ANALYSIS
CONTENTS T Y L E R E L L I S O N . L A 4 61. C A L P O L Y S L O . W I N T E R 2 019.
1 Cover 2 Contents INTRODUCTION
T R A N S P O R TAT I O N 22 At a Glance
3 Contents
23 Public Transportation Network
4 Project Summary
24 Transportation Type to Work
5 Project Mission
25 Transportation Time to Work
6 Goals and Objectives CONTEXT
21 Crime Density
P O P U L AT I O N M A K E U P 26 Total Population Density
7 Goals and Objectives
27 Population Under 18
8 Geographic Context
28 Population by Race
9 Cultural Snapshot
29 Individual Race Densities
10 Project Vision
30 Female Householders, no Husband Present
11 Analysis Roadmap
31 Male Householders, no Wife Present
F E A T U R E S & T R E N D S 12 Landmarks 13 Landmark Visuals 14 City Zoning
32 Percentage of Households with 1+ Children 33 Total households with 1+ Children F O O D & P O V E R T Y 34 Total Households Below Poverty Line
15 Current Representative Images
35 Families Below Poverty Line
16 General Plan
36 USDA Food Security
17 General Plan Notes
37 Households Eligible for SNAP Benefits
18 10 Foot Contours & Flood Zones
38 Adult Obesity Prevalence
19 City Parks
39 Physical Activity Estimates
20 Housing Unit Occupancy
40 Opportunity Rating
CONTENTS
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41 Key Food Sources S C H O O L S & S T U D E N T S 42 All School Footprints 43 Percent of Population Enrolled
D E S I G N M AT R I X 61 Adjacency of Design Elements 62 Design Elements + Site Factors U S E R P R O F I L E S 63 Case 1
44 Enrolled Student Density
64 Case 2
45 Individual School Enrollment
65 Case 3
46 Total Students Eligible for Free Meals
P R E C E D E N T 66 The Edible Schoolyard Project
47 Percent of Students Eligible for Free Meals
67 The Edible Schoolyard Project
48 Elementary & Middle School Truancy Rate
68 The Bullock School Garden
49 Selected Vallejo Schools
69 The Bullock School Garden
50 Selected School Data
70 Lafayette Greens
51 Selected School Data
71 Lafayette Greens
52 Selected School Data
72 Gary Comer Youth Center
53 Selected School Data & Conclusions
73 Gary Comer Youth Center
N AT U R A L E N V. 54 Average Monthly Temperatures 55 Vallejo Rain and Wind P R O G R A M 56 Edible Landscape 57 Edible Futures 58 Food Education 59 Sustainable Systems 60 Growing Community
A P P E N D I X 74 Concept Sketches 75 Concept Sketches 76 Bibliography 77 Bibliography
PROJECT INTRODUCTION SUMMARY
As American food travels 1,500 miles from farm to plate, it delivers increased access to some but also the loss of affordable, fresh, local, nutrient-dense produce for others. Concurrently, prevalent urban food sources such as gas stations and liquor stores offer plentiful cheap, low-nutrient, highly processed, unhealthy food options in accessible locations near to residential neighborhoods, predominantly in low-income ones. To affluent populations, healthy food can be both accessible and economically feasible, but marginalized or impoverished neighborhoods can struggle accessing the food options their families need. By framing today’s complex food issues as a design problem for the landscape architect, local food accessibility can be approached as a community-driven system that doubles as a resource hub to meet other community necessities. Public schools already provide a gathering point for local communities, and are designed to develop the next generation of a community. This project lays research groundwork in reimagining an existing public school as a local food school, using landscape design with an urban context to create spaces of opportunity for food education, food production, and community development. The City of Vallejo, California, is identified as a starting project vicinity for such a development. Vallejo today is a highly diverse, coastal, post-industrial community recognized for crime, employment need, and pockets of high poverty, especially in children. The educational and community building impetus of the outlined project is seen as one method for building sustainable momentum within marginalized such as are in Vallejo.
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PROJECT INTRODUCTION M I S S I O N S T AT E M E N T
This project reimagines an existing public school as a local food school. The design approach is based on ideas that the landscape will be used to create spaces which provide opportunity for food education, food production, and community development. The project approach integrates ideas of holistic systems both ecologically, in terms of food production processes, and culturally, in terms of activity, nutritional habits, health, and educational success. Because the project site is within the urban context, a key factor in optimizing food production will be based on the adaptation of both modern methods, including vertical gardening, aquaculture, and permaculture, as well as innovative crops such as mushrooms and sustainable support systems such as water capture and green roofing. Key to the project mission is the method of organizing interesting and educational places throughout the campus in a way that food becomes an integral part of both the teachers and students achieving maximum participation in the school curriculum. In addition, the curriculum itself will be reimagined to facilitate new goals with the food landscape in mind.
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PROJECT INTRODUCTION GOALS AND OBJECTIVES
GOALS: Overarching principles guiding design decisions. OBJECTIVES: Specific steps taken to meet goals. 1. R E E N V I S I O N S C H O O L G R O U N D S T O S U P P O R T F O O D P R O D U C T I O N . Resize lawn areas to the dimensions necessary for school sports. Assess parking needs in relationship to water availability. Assess existing tree canopy and locate new canopy that provides protection for buildings & outdoor activity. Design an area with small plots for growing food. Design areas for large-scale cafeteria-supplementing agriculture. Locate a greenhouse large enough to cater a portion of the school’s food needs. Place a composting area accessible to food wastes and dispersion. 2 . C R E AT E A P R O J E C T - T O - T A B L E C L A S S R O O M - T O - C A F E T E R I A F O O D S Y S T E M A P P R O A C H . Connect each grade level to a specific large-scale crop set for the year. Integrate modules of plant or nutritional knowledge regarding the crop into weekly studies. Locate an accessible outdoor food preparation area. Facilitate in-classroom window gardens or other urban garden techniques Educationally involve students in food harvesting, processing, & preserving. Employ on-site gardeners in and outside of class time. Locate nutrition and food professionals onsite.
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PROJECT INTRODUCTION GOALS AND OBJECTIVES
3 . E N C O U R A G E A V I B R A N T L O C A L F O O D C O M M U N I T Y. Develop a mutually-beneficial system for parent involvement. Provide a free food resource center on-campus. Integrate a food sharing or food bank program. Provide students with resources and information to increase overall health levels. Create a space for ongoing workshops, fundraisers, or community events. Keep school grounds open to students and families until dusk & on weekends. 4 . F U L L Y I N T E G R AT E T R A D I T I O N A L S T U D I E S W I T H H O L I S T I C F O O D E D U C AT I O N . Explore topics of culinary arts, nutrition, food history, or food technology at least once weekly in the classroom setting. Develop a student kitchen space. Create at least one outdoor classroom. Develop multiple-season outdoor study spaces. Develop an area and system for exploring hydroponics & aquaponics. Create an area for mushroom production, insect production, and/or other alternate urban food sources. 5 . R E N O VA T E G R O U N D S A N D B U I L D I N G S I N T O A H O L I S T I C A L L Y S U S TA I N A B L E S Y S T E M . Develop a complete rainwater catchment system. Install tanks, reservoirs, or ponds for water use on-site. Investigate solar as a sustainable energy source. Replace at least 50% of existing asphalt with permeable alternatives. Locate new vegetation and structures for maximum passive heating & cooling. Install prominent bike racks to encourage alternative modes of transport.
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CONTEXT GEOGRAPHIC CONTEXT
The State of California
San Francisco Bay Area Counties
Napa
Sonoma Sacramento
Solano
San Francisco
Marin Contra Costa San Francisco
Alameda
San Mateo Los Angeles
Santa Clara
San Diego 8
City of Vallejo
CONTEXT
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CULTURAL SNAPSHOT
Vallejo is a community of 122,000 people located in the northeast San Francisco Bay Area. Named after General Mariano G. Vallejo in 1844 and twice the acting California state capitol, Vallejo has been most identified with the now-shuttered Mare Island Naval Base. From 1854 to 1996, the narrow island across from Vallejo’s main waterfront provided the primary population draw, constant local employment, and a strong maritime identity. Following the closure, the remnants of Vallejo’s maritime era have largely fallen into disrepair, but the Vallejo ferry terminal still provides a key regional ferry connection to downtown San Francisco. The many aspects of historic industrial production as well as the region’s unique and varied opportunities have developed a highly diverse population almost equally split between Asian, white, Hispanic, and black community members. Despite it’s prosperous past, Vallejo today is largely associated with high rates of crime and poverty above state averages (16.9% of total), especially in children (31%). Some neighborhoods have families-below-poverty as high as 75% of the total. Similarly, unemployment in recent years has hovered around 150% that of the state average. Most working residents travel over 35 minutes to work, mostly alone in cars, contributing to massive bay area road congestion while spending over $3,000 per household on gasoline in a year. Sources: ci.vallejo.city.ca.us, city-data.us, censusreporter.org
TOP: Three F-subs in dry dock #2, 1914. Library of Congress, Web. BOTTOM: Mare Island Today
CONTEXT PROJECT VISION
The Vallejo General Plan 2040 outlines a significant number of goals associated with community development in health and wellness. The goals are framed as regenerative factors within the City’s future, so the emphasis within the document provides an objective baseline for the development of a educational resource conceived in terms of the food landscape. Specific policies within the plan, including improved food sources, local food production, and healthy eating programs will be key elements within the school redevelopment. Architectural form creates spaces for people of any age, ability or cultural background. Ecological principles are displayed and taught in a way that encourages sustainable and beneficial attitudes toward the enviroment for a liveable local future. The project is envisioned as including “conventional” growing spaces, but the scope of this project is not limited to conventional methods, ordinary scales, typical organization, or mere horticultural inquiry. The role of environmental technology in education and in food production, social values of work, ingenuity, and entrepreneurship, the opportunities of community networks in high crime and high poverty situations, and cross-cultural placemaking all play into creating a comprehensive and locally responsive project. While a shortlist of potential locations are identified by this document, no sitespecific analysis or design response is included. Next steps include contacting school administrators regarding site visits to physically assess opportuities and constraints in conjunction with gathering personal perspectives. The goals of the document’s author have shifted to include a broader range of constituients with a different design premise, but the process and result of the included of analysis and exploration is still seen as instructive and meaningful.
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CONTEXT
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ANALYSIS ROADMAP
The following pages largely contain maps pertaining to the demographic characteristics of the City of Vallejo. As this phase of site analysis is operating at site selection scale, the most important factors in this particular social project are the people impacted, and in this case, are projected to be communities within the immediate vicinity of a local elementary school. Unless otherwise noted, all demographic data comes from the 2015 5-year estimates from the United States Census Burean, primarily at census block and census tract scale. The organizational method employed begins at largest or broadest scale and moves increasingly specific toward particular characteristics that relate to the outlined project vision. Thus, general observations have been made regarding a large variety of maps, and more specific notes are included to tie various maps together, especially towards the end of the document in the section on specific schools and their relationship to previous poverty and food security maps. Comments from the City of Vallejo General Plan 2040 connect directly to the project vision, but it should be noted that because school locations are already established, the retrofit development will focus on meeting the needs of existing community members. As noted, the impetus of the General Plan in developing the downtown area will be a strong consideration in choosing and understanding the site.
Thomas Bros.’ Map of early Vallejo & Vicinity, David Rumsey Map Collection, web.
FEATURES & TRENDS LANDMARKS
Bordered on one side by hills, and on the other by the Bay, Vallejo is tucked between, as it were. Those visual characteristics, however, lend a certain California picturesqueness typical of the region. The Six Flags Discovery Kingdom is a regional attraction, as is the Gateway Shopping Plaza, to a much lesser degree. Downtown Vallejo is undergoing revitalization, that having started with the building of a new transit center right near to the waterfront. There are a number of historic buildings and areas through the town, including the Empress Theater.
City of American Canyon
Gateway Shopping Plaza
Napa River Six Flags Discovery Kingdom
Kaiser Permanente Medical
Downtown Vallejo
Mare Island City of Benicia San Pablo Bay
Glencove
Carquinez Strait 12
FEATURES & TRENDS LANDMARK VISUALS
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FEATURES & TRENDS CIT Y ZONING
Downtown & Waterfront Freeway and Linear Commercial Neighborhood & Pedestrian Commercial Intensive Use Limited Intensive Use 5
High Density Residential Medium Density and View Residential Low density and Rural Residential
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1 2 4
3
City zoning gives a broad representation of what goes on where in the city. This map shows a series of commercial corridors and the locations of swaths of residential between. Commercial and intensive use zones are along primary transportation corridors or main city streets. 14
FEATURES & TRENDS
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C U R R E N T R E P R E S E N T AT I V E I M A G E S
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CITY OF AMERICAN CANYON
0
CITY OF VALLEJO GENERAL PLAN 2040 Land Use Map
Non-Contiguous Parcels
g wood
Vallejo
y
Su b
Stat
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11/7/17
FEATURES & TRENDS
17
GENERAL PLAN NOTES
The Vallejo General Plan 2040 envisions a “river and bay city” with a robust local job and housing economy, vitalized by a vibrant downtown and waterfront core. The document stresses the importance of maritime history and historical economic drivers related to Mare Island and the connection to the bay, as in the decades since decommissioning, the facility and surrounding lands, which are located just west of the downtown and accessible by SR 37 and the “causeway,” has largely declined. On the east side of the Mare Island Strait, the city has identified a number of specific vacant parcels considered important for city revitalization, especially as they are already integrated into infrastructural
systems. Sustainable and local food systems play heavily into health visions for the community, as do various plans for regional and community parks along with green infrastructure in the future city core which includes both downtown, the waterfront, and the facing Mare Island dockyards. Crime measures were also briefly mentioned in Crime Prevention Through Environmental Design, which would very likely play into the design of a safe community space. Park access, especially adjacent to schools, also played an important part in community assessment. CityofVallejo.net - Planning Division Document Library
General Plan map illustrating the relative locations and size of vacant parcels within the incorporated zone, Mare Island excepted. Vacant residential parcel: Orange. Vacant non-residential parcel: Blue.
Proposed parks (hatched dark green) from the Vallejo General plan can be networked with schools.
FEATURES & TRENDS 10 F O O T C O N T O U R S & F L O O D Z O N E S
Water Bodies
Legend
Lake Chabot
FEMA 100 Year Flood Zone 10Contour
FEMA 500 Year Flood Zone
Napa River
A significant slice of central vallejo stretching north to the Napa River is within either 100 or 500 year Flood Zones. Especially given the uncertainty of climate change and sea level rise, new development should be sited away from that strip, as well as the flood zones surrounding Lake Chabot and Lake Dalwigk. Most of the populated areas within City limits are located on the lower elevation areas, or on western slopes which overlook both City and bay beyond. Slope aspect facing west toward the bay or east toward the hills will be an important visual consideration during concept development.
Lake Dalwigk
Swanzy Reservoir
Carquinez Straight San Pablo Bay 18
FEATURES & TRENDS CIT Y PARKS
Park 0.5 Mile Access Zone Resource Conservation Zone
Most of Vallejo’s residents are within 0.5 miles of a City park. Four significant zones without that walking-distance access to a park are good opportunities for the school redevelopment to take place, as it will contain a component of green space and offer outdoor opportunity for local residents and their families.
Children are
5X MORE LIKELY to have a HEALTHY WEIGHT if a PARK or PLAYGROUND is within 0.5 miles (NRPA)
19
FEATURES & TRENDS HOUSING UNIT OCCUPANCY IN DOT DENSITY
Legend Dot = 5 Housing Units 51 Occupied pied 5Occu Unoccupied Housing Units Vacant
Housing vacancies are spread throughout the city, but concentrated near the downtown area, and least near City edges. This makes the downtown region a good place to drive redevelopment that would encourage new residents. HOME OWNERSHIP in 42,734 housing units Owner Occupied 47
Renter Occupied
47%
R
53% 20
FEATURES & TRENDS
21
C R I M E D E N S I T Y, 2 016
Police Station High Crime Density Medium Crime Density Low Crime Density
Vallejo’s
CRIME INDEX is
Higher than
94.7%
of U.S. cities
Crime rates are an opportunity to consider the power of design in making places safer with smart landscapes and productive social spaces. CrimeReports.com
Gateway Shopping Plaza
TRANSPORTATION AT A G L A N C E
Vallejo is connected to San Francisco directly through the Baylink ferry, which operates a 45 minute journey to a downtown San Francisco pier. Highways 37, 29, 80, and 780 also all intersect in the city, connecting it with the many other urban areas surrounding. Bus routes weave through the large majority of the City core, but public transit use overall is around 5% for the most recent year’s data. Despite decadeslong increases in gasoline prices, most drivers choose to drive alone, and as a whole, drive 20% longer to work than the California average. Vallejo, being in the greater San Francisco Bay Area, is home to a large number of daily commuters, many of whom drive more than an hour to reach their place of work (Page 19). At the same time, many have a less than ten minute commute, large numbers of both groups being dispersed throughout the city. In general, however, longer than one hour commutes can be found more commonly by those living in the north part of town, while shorter than ten minute commutes can be found more frequently on the eastern side of downtown.
22
$3,012
Household gasoline purchases each year
35.6
Transportation to work minute commute 20% longer than CA average 72% drive alone 17% carpool 5% use public transit
29
TRANSPORTATION
23
P U B L I C T R A N S P O R T AT I O N N E T W O R K
80
Transit Center Highway Bus Route Ferry Route Sereno Transit Center 37
Vallejo Transit Center
780
80
Legend
TransportationTypeTm TRANSPORTATION ie 1Dot=10 PubTrans Walk TaxiMotoCy Driving CarTarcCar, kVanTruck, or Van
T R A N S P O R TAT I O N T Y P E TO WO R K I N U N I T S O F 10 P E O P L E
Taking Public Transit Riding a Motorcycle or Bicycle Walking
As seen on the map, driving cars, trucks, and vans far outweighs the use of any other mode of transport to work. No particular area denotes a significant increase in walking or biking to work, which might have suggested an area of increased walker and biker friendliness in community design or orientation.
24
TRANSPORTATION Legend
T R A N S P O R TAT I O N T I M E TO WO R K I N
Tran U N I Tspo S Ortat F 2 ionT P E Oype P L E Time 1 Dot = 2 Lessthan10 60orm ore or Less 10 Minutes
60 Minutes or More
Long commutes would tend to originate toward the north side of the City, while the shortest commutes come from the area east of downtown, both observations corroborated by higher population densities in those areas.
25
POPULATION MAKEUP
Legend
T O T A L P O P U L AT I O N D E N S I T Y
Cen sus ock / SQ U A_Bl RE M I L E_Population
Pop / LandSqMi 316.8 - 4026 4027 - 6871 316 - 4,026
6872 -- 6,871 9816 4,027 9817 - 1512 6,872 - 9,816 0 15130 - 22270 9,817 - 15,120
15,130 - 22,270
Population density varies significantly through the city. As would be expected, higher concentrations can be found near downtown, but are noticeably away from the waters’ edge. Additionally, two pockets of higher density are found due north of the downtown area, one on the edge of American Canyon. The least densely populated areas sweep the eastern city boundaries from north to south, with a conspicuous void in the very middle of the city limits as well.
26
POPULATION MAKEUP Legend P O P U L AT I O N U N D E R 18 D E N S I T Y
Vall / S ejo_ Q U A Peo R E Mple_ I L E Under_18
pplunder18 / Tract_Area 75.26 - 320.2 320. 3 - 476.1 75 - 320 476.- 2476 - 789.0 321 789.1 - 1397 477 - 789
790 - 1,397
Density of children is more regular than that of the greater population. It generally mirrors the overall population density, but with a higher concentration from downtown stretching east, and at the border of American Canyon east of Highway 29.
27
POPULATION MAKEUP
Legend
TO TA L P O P U L AT I O N BY R AC E
CB_Population_Race 1 Dot = 20
AsianPop Haw iPIPop Indian 20 American Othe rPop 20 Asian TwoMorPop 20 Black / African American AINPop 20 Hawaiian / Pacific Islander BlkAfrPop 20 White WhitePop 20 Other
20 Two or More While the 2015 census data does not include a unique category for Hispanic, a limited 2017 dataset does, and the breakdown is as shown: 0.4% American Indian 0.9% Pacific Islander 5% Multiracial 21% Black 23% Hispanic 23% White 26% Asian 28
POPULATION MAKEUP
29
Legend
Legend
CB_Population_Race
CB_Population_Race
1 Dot = 10
1 Dot = 10
AsianPop
BlkAfrPop
10 A S I A N
10 B L A C K / A F R I C A N A M E R I C A N
10 W H I T E
10 O T H E R
Legend
Legend
CB_Population_Race
CB_Population_Race
1 Dot = 10
1 Dot = 10
WhitePop
OtherPop
POPULATION MAKEUP
Legend
FEMALE HOUSEHOLDERS, NO HUSBAND
CB_ P R E SFam E N Tily / SQUARE MILE
FemleHshld / LandSqMi 0.000 - 182.8
0182.9 - 182- 417.5 417.6 -
697.7 183 - 417 697.8 - 1371
418 - 697
697 - 1,371
Single working parents can benefit from the offering of robust and educational after school programs to minimize both the cost of after school care, as well as opportunity for children to involve themselves in productive and social activity in the absence of a consistent adult home presence.
30
POPULATION MAKEUP Legend
MALE HOUSEHOLDERS, NO WIFE PRESENT
CB_ Fam / SQ U A Rily E MILE
MaleHHlder / LandSqMi 0.000 - 39.97
039.98 - 39 - 112.5 112.6
- 315.6 40 - 112 315.7 - 1077
113 - 315
316 - 1,077
The geographic spread of single householders does not strongly point to any area other than the downtown area and the northern town edge. It should be noted that comparing these two charts, the density of male householders without a wife present is consistently half that of female householders without a husband present.
31
POPULATION MAKEUP P E R end C E N TAG E Leg CHILDREN
OF HOUSEHOLDS WITH 1+
1PlsUndr18 / TotHouseho 7-22% % 723-33 - 22% 34-44% 23 - 33% 45-65%
34 - 44% 45 - 65%
The percentage on this page and density on the following are the same dataset displayed in different terms. The first shows that overall, for only a handful of blocks does half of a given neighborhood have households with children. In fact, there are quite a number of households where significantly less than one third of the households have one or more children.
32
POPULATION MAKEUP Legend
TO TA L H O U S E H O L D S W I T H 1+ C H I L D R E N
CB_ Fam / SQ U A Rily E MILE
1PlsUndr18 / LandSqMi 35.34 - 472.5 472.6 - 920.3 34 - 472 920.4
- 1560 473 - 920 1561 - 3195
921 - 1,560
1,561 - 3,195
This map again hints at higher densities of target users (children) in and around the downtown area and extending east, as well as on the north edge of the City limits.
33
POVERTY & FOOD
Legend
TO TA L H O U S E H O L D S B E LOW P OV E R T Y L I N E
Belo / A Pov C R ELvl / Acres 0.000 - 0.3654 0.3655 - 0.8201 2 - 1.618 00.820 - 0.36 1.619- 0.81 - 3.726 0.37
0.82 - 1.61 1.62 - 3.73
Poverty Line
16.9% of Vallejo
34
31% of Vallejo Children
POVERTY & FOOD Legend
FAMILIES BELOW POVERT Y LINE
Pov / Aerty C R E _status_HousType
FamBelPov / Acres 0.000 - 0.1663 4 - 0.3918 00.166 - 0.16 0.391 - 0.7765 0.17 - 90.38 0.7766 -
1.734 0.39 - 0.77
0.78 - 1.73
Poverty is concentrated in the downtown area, gradually lessening toward the outskirts of the city. Families below the poverty line account for around half of the total households below the poverty line, and are again concentrated toward downtown, but not as evenly receding, as pockets of high and low density are throughout the City.
35
POVERTY & FOOD USDA FOOD SECURIT Y
Flagged as Low Income Food Desert Flagged as Low Access
The USDA’s Food Desert mapping identifies census tracts where residents will have difficulty accessing supermarkets or large grocery stores. As Vallejo’s supermarkets are located in the center of town, this makes those further away from the center more vulnerable.
36
POVERTY & FOOD Legend
P E R C E N T A G E O F T O TA L H O U S E H O L D S
Pov erty ELIG I B L _sta E F Otus_ R S NHou A P BsTy E N Epe FITS
Poverty_status_HousType.SNAP / TotHous 0.00000000 - 0.060109290
00.060 - 6%109291 - 0.123106061 106062 - 0.255395683 70.123 - 12%% 0.2553956 13 - 25% 84 - 0.584126984
26 - 58%
Eligibility for SNAP benefits, which provides access to groceries free of charge, is another way of identifying neighborhoods where households are at risk of food insecurity. This map clearly identifies the downtown region as the most susceptible.
37
POVERTY & FOOD M O D E L E D A D U L T O B E S I T Y E S T I M AT E S F O R 2 016 , C R U D E P R E VA L E N C E
18 - 20% 21 - 24% 25 - 27% 28 - 29% 29 - 32%
Prevalence of obesity is a an indicator of both eating habits and lifestyle or activity habits. Geographic data is only available at this scale for the adult population.Increased access to food, as well as physical exertion employed in production at the proposed redevelopment will help counter this multi-faceted issue. (ESRI, CDC)
Obesity Rates Comparison United States Average 39.8 Vallejo Maximum 32% California Average 25.1%
38
POVERTY & FOOD M O D E L E D E ST I M AT E S F O R N O A D U LT L E I S U R E - T I M E P H Y S I C A L A C T I V I T Y 2 016 , C R U D E P R E VA L E N C E
16 -19% 20 - 21% 22 - 25% 26 - 30% 31 - 36%
Physical activity is a key component to healthy livestyles, taken in combination with healthy food habits. As a paired map, this shows a trend of decreased activity in leisure time for the adult population that corresponds closely with the obesity map at left, where obesity rates double and leisure-time physical activity rates halve. (ESRI, CDC)
39
POVERTY & FOOD O P P O R T U N I T Y AT L AS H O U S E H O L D I N COM E FOR CHILDREN IN THOUSANDS
< $10 $34 $41 $47 $44 >$95 The Opportunity Atlas, an interactive mapping tool published by Opportunity Insights traces the potential for upward mobility at neighborhood scale through analyzing the data of people in their mid-thirties today. This map highlights, through the various factors assessed by the organization, how income opportunity decreases with proximity to the downtown neighborhood. (US Census Bureau, Darkhorse Analytics, Opportunity Insights)
40
POVERTY & FOOD KEY FOOD SOURCES
Farmer’s Markets Food Pantries Healthy communities are characterized by a variety of different food options for residents. Two important categories include Farmer’s Markets, which specialize in fresh produce which is commonly locally grown, and Food Pantries, which offer free food based on a range of criteria and are usually nonprofit or government-run. The Farmer’s Markets are either opportunities for produce grown at a school site to be sold or places where produce can already be procured in a neighborhood. The school could cooperate with an existing food pantry with excess produce or establish a new food pantry site. BELOW: Downtown Farmers Market
41
SCHOOLS & STUDENTS
Legend
ALL SCHOOL FOOTPRINTS
Vall E L Eejo_ M E NSch T A R Yool & _Po M I Dlys DLE SCHOOL NAMES
LEVEL_
Elementary Primary / Primary Elementary
Solano Middle Dan Mini Elementary Mare Island Technology Academy Elsa Widenmann Elementary
Secondary Secondary Combined Middle / High High Combined / Other Middle Other
Johnston Cooper Elementary Federal Terrace Elementary Joseph H. Wardlaw Elementary Caliber: ChangeMaker’s Academy Highland Elementary Vallejo Middle
Vallejo’s Educational Attainment 86% for High School or Higher 24% for Bachelor’s or Higher Higher than state average of 82.7% for High School but lower than state average of 32.0% for Bachelor’s or Higher
42
Vallejo Charter
Lincoln Elementary
Cave Language Academy Hogan Middle Steffan Manor Elementary Franklin Middle Island Health and Fitness Academy Annie Pennycook Elementary
Beverly Hills Elementary Glen Cove Elementary Grace Patterson Elementary
SCHOOLS & STUDENTS P E R end CENT Leg
O F P O P U L AT I O N E N R O L L E D
TotEnroled / TotPop 0.09905 - 0.1902 3 - 0.2554 90.190 - 19% 0.2555 - 0.3299 20 - 25% 0.3300 - 0.4111
26 - 32% 33 - 41%
This page and following are the same data portrayed in two different ways, first in percent, second in density. There are two marked areas, one north of downtown, and one south of downtown, where a clear dip in enrollment is occurring. Whether or not this is a result of age, race, or other demographic data, those two dips in enrollment would indicate areas where an infrastructural investment may not benefit the immediate community as much.
43
SCHOOLS & STUDENTS
Legend
ENROLLED STUDENT DENSIT Y
Enr / Sollm Q U Aent_ R E Mby_ I L E Grade
+ E Lnrol E M Eed N T/ A R YdSq E N Mi ROLLMENT TotE Lan
Legend 62.27 - 837.4
Enrollm - 1711 ent_ by_ Grade 5837.5 Elementary Students 1 1712 Dot -=3901 5 62 - 837 TotEl 3902em - 8923
838 - 1,711
1,712 - 3,901 3,902 - 8,923
Out of around twenty-seven total schools in Vallejo, around twelve are public elementary schools. Elementary Enrollment has been layered onto overall student density and reflects the overall enrollment trends clearly, with a series of horizontal bands of enrollment across the city.
44
StudentPoverty
Enrollment
SCHOOLS & STUDENTS 10
Leg I N D I end VIDUAL 100
SCHOOL ENROLLMENT
StudentPoverty
1,00ent 0 Enrollm
1010 Students VallejoCityLimit 100 Students 100 1,000 Students 1,000 VallejoCityLimit
The two largest points are the two public high schools. After that, there seem to be two groupings of elementary and middle schools with medium enrollment, and a number of more isolated schools with lower enrollment. One school that stands out within the context of previous data is the one located in the center of downtown, Lincoln Elementary.
45
StudentPoverty
Free_Meal
SCHOOLS & STUDENTS 10
Leg T O T Aend L STUDENTS
ELIGIBLE FOR FREE M E A 100 L S AT S C H O O L
StudentPoverty
1,00ent 0 Enrollm
1010 Students VallejoCityLimit 100 Students 100 1,000 Students 1,000 VallejoCityLimit
This map is another clue into the opportunity available to the student bodies at different schools. In general, the eligibility for free meals is proportional to the number of students enrolled, indicating a balanced spread of incomes across the schools.
46
Leg end SCHOOLS
& STUDENTS
Fre P Ee_M R C Eeal N T /OEnr F S Tollm U D Eent NTS ELIGIBLE FOR FREE M E A L S AT S C H O O L
0.41 - 0.51 Legend 0.52 - 0.68
Free_Meal / Enrollment 0.69 - 0.8 410.41 - 41% - 0.51
520.52 - 68% - 0.68 0.81 - 0.89 69 - 80% 0.69 - 0.8 SchoolPoints 81 - 89% 0.81 - 0.89 Valle joCit yLimit
SchoolPoints Consistent with other demographic data, the two VallejoCityLimit schools downtown have the highest relative eligibility for free meals compared with the rest of the schools. In addition, eligibility drops off toward the eastern side of the City.
47
TruancyRat 0-1 SCHOOLS & STUDENTS
2 - 26 E L E M E N TA R Y & M I D D L E S C H O O L T R U A N C Y R A T E27 - 47
Legend
TruancyRat 48 - 59 00- -11 VallejoCityLimit 22- -26 26 27 27- -47 47 48 48 --59 59 VallejoCityLimit
As a measure of unexcused absences from school attendance, truancy rates are derived from a formula by the California Department of Education, and can indicate a number of factors including health or transportation issues.
48
Legend
SCHOOLS & STUDENTS
EleS m_ ool E L E CMid T E Ddle VA Sch LLEJO S CsH O O L S
SOCType
Elementary Schools (Public) Intermediate/Middle Schools (Public) Based on a variety of demographic and geographic factors, the VallejoCit yLim it following schools have been selected for additional comparison in best-fit for the proposed redevelopment project. Elsa Widenmann Elementary John W Finney High Vallejo Educational Academy Former Vallejo Middle School Lincoln Elementary Steffan Manor Elementary Franklin Middle
49
SCHOOLS & STUDENTS S E L E C T E D S C H O O L D ATA
E LS A W I D E N M A N N E L E M E N TA R Y
JOHN W FINNEY HIGH
Grades: K-5 Distance to Downtown: 3.1 miles Current Number of Students: 427 School Ground Area: 17 Acres Notes: Very near to Loma Vista Environmental Science Academy. Proposed 2019 combination with Solano Middle school.
Grades: 9-12 (Continuation) Distance to Downtown: 2 miles Current Number of Students: 193 School Ground Area: 5 Acres Notes: Proposed 2019 relocation to former Vallejo Middle School Location
50
SCHOOLS & STUDENTS
51
S E L E C T E D S C H O O L D ATA
VA L L E J O E D U C A T I O N A L A C A D E M Y
F O R M E R VA L L E J O M I D D L E S C H O O L
Grades: 7-12 Distance to Downtown: 0.6 miles Current Number of Students: 38 School Ground Area: 5.5 Acres Notes: 98% Minority enrollment.
Grades: Currently Vallejo High Annex Distance to Downtown: 0.8 miles Current Number of Students: N/A School Ground Area: 15 Acres Notes: John W Finney High currently plants ro relocate onto this site.
SCHOOLS & STUDENTS S E L E C T E D S C H O O L D ATA
L I N C O L N E L E M E N TA R Y
ST E F FA N M A N O R E L E M E N TA R Y
Grades: K-5 Distance to Downtown: 0.1 miles Current Number of Students: 204 School Ground Area: 1.2 Acres
Grades: K-5 Distance to Downtown: 1.6 miles Current Number of Students: 590 School Ground Area: 7 Acres
52
SCHOOLS & STUDENTS S E L E C T E D S C H O O L D ATA
53 CONCLUSIONS
FRANKLIN MIDDLE GIS analysis located central/downtown Vallejo as the the area with highest potential impact in development of the proposal, generally in response to negative relative poverty, obesity, food security, school enrollment, and household type factors. Three sites within 1 mile of downtown were briefly assesed, and compared with 4 others that are either (1) undergoing transition or (2) elementary and middle school age within 1.6 miles. The northern edge of vallejo is currently served by the Loma Vista Environmental School, which has an outdoor education emphasis. While Franklin Middle and Steffan Manor Elementary are near to downtown, they do not serve the downtown residents like alternate options. The school grounds of Lincoln Elementary are deemed too small for an effective landscape redevelopment. Grades: 6-8 Distance to Downtown:1.3 miles Current Number of Students: 721 School Ground Area: 14 Acres
The site of John W Finney High and of the Vallejo Educational Academy are selected as highest potential for further analysis, with emphasis on the latter due to vicinity to the downtown Vallejo Area.
NATURAL ENVIRONMENT VA L L E J O AV E R A G E M O N T H L Y T E M P E R AT U R E S
100°F 90°F
81°F
80°F 70°F 60°F AV E R A G E H I G H T E M P E R A T U R E AV E R A G E L O W T E M P E R A T U R E
50°F 40°F
40°F
30°F 20°F 10°F 0°F Jan Basic environmental factors such as temperature averages, rain, and wind give a baseline for understanding contextual possibilities for plant growth, as well as student comfort outside. While temperatures drop as low as 40°F in winter, the overall climate is moderate mediterranean with relatively low average wind speeds and precipitation rates. Climate Data: WeatherSpark.com 54
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
NATURAL ENVIRONMENT
55
0”
VA L L E J O R A I N A N D W I N D
1”
2”
3”
4” AV E R A G E A N N U A L R A I N F A L L
5”
6” 10 mph AV E R A G E W I N D S P E E D
8 mph 6 mph Jan
AV E R A G E W I N D D I R E C T I O N
Feb
Mar
Apr
North
East South
West
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
PROGRAM EDIBLE LANDSCAPE
Raised Beds Row Crops Greenhouse Permaculture Orchards Chickens Seed Germination Berry hedges Vine structures Bee Hives Maintenance Facility
56
PROGRAM EDIBLE FUTURES
Aquaponics Hydroponics Indoor farming Vertical Farming Lab Grown Food Mushrooms Roof Gardens Species Diversification (algae, insects, seaweed)
57
PROGRAM F O O D E D U C AT I O N
Outdoor Classroom Nutrition Culinary Art Food History Organic Practices Healthy Lifestyles Food Ethics
58
PROGRAM S U STA I N A B L E SYSTEMS
Composting Vermiculture Rainwater capture Greywater systems Native Species Seed Saving Mulch Local Materials
59
PROGRAM GROWING COMMUNIT Y
Group Spaces Shade Structures Scheduled Events Informational Signs Pamphlets & Handouts Seating Opportunity Paths Food Preparation Area Family Plots Art Installations
60
DESIGN MATRIX
Edible Futures elements have some connection with sustainable systems, but insignificant related to most of the other elements. However, within the category, adjacency would be desired. Food Education elements have desired adjacency to many edible landscape features, and the outdoor classroom is appropriate near to all sustainable systems and most community elements. Sustainable Systems elements, consisting of water and nutrient sources, are connected with many of the other elements where things will be growing and needing nutrients or water, and unwanted where potential odor or safety issues may affect students or community not involved in production. Growing Community elements are generally good near to each other, to food education elements, and most parts of the edible landscape. The two generally unwanted adjacencies are the maintenance facility and bee hives.
Edible Landscape
Edible Landscape elements are most desired in connection with sustainable systems such as rainwater capture, greywater, and composting. Additionally, community elements such as informational signs and seating opportunity are desired elements, and shade structures being the most prevalent potentially unwanted element.
Growing Community. Sustainable Systems. Food Education. Edible Futures.
ADJACENCY OF DESIGN ELEMENTS
61 Raised Beds Row Crops Greenhouse Permaculture Orchards Chickens Berry hedges Vine structures Bee Hives Maintenance Facility Aquaponics Hydroponics Indoor Farming Vertical Farming Lab Grown Food Mushrooms Roof Gardens Outdoor Classroom Culinary Art Composting Vermiculture Rainwater capture Greywater systems Group Spaces Shade Structures Informational Signs Seating Opportunity Paths Food Preparation Area Family Plots Art Installations
Desired Insignificant Unwanted
DESIGN MATRIX DESIGN ELEMENTS + SITE FACTORS
Edible Futures elements are least impacted by soil quality, temperature, wind, vegetation, wildlife, & neighbors as most of these activities will be occuring within enclosed structures.
Significant Related Insignificant
62
Food Education elements are least affected by natural factors, and most significantly related to anthropogenic factors such as circulation, utilities, structures, & neighbors.
Sustainable Systems elements related to water have essential relationship with some site factors such as topography & water, while nutrient sources are generally unrelated by existing factors.
Growing Community elements are generally insignificantly affected by both soil and water & always connected to circulation.
Raised Beds Row Crops Greenhouse Permaculture Orchards Chickens Berry hedges Vine structures Bee Hives Maintenance Facility Aquaponics Hydroponics Indoor Farming Vertical Farming Lab Grown Food Mushrooms Roof Gardens Outdoor Classroom Culinary Art Composting Vermiculture Rainwater capture Greywater systems Group Spaces Shade Structures Informational Signs Seating Opportunity Paths Food Preparation Area Family Plots Art Installations
Edible Landscape elements are significantly affected by most site factors, as most have potential to directy affect growing conditions.
Soil Topography Water Sun & Shade Temperature Wind Vegetation Wildlife Access & Circulation Utilities Structures Neighbors
USER PROFILES
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CASE 1
Brooke Folan Age 22 Sex Female Occupation University student / part time cafe worker Family Married without children Annual Income $20,000 Housing Rented apartment Education Undergraduate Personality Exploratory, calm, committed Interests Baking, healthy eating, an active lifestyle, reading, documentaries & food shows Media consumption Instagram, YouTube, some Facebook on a smartphone Eating habits Half fruits and vegetables prepared many ways (especially roasting), half grains, meat, & snacks with minimal alcohol and infrequent sugary drinks Product values Ingenuity, ease of use, a low price tag Usage goals Steps toward self-sufficiency, knowledge of food, working with plants Quote â&#x20AC;&#x153;I think plants are cool. You can grow food indoors? But how much will it cost me?â&#x20AC;?
USER PROFILES CASE 2
Amber Carlin Age 52 Sex Female Occupation Elementary School Principal Family Married with three college-age children Annual Income $95,000 Housing Owned single family detached Education Master of Education Personality Giving, caring, pragmatic Interests Nutrition, gardening, student welfare, student poverty, after school programs, student families Media consumption Facebook, news outlets, emails from friends on smartphone & computer Eating habits American-style casseroles, roasted meats, potatoes, steamed vegetables, lunch sandwiches Product values Longevity, adaptability, ease of use Usage goals Learning alongside students, connecting with food and soil, providing opportunity for others Quote “Children don’t know where their food comes from. We have two raised bed planters on the school property, but can we do more?”
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USER PROFILES
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CASE 3
Matt Wickens Age 34 Sex Male Occupation Middle School science teacher Family Single without children Annual Income $80,000 Housing Rented townhouse Education Graduate of Biological Science Personality Enthusiastic, driven, nerdy Interests Bugs, plants, ecological systems, student interest, student welfare, technology Media consumption News outlets, Instagram, journals, peer recommendation on a smartphone or tablet Eating habits Range of food categories including fast food, vegan options, Italian pizza, & gelato Product values Fascination, distinctiveness, productivity Usage goals Doing things that are exciting, encouraging others to succeed, building a student community Quote â&#x20AC;&#x153;Food is awesome. Plants are awesome. Crazy innovation is happening on a worldwide scale. These kids need to jump on the future of food tech!â&#x20AC;?
PRECEDENT T H E E D I B L E S C H O O L YA R D P R O J E C T
LOCATION: King Middle School, Berkeley, CA. Online WHO: Alice Waters (Founder of Chez Panisse) WHEN: 1995
WHAT: An expanding sustainable and edible landscape plus education system. WHY: Their greater mission today is to produce a K-12 edible education curriculum to be used throught the United States. A one acre teaching garden is the 20-year basis of experience for child and parent education based around local food. Since 2009 the project has been training educators nationwide on strategies, and all resources are free online.
ABOVE: Students learning about composting RIGHT: Sattelite Imagery of a fluidly organized small-scale garden layout
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HOW: This project is much more than a school garden. It’s a program, carefully developed over the course of twenty years by a whole team of dedicated teachers and volunteers. This precedent illustrates the importance of a system, a comprehensive thought and ideology that goes into running a successful edible school endeavour. Alice Waters, the force behind the school garden, was already a champion in the local food movement, and intimately connected with both food production and cooking (at her renowned restaurants). In this case, key people make it a reality, not just ideas. Perhaps most inspiring is the production of the very robust edible education being developed as a result of the garden’s success. It’s a way of giving back to the larger community that supported it, and a potentially game-changing curriculum addition for school gardens anywhere. Because the issues surrounding food security are not isolated to a single schoolyard or community, the goal is education and empowerment to make change beyond the local context. EdibleSchoolYard.org
PRECEDENT T H E E D I B L E S C H O O L YA R D P R O J E C T
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PRECEDENT THE BULLOCK SCHOOL GARDEN
LOCATION: Glassboro, NJ. WHO: Sonya Harris, Celebrity Landscaper Ahmed Hassan, Master Landscape Designer Mike Pasquarello, NJ Department of Agriculture Division of Food & Nutrition, + WHEN: 2015 WHAT: A recently completed foodscaped teaching garden. WHY: Collaborative installation effort and support with local donations of plants and supplies. A school chef harvests produce for a weekly tasting menu. The NJ Agricultural Society equipped teachers on merging food concepts with their curriculum. Practical methods merged with media, sponsorship, and community involvement. HOW: Similar to the Edible Schoolyard Project, this garden was inagurated with the help of a massive amount of public support. In enlisting the help of a known television personality, a certain enthusiasm was garnered both with community members and student. School teachers were very on-board, and many others came along with specific skillsets necessary to accomplish the construction and ongling maintenance within a limited budget and time. A group gathering space in the center of the garden provides a core to the space, while separating the group activity from the classes going on inside school walls with the planter boxes and in-ground vegetables and trees. In time, the trees will grow up and provide shade to both the garden and the people inside and out. Gravel groundcovering is a lowmaintenance and relatively clean outdoor surfacing, but the major surfacing of gravel does significantly restrict the growth potential of the set number of growing spaces. BullockGardenProject.org, GPSD.us
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THE BULLOCK SCHOOL GARDEN RIGHT: Student with freshpicked greens
RIGHT: Garden just after completion BELOW: Student-planted crops growing in raised beds and at ground level
ABOVE: Students involved in working with soil LEFT: Ahmed Hassan with the team of installation volunteers
PRECEDENT L A F AY E T T E G R E E N S
DESIGNED BY: Kenneth Weikal Landscape Architecture LOCATION: 132 W Lafayette Blvd, Detroit, MI AWARDS: 2012 General Professional Award
WHAT: Urban agricultural plot dedicated to providing community space for multiple user types. WHY: Expanded-vision community garden project. Urban contextdriven design. Successful large-scale garden + additional programming.
Photo: Ryan Taube
Ryerson University
HOW: This garden is designed for success both as garden and as active community space. In developing the space, the user group was not limited just to those would be interested in growing food for themselves. Especially in an urban setting where open space is so limited, the entire needs of a community need to be catered to. In this case, meeting various community desires would drive the need for a circulation-driven spatial arrangement, various art pieces throughout the garden, aesthetic garden sheds, the inclusion TOP FAR LEFT: Vicinity of lawn space, and a durable, workable metal raised bed to historic unsustainably design. By including such a variety of different community landscaped urban zone. elements, the people are welcomed into the spaces and become a part of what is happening in the community, LOW FAR LEFT: Circulationeven if they are not directly a part of the gardening process. driven site plan. Urban-driven While a school-based cannot have the same level of public spatial form. transparency as this, the project succeeds as a model of how to bring people together around food in a safe and Photos: ASLA.org appealing space. ASLA.org/2012awards, KW-LA.com, Detroitnews.com
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L AY F A E T T E G R E E N S
RIGHT: Careful attention to contextual constraints during design development.
LEFT: Transformation between March 2011 September 2011; open arrangement, safe and clean. RIGHT: Seating, shade opportunities, identity, organization, openness. LOW LEFT: Reclaimed elements to many site furnishings & structures. Open community space with aesthetic and functional elements for all visitor types. Photos: ASLA.org
PRECEDENT GARY COMER YOUTH CENTER
DESIGNED BY: Hoerr Schaudt Landscape Architects LOCATION: 7200 S. Ingleside Ave, Chicago, IL AWARDS: 2009 Green Roof Award of Excellence, 2010 ASLA Award
WHAT: Rooftop garden that is part of a community center targeting disadvantaged students and seniors in a dangerous locale. WHY: Holistic approach to food system: sustainably designed space paired with effective staffing & programming beyond growing space. Connections on-site with culinary preparation for students as well as local restaurants and farmers market. Site situation on previously vacant lot & attention to positive microclimate produced by structural design.
Photo: Landscapesource.com
Photo: Landscapesource.com 72
Ryerson University
Mare Island
HOW: The most compelling part of the landscape at the Gary Comer Youth Center is the fact is that it is entirely within an architectural form. Unlike other urban garden projects that are bordered by dense urban masses, this one is both surrounded and on top of built structure. It is an example of a functional landscape program that is fully integrated with the built form. In this case, the building is not an obstruction to food and garden education. Rather, it is an integral part of the program envisioned for the entire center. Elements such as the skylight and the floor to ceiling windows connect the outdoors with the indoors and the garden space with the protected indoor spaces. In addition, with such an TOP LEFT: Aesthically engineered base for the garden, planting medium, types, appropriate building rotations, and more are carefully selected for each specific envelope. strip in the garden over the course of the extended growing season. SURROUNDING: Food education, employment HoerrSchaudt.com, LandscapeVoice.com & business education, UrbanEcologycmu.wordpress.com community investment.
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GARY COMER YOUTH CENTER
Prominence in upper level of building as an important social and productive space.
Balance of scale between surrounding building & environmental exposure for vegetative growth.
Safety & accessibility regulated through visibility from surrounding habited spaces.
Easy access from a number of directions around garden
Connection to interior/lower level with skylights
Visually appealing and organized linear structure of vegetation
LEFT: Specific microclimate produced by building structure enabling maximized growing season on roof & passive cooling for building interior.
BELOW: Planting seedlings in specified rows on the rooftop garden space.
APPENDIX CONCEPT SKETCHES
INTEGRATED GREENHOUSE
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INTERACTIVE EDIBLE SCHOOLYARD LANDSCAPE
APPENDIX
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CONCEPT SKETCHES
OUTDOOR CLASSROOM WITH RAISED BEDS AND PERMACULTURE PLANTERS
MULTIPLE SUSTAINABLE SUPPORT SYSTEMS
APPENDIX BIBLIOGRAPHY
Continuous Productive Urban Landscape Urban Design & Agriculture in Cuban context Productive Landscapes Qualitative & quantifiable advantages of urban agriculture eprints.brighton.ac.uk/7206/1/open05LR.pdf California Department of Education Public Schools and Districts Data Files cde.ca.gov/ds/si/ds/pubschls.asp Community Composting Subscription composting in Rochester, NY. Pay for service, on-demand, efficient transfer due to technology setup ~$300 savings annually for commercial customers urbanecologycmu.wordpress.com/2016/10/15/community-composting Feeding America Food Insecurity in California Geographically located food insecurity data. map.feedingamerica.org/county/2016/overall/california
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Gary Comer Youth Center Rooftop garden in South Chicago, IL. Modern design with 5,800 sq. ft cultivated area. Target users after school youth + seniors. urbanecologycmu.wordpress.com/2016/09/27/rooftop-haven-for-urban-agriculture/ Hilton Chicago Hotel Rooftop Garden 8,000 lbs of produce annually, largest in the midwest. Managed by interns from local sustainable school Bees, worms, etc. avorchicagomcpl.com/sustainability/rooftop-garden/ How far do your fruit and vegetables travel? Fact sheet through UCANR Specific data by produce type ucanr.edu/datastoreFiles/608-319.pdf Maryland Food System Map GIS located mapping of important locations regarding food, environment, and public health. mdfoodsystemmap.org/
APPENDIX
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BIBLIOGRAPHY
National Recreation and Parks Association Statistics of Play, Danielle Taylor, August 2012 nrpa.org/parks-recreation-magazine/2012/august/statistics-ofplay/ Planet Natural Research Center Sustainable Gardening: It’s all the rage! Techniques in sustainable gardening. planetnatural.com/sustainable-gardening Seeding the City Land Use Policies to Promote Urban Agriculture Definition, preserving, laws about urban agriculture Model zoning ordinance for urban agriculture changelabsolutions.org/sites/default/files/Urban_Ag_SeedingTheCity_FINAL_(CLS_20120530)_20111021_0.pdf State of New Jersey Department of Agriculture Jersey Fresh Farm to School Tools & assistance for a farm to school program farmtoschool.nj.gov/agriculture/farmtoschool/schools/
Sustainable Solano Solano Sustainable Landscaping Initiative Fact sheet & guidance on permaculture gardening. sustainablesolano.org/wp-content/uploads/2018/10/Seed-Plot_ SustSolInt.pdf Solano County Obesity Fact Sheet Vallejo 5th, 7th, and 9th graders highest percentage obesity in Solano County, 25%+ Solano County youth significantly less active than state average. www.solanocounty.com/civicax/filebank/blobdload.aspx?BlobID=26174 Turning Brownfields into Community-Supported and Urban Agriculture EPA documentation Benefits including local skills, environmental protection, 30% increased property values, health, education, food source epa.gov/brownfields/basic-information-about-brownfields-and-urbanagriculture Vallejo Transit Center Fact Sheet Phase 1 of downtown “Vallejo Station Intermodal Facility” Costs, goals, project specifics, and vision, for the center in conjunction with the downtown and waterfront master plans. sta.ca.gov/docManager/1000000894/Vallejo-Fact-Sheetpdf.pdf