Portfolio: Recreation Education Community by ChristopheRockhill [A]

designer

h r i s t o p h e

o c k h i l l

designer

recreationeducationcommunity

32336 S. Molalla Ave | Molalla, Oregon 97038

christopherockhill@gmail.com

Education as Cultural Exchange Arch 582 | Wortham-Galvin, Griffin | Integrated Studio | Spring 2013 Portland State university | Graduate School of Architecture

Recreation Education Community With utilitarian activities, such as vocational education, cultural orientation, administrating, and transitional live/work housing the program is focused around Service to the Community that is East Portland. A place to gain valuable work experience, Bridging the gap between high school,college and the workforce. Most employers want some previous work experience and many prof of employment. Immigrants and refugees may be unfamiliar with the local skills of employment and have no prof of previous employment. Service to the public, work experience will be in direct service to the public community. We participate in community through the provision, consumption and exchange of services. If you are new to the community, service ties you in way faster than consumption, as more people are coming to you. This is a real job that you get paid for while learning the trade. Outcomes Educating immigrants and youth of local trades and customs. Educating locals and youth of foreign trades and customs, Work experience, Service to the public/community,Multi-cultural exchange of knowledge/ skills.

Yakima Valley Farm Workers Clinic ROSEWOOD COMMUNITY HEALTH CENTER

TOOL SHED

GOODWILL

PLANTER -0.50’

Occupancy :

-4.00’

155’- 0”

+ 0.00’ + 0.00’

-3.00’

Weekend morning: 130 Weekend afternoon: 190 Weekend evening: 210

DMV 155’- 0”

SIDEWALK

CURB CUT

Weekday morning: 100 Weekday afternoon: 150 Weekday evening: 160

-1.00’ -2.00’

+ Regular/ sesonal events: 300 -5.00’

-0.50’ -1.00’

-0.50’ -1.00’ -2.00’

-4.00’

Parking: 45’-0” MAX.

45’-0” MAX.

GARDEN/ Max occupancy will be 300 in the PLAY FIELD evening events

4’ ± 2

4’ ±

S C A L E : 1”=30’

-3.00’

- 0.50’

- 1.00’

Half = 150 will take public transit 40 will park onsite and immediate joining streets

MCD’S

SPORT FIELD

neighboring DMV can hold up to 50 8’ 8’

6’ 6’2’

2’

adjacent Goodwill can hold up to 30 but might not be willing to donate spaces

S C A L E : 1”=50’

N O R T H N O R T H

SITE W/OUT PROJECT, 90TH AND POWELL

PARKING, 90TH AND POWELL

RESIDENTIAL

APPRENTICESHIP

PARTICIPATE

ORIENTATION

CONNECT

work experience will be in direct service to the public community. Multi-cultural exchange of knowledge/ skills. Establishing roots as a member of the community by providing service to it.

The primary design goal of this project is to facilitate participation in group activities such as cooking, making, gardening and playing sports.

Teaching culture orientation. Educating refugees on the new American culture, laws, navigating the system, learn rights and responsibilities, and learn new life skills.

Base of operations for East Portland Cultural Groups. Office for Information Bank/ resource center. Community organizing.

EastPortlandMulticulturalCenter

programing 30,000 sqftf Design Thinking How can we cultivate Cultural Orientation while providing service to the community? How do you create synergetic public space of recreation, vocation and community?

SQUARE FOOTAGE

SPACE Office Space

Administrative

Conference/ Convention Rooms 50-300

Activity

Workshop Rooms

Infrastructure

Vocational/ Art Studio

PERCENT OF BLDG

2,700 SQ. FT.

Open plan Office space

Meeting Rooms

700 SQ. FT.

Private Offices

600 SQ. FT.

4,000 SQ. FT. 13

Reception Selling goods/ services

Parti used to interpret project. Cultural transition and tradition. Imagrants need to learn their rights and responsibilities, also have a great knowledge of traditional skills to share with the local culture. The multicultural center is to be a safe haven of transitions and exchange of cultural tradition, through vocational education.

Vocational Education: Service/ Retail

5,000 SQ. FT.

Vocational Workshop

2,000 SQ. FT.

Classrooms

3,000 SQ. FT.

Critical Adjacency

Art gallery

Strong Adjacency

Mail Collection Area

Preferable Adjacency

Physical Activity Room Athletic Feild

10,000 SQ. FT. + not bldg SQ. FT.

Feild: Althletic/ Cultural events

Desirable Adjacency

Locker Room w/ Showers

Undesirable Adjacency

Library/ computer lab

LIbrary/ Computer Lab

500 SQ. FT.

Kithchen Large Event

500 SQ. FT.

Dinning Room

500 SQ. FT.

Classrooms Kitchen large event Staff Lounge/ storage Teaching Kitchen

Dance/ Music/ Theater Performance

2,000 SQ. FT.

Living Rooms

1,000 SQ. FT.

Event Space

3,000SQ. FT.

Dinning Room Food Sales Catering

17,000 SQ. FT. . 57

Feild:Athletic/ cultural events

Restrooms

2,000 SQ. FT. + not bldg SQ. FT.

Reception/ Mail Collection

100 SQ. FT.

Storage

800 SQ. FT.

Restrooms

600 SQ. FT.

Laundry Room

300 SQ. FT.

Dance/ Music/ Theater Performance Space Mechanical Parking

Parking

Circulation

Restrooms

Mechanical

Performance Space

Loading Area

Storage Long Term

Storage Short Term

Catering

Food Sales

Feild:Athletic/ cultural

Staff Lounge

Dinning Room

Teaching Kitchen

Library

Classrooms

Kitchen large event

Athletic Feild

Locker w/ Showers

Art gallery

Mail Collection Area

Physical Activity Room

Reception

Vocational/ Art Studio

Selling goods/ services

Teaching Workshop Rooms

Office Space

Meeting Rooms

Conference/ Convention

Circulation

CLASS

COMMUNITY

HOUSING

ROOMS

GROUP ADMIN.

SERVICE

4,000 SQ. FT. . 13

5,000 SQ. FT.

Circulation

30,000 SQ. FT.

Total

PUBLIC SERVICE

TRANSITIONAL

TRANSITIONAL HOUSING

LIVING ROOM

COMMUNITY GROUPS

SUPPORT

PUBLIC

PROGRAM DIAGRAM

Vocational Service

Vocational Service Reception Living

Elev. Dinning Vocational Workshop Storage Fridge

Kitchen/ Teaching/ Catering/ Food Sales Living

Living

Elev.

Classroom

Private Office Space

Terrace Outdoor Green Space Meeting Rooms/ Event Space Meeting Rooms/ Event Space

Circulation

Meeting Rooms/ Event Space

Restrooms

Elev.

Classroom

Classroom Mech. Digital Technology Lab

Open Office Space

Private Office Space

Circulation

Restrooms

Open Office Space

Mech.

Terrace Outdoor Green Space

Living

Home

Circulation

Field:Athletic/ Cultural Events

Circulation

Second Level

Circulation

Vocational Service/ Retail

Circulation

Vocational Service/ Retail

Circulation

Living Vocational Service/ Retail

Circulation

Neighborhood Highest population of non-white stakeholders. Solidify positive direction to developing area On the confluence of Three districts Powellhurst, Lents and emerging Rosewood. Providing alternate opportunity to youth involved in gang activity near 82nd and Powell.

Storage Long Term

Parking/ Loading Area

CM (Mixed Commercial/Residential) Commercial and housing uses on a single site. Support transit use, provide a buffer between busy streets and residential neighborhoods. Pedestrian-oriented development. Buildings close to and oriented to the sidewalk.

200 SQ. FT.

Loading Area/ Parking

Circulation

Economic Urban Renewal Area Lents Town Center The Portland Development Commission making Portland one of America’s most livable cities, helps Portland realize capital projects – parks, streetscape improvements, community centers –that would not happen on their own, unique to each urban renewal area, commercial, retail/institutional, residential/ mixed use, streets, mass transit and parks development. Opportunity for Expansion as Funds Become Available

Loading Area

Circulation

context, behind selection of preferred site 4 Highest percent of mixed cultural groups in Portland, Proximity of Max line Stop to Area Schools, After school program, Vocational education, Recreation, Proximity to Open Green Space, Recreation, and Outdoor event space

Mechanical

Storage Short Term

Terrace Outdoor Green Space

Living

Fold-out Bleachers

Balcolny Home

Home Circulation Gymnatorium

Main Level

Living

Elev. Home

Home

Home Home

Third Level

Restrooms

Home Terrace Outdoor Green Space

Dance/ Music/ Theater Performance Space

Elev.

Home

Mech.

Subterranean Gymnatorium

ble Strategies:

on stairs double as egress DINNING

e impervious lot coverage parking

e FAR

e Housing over cation cultural center

e heat gain and glair w/ glazing on east and west nd awnings/light shelves on ern facade

e natural lighting by maxiazing to the indirect solar of the sky dome to the old growth trees

ble Strategies:

on stairs double as egress

mber construction reduce ons of concrete and prosteel

e impervious lot coverage parking

e FAR

e Housing over cation cultural center

e heat gain and glair w/ glazing on east and west nd auxilery circulation acts ves from the southern sun urtyard facade

e natural lighting by maxiazing to the indirect solar of the sky dome to the

old growth trees

MAIN

able Strategies:

tion stairs double as egress

ze impervious lot coverage us parking

ze FAR

ze housing over ucation cultural center

ze heat gain and glare w/ glazing on east and west and awnings/light shelves on hern facade

ze natural lighting by maxiglazing to the indirect solar n of the sky dome to the

all old growth trees

EastPortlandMulticulturalCenter

S i t e + P l a n s -0.50’

Design Conclusions The simplicity of the double loaded corridor amalgamated with the enclosure of the courtyard and the porosity of the plaza, and the opportunity for expansion.

+ 0.00’

-1.00’ -2.00’

+ 0.00’

-3.00’ -4.00’

-5.00’

-0.50’ -1.00’

-0.50’ -1.00’ -2.00’

-4.00’

GARDEN/ PLAY FIELD

- 0.50’

boarwalk on peirs

- 1.00’ -3.00’

SPORT FIELD

S C A L E : 1”=30’

N O R T H

SITE WITH PROJECT, 90TH AND POWELL

ELEV

DN 28' - 9 27/32"

214

MECHANICAL ROOM 243 SF

OPEN TO MECHANICAL VERTICAL CHASE

LAUNDRY ROOM

B 5' - 0"

UP UP

10/27/2013 1:57:48 PM

Level3 S C A L E : 1/4”=1’-0”

Level 3 FOR MECHANICAL 1/16" = 1'-0" N O R T H

ELEV

F UP

RAIN/ STORM GREY WATER CISTERN

16' - 6"

3' - 0"

-0.50’ -1.00’

-1.00’ -2.00’

Level1

-0.50’ ARTS STUDIO

S C A L E : 1”=20’

AMPHITHEATER 12/1/2013 8:06:52 PM

S C A L E : 1/4”=1’-0”

N O R T H

Level 2 FOR MECHANICAL 1/16" = 1'-0"

N O R T H

10/27/2013 1:57:40 PM

Level2

PRODUCED BY AN AUTODESK STUDENT PRODUCT

4:12 PM

WINTER SOLSTICE

7:11 AM

December 21

12:00 PM

4:09 AM

7:22 PM

10/27/2013 2:53:42 PM

June 21

soalr access

PRODUCED BY AN AUTODESK STUDENT PRODUCT

PRODUCED BY AN AUTODESK STUDENT PRODUCT 12:00 PM

10/27/2013 2:51:07 PM

SUMMER SOLSTICE

soalr access

PRODUCED BY AN AUTODESK STUDENT PRODUCT W

PRODUCED BY AN AUTODESK STUDENT PRODUCT March E 20 5:49 AM

5:54 PM

SPRING EQUINOX 12:00 PM

soalr access

S C A L E : 1” = 50’

PRODUCED BY AN AUTODESK STUDENT PRODUCT

10/27/2013 2:54:53 PM

12:00PM

PRODUCED BY AN AUTODESK STUDENT PRODUCT W

5:32 AM

5:41 PM

September 22

FALL EQUINOX 12:00 PM

N O R T H

Structural Timber frame - Glu-Laminated 29’ long horizontal spanning members w/ steel knife plate connection to vertical load bearing timber columns.

soalr access

10/27/2013 2:55:46 PM

1”=50’-0”

PRODUCED BY AN AUTODESK STUDENT PRODUCT PRODUCED BY AN AUTODESK STUDENT PRODUCTPRODUCED BY AN AUTODESK STUDENT PRODUCT PRODUCED BY AN AUTODESK STUDENT PRODUCT

PRODUCED BY AN AUTODESK STUDENT PRODUCT

6 3/4”x30” Glu-laminated beams 16”x16” Heavy Timber columns on 60”x 60”x 24” conc. pads Structural/Finish material: TJI (truss joist i-beam) interior 19’short horizontal spanning members connect w/ steel TJI hanger/saddle connection to GluLaminated beams. Finishes/texture to be raw mat industrial non glossy. Critical qualities: bright to reflect as much light into space as possible. 1 3/4”x11 7/8” TJI (Truss Joist I-beam) Concrete shear walls Lateral and seismic load resisting system

Note the symmetric distribution of lateral load resisting systems deployed

10/18/2013 6:52:22 PM

Structural grid lines sit on the centerlines of columns.

ISOMETRIC STRUCTURE

o l a r

+ S

t r u c t u r e

PARAPET 44' - 0" ROOF 41' - 0"

Level 3 29' - 0"

Level 2 16' - 0"

Level 1 0' - 0" South 1/16 11x17 1 1/8" = 1'-0"

ROOF 41' - 0"

PARAPET 44' - 0"

Level 3 29' - 0"

Level 2 16' - 0"

Level 1 0' - 0" West 1/16 11x17 2 1/8" = 1'-0"

ELEVATIONS

1 3/8"

PARAPET 44' - 0"

10' - 6"

8' - 7"

11' - 6"

Level 3 29' - 0"

138 5/8" STUDS 6x12 HEADERS UNLESS NOTED

6' - 11"

TOP OF WINDOWS

1' - 6"

TOP OF SUBFLOOR TOP OF DOUBLE TOP PLATES

ROOF 41' - 0"

126 5/8" STUDS 6x12 HEADERS UNLESS NOTED

TOP OF DOUBLE TOP PLATES TOP OF WINDOWS

1' - 6"

3' - 0"

1'-0"

Level 2 16' - 0"

14' - 6"

7' - 3"

TOP OF WINDOWS

TOP OF SLAB

174 5/8" STUDS 6x12 HEADERS UNLESS NOTED

1' - 6"

TOP OF SUBFLOOR

Level 1 0' - 0"

North 1/16 11x17 NORTH 1/8" = 1'-0" 1/16”=1’-0”

PARAPET 44' - 0" ROOF 41' - 0"

Level 3 29' - 0"

Level 2 16' - 0"

Level 1 0' - 0"

East 1/16 11x17 EAST 1/8" = 1'-0" 1/16”=1’-0”

ELEVATIONS

l e v a t i o n s

Building Section + Elevation + Details Typical Building Section and Elevation through the entire height of building highlighting the following:

Level 3 29' - 0"

TYP. connection between the structure and the enclosure system, is achieved through minimal envelope penetration. 5/8” bolts are the only thermal bridge through the envelope, forming pin connections w/ brackets, allowing the materials to expand and contract at individual rates.

WALL SECTION The main enclosure is a cedar plank system. at the upper level the enclosure is the structure supporting the roof trusses, resting on the pourred slab (see callout 1) below the upper level the rain screen system is attached to the main building structure w/ brackets. (see callout 2)

2x6 T&G WOOD DECKING o/ 2" Wood FURRING @ 12" O.C. / Air Space o/ Moisture Barriers - Vapor Retarder o/ 2" Thermal Barriers - Rigid insulation TYP.

the window walls structure is self supported attached/ resting on the building stem wall. (see callout 3)

o/ 3/4" SHEATHING PLYWOOD o/ 1 3/4x11 7/8 TJI PLYWOOD WEB JOIST

ENCLOSURE LAYERS MATERIAL R-VALUES

•

All operable components (screens, shades, windows, vents, ...)

•

All windows on ground floor north facade are operable.

•

Every third window on the second floor is operable.

•

Every window on the resedences on the the third floor is

5/8" GYPSUM WALL BOARD o/ Vapor Retarder

1" WOOD SIDDING o/ 2" WOOD FURRING @ 16" O.C. / Air Space o/ 2" Thermal Barriers - Rigid insulation o/ WRB Moisture Barriers

Wall MATERIAL R (I-P)

o/ 3/4" SHEATHING PLYWOOD o/ 2x6 WOOD STUD 16" O.C. W/ BLOWN INSULATION Level 2 16' - 0"

oberable tilt-turn window. •

Double skins and screens.

•

roof and foundation assembly, insulated, drained, ...

•

Storfront glazing structure is self supported attached/resting

1” WOOD SIDING 1.0 2” WOOD FURRING/ AIR W/ FOIL 8.0 2” POLISO RIGID INSULATION 14.0 VAPOR BARRIERS 0.06 3/4 PLYWOOD SHEATHING 0.75 2X6 STUDS @16” O.C. W/ BLOWN 24.0 5/8” GYPSUM BOARD 0.625

11/1/2013 9:41:27 AM

TOTAL RESISTANCE (Rt) 43.3 U=1/Rt 0.303 Ui-p = (BTU/HR)/(FACADESF/F°)

detailed walls section 1/2" = 1'-0"

on the building stem wall.

Windows Tilt & Turn: Jeld-Wen or equivalent

U value 0.434 R=1/U 2.3

SUN/ RAIN SCREEN

3' - 5"

ROOF 41' - 0"

8' - 0"

Level 3 29' - 0" 1 A120 6/0 CONTINUOUS STOREFRONT GLAZING

12' - 2"

3' - 11"

Level 2 16' - 0"

8/0x12/0 TILT GLAZING

wall section 1/8" = 1'-0"

Level 1 0' - 0" FOUNDATION -1' - 6" 2

North wall section elevation 1/8" = 1'-0"

2013 9:40:04 AM

33' - 8"

5' - 0"

10' - 11"

6' - 1"

DECK/ SUN/RAIN SCREEN

average enclosure R-value

0' - 9"

3/0x8/0 TILT TURN OPERABLE GLAZING

1' - 9"

8' - 3 1/2"

TYP. OPAQUE WALL. SEE DETAIL WALL SECTION PG. A120

24' - 10"

Total values r-value window at30% 2.3 wall at70% 43.3 Total at100% 31.0

4' - 0"

PARAPET 45' - 0"

4" Thermal Barriers - Rigid insulation

3/4” SHEATING SUB-SILL

Level 3 29' - 0"

ROOF CANOPY, REF STRUCT

PARAPET 45' - 0"

SHT MTL 2 COPING

VENTED BLOCKING, WRAP W/ INSECT SCEEN

3/4” SHEATING

CLEAT, CONT. VENTED BLOCKING, WRAP W/ INSECT SCEEN

BNT MTL FRAMING ANGLE SILL SUPPORT

PARAPET 44' - 0"

CLEAT, CONT 3/4” SHEATHING AT PARAPET FACE O/ WOOD FRAMED PARAPET, REF STRUCT

DBL 2x6 TOP PLATE

VENTED BLOCKING, WRAP W/ INSECT SCEEN 1’-6”

LINE OF OVERFRAMED CRICKET, WHERE OCCURS, SLOPE TO DRAIN

CLEAT, CONT

BLOCKING/STRAPPING AS REQD ROOF MEMEBRANE, CANT STRIP, TYP REF ROOF TYPE

INSUL-1 (Z-GIRTS ONLY ABOVE ROOF INSULATION )

COVER BOARD, REF ROOF TYPE

1" WOOD SIDDING O/ 2" WOOD FURRING @ 16" O.C. / Air Space O/ CENTRIA: 2” RIGID INSUL CORE IN METAL WRB WEATHER BARRIER COMBO O/ 5/8” OSB/CDX OR EQ.

INSUL, SLOPE TO DRAIN, REF ROOF TYPE

2x6 WOOD STUDS 16" O.C. 6” BATTS INSULATION

41’

WD SIDING 1

FRAME 1 3/4”x11 7/8” TJI’s @ 2’-0” O.C.

5/8" GYPSUM WALL BOARD W/ SCHEDUALED FINISH

2x WD FURRING

ITS1.81/11.88 OR EQ. CENTRIA: 2” RIGID INSUL CORE IN METAL WRB WEATHER BARRIER O/ 5/8” OSB/CDX OR EQ.

DBL 2x6 BASE PLATE 6” BATTS INSUL MST72 48-16d SIMPSON STRONG-TIE OR EQUIVALENT

SEALED 3x6 T&G CAR DECKING FIN FLR

ROOF 41' - 0"

4” CONC. SLAB 3x6 T&G CAR DECKING, REF STRUCT

2” MTL FRAMING ANGLE

5/8" GYPSUM WALL BOARD W/ SCHEDUALED FINISH O/ VAPOR BARRIER

SLOPE RAIN WATER 1/4” PER 1’-0” TO SCUPPER AWAY FROM BUILDING

SAM AND WRB WATERPROOFING,

6 x 12 HEADER (TYP. UNLESS OTHERWISE NOTED)

6 3/4” x 30” GLU-LAMINATED BEAM, REF STRUCT

SEALANT & BACKER W/ DRAIN HOLES AT EA END SHT MTL 2 SILL PAN & CLEAT

Level 2 16' - 0"

SHT MTL 3 FLASH SAM AND WRB WATERPROOFING,

NURAJACKS SELF-LEVELING FLOTING DECK MOUNT OR EQUIVALENT (SEE APPENDIX)

LINE OF COLUMN BEYOND, PROXIMITY TO ENCLOSURE VARIES, REF STRUCT

WRAP END OF FURRING W/ INSECT SCREEN CLEAT, CONT

SLOPE RAIN WATER 1/4” PER 1’-0” TO SCUPPER AWAY FROM BUILDING ITS1.81/11.88 OR EQUIVALENT

STRUCTURE TO ENCLOSURE WALLS SECTION 2" = 1'-0"

WD SIDING

WD TRIM/ SILL EXTENSION W/ 1/16” REVEALS

NURAJACKS SELF-LEVELING FLOTING DECK MOUNT OR EQUIVALENT

SHT MTL 3 FLASH, SEALANT

WD WDW SYS

FLOATING DECK SYSTEM PLAN 2" = 1'-0"

LINE OF WALL BEYOND

SECTION ROOF WALL 1" = 1'-0"

PARAPET 44' - 0" ROOF 41' - 0"

Level 3 29' - 0"

Level 2 16' - 0"

Level 1 0' - 0" FOUNDATION -1' - 6"

N O R T H 1

NS TRANSVERSE SECTION N WING 1/8" = 1'-0"

{3D}

B uilding M aterials +A ssemblies

Sustainability Shoulder season cooling Colling strategies are a combination of both passive, active. Using the wind to drive any passive ventilation, see wind rose and chart below.

SHOULDER SEASON COO

Fresh air circulation On the third floor the doors to the transitional housing are lifted 1 1/2”- 2” of the floor to allow a combination of solar chimney effect, roof venting and air currents to bring fresh air through the residence, under the door draging cool fresh air in and stail hot air out.

Chilled beams heat / cool air handleer unit (ahu) air circulation at the site of heating/cooling

C OLLING STRA TEGIES A RE A C OM BINA TI

BIO C LIMAC TIC C HA RT C OM FORT LEVELS

USING THE WIND TO DRIVE A NY PA SSIVE

THE THIRD FLOOR THE DOORS TO TH

THE FLOOR TO A LLOW A C OM BINA TION

C URRENTS TO BRING FRESH A IR THROUGH FRESH A IR IN A ND STA IL HOT A IR OUT .

Big ass fans supplement majorital nw winds. Creating convections designed to push and pull fresh outside air through the building.

Deciduous trees Deciduous trees provide shade and once there leaves have fal the winter, to passivley heat the

SHOULDER SEASON COOLING H EAT FLOW : SHOWING COOLING ( SHOULDER SEASON CONDITION ). COLLING STRATEGIES ARE A COMBINATION OF BOT H PASSIVE , ACTIVE PARAPET

USING THE WIND TO DRIVE ANY PASSIVE 44' - 0"VENTILATION PLEASE SEE WIND ROSE AND C HART BELOW . C HILLED BEAMS HEAT

(A HU)

ROOF 41' - 0"

COOL AIR HANDLEER UNIT

AIR CIRCULATION

AT THE SITE OF HEATING

COOLING

B IG A SS FANS SUPPLEMENT MAJORITAL NW WINDS . C REATING CONVECTIONS DESIGNED TO PUSH AND PULL FRES H OUTSIDE AIR THROUG H THE BUILDING . ON

Level 3 TRANSITIONAL THE THIRD FLOOR THE DOORS TO THE

HOUSING ARE LIFTED

1 1/2”- 2”

ALLOW A COMBINATION

29' - 0"

OF THE FLOOR TO

OF SOLAR C HIMNEY EFFECT ,

ROOF VENTING AND AIR CURRENTS TO BRING FRES H AIR THROUG H THE RESIDENCE

UNDER THE DOOR DRAGING

COOL FRES H AIR IN AND STAIL HOT AIR OUT .

Level 2 16' - 0"

S C A L E : 1/16”=1’-0” Level 1 0' - 0" FOUNDATION -1' - 6"

N O R T H

NS TRANSVERSE SECTION N WING 1/8" = 1'-0"

Site OREGON PREVAILING WIND DIRECTION STATION

PORTLAND INT’L AP, OR (KPDX) | PORTLAND-HILLSBORO AP, OR (K | PORTLAND-TROUTDALE AP, OR (K |

JAN

FEB

MAR

APR

MAY

JUN

JUL

AUG

SEP

OCT

NOV

DEC

| ANN

ESE S E

S S E

NNW NW W

NW NW W

NW S E

ESE S E

| ESE | S | E

W IND R OSE : SPRING NNW W INDS Wind Rose: Spring NNW Winds N O R T H

C HRISTOPHER R O C KHILL |A

RC H

586| INTERGR A TED SYSTEMS |F

A LL 2013|

NAAB SPC B.6 C OMPREHENSIVE D ESIGN , B.8.

12/1/2013 3:25:25 PM

S C A L E : 1/16”=1’-0”

ENVIRONMENT A L SYSTEMS

SHOULDER SEASON COOLING SHOULDER SEASON COOLING

N O R T H

4001

previously used for industrial purposes or some commercial uses. The land may be contaminated by low concentrations of hazardous waste or pollution, and has the potential to be reused once it is cleaned up.

OLING

L-Plan the thinking behind the L-shape plan is to create a public front courtyard behind and the economic sustainability of opportunity for expansion .

ION O F BOTH PA SSIVE , AC TIVE IN ACC ORD A NC E WITH

S A ND PORTL A ND

O REGON

PREV A ILING WIND DIRRE C TION .

E VENTIL A TION , PLEA SE SEE WIND ROSE A ND C HA RT BELOW

A UG

MAY

F EB

Buildin Bioclimactic Chart

HE TRA NSITION A L HOUSING A RE LIFTED

1 1/2”- 2”

Structural Suoeriority In low-rise construction timber has sustainable superiority. easy of construction, ebodied carbon sequestration not released during manufacture, least embodied enrgy during harvest, manufature and construction. As a result, this wood possesses superior characteristics to new-growth lumber, structurally, aesthetically and higher embodied carbon. ability to be reused: 100%

O F SOL A R C HIMNEY EFFEC T, ROO F VENTING A ND A IR

H THE RESIDEN C E , UNDER THE DOOR DR A GING C OOL

e in the summer llen allow sunlight in e building

low VOC finishes 6” LAP WOOD SIDDING HIGH R - VALUE DOUBLE SKIN ENVELOPE

Wind Rose: Spring NNW Winds

WALLS

Bio Swale Water from the north balconies is scuppered into the Bio Swale under the front boardwalk overflow drain to street, provides water filtration to the Willamit river.

Lighting self dimming rows of pendant lights parralel glazing, minimize energy use while maximizing optimal lighting.

Stormwater Management Watershed Water flows from the building roof through dranis. The drains run on the outside of the envelope and discharge and capture away from tne building.

a s t

12:00PM

Solar Access

Rain/Sun Canopy The rain/sun canopy protects the majority of glazing from sun during peek hours and shading decks and terraces, protects siding and occupants from most driving rain.

Double Loaded Corridor The simplicity of the double loaded corridor allows for maximazation of one path of circulation to access all areas of the building in the least feet necesarry.

Radiant Active Chilled Beams Radiant active chilled beams are more sustainable than radiant passive panels, though both are better than traditional HVAC Radiant Panels last for 50 yrs but cost $10,000 per 6,000 BTUH, Chilled Beams last only 25 yrs, but only cost $1,300 per 6,000 BTUH. For the same effect between the two systems Chilled Beams come in at 1/4 the price of Radiant panels, making them more sustainable.

Water Silo Water from the roof and from the south balconies is collected in this 36,000 gallon silo/ tank and is used to flush toilets and irrigate the plants. Silo overflow drains into drywell on the south west side and into the sewer on the north side.

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Education as Cultural Exhange Arch 582 | Wortham-Galvin, Griffin | Integrated Studio | Spring 2013 Portland State university | Graduate School of Architecture

With utilitarian activities, such as vocational education, cultural orientation, administrating, and transitional live/work housing the program is focused around Service to the Community that is East Portland. A place to gain valuable work experience, Bridging the gap between high school,college and the workforce. Most employers want some previous work experience and many prof of employment. Immigrants and refugees may be unfamiliar with the local skills of employment and have no prof of previous employment. Service to the public, work experience will be in direct service to the public community.

Christopher roCkhill|ArCh 586|integrAted systeMs|FAll 2013

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The Phenomenal School A Phenomenological interaction with pedagogy through the architecture Arch 585 | Magarette Leite, Clive Knights| Thesis | Spring 2014 Portland State university | Graduate School of Architecture

architecture school’s practice shines a light on that of my k-12 public school experience. In Kindergarten, play and creativity are high. As one progresses towards high school, practice gives way to auditory lectures of information and beliefs. Then again, in architecture school, practice implored as the most creative productive method, constantly reminding us to learn from and design to and with site context phenomena, (facts, observed kinestheticly through the senses). University research has found, that while 80% of public school instruction is auditory, only 10% of students are primarily ‘auditory learners’, leaving the other 90% ‘visual + tactile learners’ underserved 80% of the time. This raises the question;

How can we enhance the kinesthetic learning experience of pupils, through phenomenological interaction with pedagogy through the architecture, to provide a more holistic education for students? The Phenomenal School design project is an exploration to find an answer to this question. The conversation this thesis will produce Is far more valuable than any specific exploration it contains, as The Phenomenal School not meant to be a specific piece of architecture, but to develop a methodology for how to approach education design, a lexicon of opportunities to be taken from and added to.

Lexicon

Connecting Phenomena with pedagogy through the architecture

Connecting Phenomena to Pedagogy through Architecture To properly contribute to the desired education of developing minds, the Lexicon is a diagrammatic representation of the potential synergies between pedagogical subject matter of reasoning, the phenomena of which the pedagogy is an abstract reasoning and the contextual architectural setting of the school, as â&#x20AC;&#x2DC;a special environment for the facilitation of learning.â&#x20AC;&#x2122; In short the lexicon is an amalgamation of current PPS and alternative pedagogies, connecting the architecture to pedagogy, through phenomenal first-hand experience.

Phenomena Phenomena Physics: is the Science of matter and energy and the way they act on each other in mechanics, acoustics, optics, heat, electricity, magnetism, radiation, atomic structure, and nuclear phenomena Material Interaction Material: Physical rather than spiritual or intellectual| derived from/consisting of matter/relating to the subject matter of reasoning Artifactual Architectural Explorations Architecture: both the process and the product of planning, designing, and constructing buildings and other physical structures

L e x i c o n |

C o n n e c t i n g A r c h i t e c t u r e | t o P e d a g o g y | t h r o u g h P h e n o m e n a

Pedagogy Pedagogy

Phenomena Phenomena

Material Interaction Materiality

Arts

Physics science of matter and energy and the way

Material physical rather than spiritual or intellectual|

Optics physics: observable interaction of light + matter.

Wood

knowledge of the arts, orally and in writing. K-3 Create, present/perform an idea, mood/ feeling. [a]Arts/practical skills woven into heart, hand & brain. 4-5 explain how essential organizational principles shape an idea, mood or feeling found in the work. [a] History, acting as Caesar.., Absorbs Shakespeare’s language, 6-8 Control essential organizational principles [a] World History|architecture, modern art, Handwork| sewing.., Woodworking. Music: singing, string, wind, brass, & percussion. Painting, form/perspective drawing, beeswax/ clay modeling.

they act on each other in mechanics, acoustics, optics, heat, electricity, magnetism, radiation, atomic structure, and nuclear phenomena

Architecture Architecture

derived from/consisting of matter|of/or relating to the subject matter of reasoning

the hard substance that makes up trees

Architecture

both the process and the product of planning, designing, and constructing buildings and other physical structures

Analemmatic sundials

Analemma is a curve representing the changing angular offset of a celestial body, marked specifically by the sun at the same time (noon) each day or month of a gnomon in a fixed position

English

K-3 (R) Distinguish info provided by pictures from text. (W) gather info of provided sources to answer question. (S/L) collaborative conversation with peers/ adults 4-5 (R)Ask/answer questions of text and as base for answers. (W) Tech. Publish (keyboard) , digital info; take brief notes (S/L) use information known of topic under discussion. 6-8 Reading, Writing and Language skills continued/refined.

Health

K-3 refusal skills of tobacco and alcohol. Identify sources of air and water pollution. 911, poison control, earthquake ‘duck, cover/ hold on’ & ‘stop, drop/ roll’. 4-5 Campaign alcohol/ tobacco. Health affects air/ water pollution. Healthy snacks. Self-image. Community physical activity. Puberty. Anatomy. Fire. Violence. [a] ODE/PPS+Habits Of Mind visual, auditory, kinesthetic, action role-play 6-8 Consider alternative modes of transportation. Emotions change adolescence. Identify ways to be physically active throughout a lifetime. Consequences of sexual activity.

Casting Light

Analemma

Human Gnomon

Forest Habitat

Root Bridge

Nursing

Stonehenge Analemma

Filtering

Casting Shadow

Pattern

Timber

Host

Horizontal Analemma

Human Gnomon

Burnt

Once the analemma is determined, a horizontal sundial with a vertical gnomon that is not fixed must change position in the analemma daily to accurately indicate time of day. Tell and write time. Reflection

Color

Visible Spectrum

Temporality of or relating to time.

Weathered

Water Damaged

Worn

Copper

Oxidized Copper

Unfinished Rusted Corten

Steel

Iron

Chemical rust Iron

Raw Iron Ore

Stainless

Precious metals

North Star|coordinate mapping

Metal

Mathematics

K-3 Addition/ subtraction. Tell and write time. Represent and interpret data. Measure and estimate lengths. Measurement/ estimation intervals of time, liquid volumes, masses of objects. Linear and area measures. [a] Investigations|research-based infusion of math throughout our daily activities. Calendar 4-5 Geometric measurement: understand measure angles, classify shapes, lines. Graph points on coordinate plane, solve real-world/ mathematical problems. [a] Surveys and Graphs Place Value, Number Sense, Money, Decimals/ Fractions, 2/ 3-D Geometry, Hands-on Algebra 6-8 Solve problems of angle measure, area, surface area, and volume of cylinders, cones and spheres. Use ratio concepts and reasoning. Proportional relationships. Pythagorean Theorem. [a] Algebraic thinking woven throughout the curriculum.

Physical Education

K-3 Travels safely in directions, pathways, levels in relation to self, others, objects. PE vocabulary body part identification, spatial awareness, directionality. [a] ODE+ use life skills in crafting, corroboratively design, hand to tool literacy, take active contributive role in mechanics of life. How do I use tools in a purposeful way? Interpret ideas into finished objects? Plan my work? 4-5 Locomotor/ object control in game. Change speed to elude, leads receiver. Monitors target heart rate. Group/team cooperation, success and enjoyment. [a] Look into construction of three-dimensional project. Students are encouraged to act as teachers to peers. Planning of projects 6-8 Rhythmic dances. Biomechanics scientific principles in skill development. Calculates/ monitors Target/ Resting heart/ recovery rate. [a] Design/ build vehicle? Maximize our team efforts? What materials will best suit the process? Pre-conceptualize, between form/function, evaluate/understand cohesive design. Teach ‘know-how’ to cope with the physical world.

Millennium Timespace Weathering

Analemma

Astronomic Orientation

Solar Compass

Meteorology science that deals with the atmosphere

Solar Heat Energy

Rain

Wind

TIME & SPACE Sun Dial: At the center of the sun dial a north star acts as 0,0 to a coordinate plane that conveys addition and subtraction to Measure and estimate lengths, linear and area measures. And way finding to sundials scattered across the school.

Tactility Geology Glass

Soil

Hydrology

What experiences of material can be enhanced through deliberate adjacencies w/ other materials and forms?

Landscapes

Water Cycle

Glaciers

Natural Resources

Soil

Hydrology

Landscapes

Soil

Hydrology

Landscapes

Gases

Science

K-3 Basic plant/ animal structures/ functions. Organism Life cycles & environments (food webs). properties/ uses of (rocks, minerals, soil... Daily and seasonal weather changes. Movement of objects in the sky. [a] Campus Explorations biome/habitat. Geology; rocks/ fossils. Tumblers/polish to better “see”. production/causes, qualities/ measurements, vibrations in toys/ musical instruments. 4-5 Earth’s place/patterns of movement within/Solar system cycles. Object’s physical property/position affect its movement. Forms/uses of energy. Magnetism/ gravity. Compare motion of objects. E.g., of energy transfer. [a] Make/ read map; use magnetic compass; Basic metric units of distance, simple machines, energy transmission, Forest explorations, Earth‘s water recycling system. Air Pressure—aluminum drink cans, balloons, and our lungs. Heat energy: convection, conduction,/ radiation; molecular motion; Chemistry chemical energy, Light energy 6-8 Create inventions to address human needs/ aspirations. Processes plants and animals obtain energy/ materials for growth and metabolism. Explain how energy is transferred/ transformed/ conserved. Compare types/ properties of waves and explain how they interact with matter. [a] Biology marine/ human. OR. Institute Marine, fishing docks, seashore Cape Arago. Habitats/ biota first-hand, marine algae, birds, In the field. Space science: solar system: robotics/ computer programming. Environmental science: local stream restore. Data/ analyses. 4 day class trip to Mt. St. Helens volcano “sludge.”

North Star

Scupper Waterfall

Geography

Concrete

Rain

Unfinished Rusted Corten

When rain hits the metal roof it creates a familiar percussion, quickly amalgamating in central gutter leading to the scupper: this is an excellent opportunity to talk about precipitation and surface tension of water. Rain gardens/bio-swales, a multitude of lessons: surface tension (high speed cameras used at my daughters school), PH testing, Volume, meteorology (inches of rain fall), evaporation, then returning the water from the impermeable to the earth/aquifer.

Learning Garden Topography

Human|Cultural Landscape

Physical|natural environment

Topography

Human|Cultural Landscape

Physical|natural environment

Development Environmental

Engagement

Application

Atmospheres

Acoustics Acoustics

Environmental

Atmospheres

Stone Form

Form

Whispering Gallery

Resonance

Social Studies

K-3 Not part of full time curriculum. Communities, cultures address similar need/concerns (building). calendar time: yesterday, today,.., weeks,.., years. Event sequence: e.g., school holidays. Simple time lines of events in the city of Portland. location in the school e.g., office, library, playground... [a] Daily work IS social studies! Families/ community (our own/ others’ roles/ jobs, we can be of service to others in these realms. Where food comes from/ how it impacts the individual, the family/ larger community. 4-5 Map represents real place. Expose to global features: oceans, rivers, mountains. Introduce simple grid to find locations. Compare ways different cultures deal with modified their physical environment/ social conditions. Map Oregon: natural resources, crop and climate regions. [a] Community-building work, collaborative multi-modal learning/ interdisciplinary activities. Children’s ability to talk about what they are doing is often behind their ability to do. 6-8 How/ why people alter their physical environment. People

Limestone

...

Slate

Weathered by the Ocean

Marble

Volcanic

Alabaster translucent

The Whispering Gallery Proof |If you stand at one focus of a room with elliptical walls, any sound waves that leave you in a horizontal direction and bounce off the walls will be reflected along paths that take them through the other focus of the ellipse. This is a characteristic property of the geometry of ellipses: if you draw a line from one focus out to the curve, and reflect it as if in a mirror tangent to the curve, the reflected ray will pass through the other focus.

THE_PHENOMENAL_SCHOOL Earth

Weathering Wall

Artifactual Explorations Phenomenalogical Material Interactions

DID NOT DO YET

Analemmatic sundials Analemma is a curve representing the changing angular offset of a celestial body, marked specifically by the sun at the same time (noon) each day or month of a gnomon in a fixed position.

Adjacencies To raise matter from the load bearing earth,brings attention to the points of connection between materiality. how does one material support another and how do they connect?

Weathering and Temporality The variety of materials show weathering and conductance of temperature and temporality at different rates due to their molecular structure: new panels could be mounted every 1-5 years, a record and demonstration of time through materiality.

THE_PHENOMENAL_SCHOOL

Pedagogical / Architectural Explorations

Area Circulation Understand Area + Volume Over time through the cubism corridor you notice patterns emerging |1 to 4|4 to 16 |16 to 256 to 65,536,| or |1(4)|42 |162|163.. Light+Shadow: As the shadows climb the grid surfaces, the space divides into rectangular and triangular counts of temporal area and volume.

Crank Roof The Crank Roof is an interactive kinetic architecture, of which, while raining, pupils manipulate to learn lessons of gravity, trajectory, slope(pitch),arch, inertia, and the laws of motion. Under tutelage of the instructor a student acting as the caller, relays instruction to his/her pupils, to crank the wall up and down to find angles project water furthest/nearest the building. This kinesthetic experience allows the instructor to effortlessly relay educational content of the activity, such as math, science, meteorology, geography, geology, human and natural resources. One of many educational focuses of this field study could be Social Studies and climatology, how our climate differs and is similar to other areas of the globe and how other cultures build based on their climate and why that may or may not work here.

Tectonic Expression Using texture as a way finding tool. Entry into project spaces of the school where students explore learning through making, celebrate the phenomenal interaction with the architecture. The entry celebrates transition from finishes to tectonic expression

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Venturi | Air lock The Venturi effect is a jet effect|According to the laws governing fluid dynamics as a funnel the velocity of the fluid increases as the cross sectional area decreases, with the static pressure correspondingly decreasing. Upon Convergence velocity increases while pressure decreases, upon divergence velocity decreases while pressure increases. The Air Lock minimizing the change of pressure in the vessel and loss of air from it. Closing the end of the convergent wind will create a vacuum causing internal doors to be pushed open into the space to equalize the volume of air diverging on the other side Light + Literature When 0-3 align uninterrupted word(s)/images projected, move across the ceiling as the sun (light source) moves across the sky (earth spins). If 0-3 were interrupted by the ? (wall of the classroom), a specific opening could allow for specific text/ image to project specific times of day+year. Meteorology: Overcast vs. Sunny| outside may be unremarkable/interesting, But with the interaction of light and â&#x20AC;&#x2DC;literatureâ&#x20AC;&#x2122; our brains are wired to recognize its presence (symbology), possibly enough to recognize its absence. Rain|In the paradox of simultaneous sun and rain, falling water will do two of two things|disturb and raise the level the surface of the reflecting pool. Wind| on the waters surface, ripple altering its reflection and refraction angle. Rain Water Systems When rain hits the metal roof it creates a familiar percussion, quickly amalgamating in central gutter leading to the scupper: this is an excellent opportunity to talk about precipitation and surface tension of water. Rain gardens/bioswales, a multitude of lessons: surface tension (high speed cameras used at my daughters school), PH testing, Volume, meteorology (inches of rain fall), evaporation, then returning the water from the impermeable to the earth/aquifer.

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d fo W rN he at re ur al kST MICHAEL’S 8 Ph H sc as e h A oo nom cc ls en N ex ee ess pr a ds to e di t ss D re ed oe ree ct s s as su n H ot ne n as re ed G q ed ra ui La de re rg ch His e to an si di te ge ric ve ac ren rs ity ro ov ss at of si i co te on m m un iti es se rv ed by sc ho ol

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Criteria for Site Selection In determining a location for the design of the phenomenal school it was important to define the following criteria: CU PROPERTY Need for Natural Phenomena, Where k-8 schools expressed as needed, Solar access, Trees, Topography, and a subtantial size Site.

Faubion School

103

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Aug Sep Oct Nov Dec

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Annual chance of sun : 42.89617486%

-20°F chance of sun : 42.89617486% Annual

Laurelhurst School Partly Cloudy Days

28 21

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24 20

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8 6

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4.79

2in 4

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8 4.509

16 9 3.42 3.40 14 CU PROPERTY 12 2.55 1.69 1.54 6 8 6 0.59 0.71 5 4 2 1

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20%

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25%

20%

15%

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Jan Feb Mar Apr May Jun Jul Marrysville School

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8in

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Record Tempuratures

20%

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12 8 The following phenomena: geography,9 flora, fauna, wind, 16 9 52 14 8 precipitation, temperature, topography, solar access, 12 and solar 7 48 6 to better 6 4 45 were studied 8 orient the design orientation in order of the 4 41 4 6 4 41 4 5 3 3 phenomena with the pedagogy thru the architecture. 2 2 36 1

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57 57 The Faubion School site is characterized by its unique relationship 56 53 51 to Concordia University School of Education, which takes 49 47 47 44 advantage of synergetic opportunities for collaboration between46 41 41 40°F the schools, and active outreach to the community. 38 38 36

Access Looking at the aerial map of the campus DAG members marked how they entered and exited the campus daily, by car, bike, foot, and bus? 2 doors vs 1 door accessible by both Dekum and campus. Seeing/feeling connection to Concordia. Auditorium creates that feeling. Access for cars off Dekum vs. off Rosa Parks favored Access for buses could work on 29th but favor Dekum

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1.54 0.59 0.71

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June

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> 11.06

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8.49 16 - 11.06 5.40- 8.49

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3.34 - 5.40 1.80 - 3.34

0 - 1.80

Solar Azimuth

OREGON PREVAILING WIND DIRECTION 8 | 8 9 PORTLAND INT’L AP, OR (KPDX) | 16 14 7 6 8 6 4 3

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Final Design|Exploration Plans A dinamic synergy is created between the entry commons, indoor-outdoor project spaces, and specific shifting of the lecture mass, create phenomenal learning environments between the pedagogy, architecture and students.

a m -

In addition to phenomena as education, many public school educators said, Inviting, the first thing about the school is that it should be ‘inviting’. It needs to be welcoming as a place students cannot wait to go. It is to be a simply phenomenal place children are energized to come each day. This the reason for indoor-outdoor project spaces and the common spaces, is for if nothing else to excite the children’s imaginations. When children’s imaginations are excited they are open to influence from others.

On the third floor in addition to entry commons, indoor-outdoor project spaces, 6 - 8th graders have dirrect acces to green roof learning gardens, for phenomenal environmenal learning. -Classrooms-

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-Solar Shade-Wind Sails-

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Models The model brings the phenomena to light, in a final amalgamation of explorations of indoor-outdoor project spaces, green roof learning gardens and best highlighted the phenomena interaction with the pedagogy through the architecture, which is explored in depth in the next pages.

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What Has 4 Legs In The Morning Thoughful shifting of the central lecture mass on the south side and the temporal nature of our relationship to the sun, allows for specific optic experiences at nine in the morning when the students arrive, the afternoon as they congregate in common spaces during the lunch hour and three in the evening upon departure from the school. Each with its own significance to the student they share a commonality located in the circulation corridor. To draw attention

- 2 IN THE AFTERNOON to this temporal phenomena relating to the pedagogy of telling and writing time and thru to higher years Pythagorean theorem, text is utilized, as we are naturally drawn to symbology. The text is specific to correlelate with the time of day, for the student to gain an understanding over time of why this morning text is lit when it is morning but more significant why it cannot be seen the rest of the time. The text chosen is the sphinxes riddle, what has four legs

- AND 3 IN THE EVENING? in the morning, two in the afternoon and three in the evening? The three sections of this riddle are dispersed in the space to align with their solar temporal counterpart. previous employment. Service to the public, work experience will be in direct service to the public community.

The Musical Entry (1) As children arrive from the south they are welcomed with giant solar shade wind sails, making the invisible visible while protecting the envelope from harsh solar gain. (2) From the north students flock to triple height wind louvers, serving as gateway to both secure the interior when not in use

and channel wind from the faced inside. (3) Proudly utilizing the Crank Door, Chicken Point Cabin, by Tom Kundig, children explore Archimedian machines of “energy saving” mechanics,” such as pulleys, working with the mechanics of the “simple machines” that underlie all labor-saving devices. (4) Another labor saving device, the rolling barn doors are the final tuning device , directing

airflow in the entry commons. (5) the east and westward walls of the double height entry commons, serve as large pinup spaces to display students work. The loose nature of paper makes it ideal for activating kinesthetic learning, the fluttering and rustling of the tiny sails creates a audio visual, tactile experience for congregations or those just passing through. (6) Harp strings

than handrails, keeps children safe, while connecting the levels and a learning experience of vibrational energy. (7) Solar Projection gives a lesson in optics. (8) Learning Gardens.

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Circulation

Growing up children are told, don’t touch that! Don’t drag your hand on the wall or grocery isle shelves and merchandise, but what is really happening here? We are visual+tactile learners’, we see something, form a hypothesis of what it might feel like, then proceed to explore with our hands to gain results and form conclusions. It is our human nature to explore. While admittedly there are situations we should not be exploring/learning through touching, school, the environment deemed for learning should be the exemplar situation were tactile interaction is encouraged as part of the experience. (1) Wood paneling wraps the project spaces, transverse the path of circulation, encouraging to be touched while delineating specific areas of the school. (2) While maintaing a visual threshold the exposed rafter ceiling gives lessons of loading through tectonic expresion. (3) indoor-outdoor project spaces act as a repreive from focused lecture spaces, while engaging pupils with nature. (4) 4’ planter boxes than handrails, keeps children safe, while providing ecological education.

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EastPortlandMulticulturalCenter

First Thursday

On June 5th 2014, The Phenomenal School became an interactive exibit, center stage at the AIAâ&#x20AC;&#x2122;s Center For Architecture Portland, Portland State Univeristy End of Year Show: Traversals. Placed child high from the floor, students of all ages explored with flashislights, learning lessons of the temporal optic nature of the earths relationship to the sun.

EastPortlandMulticulturalCenter

South Waterfront Physical Education Center Studio | Arch 482 | Jones | Spring 2012 Portland State university | School of Architecture

Satellite campus classroom. PSU in partnership with OHSU, NCNM, and Portland Public Schools. Educating students as well as the community, on the short and long term benefits of staying physically and 4 mentally active and healthy. ARCHITECTURE 82 FOR

OMMUNITY C COMMUNITY HEALTH EALTH OMMUNITY H

C COMMUNITY H HEALTH EALTH

R3C

LIFE

The South Waterfront Public activity is scarce at ground level. Towers pulled from the downtown city life, removing vital outlets, retail, recreation, public gatherings, and community building space. 3

Intervention THE SOUTH WATER FRONT: Public activity is scarce at ground level • Towers pulled from the city life, removing vital outlets, retail, recreation, public gatherings, community building space. Recognizing

the demographic wealth, or high paying careers. In order to maintain this status of wealth you would need to keep your mind and body in peak physical condition.

INTERVENTION: Recognizing the demographic to be of recognizable wealth, or high paying careers. to be of recognizable In order to maintain this status of wealth you would need to keep your mind and body in peak physical condition.

ARCHITECTURE 4 8 2 R3C FOR LIFE 3 2

1 3 2

THE SOUTH WATER FRONT: Public activity is scarce at ground level • Towers pulled from the city life, removing vital outlets, retail, recreation, public gatherings, community building space. INTERVENTION: Recognizing the demographic to be of recognizable wealth, or high paying careers.

In order to maintain this status of wealth you would need to keep your mind and body in peak physical condition. ers pulled from the city life, uilding space.

lth, or high paying careers. mind and body in peak physical condition.

515

Key Demographic • Newly retired • OHSU doctors • Young money • Primary pedestrians: dog walkers, runners, consumers, waterfront meander

1 ENGAGE THE BODY

2 HARVEST NUTRITION

Interventions 1 Exercise body, increase blood flow to brain, 2 Harvest nutrition for the body and mind, 3 Rest the body and engage the mind, held in secure comfort.

1 ENGAGE THE BODY

2 HARVEST NUTRITION

3 REST THE BODY ENGAGE THE MIND 3 REST THE BODY ENGAGE THE MIND

2 HARVEST NUTRITION

Arch482:R3C:

recreation+education+Community

Synergy The working together of two or more people, organizations or things, especially when the result is greater than the sum of their individual efforts and capabilities.

RS ERS

UR S GE RE NY

UPPER LEVEL

7 9

LAN for COMMUNITY

B A

8 3

1 2 3 4 5 6 7 8 9 10

STAIRS

LOBBY CAFE LOCKERS SHOWERS CLIMB PARKOUR OFFICES STORAGE LECTURE BALCONY

R3C Center: PLA

STAIRS

3 4

LOBBY CAFE LOCKERS SHOWERS CLIMB PARKOUR OFFICES STORAGE LECTURE BALCONY 2

1 2 3 4 5 6 7 8 9 10 1 MAIN FLOOR

recreation+education+Community Arch482:R3C:

5 6

INTERIOR DECK

Community bringing the community to gather, by Dynamic Spaces ather, by providing stage for multiple venues of public activity.

recreation Most people avoid exercise, due to amount of effort and little noticeable immediate reward (instant gratification) R3C is a recreational fitness park, to engage the public in community activity fun.

EXTERIOR DECK

FOUND

DATION

Arch482:R3C:

recreation+education+Community

CLIMB ROOM AND WALLS INSPIRED BY & FACILITATE ADVENTUROUS PORTLAND DEMOGRAPHIC

PARKOUR ADAPTIVE REUSE OF THE EXITSTING RUINS ,TO PUSH BEYOUND STAYING HEALTHY IN BODY AND MIND, BY OVERCOMING OBSTICLES.

Arch482:R3C:

recreation+education+Community

Community based design participatory design, design education. work is broader than architecture. work with communities on land use and development. work with youth and public spaces. interface between community space and community that will use it. providing technical design expertise to needs and resources. The community table group project table dimensions where determined as a class, I proposed the butcherblock design with renderings.I proposed that we drill bolt hinges in the legs to make the table suitible for transit, so four individuals could carry the 4 by 12 foot slab like a really long, heavy surfboard. Two of my colleagues procured the building materials from the joinery scrap bin, one of my fellow colleagues and my self built the table.

R o s e w o o d C o m m u n i t y C e n t e r | T a b l e

(CHICKEN)

SYNERGY GOALS: Kinetic Supplementing Feed Bio-Mimicry Structure/Systems Form=Function

Client Want/Needs 1

DESIGN

HABITATION :

COOP

LABORATORY: PORTLAND STATE UNIVERSITY DESIGNER: CHRISTOPHER A. ROCKHILL

URBAN FEED: Urban Farms are an integral part of the subsistence living. Livestock provides many staples of nutrition agriculture alone cannot. The concept of COOP is to integrate pre-dedicated sub-urban practices into the urban environment. Urban Feed focuses on the feeding rituals and physicality of its feathered inhabitants, as Instructional, study, and production, exploring the cycle of the chicken and the egg from conception to consumption. The project explores human use for food, and population feeding rituals and techniques of inhabitants, and how form can enhance their performance.

Parametric modeling combined

Using Grasshopper to build and

Grasshopper utilizes topology

combining state of the are

utilizing technology such as

with the human touch of photo

program kinetic design, using a

optimization to drive material

structural Engineering/Design/

Ecotect and to calculate instance

editing, generate rich layers

technological approach to behave

redistribution to shape beam

and Colour to create Ephemeral

solar gain/radiation/ and

of place/intervention/ and

in a very human way.

reinforcement.

places of unique nature.

Grasshopper to display in rich

habitation.

tecnocolour, easy to understand and interact with geometry and 3D modeling.

ALLOW

PROTECT

PROVIDE

PLACE ALLOW

PROTECT

HARVEST FOOD

The Australorp is a chicken breed of Australian origin. Australian Black Orpingtons (Austral-orp).

The Sultan is a breed of chicken originating in Turkey. Serai-Tavuk, “fowls of the Sultan”

•

A large, soft-feathered bird, with white toenails, black legs and beak, and a moderately large and upright single comb, with distinct points.

•

Hardy, docile, and a good egg-layer as well as meat bird.

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Admitted to the Standard of Perfection.

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Pictured, a BLACK Australorp rooster, has glossy black feathers and a lustrous green sheen (known as beetle green).

• • • •

•

Comes in both bantam(small) and standard size and multiple colours.

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Recognized

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Egg Laying Performance at an average of 309.5 eggs per hen for a 365 consecutive day trial. per year. A new record was set when a hen laid 364 eggs in 365 days.

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With males weighing approximately 2.7 kilos (6 pounds) and hens 2 kilos (4 pounds), they are relatively small standard breed chickens. They also have a bantam version.

• • •

Weight: Large Australorps Cock 3.9 - 4.7 kg 8.6 - 10.3 lbs Hen 3.3 - 4.2 kg 7.3 - 9.2 lbs/

•

Hens lay small white eggs at a slow rate, and do not generally go broody.

Great decorative plumage, large, puffy crests, beards, long tails, profuse foot feathering. Their small, V-shaped combs are almost entirely hidden under feathering. PROVIDE toes on each foot. Docile, friendly chickens, and are content at being kept in Primarily ornamental, having been kept in the gardens of Ottoman sultanate. In the West they are bred for competitive showing as part of poultry fancy, and are generally a rare sight. by acceptance in to the Standard of Perfection

HABITATION :

COOP

PROVIDE FOOD KINETIC FEEDER

PROJECT DIAGRAMS

CHICKEN SPECS CLIENT INFORMATION DESIGN

PLACE

DESIGN

HABITATION :

LABORATORY: PORTLAND STATE UNIVERSITY DESIGNER: CHRISTOPHER A. ROCKHILL

COOP

LABORATORY: PORTLAND STATE UNIVERSITY DESIGNER: CHRISTOPHER A. ROCKHILL

4 5

ALLOW

PROTECT

PROVIDE

PLACE

SHAPE REVOLVE

CUT

ALLOW

PROTECT

PROVIDE

SHAPE

CUT

PLACE

FEED

PROJECT DIAGRAMS

DESIGN

HABITATION :

COOP e s

LABORATORY: PORTLAND STATE UNIVERSITY DESIGNER: CHRISTOPHER A. ROCKHILL

PROJECT DIAGRAMS

D E S I G| N n C o HABITATION : COOP

LABORATORY: PORTLAND S DESIGNER: CHRISTOPHER A

BIRDS-EYE PERSPECTIVE SCALE: 1/16”=1’-0”

WEST ELEVATION SCALE:1/4”=1’-0”

DESIGN

HABITATION :

COOP

LABORATORY: PORTLAND STATE UNIVERSITY DESIGNER: CHRISTOPHER A. ROCKHILL

GREEN ROOF PROTECT COOP

ALLOW GRAZING GREEN ROOF

CEDAR SHAKE SHINGLES

PROVIDE SHADE/ SHELTER RIB TAKES CUES FROM NATURE COMBINED WITH THE STRENGTH OF THE ARCH

MATERIALS

STRUCTURE

IDEA

UTILITY HATCH

ASSEMBLY

ARRAY STRUCTURE FROM CENTER

EGG HATCH AMBIENT GROUND LIGHTS

ACCESS

STRUCTURE

ARRAY

SKETCHES SCALE: N.T.S

DESIGN

HABITATION :

COOP

LABORATORY: PORTLAND STATE UNIVERSITY DESIGNER: CHRISTOPHER A. ROCKHILL

OPEN TO BELOW SCALE: N.T.S

DESIGN

HABITATION :

COOP

LABORATORY: PORTLAND STATE UNIVERSITY DESIGNER: CHRISTOPHER A. ROCKHILL

| C

Mont Cenis Academy Tectonics | Arch 361 | Leite | Winter 2010 Portland State university | School of Architecture

Building materials and elements were selected on the same criteria of environmental protection as the overall objective of the building itself. This resulted in a limited range of materials mainly timber, glass and concrete. The repetitive structural grid and sub grids Are regular allowing for rational and Economic construction, With as much prefabrication as possible. The glass envelope forms a shelter during The construction phases. The principle of a Double envelope (glasshouse and inner Buildings) allows for greater flexibility of The spaces and simplifies modifications.

Community Boulevard Se Gladstone St. Boise St. recreationeducationcommunity From Individual Parcels To Eco-Community A thoughtful configuration of housing, microindustry, and green-scapes creates public, semipublic, and private places within the residential fabric that cultivate community. In today’s society, there are parks for children and commerce for adults, and a need for vocational education and recreation and occupation for developing youth. Equitable exchange of personal capital is important for individuals to integrate with larger society as a whole, built though sweat-equity and interaction/ contribution to social capital.

P l a n t i n g S e e d s o f O pp o r t u n i t y

Portland’s 2030 plan calls for increased density and walkability, this provides a great opportunity for micro-urbanism, an upgrade of the American dream, combining the value of personal ownership with the synergies of community.

The Glasshouse is the first accessory structure (AS). Synergies between courtyards and agriculture serve as a catalist mechanism, stimulating change in the block, then the city. Bioswales/ rain gardens filter rain water from roofs and roads, a bike shop fixes/ fabricates bikes and trailers for occupational and recreational use. All AS serve as vocational education, workshops and recreational outlets.

PORTLAND PARK & REC

Rethinking The Residential Block As Environmental Social Economics The dominance of economy leads to a lack of community. Lack of community leads to in addition to many other problems, lack of investment in youth in both time and infrastructure.this lack of investment leads to diversity with a lack of understanding, and develops prejudices. These oversights are some of the main causes of homeless youth, Moreover developing idle youth in general.

Present

Boora ARCHITECTS

Community Partner Partner

PACSAC

Portland Community Supported Agriculture

Development Partner

CULTIVATING COMMUNITY

 Steward and Developer

HOUSING

Community Partner

PDX Infill Density

Partners

2014: Catalist

2025

Fork in the Road dog park Bisecting the block, creating a gateway into the alley

Courtyards semi-public, fully community Glasshouse cultivating community, occupation, recreation vocational

Orchards line the alley and perimeter to signify district

Bike Bunker, repair/ customization, occupation,

Boardwalks increase permeabilty, reduce root compaction, and orient pedestrian traffic into the heart of the community Earth Berm Amphitheater Solar panels on existing buildings Throughway to Creston Park 3 blocks

Educational rain garden, occupation, recreation

Sports & Rec Field, occupation, recreation

Juice & Pie cafĂŠ: occupation, recreation vocational Trellis awnings join buildings to create semi-public community spaces

Bioswales utilize native vegetation to filter roof and

Fountain park evaporative cooling recreation

ZipCar (share car)

60% large old growth tree canopy signifies and shelters community spaces, and habitat

Pedestrians oriented Boulevard crossing full width bump

Crosswalks every intersection for increased pedestrian walkability

TheCommons:Alley-Urbanism

2 3

CultivatingCommunity

Courtyard allows for larger glazing onto neighboring yards letting more light in.

Open ground floor of ADU to community courtyard

Boardwalks Bridge Public Boulevard to semi-public

Large trees canopies shade, encouraging community gathering centers

Landscaping and agriculture generate clean air and evaporative cooling

Deconstruct fences, construct spaces with fence panel adirondack chairs

Pervious pavers allow for optimal use and water permiability

Elevated stoops provide connection and ownership

CultivatingCommunity Courtyards offer opportunity for carefully programed outdoor gatherings, and fulfils a human need to be connected to nature. Utilizing the ground floor of ADUsâ&#x20AC;&#x2122; as a community kitchen or clubhouse, creates synergetic spaces for block parties, vocational learning, and public infrastructure

Key: 0. Outside In 1. Site: SE Gladstone St Boise St from 42nd to 44th 2. Portland State University 3. Bike shops 4. Parks 5. Eco-districs 6. Coffee shops 7. Pie shop 8. Boora Architects: sustainable community design Bike freindly streets Dedicated bike paths Max Blue Line Hillsboro/ City Center/ Gresham Max Red Line Airport/ City Center/ Beaverton Streetcar Green Line Clackamas/ City Center/ PSU Max Portland to Milwaukie light rail: open 2015 Trimet bus lines

The Showers Night Studio | Arch 580 | Schnabel | Fall 2012 Portland State university | Graduate School of Architecture

recreationcommunity Have a presentation at work after closing down the latest open club in town (the Roxy), hit The Showers! From research of the night focused on the primary circadian cycle of flora and fauna, I found a focus for this project, based on diurnal and nocturnal habits of a familiar fauna, humans, specifically the club to cubical community. As building skyline disappears into the nights sky, steam bellowing from inside the aquas wall, a beacon to the club to cubical community. In a district where clubs appear at nigh and disappear by day, By night IBC (intermediate bulk containers) form a glowing A twist to the traditional ropeline, contrasts the cold of the night, heating anticipation for the environment within. cubical threshold, casting light upon the darkness and by day disguise the club as storm-water harvesting, in the ally between two buildings.

BLUE LIGHT IS ALLIEGNED WITH OUR CIRCADIAN RESPOSES THE PRIMARY CIRCADIAN “CLOCK” (INTERNAL CLOCK) IN MAMMALS IS LOCATED IN THE SUPRACHIASMATIC NUCLEUS (SCN) DESTRUCTION OF THE SCN RESULTS IN THE COMPLETE ABSENCE OF A REGULAR SLEEP–WAKE RHYTHM. THE SCN RECEIVES INFORMATION ABOUT ILLUMINATION THROUGH THE EYES. THE RETINA CONTAINS SPECIALIZED GANGLION CELLS WHICH ARE DIRECTLY PHOTOSENSITIVE, AND PROJECT DIRECTLY TO THE SCN WHERE THEY HELP IN THE ENTRAINMENT OF THIS MASTER CIRCADIAN CLOCK. AFTERWARDS IF CELLS FROM THE SCN ARE REMOVED AND CULTURED, THEY MAINTAIN THEIR OWN RHYTHM IN THE ABSENCE OF EXTERNAL CUES. THE SCN TAKES THE INFORMATION ON THE LENGTHS OF THE DAY AND NIGHT FROM THE RETINA, INTERPRETS IT, AND PASSES IT ON TO THE PINEAL GLAND THAT SECRETES THE HORMONE MELATONIN. MELATONIN CAUSES YOUR SKIN TO CHANGE COLOR

WHAT ARE THEY DOING, TO WHAT?

THE RETINA OF THE EYE CONTAINS “CLASSICAL” PHOTORECEPTORS WHICH ARE USED FOR CONVENTIONAL VISION. BUT THE RETINA ALSO CONTAINS SPECIALIZED GANGLION CELLS WHICH ARE DIRECTLY PHOTOSENSITIVE, BE RESTING/ RECHARGING. BLUE LIGHT IS BEST FOR ENTRAINENT OF THE CIRCADIAN CLOCK AT NIGHT AND YELLOW LIGHT IS BEST FOR ACTIVE VISION IN THE DAY.

ACCORDING TO A RESEARCH STUDY BY HARVARD, BLUE LIGHTS CAN ACTUALLY HELP PEOPLE FIGHT FATIGUE AND STAY MORE ALERT AND AWAKE AT NIGHT. UNFORTUNATELY, THE SAME CAN BE GIVING YOU TROUBLE WITH SLEEP.

The Primary Circadian “Clock” Receives information about illumination through the eyes.

Brain functions @ night

Health Implications (Do we need dark at night?)

Exposure (Levels of light) Light Pollution (extensive biological systems)

Perpetual Night (Disorientation with time)

Lunar Phase Cycle Sensitivity (Human response to night/darkness)

Insomnia (Advantages & disturbances in sleep)

Purkinje Effect (Shifting to blue hue when dark)

Diurnal and Nocturnal (Shifts in pattern)

Effects of Sleeplessness

Adaptation/ Evolution/ Natural attributes (Biological Systems) in darkness

Issues of sleeping disorders

Eye response to darkness

Scotobiology (Biological Sys tems response to darkness/night)

Exposure (Levels of light)

Sound

Light receivers

Sensory Deprivation

The eminant cubical takes a playful role, as modesty stalls

Individual space is becoming rigidly ordered, though line of sight is still open and comunicative. On the skin, hot showers in the cold night are exilerating. Relaxing muscles release serotonin, inducing a serene state. To look forward we must indulge in the present, less we look back to what could have been. Dress As brick meets steel the floor and ceiling flow free as the dancewr in the night, slowly transitioning to traditional conformation. Under foot wood slats become pervious, to drain away, cedar to absorb, drying as you walk.

Exit Hall Every of this space is in defiance of the exterior ephemoral condition of night and day, to enhance the experience upon exiting. Oppresive, symetry, squares of efficiancy through the space, are felt as you walk under the dull repetition floresent light fixtures. Exit Plaza As clouds of the nights sky give way to day, the sunâ&#x20AC;&#x2122;s rays cresting the horizon of the urban skyline. office buildings stand picturesque, inspired, and a welcoming calm.

Portland State

Marquee Gallery (8)hr Design Charrette: Up On Our Roof Portland State university | Graduate School of Architecture

Utalizing our Shattuck Hall Annex roof to provide recreational space for architecture students, bring needed siniage to events and identity to the school of architecture.

by: Rockhill

University

School of Architecture

by: Rockhill

e s i g n

o m p e t i t i o n

i n n e r

Marquee Gallery (8)hr Design Charrette: Up On Our Roof Portland State university | Graduate School of Architecture

Portland State University

School of Architecture

by: Rockhill

By: Sonya Y Mecham

By:Rockhill

School of Architecture

e s i g n

o m p e t i t i o n

i n n e r

h r i s t o p h e

o c k h i l l

designer

recreationeducationcommunity

32336 S. Molalla Ave | Molalla, Oregon 97038

christopherockhill@gmail.com