Portfolio

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“Gimme Shelter” Sarah Miller, Tahseen Hussain, Melanie Adams


Design Inspirations

Hands-on Application

Children’s Playhouse

Playground

Natural Materials, low tech

Barns



Passive Solar Thermal Water Wall & Rainwater Harvesting

The container wall provides thermal collection on the south wall.


Low water wall with a raised bench for seating The raised bench allows for a slow-drip system to refill the open water container The slow-drip system is feed by the rainwater harvesting system


Natural Ventilation & Wind Harvesting Mast-mounted wind turbine provides renewable energy Energy used to run the pumps for the slow-drip water system

Natural Cross Ventilation is provided by the movable siding panels on the east & west walls.


Straw Bale Construction

• straw bales can be load bearing or used as insulating infill on a timber or wood framed building. • can achieve an R-value of R-35 to R-50 • rapidly renewable agricultural byproduct that is typically burned


Stucco Cover


Salvaged Barn Wood “Reusing old wood is responsible, and the quality is superior.” Most barn beams were crafted square • 6x6, 7x7, 8x8 • Variety of species available

Board widths range from 7 - 12 inches Lengths from 4 - 14 ft Thicknesses between 0.5 - 1 inch


Wheat Board / Straw Board • Manufactured from wheat straw, an agricultural by-product. • Can be routed, sanded and stained like regular wood. • environ bio-composites Microstrand wheat meets wood industry standards • no urea-formaldehyde is used in the manufacturing process so no VOCs are emitted • available in lengths, widths & thicknesses similar to plywood and particle board • can be used for cabinetry, hardwood veneer door cores, furniture and floors


Recycled Metal Standing Seam Roof • Two types of recycled material: • Post Consumer • Post Industrial • Recycled content of domestically produced aluminum is 80-85% • Metal Roof Systems are nearly 100% recyclable at the end of their useful life • Available in multiple panel widths of 141/2"and 22-1/2"


Glazing Extruded fiberglass windows & doors with low-e double-paned argon filled glass



Potential LEED Credits Sustainable Sites: 8 points Water Efficiency: 4 points Energy & Atmosphere: 7 points Materials & Resources: 9 points Indoor Environmental Quality: 7 points Innovation & Design Process: 0 points Total: 35 potential points achieve a LEED Silver rating.


DESIGNING A SCHOOL FOR THE DEAF Project Case Study By: Tahseen Hussain


Physical trauma Disease or illness Genetic Sensorineural Hearing Loss Long‐term exposure to environmental noise

DEALING WITH THE DEAF


NEWARK PUBLIC SCHOOL MISSION STATEMENT

The Newark Public Schools recognize that each child is a unique individual; possessing talents, abilities, goals, and d dreams. We further recognize that each child can only be f h i h h hild l b successful when we acknowledge all aspects of that child’s life; addressing their needs, enhancing their intellect, developing character, and uplifting their spirit. Finally, we p g , p f g p y, recognize that individuals learn, grow and achieve differently, and it is therefore critical that, as a district, we provide a diversity of programs based on student needs.

1. Improve Student Achievement 2. Develop Student Moral and Social Responsibility 3. Structure the Organization to be Efficient, Effective and aligned with the District Mission and aligned with the District Mission 4. Enfranchise Community and Empower Parents


STATE MANDATED REQUIREMNTS: PROGRAM

A deaf child is able to start his A deaf child is able to start his her schooling at the age of three. A psychologist and counselor for the deaf are available at school. Sign language classes are offered to parents of the deaf and Sign language classes are offered to parents of the deaf and community members. Amplification Equipment and Interpreters Audiologist Speech language pathologist


FACILITY PROGRAM

Pre‐K through 8 Public School 800 students 54 d f t d t di 54 deaf students dispersed on 1 d 1st and 2 d 2nd floor fl 3‐7th grade inclusion program for math Same administration, lunch, assembly…


SPECIAL ACCOMODATIONS

Courtyard scheme allows ample daylight in Courtyard scheme allows ample daylight in classrooms providing a stimulating visual environment.


SPECIAL ACCOMODATIONS

Carpeting in classrooms provide sound absorption Carpeting in classrooms provide sound absorption enabling students to pick up light sound vibrations/ indicators.


SPECIAL ACCOMODATIONS

Classroom set up and features are highly visual. It is important for the instructor to be able to see all th hild the children at the same time and the children to t th ti d th hild t behave to see the instructor (closely) at the same time as well.


SPECIAL ACCOMODATIONS

Overhead projectors are very useful to the teachers as they are able to tech and look at the children at the same time. They would in the future like to have smart b d hi h ll th boards which allow them to tech in the same manner as well. Teaching deaf t t h i th ll T hi d f children require able writing space and storage as well.


GYM – RATING 7

The gym in particular has reflective walls so in a fairly large setting the instructor is still able to keep an eye on all of the children. The gym instructor was very happy with its set up.


AUDITORIUM-RATING 5

LIBRARY -RATING 6

The auditorium and library have assigned seating to keep thing organized and in order in the “large spaces”. The acoustical conditions in the auditorium can be improved according to the teachers. The library according to the teachers. The library is a popular place for the children and there are plans of expanding it.


CLASSROOM RATING: 5

All deaf classrooms have individual bathrooms installed in them. Teacher fi d hi find this very helpful as a lot of the children need to be potty trained may h l f l l f h hild d b i d require additional assistance. The pre‐k classrooms have actually had their carpets removed because of this factor.


DEAF TECHNOLOGIES

All deaf classrooms have individual bathrooms installed in them. Teacher fi d hi find this very helpful as a lot of the children need to be potty trained may h l f l l f h hild d b i d require additional assistance. The pre‐k classrooms have actually had their carpets removed because of this factor.


DEAF TECHNOLOGIES

All deaf classrooms have individual bathrooms installed in them. Teacher fi d hi find this very helpful as a lot of the children need to be potty trained may h l f l l f h hild d b i d require additional assistance. The pre‐k classrooms have actually had their carpets removed because of this factor.


DEAF TECHNOLOGIES

Flashing fire alarms visually indicate that there is a fire emergency. The school also has lock down period which does not have flashing light and a g y substitute teacher was not able to communicate the emergency to the children. She was suggesting color coded lights for lock down, fire, and additionally lunch and changing shifts.


Designing a Building for the Deaf Survey: (research inquiry to better design for the deaf) Staff Title: Language Arts Teacher of the Deaf Staff Title: Language Arts Teacher of the Deaf Responsibilities: middle school, 6‐8th grades How long have you been working here? 5 years

SAMPLE INTERVIEW

Have you worked in similar facility like this one? How was it different in terms of program and design? No How can you see the design of this place improved? How can you see the design of this place improved? Better boards (white boards) More Technology (Smart Boards) More computers‐at desk or lap tops for note taking R Rounded working tables rather than individual desks d d ki bl h h i di id l d k Better more organized filing stations for students and teacher/aides (an organized place where unfinished work can be placed) What do you like about the design of the place? I enjoy having a bathroom (convenient), carpet (minimizes extra noise), the informational TV (if it worked), the room is a good size for small numbered classes (no more than 10 kids) more than 10 kids) On a scale of 1‐7 how would you rate the school? 5 It is a good supportive environment for the kids but things can always be improved.


DEALING WITH THE DEAF-DESIGN MODEL IDEAS

The Kindergarten teacher suggested using carpet tiles as an alternative to a using carpet tiles as an alternative to a carpeted floor for the younger children as ventilation and sewage can be a problem. Carpet tiles provide sound absorption and are easily replaceable.


DEALING WITH THE DEAF-DESIGN MODEL IDEAS

Preview windows and one way mirror windows were suggested in an ideal deaf windows were suggested in an ideal deaf classroom as many observers often come to view the children in their environments.


DEALING WITH THE DEAF-DESIGN MODEL IDEAS

Preview windows and one way mirror windows were suggested mirror windows were suggested in an ideal deaf classroom as many observers often come to view the children in their environments.


DEALING WITH THE DEAF-DESIGN MODEL IDEAS

More storage space was a common request among all staff members.


Good combination of integration and isolation

SCHOOL EVALUATION

Support Groups: middle school 6‐8th grades Support Groups: middle school, 6‐8th grades Technology: Staff works closely with students Very visual setting Children from non English speaking homes are sought after and taken care of intellectually, emotionally, ethically. Improvements: Preview Spaces so observers can watch without intruding More Storage Students suggested a pool facility  More Technology integration gy g


SPEACIAL THANKS TO ALL THE INTERVIEWERS THAT WAS USED TO COLLECT THE INFORAMATION • Resource Teacher/ Deaf Coordinator • Technology Teacher •Gym Teacher •1st grade teacher •Pre‐k Teacher •Kindergarten Teacher •Teachers Aid •3th Grade Teacher Grade Teacher •4rd Grade Teacher •5rd Grade Teacher •6‐8th Language Arts Teacher •School Psychologist •5th Grade Students!


THANK YOU…ANY QUESTIONS???


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