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MS in Sustainable Design 2014 on-line design studio

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rob fleming

on 10 December 2015

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Transcript of MS in Sustainable Design 2014 on-line design studio

Optimisms
Experience: Vetting
Enter optimisms below
very optimistc about the 'l' shaped liner scheme - opens to the views an the yard
Brink - this layout creates a clear streetscape and then a large open space area that allows for maximum flexibility
Behaviors/Performance
Sustainable Design Studio
Week 3
SDNX 611
Fall 2014
MS in Sustainable Design Program
Experience
Behaviors/Performance
Systems (Guide Flow)
Culture/Meaning
Experience
Behaviors/Performance
Systems (Guide Flow)
Culture/Meaning
Experience: Vetting
Enter optimisms below
Name + Optimism
Nikki: I'm intrigued by this scheme; it reflects a campus atmosphere, which is an important aspect of the experience quadrant. I like the idea of leaving a line of sight to the river from Ridge Avenue.
Fleming: I am optimistic about the diagonal view corridor/breeze corridor - more later
Brink: I like the campus concept, it allows for indoor - outdoor spaces with movable walls
Julie: I like the placement of the buildings in relation to each other. I agree with Nikki re: the line of sight.
Behaviors/Performance
Enter optimisms below
fleming I am optimistic about the wind buffering and micro-climate creation
fleming: I am optimistic about the rigorous attention to detail on the parking -- we need to reduce the spots in the program via variance in order to give you space
Julie - I like the use of trees and plantings to frame and shield the school. I also think the layout has logic and maximizes the visual view from the classrooms
Systems (Guide Flow)
Enter optimisms below:
Name + Optimism
Nikki: I really like the idea of designing the building with an emergency shelter in mind.
Fleming - I am optimistic about the entry lobby being sandwiched between the gym and the school
fleming - optimistic about the compact form
Julie - I like the smaller footprint and thinking of the building as a larger community asset.

Culture/Meaning
Enter optimisms below:
Fleming - I am optimistic about the layout in general -- very good response to entry location and drop off sequence...we need to reduce parking
Brink - I think this has potential if the entry and drop off location is used for multiple purposes
Julie - I like the position of the classrooms in relation to the river.

Experience: Vetting
Enter cautions below
Cautious about the angle of the diagonal -- if this is only about experience i might mirror the scheme so the diagonal points to bridge creating a great visual corridor
Explore sun angles in fall and winter in terms of exterior spaces created
Brink - this is a small site make sure each outdoor space is multi-faceted - i.e. the main entry could also be a great outdoor class room with raised planters for a vegetable garden
Julie - I wonder if there is a way to structurally connect the buildings for ease of transition and safety while leaving the feeling of the campus. Also if you are envisioning the community using the school as a pathway (which I like) and having a visual sight line to the river, you might consider changing the orientation. The southeast corner is more logical as a destination as that is close to the foot of the bridge. It would also serve to connect the site with Fairmount Park across Kelly Drive
Behaviors/Performance
Enter cautions below
Brink - I am cautious about how this plan isolated the two open space areas - perhaps some type of break would help make that connection
See comments below regarding moving bus parking off site with a designated bus drop off zone -
Julie - It would be a starker view from the Ridge side compared to other schemes. Not as friendly to the community.
Systems (Guide Flow)
Enter cautions below:
Fleming: i am cautious about the location of the entry in relationship to the street
Julie - The three stories will obscure views for the community of the river (current building on the site is only one story) and with the building directly up against Ridge and Calumet may detract from corridor view if it's a true auditorium or typical gym (without many windows etc.).

Module 1 (Weeks 1-3) MS in Sustainable Design Program - On-line Design Studio
Stephen Brown
Experience
Behaviors/Performance
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Experience
Behaviors/Performance
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Culture/Meaning
Experience: Vetting
Enter optimisms below
Name + Optimisms
From Steve: Some of the spaces have good views to the play area and off-site amenities (river/bridge)
JILL: It's good that you attempted collaboration by building off the ideas of a classmate.
fleming - optimistic about the condensed building in the back of the site leaving a great open play space
Brink: Open space area has a great orientations
Behaviors/Performance
Optimisms
Steve: The combo of linear and courtyard do a good job of establishing both a winter and summer microclimate ... blocking westerley/northwesterly winter winds and capturing summer winds.
I think the courtyard in the center of the school is a powerful idea and for creating an outdoor classroom. Exposing it primarily to the south and protecting it keeps it warm for 3 seasons of the year. I also like that it continues the street facade.
fleming - agree on courtyard - although spaces are not getting maximum daylight -- in a sense its too nice -- save the courtyard for a community - culture scheme
brink - support the courtyard works well
Systems (Guide Flow)
Optimisms
From Steve: Your parking location and entry/exit points of the site work well with the existing choices of roads/infrastructure, and the 3-story building form is the most compact choice to create the most amount of open site to work with for other "systems" aspects like ecosystem re-establishment.
JILL - Good emphasis of presence on the street corner and better minimization of East/west facade.
Culture/Meaning
Enter optimisms below:
Name + Optimisms
From Steve: Having the administrative areas of the building directly adjacent to the parking areas can potentially provide a positive opportunity for the staff to to engage with children and parents as they arrive/depart.
JILL - Creates a "front porch" for the school by giving kids a very visible place to play along the road. This is good in that it keeps play transparent and doesn't create dark corners after school hours
fleming -- optimistic about the interesting geometry - good for experience - i still think courtyard would be good for this scheme

Experience: Vetting
From Steve: There aren't nearly as many opportunities for good views from this plan configuration (to off-site views ... primarily to the south: "Kelly Drive trees" and river/bridge) since most of the spaces face either east or west. There are good views however, of the playground and natural areas created on-site. Experientially, the building sits awfully far away from the, street which does allow for it to feel "engaged" with other buildings in the community and pedestrians walking along Ridge/Calumet.
JILL : While I appreciate your attempt at collaborating with a classmate's ideas, you didn't really evolve his ideas of "views" further nor did you communicate in the drawings/video what makes those views are (I couldn't read the pixalated blue text on black). It would have been good to consider "views" as an experience of a student in the playground (who is looking over a parking lot to a row of trees blocking sound) or in the classroom. You could explore the experience of what kids see as they walk around the corner to the school and decide if this massing and location is the best form to engage this "views" experience. Put yourself in different spots on the site and really think about the views a student would experience.
fleming - worried about the slope from ridge to kelly and stormwater treatment in that corner
brink: agree with comment above re bldgs in the lowest part of the site - also agree that the graphic format and pixellation make images difficult to read
Behaviors/Performance
Cautions
From Steve: Although the partial courtyard is beneficial for microclimates, the east and west "wings" are effectively oriented N/S ... the result is long facades which face east/west which are not good for dealing with low sun angles in morning and afternoon/evening.
JILL: While I like the courtyard, I think you have to balance the other things you sacrifice to make sure it is protected. Your classrooms along the east and west side are going to be pounded with sun in order to protect the courtyard.
brink: parking and bus loading and drop off have to be further defined see my comment below from an overall perspective.
Systems (Guide Flow)
Enter cautions below:
Name + Cautions
From Steve: Your parking lot is located at the steepest part of the site, which will have the fastest flow of run-off during rains. You should consider some method of control rate/quality of surface run-off.
JILL - Worry about the 3 stories.. that is a lot of cost and money and it doesn't appear you're using the extra space to do much more with your site area. If you're going to build up, than make sure you're making the sacrifice worth the space you're freeing up stormwater strategies and landscape opportunities
Culture/Meaning
Enter cautions below:
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From Steve: Placing the playground along Ridge Avenue seems to be in direct conflict to one of Miquon's "cultural" tenets of engaging children with nature and allowing them to experience it individually while "at play". Remember one of the kid's quotes ... "I love to be able to explore nature and walk around the site"? (I'm paraphrasing). The play area would be better situated elsewhere to create more "natural" opportunities of exploration/learning.
JILL - This scheme seems to turn its back on some of the natural assets available to it and what the community appreciated about the location.
Kylie Boskey
Experience
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Enter optimisms below
Fleming: optimistic about the rationality of the plan. compact oriented south.
Good orientation
Brink - Plan has good potential if during the further development the massing is developed to work with the rectalinear nature of the site.


Systems (Guide Flow)
Enter optimisms below:
fleming - Optimistic about the clearnace from 100 year flood
brink - clear layout that maximizes open space for a variety of uses to be developed moving forward,

Culture/Meaning
Enter optimisms below:
fleming - optimistic about corner entry!
brink - optimistic about the cafeteria and its connection to an outdoorspace - seed to table concept - this also holds true for art classroom and outdoor opportunities


Experience: Vetting
Enter cautions below
Fleming - Cautious about lack of vehicular accomodation
Brink - at a minimum ADA parking must be provided on site along with some type of drop off and a minimum of parking spaces
Behaviors/Performance
Enter cautions below
Fleming - Caution -- single loaded corridors are better for daylighting efficiency
Brink: Orientation result is what appears to be left over spaces that may have difficulty being incorporated in a well composed plan
Try to develop site concepts concurrently with building massing
Systems (Guide Flow)
Enter cautions below:
fleming - cautious about parking and drop off
brink - agree with fleming
brink - consider creating an extension of central hall out to main green space so that the class rooms are not the only areas to have access to the open space


Culture/Meaning
Enter cautions below:
fleming -- cautious about the core in the middle -- why not create an en lobby community space in the center of the building
fleming - cautious about vehicle accomodation
brink - parking and buses same comments as previous you wil need to address
brink - cautious about lack to gateway or front outdoor entry space - think about where parent pick up children and where they wait for them - inside and out.

Team: Lakeya, Tiffany and Nikki
tutorial on how to export snagit to youtube
Experience: Vetting
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Name + comments
From Steve: Kylie, you spoke as much (or more) about performative/behaviors "stuff" in your short video than about experiential things. "Wind" and "views" cross both of these quadrants, but there are "architectural experiences" that are just as important ... relating to other buildings, what it might feel like to walk along the sidewalk, etc.
Your drawings are hard to read and I had to continue to return to the video to review your intentions. Make sure your drawings are the snaphot of what you are communicating in your video. Turn your CAD background to white so it can more easily be read and be sure to export at higher resolution so your text can be understood... these little details matter so your thoughts can be more clearly communicated visually.
Behaviors/Performance
Enter cautions below
From Steve: You did the best job (I think) out of everyone by providing a quick glimpse of your upper level plans ... kudos!



Systems (Guide Flow)
Enter cautions below:
Name + comment
From Steve: This applies to (and benefits) all quadrant schemes ... I don't see the desired pond/ecosystem location on your drawings ... or did I miss that?


Culture/Meaning
Enter comments below:



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Vetting Instructions
Each participant gets 3 dots
You can vote for any scheme but your own
You can place multiple dots on one scheme
You can't take things personally
Check choices against Guiding Principles, Benchmarks and Programmatic Goals
The Role of the Facilitator
The Facilitator tries to remove schemes or combine schemes based on voting/vetting
This is done publicly or privately depending on the charrette
Try to build consensus and keep everyone happy as much as possible
Each student gets
Recap - Simulated Charrette
So far you have each developed some schemes to meet specific ISD objectives - this equates to prelim design on the first day of a charrette
The sketches are similar to what would appear in a live charrette
We have vetted those schemes based on Optimisms and Constraints - same as a live charrette

On-line Charrette Methodology

Experience
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Experience: Vetting
Enter optimisms below
Name + Optimisms
From Shannon: I like that the building has a 2 story portion that leaves much of the site open for play and experience. I also like that the building takes up the least engaging corner of the site and leaves the other corners open to views of the river or East Falls community.
From Steve: I like the concept of the elevated learning space as a way of "celebrating children" ... it also ties into the desire for East Falls to have some sort of "architectural feature" @ the corner closest to Falls Bridge. So it does this not only for the site/campus itself, but for the community as well.
JILL - I like the variance of height for the two buildings; good job considering the topography of the site
Behaviors/Performance
Enter optimisms below
Name + Optimisms
From Shannon: There is some thought here on performance as indicated by the Solar array, living machine and comments on heat island effect and the amount of building envelope is minimized, thus minimizing potential heat losses (and gains in the summer)
From Steve: The classroom "block" will help create a more comfortable winter micro-climate by blocking westerly winds, and the "courtyard" it creates with the offices, etc. will help capture summer breezes for outdoor summer play.
JILL - good job thinking about how the pond area can support a living system

Systems (Guide Flow)
Enter optimisms below:
Name + optimisms
From Shannon: It is good that you have shown the wind and sun for the site. The building layout is good for minimizing distances between functions and the building form minimizes building envelope and therefore may improve building efficiency
From Steve: The compact building form also minimizes site footprint that provides the best opportunity to deal with stormwater (quantity/quality) run-off and ecosystem establishment
Culture/Meaning
Enter optimisms below:
Name + Optimisms
From Shannon: I like that you have set up the gymatorium to double as community space. This design also has the building oriented well for solar and keeps building off of the lower flood plane portion of the site.
From Steve: Again I like the notion of the gateway as a cultural gesture (a good example of where the quadrants sometimes overlap one another ... in this case the experiences quad). The "gymatorium" is visually located
close
to an intersection and towards the area of East Falls that appeared to be identified as the "core" of the community.
Brink - this design has a strong organizational structure and strong connection to the river.
Experience: Vetting
Enter cautions below
Name + Cautions
From Shannon: It may be better to switch the play and learning platforms. The community would likely better experience the school if they had easy access to the learning platform, plus the Ridge Ave. corner will have a little less traffic noise and make it easier to hear if the the learning platform space is moved. It is unclear to me how the central protected yard space enhances the experience. If this is meant to make a safe space, then perhaps this should be where the play area is located. It is unclear how this scheme creates a quality experience inside the building. I feel that the experience focus was limited to the site only.
From Steve: I think the play area is too detached (experientially) from the existing (and created?) natural amenities of the site, and places children closer to the less than pleasant sounds and visual clutter of intersection
Behaviors/Performance
Enter cautions below
Name + Cautions
From Shannon: The building form is widest at the locations where the winds are indicated, this will make it harder for natural ventilation to move through the building. The classroom block is very square, leaving limited facade for daylight access. Given the climate zone, it is likely that a portion of the living machine will need to be located inside. There is a lack of connection to the community. It may also be disruptive for the students to have to walk through the office spaces in order to get to the cafeteria. And (this goes for all of the schemes but I'm mentioning it here as this category is for performance) the angled parking backs out directly onto a busy road, which may make leaving the parking very challenging and potentially dangerous.
From Steve: I'm not sure that you have the building form oriented as fully east-west as possible for a temperate climate need. (see the red line I drew over your image). Classrooms (as situated) will be exposed to harsher/lower sun angles facing and west, and will get little benefit for natural ventilation (no A/C wanted there by client), but other spaces Do have better chances (where client feels A/C is "okay" or req'd)
Systems (Guide Flow)
Enter cautions below:
Name + Cautions
From Shannon: The water flows are not indicated on the site. The people systems flow from the neighborhood are also not indicated. I have some concerns about the building form as well. While some of the building is south facing, however many of the classrooms have a more western facade which will cause later afternoon glare issues. I am also worried that the odd angles of the building will make the layout more difficult and create awkward and unusable space.
From Steve: You bus/drop-off exit point will also introduce traffic rather close to an intersection ... one that is already problematic with noise/congestion.
Culture/Meaning
Enter cautions below:
Name + Cautions
From Shannon: I'm worried that there is not enough indoor classroom space. Given the time of year when school is in session this will be a limitation. The gateway on the south east corner also seems very disconnected from the school.
From Steve: Although the "gymatorium" is located near the core of the community, why not locate it to address the street corner/edges better? It looks like more of an isolated/suburban position located away from the street/sidewalk and does not engage one while as a pedestrian.
Brink - I am cautious about the gateway - this seems to be more visual than functional and not for the community or the children.
Daniel Heffner
Experience: Vetting
Enter general comments below
From Shannon: I see that in all of your schemes you leave the office area at the drop off site so it seems that this is important to you but I'm not sure how it improves the experience and why it is a fixed block in all schemes. I would like to see more variation between schemes in that, the drop off lane and parking.
From Steve: Related to Shannon's comment, your parking spaces would probably not be considered "on-site" as req'd by code.
JILL - You managed the vehicle and parking the same in every scheme; should consider other options when you zone in on a couple schemes.

Behaviors/Performance
Enter cautions below
From Shannon: I a concerned that there is a lot thrown on here for the sake of 'sustainability' without thought as to if it makes sense for the project. Are these just 'cool green things that make sustainability obvious' or do they really add to the school and tell part of the story of what the school is doing and why?
From Steve: I concur with Shannon's thought that some of the sustainability features aren't adding as much benefit as they could.


Systems (Guide Flow)
Enter comments below:
From Shannon: I would like you to look more at the water flow and focus less on the wind. It is doubtful that in this location you will be able to seriously take advantage of the wind, however you should definitely be able to design a good water flow.



Culture/Meaning
Enter comments below:
From Shannon: Make sure you also look at the culture of the school and tell that story too. Culture is not just about the outside community it is also about the school community. How does this design help building a culture within the school?
From Steve: (applies to all schemes) the zoning code requires the building to be located at the property line along Calumet and Ridge.


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Experience: Vetting
Enter optimisms below
Name + Optimisms
Julie Carroll + I like the courtyard idea and the orientation of the classrooms toward it and the river. I like the way you focused the orientation and obscured less beautiful things through room usage placement.
From Steve: Architecturally, the quasi-courtyard form (L-shape) begins to help create a "protected" area for the children to play, and creates view opportunities as Julie suggests
From Rob: I am optimistic about the open courtyard scheme facing the views to teh bridge and river which helps to create a good experience
Behaviors/Performance
Enter optimisms below
Name + Optimisms
Julie - Solar panels on the roof is a great idea not only for sustainability but also for the educational program. Students can learn a lot of science and math concepts through the study of solar panel energy production and energy usage. Consider incorporating an educational component with your design.
From Steve: Good job with designating where you would propose solar shading, but you'll also need it elsewhere ... and likely of a different method/technique. Generally horizontal along south facades and vertical along east+west facades.
from rob: I am optimistic about the solar shading -- more to come as i take a closer look

Systems (Guide Flow)
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Julie - Placing the drop off location where you do does mitigate the traffic issues in the best way. Again, I like the idea of the courtyard. I hope that the educational uses of the courtyard get better defined in relation to the classrooms ad water source.
From Steve: You did a better job in this scheme of connecting your proposed open/natural spaces to the proposed pond/ecosystem water collection area. Additionally all the "non-building" areas of the site are more directly connected (adjacent) to the proposed water collection (pond) area, which takes advantage of the existing site topography.
From Rob -- The location of two buildings that open to a large open space seems to give room for the site systems which will be used for stormwater collection and treatment. Glad to see you acknowledged the flood plain
I like the the two storey option and what it will give you in terms of moving forward and developing the design,
Culture/Meaning
Enter optimisms below:
Name + Optimisms
Julie - The glass roof courtyard is a great idea. I'd like to what your vision of it is and how the educational program can be enhanced through it. I also like the orientation of the building BOTH focused on Ridge Avenue AND the Kelly side. Having the playground fronting on Ridge provides a more expansive and open view of the site. As you probably surmised, however, the playground open to the public would increase safety, vandalism and insurance issues for the school.
From Steve: I like the idea of the potential shared use of the playground with the community ... Julie does make a good point about potential downsides. I wonder though, if the downsides would be mitigated by a sense of community "ownership" (shared) and "pride" would override the negatives? Why not strengthen the "shared ownership" concept by situating your gym/assembly space nearer that as well, and making it physically easier to access by the neighborhood residents?
From Rob: I am optimistic about the courtyard in the middle and courtyard in front of the building -- I think this scheme has some potential
Experience: Vetting
Enter cautions below
Name + Cautions
Julie - I think the placement of the stairs at the ends takes away from your ability to get maximum visual access to the river and bridge. Placement of the faculty room in sight of the playground gives a false sense of increased safety.
From Steve: While the L-shape begins to provide a more protected space, I'm curious why the building form (and "everything") in general isn't placed closer to the north and eastern property boundaries? The program (SF) is tight on the site, but regardless, you could create a much larger open/play area but moving things closer to those site boundaries.
from rob: I am concerned about the noise coming from Kelly Drive so you may need a high wall that will block some views to the river form the ground level but not from the upper story
Behaviors/Performance
Enter cautions below
Name + Cautions
Julie - Using wind as a method of ventilation in the summer may not be practical. Classrooms become quite warm with students in them each generating 75 watts of energy.
From Steve: I think your general building orientation would benefit from a more true east-west position ... see my similar comments to Daniel.
From Rob -- I am concerned about the orientation of the building which does not seem to face true south so, I am not sure you are maximizing performance here yet
Systems (Guide Flow)
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Julie - Three separate educational buildings make transitions difficult (particularly in the winter) and safety a concern. You cannot send a Kindergarten student by themselves from one building to another. I like the idea of maximizing airflow through the separation at the northeast corner but I'm wondering if there is another way you could accomplish the same thing.
From Steve: Not sure why you placed the Facilities Mgmt. space so far from any vehicular access points? As part of a "client-scaled" system ("operations"), it won't function as well as it can for accepting deliveries, repair access, etc.
From Rob: I am cautious about the bus drop off as being really tight --
Brink - following Rob's lead on this create a bus drop off that is in the parking lane. This is more workable given the turning radius of a bus.\
Culture/Meaning
Enter cautions below:
Name + Cautions
Julie - Having parking directly behind the drop off area could provide safety concerns with students walking through the lot while teachers are parking. This is not a huge deal but would need to be managed.
From Steve: See my similar comment to Kylie about a missed opportunity to connect nature + play is being created by separating the proposed play area from the pond/ecosystem area. But this also is in conflict with what I think is the positive "sharing" notion re: the playground ... can you see the challenge of trying to address both?
From Rob - I am cautious about the lack of playground space
I am cautious about the perimeter spaces and how well you in integrate them into the overall design.
Having the playground away from the rain garden starts to fragment the exterior spaces
Hipal Patel
Experience: Vetting
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From Steve: This comment applies to all of your schemes Hipal ... your parking area is way too small for the 30 req'd parking spaces.


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Nikki Borgesi
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Experience: Vetting
Enter optimisms below
Fleming - Optimistic about views bridge
JILL - attention to views and maximizing site area
Behaviors/Performance
Enter optimisms below
Fleming: Good Compact Building --
JILL - Good attention to orientation



Systems (Guide Flow)
Enter optimisms below:
fleming: optimistic about the thought about car drop off
JILL - good thoughts on dropoff path... major problems for schools that needs to be considered
brink-interesting approach to cars and pick up drop off

Culture/Meaning
Enter optimisms below:
Fleming - very optimistic about this scheme - love the courtyard
JILL - Good thought on the street presence of the building and maintaining the community's edge. Like the idea of some community piece to showcase on the corner.


Experience: Vetting
Enter cautions below
Fleming - cautious about which rooms are actually on the corner to gain the view -- not sure about the gym there + The gym is a higher space so difficult to stack on top of
JILL - Everything seems squished in the corner. Playground next to the library might not be the best adjacency. Look at switching the library and the gym and consider a gym that could open to the outdoor space for a richer play experience.
Behaviors/Performance
Enter cautions below
cautious about the location of gym -- that should be on the north side and the classrooms on the south so they can get more daylight
JILL - The building responds well to the sun but seems at odds with its site... look at slightly angling it to fit better in the site. Building will shade the play area... look at moving it further north to provide daylight to the outdoor play area.
Systems (Guide Flow)
Enter cautions below:
Fleming -- Cautious about storm water syste at low point of site. Cuations about size of parking/roads on site
JILL - cautions about ignoring the pond and natural ventilation will be difficult with a double loaded coordior.
Brink - classroom connection to outdoor learning spaces comprimised by parking and drop off scheme

Culture/Meaning
Enter cautions below:
cautious about the size of the courtyard --too small for a play ground, too big for a cloister --- suggest reducing parking and dropoff to create a separate outdoor play space and making the courtyard smaller -- maybe?
JILL - Courtyard can create some interesting design challenges for sound and play. Check out Swain School in satellite view on google maps/street view to see how you could incorporate scale and maybe make the shape not so rigid (swain school 1100 South 24th Street | Allentown, PA 18103)

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Lakeya McFarlane
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Culture/Meaning
Experience
Behaviors/Performance
Systems (Guide Flow)
Culture/Meaning
Experience: Vetting
Enter optimisms below
Fleming: I am very optimistic about the dual courtyard scheme -- offers diversity pace and experience -- a world to discover
From Shannon: I really appreciate that you have created different experience opportunities in the program. I also appreciate that you also started thinking about how light can create experience and also help create a more efficient building.
Brink: This scheme works well with the city grid and maximize the size and usability of the remaining outdoor spaces
Julie - I like the balconies and connections with nature. The two green spaces also allow for multiple outside uses (ie. playspace vs outdoor classroom). I also like the orientation of the lobby to the northeast corner.
Behaviors/Performance
Enter optimisms below
Name + Optimism
From Shannon: I like that you looked at water on the site and have accounted for that. I also like your statement about southern light in the classrooms. This is a good thought for efficiency and a quality learning environment.
Julie - I like the angled placement. I think it adds interest and a focus on the bridge. It's orientation towards Kelly drive connects Fairmount Park more with the school.



Systems (Guide Flow)
Enter optimisms below:
Fleming -- I am optimistic about the linear scheme
I think this design would work well for getting light into the classrooms. I think the student system flow is well thought out.
Julie - I like the green courtyard and the connection with the southeast corner and Fairmount Park.

Culture/Meaning
Enter optimisms below:
Sample: The design has a lot of potential in developing interesting spaces as the forms slide to create green spaces - could some of them slide to create interior green spaces?
Name + Comment
From Shannon: I like that you have identified two different cultural connections and addressed them differently. I also like that you stacked the building as this will improve the potential building efficiency.
Julie - I love the art placement and attention brought to the site. I also like the connection to the community in the north east corner.


Experience: Vetting
Enter cautions below
Name + Caution
From Shannon: I am worried about the fact that the social space surrounds the function spaces, making it hard for this design to meet your natural light goals. I am also concerned that based on the shape of the building, many spaces now have east and west facades which will have a higher potential for glare. This may impact how effective the natural light will be and may cause some people to close blinds and keep them closed.
I am cautious about the plan needing further development of the outdoor spaces and how to integrate the rain garden into the outdoor learning spaces
Julie - I can't think of anything. In fact I would have put most of my dots on this one if I had listened to your video initially.
Behaviors/Performance
Enter cautions below
Fleming: Maybe a stacked scheme to allow all rooms to get direct southern exposure?
It looks like your building overflows your site. It also looks like you ended up with classrooms buried in the building. These will have limited access to light and may cause issues by having preferred and not preferred rooms. There is also a lot of space around the various programs. This would be space that will need to be heated and cooled. This will hurt the overall building energy performance.
Julie - I worry about the three interior classrooms feeling boxed in.
Systems (Guide Flow)
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Fleming: I am cautious about storm water systems
From Shannon: I am concerned about the building that interrupts the water flow from the courtyard to the parking. (I'm assuming the parking would also double as storm water management systems) I also would like to see a study of more systems, including sun and wind and pedestrian traffic.
Julie - I am concerned about travel north - south for students. The building would require students/people to walk completely around the sides to get to the other side of the site.

Culture/Meaning
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Name + Caution
From Shannon: I'm cautious about the small building that seems separate from the rest of the building. This may mean that is it less included in the school culture. For energy performance, it may also be a liability. While I like that you have addressed cultures at different corners, I would be worried about having too much going on at the Kelly drive corner as it is a very busy street and having kids running around this area may be dangerous.
Julie - I am concerned that your administrative space is not directly connected with the academic program. This isolates the principal from the school that can impact safety and quality of the academic program.

Experience: Vetting
Enter comments below
I love that you put your thoughts and intents in with your design. This was very helpful for me to understand your thought process.

Behaviors/Performance
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I think there are some good ideas here, but they are not fully developed. I think you might want to think through this a bit more if you pursue this scheme.

Systems (Guide Flow)
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Culture/Meaning
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Videos
Sketches
Optimisms
Cautions
Comments
Experience
Perspective

Behaviors
Perspective

Systems
Perspective

Cultures
Perspective

Tiffany Stoudt
Behaviors/Performance
Systems (Guide Flow)
Culture/Meaning
Experience
Behaviors/Performance
Systems (Guide Flow)
Culture/Meaning
Experience: Vetting
Enter optimisms below
Name + Optimism
Julie - You put real thought into how the school design gets reflected in the school campus. You also put a lot of thought into how the school interacts with the community. I like the commitment to green space and bringing the curriculum outdoors.
From Rob: Nice concept to have a garden associated with each spacial - I am optimistic a this
Brink: fun campus approach with full integration of outdoor space contiguous with traditional classrooms
Behaviors/Performance
Enter optimisms below
Name + Optimism
Julie - Again I really appreciate the thought you've put into the "campus" approach and how that can be incorporated into the curriculum. The parking and bus drop off on Ridge is a better approach. Having the sixth graders the furthest away is a sound strategy.
From Rob - I am optimistic about the rotated classroom wing which can harvet sunlight -- see caution though
Brink - like orientation

Systems (Guide Flow)
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Rob: Nice entry sequence from street yo lobby to out door space



Culture/Meaning
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Rob: I am optimistic about the "community "corner"
Julie - I again really like your focus on community and green space.


Experience: Vetting
Enter cautions below
Name + Caution
Julie - While I like the idea of the "village" of classrooms, there are some challenges with it. Students (and teachers) may become isolated and not work as collaboratively as you'd like. Transitions become difficult particularly in the winter. More importantly you want the administrative offices to be near the main gathering points of the school such as the lobby that you have. Administrators need to be able to react quickly and have close access. The other concern I have is the location of the bus drop off. I'm not sure that you would be able to locate a drop off there given the proximity to Kelly Drive.
Brink: Bus drop off is too close to intersection it will need to be moved.
Behaviors/Performance
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Name + Caution
Systems (Guide Flow)
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Rob - I am cautious about parking on the corner of kelly and calumet --



Culture/Meaning
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Rob: I am cautious about the entry of the building not being asdsoictaed more directly with the community corner
Julie - I am concerned that the bus drop off area is inaccessible to buses off of Kelly Drive.
Experience: Vetting
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Videos
Sketches
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Experience
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Behaviors
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Systems
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Cultures
Perspective

Jennah Bedrosian
Tiffany made one video for all four schemes
please watch this first
Nikki made one video for all four schemes
please watch this first
The Charrette Domain Experts
Lois Brink - Landscape Architect
Jill Kurtz - Sustainable Architect
Shannon Kaplan - Engineer
Julie Carroll - Education Expert
Rob Fleming - Sustainable Architect

Cultures Meaning
Enter cautions below:
fleming -- I am cautious about lack of outdoor play space - more on this later
brink if the buses move to the street as well as 50% of the parking then this plan could have potential with is large interior space.
Julie - the building footprint seems too large to create many outdoor learning and playing opportunities.

hi julie
Experience
Behaviors/Performance
Systems (Guide Flow)
Culture/Meaning
Experience
Behaviors/Performance
Systems (Guide Flow)
Culture/Meaning
Experience: Vetting
Enter optimisms below
Name + Optimism
Behaviors/Performance
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Name + Optimism




Systems (Guide Flow)
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Name + Optimism



Culture/Meaning
Enter optimisms below:
Sample: The design has a lot of potential in developing interesting spaces as the forms slide to create green spaces - could some of them slide to create interior green spaces?
Name + Comment


Experience: Vetting
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Name + Caution
Behaviors/Performance
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Systems (Guide Flow)
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Culture/Meaning
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Experience: Vetting
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Videos
Sketches
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Experience
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Behaviors
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Systems
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Cultures
Perspective

Shirley Blair

Lois
Jill
Shannon
Julie
Common Threads
Julie
DON'T
combine gyms with cafeterias. You need separate spaces. It's difficult when it rains or when the weather is very cold. Teachers need a break from students during the day.
Jill - edit
Lois
Libraries are NOT dead. They're just called Media Centers now. Students need places to study quietly in small groups outside of class.

Bus parking should be off site - create a bus drop of zone on the street. Minimize parkin on site and use off street parking for 50% of parking requirements.

integrate outdoor spaces play & rain gardens for example

allow for green streets in combination with bus and street parking for teachers

Julie - I'm wondering whether the placement of the classrooms will create a wind tunnel. Also I raise caution again that separate classroom buildings have challenges when it comes to community building and transitions. I am not sure where the students will eat their breakfast or lunch. Finally the offices need to be closer to the rest of the school and teachers/students.
From Rob: I am cuatious on two things -- why not have everything facing directly south and why not do a single loaded corridor along the north wall and only have rows of classrooms al the south wall?
Brink: You seem to still be at a coneptual stage as this reads more like a spatial use diagram. Try to start thinking about corridors and where some of the rooms are clustered into large building volumes whie other may stay as out buildings
west
east
Experiences
Additional Videos by Steve
single loaded corridor
play ground on south
play ground is protected
glass courtyard -- atrium
clearstory lighting
courtyard scheme
gateway on corner -
community connection
interactive courtyard
library
dual courtyards
hugged two different green spaces
sense of discovery between spaces
Thinness of the buildings -- cross ventilation?


movement between
urban area might be concerned about safety
auditorium in the corner - used by community
after hours
Balconies
elevated space at the gateway
drop off process -- one way circulation - to dominates + worth thinking
compact buildings can be good
systems - flow --
courtyard -- I like it - private -- community
rules and safety pre-cautions
feel like a community/village -
daylight into all of the spaces -- helps
cloister
could be quieter
swain school

courtyard scheme facing the river
protective micro-climate for kids to play
courtyard - but permeable - switch entrance
security issue --
interesting angles
Aalto school
http://www3.jkl.fi/tiedotus/human_tech_city/index.php/2004-01/11
separate buildings - different - makes it like campus - three buildings mini communities
transparent on the site -- light and air -- that flows through - ridge down to kelly
little kids -- switching classes --
covered walkways -
connect them but make them feel like separate buildings
campus idea is appealing - clustering
not a block -- diversity of form -- covers more and straddles the site -- create two different areas -- linear - single width classroom -- majority of classes southern view and view of trees - separation between public and private
benefits of a connected buildings
rob will check on heating for Miqoun campus
compact building - get rid parking

can we have curb side drop off ? why not -- east falls overall -- look up code
Like the different spaces -- shared buildings to the community
logical - simple - cheap to build
make it smaller -- single loaded corridors


Full transcript