Copy of Experience

Choreograph a series of meaningful experiences via a sculptural relationship with nature through sensory discovery

Create the safest school possible through awareness + empowerment

Create a captivating example of environmental responsibility and a deep understanding of natural systems for the internal and external community

Create opportunities for learning about the surrounding urban culture, the local natural environment and global issues of conservation through the use of didactic design elements.

Create Equity by empowering students and the community to become better stewards of their environment.

Connect the mission of Miquon to the rich heritage of the site through social and environmental initiatives and events.

On-line Charrette Methodology

The Role of the Facilitator

Recap - Simulated Charrette

Vetting Instructions

Sustainable Design Studio

SDNX 611

Fall 2013

• 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 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
• My goal is to go from 13 schemes to 3 and assign each of you a scheme to develop as per the next module

• 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
• Now we need to go from 13 schemes to 3 for further development.

tutorial on how to export snagit to youtube

Module 1 (Weeks 1-3)

Team 1 Sarah Owens

Team 3 Mike Phil Zosky

Comments

Cautions

Sketches

Optimisms

Videos

Comments

Cautions

Sketches

Optimisms

Videos

Experience

Experience: Vetting

Experience

Experience: Vetting

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Experience

Perspective

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• I like how the consideration of the experiences includes points of interest off of the site, especially to the north
• Strong interwoven experience of built and natural environment
• SKO- like the different layers of transparency in the buildings, I can see the layers translating to floors in the building section
• I am optimistic about how the schemes engage the larger site through view sheds
• The second scheme has potential to have more normative spaces while maintaining views -

Enter cautions below

• The "nucleus" arrangement leaves a lot of space near the edges of the site, and could present an issue with the surrounding context, i.e. it does not seem to be "urban" but rather a building in a field.
• Not as many unintentional opportunities to explore green space
• I am cautious about the details of the scheme in that when it gets enlarged and detailed - can it provide the movement of air and access to light that might be needed. SOM just finished a net zero school base don this kind of approach - i will send you an image
• I concur with comments about edges - what a great landscape opportunity
• I think a section is needed asap to really understand what is happening and what the potential could be for this scheme

Enter cautions below

• Difficult to tell from the images what types of experiences you are intending. Also, if these lines are used to generate form, I feel the blade-like extensions through the site could lead to architectural forms that are also jagged and sharply angled which does not feel appropriate to the client.
• SKO - worried about the separation of the mechanical space from the rest of the building volumes
• SKO- worried about the shapes of the building created by views (assume these are schematic shapes)
• The second scheme seems to have worked out the shape issues

Enter optimisms below

• The interweaving of natural and built spaces can be a very strong way of eliciting the types of experiences you describe.
• The intentional interaction with water and wind, not just land, allows for a holistic sensory experience
• I concur with the statement above - why not extend the geometry into the landscape but use trees and landscape elements to continue the pattern?
• I am intrigued by the idea of layers and thresholds as an experience for the children creating a rich world for them. SOM just finished the design of a net zero school using this approach - i will send you some images --
• In a sense you ahve a courtyard scheme with some additional layers of transition - see old monastery design with the use of cloisters and arcaded walks between buildings

no sound yet

Culture/Meaning

Behaviors/Performance

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Behaviors

Perspective

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• The security wall feels like it will disconnect the site and occupants from the surrounding natural and urban context. Need to carefully balance security and experience and make smart trade-offs.
• The ongoing debate-is keeping and redoing the envelope of the existing structure really most efficient? (as opposed to a new building)
• I am cautious about whether the entire program could fit in the existing building.
• The site actually slopes from right to left meaning that your rain water garden is flowing towards the existing building -- could be a major problem.
• Solar array is also need on top of exist. building to maximize performance
• I suppose parking always needs consideration

no sound yet

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• I'm not sure how much Miquon would like the public interacting with their students. Surely the idea is appealing to them, but it seems to me that it would require a careful balance between security and neighborhood interaction.
• When using the term "green space" i think you need to be more specific. I think this project has a lot to do with landscape design which tells me you will need some feedback from a landscape architect - which i will work on
• I think the beacon is good but maybe you are giving kelly drive too much credit -- my view is that you have a beacon on Kelly that responds to gfast moving cars and a the second beacon on the northeast corner that is scaled for slow moving cars and pedestrians

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• Quickly moving to model hurts the development of what is being designed by disregarding the potential for creating interactions between the site and the building which could help in performance and behavior. The building seems to swallow the entire site. I question the size of everything.
• Seems like green space may have been minimized thus detracting from opportunities for students to play outside
• SKO- seems like large volumes in comparison with the surrounding buildings in sketch - wondering if we need all that vertical space.

Enter optimisms below

• Allows a lot of area for renewables and water collection
• Ample space for energy harvesting which also allows for great learning opportunities
• Well - you showed a scheme that maximizes performance - I optimistic about the security wall because i think something is needed - the details of the wall are key.

Enter optimisms below

• I like the ideas of clerestory windows and power generation.
• SKO- like the strong corner connection at Kelly- serves as a "beacon" symbol in the form of architecture for the school

Systems (Guide Flow)

Systems

Perspective

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• I like the public vs performative spaces and the size of area dedicated to water and energy harvesting
• Clearly defined spaces feels secure and practical
• I am optimistic that you are exploring the layering theme from your experience scheme.
• I am optimistic about the center core -- a centralized mechanical room allows for maximum efficiency for the systems of your building.

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• Neglects the urban context somewhat, and draws attention to the lack of desirable experience in the scheme
• Not as many opportunities for wandering and exploration
• I am cautious that the landscape and ecology of the site needs to be further explored - i see overlapping forms but not sure what that really means in reality -- a section would show how that could look.

Culture/Meaning

Enter optimisms below:

• The "public beacon" is very powerful attractor to the site and could be very successful - what are these "beacons"? Compelling!
• Public beacon on Kelly Drive is great placement and I think could be incredibly valuable to the community
• I am optimistic about the beacon - see concerns for location of such.
• I see you are exploring layering again which is interesting and has potential to achieve a sens eof integration of the schemes
• This scheme looks to be a evolution of teh previous schemes --

Cultures

Perspective

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• The project on the left could result in inappropriate form making (see my comments on Experience above).
• Does the public have access to the interior spaces?
• SKO- worried about the separation of the systems from the main building

Cultures

Perspective

Enter optimisms below:

• The design on the right 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? The design on the left reaches out to the neighborhood.
• The creation of many green spaces allows for ample opportunity for exploration and outdoor programming
• SKO- like the atrium as a border, serves as a nice building edge, and security feature
• SKO- like the shifting building volumes, allowing for wind. light. air. into main spaces
• I am optimistic about the architectural move of mimicking the row house typology and then shifting the volumes for some interest -- it does feel like it "fits"

no sound yet

Team 2 Sarah Haggerty

Team 4 Rob Fleming

Comments

Cautions

Sketches

Optimisms

Videos

Comments

Cautions

Sketches

Optimisms

Videos

Experience

Experience: Vetting

Experience

Experience: Vetting

Experience

Perspective

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• Seems to be little interaction with the garden, which seems to be marginalized over there by itself. A lot of area is left undefined and thus left without intentional experiences.
• SKO- not sure about the connection, personal experience that students would have with the garden , is it integrated into daily activities
• There will be shadows along the north side of the classrooms which means it will be hard to have a lot of glass facing that view
• Cautions about acoustic of having classrooms so close to kelly drive which is loud

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• The southerly oriented buildings make a lot of sense. What happens along the path from parking to the buildings? This seems like a great opportunity to develop experiences!
• I am optimistic about the potential of "wandering" through the gardens to the buildings (don't be scared to draw gardens :)

Behaviors/Performance

Behaviors

Perspective

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• The use of the existing building and the large area for water treatment - these are definitely assets
• SKO- the concentration of one building is economical , like the reuse of existing building
• I am optimistic about the 1 story addition which could be two stories to create a new facade fro the old building
• this is similar to SKO's scheme which is nice to see some themes repeating - this happens in charrettes all the time

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• Cautious about whether it real can fit on the site the way its drawn
• SKO- is there any access off of Kelly Drive , worried about the only entry on Ridge
• SKO- how will the greenery, "wall" look at street level? will there be an openness , inviting?

Enter optimisms below

• I am optimistic about the reuse of the gym and the location/orientation of the classrooms
• I like the PV wall along the south side of the site - addresses sound problems
• SKO- like the "security wall" at Kelly drive due to traffic
• SKO- like the incorporation of water , curious how this would work

Enter cautions below

• You will need to do some calcs to see if you are leaving too much space for the water treatment - it looks like you might be. Also, it doesn't seem to be an "urban" design, but rather one building in a field, and I'm not sure that's appropriate for the site.
• SKO - worried about the connection to the river , is there a connection/ entrance at kelly drive?
• Cautions about the flow of water on site moving towards the building (low end)
• Cautious about how the site feels as a design -- does not look inspiring - of course that is the point of this quadrant --

Behaviors/Performance

Systems (Guide Flow)

Systems

Perspective

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• This layout feels much better. The buildings are arranged to "hold the corners" of the site, which is much more appropriate for an urban project. At the same time, there are the "natural" spaces which will provide the ecosystem services that are required and seems to fit with the Miquon ethos, too.
• SKO - the attraction of the Rain garden to kelly drive side would grab attention and allow people to experience the school on 2 scales - pedestrian and car
• There is a lot to be optimistic about:
• Classrooms face south and open to gardens
• Clear building organization and lots of potential for integration with gardens
• Reminds me of SKO's layered schemes a bit - so there may be some opps for sharing ideas here
• Placing space which need less light or light from higher ceilings is good...a section would really help here

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• The development of the garden is crucial in this scheme since it's a central focus. Does it matter that it could look pretty awful at times of the year (just because gardens do look like that at times). The height of the building directly to the south of the garden will need to be considered so that it does not block the sunlight from the plants, especially in Spring and Fall.
• SKO - worried about the function of the separation of classrooms, how do the systems connect ad support both spaces?
• agree - but there could be a central trunk of utilities could run long wise between the classrooms and the major space.

Culture/Meaning

Cultures

Perspective

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• The classrooms at the corners of the site really fit and make sense. They will get plenty of daylight and "hold the corners" of the site.
• SKO- like the center flow through the site - openness and views internally would bring the community into the heart of the school
• Optimistic about the dispersed nature of the buildings
• could rainwater solution
• the center function could be even more dispersed as "pavilions" floating in the garden landscape
• The perimeter of buildings begins to form a wall around the site --- which could be an interesting theme to explore in design as a concept/parti

Enter cautions below:

• Entering and exiting the parking on that corner will be very difficult because of traffic patterns. Maybe move it to the NW corner of the site where the classrooms are currently and move the classrooms?
• SKO- worried about security - lots of openness within he center of the campus and students transversing this area
• Agree with the corner comment --- i think the entry should be on the corner
• Agree with SKO -- this scheme will need perimter fence/wall where thaere are no buildings ---
• 'L' shaped classroom buildings have different sun angles so daylighting will be a problem

Fryer