The design-build MIP project at St. Michael’s By Rukiya Abrahams
ND Architectural Technology
An Academic Paper
Prepared for: Jolanda Morkel Hermie Voulgarelis
Cape Peninsula University of Technology (CPUT) 2011
Abstract: Research has been conducted in regard to a design-build project the second year architectural technology students of CPUThad participated in. The research essay consists of four parts: Part one researches The Infant-Toddler Playcourt, an international design-build project, established in 1997. The project had been established by The Howard S. Wright Neighbourhood Design-build Studio. The research contains information about the background of the projects, its organisational aspects, student perceptions and participation, the pedagogic rationale, the building design and construction and a subjective description of how successful the project was. Part two has research based on three successful green schools: The Bottle School in San Pablo, the Watkinson School in Connecticut and the Green School in Indonesia. All three projects has a description of its background, the building itself, why the school is described as green/ sustainable, how the sustainability was achieved, whether this processor method could be appropriate for schools in South Africa. The third part was based on three multigrade schools that have been successful. And as the previous parts, different aspects were to be described: the background of the project, teaching methodology of the school and how the architecture is contributing to this, why this school is described as successful and what alternatives there are for the classroom situation we are all familiar with. Finally, a fourth part was added, the main research and information of this academic essay. To obtain this information, the students were to experience the processfirst. This part of the essay explains the background of the project, the whole design-build processand the contribution to St. Michael’s that the intervention had. This project generally has taught the second year students plenty and it has prepared us for our future studies. This has been an unforgettable experience that has touched and inspired all our hearts.
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Introduction: The second year Major Integrated Project (MIP) requires us to conduct research on schools such as St. Michael’s Primary School and what we will be doing there – i.e. a design-build project. The following research and information this essay contains elaborates what our project is about and my interpretation of the task at hand. Our project basically shows our support for small multigrade schools and solving their problems by means of a design-build project. Our department (The Department of Architectural Technology), for the next few years, will be collaborating with the Centre for Multigrade Education (CMGE),as our greater project, to transform ten rural multigrade schools into a more improved, “greener” environment for the children and staff. Many countries around the world have incorporated this kind of projects already. Fortunately, we have made it a part of our country (for the first time) as well.
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Part 1 - An international academic design-build project: Infant-toddler playcourt: 1997(The Howard S. Wright Neighbourhood Design/ Build Studio)
This project was established in 1997 by this award-winning studio which was offered by the Department of Architecture at the University of Washington (UW). Students design and build small community projects for Seattle-area non-profit groups. The students responsible for this project are from the Experimental Education Unit of UW which is part of the College of Education. It serves as a training site and national program, developing methods to better serve children with disabilities. Their programs aim to promote the life skills (social interaction, communication, motor and cognitive skills) of children with or without disabilities. This project is based at the Experimental Education Unit University of Washington Campus in Seattle. For this particular project, the students had decided to create an outside learning area. It serves as both a playground and an outside classroom. Merging the outside spacewith the inside space creates a great balance for their learning space. It gives the children a senseof freedom and expression. They can develop their skills with ease,knowing that they aren’t in a restricted space – i.e. in a classroom enclosed with four walls. The design also consists of a toddler fort, looking over to a colourful “mountain”, a “cave” within the mountain, an area for art, a quiet area for the kids, a parent family area, a garden and a sensory area. The specific program these students had participated in was the Infant-toddler Program. About 12 students had participated. These students had the opportunity to gain experience with clients, public agencies, material and assembly details and hands-on construction and in turn contribute to the community – much like us and our plan for St. Michael’s Primary. The Infant-toddler Program (ITP) serves children from birth through to 3 years old. The program provides play groups for young children in these age categories and its basis is inclusive where children with or without disabilities participate. Children under 12 months are usually in a weekly playgroup with their parents. The ITP also provides community and home based services as determined by the individual needs of the child and family. The ITP serves children and families in the King County area through contracts with the Department of Developmental Disabilities. This pedagogic rationale is great for these children at these ages. It is the beginning of their academic life. This method provides them with a stress-free environment. If children are stress-free, they learn easier and they turn out more confident in life. It is especially great that 4| Page
their parents are able to take part in their learning, as children become afraid to venture if they are taken away from their parents too early. The play court is as much an outdoor classroom as it is a playground. Covered by a fabric wingshaped awning which protects from rain but lets in soft light, teaching and curriculum can move outdoors to help infants and toddlers develop motor, social and educational skills for smooth transition into preschool. From a toddler sized fort, the children can look out over a blue surface representing the ocean (made of ground up tyres) toward an equally colourful mountain (covered with 3.5 inches of ground up tyres). The children can climb up the mountain or through its cave, tunnel or slide. In addition to the areas, for gross motor activities, there’s also an area for art. The mosaic mural on the wall has a chalk board built into it so that the children can draw and there’s an easel. There is also a quiet area for kids, a parent and family area, a garden and a sensory area to play with a variety of materials and textures. I feel that this has resulted in great success.This is a project that had been completed in 1997 and is still running today. I am totally in favour of this pedagogic rationale as well as its cause. And what makes this project a great successis that it contributes to toddler education which most countries lack these days. Education at the beginning of a child’s life is very imperative as it greatly impacts their future. For this project they not only aimed at educating children without disabilities but also children with disabilities. This country and many other countries definitely need more of these projects. Not many may be sympathetic towards designing or the development of educational facilities for disabled children. The pedagogic methods used here are to integrate learning and play. I think that this is a brilliant idea and that it could be implemented at St. Michael’s Primary School. Children should be taught that learning is fun. This method of teaching encourageschildren to be enthusiastic about learning. Beside it being a benefit for the children, it also benefits the students (who were involved in building and designing the project), as they receive an immense amount of knowledge about all the aspects involved by practically engaging in the project – as we would with our MIP.
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Part2 - Three successful green schools: The Bottle School, San Pablo
The Bottle School was established in the area of San Pablo, Philippines. It was made possible by ‘Plastic Bottles Mo, Kinabukasan Ko’, a fundraising campaign run by Illac Diaz’s ‘My Shelter Foundation’ and B. M. Alarva’s ‘Matatag na Pamilya Movement’. Their plan was to generate about 1000 1.5 litre bottles and this would be used to construct an improvised-environmental classroom. This project was the first of its kind in Asia. The building is mostly constructed from 1.5 and 2 litre plastic bottles filled with liquefied adobe and stacked on top of each other. PVCpipes and cement are in between the rows of the bottles for a sturdier wall and pipes allow air to flow through. The plastic walls are painted, glassbottles are used for the façade and galvanised corrugated metal sheets are used for the roof. Basically, 95%of the building is made up of recycled materials. It only usesnatural lighting and natural/ reusable energy (by Solar Daylighting Systems). The building is also 3 times stronger and durable than the concrete/ brick construction. To prove it, buildings such as the Colosseum used the bottle wall technique to bring more light into the building. Illac Diaz’s aim was to create an earthquake and typhoon-proof structure. This was achieved by using liquefied adobe (said to be 3 times stronger than hollow blocks), human hair was mixed with the cement as a fibre filler to hold the cement together (said to have 96%less cracking rate) and glass bottles are a good alternative to expensive glasspanes as they also bring in light to the room. “By using passive lighting and passive materials, we can build more; we can build bigger and cheaper and empower people to use waste materials as the solution to problems.” Diaz I definitely think it is possible for South Africa to use this construction method. Most of South Africa’s are in any caseconcrete construction. And according to Illac Diaz, the bottle method is 4 times stronger than our common construction. I think S.A. needs more sustainable buildings. The processof this method is also quite educational.
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Watkinson School, Hartford, Connecticut
It was decided by the headmaster, John Bracker, of Watkinson School that they needed an expansion to the school. They had approached Project Frog and requested a sustainable learning complex that excites the youth about science. Project Frog took this opportunity to build New England’s first energy neutral school. The project commenced in July 2009 and was completed in December 2009. This building is an extension to the existing school. The space makes up 325m2; constructed from 50%recycled materials. The building was outfitted with 60 solar panels. The design of the building was based on a modular design system, which made it easier and quicker to build (hence the construction period of 6 months). The form of the building inspired by frogs: “My ‘frogs’ are the idea of a building as a teaching tool and not just a building.” Bracker Watkinson School exhibits a building that is eco-friendly – solar powered, no/ low VOC-emitting interiors, high recycled content building materials and very energy efficient systems. The classrooms also exercise a good relationship with the natural environment and directly relate to the outdoor teaching lab adjacent to the complex. Achieving energy neutrality was the primary goal for the project. They have accomplished this goal by using a clean energy supply. This building features an integrated energy dashboard, an energy efficient ground source heat pump, automatic daylight dimming lamps, reclaimed redwood siding, high efficiency water fixtures and energy neutrality via 60 roof-top solar panels. The materials are made up of 80%post consumer content and are 100%renewable. Schools in South Africa could certainly make use of this method. Recycled materials are readily available in most of our local areas. And we surely need a method of construction that is cheap, fast and eco-friendly such as this one. Also, energy is a huge problem in SA, therefore, schools should start using solar powered systems like they do.
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The Green School, Bali, Indonesia
The Green School had opened in September 2008. The school was established by Cynthia and John Hardy – jewellery designers who sold their businessand turned to building a school – and the non-profit Meranggi Foundation. This Bamboo school in Bali has a program that educates children about the environment. The school takes more than 100 students from the agesof 5 to 16. “We established a green school becausethe world needs to pay attention to climate change.” Cynthia The building is completely constructed from sustainably-harvested bamboo and is powered by renewable energy systems. The Green School’s campus is made up of four classrooms, a drop-off centre, faculty housing, offices, cafes, bathrooms, a gym and the Heart of the building (a spiralling, multi-storey building for school functions). The school is built on 20 acres of land. The campus also includes an organic garden and utilises a number of renewable energy sources. It was their priority to use natural materials to create an eco-friendly environment. The roads are made of volcanic rock, alternative energy sources are used (i.e. solar power and biogas), toilet waste was turned into compost and the buildings are made from natural and sustainable materials such as mud floors, alang alang (reed) roofs and (mostly) bamboo. The school’s 75 buildings are cooled and powered with renewable energy sources which include a bamboo sawdust hot water and cooking system, a hydro powered vortex generator and solar panels. Bamboo was used as an eco-friendly alternative to timber as it is known for its resilience and it is able to minimise CO2 gasses.Locally grown bamboo was used throughout the campus which means the school will not have to import its bamboo further minimising its carbon footprint. I don’t think that the bamboo construction method would be appropriate to use in South Africa. The use of bamboo as an external skin of a building (especially a school) wouldn’t suit our weather conditions. Bamboo is also not very abundantly grown in SA. Although, the method/ concept of using locally abundant building materials may work: using material within context. Also, using their method of renewable energy sources could help the energy crises we often face in SA.
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Part 3 - Three successful multigrade schools: Salakos Primary school, Greece
Salakos Primary School is situated in the small village of Salakos, Greece, of which Dimitris Zorzos is the principal. The village is run under the Municipality of Kamiros and has a population of 350 people. This school is partnered with MUSE,an organisation that researches multigrade education. Salakos Primary is the only school in the village of which there is an average of 41 pupils a year. There are 6 grades ad currently 2 teachers (including the principal) and a separate kindergarten class located on the school grounds. The pupils are graded from A to F – corresponding to our grade 1 to 6. These grades are separated between two teachers: grouped as (A, C, D) and (B, E, F). Grade A is taught as one group and (C+D) as another (in one classroom). The same goes for group (B, E, F) where grade B is taught separately to group (E+F)in the other classroom. In a class, the teaching method would involve them separating the class into a ‘silent’ group and an ‘active’ group. For example, the teacher would take grade B for an ‘active session where they interact with classmates and the teacher; then grade E and F would have a ‘silent’ session, doing work amongst each other or by themselves. They have extra-mural activities like computing, dance, tennis, football and music. Also, for one year, grades (E+F)would learn the grade E curriculum together and then grade F curriculum the next. The school is well supplied with computing resources. The classrooms are spacious and flexible (two can join and make a large hall). They have a stage for drama and concert performances, with curtains and 10 backdrops. The school has a large play area and a separate area for swings, etc. They have a garden and have formed an association to market their fruit and vegetables. All these aspects help improve their education and make learning interesting. The principal’s attitude towards the multigrade school/ teaching was that he valued the two year curriculum span: “it brings repetition and consolidation”. The younger children also learns be listening to the lessons of the older children. He felt that the school was able to better support the children’s learning becausethe teachers and the children were like family as the school closely integrated into the life of the community. The other teacher felt that village people had more respect for each other, the school and the environment than those in the city and this also supported the children’s learning.
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Examples of the class of grades B, E and F
The children is grouped in their specific grades; smaller desks are used which opens up the space more. Their computer recourses are used in the classrooms, which provide easy accessand quicker learning/ resources. I think that the discipline between ‘silent’ and ‘active’ groups also works well, that way all grades learn simultaneously. Reading corners, drama, concerts, gardening, marketing, etc. all are less familiar in our communities, but could work well for us.
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Vintturi- Tastula Primary School, Finland
The school is situated in the municipality of Kautinen, middle Finland. Most of the pupils of the school live in the Vintturi or Tastula village or close-by. The Vintturi School has over 100 years of history; built in 1895. There are approximately 27 pupils and one of these pupils need transport to the school where the others walk or come by bike. The school works closely with the local church and other authorities. The staff consists of 7 members: 3 teachers (grade 0-2, grade 3-6 and a special needs teacher), the principal (Mrs. Mailis Tastula), meals and cleaning lady and the school building maintenance man. The teachers stipulate different numbers of hours for different subjects per week within the same classroom to cater for the different age groups. Teachers, however, are able to rearrange the teaching hours or change the curriculum, but it should be within the Basic Education Statute. Teaching is also done through computer resources and extra activities. There are 2 classrooms and 3 back-up rooms in the building. For technical and woodwork classesthere is a special classroom with all the equipment needed. The school is also located near the woods; therefore, they use this area for environmental studies and outdoor learning. The school has a large yard for children to play in and in winter this area is used for skating and ice-hockey. With the computing support they are able to: know how to assemble a computer, search for information, print, open different files and know basic concepts of ICT. Their goals are to develop E-learning in the local community. Teachers feel positive about the atmosphere. It provides a cosy and almost family-like environment for the whole work-community. Most of the teachers feel it’s a natural way to teach, as they’ve taught in this situation their whole career. Children here have a wide variety of subjects to learn from and their communication and social skills are higher than some normal schools around. They have a number of computing resources, which is not too familiar in our schools. Here children are taught outdoors (environmental studies) which schools in South Africa lack. Teaching outdoors give children a larger picture of life instead o fan indoor classsituation where they formally learn from the board and rewrite in their books. For any human being a visual/ physical lesson will always do well.
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Veikko Vionojan Primary School, Finland
The school is located in Ullava, middle Finland. Almost the whole of the school community lives in Ullava. The school was named after a famous Finnish painter, Veikko Vionojan. Approximately 62 pupils attend this school and 41 of them need transport to the school, others walk or come by bike. There are four regular teachers and nine other staff members of which Maila Koivumäki is the principal and head teacher. School meals are prepared by Hopijakumpu Central Kitchen. As like the Vintturi School, teachers stipulate an amount of hours per subject per week. This is done in one classroom which helps cater for different ages. The stipulated subjects and hours spent are reflected in the table below. The main educational targets set by the school is to develop a human who can trust him-/ herself, a human who can respect other people and human who is making and creating the future for him-/ herself. They also teach these children about self-being, security, learning skills and media skills. There is a library in the same building which pupils can go to after/ during lessons. There is a large space for indoor sports and handicraft work. Teachers are able to rearrange classrooms in different ways to suit different lessons, as the classrooms are large enough. All these aspects of architecture contribute to and helps enforce educational targets of the school. The teachers’ and principal’s attitude towards the school is positive. They feel this school create social growth for children. Learners and teachers at this school also feel as though they are family, becauseof their small environment and community. I think this school is successful, becauseit provides these children with a wide variety of educational methods and lessons. They teach the children, not only academic lessons, but lessons on life and how to be a better person in life as well. If someone is able to teach a child this, I would definitely call it success. Thesepupils are regularly involved in arts and craft. This would reinforce creativity in children in South Africa. The situation at school is much like the Vintturi School; hence, increasing physical/ visual lessons in South Africa would do our pupils well.
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Part4 - Processat St. Michael’s Primary Multigrade School:
Taking into account the projects you have read above, the students of CPUThave taken on a similar project this year. Our second year major project – in support of multigrade education – was to partake in collaboration between the Department of Architectural Technology and the CMGE,aiming to make-over one out of the ten rural and underprivileged schools – St. Michael’s Primary, Grabouw - into a “greener” environment. These ten schools form a boarder project that CPUTwill be involved in for the next few years. We hoped for it to improve the environment and inspire the staff and learners and even the parents alike. This project had been a year long processthat needed our constant involvement – from our first site visit to the opening ceremony. We were able to save numerous energy and money while receiving scores of resources and materials. The design-build processhad taken us whole year to prepare – it was an experience that was not particularly difficult, but took us a long time to work through becauseit was our first time. Our processhad started toward the beginning of the year. The lecturers had briefed us about the project for our first step. With the briefing we had our site visit to St. Michael’s where we were to gather information about the school, its context, the technology used in its surroundings and analyze the children’s situation to come up with a function for the design-build solution. We made use of photos, sketches, measurements, interviews with the staff and children. At this stage, we were overly inspired to do our best with this project, just by seeing who we were doing it for. After visiting the school, we had to, in our own time, research about previous design-build projects, schools that use the multigrade pedagogy and schools that are situated in rural areas such as Grabouw. Our second step was to think of project proposals, source sponsors who would provide the materials we needed and set up meetings and discussions between students and lecturers. For us to have come up with proposals, the lecturers had split us into groups of three in a classof approximately forty students. Each group had to come up with at least five proposals and explain the idea behind it. Thereafter, lecturers had to look through it then choose a proposal that was most appropriate and possible in terms of size, cost, energy, recourses, etc. While this happened, still in groups (of approximately 10 to 15) we were to sponsors, people who would volunteer to help us build, our lunch during the construction period and extra’s such as media companies to publish our story or plants for their garden. 13 | P a g e
To our pleasant surprise we sourced a number of sponsored materials – roofing, timber, glass, gumpoles, rocks, plants and plenty more. The lecturers had decided that we have a leader comity amongst our students to handle all of this and to be the linking group between the class and lecturers. Fortunately, I had been apart of this group. We were a group of ten students and lecturers. Our “leader team” had been responsible for the designing and draughting of the building. The design had to make use of all materials sourced. Thereafter, two students in the comity had volunteered to do the CADdrawings as well as a “Sketchup” model of the proposed new structure. Our construction phase had arrived. Students were one again split into groups to do different tasks. The tasks consisted of building the steps leading to the play area, the main pergola structure, the deck (as extension to the existing “stoep”) and a fireplace. The construction phase had started a bit slow becauseof the abundant preparation work that needed to be done: setting out, sanding and treating all the timber (the longest processof all), painting roof sheets, cutting the bolts, etc. Thankfully, the container that was previously in the way of the site had been moved beforehand, therefore, it gave us less preparation work. It also specifically timeconsuming due to the lack of tools, yet we managed. After the preparation work the construction seemed to pick up speed. Our construction had completed on record time – the day before the opening ceremony. On the day of the opening ceremony just a few finishing touches were made and some cleaning up. The ceremony had begun around lunch time. We prepared a braai and served the learners and staff of St. Michael’s lunch. Thereafter the speechesof thanks were made and they even had the children sing for us. The experience was extremely heart-warming and unforgettable. This intervention at St. Michael’s contributes to making the staff and learner’s environment a bit easier to work in – we have turned a fairly “unusable” space to being more functional; what seemed a “dead” spaceinto a space more dynamic. Their lack of space inside classrooms has been superseded by an outdoor activity area, thus they no longer have to be confined to one learning space. The outdoor view may inspire and motivate the children’s educational abilities and make them strive to see a better future. This definitely allows these children to learn more than what they read in a book (such as gardening). From a technological aspect, the structure protects the classrooms from weathering elements, as that portion of the school is drenched with rain during winter. The Structure will also keep them cool during the summer months. Furthermore, we hope that this project has inspired the wider community to create an environment that is greener and eco-friendly which would uplift and motivate everyone in its surroundings.
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Conclusion: As I take a step back and look at the project as a whole, it has been a privilege to have been apart of it. As an individual student, I had learned a load of new thing – from having to organize and prepare to the practical bit (which enforced my growth in the architectural field as well as made me think more independently). As for being in a group, I have learned so much about “teamwork�. This project had benefitted the students of CPUTnearly as much as it has for the school. The class, holistically, had grown a lot closer than ever. This project was the perfect bridge between the second year of studies to our third. I would definitely recommend this kind of project to all institutions practicing the architectural course.
Word count: 4310 Words.
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References: Ararimu School, viewed 11 October 2011, http://www.ararimu.school.nz/ Chilliwack Schools Design-Build Projects, viewed 21 September 2011,
http://newschools.sd33.bc.ca/ Chilliwack Schools Design-Build Projects, Yarrow Elementary School and Rosedale Elementary/Middle School Design-Build Project, viewed 21 September 2011,
http://newschools.sd33.bc.ca/projects/yarrow-rosedale Chilliwack Secondary School, viewed 21 September 2011, http://www.chilliwacksecondary.com/about Developmental Web, UW Experimental Education Unit (EEU), viewed 22 September 2011, http://www.developmentalweb.com/eeu.htm Didididit2, Tires, Bottles, and Cans, viewed 7 September, http://www.youtube.com/watch? v=KPDh2vlsmNk&NR=1 Glenbrook School, viewed 11 October 2011, http://www.glenbrook.school.nz/14/pages/7about Google, multigrade schools UK, viewed 12 October 2011, http://www.google.co.za/#sclient=psyab&hl=en&source=hp&q=multigrade+schools+UK&pbx=1&oq=multigrade+schools+UK&aq=f&a qi=g-v1&aql=&gs_sm=e&gs_upl=86616l86872l8l87562l2l2l0l0l0l0l650l1027l31.0.1l2l0&bav=on.2,or.r_gc.r_pw.,cf.osb&fp=c4bfe5f823138d17&biw=1152&bih=670 Google, The Green School Indonesia, viewed 7 October 2011, http://www.google.co.za/search? sclient=psyab&hl=en&site=&source=hp&q=The+Green+School&btnK=Google+Search#sclient=psyab&hl=en&source=hp&q=The%20Green%20School %20indonesia&pbx=1&oq=&aq=&aqi=&aql=&gs_sm=&gs_upl=&bav=on.2,or.r_gc.r_pw.,cf.osb& fp=c4bfe5f823138d17&biw=1920&bih=932&pf=p&pdsl=500 Green School, viewed 7 October 2011, http://www.greenschool.org/ Haring Center, EEUPrograms, viewed 22 September 2011, http://www.haringcenter.washington.edu/eeu/about Howard S. Neighbourhood Design/ Build Studio, Infant-Toddler Playcourt - Spring 1997, viewed 22 September 2011, http://courses.be.washington.edu/ARCH/hswdesignbuild/projects/1997sp/index.html Howard S. Neighbourhood Design/ Build Studio, Performance & Play Stage - Spring 2002,viewed 22 September 2011, http://courses.be.washington.edu/ARCH/hswdesignbuild/projects/2002sp/index.html Hunua School, viewed 11 October 2011, http://www.hunua.school.nz/our-school/ Inhabitat, Asia’s First School Made of Plastic Bottles is 3x Stronger than Concrete, viewed 7 October 2011, http://inhabitat.com/asias-first-school-made-of-plastic-bottles-is-3x-stronger-thanconcrete/ Inhabitat, A Swirling Green Roof Tops Nanyang Art School in Singapore, viewed 7 October 2011, http://inhabitat.com/amazing-green-roof-art-school-in-singapore/Inhabitat, German Armory Transformed into Stunning Solar School, viewed 7 October 2011, http://inhabitat.com/germanarmory-transformed-into-stunning-solar-school/ Inhabitat, Loteks Shipping Container Art School OpensIn South Korea, viewed 7 October 2011, http://inhabitat.com/lot-eks-shipping-container-art-school-opens-in-south-korea/
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Inhabitat, Rammed Earth and Stone Buildings Make Up Oaxaca School of Plastic Arts, viewed 7
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