1 by Zihan Yang

OPEN SPACE KINDERGARTEN CHAOLUN DU

1.02

Open Space Kindergarten Create open sapce for the children who are living in the city.

ARH Fall 810 2018 School: Academy of Art University, Graduate School of Architecture Student: Chaolun Du Degree: M.Arch MArch, 87 units Student ID: 04158783 Instructor: Eric Reeder, Maria Paz De moura Casttro Date: Fall 2018 2

Time Line of Study Fall 2014 EAP_602_05 FA_601_01

MS: English for Art Purposes: Level 2 MS: Drawing

Ruth Crossman, Mara Luning Carol Nunnelly

3 3

Spring 2015 EAP_603_03 LAN_605_01

MS: English for Art Purposes: Level 3 MS: Drawing as Process

Angelika Rappe, Steven Weiss Katharine Anderson, Yasmine Farazian

3 3

Summer 2015 EAP_604_01 MS: English for Art Purposes

Wynn Newberry

Fall 2015 ARH_650_01 ARH_651_01 ARH_652_01

MS: Introductory Design Studio 1 MS: Design Process and 2D Media MS: Architectural Tectonics

Alberto Bertoli, Gloria Jew Jonathan Odom Benjamin Corotis

3 3 3

Spring 2016 ARH_640_01 ARH_653_01 ARH_654_01

MS: Architectural History - Introduction MS: Introductory Design Studio 2 MS: Design Process & 3D Media

James Mallery Mark Cruz, Keith Plymale Peter Suen

3 3 3

Summer 2016 ARH_903_01 Architecture Foreign Study

Mark Mueckenheim

Fall 2016 ARH_602_01 ARH_609_01 ARH_641_01

Graduate Design Technology 1: Structures Intermediate Design Studio 1 Architectural History: Modernism and its Global Impact

Carl Wilford Mark Myers, Peter Suen James Mallery

3 6 3

Spring 2017 ARH_604_01 ARH_608_01 ARH_620_01

Material and Methods of Construction: Building Detailing Advanced Design Studio 1 - Concept, Context, & Typology Digitally Generated Morphology

David Gill 3 Mark Mueckenheim, Maria Paz De Moura Castro 6 David Campbell 3

Summer 2017 IAD_611_01 BIM - Building Information Modeling

Edward Pertcheck

Fall 2017 ARH_601_01 ARH_619_01 ARH_659_01

Construction Documents and Building Codes Advanced Design Studio 2 - Concept & Comprehensiveness Digitally Generated Fabrication

Clifford Minnick Benjamin Corotis, David Gill David Campbell

3 6 3

Spring 2018 ARH_605_01 ARH_642_01 ARH_690_02

Graduate Design Technology 2 Architectural Theory Thesis Preparation & Development

Goetz Frank, Holly Brink Dora Jones Eric Reeder

3 3 3

Fall 2018 ARH_810_03

Master of Architecture Thesis

Maria Paz De Moura Castro

Total Units:

M.Arch

Contents and Index

Prethesis 0.1 ProjectAbstract

2.04 Building Sections

1.01 Thesis Statement

2.05 Elevations

1.02 Usergroup Narrative

2.06 Wall Secyions

1.03 Precedent Studies

2.07 Partial Elevations

1.04 Thesis Research

2.08 Four Building Details

1.05 Research Summary

2.09 Sustainability Strategy

1.06 Site Context Analysis

2.10 Egress Diagram

1.07 Existing Site Condition Site Plan

2.11 Structural Diagram

1.08 Area Master Plan

2.12 Mechanical Diagrams

1.09 Program Table and Diagram

2.13 Building Section

1.10 Spatial Analysis

3.01 One Complete Presentation Model

1.11 Building Code Analysis

3.02 Two Exterior Perspectives in color

1.12 Site Model

3.03 Two Interior Perspectives in color

1.13 Massing Study Models

3.04 Photos of Physical Model:

2.01 Development Models and Sektches

2.02 Site Plan

2.03 Floor Plans

0.10

Project Abstract

With the development of the Internet and electric media, the age of user group becomes lower and lower. Children strat to play smartphone from 5 years old, and they prefer to play eletronic games rather than playing outside. With the development of the internet and electronic media, children have been replacing outdoor activities with the use of electronic. Therefore, architects focus on creating a quiet learning space to keep the sound and views outside. They use the clear boundary to separate the school area and public area. The school space becomes a solid box, and children are not attracted by the outside space. In this way, children spent more time in the closed interior space and private area than our childhood. Children lost opportunities to play outside, and it brings a lot of health problems for them such as overweight, myopia, and heart disease. These problems are more common for the city children. For my project, I will use "Open Space" to solve this problem. The interior open space connects the outside space is a stronger than in a traditional classroom. The open space extends childrens feelings to the outside. When the children live and study in the interior open space, they can feel outside space and they are attracted to explore it. The exterior open space will have a high percentage of the program area, and the classrooms can extend from the interior to the exterior. The boundary of interior and exterior is blurred, so the exterior education will the main part of children's life. The exterior open space open to the public. It serves different user groups at different times of the day. Children use the exterior open space in a public environment, it can help children improve their social independent.

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THESIS STATEMENT

1.02 2

1.01

Thesis Statement

Children don't play freely outdoors the way children have always enjoyed in previous generations. Because of the school schedules and life style changes, children don't have enough time play outside. Children spend roughly 7.5 hours a day with some form of electronic media. Futhermore parents are often too busy to take their children to the outside space. According to the World Health Organization, physical inactivity is a major public health risk. According to a study, if children stay in an enclosed quiet room for a long time, they will feel nervous. The ambition of this project is to use open space that blurs the boundary between the different spaces to attract children to explore outside. The open spaces are both interior space and exterior space. In the interior, the boundaries of vertical surface like walls and horizontal surfaces like ceilings and floors are minimized. The interior open space allows for an easier flow of air, sound and light. The exterior open space is separated into two parts. One of it is created for children's outdoor activities, and another one is open to the public. The open space extends the perceptions from interior to the exterior. It gives children more opportunities to explore in the outside space. Because of the exterior space open to the public, it attracts more people to use it. Children can explore in a public open space of kindergarten, which can help children to improve their social independence.

1.02

User Group Narrative

In San Francisco, there is 10 percent of people under 9 years old. The kindergarten in San Francisco follows the K-12 educational system. Generally, children need to go to a kindergarten when they turn 5 years old. The children will usually attend kindergarten for two years, before proceeding to primary school at age 7. The kindergarten is a transition from home to school. The kindergarten educational approach traditionally is based on drawing, singing, playing, math language and arts. Because the kindergarten is open to the public, in different times of the day, it has different user groups. For the weekdays, it services for the school children at daytime, and it services the community people at nightime. During the weekends, the outdoor space of the kindergarten services the visitors.

1.02 Time

User Group Analysis

7:00 The main user groups of the kindergarten are parents, children and teachers. The Children user group can be separated to the school children and nighborhood children. These user groups

6:00

are effected by the time. 5:00

4:00 PM 3:00

2:00

1:00 Visitors

Families

12:00

11:00

Public Space Interior Space

10:00

Teacher

9:00 Parents

8:00 Couryard Children

7:00 User Group Density Visitors

Nighborhood Families

Teacher

Parents

School Children

1.03--

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PRECEDENT STUDIES

1.03 6

1.03-1 Clover House Kindergarten

MAD architects have completed their first project in Japan, the Clover House kindergarten. Located in the small town of Okazaki, the school's setting boasts views of the paddy fields and mountains, characteristic of the Aichi Prefecture.

https://www.archdaily.com/793753/clover-house-mad-architects 7

1.03-1 Clover House Kindergarten “We have designed the building from a child's point of view, and the layout focusses on creating intimate and diverse spaces.” said Ma Yansong. The new house’s skin and structure wrap the old wooden structure like a piece of cloth covering the building’s skeleton, creating a blurry space between the new and the old. The architect reuses the existing home as school. The starting point of The Clover House is the signature pitched roof. This repurposed element creates dynamic interior spaces, and recalls the owners’ memories of the building as their home.

https://www.archdaily.com/793753/clover-house-mad-architects 8

1.03-1 Clover House Kindergarten

The original wooden structure is present throughout the main learning area as a symbolic memory of Clover House’s history. Its translucent and enclosed spaces easily adapt to different teaching activities. The windows, shaped in various geometries recognizable to a child's eye, allow sunlight to sift through and create ever-changing shadows that play with the students' curiosity and encourage imagination.

“We have designed the building from a child’s point of view, and the layout focusses on creating intimate and diverse spaces.” said Ma Yansong.

https://www.archdaily.com/793753/clover-house-mad-architects 9

1.03-1

Precedents Summary

The interior open space is the main characteristic of the clover house kindergarten. The openings on the wall and roof make the interior space wider, and children's feelings extend outside by these openings.

Use Organic Shape

The Organic Shape of the buildings can inspire children's imagination.

Use nature ventilation and light

The exterior brings more fresh air and nature light to the interior space. It will improve the quality of interior space

Use desaturated color

Desaturated color can help children focus on the class.

Use loft space

The loft space can connect the visual of each floor. Children's view would not limit by the floor deck.

Interior Open Space

The interior space uses double hight space, and more openings on the boudries to extend feelings to the outside space. You can feel freedom and optimism. 10

1.03-2

Weaves Kindergarten

Winning the Italian Ministry of Education's design competition: Scuole Innovative, AS.IN.O is a proposal for a kindergarten and botanical gardens inspired by local materiality and historic context.

Free Way

Apartments

City Boundry

Kindergarten

Street https://www.archdaily.com/885039/competition-winning-scheme-weaves-kindergarten-and-nature-together 11

1.03-2

Weaves Kindergarten

The kindergarten and garden scheme plays with contrasts, the heaviness of the rammed earth against the lightness of the garden and agora, the prospect and refuge of the spaces generated by the winding perimeter wall, and the use of traditional forms and materials for contemporary formal conditions and architectural solutions to teaching practices.

Free Way

Apartments

City Boundry

Kindergarten

Street https://www.archdaily.com/885039/competition-winning-scheme-weaves-kindergarten-and-nature-together 12

1.03-2

Weaves Kindergarten

The form of the project is generated by a folding, weaving perimeter wall that demarcates the various program, articulating the interior spaces of the school, an agora, and the entry foyer. The kindergarten, acting as the house in the double courtyard typology, splits the plot in half, allocating the larger portion to the garden and the smaller to indoor and outdoor space for the children.

Free Way

Apartments

City Boundry

Kindergarten

Street https://www.archdaily.com/885039/competition-winning-scheme-weaves-kindergarten-and-nature-together 13

1.03-2

Precedents Summary

The indoor outdoor space blurs the boundary of the exterior space and the interior space. It connects the outdoor open space and the interior space.

Outdoor Space

Indoor Space

Outdoor Space

Clear boundary of spaces

Combine indoor and outdoor space

The wall surrounds the school to create a

Combine the indoor and the out door

safe sapce for children, and provide quiet

sapce can provide a saftey space in a

space for them.

terrible weather.

High Windows

High windows provide more sunlight for the interior space, and children can observe outdoor space more easier.

Flexible Playground

Flexible Playground provide more chance for touching plants for children. The plants make the outdoor space more attractive than the concrete ground.

Indoor Outdoor Space

The indoor outdoor space as a transitional space to bring the outside open space close to the interior space.

1.03-3

Fuji Kindergarten

Completed in 2007 in Tokyo, Japan, the Fuji Kindergarten is a single-story, oval-shaped building that encourages children to play and interact by breaking down the physical barriers found in the typical early childhood educational architecture. Large sliding glazed doors lining the interior of the ring are opened up for a majority of the year, allowing children to freely pass between indoor and outdoor areas, encouraging independence and socialization.

Free Way

Apartments

City Boundry

Kindergarten

Street https://www.archdaily.com/880027/tezuka-architects-fuji-kindergarten-wins-2017-moriyama-raic-international-prize 15

1.03-23

Fuji Kindergarten

“What we want to teach through this building are values of human society that are unchanging, even across eras,” said Tezuka Architects in their submission statement. “We want the children raised here to grow into people who do not exclude anything or anyone. The key to Fuji Kindergarten was to design spaces as very open environments, filled with background noise. When the boundary disappears, the constraints disappear. Children need to be treated as a part of the natural environment.”

Free Way

Apartments

City Boundry

Kindergarten

Street https://www.archdaily.com/880027/tezuka-architects-fuji-kindergarten-wins-2017-moriyama-raic-international-prize 16

1.03-3

Fuji Kindergarten

Handrails around the edge act as a safety barrier and allow the inner courtyard to be turned into an arena. The railings are close enough together that children won't get their heads stuck, but allow them to sit with their legs dangling through. The roof height is only 2.1 metres tall, allowing a close connection between the levels. Children can scramble up a bank and climb a set of stairs to reach a slide from the deck back to the ground.

Free Way

Apartments

City Boundry

Kindergarten

Street https://www.archdaily.com/880027/tezuka-architects-fuji-kindergarten-wins-2017-moriyama-raic-international-prize 17

1.03-3

Precedents Summary

Summary the precdents examples, and diagram the main characteristics.

Blurry the boundary of spaces

Roof as the playground

In the traditional school, we have a very

Create more space for the exterior

clear boundary between the different

activities. Children can get a nice view and fresh air on the roof playground.

program space. The playground is in the front or behind the buildings. For the open space kindergarten, the playground and exterior space should intersect the education space.

Bring nature elements into the interior space

Incorporates natural features of the site as learning tools and learning environments. Architects should consider about create a harmonious relationship between the site and the school.

Use wood as the main material

The wood material has more natural color than the paint colorful wall. It can help children focus on the learning and exploring.

Minimize the boundary between spacs

Add sliding doors to make openings between indoor and outdoor space to make continuous indoor-outdoor space.

1.04--

THESIS RESEARCH

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population

1.04

776773

805235

5% Children under 5 years

723959

Research

Todayâ&#x20AC;&#x2122;s children donâ&#x20AC;&#x2122;t play freely outdoors like our childhood. American children have significantly less time for unstructured play due to demanding school schedules, lifestyle changes and environmental barriers.

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Children spend roughly 7.5 hours a day with some form of electronic media. According to a study, if children stay in the closed quiet room for a long time, they will feel nervous. The ambition of this project is to use open space that blurs the boundary between the different spaces to attract children to explore outside. year

17% Only once in an outdoor activity in summer

pen

ent

oti

pen

d ent

al I

Soic

i ci

7.5h/day

l In

g nin

Open Space

16min/day Playing or exploring in parks and other open spaces

nt a

nde

Children regularly playing outside

dent

21%

2010

lo ri

2000

1990

1980

With some form of electronic media 20

1.04 Different Types of Open Space

There are different types of open space in the city condition. Some of them can serve the children. For example, the playground and schoolyard are designed for the children playing outside. The green space and public plaza, we need to consider the safety problems for children. Green space as an undeveloped space, it makes children close to the nature environment. City plaza is more focus on the adult, it doesn't consider more about children scale. Park Space The green space with f grass, trees, or other vegetation set apart for recreational or aesthetic purposes in an otherwise urban environment.

Undeveloped National Park

Parklet

The national park open to public, and

A parklet is a sidewalk extension that

visitors are allowed to enter, under special conditions, for inspirational, educative,

provides more space and amenities for people using the street.

cultural, and recreative purposes. Because it is undeveloped, the children are not allowed to explore by them selves.

Public Plaza The open space for low income neighbourhoods, and can also the overall aesthetic of the surrounding area boosting economic vitality, pedestrian mobility and safety for pedestrians.

Playground The palyground often have recreational equipments which help children develop physical coordination, strength, and flexibility, as well as providing recreation and enjoyment and supporting social and emotional development.

Schoolyards The schoolyard belongs to the area of the school. Generally, it is designed for the outdoor activities. Also, it can be a teaching space to instruct students about ecological systems.

1.04

Traditional kindergarten is designed bright color, enclosed space, complex furniture and separated space. These characteristics limit the imagination and creativity of children by the experience of visual and space.

Traditional and Open Space

In the new type kindergarten children are protagonists. The white color gives them space of imagination and the open space give them an opportunity to learn more things. The connecting space releases their nature. Simple furniture tells them, they are protagonists of the future.

1.05

Open Space Extend Feelings

Traditional Kindergarten Classroom

Nature Kindergarten Classroom

View

Wind

Sound

1.05

Open Space in the School

For the city children, the natural elements are very important for them. Kindergarten provides more opportunities for them to touch and feel natural elements.

Trees as an natural playing equipment for children.

The interior space extend to the sky by the skylight.

Wood floor is softer material than the concrete.

1.05

Open Space in the School

The courtyard make the interior space open to the sky. The puddle attract children plying in the open space.

Courtyard open to the sky which brings nature light and fresh air

The interior puddle can be part of the education.

Children can observed outside esier from glass facade.

1.05

Open Space in the School

Combine the nature elements and outdoor space make the exterior more attractive for children. The nature elements are fresh things for the city children.

Combine indoor and outdoor space encourage children to go outside.

Rocks simulates the real nature enviroment.

Puddle is more interesting than the flat playground for the children.

1.05

Research Summary

Even though the traditional kindergarten has a same outdoor space area with nature-based kindergarten, the layout of programs is totally different. The traditional kindergarten separates the space very clear, but in the open spacekindergarten classrooms, plants and playground intersect each other. The traditional classroom uses the wall as the boundary to separate classrooms and other spaces. This boundary keeps the sound, view, wind and nature light outside of the classroom. This closed room makes children nervous and lost interested Traditional Kindergarten

in the exterior environment. For the open sapce kindergarten,

Nature-based Kindergarten

I will break the boundary between the classroom and other spaces. I want to make a wide view, transfer the outside sounds, wind, and nature light for the classroom. Using this way, these elements will attract children exploring outside.

School Space

Open Space

1.06--

SITE AND CONTEXT ANALYSIS

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1.08 28

1.06

Site Background

There are more and more internet companies in the San Francisco, and more and more young families live in here. For the downtown kindergartens, they don't have enough exterior space for the outside activities. The kindergarten children can't play outside by themselves, so we need a open space kindergarten bring a safe and interesting exterior space for their outside activities,

Mission Bay

Apartments Kindergarten

1.06

San Francisco Open Space

There are different types of open spaces in the San Francisco, but not all of them are good for children exploring. The public plazas designed for the adults, and the national park without children protection. Although we see a huge area of open space, the area good for children exploring is very small.

Green Space

Public Plazas

Children Park

Green Connections

1.06

Open Space and Site

The size of the open space is related to the distance from the downtown area. The size of park become bigger and it far away from downtown area.

Plaza

10min Drive

Public Park

15min Drive

National Park

20min Drive

1.06

City Pattern Comparison

The city park of San Franciso is far from high density apartments area. For the other cities, city parks are close to the downtown area.Therefore, for the downtown children need more oepn for their life.

Chicago

D.C. Washington D

Free Way

High Density Apartments

City Boundry

City Park

Street

1.06

San Francisco Air Pollution

The free ways and bridge connect the other citys and San Francisco. The busy traffic bring economic benefits for this city. Also, it brings air population. The goverment wants to chage this situation, so they focus on the public traffic construction. The downtown area has high density of apartments, and there are a lot of children live in these apartments. Children are too yong to go to school by themself, their parents need to drvie tem to school. Therefore, the kindergarten in downtown will spent less time on the traffic.

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1.07

Site Plan

1.07

Zoning Analysis

The site is surrounded by the UCSF campus, residential buildings and public park. The main open space is the ribbon public park.

Existing Park

Campus

Residential Building

Site

1.07

Public Transit

The parents of children can use public traffic to pick up and sent their children. Public transit can reduce air polution for the community.

Site

Bus Station

Rail Way Muni Station

1.07

Traffic Mapping

The bicycles and cars are main tools to get the kindergarten. There are only two one-way in this zone. One-way can reduce traffic jam.

Site Parking Bicycles way

One way Main Street Walking Street 37

1.07

View Analysis

The views of the site are blocked by the high buildings. Eventhough, mission bay area is surrounded by the ocean, people can't see it from the site.

Buildings over 50ft

Site

1.07

Site Photos

There are more and more internet companies in the San Francisco, and more and more young families live in here. They bring their children, and they need a new type of kindergarten.

1.08

Public Park Categories

There are three kinds of park around the site. They are playground, pubilc park and children park. Because the functions of the parks are different, they bring different different user group for the site.

Children Park Playground Public Park

1.09--

PROGRAM TABLE DIAGRAM

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1.11 41

Children Interior

1.09 Library x 1 Classroom x 9 Kids toilet x 9 Auditorium x 1 Total

Exterior

Garden x 9 Playgound

150 sq.ft x 9 = 1350 sq.ft

For the nature-based kindergarten, I will design more outdoor

1965 sq.ft x 1 = 1965 sq.ft

space for the children. More outdoor space will bring fresh air and natural light for the interior space.

14407 sq.ft

460 sq.ft x 9 = 4140 sq.ft 600 sq.ft 12000 sq.ft

Courtyard x 9

460 sq.ft x 9 = 4140 sq.ft

Office x 2 Meeting Room x 1 Teacher

903 sq.ft x 9 = 9127 sq.ft

Public Space

Total

Toilet x 4 Cloak room x 1 Cafe x 1

Program

1965 sq.ft x 1 = 1965 sq.ft

20880 sq.ft

1965sq.ft x 2= 3930+19 sq.ft 1965 sq.ft x 1= 1965 sq.ft

Public Space open to community children

150 sq.ft x 4 = 600 sq.ft 50 sq.ft x 1 = 50 sq.ft 500 sq.ft x 2 = 1000 sq.ft

Public Space open to school

Total

Staff

Restaurant x 1 Toilet x 2

7545 sq.ft

children

1965 sq.ft x 1 = 1965 sq.ft 150 sq.ft x 2 = 300 sq.ft

Storage Room x 1

260 sq.ft x 2 = 520 sq.ft

Other Facilities x 1

300 sq.ft x 1 = 300 sq.ft

Security Room x 1

300 sq.ft x 1 = 300 sq.ft

Total

3385 sq.ft

Total

46217 sq.ft

Public Space

Priavate Space

1.09 Street Parking

School Bus Station

Program Diagram

The open space kindergarten blurs the boundary between interior and exterior, also it blurs the public and private. The playground around the school open to the public, but the courtyard only open to the school children.

Lobby

Indoor Space of Children

Toilet

Outdoor Space

Toilet

Teacher Space

Cafe Staff

School Boundary

1.10

Spatial Analysis

For the open space kindergarten, the exterior program attracts visitors to use it. Because the kindergarten close to the public park, it makes a great opportunity for children to explore in the public outside space. Also, the program could extend to the public outside space. In this way, the open space isn't limited by the school area.

Children Circulation

Public Park

Visitor Circulatrion

Kindergarten

1.10

Spatial Analysis

The nature kindergarten creates open space for children. The open space removes the boundary between the interior space and exterior space. Children's view is not limited to the wall and roof. The furniture instead of the interior wall to separate the space, children can observe other space when they stand up. The skylight brings nature light and fresh air to the interior space. Children can observe outside from the sliding glass doors, and it will encourage children to go outside. Roof

Indoor and outdoor space

classroom and cooridor space

between two classrooms 45

1.10

Spatial Analysis

The traditional kindergarten classroom is a closed space in the traditional kindergarten. Children's view is limited by the walls and fewer windows. The quiet classrooms make children nervous.

Roof

Indoor and outdoor space

classroom and cooridor space

between two rooms

1.10

Spatial Analysis

ClassRoom School Space Outdoor Space 47

1.10

Spatial Analysis

Use different densities of columns to separate spaces, and view will go though different spaces.

Classroom School Space Outdoor Space

1.10

Spatial Analysis

The classrooms is covered by a "shell", and the interior will be flexible. In the shell, I can create the semi-courtyard for the classrooms to bluer the boundary of the interior and exterior.

Classroom School Space Outdoor Space 49

1.10

Spatial Analysis

The kindergarten close to the public park, and it makes a great opportunity for children to explore in the public outside space. Also, the program could extend to the public outside space. In this way, the open space isn't limited by the school area.

Classroom School Space Outdoor Space 50

1.10

Spatial Analysis

The classrooms as the center core of the whole building, and each level has its own exterior space. Every level connects the branch exterior space, and each branch exterior space extends to the different directions.

Classroom School Space Outdoor Space 51

1.10

Spatial Analysis

The occupied roof attract children to go outside, also they can get different views from roof.

Classroom School Space Outdoor Space 52

1.10

Spatial Analysis

Using multiple layers of slab to create different scales space for children.

1.11

Building Code Analysis

Address: 675 Nelson Rising Ln

Assessed Values: Land:

NEIGHBORHOOD: South of Market

Parcel: 8711007

CURRENT PLANNING TEAM:

SE Team

Structure: PLANNING DISTRICT: Fixtures:

District 9: South of Market

Personal Property: Last Sale:

Year Built:

SUPERVISOR DISTRICT: District 6 (Jane Kim)

Last Sale Price:

CENSUS TRACTS:

Building Area:

2010 Census Tract 060700 -

Parcel Area: Parcel Shape: Parcel Frontage:

TRANSPORTATION ANALYSIS ZONE: Transportation Analysis Zone: 653 Transportation Analysis Zone: 929

Parcel Depth: Construction Type: Use Type:

University of

California Property Units: Stories:

Rooms:

Bedrooms:

Bathrooms:

Basement:

1.12--

SITE MODEL & MASSING STUDY MODEL

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1.13 55

1.12-1.13

Site Model & Massing Study Models

1.12-1.13 1.11-1.12

Site Model & Massing Study Models

1.12-1.13 1.11-1.12

Site Model & Massing Study Models

1.12-1.13 1.11-1.12

Site Model & Massing Study Models

2.00--

2D DRAWINGS 3D RENDERINGS DIAGRAMS

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2.13 60

2.01

Development Models and Sketches

2.02

Site Plan

100

150ft 62

2.03

Floor Plans

Level 1

120ft

2.03

Floor Plans

Level 2

120ft

2.04

Building Sections

A-A Section

B-B Section

120ft

2.05

Elevations

East Elevation

West Elevation

South Elevation

North Elevation

120ft

2.062.07

Wall Section & Partial Elevation

Wood Joists

Wood Rafter

Concrete Floor Insulation Wood Joists Wood beam

Wood Post Steel Strap Through Bolts

Concrete Base Concrete Floor Earth

12ft

2.08

Four Building Details

Steel Strap Concrete Slab Concrete Base

Wood Joists

Wood Beam Concrete Floor Earth

Wood Post

Foundation

Beam To Column Connection

Glass Roof

Wood Joists

Double Pane Glass

Wood Post

Wood Floor

Pre-Engineered Panel Shim

Window Sill

Window Head 68

2.09

Sustainability Strategy

The building's form is generated from my understanding of how the wind moves through the site. The operable glazing system using parallel openings to moderate interior ventilation depending on season. The sky light bring natural light for the interior space to reduce energy cost.

Sunlight

Natural ventilation

2.10

Egress Diagram

There are four exterior egress stair service for the classrooms. The interior egress stairs are designed for the public space, so the egress circulation is separated clearly.

50ft 70ft 50ft

25ft

50ft

70ft

50ft

70ft 25ft

Egress Direction

Grade 2

Public Space

Grade 3

Grade 1

Lab

2.11

Structural Diagram

Skylight for Public Space

There is a big contrast between wood structure of the Wood Roof For Classrooms

kindergarten and the concrete structure of the arounded buildings. The wood structure creates a harmonious between structure elements and natural elements.

Wood Column

10’

Concrete Deck

Wood Column

15’

6’

16’

2.12

Mechanical Diagrams Plumbing Plan

Water Source

Level 1

Toilet

Level 2

Fire Protection Plan

Water Source

Level 1

Fire Sprinkler

Level 2

2.13

Building Section

3.00--

RENDERINGS & MODELS

3.04 74

3.01

Final Model

1/32" Model

3.02

Exterior Rendering

3.02

Exterior Rendering

3.02

Exterior Rendering

3.03

Interior Rendering

3.03

Interior Rendering

3.04

Photos of Model