. Description of building: The building is made from local timber clip lock boarding and dry walling that can be recycled if demolished. Fenestration is made from aluminum which is long lasting and does not need to be maintained that often. Why is it sustainable? They created area’s which they could reduce the energy of the building by using natural materials and implementing green projects. How was the sustainability achieved? The site renovation included many green aspects: using less toxic materials like low VOC-paint and no PVC. They purchased low- toxic toys and art supplies, Non- toxic cleaning materials. They created a compost bin, recycling bins, and incorporated nature as part of the whole educational experience by using outdoor classrooms. Children also got involved in green initiatives. They made signs for all bins for our green events, had green breakfast and collected e-waste such as batteries and cell phones. They provided a breakfast of bagels, coffee, and hot chocolate to lure people in, and used compostable food service supplies. Can this be achieved in South Africa: Yes this can be achieved in South Africa if people take sustainability as a way of life and are taught from a young age to conserve natural resources and energy.
Three Successful Green Schools Project: North Oakland Community Charter School Background: The green committee decided to create a zero waste school, with the help of volunteers, parents and children they were able to enhance the school environment and make it more sustainable. Description of building: Why is it sustainable? They created area’s which they could reduce the energy of the building by using natural materials and implementing green projects. How was the sustainability achieved: They educated students about recycling, using recycling themes into the curriculum by creating songs and skits that reinforce these themes. The students presented the songs and skits to the rest of the school during all-school meetings and events. All of the students were taught to use the new recycling system in their classrooms. They also used proper bins in the lunch room for recyclables and composting, Hosted green fundraisers including the e –waste product collections, ink jet and cell phone recycling, plastic bag collection, and selling student-made cleansers. Healthy lunch options were implemented at the cafeteria’s that included nutritious, healthy, organic, free-range, food products and the use of low-waste serving components. Replacing single use wipes with non-toxic alternatives in the classrooms. They created school garden which formed part of the curriculum to grow flowers and vegetables. The school is successful because they are raising a generation of youth who have an increased awareness of their impact on the earth’s resources.
Can this be achieved in South Africa: Yes this can be achieved in South Africa if people take sustainability as a way of life and are taught from a young age to conserve natural resources and energy. Creating good habits of conservation and it should be consistent throughout the country in order for it to work in every community.
Three Successful Multigrade Schools School Name: Skilpadvlei NGK Primary Location: +-15 km from Moorreesburg.
Background: The Skilpadvlei Multigrade primary school serves a poor farming community in Moorreesburg the parents are all farm workers on the surrounding farms. There are only two educators who care for all the learners. A poverty stricken community with very little facilities available. The Khanya Project got involved at the school in 2008 with an idea to upgrade using technology that would best suit the school’s needs. Teaching Methodology & how architecture contributes to it: Multigrade classes are challenges to the educators who need to cater for a variety of abilities and different curriculums in a single learning environment. Technology can be of particularly useful in this environment. Two Electronic Interactive Whiteboards, two notebooks, a scanner and appropriate educational software has been installed at Skilpadvlei Primary. Each educator now has the opportunity to use technology in their own classrooms that would benefit each learner. Educators can now keep an accurate record of learner abilities as well as numerical levels and literacy skills. This technology will change the way they teach and the way their learners experience learning forever. The container like structure provides a suitable ventilated area for teaching. This form of structure allows for maximum space to be obtained in the classroom. The school is successful because: The two educators at Skilpadvlei Primary now have the opportunity share knowledge of the world into their classroom through the use of educational software and internet access. Their learners are enthusiastic and very excited to use new technology. The educators are receiving training will continue to share the
knowledge gained from these sessions. The technology is useful in the multigrade setup tasks can be separated easier eg. some learners can be doing regular book work while the educator uses the board to teach other learners different skills. Alternatives to improve classroom environment: They could create partitions in the classroom using creative art display boards allowing less distractions while the educator is busy with the one grade.
School Name: Rooirivier VGK Primary Location: Little Karoo, 65km east of Outdshoorn
Background: Rooirivier Primary is situated in the Little Karoo, 65km east of Outdshoorn. This multigrade school consists of two classrooms and provides education to the children of farm labourers from the Rooirivier, Diepkloof, Kleingeluk, Hoekplaas, Barandas and Buffelsklip farms. This school is an important part of the community. The majoraity of the parents in the community are illiterate so many challenges are faced on a daily basis. Even though all the odds are against these children they continue to be eager to learn. In 2007 they received some money for improved Systemic Evaluation tests, Rooirivier Primary was able to buy two computers and the learners in the Grade 4 – 7 age group became accustomed to the technology. Khanya Project got involved at the school in 2010 with an idea to upgrade using technology that would best suit the school’s needs by providing them with two laptops and two data projectors. Teaching Methodology & how architecture contributes to it: Multigrade classes are challenges to the educators who need to cater for a variety
of abilities and different curriculums in a single learning environment. Technology can be of particularly useful in this environment. Educators at Rooirivier Primary are also being trained in the use of the Microsoft software that will allow them to do all their admin work on these laptops, easing the pressure of the educators and to much benefit of the learners as work can be processed quicker. The interactive white board is installed in one classroom and educators alternate to allow everyone a chance. By having an environment that has access to electricity and space to accommodate the technology these children are able to receive an education The school is successful because: The educators are receiving training and knowledge to empower themselves which in turn will have the opportunity share their knowledge of the world into their classrooms by means of educational software and internet access. Their learners are enthusiastic and very excited to use new technology and grasp these ideas very quickly.
The technology is useful in the multigrade setup as task can be
completed and it allows educators to provide more knowledge in a short space of time. The successful application of this technology and the interest with which educators and learners have grasped onto this new way of learning was seen by Khanya and they were awarded a second EIWB. This is evidence of constant growth in what used to be disadvantaged community. Alternatives to improve classroom environment: They could create partitions in the classroom using creative art display boards allowing fewer distractions while the educator is busy with the one grade.
Process at St Michael’s Multi-grade School Project Name: St Michaels Multi-grade School Builders: The 2nd year students of The Cape Peninsula University of Technology. Project Leader & Architects: Hermie, Jolanda, John, Peter & Rudolf Location: Oude Burg, Elgin Beneficiaries: St Michael’s school & community Project year: 2011
Background: A collaborative project with the Department of Architectural Tehnology and the CPUT Centre for Multigrade Education ( CMGE ). This project involves greening one of 10 rural schools that would improve the environment and empower the teachers, children, parents as well as the community. This forms the basis of a broader project that will take place over the next few years. As students that form part of the multigrade education system tend to come from poverty stricken homes and environments and are exposed to harsh circumstances. This project aims to provide a platform for enrichment and growth in rural communities so that students and teachers are able to grow in understanding and knowlegde through the use of a sustainable environment. Together with the 2nd year class of 2011 CPUT Architectural Technology department and various professional we aim to improve he lives of those at St Michaels Multigrade School in Elgin The Design Build Process: This was quite a lengthy process which involved lots of hours of work but the 1st stage was that we needed to establish what improvements would be made. 1. We visited the site, measured up the area, took some pictures and made some sketches. 2. Groups were formed where we documented all the information gathered.
3. We as students we given the task to provide proposals and ideas to improve the environment at St Michael’s. 4. Then once all that information was worked through a design team was formed and a final draught of the design was established. 5. We then needed to outsource materials and as much donations as possible as this project had limited funding. 6. These logistics were sorted out through the many hours of fellow students and lecturers. 7. Once all the logistics were completed, materials were then dropped off on site and preparation for building would commence. 8. We were put into various groups and that would determine which days we would leave for site. The design team left first and sorted out all the last minute preparation before any physical work began. 9. Then off to site we were the first part was to make sure that the setting out of the site was accurate. “this is a very important aspect of building as this determines whether you out by a mm “. 10. That took approximately two days and then it was preparation of all the materials. 11. Various groups were given various tasks to fulfill namely…… Sanding, Painting the timber , cleaning, digging, making laminate beams, drilling holes, decking, putting up the pergola, making the staircases , knocking out the fire place, painting the walls and making lunch. 12. Once all those tasks were completed we could do a final check and then the handing over ceremony would take place.
All these tasks allowed us to learn various skills and realise that architecture is not only pen to paper. The practical aspect of it allows you to get your hands physically dirty and it felt absolutely awesome doing it. When I arrived on site, I was very happy to be part of anything and everything. It was a buzzing bus drive to site and everyone was excited in anticipation, I wanted to make sure that I gained experience in just about all that I possibly could. Once specific
we
chose
tasks
we
our got
straight to work. It started with the prep work of the timber rafters that needed painting. Those needed to have a 10min dry time between changing sides and 24 hour drying time before a new coat was given. We had a system to complete that by the end of the week. This that meant we needed to move on to the next tasks which included making laminate beams, setting out the decking, planting some plants and even knocking out a few bricks at the fire place. This was all very exciting, however we truly had gentlemen on sight as they didn’t really want us to do anything strenuous but we showed them our girl power!!! The guys made sure that the cement was mixed for plastering and that the holes were filled with concrete and that the gum poles were secure before the rest of the structure was put up. I have yet to see so many people get so excited when the concrete truck arrived. It was actually hilarious!
Teamwork was the most import quality we needed on site in order to make this project a success. I do believe that we have an amazing class that has wonderful people that are willing to put in every effort to ensure that the lives of others can be enriched and improved through their actions. It was such a pleasant experience to work with people that had a common goal. Although we faced our daily challenges this was all worth its while when we realized that the effort we putting in would be cherished by many. Once everything was completed it was the handing over ceremony.
The children said a prayer and thanked
everyone for making their school a more sustainable place and an environment that is up lifting for them. It was a very emotional experience being part of a group of people that had made a huge impact on little people’s lives. I realized the importance of giving back to the community through hard sweat and labour and to see their eyes light up and smiles on their faces it was truly heartwarming and priceless. Once everyone had been thanked we had a hand
painting
session.
A
symbol
of
the
contribution made to the St Michaels Multigrade School and community. We all painted our hands on the wall. This included the lecturers, architects, teaches,
students,
children
and
whoever
participated in making the project a success. I believe that the community of St Michaels will be grateful for this valuable sustainable design build project and I believe they will continue to use and develop the skills and facilities they will given for years to come. I believe that this project was a huge success and that for unskilled workers we done a fantastic job! Well done to everyone!
Conclusion In conclusion to all the research, experience and knowledge gained throughout this entire process I believe that sustainability is a way of life and not only an aspect that needs to be considered when designing and building. The process of greening and design build projects allows the interaction of people across the board. Eliminating any discrimination, be it racial, physical, gender specific, religious views and cultures. Team work is the one thing that is the important aspect to complete any project. With team work many things can be achieved and we could all make this world a more sustainable place to live in. I believe that the design build projects should be incorporated in the Architectural Technology course as a requirement or aspect before you obtain your diploma because being part of such an amazing experience can only be to your benefit as a future architect. Although multigrade schools are not the most ideal for learning, it is on the rise and in many disadvantaged communities this medium of education provides the community with growth and development. It is very important for growth and development to occur in every community, I hope one day I will be a have the necessary knowledge and understanding to be a leader in initiating a design build project that will uplift a community. These memories and knowledge will be cherished forever. A special thank you to all who were part of the wonderful 2 nd year class of 2011 I am proud to say that I was inspired and motivated to achieve great things. Wish all of you the best of luck in your future endeavours.
BLIBLIOGRAPHY 1. Saieh , Nico . "Field Chapel in Boedigheim / Students of the College of Architecture at the Illinois Institute of Technology" 15 Oct 2009. Arch Daily. Accessed 06 Nov 2011. <http://www.archdaily.com/37921> 2. Kanya schools “ Multigrade schools” 2000 Accessed 10 Sep 2011 vhttp://www.khanya.co.za/schools/khanyaschool.php?emisno=0125357820 3. Deborah Moore and Adela Karliner The David Brower Center 2004 “Green schools initiative” accessed 29 Aug 2011 http://www.greenschools.net/