Clemson SoA Fall 2020 Fluid Studio | Schools from Forests PART 02

LEARNING ENVIRONMENTS

SCHOOLS FROM FORESTS

Clemson School of Architecture | Fall 2020 Fluid Studio | ARCH 3510 + 8570 Professor: Dustin Albright | Sponsor: LS3P

PART 02

TABLE OF CONTENTS

PAGE

PROJECT OVERVIEW.................................................................................................................................................................................................................1

BACKGROUND RESEARCH THE FORESTS.............................................................................................................................................................................................................................11 FOREST PRODUCTS................................................................................................................................................................................................................21 BUILDING WITH TIMBER.....................................................................................................................................................................................................39

STUDENT DESIGN PROPOSALS GRADUATE PROJECT 01 [GABRIELLE BERNIER].................................................................................................................................................................................55 PROJECT 02 [STEFAN LANGEBEEKE].............................................................................................................................................................................65 PROJECT 03 [HUNTER HARWELL]...................................................................................................................................................................................75 PROJECT 04 [BRYAN HAZEL + AUSTIN WILLIAMS]................................................................................................................................................83

UNDERGRADUATE PROJECT PROJECT PROJECT PROJECT PROJECT PROJECT

05 [ADDIE CALLAHAN + ELLIE KUTZ].....................................................................................................................................................95 06 [ALYSSA HALLORAN + KATHLEEN CULLEN].................................................................................................................................105 07 [ASHLEY MEADE + STEPHANIE BOWERS]......................................................................................................................................115 08 [ELIZABETH VERA + ZARA SILVA-LANDRY].................................................................................................................................123 09 [EMMA HANSON + MOLLY GLASER + DANNY JARABEK]..........................................................................................133 10 [KARA AMMON + ZAIN SURKA]..................................................................................................................................................143

53

graduate design proposals

54

GABRIELLE BERNIER PROJECT 01

On this site sits a beautiful existing tree line that runs through the center from Brookfield Road back to Wedgefield Road. The primary design objective was to create a parallel experience with this tree line by designing a strong spine through the center of the building (parallel to that tree line), which serves as a central core for all the program spaces. Each of the program blocks branch off that spine and are pulled apart to create exterior voids that run all the way through to the core. This allows each of these program blocks direct access to natural elements.

ORIENT

PARALLEL

Studies show exposed timber within interior learning environments has proven to increase cognitive abilities and creativity, reduce stress, improve indoor air quality, and increase occupant’s overall well-being. Therefore, this building is designed with around 85% of the timber exposed. As this core is designed to parallel that tree line experience, the combination of large, double height, timber columns and clerestory windows is meant to mimic the feel of walking through a forest with light shining in through the tree tops. This, in addition to the courtyard voids cutting into the building, are both meant to exemplify the notion of bringing the outdoors indoors.

SPLIT

ES

AD RO

DOWNTOWN [DECKER BLVD]

PIN EN

FOREST LAKE PARK

G

RE

TIER

W ED

G

EF

IE

LD

RO AD

PROPOSED SITE

DOWNWARD SLOPING TOPOGRAPHY

BR

O

O

KF IE

LD

RO AD

PUSH+PULL

SNAP SITE TOPOGRAPHY

55

CONCEPT MASSING

TOPOGRAPHY

BUILDING ACCESS POINTS

EXISTING TREES

STREET ACCESS

NEIGHBORHOOD

VIEWS IN + OUT

CONCEPT SKETCHES

SITE ANALYSIS

WE

DG

EFIE

LD

RO AD

D OA DR

FIEL

OK BRO

56

FIRST FLOOR PLAN

57

SECOND FLOOR PLAN

LEARNING HUB

58

BUS ENTRY COURTYARD

GYM | MEDIA CENTER COURTYARD

SECTION THROUGH NORTHEAST COURTYARDS

SECTION THROUGH SOUTHWEST COURTYARDS

SOUTHWEST ELEVATION

59

WALL SECTION AT GYMNASIUM

SECTION PERSPECTIVE THROUGH CORE

60

WALL SECTION AT CLASSROOMS

61

CLT ROOF PANELS

LOAD-BEARING CLT WALLS

GLULAM COLUMNS + BEAMS

GIRDERS BEAMS

CLASSROOMS

STAIR

CLASSROOMS

RESTROOMS

ELEV.

HUDDLE

CLASSROOMS

HUB SPACE

CLASSROOMS

HUDDLE

ELEV.

RESTROOMS

CLASSROOMS

STAIR

CLASSROOMS

SECTION PERSPECTIVE THROUGH ACADEMIC BAR

62

EMBODIED ENERGY + LCA

STEEL VS TIMBER STRUCTURE

CARBON SUMMARY

73,572 CUBIC FEET OF MASS TIMBER PRODUCTS USED

6 MINUTES

TO GROW THIS MUCH WOOD IN US AND CANADIAN FORESTS

2,103 METRIC TONS CARBON STORED IN WOOD

814 METRIC TONS AVOIDED GREENHOUSE GAS EMISSIONS

2,916 METRIC TONS TOTAL POTENTIAL CARBON BENEFIT

THIS IS EQUIVALENT TO

617 CARS

OFF THE ROAD FOR A YEAR

ENERGY TO OPERATE

308 HOMES FOR A YEAR

63

PRECEDENTS Durham Academy | Durham, NC | Cannon Architects | https://www.cannonarchitects.com/durham-academy-science-humanities/adowhgbzccw1g2w3xyvv96roijyy47

HUB space at end of core | Upper mezzanine level Innovative High School | Flat Rock, NC | Clark Nexsen | https://www.clarknexsen.com/project/innovative-high-school/ Second story classrooms overlooking core North Vancouver City Hall | Vancouver | Frederick Townley Smith | http://mg-architecture.ca/work/north-vancouver-city-hall/ Post + beam structure along core | Clearstory glazing | Framed views out Duke Integrative Medicine | Durham, NC | NVERSE Architects | http://www.dudapaine.com/portfolio_page/duke-integrative-medicine/ Idea of light coming in through treetops (clearstories + columns) Herget Middle School | Aurora, Illinois | Poon Design Inc. | https://www.poondesign.com/project/herget-middle-school/ Core with program blocks to either side UMass Design Building | Amherst, MA | Leers Weinzipfel Program blocks framed at exterior | Parapet + column base detail | Overhead door detail Discovery Elementary School | Ashburn, VA | VMDO Architects | https://www.vmdo.com/discovery-elementary-school.html Courtyard area at back of school with overhang + exterior learning North Carolina Museum of Art |Raleigh, NC | Thomas Phifer | https://www.archdaily.com/80719/north-carolina-museum-of-art-thomas-phifer

Courtyard spaces cutting into building and creating periodic voids Wallen Veterinary Hospital | Australia | Crosshatch | https://www.archdaily.com/876109/wallan-veterinary-hospital-crosshatch/596ee2b6b22e38e81f000069-wallan-veterinary-hospital-crosshatch-photo?ad_medium=widget&ad_name=navigation-next&next_project=yes

Wood slat screening (privacy screen + shading device) North Surrey Sport + Ice Complex | Surrey, BC, Canada | Francl Architecture | https://structurecraft.com/projects/north-surrey-sport-and-ice-complex

Ceiling/roof structure in gymnasium + cafeteria HEALTH + WELLNESS Can Timber Construction Benefit Health and Wellbeing?: https://www.structuraltimbermagazine.co.uk/news/can-timber-construction-benefit-health-and-wellbeing/#:~:text=Wood%20has%20been%20proven%20 to,open%20environment%20to%20promote%20wellbeing.

Monitored Indoor Environmental Quality of a Mass Timber Office Building: A Case Study: https://www.mdpi.com/2075-5309/9/6/142/htm

8 Ways Timber Can Benefit Our Health: https://www.thestablecompany.com/blog/8-ways-timber-can-benefit-our-health-the-research

Workplace and Health Benefits of Timber: http://www.timberqueensland.com.au/Docs/Benefits%20of%20Timber/Fact%20Sheets/Factsheet_02_NEw.pdf

LCA + GLOBAL WARMING STUDY Tally | https://choosetally.com/tutorials/ CARBON STUDY WoodWorks Carbon Calculator | http://cc.woodworks.org/

64

STEFAN LANGEBEEKE PROJECT 02

In the early development of this project, I was interested in the aspects of a primary school that deals with the health and wellbeing of the students in order to maximize their learning potential. Many Montessori studies showed that some key components such as views to nature, proper lighting, student movement, exposed structure, and building a sense of community, were linked to increased attention, decreased fatigue, and overall greater engagement for the students.

In the early design phases, I wanted to utilize those same components in order to maximize engagement and minimize fatigue. In these studies, you will see that in order to maintain those views to nature, I utilized the existing pine forest on the site as an organizing factor for introducing my 3 bars. In order to maximize movement, I broke up the middle spaces of the bars and carved out entrances on either side to allow for those views outward while promoting crossing paths inward. Finally, I reclaimed the existing school site, and developed park space to be given back to the surrounding neighborhood. Ultimately, this allowed for more dynamic circulation throughout the site and leveraged the existing infrastructure for car and bus drop off.

An attention-restoring experience can be as simple as looking at nature.

Some studies show that learning improves up to 20% in better-lit classrooms

Lighting A space that allows for movement can reduce student fatigue improve performance and promote student collaboration

Movement

Exposed Structure

Community

65

Elements such as color, exposed structure, and textures can stimulate a developing childs mind. This has positively resulted in faster learning, higher motivation, and enhanced creativity.

Developing CHildren long to feel included and a have sense of belonging. Designing for those visual connections and physical environments of interaction can positively affect the mental state of the student.

N

3 BARS

BREAK UP MIDDLE

CARVE OUT ENTRANCES 66

FIRST FLOOR

67 SECOND FLOOR

SOUTHEAST ELEVATION

Pre-k and k

1st and 2nd

3rd and 4th

3rd and 4th

Pre-k and k

5th

Pre-k and k

1st and 2nd

5th

Pre-k and k

SITE PLAN | BIRDS EYE

NORTHWEST ELEVATION

68

WALL SECTION

EXTERIOR RENDER

EXTERIOR RENDER

WALL SECTION

69

Curtain Wall Section

Classroom Wall Section

Curtain Wall Section

Classroom Wall Section

LVL

LVL Window 4” Concrete Floor Finish 5-ply CLt Glulam Mullion Detail

by Sierra Pacific

Mullion Detail

by Sierra Pacific Metal Plate

Metal Plate

Window

Rain Screen

Window Detail Metal Angle 5-ply CLt by Sierra Pacific

5-ply CLt 4” Concrete FloorGlulam Finish Vapor Barrier Rigid Insulation Gravel 4” Concrete Floor Finish

Rain Screen Batt Insulation Concrete Footing Batt Insulation

Vapor Barrier Rigid Insulation Gravel

Concrete Footing

WALL SECTION DETAIL

5-ply CLt 4” Concrete Floor Finish Glulam

Glulam 4” Concrete Floor Finish Window Detail Metal Angle Vapor Barrier

by Sierra Pacific Rigid Insulation Gravel 4” Concrete Floor Finish Vapor Barrier Rigid Insulation Gravel WALL SECTION DETAIL

70

CLT STRUCTURE

DARK WOOD SIDING

71

STRUCTURAL EXPLODED AXON

INTERIOR RENDER

INTERIOR RENDER

MOVEMENT DIAGRAM

72

PRECEDENTS

THADEN SCHOOL ESKEW DUMEZ RIPPLE MARLON BLACKWELL ARCHITECTS

nce can be as simple as looking at nature.

g improves up to 20% in better-lit classrooms ITOI ELEMENTARY SCHOOL ATELIER BNK

can reduce student fatigue improve performance ote student collaboration

ARLINGTON ELEMENTARY SCHOOL MAHLUM

ructure, and textures can stimulate a developing in faster learning, higher motivation, and enhanced creativity.

cluded and a have sense of belonging. Designing and physical environments of interaction ct the mental state of the student.

WILKES ELEMENTARY SCHOOL MAHUM

73

REFERENCES Thaden School https://www.architectmagazine.com/project-gallery/thaden-school_o Itoi Elementary School https://www.archdaily.com/792976/itoi-elementary-school-atelier-bnk Arlington Elementary School https://www.mahlum.com/projects/arlington-elementary-school/ Wilkes Elementary School https://www.archdaily.com/596974/wilkes-elementary-school-mahlum 74

HUNTER HARWELL PROJECT 03

The two major site considerations were the existing tree line that cuts the site in half from Wedgefield to Brookfield, and the natural slope of the site with a rough elevation change of 20 feet. My first design objective was to create a courtyard school with two courtyards: one that is quiet that serves the functions of the classrooms and another loud courtyard to support the gymnasium. After analyzing the site, I placed the gym courtyard on the lowest part of the site, and the classroom courtyard on the most sloped portion for an opportunity for a stepped courtyard and to connect the upper part of the site through section. The initial building mass response was to wrap a ‘C’ shaped classroom wing around the sloped courtyard. This allows for natural light and views from all classrooms to the courtyard as well as views towards the surrounding Forest Acres neighborhood. Following this step was to place an inner ‘C’ shape circulation bar that allows for continuous views of the sloped courtyard.

The bus loop comes off Green Pines and also wraps the faculty parking, drops off at the upper entry of the site, and exits out to Brookfield. The car drop off loop and visitor parking starts and ends on Wedgefield. After a student leaves their car they may chose to take the sloped entry to the main entry or walk across the media steps and walk down the steps into the site towards the entry. This visual axis leads to several multipurpose sports fields for the community for gatherings and sports events. I also wanted to give back some of my carbon footprint, so on the upper side of Wedgefield, I decided to plant more trees.

75

1

2

3

4

Site and Program Diagrams

5

6

7

8

1) 2 Courtyards

4) Classroom Breakout Space

7) Pre-K, Special Needs, Entry, Commons, Kitchen

2) 1- 5 Grade Classrooms

5) Art, Music, and Gym Spaces

8) Stepped Media Center

3) Classroom Circulation

6) Main Connector Circulation

Site Plan

1) Bus Loop

WEDGEFIELD ROAD

8

9

2) Faculty Parking

7

6

3) Car Loop

4

4) Sloped Entry Path

5 4

3 1 10

GREENPINES ROAD

WEDGEFIELD ROAD

5) Community Multi-Sport Fields

6) Gym Courtyard

7) Gym Parking

2 8) Loading Dock Zone

BROOKFIELD ROAD

9) Reforest

10) Bus Drop Off Entry

SITE PLAN

76

1) Gymnasium

Floor Plans

1) Gymnasium 2) Kitchen

2) Kitchen

1

3) Commons

3) Commons

4) Admin Core

4) Admin Core

2

5) Art

5) Art

6) Music

3

6) Music

5 8

6

7) Media Breakout Space

7) Media Breakout Space Gym Courtyard 8) 8) Gym Courtyard

4 7

10

12

Lower Floor 77

9

4(Upper)

11

12

Upper Floo

LOWER FLOOR

9) Mechanical Room 10) Stepped Media Center 11) Stepped Courtyard 12) Pre-K - 1st Grade 13) 2-5th and NASA Classes 14) Circulation Bar 15) Breakout Space

UPPER FLOOR

78

Sections

Sections

BUILDING SECTION

BUILDING SECTION

BUILDING SECTION

79

Wall Section and Elevation Portion

WALL SECTION DETAIL

80

PRECEDENTS

JFK ELEMENTARY SCHOOL BREWSTER, NY KG+D ARCHITECTS

VOCATIONAL SCHOOL RUDRAPUR ANNA HERINGER

VOCATIONAL SCHOOL RUDRAPUR ANNA HERINGER

VOCATIONAL SCHOOL RUDRAPUR ANNA HERINGER

81

REFERENCES JFK Elementary School http://kgdarchitects.com/brewster-jfk-elementary-school/ Vocational School in Rudrapur https://inspiration.detail.de/vocational-school-in-rudrapur-106109.html 82

BRYAN HAZEL AUSTIN WILLIAMS PROJECT 04

This proposal has four main design initiatives: Engaging the community, creating exterior learning environments, enhancing safety through design, and establishing a close classroom proximity. To engage the community, we located the Core spaces of our building on the corner of Greenpines Rd and Brookefield Rd. We plan to make the school amenities available after school hours. The music room, art studio, and collaborative spaces are integrated within the core function of our building. The goal here was to create a space that is unique and that framed views of the surrounding site. We then positioned the administrative wing adjacent to Brookefield Rd. This wing will have to separate entrances, one for visitors and one for students and faculty.

Grade levels will be evenly distributed, encouraging communication and collaboration amongst students. The academic bars speak a similar language as the creative core spaces. The ends of the bars are peeled back as well, and they frame the views of the experiential forest and athletic fields beyond. We introduced the main circulation of our building by connecting the bars to the core space and administrative space. We noticed that the new circulation gave us the opportunity to explore a wide range of exterior courtyard space.

The main hallway is grounded, but the secondary hallway is floating to create an unconventional breezeway. By building on the site’s natural vegetation we created a path that could be used as a multimodal tool for recreation and learning.

PROGRAM DIAGRAMS

83

SITE PLAN

84

PROGRAM AXON

85

12

12

13 13

14

14

15 15

16 16

17 17.1

17

18

17.1

18

19

19

20

20

21

21

22

22

23

23

23.2

23.2

25

24

25

24

Q Q

P P

O O

N N

M.2 M.2

M

M

L.2

L.2 L

L

K

K

J

J

I

I

GROUND FLOOR

SECOND FLOOR

NORTHERN BUILDING FLOOR PLANS H

G

F

E2

1

E

2

3

4

5

H

D

G

C

F

B

E2

A

1

FIRST FLOOR

2

3

4

5

6

7

7.2

8

8.2

9

9.2

10

11

UPPER FIRST FLOOR

SOUTHERN BUILDING FLOOR PLANS

86

RELATED ARTS + ADMIN SECTION

CLASSROOM SECTION

ADMIN | COURTYARD | LOCKER ROOM SECTION

87

88

WALL SECTION DETAIL

WALL SECTION DETAIL

89

12 13

14 15 16 17

17.1

18 19 20 21 22 23

23.2

24

Q

P

O

3-Ply CLT Roof Panel

5-Ply CLT Floor Panel

20’x10’

84 Total

106 Total

30’x10’

225 Total

177 Total

40’x10’

50 Total

54 Total

35,879.2 cubic feet

54950.7 cubic feet

N

M.2 25

M L.2 L

K

J

I

SECOND FLOOR FRAMING PLAN 12 13

14 15 1

16 17

17.1

2

3

4

5

6

7

8

9

10

11

18 19 20 H

21 22 23

23.2

24

G

F

Q

E2

P

E

O

D

N C

M.2 25

M L.2 B

L

A

K

J

7.2

8.2

9.2

I

GROUND FLOOR FRAMING PLAN

GROUND + SECOND FLOOR CLT PANEL LAYOUT

FIRST FLOOR FRAMING PLAN

FIRST FLOOR CLT PANEL LAYOUT

90

CLT FLOOR + ROOF LAYOUT

TPO Roofing Roofing Cover board 2 Layers of Rigid Insulation 3-Ply CLT Panel

Steel Plate M-24 Bolts 24” x 6” Glu-Lam Beam 12” x 12” Glu-Lam Column POST + BEAM DESIGN

Footing Concrete Floor Gyp Wall Board RC-1 Channels at 2’ O.C. 3-Ply CLT Panel RC-1 Channels at 2’ O.C. Gyp Wall Board CLT SHEAR WALL LOCATIONS

91

EXPLODED STRUCTURAL AXON

92

SUPPORTING DATA

CARBON CALCULATION DATA

Volume of wood products used: 156,415 cubic feet

133 Cargo containers

U.S. and Canadian forest grow this much wood in: 12 minutes Carbon stored in the wood: 4,446 metric tons of carbon dioxide

635 African Elephants

Avoided greenhouse gas emissions 1,907 metric tons of carbon dioxide Total potential carbon benefit 6,353 metric tons of carbon dioxide

4.5”x18” Glu-Lam beam

172 Total

30’ Long

2,902.5 cubic feet of wood

6”x24” Glu-Lam beam

74 Total

40’ Long

2,960 cubic feet of wood

6”x25.5” Glu-Lam beam

349 Total 30’-40’ Long

12,978.44 cubic feet of wood

10.5”x42” Glu-Lam beam 7 Total

70’ Long

1,500.63 cubic feet of wood

10.5”x45” Glu-Lam beam 8 Total

26’ Long

682.5 cubic feet of wood

12”x12” Glu-Lam column

87 Total 24’ Tall

14”x14” Glu-Lam column

80 Total 36’ Tall

3,920 cubic feet of wood

16”x16” Glu-Lam column

10 Total 24’ Tall

420 cubic feet of wood

18”x18” Glu-Lam column

8 Total

648 cubic feet of wood

33’ Tall

2,088 cubic feet of wood

20’x10’ CLT Floor Panel 106 panels used 12,147.6 cubic feet of wood 30’x10’ CLT Floor Panel 177 panels used 30,426.3 cubic feet of wood

17 Air Force Ones

40’x10’ CLT Floor Panel 54 panels used

12,376.8 cubic feet of wood

20’x10’ CLT Roof Panel

84 panels used

5,779.2 cubic feet of wood

30’x10’ CLT Roof Panel

225 panels used 23,220 cubic feet of wood

40’x10’ CLT Roof Panel

50 panels used

6,880 cubic feet of wood

Energy to operate 671 homes for a year CLT Shear Wall 56 panels used 7.25” Thick 32,904.4 cubic feet of wood

1,343 cars off the road for a year

93

Plywood Sheathing 59 sheets used

.75” Thick 73,292 cubic feet of wood

REFERENCES Hakusui Nursery School | https://www.archdaily.com/623479/hakusui-nursery-school-yamazaki-kentaro-design-workshop RMIT Garden Building | https://nmbw.com.au/rmit-nas-garden-building/ E2E Offices | https://www.archdaily.com/947454/e2e-offices-57studio Albina Yard | https://www.archdaily.com/908090/albina-yard-lever-architecture House on an Island | https://www.archdaily.com/910946/house-on-an-island-atelier-oslo

PRECEDENTS

94