Research - Top of the Hill National High School of Art, Science, and Entrepreneurship for Girls

Texas Tech University | College of Architecture ARCH 5502 TOPICAL STUDIO

RESEARCH TOP OF THE HILL NATIONAL HIGH SCHOOL OF ART, SCIENCE, AND ENTREPRENEURSHIP FOR GIRLS FOR PROF. MARY MURIMI, Phd, RD

CONTRIBUTORS:

XAVIER ENCERRADO PEDRO ESPNET TONY FAZZONE ETHAN FLESHMAN KYLE FLUSCHE IVAN GARCIA JOSUE GARCIA ISMAEL OLIVARES LAUREN SAAB JORDAN SJUE PROF. UPE FLUECKIGER

“It takes a village to raise a child” TOP OF THE HILL GIRLS SECONDARY SCHOOL OF SCIENCE ,ART AND ENTERPRENUERSHIP .

African proverb

photo credit: Skymax Planning and Design

PROJECT OVERVIEW

photo credit: Upe Flueckiger

Top of the Hill National High School of Art, Science, and Entrepreneurship, for Girls Location: north of Nyahururu in Kenya (Coordinates: 0째14'33.4"N 36째23'26.2"E) Elevation: 7019 feet above sea level

Graduate students at Texas Tech University College of Architecture are given a natural plateau surrounded by a trees to plan and situate a High School for 500 Kenyan Girls by Texas Tech Mary Murimi PhD, RD Professor of Nutrition, Texas Tech University College of Human Sciences.

The students are asked to create a synthesis of traditional elements, shapes of Kenyan architecture and culture together with modern sustainable technology, within the context of the site, a hill plateau and forest to foster a safe and educational learning environment for 500 young Kenyan girls.

TABLE OF CONTENTS

SITE + CLIMATE pg. 02

CULTURE + HISTORY pg. 22

PRECEDENTS + KEY STUDIES pg. 40

EXPLORATIONS IN RAMMED EARTH pg. 86

01

SITE + CLIMATE

(1) CONTRIBUTORS:

PEDRO ESPNET ETHAN FLESHMAN PROF. UPE FLUECKIGER

02

KENYA SITE + CLIMATE

(2)

03

Nyahururu was founded south of the Thomson Falls after the 243 ft (74m) high Thomson's Falls on Ewaso Narok river, a tributary of the Ewaso Nyiro River, which drains from the Aberdare mountain ranges. It is on the Junction of Nyeri-Rumuruti road and the Nyeri-Nakuru road.

Western settlers were more interested in the rich lands of the neighboring environments.

Lord Maurice Egerton had the largest allocation of land neighboring the town. The town grew around a railway from Gilgil opened in 1929 (now effectively abandoned). The town was once an important player in the timber milling industry, and the now defunct National Pencil Company had a factory there. It is also an important milk processing hub and a leader in agricultura economies.

0째

0째

0째

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SITE + CLIMATE

04

GEOLOGICAL MAKE - UP

A wide range of minerals, both metallic and industrial, are known to be fountd in Kenya. These include barite, gypsum, gold, silver, lead, talc, titanium, salt, a variety of gemstones, (mainly ruby and several varieties of garnets) dimension stones, silica sand, heavy mineral sands, manganese, zinc, wollastonite, graphite, kaolin, copper, nickel, chromite, pyrite, various clays, rare earth elements and pyrochlore.

(4) Bukoban

Nyanzian

Basement

Granites

Kavirondian K Ablun series A, Embu series

Alkaline Intrusives

Triassic

Jurassic

Carboniferous - Permian Tertiary volcanics Cretaceous Quatemary sediments

05

Other Intrusives Quatemery volcanics Tertiary sediments

WIND ENERGY POTENTIAL

Average Wind Speed In miles per hour

(5) 8.8 - 9.2

0 - 2.8

9.2 - 9.6

2.8 - 3.2

9.6 - 10

3.2 - 3.6

10 - 10.4

4 - 4.4

10.6 - 20

4.4 - 4.8

6.8 - 7.2

4.8 - 5.2

7.2 - 7.6

5.2 - 5.6

7.6 - 8

5.6 - 6

8 - 8.4

6 - 6.4

8.4 - 8.8

The average wind speed near Nyahururu is betwen 4.5 - 6mph. The consistant wind alludes to the potential to harvest the wind as a source of energy. Supplemented with diesel generators and/or battery backup systems, small wind power systems allow low-cost and much quicker electrification than grid extension.

Indeed wind electricity is 2 to 5 times more economical than photovoltaic electricity; the wide range of small wind turbine sizes and their system modularity enables a larger productive use of electricity. Using wind energy to improve electricity and water supply of disadvantaged rural areas can enhance the development of a more vibrant rura l economy with the creation of new commercial activities, especially in the service sector. It would also benefit farming and industrial productivity and profitability and the education and health conditions.

6.4 - 6.8

SITE + CLIMATE

06

AGRO CLIMATE ZONES

Agriculture is very important in Kenya as 75% of the Kenyan population are dependent on agriculture for food and income, and it contributes 26% to the Gross Domestic Product (GDP) and 60% to foreign exchange earnings.

However, only about one third of the total land area of Kenya is agriculturally productive, including the Kenyan highlands, coastal plains and the lake region. These are areas with an altitude of over 1500 m which receive an annual rainfall of over 1000 mm.

They have volcanic rocks and the soils are mainly loamy, and include the highlands east and west of the Rift Valley and the Rift Valley floor. Other humid areas with an altitude less than 1500 m (humid lowlands) have sandy soils which are well drained and are of loamy, sandy clay texture e.g., along the Kenyan coast.

(6) Humid Sub-humid Semi-humid Semi-humid to Semi-arid Semi-arid Arid Very arid

07

SOLAR ENERGY POTENTIAL

Solar energy delivers practical, reliable energy. Kenya is located on the equator. Solar energy devices are economical to produce, easy to use and require little maintenance. It is only during the rainy season (mainly March to September) that there may not always be enough sunlight to operate solar devices.

(7) Protected Area Lakes Solar Energy Potential Very High High Medium Low

SITE + CLIMATE

08

ANNUAL RAINFALL AT SITE

The climate of Kenya is as varied as its topography. Climatic conditions range from the tropical humidity of the coast through the dry heat of the hinterland and northern plains to the coolness of the plateau and mountains as it is on our site; despite Kenya's equatorial position, Mt. Kenya is perpetually snowcapped. The coastal temperature averages 27째 C (81째 F ), and the temperature decreases by slightly less than 2째 C degrees Celsius (3째 F ) with each 300-m (1,000-ft) increase in altitude. The capital, Nairobi, at 1,661 m (5,449 ft), has 4 Seasonal variations are distinguished by duration of rainfall rather than by changes of temperature. Most regions of the country have two rainy seasons, the long rains falling between April and June and the short rains between October and December. Average annual rainfall varies from 13 cm (5 in) a year in the most arid regions of the northern plains to 193 cm (76 in) near Lake Victoria. The coast and highland areas receive an annual average of 102

09

(8) In millimeters >2000

200 - 400

1600 - 2000

<200

1200 - 1600

Body of Water

800 - 1200 600 - 800 400 - 600

WATER HARVESTING STRATEGIES

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Stretching from the Lebanon to Mozambique, Africa's Great Rift Valley is a 6,000-mile fault in the earth's crust, and much of it is to be found in Kenya, where it has literally cut the country in to two parts. The Great Rift Valley contains some of the world’s finest lakes, mountains and plains. The northern part of the system is the Jordan Rift Valley. The Jordan Rift Valley stretches from the Golan Heights, near Israel’s border with Syria and Lebanon, to the Dead Sea, to the Gulf of Aqaba—an inlet of the Red Sea that separates the Sinai Peninsula from the Arabian Peninsula. Associated with the Jordan Rift Valley to the south is the Red Sea Rift. Millions of years ago, the Arabian Peninsula was connected to Africa. Seafloor spreading caused the Arabian and African plates to rift apart. The Indian Ocean flooded the rift valley between the continents, creating the Red Sea. Today, Africa and Asia are connected by the triangle of the Sinai Peninsula.

SITE + CLIMATE

10

WATER HARVESTING STRATEGIES

1. Subsurface dams/Sand dams with offtake wells: This process involves construction stretching across the course of a dry riverbed and down towards the impermeable floor of the riverbed. Location is important, and the best potential riverbeds are those of hilly and stony catchments with coarse sand where water may be easily extracted. The purpose of these constructions is to raise groundwater tables and increase the storage capacity for water withdrawals.

2. Roof catchment systems: These are tanks built in connection to tin-roofed buildings (mainly public buildings such as schools) with rainwater flowing in via gutters.

They have a capacity of 50 000 litres when full, and keeps water cool and relatively contaminant-free. Tanks are one of the most typical means of collecting rainwater and have a long global history. They come in different shapes and materials, for instance cement, brick, iron sheet, and polyethene.

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THE GREAT RIFT VALLEY

3. Shallow wells: Shallow wells are commonly situated adjacent to a subsurface dams/sand dams or riverbeds with high groundwater tables. Their low depths of a couple of meters allow for manual excavation with a relatively short implementation period. The sides are typically lined with rocks or bricks and the top is concealed but for a simple hand pump which is installed to facilitate water withdrawal and to minimize contamination.

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4. Rock catchments: This system constitutes leading runoff from rock surfaces into a reservoir using walls. The reservoir could be a tank, an earth dam, or a rock catchment dam. A rock surface is good supplier of water due to its impermeability.

However, as common with reservoirs some water loss is expected due to evaporation. If properly maintained it is a good alternative to wells in areas with saline groundwater.

SITE + CLIMATE

12

GEOTHERMAL HEAT STRATEGIES

1. The Loop: The loop is located outside the building, typically buried in the ground. The loop houses a liquid that absorbs the energy of the stable temperature that exists underground. A liquid, usually water or water blended with a refrigerant (glycol antifreeze solution) runs continuously through the entire length of the loop. The geothermal loop can be installed in a vertical or horizontal orientation. It is usually composed of a type of high density polyethylene pipe.

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13

GEOTHERMAL HEAT STRATEGIES

2. Geothermal Heat Pump: Also referred to as a ground source heat pump (GSHP) it is located within the building and transfers or utilizes the heat energy from the warmer or cooler temperature of the liquid solution coming from the loop to heat or cool the house.

Because it is transferring energy from a stable temperature (58 degrees) in the winter, when the air outside the house is cold, the heat pump pulls the warmer temperature that is gained from the ground and uses it to heat the building.

In the summer, when the outside air is hot, the loop provides a place for the warmer temperature to be discharged. By the time the solution has run through the extent of the loop, it has been cooled and returns to cool the inside temperature of the house.

3. Distribution System: This is the duct work within the building that distributes the heated or cooled air throughout the building.In contrast to a forced air system that periodi-

SITE + CLIMATE

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SATELITE IMAGE OF THE SITE

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SITE + CLIMATE

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SITE

17

SITE + CLIMATE

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END NOTES text and images

1

http://wfiles.brothersoft.com/s/sunrise_kenya_33235-1600x1 200.jpg

2

http://www.maproom.org/outline/world

3

http://www.nationsonline.org/oneworld/map/kenya_map2.ht m

4

http://www.kenyagreece.com/sites/default/files/the_geology_ and_mineral_potential_of_kenya.pdf

5

http://www.hedon.info/BP56:PracticalActionNews

6

http://www.nzdl.org

7

http://www.hedon.info/BP56:PracticalActionNews

8

http://www.hedon.info/BP56:PracticalActionNews

9

https://en.wikipedia.org/wiki/Rift_Valley_Province

10

http://digest.bellafricana.com/

11

http://kkwaterstorage.blogspot.com/

12

https://greenpassivesolar.com/sustainable-renewable-energy/ geothermal-energy/

13

http://maps.google.com

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PRECEDENTS + KEY STUDIES

20

21

CULTURE + HISTORY

(1) CONTRIBUTORS:

TONY FAZZONE IVAN GARCIA JOSUE GARCIA LAUREN SAAB PROF. UPE FLUECKIGER

22

KENYA’S GENERAL FACTS

NON

2.4%

1.7% OT HER

0.7% UNSPECIFIED

1.6% TRADIT IONALIST

KENYA’S RELIGIONS

[8]

FIGURE 19.

E

The republic of Kenya is one of the most significant countries in the world. It is famously known as being related with being the birth place of civilization. Kenya as well has several important attributes that make it a unique place within the world. It is categorized by having an amazing diversed wild life as well as a unique ecosystem.

LIM

% 11

US

M

[9]

FIGURE 20.

CHRISTIAN

82%

[1]

Up to this date the most popular religous belief in Kenya is christianity followed by Muslim as the second biggest religion in the country. The other religions seen as well are Hinduism, indiginous beliefs and miscellanous.

KENYA’S TRANSPORTATION SERVICES

The dominant transportation methods in Kenya consist of the train,matatus & the public bus. [5]

23

[10]

FIGURE 21.

KENYA’S ENERGY In Kenya around 15% of the population utilize electricity as their source of energy. In rural areas petroleum accounts for their needs. [4]

KENYA’S ETHNIC GROUPS KIKUYU 22% LUO 13% LUHYA 14% KALENJIN 12%

EASTERN

KAMBA 11% KISII 6% MIJIKENDA 5%

RIFT VALLEY

SOMALI 2% TURKANA 2% MAASAI 1% OTHERS14%

NORTH EASTERN

WESTERN CENTRAL

NYANZA

NAIROBI

COAST

[2]

KENYA’S ETHNIC GROUPS Kenya’s rich culture is composed of over 40 ethnic groups within the region. The domonating groups in the country include the Kikuyu,Luhya,Luo,Kalenjin,and the Kamba.

LUHYA LUO

14%

13%

KIKUYU

22% 1% 6%

NON- AFRICAN

KALENJIN

12%

KISSI

OTHER

KAMBA

15%

11%

MERU

6%

[3]

KENYA’S FAVORITE SPORTS SOCCER RUNNING BASKETBALL

[6]

[7]

OFFICIAL LANGUAGES ENGLISH KISWAHILI SEVERAL INDIGENOUS LANGUAGES CULTURE + HISTORY 24

KENYA’S ECONOMY Kenya's economy is strongly dependent in its tourism & agriculture as well Telecomunication sector and small scale industries such as textile, clothing, etc.

TOURISM/SAFARI The industry accounts for 19% of 19% GDP the nation's GDP and employs thousands.

It is as well the prime revenue earner which plays an important role in the countries economic development. This is all thanks to Kenya’s [11] majestic animals and landscapes.

AGRICULTURE Kenya's economy is heavily dependent on agriculture. 75% of Kenyans make their living from farming, producing both for local consumption and for export to African nations and western countries.

FIGURE 5.

25% GDP

[12]

HOUSEHOLDS WITH[15] IMPROVED TOILET FACILITY RURAL URBAN NAIROBI

25

20.1% 29.8% 42.0%

EASTERN NORTH EASTERN NYANZA RIFT VALLEY WESTERN

19.4% 07.6% 18.1% 19.5% 24.4%

[19]

[20]

[21]

HOUSEHOLDS WITH ACCESS [16] TO AN IMPROVED WATER SOURCE RURAL URBAN NAIROBI CENTRAL COAST

53.8% 89.3% 95.5% 69.1% 64.8%

EASTERN NORTH EASTERN NYANZA RIFT VALLEY WESTERN

51.1% 69.3% 52.7% 57.5% 74.3%

E

KENYA’S POPULATION DEMOGRAPHICS MALE TO FEMALE RATIO AT BIRTH 1.02 MALE(S)/ FEMALES 0 -14: 1.01 MALE(S)/ FEMALES 15 - 24: 1MALE(S)/ FEMALES 25 - 54: 1.02 MALE(S)/ FEMALES 55 - 64: 1 MALE(S)/ FEMALES 65 & OLDER: 0.79 MALE(S)/ FEMALES

POPULATION FACTS

KENYA TOTAL POPULATION : 47.8 MILLION POPULATION GROWTH RATE : 2.9% AVERAGE FAMILY SIZE : 7 (5 CHILDREN + 2 ADULTS)

LIFE EXPECTANCY

INFANT MORTALITY RATE

MALE : 62.06 YEARS FEMALE : 65.01YEARS

[13]

MALE : 40.71 /1000 BIRTHS FEMALE : 45.33 / 1000 BIRTHS

[14]

2015

MALE

FEMALES

100+ 95-99 90-94 85-89 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 20-24 15-19 10-14 5-9 0-4 4

3.2

2.4

1.6

POPULATION ( IN MILLIONS)

TRADITIONAL DISHES Kenyan cuisine includes ugali, chapati, githeri, goat, Nyama Choma, stews, samosas and sukuma wiki.

[17]

0.8

0

0

AGE GROUP

0.8

1.6

2.4

3.2

4

POPULATION ( IN MILLIONS)

KENYA’S WATER RESOURCES Currently Kenya is undergoing a huge water crisis. [18] CULTURE + HISTORY 26

History of Kenya c 3.3 million BC Evidence of some of the earliest human tools have been found in Kenya, suggesting that it was the cradle of humanity from which descendents moved out to populate the world.

600 AD - 1800s (600 AD) Arabs settled the coastal region and developed trading posts (1200) Swahili culture and language dominated the coast, while Bantu and Nilotic speakers commanded the inland region 1900s - 1970s (1920) Kenya's inland region falls under the control of the British Crown Colony.

(1956) The Mau Mau rebellion is suppressed after thousands are killed (1960) The state of emergency is lifted; plans are announced for Britain to prepare Kenya for majority African rule; the Kenya African National Union (KANU) is formed (1961) Kenyatta is freed from jail and named president of KANU (1963) Kenya gained independence with Kenyatta as prime minister (1966) Odinga backed out of Kanu after an idealogical split with Kenyatta and formed the rival Kenya People's Union (KPU)

27

Figure 24 Kenya

Figure 25 Mau Mau

Figure 26 Kenyatta

Figure 27 Daniel Arap Moi

Figure 28

Figure 29

1970s - 2000 1978 - Kenyatta dies in office, succeeded by Vice-President Daniel Arap Moi. 1982 June - Kenya officially declared a one-party state by National Assembly.

1987 - Opposition groups suppressed. International criticism of political arrests and human rights abuses.

2000 - 2012 2002 December - Elections. Mwai Kibaki wins a landslide victory, ending Daniel arap Moi's 24-year rule and Kanu's four decades in power.

2003 December - Government decides to grant former president Daniel arap Moi immunity from prosecution on corruption charges.

2004 July-August - Food crisis, caused by crop failures and drought, dubbed "national disaster" by President Kibaki. UN launches aid appeal for vulnerable rural Kenyans.

2005 February - Corruption takes centre stage when it is claimed that graft has cost Kenya $1bn under Kibaki. Leading anti-graft official John Githongo resigns. International donors voice unease.

CULTURE + HISTORY 28

2005 July - Parliament approves a draft constitution after days of violent protests in Nairobi over aspects of the draft which demonstrators say give too much power to in the president's hands.

Constitution spurned 2006 January - Government says four million people in the north need food aid because of a drought which the president calls a "national disaster".

2006 January- Government ministers are linked to a corruption scandal involving contracts for a phantom company, Anglo Leasing.

2006 April - Visiting Chinese President Hu Jintao signs a contract allowing China to prospect for oil off the Kenyan coast.

2010 January - The US suspends $7m of funding for free primary schools in Kenya until fraud allegations are investigated.

2010 July - Kenya joins its neighbours in forming a new East African Common Market, intended to integrate the region's economy.

2010 August - New constitution designed to limit the powers of the president and devolve power to the regions approved in referendum.

Controversy over release of national census figures that include tribal affiliations.

29

Figure 30

Figure 31

Figure 32

2011 - Present

Figure 33

Figure 34

2011 October - Kenyan troops enter Somalia to attack rebels they accuse of being behind several kidnappings of foreigners on Kenyan soil. Kenya suffers several apparent reprisal attacks.

2011 November - High court orders arrest of Sudanese President Omar al-Bashir if ever he visits. Sudan orders Kenya's ambassador to leave.

2012 January - International Criminal Court rules that several prominent Kenyans must stand trial over the 2007 post-election violence.

2012 March - Oil discovered.

President Kibaki hails it as a ''major breakthrough''.

Launch of Lamu port project which is to become South Sudan's oil export outlet.

2012 May - More than 30 people are injured in an attack on a Nairobi shopping centre, allegedly by Somalia's al-Shabab Islamist militia.

CULTURE + HISTORY 30

Kenya Today

The Republic of Kenya is now one of the fastest growing countries in the world, seeing an unprecedented economic boom that is surging the country across the threshold to global modernization and is projected to continue for generations to come. (33)

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CULTURE + HISTORY 32

Kenya’s boom began as early as five years ago, and its progress is exponentially growing as its citizens embrace the technological advances. Its central location, rich resources, and unique population poise Kenya to be very attractive for continual development. The most prominent developments has been the sector of Telecommunications.(36)

Much of this growth is attributed to a unique population condition within Kenya. Kenya’s population has doubled over the last 25 years, to about 40 million people.(38) This rapid increase in population has created a huge misbalance of age distribution, rendering roughly half the population younger than the age of 20.

This youth base is growing up with newfound peak interest in technology, creating an unique “technology-literate mobile generation” (Hersman) unlike ever before.(37)

“There’s a buzz, a palpable energy, running through the corridors of Africa’s capitals and urban areas, and much of it revolves around tech”- Erik Hersman, co-founder of Ushahidi (37)

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CULTURE + HISTORY 34

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CULTURE + HISTORY 36

END NOTES text and images

1

https://artcarchitects.files.wordpress.com/2013/05/nkmip-t exture-1280x1024.jpg

2

www.cia.gov

3

www.bbc.com

4

www.cia.gov/library

5

www.energypedia.info

6

www.visualgeography.com

7

www.africa.upenn.edu

8

www.cia.gov/library

9

www.wildearth.tw

10

www.underatree.go.ke

11

www.samburu.go.ke

12

www.africa.upenn.edu

13

www.indexmund.com

14

www.cia.gov/library

15

www.prb.org

16

www.prb.org

17

www.thewaterproject.org

18

www.africa.upenn.edu

37

19

www.africa.upenn.edu

20

www.fao.org

21

africanbusinessmagazine.com

22

www.nuruinternational.org/

23

www.cia.gov/library

24

www.africa.upenn.edu

25

http://static.independent.co.uk

26

http://static.independent.co.uk

27

http://a2.files.biography.com

28

http://www.africacradle.com

29

https://upload.wikimedia.org/

30

https://kenyamanitoba.files.wordpress.com

31

https://bigsamphotography.files.wordpress.com

32

http://ichef.bbci.co.uk

33

www.our-africa.org

34

www.makeitkenya.com

35

CCK Squad. www.behance.net

36

http://mobile.nation.co.ke

37

www.bbc.com

38

www.worldbank.org

39

Simon Kemp. http://wearesocial.sg/?s=Kenya

40

www.efareport.wordpress.com

41

www.efareport.wordpress.com

42

http://afrographique.tumblr.com

43

www.globaldimension.org.uk

44

mombloggersforsocialgood.com

45

www.huffingtonpost.com

46

pixshark.com/african-classroom.htm

47

www.efareport.wordpress.com

48

www.sustainabilityproducts.org/Education.php

49

https://upload.wikimedia.org

CULTURE + HISTORY 38

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PRECEDENTS + KEY STUDIES

(1) CONTRIBUTORS:

XAVIER ENCERRADO KYLE FLUSCHE ISMAEL OLIVARES JORDAN SJUE PROF. UPE FLUECKIGER

40

PRECEDENT SCHOOL LOCATIONS IN AFRICA 6 5,7 4 2 3 8

SITE

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1

PRECEDENT SCHOOL LOCATIONS ACROSS THE GLOBE

14

9

10 SITE

12

13

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PRECEDENTS + KEY STUDIES

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1. OPRAH WINFREY LEADERSHIP ACADEMY FOR GIRLS MASHABANE ROSE ASSOCIATES

STATUS: COMPLETED 2007 SITE: HENLEY-ON-KLIP, SOUTH AFRICA SIZE: 52 ACRES With its unique location, the peaceful campus provides a nurturing educational and residential environment. Spanning 21 hectares (52 acres), the academyâ&#x20AC;&#x2122;s 28 buildings are carefully designed to maintain the architectural integrity of the surrounding community. The students reside in modern dormitories along the street of living.

Twenty-one state-of-the-art classrooms and six labs - including art, science, computer and design technology - are located along the street of learning. To support learning beyond the classroom, we have provided additional cultural facilities which include the following: computer lab; 10,000 volume library; 600-seat theatre and multi-functional stage; music practice rooms; outdoor amphitheater; sports fields, gymnasium and a well-equipped wellness center. The academy

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PRECEDENTS + KEY STUDIES

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2. UMUBANO PRIMARY SCHOOL MASS DESIGN GROUP STATUS: COMPLETED 2010 SITE: KIGALI, RWANDA SIZE: 900M2 CLIENT: A PARTNER IN EDUCATION

Based on the findings from the Child Friendly Schools standards, this project seeks to stimulate kids under 6. Considered as an added educator, the design is thought to engage the kids self-learning and stimulation. The use of materials and techniques, the participatory process of design and construction, and the compound arrangement, seek to achieve a sustainable, innovative, cost efficient and replicable model. The project uses local materials introducing small innovations to the traditional construction methods for structurally sound and stimulating facilities that transfer skills to the community.

Working with 5 different rural communities is unveiling questions related role of architecture in the Rwandan kidsâ&#x20AC;&#x2122; stimulation as well as aesthetic and spatial considerations.

The use local materials reduce the environmental impact, and allow for unskilled labor to learn and grow with the building.

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PRECEDENTS + KEY STUDIES

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3. LIBRARY OF MUYINGA BC ARCHITECTS

STATUS: COMPLETED 2012 SITE: MUYINGA, BURUNDI SIZE: 140 SQUARE METERS The Library of Muyinga is the first building of a project to build a new school for deaf children, using local materials and construction techniques, and referencing indigenous building typologies.

Rammed earth blocks form the richly coloured walls and were produced using a pair of vintage compressor machines. They create rows of closely spaced piers around the exterior, supporting a heavy roof clad with locally made baked-clay tiles. A thorough study of vernacular architectural practices in Burundi was the basis of the design of the building. Two months of fieldwork in the region and surrounding provinces gave us insight in the local materials, techniques and building typologies.

These findings were applied, updated, reinterpreted and framed within the local know-how and traditions of Muyinga.

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PRECEDENTS + KEY STUDIES

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4. ILIMA PRIMARY SCHOOL MASS DESIGN GROUP STATUS: COMPLETED RECENTLY SITE: ILIMA, DRC CLIENT: AFRICAN WILDLIFE FOUNDATION

Construction has already begun on the first school in Ilima, an extremely isolated village in the Democratic Republic of Congo that sits on the corridor between two protected areas. For the Ilima project, it was imperative that the designers used materials that are easy to source and replace.

The school is built primarily from mud bricks and local hardwood.

Brose's team tested different soils and palm oils in the region to find which combination of ingredients would yield the most durable bricks.

Factoring in the rainforest climate, which is prone to heavy rains and high heat, the school walls only go up two-thirds of the way to allow for cross breeze. Rain catchments will store water for agricultural uses. (5)

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PRECEDENTS + KEY STUDIES

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5. PRIMARY SCHOOL KERE ARCHITECTURE STATUS: COMPLETED SINCE

2001 LOCATION: GANDO / BURKINA FASO SIZE: 3,336 SF CLIENT: SCHULBAUSTEINE FUER GANDO / GANDO VILLAGE COMMUNITY AWARDS: AGA KHAN AWARD FOR ARCHITECTURE 2004 /GLOBAL AWARD FOR SUSTAINABLE ARCHITECTURE 2009

The intention of this project was to design a sustainable school appropriate for the kind of climate of Gando. Clay is abundantly avalible in the region, and is traditionally used in the construction of housing.

These traditional clay-building techniques were modified and modernized in order to create a more structurally robust construction in the from of bricks. The clay bricks have the added advantage of being cheap, easy to produce, and also providing thermal protection against the hot climate. The roof of the Primary School was bulled away from the learning spact of the interior, and a perforated clay ceiling with ample ventilation was introduced. This dry-stacked brick ceiling allows for ventilation.

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7. Secondary School KERE Architecture STATUS: Completed 2007 SITE: Dano / Burkina Faso SIZE: 370 m² CLIENT: Dreyer Foundation

The primary objective of this project was to design a sustainable building appropriate for the climatic conditions in this part of Africa.

Laterite stone, which is abundant in this region, was chosen as the main building material. The building is oriented along an East-West axis and the roof has a substantial overhang in order to reduce the amount of sunlight recieved by the walls. The building consists of three classrooms, a computer room and (7) office space. There is also a covered outdoor “conversation pit” of comparable size to a classroom.

The students can sit here druing break times.

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8. Secondary School KERE Architecture STATUS: Under Construction LOCATION: Burkina Faso SIZE: 41,817 sf CLIENT: Schulbusteine Gando

The objective in this project is the use of resources sustainably in order to provide natural ventilation without any use of electricity. Low-tech, cost-effective pipes in the ground work as a sustainable, passive geothermal cooling system. The rich vegetation at ground level pre-filters the incoming air. This air is channelled through vents in the floor.

The large, overhanging roof allows (7) the wind to circulate freely in the space between ceiling and roof, providing a rapid exchange of air.

This natrual ventilation creates a comfprtable indoor climate and maintenance costs are kept to a minimum.

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8 PRE- Primary School ASA Studio STATUS: Completed 2007 SITE: Gasanze, Rwanda SIZE: 53,819 m² CLIENT: Rwanda Government Based on the findings from the Child Friendly Schools standards, this project seeks to stimulate kids under 6. Considered as an added educator, the design is thought to engage the kids self-learning and stimulation. The use of materials and techniques, the participatory process of design and construction, and the compound arrangement, seek to achieve a sustainable, innovative, cost efficient and replicable model. The project uses local materials introducing small innovations to the traditional construction methods for structurally sound and stimulating facilities that transfer skills to the community.

Working with 5 different rural communities is unveiling questions related role of architecture in the Rwandan kidsâ&#x20AC;&#x2122; stimulation as well as aesthetic and spatial considerations.

The use local materials reduce the environmental impact, and allow for unskilled labor to learn and grow with the building.

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9 Escuela de Artes Plasticas de Oaxaca

v Taller de Arquitectura - Mauricio Rocha STATUS: Completed 2008 LOCATION: Oaxaca / Mexico SIZE: 24,434 sf CLIENT: Francisco Toledo In an effort to incorporate a campus with pre-existing buildings, the school is designed as a garden instead of as a new building. The construction of the buildings would start to create banks that surround the campus isolating the students to create a serene environment.

Two main materials were used. The first uses stone to be able to hold earth banks and terraces. The second is rammed earth which helps create acoustical barriers and help to create a comfortable envirnment in the extreme climate of Oaxaca.

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10 The Butaro District Hospital MASS Design Group

STATUS: Completed 2011 LOCATION: Burtaro SIZE: 6040.0 meters squared CLIENT: Rwandan Ministry of Health; Partners in Health / Inshuti Mu Buzima The Burato Hospital design incorporates a range of innovative features designed to minimize risk of infection. Elimination of interior corridors and installation of large-radius fans and louvered windows ensured frequent air exchange, a key strategy in reducing transmission. In order to produce the necessary air changes in the ward, high-volume, low-speed fans with diamters of 24 feet were used at strategic points to move air from the wards out the louvers and open windows, and in doing so removee potentially harmful microbes. Germicidal UV lights were installed to kill or inactivate microbes as air is drawn through the upper regions of the room.

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11 Floating in the Sky School for Orphans Kikume Watanabe STATUS: Completed 2013 LOCATION: Kanchanaburi / Thailand SIZE: 1345 ft² Taking it’s concept from a student’s drawing of a flying ship, the school is compused of a light steel structure encased in bamboo sitting on three earthbag domes. The Earth domes are meant to symbolize the dream of living in mother earth while the metal structure is a metaphor of a flying ship.

The domes below create warm interiors for meditation and prayer while the classroom upstairs is a permeable environment that creates a sense of freedom.

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12 METI School Anna Heringer STATUS: Completed 2007 Location: Rudrapur / Bangladesh SIZE: 2,960 ft² CLIENT: NGO Dipshikha The METI school derives its form from a deep understanding of the local materials and a deep connection to the community. The building uses a combination of loam and straw juxtaposed by the lighter bamboo elements. The construction of the materials used extensive studies and experiments involving locals to be able to find the best possible solutions for the school and taking advantage of the skills and craftsmanship of the locals.

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13 Panyaden School 24H > architecture

STATUS: Completed 2007 LOCATION: Chiang Mai, Thailand SIZE: 53,819 m² The Panyaden school is a harmonious combination of sustainable, and Buddhist principles.

There are two classroom types. the classroom pavilion, which is enclosed by load bearing rammed earth walls and an adobe wall exterior with windows of varying types made out of recycled materials, and the sala pavilion type that uses bamboo bundles sitting on stone foundations forming an exterior space for lectures and events. The school will feature trade and craft training; while, having an agricultural component.

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14 Bullitt Center Miller Hull Partnership STATUS: Completed 2013 LOCATION: Seattle / Washington / United States SIZE: 50,000 sf CLIENT: Bullitt Foundation The Bullitt Center has been coinded as the worldâ&#x20AC;&#x2122;s greenest commercial building. It is one of 143 Living Building Challenge projects in 10 countries. It uses sustainable technologies such as radiant floors, human waste composting, a regenerative elevator, and photovoltaics to be able to create a self sustaining building. In fact the building has produced 60% more energy that it needs.

The Bullitt Center is proud to showcase and share information on the sustainable components of the building and have the mechanisms open for viewing behind large curtain walls.

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PRECEDENTS + KEY STUDIES

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Student Dormitories in Kenya Student Dormitories in Kenya seem to follow very similar patterns in that they are large open floor plan buildings with rows of bunk beds along the edges of the building. They do not have a lot of room for storage, privacy, or lounging.

Most have wood truss roofs that show corrugated metal roofs above.

The bunk beds provide no storage and suitcases or boxes at the end of each bed are used to be able to store away personal belongings.

Windows provide natural light and are usually aided by interspersed ceiling mounted lights.

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KENYAN LIVING CONDITIONS POPULATION:

_45,010,056 Kenyans in 2012.

POVERTY:

_46% of Kenyans live in poverty. _40% of Kenyans are unemployed _4 million Kenyans rely on food aid. _Water shortages everywhere. _33 million live in rural areas. _130,000 children live on the streets.

EDUCATION:

_90% school enrollment. _87% literacy rate. _42% of girls go to high school.

DISEASES:

_HIV/AIDS kills 80k Kenyans a year. _Malaria kills 8 million people a year. _16.8% of kids < 5 are underweight. _68% immunization coverage.

MORTALITY+ LIFE EXPECTANCY

_Under 5 mortality rate 74/1000. _Male - 62.3 years. _Female - 65.26 years.

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The standard and condition of housing varies widely, from mud houses with thatched roofs to very modern cement houses with running water and electricity. Some housing will be in a room behind a shop at a market center.

Three-quarters of Kenyans still live in rural areas. Traditional lifestyles in the countryside revolve around subsistence farming and trips to local markets.

There is also a huge gap between rich and poor city-dwellers. A middle-class home would typically have two bedrooms, a living area and bathroom and kitchen with indoor plumbing. But two-thirds of Nairobiâ&#x20AC;&#x2122;s 3.5 million citizens live in slums, where typical housesconsist of one small room (around 3 metres square) with no electricity, running water or sanitation.

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NYAHURURU LIVING CONDITIONS POPULATION ELEVATION AGRICTULTURE SALARY

36,500 people 2,303 m Maize, potatoes, + flowers 30,000 KSh/mon or 300 USD/mon

The town is a commercial center. It has many supermarkets, large banks, many resorts, and fast-food joints. The town relies heavily on the transport industry. It originally served the colonial settler farmers in the area and was boosted when a branch line of the railway reached the town in 1929. This still runs, but only carries freight. There are major highways linking the town to cities such as Nairobi, Nakuru + Nyeri.

Laikipia University has two campuses, one in Nyahururu and one just outside of town. The town also has several private schools icluding: Busara Forest View Academy and Nyahururu Ellite.

The Thompson Falls brings in 100mil KSh per year from foreign tourism.

Nyahururu is also frequented by marathon and cross-country runners for practicing before major events due to its high altitude.

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SPATIAL AND ERGONOMIC REFERENCE DIAGRAMS

The main function of a school is to be able to share knowledge in a clear and digestible format for students to be able to fully comprehend. The role of an architect is to be able to organize the spaces and the objects in a classroom to be able to allow for teachers and instructors to be able to perform their duties.

There are many differnt factors that influence the organization.

The most prominant one would be the learning environment itself. Not all classrooms need to be lecture halls and not all classrooms need to have a rigid organization. With the use of modular furniture and open spaces, learning environments can adapt to different learning situations.

One must also pay attention to the human scale when designing to make sure that the spaces are accessible and comfortable for the students. The importance of sight lines, ergonomics, and accessibility standards help to create a more wholesome environment.

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(7)

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END NOTES text and images

1

https://artcarchitects.files.wordpress.com/2013/05/nkmip-tex ture-1280x1024.jpg

2

http://www.archdaily.com/51664/handmade-school-anna-h eringer-eike-roswag

14

http://www.owla.co.za/

http://www.archdaily.com/145859/panyaden-school-24h-ar chitecture

3

15

http://www.archdaily.com/372709/umubano-primary-schoolmass-design-group

4

http://www.dezeen.com/2014/01/14/childrens-library-muying a-arica-rammed-earth-walls-bc-architects/

5

http://www.bullittcenter.org/

16

http://www.jansmission.com/photos/dormitory.jpg https://d3d0iayi91v4ne.cloudfront.net/community/wp-conte nt/uploads/2014/04/Kenya4223-16-The-dormitories-300x2 25.jpg

http://www.cnn.com/2014/09/18/world/africa/wildlife-101-ca n-this-school-save-theenvironment/

https://pamojatogetherdotcom.files.wordpress.com/2013/0 6/mg_8751.jpeg?w=635&h=423Z

6

http://4.bp.blogspot.com/-s7N31U5L_mA/ThYHBszPtuI/A AAAAAAAB8w/0iiZsZS6b34/s320/DSC09772.JPG

http://www.kere-architecture.com/projects/secondary-school -gando/

7

http://www.tyreandtubeaust.com.au/wp-content/uploads/2 012/11/girls-dormApr12.jpg

http://www.kere-architecture.com/projects/secondary-school -dano/

http://summitschoolkenya.com/content/uploads/2011/02/K enya-Trip-087-300x225.jpg

8

17

http://www.kere-architecture.com/projects/secondary-school -gando/

9

http://www.archdaily.com/502916/pre-primary-school-asa-st udio

10

http://www.unicef.org/kenya/overview_4616.html https://en.wikipedia.org/wiki/Kibera http://www.our-africa.org/kenya/poverty-healthcare http://gracelandgirlsdocumentary.com/about/about-the-film /

http://www.tectonicablog.com/docs/tectonica_mauriciorocha _oaxaca%20red.pdf

https://uwstudyabroad.files.wordpress.com/2011/11/street 1.jpg

http://www.archdaily.com/154485/the-school-of-visual-arts-o f-oaxaca-taller-de-arquitectura-mauricio-rochary.com/about/a bout-the-film/

http://kikulacho.com/wp-content/uploads/2010/09/art.jpg

11

https://www.massdesigngroup.org/portfolio/butarohospital/

12

18

http://www.valuingvolunteeringkenya.com/wp-content/uploads/2013/05/Fig-2.-Unweighted-deprivation-in-each-indic ator-and-the-national-urban-and-rural-percentage-of-MPI-p oor-source-OPHI-2013-Kenya-Country-Briefing.png

http://www.archdaily.com/630188/floating-in-the-sky-schoolfor-orphans-kikuma-watanabe

http://www.peacecorpswiki.org/Living_conditions_and_volunteer_lifestyles_in_Kenya

13

http://www.standardmedia.co.ke/business/article/2000046091/kenya-rankspoorly-in-living-standards

Construction and Design Manual - School Buildings by Natascha Meuser

83

http://www.m1key.me/photography/kenya_part_2_north_east_kibera_mombas/kenya_2_13.jpg

19

http://www.our-africa.org/kenya/poverty-healthcare http://city.0932.ru/images1/nyahururu-kenya-2.jpg http://goodshepherdkenya.com/Home.JPG http://www.capitalcarehomes.com/wp-content/uploads/2014/11/IMG-20141117-WA0076.z http://www.unicef.org/kenya/overview_4616.html https://en.wikipedia.org/wizki/Nyahururu

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Construction and Design Manual - School Buildingsbla

by Natascha MZeuserz

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EXPLORATIONS IN RAMMED EARTH

(1) CONTRIBUTORS:

XAVIER ENCERRADO PEDRO ESPNET TONY FAZZONE ETHAN FLESHMAN KYLE FLUSCHE IVAN GARCIA JOSUE GARCIA ISMAEL OLIVARES LAUREN SAAB JORDAN SJUE PROF. UPE FLUECKIGER

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DIMENSIONS + FORMWORK

In order to better understand rammed earth as a material and as a construction technique a sample wall was constructed. The wall’s dimensions are 16” x 28” x 22” including a 4” concrete base and 2” concrete cap.

The original plan used a reinforced moving cart that would serve as a movable base and a temporary formwork that consisted of plywood sheets reinforced by (3) rings of 2x4s that would also have a 1 inch reveal for the concrete base. Unfortunately the original casters were not able to support the weight of the wall and were later replaced as they could not support the full weight of the wall which is calculated to be 1,486 lbs.

The entire process was documented on a video that has been uploaded to YouTube. The QR code can be scanned below that will take you to the video.

https://www.youtube.com/watch?v=tva8vOA_rgE

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Plywood formwork reinforced by three 2x4 rings

Reinforced moving cart and base to allow for the wall to be mobile.

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CONSTRUCTION PROCESS

To protect the wheels the entire setup was lifted off of the ground on criss-crossed 4x4s. Then the inside was sprayed with Pam as a form release.

The process of creating rammed earth requires that 10% of the weight of the earth of concrete be mixed in as an additive to act as a binder. It was calculated that (2) 32 oz cups concrete would have to be mixed into each 5 gallon bucket of dirt. Soil samples sourced from Lubbock and surrounding areas produced very different colors, textures, and levels of success. It was found that dry and large aggregate samples were the least stable. Samples with more clay or at least with more moisture that was tested roughly by clumping samples to check for the right constistency produced a smoother and stronger result.

The labor heavy processes of rammed earth will make the communityâ&#x20AC;&#x2122;s involvement crucial. As such hand tools will most likely be used. Different variations of possible tools were used with a sledgehammer dropped on a 2x4 or a brick producing the most efficient and clean results.

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FINAL DISMOUNT + REVEAL

To protect the wheels the entire setup was lifted off of the ground on criss-crossed 4x4s. Then the inside was sprayed with Pam as a form release.

The process of creating rammed earth requires that 10% of the weight of the earth of concrete be mixed in as an additive to act as a binder. It was calculated that (2) 32 oz cups concrete would have to be mixed into each 5 gallon bucket of dirt. Soil samples sourced from Lubbock and surrounding areas produced very different colors, textures, and levels of success. It was found that dry and large aggregate samples were the least stable. Samples with more clay or at least with more moisture that was tested roughly by clumping samples to check for the right constistency produced a smoother and stronger result.

The labor heavy processes of rammed earth will make the communityâ&#x20AC;&#x2122;s involvement crucial. As such hand tools will most likely be used. Different variations of possible tools were used with a sledgehammer dropped on a 2x4 or a brick producing the most efficient and clean results.

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Special thanks to the instruction and guidance of Prof. Urs Peter Flueckiger and Fred Porteus.

Photo Credits: XAVIER ENCERRADO TONY FAZZONE JOSUE GARCIA ISMAEL OLIVARES LAUREN SAAB

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TEXAS TECH UNIVERSITY | COLLEGE OF ARCHITECTURE

RESEARCH

TOP OF THE HILL NATIONAL HIGH SCHOOL OF ART, SCIENCE, AND ENTREPRENEURSHIP FOR GIRLS FOR PROF. MARY MURIMI, PHD, RD EDITED BY: ISMAEL OLIVARES PROF. URS PETER FLUECKIGER BOOK SIZE: 5” X 7” TYPEFACES:

HELVETICA NEUE BOLD 60 HELVETICA NEUE BOLD 14 HELVETICA NEUE BOLD 12 HELVETICA NEUE LIGHT 12 HELVETICA NEUE LIGHT 10 HELVETICA NEUE LIGHT 08

DESIGNED USING ADOBE CREATIVE SUITE