Massachusetts College of Art and Design M.Arch 2010 Design-Build Studio: Drumlin Farm

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DRUMLIN FARM WILDLIFE SANCTUARY

OUTDOOR CLASSROOM DESIGN-BUILD STUDIO SUMMER 2010


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INTRODUCTION

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DESIGN DEVELOPMENT

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6 8 CONSTRUCTION 12 13 14 15 16 17 18 19 20 21 PROJECT COMPLETION 23 25 26

Project Presentation Material Research 12 Site Preparation Tree Logging and Milling Footings and Beams Deck and Shelves Trellis and Ramp Furniture and Steps Satellite Decks Path Indicators Canopy The Finished Product 22 The Opening Ceremony Design/Build Team Thank You


2 INTRODUCTION

The Design/Build studio component of the Master of Architecture program at the Massachusetts College of Art and Design allows students to collaborate on a real-world construction project benefiting the community. This year’s project, an outdoor classroom for The Massachusetts Audubon Society’s Drumlin Farm Wildlife Sanctuary in Lincoln Mass., provides summer camp students with a place to explore Drumlin’s extensive facilities and to learn more about the natural world.

INTRODUCTION 3

Located in a clearing surrounded by pine trees, the outdoor classroom includes a 400 square-foot wooden platform covered by a waterproof fabric roof suspended by cables from trees, three small “satellite” learning areas located around the site, wood sculptural elements suspended from trees along the entry path to the site, and several tables and chairs. As the main focus of the camp is nature and education, the sheltered platform is intended to provide campers with a safe and dry gathering space where they can learn and explore. The built project itself will also serve as a learning tool for the children, teaching them how wood, concrete and steel come together to create the overall structure.


4 DESIGN DEVELOPMENT The students at MassArt began the design development process by working through a series of intensive design charrettes. Students worked in small groups to conceive a wide range of design approaches. Periodically, students reconvened as a whole to review each group’s big ideas, focusing on the similarities. After working in this manner for several days, we arrived at a design concept that was a clear fusion of group ideas. We concluded that words such as procession, movement, education and nature were key to our concept.

DESIGN DEVELOPMENT 5 During this process, we constantly worked through ideas and logistics, explored structural realities through drawings and sketch models, visited the site and consulted with experts, including a structural engineer and a contractor.


6 DESIGN DEVELOPMENT PROJECT PRESENTATION Two weeks after our first class meeting, we presented our preliminary design concept to our clients at Drumlin Farm. The general concept was very well received and, with a few minor revisions to the design, we moved forward with developing construction documents. By the fourth week, we developed a schedule and a preliminary budget and were ready to begin construction.

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8 DESIGN DEVELOPMENT

MATERIAL RESEARCH The roof covering the main classroom platform was to be a tensile fabric structure, a new avenue for most of us, requiring intensive research and engineering design. We researched boat sail cloth, PVCcoated polyester fabric and High-Density Polyethylene (HDPE) materials. We also conducted material tests to determine allowable fabric elasticity and a comparitive water penetration test between the PVC and HDPE materials. We decided on the PVC-coated polyester in white, as it is the industry standard for roof structures of this type and has been proven to be adequately strong and durable.

DESIGN DEVELOPMENT 9


10 DESIGN DEVELOPMENT

DESIGN DEVELOPMENT 11


CONSTRUCTION 13

12 CONSTRUCTION SITE PREPARATION

TREE LOGGING AND MILLING

Our site preparation involved raking and removal of loose ground coverings and soil, staking and marking the platform layout with mason’s string, trimming overgrown tree roots and digging holes for the concrete footings. Digging proved to be challenging due to the site’s rocky soil and ledge.

Drumlin Farm periodically cuts back trees surrounding its facility in order to keep the forest healthy. The construction of our project coincided with tree thinning for the season and, with permission from the Mass Audubon Society, we were able to use lumber from felled white pines. The catch? We had to carry the logs from the woods by hand, chain and rope onto a road where they could be transported to a local mill. Although we had help from Drumlin’s “bobcat” we did most of the log hauling ourselves. The use of lumber from the trees drastically lowered the overall cost of the project.


CONSTRUCTION 15

14 CONSTRUCTION FOOTINGS AND BEAMS

DECK AND SHELVES

The footings were laid out using a theodolite and holes were dug for concrete footings. Twelve inch diameter sonotubes were placed into the holes and suspended several inches above the bottom, in order to create concrete footings. The holes were planned to be four feet deep, however rock ledge was discovered between two and three feet deep in most holes. We then decided to drill into this solid rock and tied into it with steel reinforcing rod. We placed bolts into the center of each concrete footing in order to secure beams. The 6-inch by 8-inch white pine beams were placed two to a row and connected using a lap joint at the meeting point over the sonotube and then securely bolted through the joint.

The deck was constructed from 3-inch by 6-inch white pine planks. We emphasized the linearity of these members by having them rise up over the walls and shelves to create an entrance tunnel. The same form is used in the design of seating attached to the deck. Shelves intended for storage of camper packs and other belongings are located along the entrance ramp for easy access while entering and exiting. Shelves for camp counselors are placed near the teaching space for easy access during lessons.


16 CONSTRUCTION

CONSTRUCTION 17

TRELLIS AND RAMP

FURNITURE AND STEPS

As the deck planks rise up to create the storage wall, some continue over and form a trellis-like tunnel entrance. This tunnel is a reflection of a tunnel lower on the path which campers pass through on the way to the outdoor classroom. The ramp consists of fill with a layer of crushed stone and stone dust. It is retained by 3/16-inch thick galvanized sheet steel set into a concrete base. The top of the steel was folded over to create a rounded edge.

Furniture, both fixed to the deck and portable, are a continuation of the overall theme. The same 3-inch by 6-inch white pine members that comprise the decking and trellis are used as the supports for each piece of furniture and are arranged in the same orientation as the deck and trellis. To emphasize the idea of the deck continuing up and over the benches, mitered joints are used to hide the end grain of structural members. The table tops and bench tops are constructed from one and a half inch by six inch white pine members connected between supports. There are two sets of steps; one constructed from wood supported by concrete footings and the other from stone.


CONSTRUCTION 19

18 CONSTRUCTION

SATELLITE DECKS

PATH INDICATORS

Satellite decks were created in the forest beyond the outdoor classroom as places to learn and observe the biology of the forest. Three sites were chosen that would best suit this purpose. All three vary in design use similar materials: 3-inch by 6-inch planks placed on pressure treated boards tied into concrete footings. The dimensions of the wood and the concrete were chosen to relate to the materials used in the construction of the main outdoor classroom.

After working through many design ideas for path indicators we settled on a system of 3-inch by 6-inch pieces of white pine suspended over the path to the classroom. The indicators are hung at heights ranging from 10 to 20 feet and at various angles in order to evoke the deconstruction of the structure and trellis tunnel out into the path. They also create a roof plane above the path in a addition to the forest’s canopy. These members were suspended using 1/8-inch steel cable connected to trees edging the path.


20 CONSTRUCTION

CONSTRUCTION 21

CANOPY

THE FINISHED PRODUCT

A tensile roof structure was used for this project because it would be lightweight, airy and translucent. Being a seasonal-use space, it made sense to have a flexible roof that could be removed when not in use, and provide the opportunity for a roofless structure. After numerous web searches and phone calls, we found a company to fabricate a canopy roof according to our design and budget. The canopy is made of white 18-ounce PVC-coated polyester fabric with ¼-inch stainless steel cable sewn into the edges. The installation of the finished product involved drilling holes into four sturdy trees (approved by Drumlin’s arborist) to receive ½-inch stainless steel threaded rods held in place with eyebolts on one end and washers and hex nuts on the other. On two of the trees, turnbuckles were attached from the eyebolts to stainless steel cables fastened with shackles and clips and were connected to the canopy cabling. Hand winches were installed on two of the supporting trees and connected by cabling to the canopy. This allows the canopy to be easily lowered or raised at two ends during its seasonal installation and removal.

The end of our eight week construction process came quickly, and yielded a product that pleased our client. As the designers and builders of the project, we felt a proud sense of accomplishment that made all the intensive labor – from the tree logging to the raising of the canopy - worthwhile. The trellis housing the ramp and storage shelves is functional, but aesthetically pleasing. The platform works for gathering and learning, with its storage shelves, built-in and removable furniture, and detachable chalkboards. A sense of protection and safety is provided by the natural enclosure of the forest combined with the canopy above. The canopy is beautiful and functional, providing shelter from the rain while complementing the platform and the surrounding environment. The satellite areas both compliment the larger platform and provide spaces for individual and smaller group activities; the counselors can keep watch over the campers from the platform. Overall, the completed product is experiential, educational, and blends in with nature.


22 PROJECT COMPLETION THE OPENING CEREMONY On August 11th 2010, we gathered on the site to celebrate the new Outdoor Classroom. In attendance were Drumlin staff members, summer campers and some faculty members of MassArt. Everyone was happy and amazed to see the finished structure, and it was very satisfying for us to see the future users of the space run joyously through the trellis and onto the platform. In addition to their many, many thanks, Drumlin showed us more appreciation by presenting us with T-shirts and waterbottles. In turn, we presented them with T-shirts designed by our own Kelley Sullivan.

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24 PROJECT COMPLETION

PROJECT COMPLETION 25

DESIGN BUILD TEAM

THANK YOUS We offer special thanks to the following entities for making this project possible: Massachusetts Audubon Society. Drumlin Farms Wildlife Sanctuary staff, especially Christy Foote-Smith (Director), Kris Scopinich (Education Director), Geoff Nelson (Facilities Director) and Becky Giles (Camp Director) for being exceptional clients. Your warmth and graciousness was refreshing for us throughout the project process. Thank you to Geoff and Garth for your cool demeanor and willingness to help us move and transport building materials and the use of your tools. Massachusetts College of Art and Design, especially the Architecture department, for making this part of our school curriculum. Dave Quinn of Lands Sake for felling and limbing the trees for our use. Audrey Barker Plotkin, the Liscensed Forester who works with Harvard, for helping us select the right trees for the project. Erik Nelson of Structures Workshop, Steve Payne of Payne/Bouchier and Rick and Laura Brown of Handshouse Studio and MassArt for taking the time to listen and guide us through the design process; your structural and construction advice helped us move forward to bring the project into fruition. Sam Batchelor, our instructor, for guiding us through the project and semester. Thank you to Laura Watson and Rhea Bundrant, our teaching assistants, for all their help on and off site.

Sam Batchelor

Laura Watson

Rhea Bundrant

Mike Ricciu

Margaret Okonkwo

Christopher Wortley

Hadiya Strasberg

Caroline Scorzelli

Jerey Brauer

Travis Farncombe

John J Aber

Su Aksoy

Nat Hamma

Kelley Sullivan

Eric Bowden

Mieko Shimamura

The class, for working together; we all brought something different, but understood how to come together for the greater good and to meet the client’s needs.


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