ARCH 609 Portfolio

ARCH 609 Professor Nilou Vakil Andrew Gonzalez & Emily Hummel

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THESIS When looking at different site strategies, we decided to focus our concern on the ideas of safety, functionality, incorporation of the senses and elements in design, and making adjustments to the existing streetscapes. Safety is a top priority when designing for children, especially those who are visually impaired. Because of this, we thought of ways to push back the school from E 26th Avenue and Roslyn Street and create a strong connection between the four corners through using an “L� shaped structure. In addition to that, the idea is to optimize spaces where the children could play while staying safe.

This included creating natural buffers between the street and the school through the use of trees and bushes, considering different approaches to transforming landscape to create elevation changes, and positioning pocket parks and playgrounds away from the street itself. By reinforcing the corners and creating a controlled environment, the children are free to explore in a naturally enclosed area. Another concern that came up when discussing safety was how functional the drop off and pick up systems could be organized. To achieve this, we modified the area of Roslyn Street outside of the school to separate the drop off and pick up area from the existing road. This would help moderate and optimize the traffic and congestion that many school drop offs face, and would also create a safer process as a whole. Continuing with functionality, many needs have to be satisfied to ensure a productive and accessible learning atmosphere for these students.

When thinking about where classrooms/student spaces would be compared to public/administrative, we found it best to situate them towards the north to reduce the amount of glare. Finally, we wanted to make the best use out of the site by incorporating different senses and elements throughout our design ideas.

A person with visual impairments has to rely heavily on their other senses. Making thoughtful choices when selecting materials can drastically change the experience of a space. It is important to strike a balance between over stimulating the user and guiding them. In Colorado there is an emphasis on natural materials and that can make a space feel softer and less intimidating. When a student comes to school, there will be a desire for comfortability and natural materials can help. Some examples are wood of different grains and native brick. Providing different textures and colors can assist in wayfinding. Color is best when it is used sparingly and purposefully.

Too much can be distracting and the goal is to avoid that. Texture will be used to distinguish spaces from one another. It can also be used for acoustic purposes which is important to take into account as well.

Often the sense of hearing is more distinguished in children with visual impairments and dampening of a space can be beneficial to their learning environment. These strategies will be employed throughout our building, especially in the auditorium where a custom ceiling will be put in place to hinder unnecessary echoing. When it comes to the exterior of the

building, context will be taken from the surrounding area. Stapleton has a diverse selection of building styles. High-pressure laminate panels will also be used to create a datum line that is necessary for design in a snowy climate. This school will respect Coloradoan design and not take away from the area.

Designing for and in response to the environment is an ever-growing focus within architecture. For our school, we looked at multiple environmental approaches to create an energetic, healthy, and sustainable learning facility for students, staff, and visitors. The first of these focuses was on introducing natural sunlight into the spaces. Studies show that the amount of natural light we receive can directly impact our mental health and learning abilities. Because of this, we found it crucial to find ways that added light to spaces while also accounting for how glare could affect the visually impaired throughout the school. Our solution to meeting both of these tasks was through the use of a centralized clerestory and multi-story spaces, as well as focusing on different materiality within the glass used. Another focus throughout our design was to include green spaces and gardens that allowed the children to interact with nature as a part of their learning experiences. We wanted to use native plants to Colorado and also to appeal to each of the senses - whether that’s through fragrant flowers or different textures such as bristles that students could feel.

The programmatic configuration of this school should be simple to navigate and intuitive to the user. Circulation is a crucial component of the program and will be solved by using a main corridor that connects key building functions. Spaces are placed practically to create a flow that makes the most sense. In the main building, there is a clear separation of classrooms, community gathering space, and faculty offices. The school will serve both children who are learning to navigate with an impairment as well as those who are slightly more advanced. Because of this difference in abilities, the building will need to cater to both. Stairs can often be a welcome challenge for the visually impaired, so it is important to include them in the school while also making sure they do not become an obstacle that has to be overcome every day. There are also other aspects of the program that would be included in a regular elementary school but will be catered more to the students of this school. The slight separation of the two buildings places the gym, a function that will be used outside of school hours, in a part of the building that includes a separate entrance. However, despite having this separation, the gym remains connected to the adjacent building through a track on the second story. This track would not be used for typical functions but instead as a learning tool for the children. With our designed flow the children should be able to easily adapt to their surroundings and be able to focus on what is most important, being a normal student.

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STAPLETON INFO A city setting the precedent for new urbanism, Stapleton is mixing the best of the urban with the best of the suburban. As the home of the old Denver Airport, there is a lot of history that comes with this place.

reclaimed into open green space, parks and nature preserves and when development is complete, it is projects to have 12,000 homes and apartments, two walkable town centers and a major retail destination.

lack of diversity which can be seen to the left.

Stapleton is mainly composed of young families who are upper middle class and Caucasian. The residents have higher levels of education and mainly work white collar jobs.

Residents in the area are not only active phys- All the graphs being shown show the type of Stapleton is a unique area that has been consisically, but also in defining what they want their people that live in Stapleton. After talking with tently growing for the past ten years and looks community to become. 30% of space will be a few residents, their comments reflected a to continue on that trajectory.

AGE POPULATION

EDUCATION

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OCCUPATIONAL EMPLOYMENT

RACE/ETHNICITY

LAND DIVISION

MAIN HIGHWAYS

LIGHT RAIL SYSTEM

BIKE TRAIL 04

AVERAGE INCOME

KEY: SCHOOLS FOOD EXERCISE FACILITIES PUBLIC BUILDINGS

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1) elementary school courtyard concept, 2) entrance design,3) breakout space inside larger room for slight separation, 4) unique bridge design

1) bridge w/ glass detail and light filtration, 2) layered slate from Red Rocks, 3) handrail system w/ unique louvers, 4) Anchor School clerestory

Small details to assist the visually impaired, 1) cork trail wall, 2) slanted wall for acoustics, 3) directive light, 4) multi-height handrails.

All of these pictures are examples of features that could be added to create a sensory garden or bring nature inside.

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When evaluating the site we first noticed the regularity of it and decided to focus efforts on an L-shaped massing that would bring a strong corner connection. From there the idea to separate the building into two forms with a bridge came to be. This bridge concept opened up sight-lines from the school drop-off into the playground area and would invite interest. After we arrived at the main forms, some pushing and pulling took place to create overhangs and clerestory windows for optimal sunlight. Finally, roofs were slanted in varying directions based off an early drawing that is shown above.

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SECOND FLOOR PLAN 1 2 3 4 5

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CIRCULATION & PROGRAM DIAGRAM

TEACHER’S LOUNGE CONFERENCE ROOM STORAGE SENSORY GATHERING SPACE TRACK

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FIRST FLOOR PLAN

CIRCULATION & EGRESS PLANS

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RECEPTION DESK OFFICE STORAGE PRINCIPAL’S OFFICE NURSE’S OFFICE PARENT CONFERENCE ROOM COUNSELOR’S OFFICE AUDITORIUM MUSIC ROOM LIBRARY ART ROOM CAFETERIA KINDERGARTEN CLASSROOM FIRST GRADE CLASSROOM SECOND GRADE CLASSROOM THIRD GRADE CLASSROOM FOURTH GRADE CLASSROOM FIFTH GRADE CLASSROOM GYM

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HVAC DIAGRAM

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STRUCTURE EXPLODED AXON

BRIDGE DIAGRAM

SITE PLAN

The L-shape of our building leaves the portion of the site that gets the most sun in the afternoon, to become the playground and outside space. This is represented in the sun diagram. Since recess and outdoor time should truly be play time for the kids, our landscape design is organic and free-flowing, but simple to navigate so there isn’t too much work involved. Different divisions of the green space will be used for different activities such as a sensory garden, playground equipment and free space. Along the more public edge of the site there is a thicker grove of trees as well as a short wall so that the school is more private and secluded. The space as a whole is welcoming to the students from the moment they step out of the car and peer beneath the bridge to what awaits on the other side.

SUN DIAGRAM

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MATERIAL SPECS Acme Brick: • • •

Local brick retailer Modular size Burgundy color with heritage texture

High Pressure Laminate (HPL) Panels: • • •

Multiple color and texture options Very low maintenance Perform exceptionally well outdoors and are weather resistant - sun and rain have no significant impact on the panel’s surface

Standing Seam Metal Roof: • • •

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Exceptionally long life expectancy Provides energy reduction benefits without sacrificing style Lightweight but incredibly durable and can withstand extreme elements

WEST ELEVATION

NORTH ELEVATION 13

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SECTION B-B 15

ENTRANCE VIEW After entering through the secure vestibule, the user is greeted with this two-story space that one uses to reach the bridge.

This space has two main features, one of which is the textured wall that brings the outside in and stimulates the touch sense, and the other is the light feature that connects the two levels.

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LIBRARY VIEW Looking down the hallway you can see the library space with clerestory window letting indirect light into the space below. This library space functions less as a traditional library and more as a gathering space outside the classrooms. Comfortable seating for all ages is available and a cork trail wall guides the students where they need to go.

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