SCHOOL OF EARTH: Thesis book - Jeremy Nguyen 2017_Revision 2

J O U R N E Y M A N I N T E R N AT I O N A L &

A S S O C I ACAO N O S S A E S C O L A DA T E R R A

S CH O O L O F E ART H C O N N E C T I N G T O N AT U R E T H R O U G H B I O C O N S T R U C T I O N A N D P E R M A C U LT U R A L D E S I G N : T H E S I S B O O K C a b o d e S a n t o Ag o s t i n h o , B r a z i l

CALIFORNIA POLYTECHNIC UNIVERSITY: SLO

ARCHITECTURAL THESIS 2016-2017

STUDIO PROFESSORS ANSGAR KILLING & GREG WYNN

DESIGNER JEREMY NGUYEN

N

FOREWORD FROM THE DESIGNER

This book provides a glimpse into the growth and journey of Nossa Escola Da Terra. A group of few people in a small village endeavored to give the youths hope through the gift learning and provide a sense of community among neighbors. This effort, spearheaded by Joseph Mauro Cabral,

sought to develop a ‘place’ that would make

this all possible. The idea for Nossa Escola da Terra was formed and the journey to put the pieces together began.

A place where the children from the community of Cabo de Santo Agostinho can find moral & educational structure.

A place where they can look forward to learn, be creative and most importantly, believe in a brighter future for themselves.

Sincerely,

J E R E M Y M I N H A N N G U Y E N California Polytechnic State University, San Luis Obispo Journeyman International Junior Designer 5th Year Thesis Student

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NOSSA ESCOLA DA TERRA CHILDREN’S SCHOOL

PRESIDENT, CEO

Jose Mauro Barros Cabral ADDRESS

Engenho Castelo, Br-101 Cabo de Santo Agostinho, Brazil DATE

Sept. 2016 - June 2017

SENIOR PROJECT x JOURNEYMAN INTERNATIONAL PARTNERSHIP For their senior thesis project, Jeremy Nguyen, Kotaro Kihira, Lindsey Kuster, and Kiersten Bakke has partnered with Journeyman International (JI), an interdisciplinary, non-profit organization based in downtown San Luis Obispo. As a team, our objective was to create a detailed design and construction service package for Mauro Cabral in hopes of helping him execute his vision; Nossa Escola de Terra.

This thesis book highlights the research, development, drawings & deliverables undergone during this project including conceptual / final master plan design, preliminary / final design of Phase 1, floor plans & sections of chapel & classroom, brick unit design, presentation material, & other architectural design documents.

ARCHITECTURAL STUDENT DESIGNER:

Jeremy Nguyen

ARCHITECTURAL STUDENT ENGINEER: Lindsey

CONSTRUCTION STUDENT MANAGER: Kotaro

Kustser & Kiersten Bakke

Kihira

PROJECT SUMMARY

CONSTRUCTION DETAILS SIZE: 1.9 hectares

$900,000 EXPECTED SCHEDULE: 5 years

CONCEPTUAL COST:

THE ASSOCIATION Associacao Nossa Escola Da Terra acts strongly in social

little as possible. The project team engaged with Mauro from

work for children and adolescents. They seek to develop their

the very start of the design process to understand the site’s

community, which has little assistance from the government. In

geography and natural resources & identify possible eco-

2014 they began to dream of opening a rural Christian school,

friendly site planning and building design strategies.

and in 2016 started the Associação Nossa Escola da Terra.

The school is broken up into three phases that will be built The foundation founder and CEO, Joseph Mauro, and his

over a period of 4-5 years. To give the school the flexibility to

family are Christians whose faith and vocation is directing

operate as a small school (one classroom) without requiring the

them to serve those most in need. 4 years ago they moved

entire school / community center to be completed, the design

from Rio de Janeiro and decided to open a rural Christian

of the master plan enables additional classrooms, buildings,

school, with the goal of bringing good education to their small

and phases to be built incrementally as the number of students

community of Cabo de Santo Agostinho, within the countryside

increases without altering existing aesthetics & form. Similarly,

of the state of Pernambuco. Cabo de Santo Agostinho and its

the construction methods used in building the classroom and

surrounding towns are made up of impoverished favelas and

chapel space are re-implemented in future phases.

many residences lack electricity or potable water.

PHASE 1: SCHOOL OF EARTH THE MASTER PLAN

The 1.9 hectares Phase 1 building includes classrooms, chapel,

The three-phased building project, located on 9 acres east of

and administrative facilities organized around a central core

the Atlantic Ocean in Cabo de Santo Agostinho, is situated in

of support facilities and utilities. To leave minimal impact on

the northeastern region of Brazil between the ocean, drylands,

the land due to excavation and site work, the buildings are

& tropical forest. Approximately 30 kilometers south of Recife,

sited to respect the natural slope and aligned to keep the best

is the closest metropolitan city (population size one million).

solar orientation without taking away from the experience of

The natural beauty of this particular site are among the primary

the country hillside scenery. Building with customized brick

factors this location is unique & dialog between nature, the

and compacted earth walls offer a contrast in sense of textural

built environment, & the community a crucial design driver.

diversity and richness. Driven by sustainable design, the minimalist approach taken on material selection is reiterated

President & CEO, Mauro Joseph Cabral envisioned a cutting-

through the simple smooth filleted forms of the wall to create a

edge, environmentally sensitive, energy conscious school that

warm, comfortable environment.

impacts its environmental ecosystems and surroundings as NOSSA escola da

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FOREWORD PROJECT ABSTRACT RESEARCH SITE STUDY

PROCESS DESIGN APPENDIX

FROM THE DESIGNER PROJECT SUMMARY

3 5

JOURNEYMAN INTERNATIONAL NOSSA ESCOLA DA TERRA TEAM MEMBERS

13 15 19

IMPACT ON IMPRINT CORE DESIGN PRINCIPLES ENVIRONMENTAL CONTEXT & SENSITIVITY

25 27 33

BRAZIL CABO DE SANTO AGOSTINHO PRECEDENTS: HAND-BUILT & WATER

39 43 47

BRAZIL DAILY TRAVEL JOURNAL SITE CONTEXT VERNACULAR INFLUENCES LOCALLY & SUSTAINABLY SOURCED EXISTING SITE

53 67 69 71 73

SITE MAP PERMACULTURAL DESIGN CONCEPT DIAGRAM DESIGN LOGIC PRELIMINARY SECTION PERSPECTIVE CLASSROOM DESIGN CHAPEL DESIGN PRELIMINARY DESIGN BRICK DEVELOPMENT MODULE DESIGN

79 81 83 85 87 89 91 93 95 97

PROGRAM MASTER PLAN PHASE I: GUIDE MAP WATER STRATEGIES FLOOR PLAN ENTRANCE CLASSROOM COMMUNITY CENTER WATER ELEMENTS

103 105 107 109 111 113 115 119 123

CONSTRUCTION DOCUMENTS CONCEPTUAL SCHEDULE + ESTIMATE VELLUM EXPLORATION CMU DEVELOPMENT DETAIL SHOW VA NO VA POSTERS THESIS FINAL SHOW BROCHURE + PAMPHLET THESIS SHOW POSTERS BIBLIOGRAPHY

131 151 153 159 163 167 169 171 173 175 177

1O1 A 1B 2A 2B 3A 3B O4

0 1

PROJECT

HAND-BUILT JOURNEYMAN INTERNATIONAL METI SCHOOL NOSSA ESCOLA DA TERRA TEAM MEMBERS

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13 15 19

1A

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42

Countries

19

Projects completed /in construction

52 Design Completed

30

Projects currently in design

PROJECT JOURNEYMAN INTERNATIONAL

The Journeyman International vision was created in order to fill the expertise void that exists between international NGO’s and the new facilities they construct. After developing a dental clinic in Belize as a senior project, a group of architecture and environmental design students from Cal Poly University recognized the potential to fill this need with a construction focused non-profit endeavor. Since filing for incorporation in 2009, Journeyman International has designed an orphanage in Mexico, a development center in Zambia, in addition to many more. These projects represent only the tip of the iceberg and change around the world has only begun.

STRUCTURE: The Journeyman International business model is heavily dependent on the talent and labors of architecture, engineering, and project management students. By synthesizing with student thesis senior projects from one of California’s best technical schools, the Journeyman organizational structure has thrived.

OBJECTIVES: 1

Collaborate with reputable NGO’s and Design & construct humanitarian facilities

2

Connect architects, designers, & engineers with humanitarian project needs

3

Introduce economically feasible ‘green’ construction fundamentals to developing world

DANIEL WIENS JOURNEYMAN INTERNATIONAL PRESIDENT Project Coordinator - lead advisor JOURNEYMAN INTERNATIONAL, SAN LUIS OBISPO

+

CARLY ALTHOFF JOURNEYMAN INTERNATIONAL ALUMNI project advisor & assistant coordinator JOURNEYMAN INTERNATIONAL, SAN LUIS OBISPO

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PROJECT NOSSA ESCOLA DA TERRA MISSION STATEMENT Associacao Nossa Escola Da Terra acts strongly in social work for children and adolescents. They seek to develop their community, which has little assistance from the government. In 2014 they began to dream of opening a rural Christian school, and in 2016 started the Associação Nossa Escola da Terra. They have organized projects for women, children, adolescents aimed at cultural, health-conscious, and financial education. Their main goal is to form children with a righteous character with specialized skills in various areas. Youth that are hardworking and with integrity, prepared to become the next generation of leaders and serve their community.

PEDAGOGY “From the teachings of love to neighbor, purity of

colleagues on the side for discussions, doubts and clar-

character and learning by the companionship of Jesus

ifications. If there is any doubt in the group, there will

of Nazareth, by the teachings of the Celestin Freinet

always be teachers in the room.

democratic school, the contextual relevance of Paulo Freire, the democratic pedagogy of José Pacheco, and

At our school there will be no disapprovals, because

many others.

the tutor will be responsible for guiding each student to fulfill the national curriculum in the most natural way.

In our school there will be no series, but multi-series

The encouragement of studies will come through study

cycles, where students are grouped by age groups (6 to

groups, didactic materials, relationships with students

8, 9 to 13 and 14 to 17 years). We understand this to be

from other schools. In addition, the subjects will be

a more natural way for students to learn, because it is

approached through educational projects of 15 day

more like the family context.

cycles, where there will always be work to be done and / or presented, offering the possibility to work on various

At our school, we will not base assessment on tests or

subjects through multidisciplinarity.

grades, since each student will be followed throughout the learning period by a responsible and trained tutor. In

In our school the vertical hierarchy will be reduced and

this way the tutor will know the educational progress of

the democratic community iteration will be stimulated,

each student, not requiring the tests for evaluation. The

where parents, students, teachers and employees will be

assessment will be done continuously by the tutor.

heard with the same intensity and respect.

In our school, the teaching will not be based on classes,

We believe that this pedagogical model, which is

because each student will be able to study the subjects

already used in several schools in Brazil and abroad ,

by himself, with guidance of the tutor and in groups of

favors cooperation, responsibility and democracy.”

study by discipline. That way there will always be other

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WHO WE ARE

VISION By partnering with parents and local community, to provide a place that both provides a well-rounded education and inspires its students to a lifetime of learning, service to their communities and earth, leadership, and future success.

The principles of which Nossa Escola Da Terra is built upon: • •

Passion for Learning Respect for Nature

•

Commitment to Community

SCHOOL We believe that the relevant revolution begins from the inside out. We want to be the first to change, and then be able to charge more changes toward justice and peace. We believe in the model taught by Jesus of Nazareth, where few welltrained men have become much more relevant than Caesar and his army.

NONPROFIT ASSOCIATION In order to take care of our families, of children we are “delivered” and their families, of our city, of nature as a work of art. Without government assistance, Associação Nossa Escola da Terra has organized projects for women, children, adolescents aimed at cultural, health-conscious, and financial education. Our main goal is to form children with a righteous character with specialized skills in various areas.

“WE ARE A BODY We believe in the collective project. Apregoamos the unit as a driving force for learning, growth and execution of tasks and projects. Just as a body has many limbs and organs with different functions, we believe that each individual has unique features that are enhanced from self-knowledge and maturity, and that together bring completeness and harmony...

WE ARE OUR EARTH SCHOOL a body in search of learning with the community, nature and the Creator.”

PROJECT PERMACULTURE MODEL We support the technological and industrial development as human comfort tool and source of income, but disagree with the sick capitalist model of consumption. We support the conscious, balanced and responsible consumption. We see nature as a work of art that deserves study and appreciation, and should not be exploited irreversibly.

NOSSA ESCOLA DA TERRA N LOCATION TOTAL AREA ADDRESS

1

Cabo De Santo Agostinho, BRAZIL 150,000 SF Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil

SCHOOL: ages 6-17 teaching model focuses on reducing vertical

PLACE OF WORSHIP

hierarchy & encouraging communal learning, nature, & religion

2

PERMACULTURE: Place of learning & development of agricultural

We believe in the Bible as the Word of God. We believe that Jesus is God himself, who gave himself to death in order to redeem for a new life to all who believe this way. We believe that we are also spiritual beings and that the spirit must be fed as much as the body and mind.

ecosystems created to be sustainable & selfsufficient through the principals modeled after natural processes with eco-friendly buildings, social areas, and gardens

3

CONSTRUCTION: Located in a rural area in a poor Brasilian city, the school is intended to be built through a

COMMUNITY CENTER Disclosed education as a driver of joy and peace.

We want to learn from our students, with nature and with families. We want to learn from the events that occur around us. We want to learn and teach to learn. We believe that students go to school to learn, not to be taught. Teaching is just one of the tools of learning.

collaborative community effort over time and low costs.

ORGANIZATION NAME:

Associacao Nossa Escola Da Terra ADDRESS: Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil CONTACT PHONE: +55 81 99480-3678 CONTACT EMAIL: contato@nossaescoladaterra.com.br WEBSITE: nossaescoladaterra.com.br’ FACEBOOK:

https://www.facebook.com/nossaescoladaterra/?fref=ts YOUTUBE: https://www.youtube.com/watch?v=mXUS26XaZp8 NOSSA escola da

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JOURNEYMAN INTERNATIO NAL MENTORS CARLY ALTHOFF ALUMNI project advisor

DANIEL WIENS PRESIDENT Project Coordinator - lead advisor

BRA Z I LIAN PROFES S IONALS

HEAD DIRECTOR EDUCATIONAL ADVISOR Principal,

LA CARPINA INTERNATIONAL SCHOOL , BRAZIL

PEDRO PERMACULTURAL ADVISOR Architect ESCOLA DA WALDORF, BRAZIL

SIMON PERMACULTURAL ADVISOR Architect ESCOLA DA WALDORF, BRAZIL

JOSEPH MAURO CABRAL PROJECT BENEFICIARY president, CEO Nossa Escola da Terra, Brazil

SERTA AGRICULTURALIST PERMACULTURAL ADVISOR SERTA AGRíCOLA, BRAZIL

PROJECT TEAM ARCHITECTURE

UN I VERSI TY ADV IS ORS THOM JESS PROFESSIONAL ARCHITECT Journeyman International mentor - professional advisor

ARRIS STUDIOS, SAN LUIS OBISPO

ANSGAR KILLING ARCHITECTURAL PROFESSOR 5th year advisor - senior thesis

GREG WYNN ARCHITECTURAL PROFESSOR 5th year advisor - senior thesis

JOURNEYMAN INTERNATIONAL BRAZIL CAL POLY ARCHITECTURAL ENGINEERING

JAMES MWANGI ARCHITECTURAL ENGINEERING PROFESSOR 4th year advisor - senior project

JEREMY NGUYEN JR ARCHITECTURAL DESIGNER

KOTARO KIHIRA JR CONSTRUCTION MANAGER

LINDSEY KUSTER JR ARCHITECTURAL ENGINEER

KIERSTEN BAKKE JR ARCHITECTURAL ENGINEER

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CLIENT JOSEPH MAURO CABRAL PROJECT BENEFICIARY president, CEO of Nossa Escola da Terra CABO DE SANTO AGOSTINHO, PERNAMBUCO STATE, BRAZIL

1

Owns the land

2

Drives the vision for the project and school

3

Has the financial / community connections

DESIGNER - TEAM LEADER JEREMY MINH AN NGUYEN JR ARCHITECTURAL DESIGNER 5th year student - senior thesis CALIFORNIA POLYTECHNIC UNIVERSITY, SAN LUIS OBISPO

1

Designed buildings based on community needs and Mauro’s vision

2

main contact with Client (Mauro)

CONSTRUCTION MANAGER KOTARO KIHIRA

JR CONSTRUCTION MANAGER 4th year student - senior project CALIFORNIA POLYTECHNIC UNIVERSITY, SAN LUIS OBISPO

1

created construction schedule and cost estimation for project

2

analyzed hazard and risk migitaion and site logistics

x

PROJECT KEY TEAM MEMBERS

ABOUT THE CLIENT

FALL QUARTER

Mauro Cabral is a 36 year old chemical engineer living with his wife

Team leader selects Client Joseph Cabral and his project Nossa

and 8 children. Three of the kids are his biological children and 5

Escola da Terra for his 5th year architectural thesis project. Client

are adopted brothers from a nearby orphanage. Mauro is deeply

and team leader communicate via video chat and phone bi-weekly

integrated into the church community in the nearby town.

to establish project goals and focus. Research into geographical, climatical, and cultural elements of Brazil, specifically in the state of

Initially he worked as an oil platform designer and then a few years

Pernambuco.

later worked as a project coordinator of the Abreu e Lima refinery.

Today he works with water and wastewater treatment.

He and his family live on a farm in Cabo de Santo Agostinho, Brazil where they raise a wide variety of livestock and a wider variety of vegetables and fruits. He is a significant figure in his community and wishes to elevate the standard of education in hopes of enriching people’s lives.

Mauro has a 5 to 7 year plan where the initial investment will be out-of-pocket and will continue to fund the project through church donations and fundraising.

WINTER QUARTER Kotaro and Jeremy fly to Brazil to visit site along with an architectural mentor associated with Journeyman International.

Design development and weekly meetings with client continues, and student architectural engineers provide guidance and begin research on structural properties and loads.

SPRING QUARTER Due to size of master plan and scope of project, an additional architectural engineer is added to the team to assist Lindsey.

Plans and sections are completed for structural team and final presentation material created.

ARCHITECTURAL ENGINEERS LINDSEY KUSTER & KIERSTEN BAKKE JR ARCHITECTURAL ENGINEERS 4th year students - senior project CALIFORNIA POLYTECHNIC UNIVERSITY, SAN LUIS OBISPO

1

research on material structural properties, wind loads, and seismic activity

2

calculated building loads and designed timber roof system and trusses

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HAND-BUILT METI SCHOOL

ABSTRACT

IMPACT ON IMPRINT CORE DESIGN PRINCIPLES ENVIRONMENTAL CONTEXT & SENSITIVITY

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“Architecture acts in the dynamic role of providing a platform for people to interpret and use both independently and as a collective body; guiding social interaction, acknowledging the evolving nature of how people perceive and use space, and allowing the built environment to adapt to the changing spatial and social requirements of a community. More than simply providing shelter and workplace, architecture faces the crucial task of fulfilling a social role in society and providing that society a platform with which to develop and evolve. This role can take many forms and follow different strategies, but ultimately the goal is to use architecture as the base from which the health of a given community and the individual members within that community can grow.

Socially responsible architecture is defined

as the use of the built environment in the interest of improving and stimulating communal, environmental, and individual health, and in providing a platform for social discourse within a community; in effect, acting as the living heart of a community by providing a network connecting all members of a given society, regardless of ethnicity, socioeconomic status, or affiliation to various sub-cultures.�

-Ryan Michka, SOCIALLY RESPONSIBLE ARCHITECTURE

THE I M PA C T OF IMPRINT THESIS ABSTRACT I

IN T R ODU C T I ON When we enter a space, our vision is clouded by flashes

East Brazil (Sertao) were built with readily found

of memories of places from our past which carry specific

natural resources and tools. These materials dictated

moods and qualities. The spatial qualities of a building

the forms and methods required to build enclosures

spur differing emotions depending on one’s experience.

to keep its inhabitants out of the elements; their

Great architects have crossed over the bridge of cultural

design a product of functional necessity. Humanitarian

aesthetics, forging new identities to which architectural

projects, where form is usually derived as a means

form could be understood; design that served not to

to an end, has typically followed this process at the

supersede the previous notions of construction, materiality,

expense of inhabitants’ sanitation, comfort, and health.

and aesthetics, but rather push past the boundaries in which these aspects were thought conceivable.

Can this mentality carry over into humanitarian design?

Can architecture in countries where limited funds, materials, and resources restrict the built environment, form an identity that breaks the dichotomy between innovation and buildings in impoverished communities?

By integrating the construction and environmental practices

of

permaculture

with

the

vernacular

methods used around the Sertao region of Brazil, I hoped to develop a language that extends beyond the financial limitations of designing in a 3rd-world country yet still provide a creative environment in which provides the youths in the surrounding area a

The circular clay adobe dwellings with thatched or tiled

sense of empowerment and communal belonging. The

rooftops common in the hot and dry region of North-

development of Nossa Escola Da Terra sought to capture the emotional experiences that a 21st-century learning environment should embody in its essence, re-imagining how educational design is approached in developing countries such as Brazil. A unique place that leaves an everlasting imprint on the youths and transforms the community of Cabo de Santo Agostinho at its core.

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CORE DESIGN PRINCIPLES

PUBLIC

NOSSA ESCOLA DA TERRA is a unique place where young people are invited to grow in mental strength, in sensibility, and in belonging to a broader community.

CHAPEL / LIBRARY

MIXED-USE

Details and building elements taken from around the OUTDOOR SPACE

local region - from the ornate patterned cobblestone paving from Recife, to the use of mosaic, paint, and

ADMIN / SUPPORT

seashells to beautiful decorate walls from Porto de Galletas, to the custom modularized brick inspired

by CoBoGo, try to re-capture the same feelings of

CLASSROOMS / WORKSHOPS

PRIVATE

DIAGRAM SHOWS RELATIONSHIP BETWEEN CORE PROGRAMS & NATURE

mass individual unique-ness best exemplified by the Brazilian slums, the favela. Situated in the Sertao

The core design concept in which the programs

region, where a unique combination of hot, dry in-land

and spaces are organized is illustrated above. In this

weather blends with the humid coastal winds, it was

model, the various programs are separated into three

necessary to select materials and design the buildings

categories; the public - spaces open to the community,

to minimize energy consumption, maintain occupancy

private - educational areas for children, and outdoor

comfort, and reflect typical vernacular construction

areas to support an intimate relationship with the

practices. Thus, Nossa Escola Da Terra takes you into

surrounding natural environment. The diagram shows

the midst of Cabo de Santo Agostinho - a fragment

the relationship between the programmatic organization

of the town, with sounds of the chapel choir, the

of spaces and the emphasis on the natural environment

feeling of cobblestone pavement protruding ones

as a central focal point. The basis of this model is

feet. Not only is Nossa Escola Da Terra in Cabo de

manifested in the design of Phase I and throughout

Santo Agostinho but of Cabo de Santo Agostinho.

the rest of the development of Nossa Escola Da Terra.

BUILDINGS AS SEPARATE INDVIDUAL MASSES

MASSES COME TOGETHER TO FORM COMMUNITY

SHIFT MASSES TO CREATE COURTYARD

HORIZONTALITY

In the same way a piazza functions for circulation

A horizontal layout of the school building highlights the

and social events in a town, so does the courtyard

conscious choice to not creating hierarchies among the

for the school. Similarly, spatial distribution and

various spaces: the service areas, the work areas for

layout has pedagogical connotation: the courtyard

adults and children, the classrooms and offices all have

supports the formation of relationships, symbolizing

an important and shared role. Horizontality becomes

“pedagogy of relationships� by fostering encounters,

the physical manifestation of a democracy of functions,

group interaction, and social relationships. In

equal dignity, and sociality. The four core programs are

parallel, the central courtyard eliminates the need

brought together, following in the pedagogical belief in

for corridors, spaces that seek to establish order

community. Then, to create a common central space in-

and control over children. Thus, this central space

between, the buildings are shifted. This creates an outdoor

as a circulatory element is a reflection of the

area which can be used for circulation, congregation, and

pedagogical belief that distributive spaces be usable

recreation. This large central courtyard where main

for children activities, social events, and passage,

spaces of school face acts as a place of gathering.

rather than solely for the purpose of distribution.

BUILDING ORIENTED TO MAXIMIZE PASSIVE VENTILATION

CENTRAL COURTYARD AS FOCAL CIRCULATION POINT

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A PLACE TO LEARN “A space that is responsive and transformable, that enables different ways of inhabitance and use during the course of the day and with the passing of time. The space should also be personalizable, soft, open to receiving imprints. The space, then, like a living organism, must be able to change and evolve in line with the cultural project of those who inhabit it, while maintaining the genetic characteristics of the design project” - children, spaces, relations: metaproject for an environment for young children

interact and meet with other parents and teachers to foster real collaboration. Thus, Nossa Escola Da Terra becomes an environment that exists to fulfill the needs in a person’s life while at the same time also gives meaning to the life of the people within.

FLEXIBILITY The driving concept behind 21st century classroom design

The objective was to construct and organize spaces

revolves around creating flexible spaces that allow students

that would enable children to express their potential,

to come together to interact, collaborate, and create. Not

abilities, and curiosity. Spaces that would provide a

only in the programmatic functional sense, but also in

sense of security and privacy and spaces to facilitate

terms of acoustics, light, color, and comfort. For example,

teamwork and communication with others. Quiet reading

guided by acoustic needs, the progressive division of

nooks and group-breakout zones clearly separated away

classrooms situates the arts and crafts’ room farthest

from public areas provide students with the freedom of

away from the set of classrooms. In addition, each room is

choice. To create an environment that inspires children

separated by intermediary spaces surrounding each room

with the desire for further advancements in learning,

which prohibits noise from one room interfering which the

spaces are provided for children to explore and

others. A flexible layout with group gathering areas, seating

experience with their sense of touch, smell, and sight.

/ desk options, and intermediary flex zones allow for a

Similarly, spaces are provided where parents can

variety of unique learning activities to be adapted to. The

the design of the classroom and subsequent phases build off the pre-existing framework and construction techniques developed for phase I.

classroom design showing flexible arrangement and group settings

diagram of circulation path and core functions being tired together by cntral knot

layout can adjust accordingly to account for students‘ wide

time, makes it possible for a varied use of spaces and

ranging learning styles with different grouping formats

the creation of new buildings through minor adjustments

and types of lessons that work best for each individual.

and refinements. Future buildings and classrooms

Flexibility in the short term is achieved through using: partitions. movable brick screen walls, and furniture that is movable / multi-purposed. Flexibility in the long term takes into consideration the potential for future expansion in terms of land and technical requirements (electrical, heating, plumbing) and structures that enable changes over time. The school environment lends itself to be manipulated and transformed to different ways of uses by both children and adults. During the day and throughout the year, the classrooms and public spaces can be adapted and re-utilized by children, teachers, and community members. Similarly, the design of the buildings take into account both short- and long-term transformations.

that are constructed as the school continues to grow an become an extension of the environment.

RELATIONSHIP WITH NATURE A sensitivity with nature is shared in the strong relationship between the inside and outside of the school buildings.

To allow the inhabitants of the school a sense of what is happening outside - from the weather to seasonal changes, from the time of day to the rhythms of the town - foster this inside-outside relationship:. These outdoor spaces, from rain gardens, pergolas, verandahs, courtyards are filled with indigenous plants and other natural elements, serve to support a shared and direct relationship between nature and people. From inside the rooms,

MODULARITY

this connectivity to the natural environment is upheld

Each classroom is built modularly and can be constructed

by providing windows and openings that face towards

individually. That means the structural systems for the

this outdoor gardens, courtyard, play areas, and park.

classroom module, both for the walls and the roof, can

The articulation of the form also facilitates a dialog between

act independently. The module was designed to allow

building and site, creating inhabitable outdoor spaces that give

the set of classroom, arts and crafts room, and veranda

voice to the interface between the architectural form and the

to be built incrementally as seen fit while still maintaining

local landscape. Customized brick also were designed that

a homogeneous aesthetic once complete. The possibility

draw focus and interact to the physiological affects of nature:

to enlarge the school, creating successive spaces over

sunlight (visibility), water (when it rains), and wind (porosity).

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A PLACE TO GATHER The concepts of construction and cooperation characterize the identity of the school as a whole, and generate ethical mechanisms that determine the quality of the relationships among those involved in the educational project. The families are encouraged to be co-authors of common stories and shared meanings together with the children and teachers, and represent an essential component of the educational prociess that is initiated and developed within the school. Shared values are constructed by means of strategies that enable the parents to understand the reasons and meaning of their participation: daily meetings, group discussions, communicaion entrusted to images as well as words. Community in the sense of sharing, conviviality, pleasure, well-being, and a sense of belonging for all those involved. Children, like adults, need to belong to a social group, to compare ideas and share experiences with others.

- children, spaces, relations:

The close relationship between school and town is a

distillation of society. There are many components of a city

fundamental concept of Nossa Escola Da Terra. This

and its daily activities in the school for young children, just

principle was embodied in the design of the school,

as the daily work in the school creates a microcosm of

reflecting the surrounding aesthetics and culture.

society, open to the city in terms of activities and schedules.

Similarly, Nossa Escola Da Terra is designed for use beyond schools hours and scholastic activities. A place provided

A PLACE TO GATHER

to serve a myriad of different communal purposes:

While the prototypical urban public spaces were

where teachers could meet, professional development

outdoors, their boundary was punctuated by adjacency

seminars, social events, neighborhood activities, and

to the built environment; important civic and economic

council meetings held. Thus, a school be the essence and

centers (town hall, market piazza), and later cultural /

preliminary section drawing of classroom showing ventilation and lighting during summer time (orange) and winter (yellow)

HAND-BUILT METI SCHOOL

preliminary section development articulating the spatial relationship between entrance, the chapel, courtyard, and classroom space (from left to right in drawing)

centers (town hall, market piazza), and later cultural / intellectual institutions (theaters, libraries, universities).

Their location was based on being central to the ‘heart’ of the community and likewise, the community lived within this ‘heart’. Thus, the school as a collective environment serves as a catalyst that encourages a sense of community between children, teachers, and parents. Intricate relationships formed from common values and shared meanings

then socialization is the second, and comes with the implementation of such a space. To create a strong community, it is essential that all members are an active part of it and to achieve that, all members need to have some level of interaction; no one person should feel marginalized and to that end, no one member of a community should see another as of lesser importance or worth because of ethnicity, socioeconomic status, age, or views.

bring the sharing of knowledge and understandings.

This sense of community in turn generates the spatial

PROMOTION OF COOPERATION

characteristics of the school, such as the centrality of the

The third step is in developing cooperation between individuals. Creating community and bridging the divides between different groups relies heavily on cooperation, a direct result of positive socialization of individuals.

Cooperation begins with casual, persistent contact with members of varying groups, and ends in the formation of commonalities and willingness to work together for the reciprocal benefit of members and the ultimate health of society. Just as a machine cannot operate to its full potential without the functionality and cooperation of all its parts, neither can a city and community reach its full potential without the inclusion and collaboration of all its parts.

courtyard, the non-hierarchy of spaces (workspaces for adults, kitchen, veranda, bathrooms, classrooms on equal standing) and the horizontality of the overall distributive layout. Embedded with the form and quality of spaces that foster interaction, communication, empathy, and team-work between each person, Nossa Escola Da Terra’s identity as a community yet for the community align.

IMPORTANCE OF SOCIALIZATION

Social interaction is important for individual health, but also group health. People can then make their voices heard, share ideas and skills with others, and donate their time for the improvement of community life. If a space to attain these goals is the first step in creating community,

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“Architecture is the connection between people and the environment. Cities are unique because of their natural, built, social, economic, and cultural environments.

The interaction between people and the environment can be influenced by architecture.

Therefore, designing innovative buildings that cohesively connect people to their environment and to each other is part of the social responsibility as an architect. Climate, infrastructure, demographic, and vernacular have all influenced the human needs of shelter to a specific region. As technology and architecture advance, it is easy to ignore the natural environment and its benefits. Socially responsible design is more than the connection between the built and natural environment. It is the connection between people and their neighbors through architecture informed by the environmental context which encourages a healthier, interactive lifestyle.�

-ALLISON BETTENCOURT, SOCIALLY RESPONSIBLE ARCHITECTURE

E N V I R O N M E N TA L CONTEXT AND SENSITIVITY THESIS ABSTRACT II

IN T R ODU C T I O N Architecture at its essence, precedes the architect.

simple housing for the impoverished, these developments

The humanistic desire to be culturally connected to ones

disregard how the environment will be impacted by

surroundings is reflected in a harmonious architecture,

the life cycle of the buildings and energy inefficiency.

with a typology that identifies with a particular region. This sociological facet of architecture can be seen in the specific

Means to reduce impacts throughout the life-cycle of

material, colors, spaces, and forms reflected in the urban

buildings must take into account parameters that typically

framework of a community. The way modern-day human

dictate the constraints of a project’s design potential,

activities callously rip away at the natural environment

from scarce resources, limited funds, to lack of access

demands architecture to focus on the connectivity of a

to utilities. A building poorly designed to consider

community as a whole. As the largest contributors to harmful

environmental or vernacular factors can ultimately lead

global environment impact, the construction and building

to greater cost and resources both to the occupants and

industry must provide a structure that systematically

to the environment. In order to achieve sustainability,

addresses environmental concerns. Similarly, in favelas,

architecture seeks to apply tradition to contemporary

this is reflected varyingly according to regional differences

design, integrating innovation with materiality.

and resources like clay brick, concrete blocks, and corrugated metal. While providing reliable, low-costing,

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ENVIRONMENTAL STRATEGIES Architecture is the connection between people and the environment.

Cities are unique because of their natural, built, social, economic, and cultural environments. The interaction between people and the environment can be influenced by architecture. Therefore, designing innovative buildings that cohesively connect people to their environment and to each other is part of the social responsibility as an architect. Climate, infrastructure, demographic, and

These materials possess greater durability and less

vernacular have all influenced the human needs of shelter

required maintenance, leading to lower operation costs.

to a specific region. As technology and architecture

Dependent

advance, it is easy to ignore the natural environment and

vernacular techniques can be applied to help modern

its benefits. Socially responsible design is more than the

design move buildings to be entirely self-sufficient.

on

available

locally-sourced

materials,

connection between the built and natural environment.

It is the connection between people and their neighbors

SUSTAINABLE MATERIAL STRATEGIES

through architecture informed by the environmental

Without materials, nothing can be constructed. However,

context which encourages a healthier, interactive lifestyle.

the significant environmental impacts caused by intensive energy production, consumption, and transportation

VERNACULAR CONSTRUCTION PRACTICES

of building materials cannot be ignored. Different

Capitalizing on the native knowledge of how buildings

sustainable material strategies such as using recycled

can be designed effectively as well as taking advantage

and reclaimed materials can be used in addition to

of local materials and resources, vernacular architecture

utilizing materials and resources in close proximity to

adheres to basic green architectural principles of

the site. In the past, the lack of technological capability

sustainability. The construction of these structures

of producing advanced materials and transporting

embodies

solution

goods over long distances restricted builders to simple

suited for regional humanitarian project needs, serving

forms and profiles made from materials available on

as

techniques.

site. Contemporary technological advancement makes

Strategies such as using readily-available natural

it possible to produce complex materials that could

resources time-tested for local climate take advantage

be available anywhere in the world usually at a greater

of known materials with characteristics proven to

cost and higher energy consumption. Large amounts of

successful

energy are required to transport raw materials from its

the

examples

natural of

account

resource-conscious

economically

for

local

viable

climate

conditions.

point of extraction to its distribution of finished products.

In contrast, locally sourced materials typically have lower processing and embodied energy, reducing the impact on the environment. Traditional building materials share a direct relationship to local conditions and typically exhibit significantly less environmental impact and embodied energy than current construction materials.

COMPACTED CLAY BAGS / BRICK 1.

2.

3.

4.

5.

6.

ONDULINE TILE

Flexible - practical for different uses Quick & Cheap to Build - easy to teach Low Tech - no mechanical tools or specialized skills Comfortable - Great thermal inertia Sustainable - Sourced on site Low-Environmental Impact

Permaculture has us look at natural ecological processes

massanduba being specified. In place of clay roof tiles and

as a source of inspiration. Thus, we consider each building

corrugated metal siding, a unique roofing solution was

as an energy exchanger with intake and output quantities

found. Onduline, a light-weight corrugated roofing panel

with a metabolic capacity. That means its ability to handle

made from bitumen material reinforced with cellulosic

the cyclical processes associated with positive waste

fibers from recycled vegetation and thermosetting resin

recovery of the waste produced during a building life’s cycle.

drastically reduced the required number and size of wooden

Thus, careful attention when selecting materials was used

framing members while keeping the desired aesthetics.

to ensure minimal environmental impact from beginning to end of a materials’ creation, transportation, and demolition.

CONCLUSION Serving as a vital connection between humans and the

LOCALLY SOURCED / RECYCLED MATERIALS

environment, ecological sensitivity becomes inseparable

Clay comprises the majority of soil content found on the project

from architecture. It re-connects us to our unique area

site and throughout the local region and became a key focal

of the world and drives us to focus on what is the most

point and proponent in design exploration. During my site visit to

essential to survival – architecture before the architect.

Brazil, visits to local construction sites gave me an understanding

The importance of mitigating the impact the built

of vernacular clay construction techniques which minimize the

environment has on the earth should not be lost during

environmental impact of a building life’s cycle. Two methods

design conception. To advance the progress of humanity

stood out, the use of clay in: 1. compacted earth bags and in 2.

and architecture, we must implement knowledge from the

masonry brick units. These strategies would enable the project

past and employ sustainable strategies as a methodical,

to be built without specialized labor and tools, allowing the local

well-balanced whole. Beyond achieving optimum energy

community to take active participation in the construction of the

efficiency, it is left to designers to use their creativity to

school. In addition, research and collaboration between

provide a systematic framework which adapts these

design team and project clients on locally available and

techniques to new modern-day building requirements.

sourced wood for timber elements led to cedro and NOSSA escola da

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0

2

HAND-BUILT METI SCHOOL

RESEARCH

BRAZIL CABO DE SANTO AGOSTINHO PRECEDENTS: HAND-BUILT & WATER

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BRAZIL

FLAG OF BRAZIL FIELDS & FOREST

DEMOGRAPHICS

WEALTH IN GOLD BLUE CELESTIAL GLOBE

8,515,770

AREA SQ KM

5 ECO-REGIONS OF BRAZIL

205,823,665 POPULATION

North: 8.5%

26 STATES 5 REGIONS

Northeast: 28%

West Central: 7%

RELIGION DIAGRAM

Southeast: 42%

South: 15%

PROTESTANT

% of POPULATION

BY REGION

AMAZON RAINFOREST SEMI-ARID BACKWOOD ATLANTIC FOREST ROMAN CATHOLIC NONE

OTHER

TROPICAL SAVANNAH TROPICAL WETLANDS

POPULATION PYRAMID:

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LAND-USE:

FOREST: 62% FARMLAND: 33% PASTURES: 25%

BRAZIL AGRICULTURE ECONOMIC OVERVIEW: The Cerrado of Brazil has been put to use, and is where the majority of farming occurs while the Amazon

EXPORTS

FDI, NET FLOWS

Rainforest, and the Sertao have proven to be valuable assets in terms rich in natural resources. Farming still tends to revolve around southern Brazil where the population is so much more dense and the more fertile soil of the Cerrado is located. Most goods are

GDP GROWTH RATE

UNEMPLOYMENT

grown in the south because exportation is easiest. In the savannahs, new technology has enabled farmers to increase the nutrient levels and has led to Brazil’s market becoming one of the largest exporters of food in the world.

INFLATION

EXPORTS - commodities: transport equipment, iron ore, soybeans, footwear, coffee, automobiles

IMPORTS - commodities: machinery, electrical & transport equipment, chemical products, automotive parts, electronics

1

AGRICULTURE: 1

Sugar 22%

Coffee 40%

2

Soybeans 27%

2

4

Beef 15%

Corn 6%

Brazil’s agriculture production by product

9%

Resulting % of world share of product exports.

2

22% 45% 1

39% 2

GDP PER CAPITA

1

32% 1

World Rank

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SITE

ORIGINAL VEGETATION COVER / FOREST AREA: FOREST

AMAZON CAATINGA

NON-FOREST % CONVERTED % PROTECTED

CERRADO

PANTANAL

PAMPA

ATLANTIC FOREST

CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO CAPITAL: AREA SQ KM

RECIFE

447.88 REGION: Atlantic Forest

9,278,000 POPULATION

The Atlantic Forest (Portuguese: Mata Atlântica) is a South American forest which extends along the Atlantic coast of Brazil.

185 MUNICIPALITIES

The Atlantic Forest has ecoregions within the following biome categories: seasonal moist and dry broad-leaf tropical forests, tropical and subtropical grasslands, savannas, and shrublands, and mangrove forests.

DEFORESTATION

80% of people in urban areas can read, but only 20% in rural areas CERRADO

80 70

ATLANTIC FOREST

PAMPA

60 CAATINGA

50 40 20

88% .5%

10

of original forest

annual rate of

habitat lost & replaced

deforestation

30 AMAZON

PANTANAL

The size of the Atlantic Forest has greatly been reduced by modern human society’s consumerist needs. Almost 88% of the pre-existing forest habitat has been destroyed by man-made creations: - Agriculture - Pasture - Hunting - Logging - Fire

up to

2.9%

in urban areas

by man-made

10 20

landscapes such as pastures, farmland, and urban areas

30 40 50 8W

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WIND

PSYCHOMETRIC CHART

CABO DE SANTO AGOSTINHO CLIMATE

Rainfall/ Precipitation in Recife, Brazil. Recife is confered on balance 2457.9 mm (96.8 in) of rainfall per year, or 204.8 mm (8.1 in) per month. On average there are 168 days per year with more than 0.1 mm (0.004 in) of rainfall (precipitation) or 14 days with a quantity of rain, sleet, snow etc. per month.

WIND SPEED

7 - 10 MPH from NE & SE winds coming direction of coast

AVERAGE TEMP

REL HUMIDITY

24 C

75%

75% of year

RAIN

for majority of year

TEMPERATURE 35 C

400mm

30 C

300mm

25 C

200mm

20 C

100mm

15 C Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec AVERAGE HIGH MEAN AVERAGE LOW COMFORT ZONE NOSSA escola da

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PRECEDENT HAND-BUILT LOCATION ARCHITECT TOTAL AREA

Rudrapur, Bangladesh Anna Heringer 323 m2

METI SCHOOL: Hand-built over four months by architects, local craftsmen, pupils, parents and teachers, this primary school in Rudrapur, a village in Bangladesh, uses traditional methods and materials of construction but adapts them in new ways. The architects engaged with the local craftsmen to refine building construction processes to develop new techniques that could then be used to improve the general standard of rural housing.

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PRECEDENT WATER LOCATION ARCHITECT TOTAL AREA

Iran BMDesign Studios 929 m2

CONCAVE ROOF: Concave Roof, designed by Iranian office BMDesign Studios as a system of gabled roofs that are reminiscent of the shape of a bowl as concave cover meant to capture rainwater in arid climates, where rainfall falls below a third of the world average however evaporation rate three times greater. Their system of concave covers is designed to capture rainwater before the amount of collected water lessens due to evaporation. The outer shell of the roof system is designed to capture rainwater, provide shade, and also allow air to move freely between the interior spaces and its decks, acting as a cooling mechanism for the decks. The building is expected to collect 28 cubic meters of water annually into reserves connected through the collection system built inbetween the walls of the building. Thermal inertia of the water allows for greater control of the variation of the temperature in the interior spaces. The building is set below grade like a sunken courtyard, maximizing passive cooling opportunities, shade, and cooler atriums.

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0

2

SITE STUDY

BRAZIL DAILY TRAVEL JOURNAL SITE CONTEXT VERNACULAR INFLUENCES LOCALLY & SUSTAINABLY SOURCED EXISTING SITE

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JAN 24th - ESCOLA DE INTERNACIONAL & ESCOLA DE WALDORF 2 h 7 min - 102 km Carpina & Paudalho

ESCOLA INTERNACIONAL DE CARPINA JAN 23rd - SERTA 1 h 6 min - 67.2 km Glรณria do Goitรก

ESCOLA DA WALDORF

SERTA

JAN 26th - Cais do Sertao 1 h 4 min - 58.2 km Recife

RECIFE

NOSSA ESCOLA DA TERRA

CABO DE SANTO AGOSTINHO JAN 27th - Beaches 1 h 6 min - 67.2 km Porto de Galinhas

PORTO DE GALINHAS

SITE STUDY BRAVEL TRAVEL JOURNAL FRIDAY - JAN. 20th, 2017 : Fly out of SFO San Fransico to (REC) Recife The beginning of the trip began with Kotaro flying together from SFO to LA, where we met with Thom Jess who was flying out of LAX. From there we flew to Sao Paolo, where we had a lay-over for a few hours before flying to Recife. Over the next 7 days, the project team consisting of me, the student designer, Kotaro Kihira, the construction management student, and Thom Jess, the accompanying architectural mentor will learn about Brazilian culture in the State of Pernambuco, permacultural design, and vernacular building construction methods and materials.

ARRIVAL OF TRAVEL TEAM IN BRAZIL:

This photo

was taken at the airport in Recife, with Mauro’s eldest son Douglas. We had our first brazilian food from the food court inside the airport.

MEAL TIME WITH MAURO’S FAMILY: In this photo,

SPENDING TIME WITH MAURO’S CHILDREN:

you can see from right to left: Thom Jess (traveling architect

In this photo, his other sons are pictured. The eldest son is to

mentor), Diogo (age 14), Diego (age 13), Bella (age 4), Jazmine

the right of Kotaro, Douglas (age 16), and the two boys watching

(age 1), Mauro, his wife, Raquel, Mauricio (age 7) and Kotaro

Mauricio play games are Danilo (age 5) and Talis (Age 6). After

(construction management student)

meals we would spend time with the children drawing, feeding the farm animals, and letting them try games on our phones.

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MAURO CABRAL’S RESIDENCE: Photos of Mauro’s home where we stayed during the duration of the trip. His home is in a rural neighborhood with a tropical climate. He and his family live off of the land, with chickens, a couple pigs, abundant fruit and even fish in a large pond.

LOCAL CHURCH: Photo of nearby church in Cabo de Santo Agostinho where Mauro and his family typically attended church. A strong Christian man, Mauro’s ties to community are very evident and his love for God a strong driver for this project.

SITE STUDY BRAZIL TRAVEL JOURNAL SATURDAY - JAN. 21th, 2017 : Arrival at

SUNDAY - JAN. 22th, 2017: Church visit in

Mauro’s Home in rural hillside

Cabo de Santo Agostinho

We arrived in Sao Paolo at 330 pm, 5 hours later than our

Today, we woke up at 8 and prepared for church. We had

original destination time. Mauro was waiting for us at the

a nice breakfast with the eggs from Mauro’s chickens, milk

airport, and took us to eat Brazilian food at the food court.

from Mauro’s cow, and bread. The Presbyterian church was

He took us back to his place, and we were shown around

in Pernambuco, the service begin at 9. We were introduced

his place, and the many tropical fruit trees and animals

at the church to the church-goers and our objective

were pointed out to us. He lived on a farm which included

explained. Everyone was extremely friendly. At the end of

mangos, coconuts, jackfruit, acerola, and various other

church, the church go-ers introduced themselves to us one

plants. His son Douglas would point out different fruits and

by one and gave us thanks. It was nice to attend church for

have us try it, in addition to the leaves. We met the rest of

the first time in a long time. We had picole, a type of frozen

his family, his 5 adopted sons (Douglas 16, Diogo 14, Diego

ice cream, peanut butter and sweet potato flavored. After

13, Mauricio 7, and Danilo 5), two young daughters (Bella

church we stopped by the orphanage where Mauro used

4, and Jazmine 1 and a half) and birth son (Talis 6). Animal

to volunteer at. It was also where he met the 5 brothers he

wise, they had many chickens, a Rottweiler, a cow and two

had just adopted. We then headed back to Mauro’s place,

calfs, and 3 pigs. There was also a pond with ducks, geese,

and driving along the rickety path. Wild horses roamed

and apparently two alligators. It was already late in the

free, along with stray dogs. In the light we could see the

evening, so after the introduction to his family and the

shanty homes, with the dark-skinned inhabitants, most

quick tour, we went to sleep to prepare for the next day.

likely from the intense exposure to the sun, waving at us as we passed. As Mauro drove past people, he would honk his horn and shout a friendly Bom Dia, or good day to everyone. Along the way, we stopped by the project site. I saw the site for the first time. At the moment, half of the site was converted to a mantioch plantation while the other still heavily populated and dense shrubs, plants, and trees. We only stayed briefly as we planned on coming back another time to spend much longer there. We went back to Mauro’s place and ate the chicken. Afterwards, Kotaro and I knocked out until dinner. After dinner, we discussed with Mauro project details and I presented to

MAURO’S PORCH: Photo taken by Kotaro during after

him my initial pre-design ideas.

dinner discussion with Mauro about project details and ideas

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SERTA AGRICOLA: ABOVE LEFT - Kotaro looking at plants that filter impurities in water. RIGHT - filtration plant MIDDLE - waste bio-digestor BOTTOM LEFT - ant excrement, which when mixed with horse manure and clay, binds into a strong, buildable material

SITE STUDY BRAZIL TRAVEL JOURNAL MONDAY - JAN. 23rd, 2017 : Visit to Serta to learn about permacultural techniques

area. That night, Kotaro and I discussed project ideas in the room we shared. I made a quick sketch to begin

Bright and early, we woke up at 5:30 and headed to Serta,

formulating the different areas and their relationship to

school of permaculture, located an hour away. Serta, is a

one another. I wanted to capture some of the ideas that

permacultural school, which means their purpose was to

I had throughout the day, from local architectural motifs

teach others how to operate sustainably and construct

such as red-tiles and taipa construction, much like building

buildings based off of environmental strategies. These

with cob adobe, where a clay adobe mixture is applied to

strategies are molded after natural biological systems and

a framework of wooden members. In this section sketch

processes, from plant-based aerobic / anaerobic treatment

facing North, there is a rain garden that is combined

of water, bio-digestors, to building material made out of

with the water-storage / treatment tanks to the west of

only nature-made resources. After we spent the most

the chapel. The classrooms sit behind the chapel in the

of the morning and afternoon learning what type of

background in the sketch with a courtyard that lies in

strategies work well in the North-Eastern Brazilian climate

between chapel, classrooms, and administrative offices to

given the available natural resources in the surrounding

the east.

SERTA AGRICOLA: FAR LEFT - water retainment pool. MIDDLE LEFT - waste compost tank MIDDLE RIGHT - example of home built with taipa construction FAR RIGHT - Photo of typical roof construction using clay tiles and wooden supports NOSSA escola da

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ESCOLA DA WALDORF TOP LEFT - Simon showing me how concrete headers are used to create openings into the earth walls MIDDLE LEFT - Giving a try at compacting the clay-filled plastic bags in layers myself BOTTOM LEFT - Asking Simon about using pre-made concrete as tanks for water storage and window openings TOP RIGHT - Photo of travel team studying brick building techniques MIDDLE RIGHT - Close-up of steel header placed between brick to catch roof load and prevent building from bowing due to roof loads.

BOTTOM RIGHT: Close-up construction details of compacted earth bag construction

SITE STUDY BRAZIL TRAVEL JOURNAL TUESDAY - JAN. 24th, 2017 : Visit to Escola

drum mechanism which allowed larger amounts of soil

Da Waldorf to learn about building techniques

to be placed into the plastic sleeves, increasing their thickness by 2 cm. The plastic socks were 10cm thick by

Bright and early, we woke up at 5:30 and headed towards

35 cm wide. The foundations were created 9 parts clay

Escola Waldorf at 5:45. Joseph Mauro had coordinated a

and 1 part cement, stacked into three layers. These layers

meeting with the lead designers and architects, and we

were placed on top of a French drain that would keep the

were given a tour of their project. We had the opportunity

foundation from becoming saturated with water. The walls

to try to build the hiperadome system ourselves, breaking

which measured approximately 10’ in height and topped

down the clay and adding water till moist. This system

by reinforcing steel plater set into another of the cement

worked by gathering They referred to how the mixture

strengthened mud mixture. Then we took a look at their

needed to have the right consistency, like farofa, a yellow

brick constructed room, comparing the different ways

grain they prepared much like corn meal. Tim explained

to build the room. 4 rooms in total, each one tested and

to us how these structures were put together. Headed by

perfected the construction method. Then Tim showed us

architects in Germany, we went to learn about different

the map of the master plan for the site. We also looked

low-cost simple building methods. Escola Waldorf was

at how the bricks were made from the brick extrusion

90 acres total and its master plan consisted of a 300

presses. 2000 bricks could be made with a team of 3-4

housing complex, school, hostel, and apartments, forming a

people in one day. (learned about technical aspects of

community within itself. The mud mixture (10 parts soil and

building sustainable without advanced technology, tools, &

a little water for dampness) was then rammed into a

labor.

Photo of travel team, Escola Da Waldorf builders, and Mauro’s sons working together on the compacted earth bag method

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ESCOLA DA WALDORF: TOP LEFT - Exterior of school at entrance. ‘portal’ into the school. TOP RIGHT - Interior foyer and front lobby of school BOTTOM LEFT - Stage / mix-ed use room for assemblies, chapel, and music. BOTTOM RIGHT: typical classroom

TOP LEFT & MIDDLE - breathable brick wall with perforated openings for passage of wind & light.

BOTTOM LEFT - trapezoidal classroom desk for flexible arrangements & groupings BOTTOM RIGHT: playground for children located within the school walls away from the city streets

SITE STUDY BRAZIL TRAVEL JOURNAL TUESDAY - CONTINUED: Afterswards, we went to the International School, which would serve as a good example of a successful school and both their ideology and pedagogy. He showed us around his school and the different classrooms, spaces, and special uses such as robotics classroom and workshop. The school was a renovated hotel space. Following, we all met in the principals room, getting feedback from the director and the Brazilian architect who worked on the renovation of the space. We reviewed over the preliminary project designs that I had discussed with Mauro.

Then we got ice cream. At Mauro’s place we had a quick bite and hung out with the kids, drawing and playing games in one f their rooms. It was a nice evening. Time to catch up on sleep.

Interview with Head Director of La Carpina QUESTION: What makes your school so successful? What do you differently?

ANSWER: Director – We structure our school based on 60 character traits. The school runs from 7:20am to 4pm, and includes multi-languages such as Spanish and English taught by native speakers by 5th grade. Parents keep their students at the school because what is taught about ethics and morals. “My kid is a better friend, a better student, better son, more respectful” You form you form, individually and collectively as well. That stigma, forming leaders of tomorrow, that’s what we do. If you take education that way, to invest and forge the citizens, the leaders of the . it’s the only way we can change a nation.

Through eduction, a top notch education. You cannot take it lightly. We are ranked 118th in education compared to the rest of the world. Things are getting worse. The next generation, if they don’t shape up, the world will leave you behind.

Love for god, love for community. There is the beauty. When you understand that your life is much bigger than yourself, your purpose. You start thinking eternally.

Q. What are the goals of your school?

The intrinisic goal is to kid to buy into self-teaching. He goes after the knowledge by his inner-motivation, the passion at a young age is when discovers everything. Thirst to educate for themselves. Not for their parents, not for their teacher but because they sincerely want to learn. The parents and teachers are their to facilitate this desire to learn.

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PROJECT SITE: Pictures are of the project site, from the bottom of the hill looking at mantioch plantation, with trees / wild vegetation at the top (ABOVE) & existing pathway through un-developed area of site

COMMUNITY GATHERING AT NEIGHBOR’S HOME: This picture is taken as we enjoyed an evening sharing the food they prepared, answering questions, and getting to know the community

SITE STUDY BRAZIL TRAVEL DAILY JOURNAL WEDNESDAY - JAN. 25th, 2017 : Site Study and Neighborhood Gathering Slept in, woke up at 930am. Friends of Mauro

had come to work on the project made the project

came to Visit, Carlos, an architect and his family.

much more realistic to them. Mauro had struggled

We accompanied them while they were given a

with support from his neighborhood because they

tour around the place by Mauro’s kids. Afterwards,

were all used to poverty and not dreaming big and

we headed to the project site with Carlos and his

seeing what is possible. We opened their eyes, and

son. Aided by Thom, I took measurements of the

the joy and fascination clearly showed. I memorized

site, approximating the distances of the mantioch

half of the people present: Lucas a small boy who

plantation, the surrounding vegetation, from the

helped me remember people names, Julia, Mata,

front entrance to the back entrance. Prior to the site

Sara, Luiza, Rosa, and Dede to name a few. They

study I had a very weak understanding of the site, its

proceeded to ask us questions about America, about

slope, and its relative size. After spending two hours

Kotaro’s small eyes, the differences between America

there, I was able to gain a strong understanding of

and Brazil, the similiarities, and why we had chose to

the site, and design thoughts began to fall into place.

work on this project specifically. They had prepared a

Working with Kotaro, we mapped the surrounding

porridge like soup which was really tasty in addition

area, taking hundreds of photos, both facing the site

to a cord gelatin dessert. I was touched by everyone’s

and outwards. A solid sense of what would needed to

sincere friendliness and interest. Moments like these

be done in terms of grading, excavation, flattening,

is what I live for, to live and be in the presence of

and programmatic planning were formed. We took

the less fortunate, to mix in their comaredie and be

note too of the vegetation, animals, and other site

immersed into their culture. As it approached 9 o

conditions. As the son came down, we walked back

clock, the little kids begin to grow tired and their

to Mauro’s home through a shortcut, as his home was

families took them home. Before that, erveryone

connected directly to the site by 200 meters. At 7

wanted to take a picture with us to remember this

o’clock that evening we went to the home of one of

night and of the Americans who came to visit. That

Mauro’s neighbor, who had invited us to meet the rest

evening, we enjoyed a meal of rice, beans, farofa,

of the neighborhood. Mauro was still running errands,

chicken, and juice. The tropical fruits here are

so we arrived there first to some initial awkwardness.

plentiful and sweet and Mauro and his wife make

However, like typical Brazilians, their friendliness

superb juice. Later that night, Kotaro and I stayed up

made things much more comfortable. When Mauro

to work on synthesizing the information we gathered

arrived, he introduced us to everyone, and explained

today, discussing at length different issues and action

what it was we were doing there. He explained to

items that needed to be considered and gathered

them the school project and the fact that Americans

questions to ask Mauro.

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RECIFE: LEFT - intersection of two streets in Recife. Here, the buildings are reminiscent of Portugal, showing the influence Colonial Portugal had on the architectural style of this coastal city. RIGHT - Large atrium with beautiful ornate mosaic tiles and glazing inside a shopping mall

BEACH: LEFT - Named for being originally a chicken port, this beach is a popular relaxation and vacation spot, known for its fair weather year round, blue water, and island feel.

NEIGHBORHOOD GATHERING AT MAURO’S: RIGHT - Photo taken of the neighbors and Foho band from backhouse porch

COASTAL BUILDING: LEFT - building that uses brick in clerestory openings & exterior walls to increase ventilation & lighting COVERED GALLERIA: RIGHT - An outdoor shopping galleria with a glazed ridge to provide cover and shade from the elements

SITE STUDY BRAZIL TRAVEL DAILY JOURNAL THURSDAY - JAN. 26th, 2017 : Soil Samples,

FRIDAY - JAN. 27th, 2017

day sight-seeing in Recife Cais do Sertao, and Foho band

de Galinhas

We slept in a little today, waking up around 9. We went

Project discussion with Mauro and visit to the beaches

back to the site to grab some soil samples, taking samples

of Porto de Galinhas. Here more examples of Brazilian

of clay and ant hill, which was used in a mixture to make

vernacular architecture, with screen brick walls and

the soil construction they used for hiperadobe water-tight.

openings used in homes and structures to facilitate the

After we grabbed the soil, we drove to Recife, the closest

movement of air out of the buildings. At the beachfront,

big city, with a population of 1 million people. A technology

shopping gallerias are covered by two wooden roofing

hub with a old-colonial Portugues style, the buildings were

systems bridged by ridged glazing units which span down

reminiscent of the cities I had visited in Portugal. With its

the length.

: Beach trip to Porto

rustic buildings, colorful and artistic graffiti, cobble-stone streets and ornate tile decorations, Recife touched me with

SATURDAY - JAN. 28th, 2017

feelings of nostalgia. I loved the constrasting juxtaposing

Fairwell and flight back home

stlyes of architecture, with contemporary blending with

Today is the day we say our final goodbyes. The week has

new, poor and rich. We first went to the Pernambuco Arts

gone by so quickly, and each day filled with informative

and Crafts center which sold hand-made creations and

and memory-filled moments. Saying goodbye to all the

artifacts. Things ranging from quirky recycled itmes re-

kids that I have grown fond of over the past couple of

made into creative sculputural pieces, to delicately knitted

days was tough, and my interaction with Mauro’s kids were

fabrics, to bold vases, the center showcased the talents

definitely one of my favorite parts of this once in a life time

and style of Nordeste Sertao, the Northeast region of

trip. Mauro and his family were nothing short of amazing

Brazil (the drylands).

in their care, kindness, and love, not only towards us the

Then, we headed towards the Nordest Sertao Museum,

American visitors, but also to those around them.

a museum that (look at pamphlet). I learned about the

Until next time.

Northeast region, its percularities, the challenges it

Brazilian hugs!

Saturday: Final

faced both socially and environmentally. The building was designed thoughtfully, with a indoor river running through the interior. However, water damage were marked out throughout the floor, either due to poor water-proofing or water damage from being built upon a peninsula surrounded by and on top of the ocean.

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SITE STUDY SITE CONTEXT

Many families are without cars NEAR ES T C H APEL dist ance - 25 K M

& traveling 25 kilometers to the

small, cramped space fits only 50 people and lacks an aesthetic identity

nearest town, Cabo de Santo Agostinho, becomes too difficult.

NEAR ES T S C H OOL di st ance - 25 K M

A old, refashioned home is used

currently no school which continues from elementary through grade school

by locals in this neighborhood to sell and trade items among each other. For neighborhood

CABO DE SANTO AGOSTINHO

gatherings and events, Mauro’s home, which had the largest yard,

NEIGHBORHOOD MARKET di st ance - 0.5 K M

was typically used.

old, un-used house re-purposed as neighborhood local market place

Nossa Escola da Terra needs to function as a community center GATH ER ING PLAC E di st ance - 0.1 K M

where locals can gather to meet,

no place for neighborhood events, currently Mauro’s home used

sell / trade, & have social events, and a place for school & prayer.

RURAL NEIGHBORHOOD - CHARNECA

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EQUATOR LINE

900 km distance to site

SIT E

INFLUENCE on -> LANDSCAPE

INFLUENCE on -> FORM

SOUTH-EAST: Mata Atlântica Region Sao Paulo, Rio de Janeiro

CENTRAL-WEST: Cerrado Region Brasilia

BURLE MARX was a Brazilian landscape

National Congress OSCAR NIEMEYER

architect whose career was propelled by his sensitivity to material and use of native flora in his garden designs. A big pioneer for the advocacy of ecological

Cathedral of Brasilia OSCAR NIEMEYER

preservation, his Marx's work "can be summarized in four general design concepts—the use of native tropical vegetation as a structural element of design, the rupture of symmetrical

Christ the Redeemer PAUL LANDOWSKI & HEITOR DA SILVA COSTA

patterns in the conception of open spaces, the colorful treatment of pavements, & the use of free forms in water features"

Juscelino Kubitschek Memorial OSCAR NIEMEYER

SITE STUDY VERNACULAR INFLUENCES Inspiration for design: Mata Atlântica Region -> ECOLOGICAL DESIGN Cerrado Region -> DESIGN FORM

INFLUENCE on -> CONSTRUCTION NORTH-EAST: Sertóa Region Recife, Pernabuco State

Sertóa Region -> CONSTRUCTION PRACTICE Proximity to -> NEIGHBORING INFLUENCES

Serta Acrologia Permacultural Ecology strategies Escola da Waldorf Permacultural Building Techniques Recife Cobblestone Pavement

NEIGH BORING FAVELA - 10 K M

NEA REST BEA CH - 25 K M

CLOS ES T M A J O R CIT Y - 50 KM

Porto de Galinhas Clerestory Brick Openings

Cobogó bricks Cobogó bricks were first used in 1929 in Brazil by three engineers, Amadeu Oliveira Coimbra, Ernest August Boeckmann and Antônio de Góis in Recife. Located in the northeast region of Brazil, Pernambuco, this innovative development was a hollow structural element similar to a “brick material” that allowed light and air to come through. This allowed walls to be built that naturally ventilated the tropical heat and humidity. These walls were built with hollow perfabricated modules iniatially conceived in cement. The engineers named these bricks, “Cobogó”, incorporating the first two letters of each of their last names into the name: “CO” “BO” and “GO”.

The inspiration for the cobogó came from the wooden window of colonial Portuguese style, which in turn were influenced by the Mashrabiya, Moorish architecture. The cobogó became an important element of Brazilian modern architecture, and thus was extensively used in Brasília’s conception. It represented strongly the cultural identity of Brazil, was easy to produce and had low construction costs. Since then, the cobogó has been designed in various different materials, and is incorporated in both interior and exterior design.

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50km radius

AT LA NT IC

FO R

ES T

from project site

SITE STUDY ONDULINE TILES Roofing Regional Store quick assembly

LOCALLY SOURCED MATERIALS

RECYCLED Onduline tiles are corrugated sheets made out of recycled

lightweight

fibers, waterproofed in bitumen and coat of protective

recycled material water resistant

resin. Onduline is a world in lightweight roofing systems that focus on sustainability and ecological sensitivity.

Their unique formula of vegetable fibers makes use of raw material such as paper chips & coconut fibers with industrial residue, bitumen.

plant-based

Weighing only 3 kg / sqm, the vegetible fiber / bitumen

CLAY Earthen Construction Project Site

sheets and associated roofing accessories can be installed quickly and easily. In warm weather, the material helps to ​ maintain a consistent, comfortable temperature ​ inside the building, while composite fibers aid n ​ oise reduction​,

Flexibe practical for different uses

especially during heavy rain.

Quick & Cheap to Build easy to teach

LOCALLY SOURCED

Low Tech no specialized skills needed Comfortable Great thermal intertia

To find readily found construction materials that are inexpensive to produce and transport, we look to local practice. Thus, materials used by past generations that natural resources proven to meet the building needs

Sustainable Sourced on site

of indigenous people can be reimplemented. These

Low-Environmental Impact cradle to cradle life cycle

labor (typically unskilled), and resource scarcity.

construction methods take into consideration climate,

MASSANRANDUBA Timber Framing Atlantic Forest

RENEWABLE Massaranduba, also known as bulletwood or Brazilian Redwood is highly weather and insect resistant. Its straight grain and darnk coloring make it resemble other

abundant in the Atlantic forest

exotic hardwoods. Growing throughout Central and South America, the Bulletwood tree reaches heights of 30-45 m, with a trunk 80-150cm wide. The trees grow to at least 60

2x

7.5x

STRONGER & HARDER than redwood

$

1/3

feet with straight, clear trunks that result in high yields of desirable grain straightness in addition to little waste. Due to its abundance, size, and straightness, the tree provides locally available exotic hardwood timber without the high cost.

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SITE

WEST ENTRANCE: View facing up hill walking up main pathway

SOUTHERN END OF SITE: View of mantioc plantation from bottom of hill

HAND-BUILT EXISTING SITE The area was originally a heavily arborous region but in the last century has been heavily deforested in order to make room for sugarcane plantations. Without the

ENTIRE PROPERTY LINE ACTUAL PROJECT BOUNDARIES

use of crop rotations, this has left much of the topsoil in the region unsuitable for new vegetation. The area is rich in granite and clay, making tile and granite slabs accessible and affordable to common citizens of the region.

NORTH ENTRANCE: View of back entryway wayup hill walking up main pathway EAST END: View from top of hill where wild vegetation replaces plantation

1 mi : NOSSA escola da

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0

3

HAND-BUILT METI SCHOOL

PROCESS

SITE MAP PERMACULTURAL DESIGN CONCEPT DIAGRAM DESIGN LOGIC PRELIMINARY SECTION PERSPECTIVE CLASSROOM DESIGN CHAPEL DESIGN PRELIMINARY DESIGN BRICK DEVELOPMENT MODULE DESIGN

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75

N HAND-BUILT METI SCHOOL

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101

PROCESS SITE MAP FARMLAND VEGETATION HOUSE TREE ACCESS TO SITE PROJECT SITE - 90 acres TOPOGRAPHIC LINE - 2m

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Strategic building orientation, window placement, & use of thermal mass increases comfort, building efficiency, & reliance on municipal energy sources for

MATERIAL

By capturing, diverting and storing stormwater for future non-potable uses in in cisterns and filtration tanks, the water can be reused to pump toilets, irrigation or water features

ENERGY

Passive Solar Design

Low Environmental Im

Materials selected for cons

were based on its life-cycle

on nature. Clay and wood a

sourced within driving dist

while the Onduline roofing

made from recycled fibers

Daylighting

Exterior Shading

The buildings forms, organzation,

Buildings are oriented to optimize diffused light and minimizing the use of electric lights. This promotes productivity and well-being while reducing energy costs

Strategic building orientat

Views

Porous Paving

Bioswales

Connection / close proximity to nature & the outdoors has proven to increase mental health and productivity. Views are directed in line with sight to the outdoors while

By allowing rainwater to percolate

A planted drainage channel guides stormwater into drain inlet are. During the rain, pollutants are retained and water filtered by the soil and vegeation.

hot, humid climate

glazing placed at eye levels

Native Vegetation

SITE

Plants and vegetation that have lived durable for years and are acclimated to survival in the local climate conditions

into the ground, the water can be collected after being naturally filtered and kept from flooding walkways and buildings.

window placement, & use o

thermal mass increases co

building efficiency, & non-r

on municipal energy source

heating, cooling, and lighti

SITE

constant remove heat from the daily

SITE

provide fresh outdoor air and

SUSTAINABILITY

and openings are designed to

ENERGY

Natural Ventilation

ENERGY

AIR QUALITY

heating, cooling, and lighting

AIR QUALITY

WATER

Rainwater Harvesting

Permacultural Ideals

Buildings and principals of teaching and construction take inspirat from the natural environment and the intricate relationship of diffe ecoystems.

mpact

PROCESS PERMACULTURAL DESIGN Permaculture is simply a design system based on ethical principles, which employs traditional, time-tested solutions and appropriate technologies and practices. It works with nature, following its principles and functions. The most basic ethical principles are to

struction

care for the earth, people (and all living creatures) and let everyone have a fair share of all yields. A seamless partnership between

e impact

architecture and the caring principles of permaculture has evolved - one where each can elevate the role of the other and cooperate

are locally

in delivering environments that enhance, enrich, and nourish the human experience.

tance,

g tiles are

s renewable,

tion,

of

omfort,

reliant

ENERGY Fuels, such as natural gas and propane typically provide the power to operate appliances (stoves, water heaters, ovens) to provide comfort and convenience. However, some of these comforts can be designed in the structure itself, taking advantage of passive solar design strategies and the benefits of the high thermal properties of natural earthen materials. This effectively reduces the amount of fuel needed.

The benefits of this system are minimized infrastructure required to haul wastes off-site to be processed, enhanced soil nutrients and microbiology, and increased water supply available to plants in the landscaping (which are the best water purifying filters as well).

es for

ing

n

d

tion erent

SITE One of the design goals were to minimize the impact on the project site, building into the hill and developing the minimal amount of land as possible. This led to developing a landscape plan that would be aesthetically pleasing but also require little maintenence.

From capturing rain water, using native vegetation, growing gardens and implementing natural ecological cycles, an attempt is made to utilize the available landscape to give back to the earth. Benefits include high-quality, nutrient dense foods; clean, pesticide and chemical-free food; personal satisfaction and empowerment; reconnecting with nature; getting to know your neighbors and community members; creation of educational ground and opportunity where children can see where foods come from and how they grow; and exercising in fresh air (non-repetitive movement), which stimulates brain functions.

ELECTRICITY The site currently does not have electrical tie-ins. Our client will need to contact the service providers to look at the power grid and access the best location to pull power. The most viable option would be to pull lines from the road south of the site near the main entrance. This will be done after the site work and trenching so that laborers will have access to power tools and temporary power.

The lines will be run underground by means of conduit and will be tied into the main service panel where it will branch off to different buildings and capped off for later use.

This is what permaculture design does: Using naturally occurring patterns and functions, it arranges all the elements of a system to work together and reach their highest efficiency. It stacks functions, ensuring that each element performs more than one job, and it provides back-up systems where more than one element can perform the same function as well.

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3 .) Central core t akes advant age of wi nds co mi ng up valley fro m No rth

N 2 . ) Proj ec t vo lume

E

1 .) Ex ist ing s ite on

6.)

to p of hil l s id e

resp pat

5.) Weave concept ref lec ted by pathway and central co urtyard as knot that ti es the areas to gether

PROCESS 4 .) Pro gra m revol ves aro u n d circu lation

DESIGN CONCEPT

MORNING

EVENING

8.) Water fi ltrati on + retenti on ori ented around to po graphy

9.) Gardens + outdo or areas respo nd to spaces c arved by path and c ut i nto the terrain

7. ) Roof ing strateg y inf l uenced by sun exp osure and heat

Wa lls a n d fo rm

p ond to weavin g h and cour t ya rd

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CLASSROOM QUIET PLACE

CRAFTS & MUSIC

FLEXIBLE SPACE

CENTRAL COURTYARD EATING AREA KITCHEN

PRINCIPAL

BATHROOM OFFICE

WATER

FOYER

FRONT DESK

CONFERENCE WATER TREATMENT STAIR GARDEN

CHAPEL /

SEATING

LIBRARY

LAYOUT SCHEME FOR PHASE I: LOGIC Inspired by compact soil bag’s similarities to rope, such as its organic form, flexibility, and serpentine nature.

-snaking path represents the natural flow and course through school complex.

-the articulation of the path-way begin to dictate special areas within the complex such areas of respite, significant moments, transitory indoor/outdoor, and connects complex together -central courtyard becomes focal point which the path intertwines. courtyard space becomes a representation of a knot that ties the spaces to one another. the courtyard serves as a unifying element which takes the form of seating, platform, and vegetation.

PROCESS DESIGN LOGIC

CENTRAL CORE

PARKING LOT

(UTILITIES)

PHASE III: Camping Area Orchard, Garden

Permacultural landscaping

PHASE II: Extension of schoool

Soccer Field PHASE III: Camping Area Children’s play area Park

WET CORE (WATER LINES)

MASTER PLAN WITH AREAS DESIGNATED FOR FUTURE PHASESDesign of complex is oriented around main central core running along the North-South Axis, parallel with the direction of the wind. This will enable utilities and waterlines necessary for future phases to be strategical accounted for. Circulation from one end of the school to the opposite end also runs along the North-South Axis, providing a clear path of travel, line of sight, and passive ventilation from winds coming from the North and South. Each building, from the chapel, classrooms, to the bathroom / kitchen are directly linked to their own unique outdoor space. The courtyard serves as a central point of congregation while also facilitating passage between the different areas, removing the need for hallways.

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SUMMER

WINTER

ROOFTOP COLLECTS WATER TOWARD RAIN GARDEN

ROOF LIFTED ABO FOR VENTILATION

PROCESS PRELIMINARY SECTION PERSPECTIVE

OVE WALL N

10’

30’

70’

longtitudinal section (WEST-EAST) perspective

BUILDING ORIENTED TO TAKE ADVANTAGE OF SHADE CREATED BY BUILDING NOSSA escola da

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1

2 5 4

3 12' - 6"

Onduline Clรกssica / Onduline Design DUO - panels: 2m each

slope: 25%

* connection - does roof beam sits on top of earth wall, brick?

<- TO COURTYARD

ssroom section " = 1'-0"

CLASSROOM

3' - 0" 1' - 0" 1' - 0"

concrete foundation

9 3/4

"

OUTDOOR PATIO brick screen wall

3' - 0" 4' - 0"

compacted clay soil bags

19'

" - 8 3/4

3/4"

INCLINATION recommended slope for better thermal comfort is 27%. Never install with a slope lower than 18%. *installation guide

5' - 2 3/4"

6' - 6

Wood framing Beams: 5 x 6 cm @ 1m Rafters: 2.5 x 5 cm @ 45cm

32' -

6' - 6 1/2"

28' - 0"

Wood framing Beams: 5 x 6 cm @ 1m

Level 2 16' - 0" Level 1 10' - 0"

concrete flooring

GROUND 0' - 0" 14' - 4" 4' - 0"

13' - 8" 24' - 6"

2' - 6"

10' - 6"

2' - 0"

foundation needs to extend beyond point "10ft to daylight"

PROCESS CLASSROOM DESIGN FORM: Form reflects a more inviting and comforting enclosure for children with rounded soft corners.

The classrooms are linked together and are designed after the shape of a rope. The walls flow into the adjacent space, reading as a single entity.

The classrooms are divided into flexible spaces, and the dashed lines through the adjoining walls are to represent temporary dividers which can be built up and taken down quickly (for example, brick or bamboo wicker screens) ROOF: Roof support members, (spanning between the two walls and cantilevering roof membrane) will be designed and updated by structural engineer team members. Onduline product information and installation guide have been uploaded to working google doc. Preliminary material studies have begun. Panels come at 2m lengths.

OUTDOOR VERANDA: To the East wing of the Classrooms is a shared patio that connects student with the natural elements. In addition, this space becomes open area to congregate, do outdoor activities, and sit. A screen brick clerestory opening shown between classroom and outdoor patio helps with ventilation and porosity. An outdoor patio can be used as an outdoor classroom and breakout space and serves to link all the classrooms together, creating an inverted corridor (Main circulation path along courtyard facing side).

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Glazing

WALL HEIGHT - TOO TALL? discuss go over roof structure IN PERSON

11' - 6"

Onduline Clรกssica / Onduline Design DUO - panels: 2m each

2' - 9 1/4"

Wood framing Beams: 5 x 6 cm* @ 1m Rafters: 2.5 x 5 cm* @ 45cm *subject to change 57' - 7 3/4"

11' - 6"

AUDITORIUM

37' - 8 1/2"

steps down from entrance

1

3' - 5 3

14' - 0"

LOBBY

23' - 11 1/4"

Clerestory brick screen wall

13'

concrete header

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

concrete foundation

rain garden, serves as rainwater catchment for roof

steps w to form seatabl

bookcase built into superadobe walls

9' - 5 1/4"

1' - 6"

UP

CHAPEL / LIBRARY / MIXED-USE SPACE 14' - 11 3/4"

storage

1' - 5 3/4"

14' - 7 3/4"

BOOK READING ZONE

13' - 9 3/4"

4/23/2017 4:00:17 AM

seating along window

6' - 9"

43' - 3 1/4"

cobblestone paver design flexible seating (160 people) 12' - 5"

6' - 6 1/4"

STAG

36' - 5 1/2"

1' - 4"

26' - 7 1/4"

3' - 1 1/4"

reading carpet

UP

UP

6' - 0"

BOOK READING ZONE

seating

3:59:30 AM

12' - 9 1/4"

1

GROUND - Chapel 1/8" = 1'-0"

10' -

JR STRUCTURAL ENGINEER J LINDSEY KUSTER & KIERSTEN BAKKE

PROCESS

14' - 9 1/4"

CHAPEL DESIGN

JR DESIGNER JEREMY NGUYEN

5' - 1 3/4"

Level 3 21' - 0"

Level 1 10' - 0"

Scale

20' - 8 1/4"

BACK OF HOUSE

STAGE 3/4"

18' - 5"

Level 2 16' - 0"

1/8" = 1'-0"

ROOF:

Chapel Section

14' - 5 1/2"

3' - 4 1/4"

(2x) panel length

The roof was originally designed as a flat pitched roof, however during redesign a curvature was added, giving a deeper sense of space in the chapel and an overall more organic feel.

FLOOR: could also be used as a library and assembly area for music and social events. The floor slab is made

widen

something developed between Mauro’s oldest son Douglas, and me, representing the synergy between nature, water, and their importance to this project.

DESIGN FEEDBACK FROM PROFESSORS & ARCE TEAM: With the site being situated in Seismic Category A, or low-little seismic activity allowed for flexibility in designing a structural system them that would achieve the design goals of supporting three roof largest flat roof into a curved roof

1/8" = 1'-0"

- trusses need to be added to pick up roof load -walls need to be double thickness when greater than 12 feet -in order to have a column-less floor plan, without the need of structural concrete and additional rebar through the compacted earth bags, 8’ un-interupted length needed in order to take shear forces in between openings for windows and screen bricks

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7

7' - 1 1/2"0' - 0"

of a flower with a spiral center. This drawing was

planes, built in bookshelves, and changing the

Scale

12' - 5"

Escola da Terra

4"

BACK OF HOUSE

to Agostinho, BRAZIL

GE

Chapel Floor Plan

JR DESIGNER JEREMY NGUYEN

le area

out of concrete with a cobblestone-paved pattern

B106

JR STRUCTURAL ENGINEER JUNIOR CONSTR. MANAGEMENT LINDSEY KUSTER & KIERSTEN BAKKE KOTARO KIHARA

taipa wall

Cabo de Santo Agostinho, BRAZIL

11' - 8 3/4"

The chapel was designed with the intentions that it

Nossa Escola da Terra

- 2"

GROUND 0' - 0" CHAPEL ground level -2' - 6"

DE S IG NE R JEREMY NGUYEN

91

h

g

f

e

d

c

b

a

Le 30' - 10 1 Compacted Earth Wall Onduline Tiles

Wood, Timber *NOT ADDED

Le 16 Le 10

Clay Brick

2. Spacing -distance b/w shafts should be 45 cm (axis) And 1 m (axis) between the rafters.

Wood structure suggestions for minimum gauges: BEAM / Cap: 5 x 6 cm * & Rafter / RipĂŁo: 2,5 x 5 cm * * Use measures found in the region closer to the one suggested (always larger).

As Onduline tiles are very light, it is very important to make the anchorage from the roof to the structure of the residence to avoid wind damage.

3

GRO 0

West 1/16" = 1'-0"

a

b 24' - 6"

2

Concrete

East 1/16" = 1'-0"

c 12' - 6"

d 24' - 6"

e 12' - 6"

f 24' - 6"

g 12' - 6"

h 24' - 6"

1

2 28' - 0"

3 12' - 6"

30' - 1 Onduline Tiles

4/12/2017 6:33:52 PM

Wood, Timber

Clay Brick

Compacted Earth Wall Concrete

South 1 1/16" = 1'-0"

G

PROCESS PRELIMINARY DESIGN DESIGN CHANGES: - Originally designed with red tiles, when Onduline tiles were replaced instead, the weight of the roof structure drastically reduced, resulting in less timber being needed in the roofing system.

- Over the chapel, a curvature was introduced to the

JR STRUCTURAL ENGINEER JUNIOR CONSTR. MANAGEMENT LINDSEY KUSTER & KIERSTEN BAKKE KOTARO KIHARA

long roof section

evel 3 19/32"

evel 2 6' - 0" evel 1 0' - 0"

OUND 0' - 0"

- the roofing over the classroom was adjusted to allow for modularity, with braces in between each classroom that allow for connecting of subsequent additions to the main roof structure spanning across the three classrooms and music room.

- the undulating wave that runs along the surface of KITCHEN

OFFICE

CHAPEL /

GROUND 0' - 0"

JR DESIGNER JEREMY NGUYEN

1/16" = 1'-0"

Level 2 16' - 0" Level 1 10' - 0"

the chapel is removed, along with the rectangular

BATHROOM

FRONT

CONFERENCE

2. Foyer

aspects seen in plan and building elements, replaced with filleted curves and rounded walls that take advantage of the natural building properties of compacted earth bags but also more representative of a space inviting to children and with more

Scale

Level 3 30' - 10 19/32"

CLASSROOM ELEVATIONS

FOYER

flexibility in terms of space usage for various activities.

- The following plans, sections, and elevations were part of the preliminary drawings handed off to the

and calculations.

C105

GROUND 0' - 0"

in order for them to begin structural load take-offs Cabo de Santo Agostinho, BRAZIL

Level 2 16' - 0" Level 1 10' - 0"

structural team (Lindsey Kuster and Kiersten Bakke) Nossa Escola da Terra

Level 3 10 19/32"

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TE S S ELAT ION AND PAT TE R N D E S I G N D I AGRAM

65 mm 215 mm

2

m

m

1

B RIC K D IAGRA M

1. ) In it ia l brick

m

m

2 . ) A p e r t ure with d ia mete r 4 . 35 cm c ut t h roug h wid th of b r ic k a t q uarter m ark

3 . ) Fa ce s p lit in to h a l ve s and p us h e d in by 2 cm .

Re c i p roc a ted alo ng

quarter m ar k 6cm 10.5 cm 4cm

4.6cm 3.8cm 4cm

2 cm 4.6cm 3.8cm

4 . ) Voi d s t rans lated a c ros s mi d p o int.

5 . ) Voi d s t rans lated a c ros s mi d p o int.

PROCESS BRICK DEVELOPMENT ADAPAT E CON CRE T E MASON RY U NI TS Inspired by the cobogo brick development, the cmu module is an exploration of

M O LD DIAGRAM

a singular element which can be utilized for different applications. This gives Nossa Escola Da Terra a unique building block which also provides its own identity and cultural relevance. The goal of the design was to break away from the concept of a masonry unit and re-conceive it as a system that works in pairs.

H E A D CA P W 6” (1 5 .2 5 c m) x L 1 2” ( 30.5 c m) -> sw ing s in to p la ce ove r o p e n ing of b r ic k p re s s M OLD I NFI LL D I M E N S IO N (1 2 .5 c m) x ( 2 5 c m) -> fill in 2 .63 c m a lo n g w i d t h a n d 1 . 37 c m a lo n g le n g t h to f lus h w ith o uter ste e l co n t a in e r

In doing so, variation and aperture can be increased . The blocks needed to be able to function flexibly, for different applications, & primarily increase ventilation & light penetration

M OLD FRA M E D I M E NSI ON W (1 2 .5 c m) x L ( 2 5 c m) x H (6 c m)

T Y P ICA L BR A Z IL IA N C L AY BR IC K MAD E BR I C K PR E S S BAY D I M E NSI ON W 6” (1 5 .2 5 c m) x L 1 2” ( 30.5 c m)

FR O M M A N UA L BR IC K P R E S S

215 mm

6 5 mm brick press assembly utilizes shaped bottom plate in order to create desired face and form -> baseplate compacts added clay upward

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2 . PA I R Brick module designed to work in twos with different variations through flipping, rotating,

3. STACK + RUN N IN G Modulation patterns consistent regardless of assembly.

VA R IATION S FACIN G D IR ECT IO N

PAT TE RN

PROCESS MODULE DESIGN

OPENING RECESSED FACE CURVE

1. MAS S + VOI D Op e n in g t h ro u g h m as s al l ows fo r ve nt i l a t i o n, p o ros it y, an d v isu al ex p e rie n c e. De pre sse d fac e in c re as e s v is ib il it y an d ad d s de pt h.

4 . STRUCTU RA L

5. PAVIN G + PLAN T E RS

By rotating module on its side, a new variation where the apertures become vertical

Bricks can be used as porous pavers with planters that allow water to drain.

CH AN NE L

D I AG O N AL

WAT E R

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0

3

HAND-BUILT METI SCHOOL

DESIGN

PROGRAM MASTER PLAN PHASE I: GUIDE MAP WATER STRATEGIES FLOOR PLAN ENTRANCE CLASSROOM COMMUNITY CENTER WATER ELEMENTS

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103 105 107 109 111 113 115 119 123

3B

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PROCESS PROGRAM

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CONSTRUCTION SCHEDULE 2017 Q1

Q2

Q3

2018

Q4 Q1

Q2

Q3

2019

Q4 Q1

Q2

Q3

2020

Q4 Q1

Q2

Q3

2021

Q4 Q1

Q2

Q3

2022

Q4 Q1

Q2

Q3

Q4

Preconstruction Fundraising Permitting Phase 1 Phase 2 Phase 3

PROGRAM / QUANTITY / SIZE (meters squared) PHASE 1:

SUPPORT General

Storage & work shed; wood&metal shop / (1) / 40 Pavilion at entry; 24/7 public portal / (1) / 20 Public Bathroom / (2; male, female) / 12 / 30 Private Bathroom / (1; male&female / 8 Janitors Closet / (1) / 8 Sanitation Area;Handwashing / (3) / 4 Waste Collection / (1) / 20 Storage / (3) / 10 Print&Copy / (1) / 10 Private Parking / (1) / 18

Kitchen + Dining area / (1) / 350 Eating area / (1) / 20

Entrance Hall / Lobby Foyer/ Front; information Desk / (1) / 8 Admin; Office&Principal / (2) / 10 Conference;Teacher’s room / (1) / 20

Classrooms / (2) / 8 / Shared collab space; arts&crafts area / (1) / 32

Classrooms / (2) / 40 / Shared collab space; music/theater area / (1) / 50

Eating Admin

EDUCATIONAL TK + Kindergarten (age 3-5yr; max 72 students) Elementary (age 6-11yr; max 90 students)

COMMUNAL

Chapel; library&mix-used / (1) / 80 Communal areas / (3) / 15

ECOLOGICAL

Bio - Treatment; compost

Community Garden

Water – Treatment; water retention

Water Storage; cistern

Agro-Floral Area

PHASE 2: SUPPORT General

Public Bathroom / (2; male, female) / 12 / 24

Private Bathroom / (1; male&female / 8

Janitors Closet / (1) / 8

Sanitation Area;Handwashing / (3) / 4

Waste Collection / (1) / 20

Storage / (3) / 10

Private Parking / (1) /

Public Parking / Admin

Office / (1) / 10

Conference;Teacher’s room / (1) / 20

EDUCATIONAL Middle school; junior high (age 12-15yr; max 90 students)

Classrooms / (2) / 40 / Shared collab space;

science&technology&robotics area / (1) / 50 / COMMUNAL

Auditorium; theater&gynamsium / (1) / 80

Sports Court; volleyball&soccer / (2) / 600

ECOLOGICAL

Retreat; tranquility garden Orchard Crops

Pond-Fish / (1) / 650

PHASE 3: SUPPORT General

Public Parking; expand from phase 2

Kitchen + Dining area / (1) / 350

Camping areas / (8) / 10 /

Eating

RECREATIONAL COMMUNAL

Amphitheater; campfire ring / (1) / 80

ECOLOGICAL

Expansion of phase 2

Retreat; tranquility garden Orchard Crops

Pond-Fish / (1) / 650

YEAR 2 YEAR3

YEAR 1 SCHOOL

DESIGN

PHASE I [2017-2020]: COMPLEX Classroom (Ages 4-5) Classroom (Ages 6-7) PROGRAM Classroom (Ages 8-9) (2) Breakout Space - Outdoor Classroom NOSSA ESCOLA DA TERRA Arts & Crafts To raise the outlook of poor rural communities, you begin Hallway Veranda

Waste Facilities Handwashing Area Administrative Office Principal’s Office Entrance Lobby Technical Support Room Conference Room Break Room Health Center Construction Woodshop Water Well Demonstration Rain Garden Natural Pool Organic Pond Waste Water Treatment Facility Waste Biodigestor & Compost (2) Rainwater Collection Growing Children’s Garden (2) Community Gardens Children’s Playground Soccer Field

with the children. To provide a place for young people to play, create, and learn - to encourage and instill them to strive for more and realize their potential. 15km away from the coast, the form and organization of the school follows the characteristics of the nautical rope. Used to support the masts of the ship and tie down the anchor, the material’s strength and flexibility allows it to perform many functions. Similarly, the structural elements in the project stem from the use of hyperadobe, plastic bags compacted with soil and clay. The walls are formed by stacking these sacks of earth upon each other. The main idea of the design of the school revolves around the courtyard, which links the different parts of the school, becomes a gathering place/outdoor courtyard, places of refuge, and also represents the manifestation of the foundational beliefs of Nossa Escola Da Terra – The building of community through working together.

The path marks the beginning at the entry, snaking its way around the different spaces and leads the user throughout the school to the various parts. The organization is dictated by this path, as the program runs circularly in terms of hierarchy. The path follows along the water catchment gutters that border the interior courtyard, the direction of water flow showing the direction of travel. The building is oriented to capitalize on the winds coming from the north and south, with a central pathway that follows parallel to this axis. Nossa Escola Da Terra is entirely built out of local resources, without heavy machinery, and using earthen clay as the primary construction material, used in compacted earth bags and bricks. Wholly site-specific, the construction of the school reflects a commitment to a way of building that is derived from using the potential assets of a particular environment: availability of local materials, technical skills of the local community, the strategies and methods appropriate for the particular conditions of its surrounding context.

Park & Grass Field

ROPE -> MATERIAL = SUPPORT

Chapel / Library / Assembly Outdoor Congregation Area Courtyard

N AT U R E

W AT E R

SUPPORT

SERVICE

(2) Handicap Accesible Bathrooms with Shower (6) Uni-sex Individual Bathrooms (2) Water Closet Kitchen Dining Area

Orchard

Farming

ROPE -> PATH = JOURNEY KNOT = CLOSED LOOP / COMMUNITY NOSSA escola da

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pull electricity from nearby existing power lines south of site

DESIGN MASTER PLAN

PHASE III CAMPGROUNDS

PHASE II NOSSA ESCOLA DA TERRA

EXPANSION

PHASE I

COMMUNITY CENTER & SCHOOL

PHASE III BACK ENTRANCE SMALL (8 PPERSON) CAMPSITES GROUP CAMPGROUNDS CAMPFIRE RING PARKING LOT

PHASE II ADDITIONAL CLASSROOMS ADDITIONAL OFFICES VOLLEYBAAL COURT LOCKER ROOMS AUDITORIUM

PHASE I CHAPEL / MIX-ED USE CLASSROOMS ADMINISTRATIVE OFFICES CENTRAL COURTYARD OUTDOOR FOYER GROWING GARDENS BATHROOMS KITCHEN DINING AREA SOCCER FIELD PUBLIC PARK OUTHOUSE NATURAL POND

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9. Kitchen / Bathroom The kitchen and bathroom are designed to take advantage of re-using water from on-site, both from greywater collection from rainwater and the treatment of waste water for irrigation. The bathroom concept is modeled after 21st century ideals of providing children with individual stalls to maximize comfort, minimize bullying, and flexibility.

The eating areaâ&#x20AC;&#x2122;s reflection of the of, brick. Situated master plan, the bridge and circu future facilities w northern winds t

10.

2. Chapel / Foyer / Mixed - Use The chapelâ&#x20AC;&#x2122;s form seeks to form a shell with a canted wall facing towards the East. The walls thickness is doubled to increase its height which bookshelves can be built into. The rose graphic is made with the vernacular styled cobblestone paving influenced by the Portuguese. The chapel also serves as a library and a stage for theater / music.

3. Info Desk /

ADMIN.

COMMUNITY

ENTRY

1. Garden / Stair Case / Wall The forms of the various elements of the entrance is influenced by the topography and cultural context. The steps take after an inverted pyramid which flows into the terraced rain garden. The entrance wall gently curves following the contour of the hillside. The divising wall act transitions between exterior and interior, linking the adjacent programs and creating different spaces.

8. Cafeteria /

B RE E ZE WAY

AMENITIES

Phase III: Campgrounds The construction of Nossa Escola Da Terra is anticipated to built in phases throughout the next 5-10 years. As the population and constituents increases, additional classrooms, auditorium, and supplmentary offices and recreational areas re-use constructionality and form.

PARKING

EXPANSION

10. Phase II: School Expansion /

The form of the a singular mass through where by. The space fo buildings becom area and landsc office faces the they can keep a

7. Futbol Field / Playground / Park Surrounding the exterior of the buildings are the natural fields intended for children and community recreational use.

Playground and soccer fields are located farthest area from the public to increase security and seclusion. Meanwhile towards the entrance a park is located to provide a safe place for locals to relax.

CLASSROOM

PLAY AREA

Outdoor Patio s orthoganal is a material it is made out d in the center of the breezeway acts as ulatory core between while also allowing to pass through.

6. Crafts + Outdoor / Indoor The walls are laid out like an intertwined rope and the gentle curve of the wall provide a sense of warmth in the interior.

The openings are carved out by the pathway which frayed out from the entryway. An outdoor veranda acts as outdoor teaching space, seating, and an inverted corridor.

PHASE I: Guide Map

7.

6.

PUBLIC PARK

4.

8.

5.

9.

3.

2.

1.

ENTRANCE

5. Swimming Pool / Fishing Pond

The pathway flows into the center courtyard like a rope which weaves itself into a knot. The courtyard is central to the organization of the schoolâ&#x20AC;&#x2122;s program and acts as both a congregation space while linking all of the various buildings and areas. An outdoor terrace where people can have social gatherings underneath shaded pergola is located adjacently

BOARDWALK

4. Ampitheatre / Terrace / Path

COURTYARD

/ Offices / Conference e two buildings resembles s with an opening punched the winding path passes ormed between the two mes an outdoor seating caping. The principalâ&#x20AC;&#x2122;s e interior of the school so a watchful eye.

Hot, humid weather with lots of rain makes a natural pool both environmental conscious but also provide an opportunity for recreation.

The Boardwalk borders the sandy beach of the natural swimming pool and transitions into a pier over the separated adjoining body of water, the fishing pond.

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DIST A WAT NCE TO ER 4 GRO 0 ft (10M UND )

GREYWATER TREATMENT 1st tank – anaerobic treatme 2nd tank – aerobic treatmen 3tank – aerobic treatment, w

WASTE WATER TREATMEN 3 tanks 3 access points 1 compresser to insuflate air

DESIGN WATER STRATEGIES WATER WATER & POTABLE WATER RECYCLED WATER FOR TOILETS & DRINKING Close to the equator and in proximity to both the Atlantic Ocean and tropic forests results in varying hot and humid climate with high rates of precipitation, seasons and rain cycles. Much of this water can be harvested from the sky as it falls on a site, with roofing and landscaping designed to collect and direct the water to specific storage systems in tanks or in the soil. In addition water reserves can be used to supplement your main supply of water and for irrigating landscapes. Alternatively, if water can’t be stored in tanks, it can be otherwise kept on the site by storing it in the soil (if conditions allow) and be used to replenish the aquifer, which is especially important because of the use of a well on site.

Our client works at a waste water treatment facility as an engineer and was instrumental in devising a plan for water treatment for waste water and grey water.

AEROBIC + ANAEROBIC TREATMENT TANKS

ABNT NBR 7.229/1993 – brazilian legislation Aerobic / Anaerobic Treatment Tanks

Calculations: 50L/capita/day – students and teachers 2L/capita/day – parents and chapel events

T ent nt – at least 1m lower with fishes and floating plants

NT:

Students and teacher = 200 people Chapel = 400 people Peak = (200 * 2L + 400 * 2L)/1000 = 10.8m3/day Porosity (tk 1 and 2) =50% Time detention – 14h Number of tanks - 3 Tanks 1, 2 (and 3 also) volume = 10.8/50%/3tk/(24/14) = 4,2m3 Tank dimensions: h = 1 m r = 1.5m

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DESIGN FLOOR PLAN

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DESIGN ENTRANCE ENTRY - people come through the entry up a series of steps that varies from platforms and stairs; stairs designed to mimic stepped terraces.

The straight edges of steps serves to contrast against the sweeping curved wall - curved wallâ&#x20AC;&#x2122;s curvature follows the contour of the hill and serves as a visual boundary for inhabitants while giving the school a sense of permanence and and solidity - water feature becomes main focus of entry, as water cascades down from the roof of the chapel during rainy times. This water flows down the terracing water gardens - entry encompasses different types of steps: for seating, for displays, and access to school and park.

QUIET PLACE

CLASSROOM

CRAFTS & MUSIC

FLEXIBLE SPACE

EATING AREA

CENTRAL COURTYARD

PRINCIPAL

KITCHEN

6. Courtyard facing classroom

OFFICE

CHAPEL / FOYER

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DESIGN CLASSROOM

3

CLASSROOMS: (Ages 4-5, 5-6, 7-8)

1

18-25

EACH

ARTS / CRAFTS / MUSIC ROOM

OUTDOOR BREAK-OUT SPACE 4000

GROWING GARDENS SQ FT

CONNECTED VERANDA

Taking

inspiration

from

the

characteristics

of

rope, the different classrooms for ages 4-5, 5-6, & 7-8 are linked together. Smooth curves provide a

more

inviting

and

comforting

enclosure

for

children with rounded soft corners and a nook for

reading.

The

walls

flow

into

the

adjacent

space, reading as a single entity. The walls and roofing system are designed modularly, enabling classrooms

to

be

adjoined

as

the

schoolâ&#x20AC;&#x2122;s

population grows. The three separate classrooms open

into

classroom, to

link

of

the

activities

flexible and

the

break-out

connected

classrooms

corridor, like

a

arts

spaces,

veranda together.

that At

supplementary and

crafts

outdoor serves

the

end

room

for

take

place.

Ample light fills space indirectly, minimizing glare. Window height placed at children average height of 4â&#x20AC;&#x2122;2. The walls are built from compacted soil bags which act as shear walls, negating the need for reinforcement / columns. Perforated brick clerestory windows serve as openings for ventilation and additional lighting.

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LEARN

VIEW OF CLASSROOM EXTERIOR: (LEFT) - to the right entrance to the reflection / quiet area can be seen.

Closest room is arts / crafts / music room. Garden areas are spaced in front INTERIOR OF CLASSROOM: (BOTTOM LEFT) clerestory brick screen wall with wooden header in classroom (BOTTOM RIGHT) - opening allows for ample light and air through classroom. Large space is conductive to a creative learning environment while soft warm walls keep space inviting and warm.

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QUIET PLACE

CLASSROOM

CRAFTS & MUSIC

FLEXIBLE SPACE

EATING AREA

DESIGN COMMUNITY CENTER

3. Courtyard facing chapel

CENTRAL COURTYARD

CHAPEL PRINCIPAL

KITCHEN

OFFICE

CHAPEL / FOYER

FRONT BATHROOM

200 MEETING PLACE EACH

CONFERENCE

LIBRARY

2. Foyer

2900 1. Entry

STAGE

SQ FT

THEATER

From the courtyard, facing west towards the chapel. The front entrance through the wall into the foyer space and the kitchen / dining area to the left and to the right, respectively, to the chapel. The design of the exterior of the chapel reflects the synthesis of earthen material, brick and compacted soil. Open clerestory windows allow the chapel to stay well ventilated, while the skylights pierce the interior in sharp lines. Portal through curved wall at entry opens into foyer space formed in between the chapel walls and administrative building. Winding path carves out patio area to accomodate people and activities, such as gathering before and after community events and church service.

In front of the administrative offices is a pergola to provide shade for people.

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COMMUNE

FACING CHAPEL: (left) - day-time render showing how outdoor areas such as courtyard seating area, patio

eating area, and chapel foyer are shaded by buildings INTERIOR OF CHAPEL: (above) - five trusses were designed to support curved roof shape made from Onduline tiles.

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3 4

5

1

6 7 8

DESIGN WATER ELEMENTS

1. Rain Garden

2. Organic Pond

2 3. Natural Pool

4. Bio-Digester

5. Compost Tank

6. Waste-Water Treatment Tanks

7. Anaerobic & Aerobic Treatment Tanks

8. Water Tank for Irrigation

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HAND-BUILT METI SCHOOL

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0

4

HAND-BUILT METI SCHOOL

APPENDIX

CONSTRUCTION DOCUMENTS CONCEPTUAL SCHEDULE + ESTIMATE VELLUM EXPLORATION CMU DEVELOPMENT DETAIL SHOW VA NO VA POSTERS THESIS FINAL SHOW BROCHURE + PAMPHLET THESIS SHOW POSTERS BIBLIOGRAPHY NOSSA escola da

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131 151 153 159 163 167 169 171 173 175 177

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CONSTRUCTION DOCUMENTS

FROM THE ARCHITECTURAL ENGINEERING & CONSTRUCTION MANAGEMENT TEAM MEMBERS The following pages contain: 1. the construction document structural drawing set created by the team of architectural engineer students, Lindsey Kuster with the help of Kiersten Bakke and 2. conceptual construction schedule and estimate put together by Kotaro Kihira. These documents were part of their deliverables for their respective senior projects and Journeyman International. Throughout Winter and Spring quarter, I worked closely with the structural team meeting with them bi-weekly to go over design ideas and discuss possible solutions. Their senior project advisor, James Mwangi, was extremely helpful with his past experience designing structures in rural developing areas in addition to brick design. Spring quarter design for the chapel and classrooms were handed to the structural team and over the next few weeks we worked closely to flesh out the details and construction of the buildings.

Teamwork was paramount between us to ensure my ideas of using compacted earth bags and screen bricks would be feasible.

With Kotaro, his input and assistance during the Brazil travel trip proved very helpful in developing a preliminary construction schedule and estimate. Since many of the construction methods and materials were unique to the area and not typically seen in the United States, I feel extremely lucky to have such competent team members who embraced the additional research and challenge.

Their flexibility and commitment to my design goals made what I envisioned for my project possible. Working with an interdisciplinary team was definitely one of my biggest take-aways of this project, gaining crucial experience in working with other fields.

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GENERAL STRUCTURAL NOTES (The following apply unless shown otherwise on the plans) CRITERIA 1.

ALL MATERIALS, WORKMANSHIP, DESIGN, AND CONSTRUCTION SHALL CONFORM TO THE DRAWINGS, SPECIFICATIONS, THE INTERNATIONAL BUILDING CODE (2015 EDITION).

2.

DESIGN LOADING CRITERIA ROOF LIVE LOAD (CONSTRUCTION) 20 PSF ROOF DEAD LOAD 4.5 PSF MECHANICAL UNITS WEIGHTS FURNISHED BY MANUFACTURER WIND Vs3= 165 MPH, Iw=1.0, EXPOSURE “C” EARTHQUAKE SS=0.11g, S1=0.04g, Ie=1.25, SITE CLASS “D” R = 1.5, SEISMIC DESIGN CATEGORY “A” SEE PLANS FOR ADDITIONAL LOADING CRITERIA

3.

STRUCTURAL DRAWINGS SHALL BE USED IN CONJUNCTION WITH ARCHITECTURAL DRAWINGS FOR BIDDING AND CONSTRUCTION. CONTRACTOR SHALL VERIFY DIMENSIONS AND CONDITIONS FOR COMPATIBILITY AND SHALL NOTIFY ARCHITECT OF ANY DISCREPANCIES PRIOR TO CONSTRUCTION. 4.

CONTRACTOR SHALL VERIFY ALL EXISTING DIMENSIONS, MEMBER SIZES, AND CONDITIONS PRIOR TO COMMENCING ANY WORK. ALL DIMENSIONS OF EXISTING CONSTRUCTION SHOWN ON THE DRAWINGS ARE INTENDED AS GUIDELINES ONLY AND MUST BE VERIFIED. 5.

CONTRACTOR SHALL PROVIDE TEMPORARY BRACING FOR THE STRUCTURE AND STRUCTURAL COMPENENTS UNTIL ALL FINAL CONNECTIONS HAVE BEEN COMPLETED IN ACCORDANCE WITH THE PLANS. 6.

CONTRACTOR SHALL BE RESPONSIBLE FOR ALL SAFETY PRECAUTIONS AND THE METHODS, TECHNIQUES, SEQUENCES, OR PROCEDURES REQUIRED TO PERFORM HIS WORK. THE STRUCTURAL ENGINEER HAS NO OVERALL SUPERVISORY AUTHORITY OR ACTUAL AND/OR DIRECT RESPONSIBILITY FOR THE SPECIFIC WORKING CONDITIONS AT THE SITE AND/OR FOR ANY HAZARDS RESULTING FROM THE ACTIONS OF ANY TRADE CONTRACTOR. THE STRUCTURAL ENGINEER HAS NO DUTY TO INSPECT, SUPERVISE, NOTE, CORRECT, OR REPORT ANY HEALTH OR SAFETY DEFICIENCIES OF THE OWNER, CONTRACTORS, OR OTHER ENTITIES OR PERSONS AT THE PROJECT SITE. 7.

CONTRACTOR-INITIATED CHANGES SHALL BE SUBMITTED IN WRITING TO THE ARCHITECT AND STRUCTURAL ENGINEER FOR APPROVAL PRIOR TO FABRICATION OR CONSTRUCTION. CHANGES SHOWN ON SHOP DRAWINGS ONLY WILL NOT SATISFY THIS REQUIREMENT. 8.

DRAWINGS INDICATE GENERAL AND TYPICAL DETAILS OF CONSTRUCTION. WHERE CONDITIONS ARE NOT SPECIFICALLY INDICATED, BUT ARE OF SIMILAR CHARACTER TO DETAILS SHOWN, SIMILAR DETAILS OF CONSTRUCTION SHALL BE USED, SUBJECT TO REVIEW AND APPROVAL BY THE ARCHITECT AND THE STRUCTURAL ENGINEER. 9.

ALL STRUCTURAL SYSTEMS WHICH ARE TO BE COMPOSED OF COMPENENTS TO BE FIELD ERECTED SHALL BE SUPERVISED BY THE SUPPLIER DURING MANUFACTURING, DELIVERY, HANDLING, STORAGE, AND ERECTION IN ACCORDANCE WITH INSTRUCTIONS PREPARED BY THE SUPPLIER. 10.

SHOP DRAWINGS FOR REINFORCING STEEL (FOR CONCRETE CONSTRUCTION), PRECAST CONCRETE MEMBERS, SHALL BE SUBMITTED TO THE ARCHITECT AND STRUCTURAL ENGINEER FOR REVIEW PRIOR TO FABRICATION OF THESE ITEMS. CONTRACTOR SHALL SUBMIT WALL ELEVATION DRAWINGS OF AT LEAST 1/8" = 1'-0" SCALE INDICATING LOCATIONS OF CONNECTION EMBEDMENTS AND WALL OPENINGS FOR REVIEW PRIOR TO CONSTRUCTION. CONTRACTOR SHALL COORDINATE WITH REINFORCEMENT SHOP DRAWINGS. ALL SHOP DRAWINGS (EXCEPT REINFORCING STEEL MEMBERS) SHALL ALSO BE SUBMITTED TO THE LOCAL DEPARTMENT OF PLANNING AND DEVEOPMENT.

11. SHOP DRAWING REVIEW: DIMENSIONS AND QUANTITIES ARE NOT REVIEWED

BY THE ENGINEER OF RECORD, THEREFORE, MUST BE VERIFIED BY THE CONTRACTOR. CONTRACTOR SHALL REVIEW AND STAMP DRAWINGS PRIOR TO REVIEW BY ENGINEER OF RECORD. CONTRACTOR SHALL REVIEW DRAWINGS FOR CONFORMANCE WITH THE MEANS, METHODS, TECHNIQUES, SEQUENCES, AND OPERATIONS OF CONSTRUCTION, AND ALL SAFETY PRECAUTIONS AND PROGRAMS INCIDENTAL, THERETO, SUBMITTALS SHALL INCLUDE A REPRODUCIBLE AND ONE COPY; REPRODUCIBLE WILL BE MARKED AND RETURNED. SHOP DRAWINGS SUBMITTALS PROCESSED BY THE ENGINEER ARE NOT CHANGE ORDERS. THE PURPOSE OF SHOP DRAWING SUBMITTALS BY THE CONTRACTOR IS TO DEMONSTRATE TO THE ENGINEER THAT THE CONTRACTOR UNDERSTANDS THE DESIGN CONCEPT, BY INDICATING WHICH MATERIAL IS INTENDED TO BE FURNISHED AND INSTLLED AND BY DETAILING THE INTENDED FABRICATION AND INSTALLATION METHODS. IF DEVIATIONS, DISCREPANCIES, OR CONFLICTS BETWEEN SHOP DRAWING SUBMITTALS AND THE CONTRACT DOCUMENTS ARE DISCOVERED EITHER PRIOR TO OR AFTER SHOP DRAWING SUBMITTALS ARE PROCESSED BY THE ENGINEER, THE DESIGN DRAWINGS AND SPECIFICATIONS SHALL CONTROL AND SHALL BE FOLLOWED. SHOP DRAWINGS OF DESIGN BUILDING COMPONENTS INCLUDING STAIRS AND EXTERIOR CLADDING SHALL INCLUDE THE DESIGNING PROFESSIONAL ENGINEER'S STAMP, AND SHALL BE APPROVED BY THE COMPONENT DESIGNER PRIOR TO CURSORY REVIEW BY THE ENGINEER OF RECORD FOR LOADS IMPOSED ON THE BASIC STRUCTURE. THE COMPONENT DESIGNER IS RESPONSIBLE FOR CODE CONFORMANCE AND ALL NECESSARY CONNECTIONS NOT SPECIFICALLY CALLED OUT ON ARCHITECTURAL OR STRUCTURAL DRAWINGS. SHOP DRAWINGS SHALL INDICATE MAGNITUDE AND DIRECTION OF ALL LOADS IMPOSED ON BASIC STRUCTURE. DESIGN CALCULATIONS SHALL BE MADE AVAILABLE UPON REQUEST.

12.

INSPECTION CONCRETE CONSTRUCTION, EXPANSION BOLTS AND THREADED EXPANSION INSERTS, EPOXY GROUTED INSTALLATIONS, SHALL BE SUPERVISED IN ACCORDANCE WITH CHAPTER 17 OF THE INTERNATIONAL BUILDING CODE, AND THE PROJECT SPECIFICATIONS BY A QUALIFIED TESTING AGENCY DESIGNATED BY THE ARCHITECT. THE ARCHITECT, STRUCTURAL ENGINEER, AND DEPARTMENT OF PLANNING AND DEVELOPMENT SHALL BE FURNISHED WITH COPIES OF ALL INSPECTION REPORTS AND TEST RESULTS.

13. STRUCTURAL OBSERVATION: AS NOTED IN SECTION 1705 OF THE 2015 INTERNATIONAL BUILDING CODE, STRUCTURAL OBSERVATION IS REQUIRED FOR THIS PROJECT. STRUCTURAL OBSERVATION MEANS THE VISUAL OBSERVATION OF THE STRUCTURAL SYSTEM, INCLUDING BUT NOT LIMITED TO, THE ELEMENTS AND CONNECTIONS AT SIGNIFICANT CONSTRUCTION STAGES AND THE COMPLETED STRUCTURE FOR GENERAL CONFORMANCE TO THE APPROVED PLANS AND SPECIFICATIONS. IN OUR STRUCTURAL OBSERVATION, WE WILL SELECT PORTIONS OF WORK TO REVIEW CLOSELY AS WELL AS OBSERVE THE STRUCTURAL SYSTEM FOR GENERAL CONFORMANCE TO THE APPROVED PLANS AND SPECIFICATIONS. SUCH REVIEW PROCEDURES WILL BE CONDUCTED IN ACCORDANCE WITH COMMONLY ACCEPTED STANDARDS OF PRACTICE. THE BUILDING OFFICIAL UNDERSTANDS THAT SUCH PROCEDURES INDICATE ACTUAL CONDITIONS ONLY WHERE THE REVIEW IS PERFORMED AND THAT THE RESULTS WILL BE INFERRED TO EXIST IN OTHER AREAS NOT REVIEWED. THE BUILDING OFFICIAL ALSO RECOGNIZES THAT STRUCTURAL REVIEW IS A TECHNIQUE EMPLOYED TO MINIMIZE THE RISK OF PROBLEMS ARISING DURING CONSTRUCTION. STRUCTURAL OBSERVATION BY THE DESIGN PROFESSIONAL DOES NOT CONSTITUTE WARRANTY OR GUARANTEE OF ANY TYPE. IN ALL CASES, THE CONTRACTOR SHALL RETAIN RESPONSIBILITY FOR THE QUALITY OF WORK AND FOR ADHERENCE OT THE APPROVED PLANS AND SPECIFICATIONS. GEOTECHNICAL 14. FOUNDATION NOTES: SUBGRADE PREPARATION INCLUDING DRAINAGE, EXCAVATION, COMPACTION, AND FILLING REQUIREMENTS, SHALL CONFORM STRICTLY WITH RECOMMENDATIONS GIVEN IN THE SOILS REPORT OR AS DIRECTED

BY THE SOILS ENGINEER. FOOTINGS SHALL BEAR ON SOLID UNDISTRIBUTED EARTH (CONTROLLED, COMPACTED STRUCTURAL FILL OR BOTH) AT LEAST 18" BELOW LOWEST ADJACENT FINISHED GRADE. FOOTING DEPTHS/ELEVATIONS SHOWN ON PLANS (OR IN DETAILS) ARE MINIMUM AND FOR GUIDANCE ONLY; THE ACTUAL ELEVATIONS OF FOOTINGS MUST BE ESTABLISHED BY THE CONTRACTOR IN THE FILED WORKING WITH THE TESTING LAB AND SOILS ENGINEER. BACKFILL BEHIND ALL RETAINING WALLS WITH FREE DRAINING GRANULAR FILL AND PROVIDE FOR SUBSURFACE DRAINAGE AS NOTED IN THE SOILS REPORT. ALLOWABLE SOIL PRESSURE

1,500 PSF

CONCRETE 15. CONCRETE SHALL BE MIXED, PROPORTIONED, CONVEYED, AND PLACED IN ACCORDANCE WITH IBC SECTION 1905 AND ACI 318-14. CONCRETE SHALL ATTAIN A 28-DAY STRENGTH OF f'c = 4,000 PSI AND MIX SHALL CONTAIN NOT LESS THAN 5-1/2 SACKS OF CEMENT PER CUBIC YARD AND SHALL BE PROPORTIONED TO PRODUCE A SLUMP OF 5" OR LESS. THE MINIMUM AMOUNTS OF CEMENT AND MAXIMUM AMOUNTS OF WATER MAY BE CHANGED IF A CONCRETE PERFORMANCE MIX IS SUBMITTED TO THE STRUCTURAL ENGINEER AND THE DEPARTMENT OF PLANNING AND DEVELOPMENT FOR APPROVAL TWO WEEKS PRIOR TO PLACING ANY CONCRETE. THE CONCRETE PERFORMANCE MIX SHALL INCLUDE THE AMOUNTS OF CEMENT, FINE AND COARSE AGGREGATE, WATER AND ADMIXTURES AS WELL AS THE WATER CEMENT RATIO, SLUMP, CONCRETE YIELD, AND SUSTANTIATING STRENGTH DATA IN ACCORDANCE WITH IBC SECTION 1905. THE USE OF A PERFORMANCE MIX REQUIRES BATCH PLANT INSPECTION, THE COST OF WHICH SHALL BE PAID BY THE GENERAL CONTRACTOR. REVIEW OF MIX SUBMITTALS BY THE ENGINEER OF RECORD INDICATES ONLY THAT INFORMATION PRESENTED CONFORMS GENERALLY WITH CONTRACT DOCUMENTS. CONTRACTOR OR SUPPLIER MAINTAINS FULL RESPONSIBILITY FOR SPECIFIED PERFORMANCE. 16. REINFORCING STEEL SHALL CONFORM TO ASTM A615 (INCLUDING SUPPLEMENTS S1), GRADE 60, fy = 60,000 PSI. EXCEPTIONS: ANY BARS SPECIFICALLY SO NOTED ON THE DRAWINGS SHALL BE GRADE 40, fy = 40,000 PSI. GRADE 60 REINFORCING BARS INDICATED ON DRAWINGS TO BE WELDED SHALL CONFORM TO A706. REINFORCING COMPLYING WITH ASTM A615 (S1) MAY BE WELDED ONLY IF MATERIAL PROPERTY REPORTS INDICATING CONFORMANCE WITH WELDING PROCEDURES SPECIFIED IN A.W.S. D1.4 ARE SUBMITTED. LONGITUDINAL REINFORCEMENT IN DUCTILE FRAME MEMBERS AND IN WALL BOUNDARY MEMBERS SHALL COMPLY WITH ASTM A706. ASTM A615 GRADES 40 AND 60 REINFORCEMENT ARE ALLOWED IN THESE MEMBERS IF (A) THE ACTUAL YIELD STRENGTH BASED ON MILL TESTS DOES NOT EXCEED THE SPECIFIED YIELD STRENGTH BY MORE THAN 18,000 PSI (RETESTS SHALL NOT EXCEED THIS VALUE BY MORE THAN AN ADDITIONAL 3,000 PSI), AND (B) THE RATIO OF THE ACTUAL ULTIMATE TENSILE STRESS TO THE ACTUAL TENSILE YIELD STRENGTH IS NOT LESS THAN 1.25.

17. REINFORCING STEEL SHALL BE DETAILED (INCLUDING HOOKS AND BENDS) IN ACCORDANCE WITH ACI 318-14. LAP ALL CONTINUOUS REINFORCEMENT #5 AND SMALLER 40 BAR DIAMETERS OR 2'-0" MINIMUM, PROVIDE CORNER BARS AT ALL WALL AND FOOTING INTERSECTIONS. LAP CORNER BARS #5 AND SMALLER 40 BAR DIAMETERS OR 2'-0" MINIMUM. LAPS OF LARGER BARS SHALL BE MADE IN ACCORDANCE WITH ACI 318-02, CLASS B. LAP ADJACENT MATS OF WELDED WIRE FABRIC A MINIMUM OF 8" AT SIDES AND ENDS. NO BARS PARTIALLY EMBEDDED IN HARDENED CONCRETE SHALL BE FIELD BENT UNLESS SPECIFICALLY SO DETAILED OR APPROVED BY THE STRUCTURAL ENGINEER.

18. CONCRETE P FOLLOWS:

FOOTINGS A PERMANENT

FORMED SUR WEATHER (#

(#5 BARS OR

COLUMN TIES

SLABS AND W GREATER OF

RAMMED EARTH B

19. RAMMED EAR WALLS (CHAPTER MINIMUM REINFOR BE PLACED IN BET WOOD

52. FRAMING MARKED IN CONFO COAST LUMBER NO STANDARDS. JOISTS:

CAPEL: MIMIMU

CLASSR MIMIMU

POSTS AND T

CAPEL: MIMIMU

CLASSR MIMIMU

STUDS PLAT

61. PLYWOOD STRUCTURAL I, EX ORIENTED STRAND PANEL INDEX MAY PANEL IDENTIFICA

62. ALL WOO SHALL BE PRESSU LAYERS OF ASPHA LEDGERS, BLOCKIN

63. TIMBER C "STRONG-TIE" BY S 2015 EQUIVALENT PROVIDED THEY H CAPACITIES. PROV MANUFACTURER. C MANUFACTURER'S TWO MEMBERS, PL BOLTS IN WOOD M UNDER THE HEADS WOOD. UNLESS NO SHALL BE SEASON CONNECTED.

ALL CONNEC OF HOT DIPP GALVANIZED HOT DIPPED STANDARD A CONNECTOR GALZANIZED PRESSURE T TO THE ABOV SST300 (STA

64. WOOD FA

A. NAIL SIZES SPECIFICATI SIZE 6d 8d 10d 12d 16d

IF CONTRACT SUBMIT NAIL CONSTRUCT

C. NAILS AND FRAMING SH COUNTERSIN

PROTECTION (COVER) FOR REINFORCING STEEL SHALL BE AS

AND OTHER UNFORMED SURFACES CAST AGAINST AND TLY EXPOSED TO EARTH 3"

RFACES EXPOSED TO EARTH (i.e., WALLS BELOW GROUND) OR #6 BARS OR LARGER) 2"

R SMALLER)

1-1/2"

S OR SPIRALS AND BEAM STIRRUPS

WALLS (INTERIOR FACE) F (BAR DIAMETER PLUS 1/8") OR

1-1/2"

3/4"

BAGS

RTH BAGS SHALL BE MODELED AFTER PLAIN CONCRETE SHEAR 14 IN ACI 318). THEY SHALL HAVE A MINIMUM f'c = 145 PSI AND RCEMENT OF #5s AT OPENINGS AND EDGES. BARBED WIRE SHALL TWEEN LAYERS OF EARTHBAGS FOR STABILIZATION.

G LUMBER SHALL BE KILN DRIED OR MC-19, AND GRADED AND ORMANCE WITH W.C.L.I.B. STANDARD GRADING RULES FOR WEST O. 17, LATEST EDITION. FURNISH TO THE FOLLOWING MINIMUM DIMENSIONAL TIMBER

: UM BASIC DESIGN STRESS Fc = 11,640PSI

MACHINCHE

ROOMS: UM BASIC DESIGN STRESS Fc = 6,010PSI

CEDRO

TIMBERS:

DIMENSIONAL TIMBER

: UM BASIC DESIGN STRESS Fc = 11,640PSI

MACHINCHE

ROOMS: UM BASIC DESIGN STRESS Fc = 6,010PSI

CEDRO

TES & MISCELLANEOUS LIGHT FRAMING:

CEDRO

D SHEATHING SHALL BE GRADE C-D, EXTERIOR GLUE OR XTERIOR GLUE IN CONFORMANCE WITH DOC PS 1-95 OR PS 2-92.

D BOARD OF EQUIVALENT THICKNESS, EXPOSURE RATING AND Y BE USED IN LIEU OF PLYWOOD. SEE PLANS FOR THICKNESS, ATION INDEX AND NAILING REQUIREMENTS.

65. WOOD FRAMING NOTES – THE FOLLOWING APPLY UNLESS OTHERWISE SHOWN ON THE PLANS: A. ALL WOOD FRAMING DETAILS NOT SHOWN OTHERWISE SHALL BE CONSTRUCTED TO THE MINIMUM STANDARDS OF THE UNIFORM BUILDING CODE. MINIMUM NAILING, UNLESS OTHERWISE NOTED, SHALL CONFORM TO TABLE 2304.10.1 OF THE INTERNATIONAL BUILDING CODE. UNLESS NOTED OTHERWISE, ALL NAILS SHALL BE AS SPECIFIED ABOVE. COORDINATE THE SIZE AND LOCATION OF ALL OPENINGS WITH MECHANICAL AND ARCHITECTURAL DRAWINGS. PROVIDE WASHERS UNDER THE HEADS AND NUTS OF ALL BOLTS AND LAG SCREWS BEARING ON WOOD. B. FLOOR AND ROOF FRAMING: PROVIDE DOUBLE JOISTS UNDER ALL PARALLEL PARTITIONS THAT EXTEND OVER MORE THAN HALF THE JOIST LENGTH AND AROUND ALL OPENINGS IN FLOORS OR ROOFS UNLESS OTHERWISE NOTED. PROVIDE SOLID BLOCKING AT ALL BEARING POINTS. TOENAIL JOISTS TO SUPPORTS WITH TWO 16d NAILS. ATTACH TIMBER JOISTS TO FLUSH HEADERS OR BEAMS WITH SIMPSON METAL JOIST HANGERS IN ACCORDANCE WITH NOTES ABOVE. NAIL ALL MULTI-JOIST BEAMS TOGETHER WITH 16d @ 12" O.C. STAGGERED. ATTACH RAFTERS AT BEARING LINES WITH H2.5 @ 48” O.C. UNLESS OTHER METAL CONNECTIONS ARE PROVIDED. UNLESS OTHERWISE NOTED ON THE PLANS, APA RATED ROOF AND FLOORS HEATHING SHALL BE LAID UP WITH STRENGTH AXIS PERPENDICULAR TO SUPPORTS AND NAILED WITH NAILS @ 6" O.C. TO FRAMED PANEL EDGES AND OVER WALLS AS SHOWN ON PLANS AND @ 12" O.C. TO INTERMEDIATE SUPPORTS. PROVIDE APPROVED PLYWOOD EDGE CLIPS CENTERED BETWEEN JOISTS AT UNBLOCKED ROOF SHEATHING EDGES. ALL FLOOR SHEATHING EDGES SHALL HAVE APPROVED TONGUE-AND-GROOVE JOINTS OR SHALL BE SUPPORTED WITH SOLID BLOCKING. ALLOW 1/8" SPACING AT ALL PANEL EDGES AND ENDS OF ALL ROOF AND FLOOR SHEATHING. TOENAIL BLOCKING TO SUPPORTS WITH 16d @ 12" O.C. UNLESS OTHERWISE NOTED. AT BLOCKED FLOOR AND ROOF DIAPHRAGMS PROVIDE FLAT 2X BLOCKING AT ALL UNFRAMED PLYWOOD PANEL EDGES AND NAIL WITH EDGE NAILING SPECIFIED. ABBREVIATIONS

JOURNEYMAN INTERNATIONAL 1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

SEAL:

DATE:

PROJECT: NOSSA ESCOLA DA TERRA

SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL

BOT. _________ BOTTOM CLR. _________ CLEAR CONC. _______ CONCRETE ELEV. ________ ELEVATION LONG. _______ LONGITUDINAL o.c. __________ ON CENTER REINF. _______ REINFORCEMENT SQ. __________ SQUARE T.O.F. ________ TOP OF FLOOR T.O.S. ________ TOP OF SLAB TRANS. ______ TRANSVERSE TYP. _________ TYPICAL U.N.O. _______ UNLESS NOTED OTHERWISE w/ ___________ WITH

REVISIONS No.

DESC. DATE

OD PLATES IN DIRECT CONTACT WITH CONCRETE OR MASONRY URE-TREATED WITH AN APPROVED PRESERVATIVE, PROVIDE 2 ALT IMPREGNATED BUILDING PAPER BETWEEN UNTREATED NG, ETC. AND CONCRETE OR MASONRY.

CONNECTORS CALLED OUT BY LETTERS AND NUMBERS SHALL BE SIMPSON COMPANY, AS SPECIFIED IN THEIR CATALOG NO. C-C DEVICES BY OTHER MANUFACTURERS MAY BE SUBSTITUTED, HAVE ICBO APPROVAL FOR EQUAL OR GREATER LOAD VIDE NUMBER AND SIZE OF FASTENERS AS SPECIFIED BY CONNECTORS SHALL BE INSTALLED IN ACCORDANCE WITH THE S RECOMMENDATIONS. WHERE CONNECTOR STRAPS CONNECT LACE ONE-HALF OF THE NAILS OR BOLTS IN EACH MEMBER. ALL MEMBERS SHALL CONFORM TO ASTM A307. PROVIDE WASHERS S AND NUTS OF ALL BOLTS AND LAG SCREWS BEARING ON OTED OTHERWISE, ALL NAILS SHALL BE COMMON. ALL SHIMS NED AND DRIED AND THE SAME GRADE (MINIMUM) AS MEMBERS

DRAWN BY: LCK/KRB CHECKED BY:

LK/KB

PLOT DATE: 6/13/2017 5:09:15 PM

CTIONS IN CONTACT WITH PRESSURE TREATED WOOD, SHALL BE PED GALVANIZED STEEL OR STAINLESS STEEL. HOT DIPPED D FASTENERS SHOULD CONFORM TO ASTM STANDARD 153, AND GALVANIZED CONNECTORS SHOULD CONFORM TO ASTM A653 (CLASS G-185). STAINLESS STEEL FASTENERS AND RS SHOULD BE TYPE 304 OR 316. NOTE: ELECTROPLATED D FASTENERS AND CONNECTORS ARE NOT TO BE USED WITH TREATED WOOD. SIMPSON PRODUCT FINISHES CORRESPONDING VE REQUIREMENTS ARE ZMAX (HOT DIPPED GALVANIZED) AND AINLESS STEEL).

SHEET NAME: GENERAL NOTES

ASTENERS:

S SPECIFIED ON DRAWINGS ARE BASED ON THE FOLLOWING IONS: DIAMETER 0.113" 0.131" 0.148" 0.148" 0.162"

2" 2-1/2" 3" 3-1/4" 3-1/2"

SCALE: 1 1/2" = 1'-0"

LENGTH

SHEET No.:

TOR PROPOSES THE USE OF ALTERNATE NAILS, THEY SHALL L SPECIFICATIONS TO THE STRUCTURAL ENGINEER (PRIOR TO TION) FOR REVIEW AND APPROVAL.

D STAPLES – PLYWOOD (APA RATED SHEATHING) FASTENERS TO HALL BE DRIVEN FLUSH TO FACE OF SHEATHING WITH NO NKING PERMITTED.

S1.0 NOSSA escola da

TERRA

DE S IG NE R JEREMY NGUYEN

131

THE FOLLOWING APPLY UNLESS SHO

PIPES AND CONDUIT TO BE LOCATED IN MIDDLE 1/3 OF FTG.

AL PIPES TO CLR. SLEEVE BY 1/2" ALL AROUND

CAULK WHERE NECESSARY

ROUGHEN TO 1/4" AS NECESSARY

14 BO

D/3

BOLT AT EQUIPMENT ANCHORAGE

1

4" TYP.

SLEEVE

(6" MAX.)

#4 CONTINUOUS 3'-0" MAX.

PIPE

6" MIN.

2'-0" MIN.

2

4" MIN.

NO DIGGING FOR TRENCH PARALLEL TO FTG. BELOW THESE LINES

9" MIN.

D

#4 @ 12" o.c. EA. WAY

D/3 D/3

STEP FTG. DOWN TO MAINTAIN PIPE IN MIDDLE 1/3 OF TOTAL DEPTH OF FTG.

(6"

9" MIN.

LEAN-MIX CONC. FILL

2'-0" MIN. TRENCH

NOTES:

CONC. FTG. AT PIPES 1" = 1'-0"

TYP. SLAB REINFORCEMENT

1

TYP. HOUSEKEEPING PAD AT SLAB ON GRADE 1 1/2" = 1'-0"

FIRST POUR

THICKEN SLAB 2" AT JOINT, TYP.

1/2"Ã&#x2DC; x 18" SMOOTH DOWEL @ 18" o.c.

t/2

3

1500 PSI LEAN MIX CONCRETE FILL TO BE PLACED BEFORE FTG. IS CAST. MAKE SAME WIDTH AS FTG. AND FULL WIDTH OF PIPE TRENCH. STEP FTG. IF PIPE OCCURS IN LOWER THIRD OF ORIGINAL FOOTING DEPTH. NO PIPES SHALL BE PLACED BELOW SPREAD FTGS OR WITHIN 2 TO 1 BEARING ZONE AROUND SPREAD FTG. IF PIPE IS IN PLACE PRIOPR RO CASTING CONCRETE, WRAP PIPE w/ 1" STYRO-FOAM INSULATION IN LIEU OF SLEEVE. PIPES OR CONDUITS ARE NOT ALLOWED PARALLEL IN FTG.

t/2

1.

2.

3.

4.

5.

CONSTRUCTION JOINT (CNJ) NOTES:

CONSTRUCTION JOINTS AND CONTROL JOINTS SHALL DIVIDE SLAB INTO ARE CONTROL AND CONSTRUCTION JOINT LOCATIONS. JOINT SPACING SHALL NO

2

SLAB ON GRADE JOINTS 1" = 1'-0"

OWN OTHERWISE ON THE PLANS

JOURNEYMAN INTERNATIONAL 1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

10'-0" MAX. COORDINATE w/ EQUIPMENT LAYOUT

SEAL:

OLT DIA. MIN.)

HOUSEKEEPING PAD AS READ, SEE MECHANICAL AND SELECT DRAWINGS FOR LOCATION AND ENXTENT

DATE:

#4 @ 24" o.c. TYP. AT PERIMETER ROUGHEN TO 1/4" AMPLITUDE

18"

PROJECT:

18"

NOSSA ESCOLA DA TERRA

CONC. SLAB ON GRADE, SEE PLAN

SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL

REVISIONS

No.

SECOND POUR

DESC. DATE

DRAWN BY: LCK/KRB

3/8" RADIUS TOOLED EDGES

1/8" SEMIREGID SEALANT

1/8" SAW CUT

1/2" JOINT

3/8" SEALANT OVER 5/8" PACKING MATERIAL

3/8" RADIUS TOOLED EDGES

CHECKED BY:

LK/KB

PLOT DATE:

GREASE THIS END

EXPANSION JOINT MATERIAL

.

t/3

t/4

1"

6/13/2017 5:09:15 PM

SHEET NAME: TYP. DETAILS CONTROL JOINT (CJ)

EXPANSION JOINT (EJ)

EAS NOT EXCEEDING 225 SUARE FEET WITHOUT REENTRANT CORNERS AND WITH LENGTH TO WIDTH RATIOS NOT EXCEEDING 1 1/2 TO 1. CONTRACTOR SHALL SUBMIT LAYOUT PLAN SHOWING PROPOSED OT EXCEED 15 FEET IN EITHER DIRECTION. SEMIRIGID SEALANT TO BE EUCLID EUCO #700 OR EQUAL.

SCALE: As indicated SHEET No.:

S1.1 NOSSA escola da

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DE S IG NE R JEREMY NGUYEN

133

35

6x6 TIMBER COLUMN TYP.

72

2 W1

4

W1

W1

7.47

2

5

3 3.81

W1

4

7.47

4 2

W1

W1

30.02

W1

5

6 3.81

W1

7

W1

W1

7.47

3

W1

1

5

8

W1 +6 1c m .S

W1

T. O

4.35

4.19

3.81

12.34

E

1

CLASSROOM FOUNDATION PLAN 1/8" = 1'-0"

A S3.1

F

G

H

TYP FOR ALL COLUMNS

1. FOUNDATION TO BE PREPARED IN ACCORDANCE WITH THE GEOTECHNICAL REPORT 2.

INDICATES CONCRETE FOOTING SEE

#

3.

INDICATES RAMMED EARTH SHEAR WALL SEE

1

2 S2.1

INDICATES TOP OF SLAB REF(0.0m) SEE DETAIL

+6 1c m

JOURNEYMAN INTERNATIONAL

FOR SIZES AND REINFORCING

1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

FOR SIZES AND REINFORCING

SEAL:

3 S4.3

T. O

.S .

4.

3 S2.1

5. COLUMN SIZES ARE IN IMPERIAL UNITS

DATE:

PROJECT: 2 S2.1

WIDTH

OPENING REINF.

CORNER REINF.

1

35.5m

(2) #4'S

(2) #4'S

2

35.5m

(2) #4'S

(2) #4'S

3

71m

(2) #4'S

(2) #4'S

4

71m

(2) #4'S

(2) #4'S

5

71m

(2) #4'S

(2) #4'S

MK

2

SHEAR WALL SCHEDULE #

NOSSA ESCOLA DA TERRA

DETAL

SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL

1 S4.3

REVISIONS No.

DESC. DATE

CLASSROOM SHEAR WALL SCHEDULE 1" = 1'-0"

3 S2.1

MK

FOOTING SCHEDULE #

SIZE

DEPTH

REINF.

DETAL 4 S4.3 5 S4.3

W1

37'-0" x 4'-0"

28"

(111) #4's EA. WAY, BOT.

C1

1'-3" SQ.

12"

(3) #4's EA. WAY, BOT.

DRAWN BY: LCK/KRB CLASSROOM FOUNDATION SCHEDULE 3 1" = 1'-0"

CHECKED BY:

LK/KB

PLOT DATE: 6/13/2017 5:09:15 PM

SHEET NAME: CLASSROOM FOUNDATION PLAN

SCALE: As indicated SHEET No.:

S2.1 NOSSA escola da

TERRA

DE S IG NE R JEREMY NGUYEN

135

B

A

D

C

26.52

16.03

5.65

4.84

1 8

W1 9

B

7

6

S3.1

13.93

W1 W1

C1

+0 m

T. O

.S .

TYP. FOR ALL COLUMN

6 x 6 COL. TYP. 9 8

1

CHAPEL FOUNDATION PLAN 1/8" = 1'-0"

W1

5

1. FOUNDATION TO BE PREPARED IN ACCORDANCE WITH THE GEOTECHNICAL REPORT 2.

#

INDICATES CONCRETE FOOTING SEE

3.

3 S2.2

INDICATES RAMMED EARTH SHEAR WALL SEE

1

JOURNEYMAN INTERNATIONAL

FOR SIZES AND REINFORCING

2 S2.2

1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

FOR SIZES AND REINFORCING

.S .

INDICATES TOP OF SLAB REF (0m) SEE DEATIL

T. O

4.

+0 m

SEAL: 3 S4.3

5. COLUMN SIZES ARE IN IMPERIAL UNITS

DATE:

PROJECT: 2 S2.2

WIDTH

OPENING REINF.

CORNER REINF.

6

71m

(2) #4's

(2) #4's

7

71m

(2) #4's

(2) #4's

8

71m

(2) #4's

(2) #4's

9

71m

(2) #4's

(2) #4's

MK

2

#

DETAIL

SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL

1 S4.3

REVISIONS No.

CHAPEL SHEAR WALL SCHEDULE 1" = 1'-0"

3 S2.2

MK

3

NOSSA ESCOLA DA TERRA

SHEAR WALL SCHEDULE

DESC. DATE

FOOTING SCHEDULE #

SIZE

DEPTH

REINF.

DETAL 4 S4.3 5 S4.3

W1

40'-0" x 4'-0"

24"

(120) #4's EA. WAY, BOT.

C1

1'-3" SQ.

12"

(3) #4's EA. WAY, BOT.

CHAPEL FOUNDATION SCHEDULE 1" = 1'-0"

DRAWN BY: LCK/KRB CHECKED BY:

LK/KB

PLOT DATE: 6/13/2017 5:09:15 PM

SHEET NAME: CHAPEL FOUNDATION PLAN

SCALE: As indicated SHEET No.:

S2.2 NOSSA escola da

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137

UPPER ROOF 12

3

2

7.47

4 x 16

1.16

8m .8 +4

91

O T.

.R

1 S4.2

3

4 x 16 2 x 10 BEAMS 3.81

4 x 16

6 x 6 BRACE

@ 1m O.C

7.47

4 x 16

LOWER ROOF W/ 5/16" PLYWOOD SHEATHING W/ 6d NAILS @ 15cm o.c TYP.

31.39

.R

6 x 6 BRACE

6 4 x 16

2 x 10 BEAMS

4 x 16

1 S4.1

3.81

3

T. O

12

+3 .0 5m

4

7.47

4 x 16

2 S4.1

7

TYP SPACING

1.00

@ 1m O.C

A S3.1

46

6 x 6 BRACE

1.47

4.35

4.19

3.81

1.14

14.96

E

1

CLASSROOM ROOF FRAMING PLAN 1/8" = 1'-0"

F

G

H

8

2 S2.3

1.

INDICATES RAFTER HOLDDOWN SEE

2.

INDICATES GIRDER TIEDOWN SEE DETAIL

6 S4.1

INDICATES RAMMED EARTH SHEAR WALL SEE

1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

2 S2.1

SEAL:

FOR SIZES AND REINFORCING

INDICATES TOP OF ROOF REF(0.00m)

T. O

.R

4.

1

+4 .8 8m

3.

JOURNEYMAN INTERNATIONAL

FOR CONNECTOR DETAILS

5. BEAMS, GIRDERS AND COLUMNS ARE CEDRO HARD WOOD DATE:

6. ALL BEAM, GIRDER, COLUMN, AND SHEETING SIZES ARE IN IMPERIAL UNITS

PROJECT:

7. SEE ARCHITECTURAL PLANS FOR OPENING COORDINATION

NOSSA ESCOLA DA TERRA

8. SEE ARCHITECTURAL PLANS FOR ROOF SLOPE COORDINATION

SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL 2 S2.3

2

RAFTER HOLDDOWN SCHEDULE

REVISIONS

ROOF

LINE

TOP

BOTTOM DETAL

UPPER

LINE F

(1) H10A

(2) H2.5A

3 S4.1

UPPER

LINE G

(2) HGA10KT

(2) H16

4 S4.1

UPPER

LINE H

-

(2) LTS12

5 S4.1

LOWER

LINE F

(1) H10A

-

LOWER

LINE E

(1) H10A

(1) H2.5 A

No.

DESC. DATE

3 S4.1

CLASSROOM HOLDDOWN SCHEDULE 1" = 1'-0"

DRAWN BY: LCK/KRB CHECKED BY:

LK/KB

PLOT DATE: 6/13/2017 5:09:16 PM

SHEET NAME: CLASSROOM ROOF FRAMING PLAN

SCALE: As indicated SHEET No.:

S2.3 NOSSA escola da

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139

B

A

D

C

26.52

16.03

5.65

4.84

2.65

5 S4.2

B

T. O

.R

+4 .8 8m

4 S4.2

ROOF

3 S4.2

ROOF 3 W/ 15/32" PLYWOOD SHEATHING W/ 10d NAILS @ 15cm o.c TYP.

6 x 6 COL. TYP.

R O. T. 8m .3 +8

ROOF

1

CHAPEL ROOF FRAMING PLAN 1/8" = 1'-0"

T.O .R +5 .49 m

2x8

2 S4.2

T4

T2

T2

T2

T2

T3

T1

T1

T1

T1

T1

S3.1

13.93

2x8

2 x 6 RAFTERS @ 1m O.C

2x8

(2) 4 x 4 BEAMS @ 1.52m O.C. TYP.

1.

INDICATES RAFTER OR TOP PLATE HOLDDOWN SEE

2.

INDICATES GIRDER TIEDOWN SEE DETAIL

3.

1

2 S2.4

FOR CONNECTOR DETAILS

2 S2.2

FOR SIZES AND REINFORCING

JOURNEYMAN INTERNATIONAL

6 S4.1

INDICATES RAMMED EARTH SHEAR WALL SEE

1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

INDICATES TOP OF ROOF REF(0.00m)

T. O

.R

+4 .8 8m

SEAL: 4.

5. BEAM, GIRDERS AND COLUMNS ARE MACHICHE HARD WOOD 6. ALL BEAM, GIRDER, COLUMN, AND SHEETING SIZES ARE IN IMPERIAL UNITS

DATE:

7. SEE ARCHITECTURAL PLANS FOR OPENING COORDINATION

PROJECT:

8. SEE ARCHITECTURAL PLANS FOR ROOF SLOPE COORDINATION

NOSSA ESCOLA DA TERRA

1

SITE: 2 S2.4

2

RAFTER HOLDDOWN SCHEDULE

LINE

TOP

BOTTOM

DETAIL

LINE D

(1) H10A

(1) H2.5A

3 S4.1

CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL

REVISIONS No.

CHAPEL HOLDDOWN SCHEDULE 1" = 1'-0"

DESC. DATE

5

DRAWN BY:

Author

CHECKED BY: Checker PLOT DATE: 6/13/2017 5:09:16 PM

SHEET NAME: CHAPEL ROOF FRAMING PLAN

SCALE: As indicated SHEET No.:

S2.4 NOSSA escola da

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141

E

F

G 12.34

4.35

4.19

GIRDER PER PLAN

BEAM PER PLAN

SCREEN WALL PER

GIRDE GIRDER PER

COLUMN PER PLAN

WALL PER P

WALL PER PLAN

8.53 1.22

A

7.15

1.22

Classroom section 1/4" = 1'-0"

A

B 26.52

16.03

15.55

1.58

30

PLYWOOD SHEATHING, PER PLAN

BEAM PER PLAN TRUSSES PER PLAN

4.57

1.83

BRICK SCREEN

60

B

Chapel section 1/4" = 1'-0"

46

69

77

46

45

1.07

78

H

3.81

JOURNEYMAN INTERNATIONAL

Level 3 21' - 0"

PLYWOOD SHEATHING PER PLAN

1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

SEAL: LEVEL 2 16' - 0"

ER PER COLUMN PER PLAN

L PLAN

LEVEL 1 10' - 0"

DATE:

PROJECT: NOSSA ESCOLA DA TERRA

CLASSROOM GROUND 2' - 0"

SITE:

GROUND 0' - 0"

3.19

CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL

CHAPEL GROUND -2' - 6"

38

REVISIONS

No. C

DESC. DATE

D

5.65

4.84

3.29

TRUSSES PER PLAN

1.00

DRAWN BY: LCK/KRB RAFTER PER PLAN

GIRDER PER PLAN

CHECKED BY: Level 3 21' - 0"

LK/KB

PLOT DATE: 6/13/2017 5:09:16 PM

LEVEL 2 16' - 0"

SHEET NAME: LEVEL 1 10' - 0" 1.06

78

BUILDING SECTIONS

1.07

SCALE: 1/4" = 1'-0"

COLUMN PER PLAN

SHEET No.:

GROUND 0' - 0" NOTES:

2.65

CHAPEL GROUND -2' - 6"

1.) ALL WALLS ARE DOUBLE THICK RAMMED EARTH BAG (APPROX. 71cm THICK) 2.) WINDOW OPENINGS ARE 91cm x 1.83m U.N.O.

S3.1

3.) DOOR OPENINGS ARE 76cm x 2.2m U.N.O.

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RAFTER PER PLAN RAFTER WHERE OCCURS

(TOP) SIMPSO

(BOTTOM PER PLA

(2) 2x6 TOP PLATE RAMMED EARTH WALL PER PLAN MAB15 SIMPSON STRONG TIE CONNECTOR @ 15cm o.c FOR CLASSROOM & @ 10cm o.c FOR CHAPEL

7

TOP-PLATE TO WALL CONNECTION 1 1/2" = 1'-0"

4

UPLIFT RAFTER TO WALL CONNECTION 2 1 1/2" = 1'-0"

RAFTER / TRUSSPER PLAN SHEETING PER PLAN NAILING PER PLAN

RAFTER PER

2x10 BLOCKING (3) SIMPSON STRONG TIE A35 CLIPS

(2) 2x6 TOP PLATE

RAMMED EARTH WALL PER PLAN

8

BLOCKING TO WALL CONNECTION 1 1/2" = 1'-0"

5

UPLIFT RAFTER TO COLUNM CONNECTION 1 1/2" = 1'-0"

GIRDER/TRUSS PER PLAN

HGT-3 SIMPS

6

UPLIFT GIRDER/TRUSS CONNECTION 1 1/2" = 1'-0"

ON STRONG TIE CONNECTOR PER PLAN

JOURNEYMAN INTERNATIONAL

COLUMN PER PLAN WHERE OCCURS

M) SIMPSON STRONG TIE CONNECTOR AN WHERE OCCURS

1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

BC46 SIMPSON STRONG TIE POST CAP

SEAL:

RAFTER PER PLAN CUT AREA RAFTER

COLUMN PER PLAN (2) 2x6 TOP PLATE

DATE:

RAMMED EARTH WALL PER PLAN

PROJECT: NOSSA ESCOLA DA TERRA 1

TYP. RAFTER TO COLUMN 1 1/2" = 1'-0"

SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL

R PLAN

REVISIONS LUS28 SIMPSON STRONG TIE HANGER

(BOTTOM) SIMPSON STRONG TIE CONNECTOR PER PLAN

No.

GIRDER PER PLAN

DESC. DATE

RAFTER PER PLAN

CUT AREA RAFTER

COLUMN PER PLAN

2

TYP. RAFTER TO GIRDER 1 1/2" = 1'-0"

DRAWN BY: LCK/KRB CHECKED BY:

LK/KB

PLOT DATE: 6/13/2017 5:09:16 PM

RAFTER PER PLAN

(TOP) SIMPSON STRONG TIE CONNECTOR PER PLAN

SON STRONG TIE TIEDOWN

(BOTTOM) SIMPSON STRONG TIE CONNECTOR PER PLAN WHERE OCCURS

SHEET NAME: DETAILS

SCALE: 1 1/2" = 1'-0" (2) 2x6 TOP PLATE

SHEET No.:

FULL HIEGHT THREADED ROD RAMMED EARTH WALL PER PLAN WALL/COLUMN PER PLAN WHERE OCCURS

3

UPLIFT RAFTER TO WALL CONNECTION 1 1 1/2" = 1'-0"

S4.1 NOSSA escola da

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145

4 x 16

6.71

4 x 16

4.57

6.71

CLASSROOM TRUSS T1 1/4" = 1'-0"

4x4

4x4 4x4

4x

x

4x

4

4x4

4

4x4

4x

4x4

4 4x

4

4

4

4x4

1.22

4x4

4x6 6.10

2

CHAPEL ROOF TRUSS T1 1/2" = 1'-0"

4x

4x 6.10

3

CHAPEL ROOF TRUSS T2 1/2" = 1'-0" 4x6

4x6

4

CHAPEL TRUSS T3 1/2" = 1'-0"

4x4

4x4

5

CHAPEL TRUSS T4 1/2" = 1'-0"

4x

4x 4x

4x

4x

4x

4x

4x

4x

4x

1.22

1

6x6

6x6

6x6

6x6

6x6

1.98

6x6

6x6

6x6

6x6

JOURNEYMAN INTERNATIONAL 4.57

1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

6.71

SEAL:

4x4

4x4 4

DATE:

4 4x

4x4

4x 4x4

4x4

4x

PROJECT:

4

4x6

NOSSA ESCOLA DA TERRA

6.10

NOTE:

SITE:

ALL INTERIOR WEB MEMBERS COULD BE 2x4 IF DESIRED

CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL

REVISIONS

4x

No. 4x

DESC. DATE

4x

4x 4x

4x

4x

4x

4x 6.10

4x6

DRAWN BY: LCK/KRB 1.52

CHECKED BY:

LK/KB

PLOT DATE: 4x6

6/13/2017 5:09:16 PM NOTE: ALL INTERIOR WEB MEMBERS ARE 2x4

SHEET NAME: DETAILS 4x4

SCALE: As indicated 4x4

SHEET No.:

NOTE: ALL INTERIOR WEB MEMBERS ARE 2x4

S4.2 NOSSA escola da

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147

13

COLUMN WHERE OCCURS

TYP

6

CLR

TYP S.O.G. REINF #4 @ 30 O.C. E.W.

5cm SAND LAYER OVER 10cm GRAVEL LAYER

2

SIMPSON STRONG TIE POST BASE

TYPICAL SLAB ON GRADE 1 1/2" = 1'-0"

REINF. PER SCHEDULE

(2) CONT #5

FINISH GRADE

46

EQ

8cm CLR

13

DEPTH

EQ

SLAB-ON-GRADE REINF.

LENGTH OR WIDTH

TYP SLAB-ON-GRADE o/ VAPOR BARRIER o/ 5cm SAND o/ 10cm GRAVEL

TYP COLUMN FOOTING DETAIL 5 1 1/2" = 1'-0"

8cm CLR 1' - 0"

TYPICAL SLAB ON GRADE EDGE 1 1/2" = 1'-0"

WALL WHERE OCCURS

WALL REINF. WHERE OCCURS

WALL DOWELS

ROUGHEN

8cm CLR

DEPTH

REINF. PER SCHEDULE

61 MIN

3

LENGTH OR WIDTH

4

TYP WALL FOOTING DETAIL 1" = 1'-0"

JOURNEYMAN INTERNATIONAL 1330 MONTEREY ST. SAN LUIS OBISPO, CA 93401

SEAL:

WIDTH PER PLAN

OPENING REINFORCMENT PER

DATE: SECTION

CORNER RIENFORCEMENT PER PLAN

PROJECT:

RAMMED EARTH WALL PER

NOSSA ESCOLA DA TERRA

61

E

MIN TYP.

SITE: CABO DE SANTO AGOSTINHO STATE OF PERNAMBUCO, BRAZIL

OPENING PER

REVISIONS

OPENING REINFORCMENT PER

No.

DESC. DATE

DRAWN BY: LCK/KRB

CORNER RIENFORCEMENT PER PLAN

CHECKED BY:

BARBED WIRE IN-BETWEEN RAMMED EARTH BAG LAYERS

LK/KB

PLOT DATE: 6/13/2017 5:09:17 PM WALL FOUNDATION PER

SHEET NAME: DETAILS

SCALE: As indicated

ELEVATION

RAMMED EARTH SHEAR WALL 1 1" = 1'-0"

SHEET No.:

S4.3 NOSSA escola da

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149

BRAZIL CONCEPTUAL SCHEDULE

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151

HAND-BUILT METI SCHOOL

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VELLUM + BRICK DESIGN

COMPACTED EARTH CONSTRUCTION & CMU EXPLORATION Vellum Design Build and the College of Architecture and Environmental Design initiated almost a decade ago (2004) a design competition and exhibition that encourages participants - mostly students, from Cal Poly, San Luis Obispo to create original furniture designs and have their submissions juried by a panel of experts in their ield. Intended to inspire creative thought and challenge participants to press the boundaries of design, the Vellum Competition offers a tangible experience and exposure to the industry. For me, the Vellum Competition was an opportunity to explore the materiality of rammed earth construction; testing and experimenting with its profile, thickness, and composition. My goal was to understand the materialâ&#x20AC;&#x2122;s tendencies to apply towards my thesis project in Brazil. I wanted to discover both the structural limits and the aesthetic propensity of rammed earth, playing with the curvature, thinness, and color while still trying to maintain the strength and integrity to support heavy weight.

As an additional course, ARCH 461 Advanced Concrete Masonry Unit Design was offered during Winter 2017 as a (4) unit elective class. Since Cobogo originated in the Sertao region, I wanted to develop an element that coul identify with the region but also provide a unique identity for Nossa Escola Da Terra. Thus, over 10-weeks, gradually pieced together a multi-functional brick module, The following pages contain process photos & finished images.

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FAILURE:

However, once the form

stand collasped and w

combination of decreas

straw, and not having liq

the failure of the piece

the horizontal and vert

together with steel ti

decreased, the added st

the two elements togeth

cracked the earthen co

material rather providing

Learning from my past fai

a stronger structural syst

at a single point, playin

APPENDIX

VELLUM PROCESS

MATERIALS: QUIKCRETE STRAW HAY TAN DECOMPOSED GRANITE PLASTER SAND CONCRETE SAND

mwork was removed, the table

would not stay together. The

sing the block’s thickness, adding

quid tight edges contributed to

CONSTRUCTION :

es. I had attempted to connect

After making the first block, a few

tical leg element by tying rebar

ie-wire. When the width was

teel rebar was not enough to hold

her. Additionally, the added straw

oncrete mixture, weakening the

g tensile strength as I had hoped.

ilures, I moved on and re-designed

tem however would be supported

ng with the form and aesthetics.

3/8” REBAR OAKWOOD STRAW QUIKCRETE PRECISION GROUT

RE-ATTEMPT:

changes were made and a second

The table stand was recreated

module made. Where the first block’s

with the new reinforcement used.

colors were exaggerated to strong

A piece of rebar was welded to

hues of orange and red, I wanted to

a bent steel plate. The earthen

reflect an earthier tone. In addition, at

concrete mix was then carefully

18” x 1.5” thick, the first block was too

added in between the formwork

heavy, unable to be lifted easily. Thus,

and steel, pushed down slowly

the formwork was adjusted so that the

by

block’s width would decreas by 1/2”.

thin

pieces

of

wooden.

The curves were also accentuated to reflect a sloping plinth. The formwork was created by cutting two parabolic forms created from translating the bottom edge 3 inches from the top edge following the longtitudinal axis.

To prevent the bottom of the concrete mixture from breaking apart, a wooden sheath is placed. Rebar is attached to the sheath, and the earthen concrete mix is carefully added. After the leg was finished, I flipped the formwork on its side and built the seating extrusion vertically.

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Vellum Furniture Competition Nov 4, 2016

APPENDIX VELLUM IMAGES

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APPENDIX CMU PROCESS

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APPENDIX CMU PHOTOS Over the winter quarter, the brick went through various iterations which explored different aperture sizes, edge profiles, and recessed face depths.

Different models were used to explore the different conditions at various scales, and the 3-d prints were used to explore wall configurations (white pieces) and various interlocking systems (green pieces).

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ONDULINE TILE -

CLASSROOM

O

-INTERIOR

VE

light corrugated roof tiles made from bitumen material reinforced with cellulosic fibers from recycled

-E

COMPACTED CLAY BAG WATERPROOFING PLASTER COAT (2x) PAINT COAT

COMPACTED CLAY EARTH BAGS 1. Flexibe - practical for different uses 2. Quick & Cheap to Build - easy to teach 3. Low Tech - equires no mechanical tools or specialized skills 4. Comfortable - Great thermal intertia 5. Sustainable - Sourced on site 6. Low-Environmental Impact

APPENDIX DETAIL SHOW NOSSA ESCOLA DA TERRA JEREMY NGUYEN S P R I N G 2 0 1 7 - G R EG W Y N N S ECT I O N D ETA I L - SC A L E 1 /2” : 1’

ONDULINE CLÁSSICA TILE SPANISH CEDAR - 2 x 2 WOOD JOIST

CLASSROOM FLOOR PLAN

SEALED FASTENER SCREWS BULLETWOOD - 2 x 4 WOOD RAFTER

N

CUSTOMIZED CLAY BRICK - 6 x 12.5 x 25 MODULE

UTDOOR

ERANDA

EXTERIOR OPENING RECESSED FACE

CLAY MORTAR JOINT COMPACTED CLAY BAG STEEL REBAR CONCRETE HEADER

CURVE

CLAY BRICK Opening ve n t i l a t i o n ,

t h ro u g h

mass

p o ro s i t y,

a l l ow s and

fo r visual

FIXED GLAZING

CHERRY WOOD FRAME CHERRY WOOD TRIM SCREW COMPACTED CLAY BAG STEEL REBAR ANCHOR

H E A D CA P -

W 6” (1 5 . 2 5 c m ) x L 1 2” ( 3 0. 5 c m )

COMPACTED CLAY

MOLD INFILL DIMENSION -

BAG (HIGH CONCRETE

(1 2 . 5 c m ) x ( 2 5 c m )

CONTENT)

MOLD FRAME DIMENSION -

W (1 2 . 5 c m ) x L ( 2 5 c m ) x H (6 c m )

CONCRETE FOOTING & FOUNDATION

B R I C K P R E S S B AY D I M E N S I O N -

W 6” (1 5 . 2 5 c m ) x L 1 2” ( 3 0. 5 c m )

GRAVEL EARTH b r i c k p re s s a s s e m b l y u t i l i ze s

s h a p e d b o t t o m p l a t e i n o rd e r t o

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305m

1 .) Initial brick

2 .) Aperture with diameter 4 . 3 5 cm cut thro ugh width of brick at quarter mark

3.) Face spl it into hal ves and pushed in by 2 cm.

Recipro cated al o ng quarter m ark

4 .) Vo ids transl ated across midpo int.

5.) Vo ids transl ated across midpo int.

1 . MA S S + VOI D Ta p ered symmetr i c a l o p eni ng a l l ows fo r venti l a ti o n, p o rosi ty, a nd vi su a l ex p er i ence

To ra is e th e outlook of poor rural commun itie s , you be gin with th e ch ildre n , by provi d in g a p l a ce for youn g peo ple to play, create, an d learn . A place to e n courage an d in still th e m to strive for m ore a n d rea l ize t h e ir poten tial . 15k m away f rom th e coast, th e form an d organ iz ation of th e s ch ool follows t h e c h a ra c te rist ic s of the nautical rope. Us e d to support th e masts of th e s h ip an d tie down th e an ch or, th e m a te ria l â&#x20AC;&#x2122;s st re n g t h a n d f l exi bility allows it to pe r form many f un ction s . Similiarly, th e structural e le me n ts in t h e p roje c t ste m f rom t h e use of hype radobe, plastic bags compacte d with s oil an d clay. Th e walls are forme d by st a c kin g t h e s e s a c ks of ea rth upon each oth e r. Th e main idea of th e de s ign of th e s ch ool revolve s aroun d the court ya rd , w h ic h l in ks the dif fe re n t parts of th e s ch ool , be come s a gath e rin g place/outdoor courtyard , place s of ref ug e, a n d a l s o rep res e n ts th e man ife stion of th e foun dation al be liefs of Nos s a Es cola Da Te rra â&#x20AC;&#x201C; The b uil d in g of com mun it y thro ugh work in g togeth e r. Th e path marks th e be gin n in g at th e e n tr y, s n ak in g its way a roun d t h e d if fe re n t

APPENDIX VA NO VA POSTERS NOS SA escola da

TERRA 5TH YEAR THESIS:

JEREMY NGUYEN ANSGAR KILLING & GREG WYNN 2016 - 2017

CABO DE SANTO AGOSTINHO, BRAZIL

SITE Rio

3 . ) Pro gra m revo l ves a ro u nd c i rc u l a ti o n

SCHOOL: ages 6-17 • teaching model focuses on reducing vertical hierarchy & encouraging communal learning, nature, & religion PERMACULTURE: • Place of learning & development of argicultural ecoystems created to be sustainable & self-sufficient through the principals modeled after natural processes

2 .) Centra l co re t ake s a d va nt a ge of win d s co mi ng u p val l ey f ro m mo r th

CONSTRUCTION: • Project to be built by community

N 2 .) Pro ject vo l um e MORNING EVENING

8. ) Ga rd e n s + o utd o o r a rea s re s p o n d to s p a ce s ca r ve d by p a t h a n d cut i n to t h e te r ra i n 8. ) Wa te r f i l t ra t i o n + rete n t i o n o r i e n te d a ro un d to p o g ra p hy

8. ) Ro of i n g st ra te g y i nf l ue n ce d by sun ex p osure a n d h ea t

1 . ) Ex ist in g site on to p of h illsid e

SERTOA NORTH-EAST REGION CLIMATE: HOT, HUMID W/ LOTS OF RAIN

8. ) Wa l l s a nd fo r m resp o nd to weavi ng p a th a nd co u r tya rd

5.) Weave co ncept ref l ected by p a thway and centra l co u r tya rd as k not th a t ti es the areas to gether

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0

38m 1225’

114m 375’ 37

572m 1875

266m 75’

FARMLAND

NOSSA ESCOLA DA TERRA

VEGETATION

DESIGNER: JEREMY NGUYEN

COMMUNE

HOUSE TREE ACCESS TO SITE

COMMUNITY CENTER

PROJECT SITE - 90 acres

STUDIO PROFESSOR: GREG WYNN

CHAPEL

TOPOGRAPHIC LINE - 2m

MEETING PLACE LIBRARY

ARCHITECTURAL THESIS 2016-2017

STAGE

PHASE III THEATER CAMPGROUNDS 200

SITE

PERSON

SERTOA NORTH-EAST REGION

2900 SQ FT

PHASE II NOSSA ESCOLA DA TERRA

5/25/2017 4:39:36 PM

EXPANSION NEIGHBORING FAVELA - 10 KM

EQUATOR LINE

GROUND - Chapel 1/8" = 1'-0"

PHASE I

LAND-USE MAP

LOCATION:

CABO DE SANTO AGOSTINHO, BRAZIL

CAPITAL RECIFE AREA 88,148 9,278,000 POPULATION 185

MUNICIPALITIES

80% URBAN LITERACY RATE 20%

RURAL LITERACY RATE

8,515,770

xxx xxx

YEAR 2 YEAR3

YEAR 1

26 STATES

SCHOOL

CONSTRUCTION: • Project to be built by community

AREA SQ KM

3.) Program revolves around circulat ion

205,823,665 POPULATION

COMMUNI-

3

SERVICE

PERMACULTURE: • Place of learning & development of argicultural ecoystems created to be sustainable & self-sufficient through the principals modeled after natural processes

SUPPORT

2

LAND USE: FARMLAND: 33% FOREST: 62% PASTURES: 25%

WAT E R

SCHOOL: ages 6-17 • teaching model focuses on reducing vertical hierarchy & encouraging communal learning, nature, & religion

N AT U R E

1

COMMUNITY CENTER & SCHOOL

PHASE I [2017-2020]: COMPLEX Classroom (Ages 4-5) Classroom (Ages 6-7) Classroom (Ages 8-9) (2) Breakout Space - Outdoor Classroom Arts & Crafts Hallway Veranda

2 .) Ce n tral core t ake s advan t age of win ds coming up valley from mort h

N 2 .) Proje ct volume

Chapel / Library / Assembly Outdoor Congregation Area Courtyard

MORNING EVENING

(2) Handicap Accesible Bathrooms with Shower (6) Uni-sex Individual Bathrooms (2) Water Closet Kitchen Dining Area Waste Facilities Handwashing Area Administrative Office Principal’s Office Entrance Lobby Technical Support Room Conference Room Break Room Health Center Construction Woodshop Water Well Demonstration Rain Garden Natural Pool Organic Pond Waste Water Treatment Facility Waste Biodigestor & Compost (2) Rainwater Collection Growing Children’s Garden (2) Community Gardens Children’s Playground Soccer Field Park & Grass Field Orchard Farming

8.) Roofing inf luenced exposure a

1.) Existin g s ite on top of h ills ide

8.) Walls and form respond to weaving pat h and court yard

5.) Weave con ce pt ref le cte d by pathway an d ce n tral courtyard as k n ot th at tie s t he areas togeth e r

APPENDIX THESIS FINAL SHOW

EDUCATE 3 1

PERMACULTURE

CLASSROOMS: (Ages 4-5, 5-6, 7-8)

3. Organic Pond 2. Natural Pool

ARTS / CRAFTS / MUSIC ROOM OUTDOOR BREAK-OUT SPACE JR STRUCTURAL ENGINEER JUNIOR CONSTR. MANAGEMENT LINDSEY KUSTER & KIERSTEN BAKKE KOTARO KIHARA

GROWING GARDENS

a

12' - 6"

24' - 6"

12' - 6"

24' - 6"

Classroom Floor Plan Nossa Escola da Terra

Scale 1/16" = 1'-0"

2 5 4 1

Level 1 - Classrooms 1/16" = 1'-0"

Cabo de Santo Agostinho, BRAZIL

5. Compost Tank 1

4/12/2017 6:33:41 PM

4. Greywater Re-Use

JR DESIGNER JEREMY NGUYEN

12' - 6" 28' - 0"

MUSIC / ARTS ROOM

Room 390 SF

MUSIC / ARTS ROOM (18-25 people) 565 SF

*wherever beam lays, continue vertical support

Ages 4-5 Classroom (18-25 people) 566 SF

Breakout Space - Outdoor Classroom 353 SF

Supplimentary Space 343 SF

Ages 6-7 Classroom (18-25 people) 566 SF

SEATING

OUTDOOR VERANDA 1568 SF Ages 8-9 Classroom (18-25 people) 566 SF

16' - 1"

4000 SQ FT

3

18-25

EACH

1. Rain Garden

A102

e

d 24' - 6"

f

c 12' - 6"

g

b 24' - 6"

h

CONNECTED VERANDA

6. Waste-water 7. Anaerobic Treatment Tank

8. Water Tank for Irrigation

6cm 10.5 cm

8. ) G a rdens + o u tdo o r a rea s respo nd to spa ces ca r ved by pa th a nd cu t i nto the ter ra i n

4cm

4.6cm 3.8cm 4cm

2 cm 4.6cm 3.8cm

OPENING RECESSED FACE CURVE

8.) Wa te r f i l t ra t i o n + rete n t i o n o r i e n te d a ro u n d to p o g ra p hy

1. MA S S + VO ID

Op eni ng through mass allows for venti lati on, p orosi ty, and vi sual exp eri ence. Dep ressed face i ncreases vi si b i li ty and ad d s d epth. Curve i ntrod uced to create water chanels.

g stra te g y d by su n and h ea t

RAINWATER COLLECTION - for natural swimming pond safe for swimming and irrigation

2 . PA IR

VARIATIONS WASTE AND GREYWATER TREATMENT

3. STACK + RUNNING

Bri ck mod ule d esi gned to work i n twos wi th d i fferent vari ati ons through f li p p i ng, rot ati ng, and mi rrori ng b ri cks

DIST ANCE TO GR WAT ER 40 OUND ft (10 M)

Mod ulati on p atterns consi stent regard less of assemb ly.

RU NNING

3. STRUCTURA L

By rot ati ng mod ule on i ts si d e, a n ew va r i a t i on where the ap ertures b ecome ver t i c a l re i n forcement cores. Square op eni ng s c a n be fille d in

3. PAVING + PLANTERS

B r i c ks c a n be u se d a s porou s pave rs w i t h pl a n te rs t h a t a l l ow wa te r to dra i n .

WATE R

-

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171

and community members to a lifetime of learning, service to their communities,

8. Cafeteria / Outdoor Patio The eating area’s orthoganal is a reflection of the material it is made out of, brick. Situated in the center of the master plan, the breezeway acts as bridge and circulatory core between future facilities while also allowing northern winds to pass through.

7. Futbol Field / Playground

PLAY AREA

development, Associao Nossa Escola Da Terra endeavors to inspires its students

9. Kitchen / Bathroom The kitchen and bathroom are designed to take advantage of re-using water from on-site, both from greywater collection from rainwater and the treatment of waste water for irrigation. The bathroom concept is modeled after 21st century ideals of providing children with individual stalls to maximize comfort, minimize bullying, and flexibility.

BR EEZ EWAY

and local community to provide well-rounded education and character

Phase III: Campgrounds The construction of Nossa Escola Da Terra is anticipated to built in phases throughout the next 5-10 years. As the population and constituents increases, additional classrooms, auditorium, and supplmentary offices and recreational areas re-use constructionality and form.

AMENITIES

spiritual development, and community interaction. By partnering with parents

EXPANSION

INTRODUCTION

10. Phase II: School Expansion / NOSSA ESCOLA DA TERRA is a place for people to sate their thirst for knowledge,

Surrounding the exterior of the are the natural fields intended children and community recrea Playground and soccer fields a farthest area from the public to security and seclusion. Meanw towards the entrance a park is provide a safe place for locals

respect for nature, leadership, and future success.

Site analysis and design interations focused around the intimate relationship between the buildings, its natural surrounding, and impact on environment.

7.

Clay, found abundently and used by local populations for centuries was an ideal material for wall construction. Vernacular techniques such as constructing with

6.

compacted earth bags (hiperadobe), cob (taipia), and manually-pressed bricks PARKING

(adobe), and Onduline (tiles) were adapted into the buildings.

The construction of the school will be carried out gradually with the help of

4.

8.

10.

5.

9.

volunteers and community members.

3.

2.

1.

3. Info Desk / Offices / Conference The form of the two buildings resembles a singular mass with an opening punched through where the winding path passes by. The space formed between the two buildings becomes an outdoor seating area and landscaping

4. Ampitheatre / Terrace /

COURTYARD

2. Chapel / Foyer / Mixed - Use The chapel’s form seeks to form a shell with a canted wall facing towards the East. The walls thickness is doubled to increase its height which bookshelves can be built into. The rose graphic is made with the vernacular styled cobblestone paving influenced by the Portuguese. The chapel also serves as a library and a stage for theater / music.

ADMIN.

1. Garden / Stair Case / Wall The forms of the various elements of the entrance is influenced by the topography and cultural context. The steps take after an inverted pyramid which flows into the terraced rain garden. The entrance wall gently curves following the contour of the hillside. The divising wall act transitions between exterior and interior, linking the adjacent programs and creating different spaces.

COMMUNITY

ENTRY

ENTRANCE

The pathway flows into the cen courtyard like a rope which we into a knot. The courtyard is ce the organization of the school’ and acts as both a congregatio while linking all of the various b and areas. An outdoor terrace people can have social gatheri underneath shaded pergola is adjacently

This booklet provide a glimpse into the growth and journey of Nossa

N

Escola Da Terra. A group of few people in a small village endeavored to both give the youths hope through the gift learning but only has provide a sense of communion among neighbors. This effort, spearheaded by Joseph Mauro Cabral, sought to develop a ‘place’ that would make this all possible. In 2014, Joseph, a few members from the

N NOSSA escola da

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JEREMY

NGUYEN

NOSSA ESCOLA DA TERRA

local town, began to dream of opening a rural Christian school. In 2016,

“WE ARE A BODY - We believe in the collective project. Apregoamos the unit as a driving force for learning,

the Associação Nossa Escola da Terra, was formed and the journey to

growth and execution of tasks and projects. Just as a body has many limbs and organs with different functions, we

put the pieces together began.

Beyond having the amazing opportunity to utilize the skills gained from the past five-years at Cal Poly to directly impact other’s lives, being a part of this journey had personal meaning to me. As a young child growing up, I had the privilege of attending a Christian elementary school and a local Boy Scout troop.

From volunteering my time to the community, spending time outdoors, to teaching the scouts younger than myself, these experiences have left me an undeniable imprint in the impact these organizations provided. The amazing memories I have from these youth organizations have no doubt shaped me into the person I am today. It felt like my calling when I could contribute in providing the same opportunities to others. For youths living in rural conditions without access to clean water much less adequate educational facilities, if they can be instilled with knowledge and the courage to dream big, then one day hopefully they will come back ready to make an impact community for Cabo de Santo Agostinho.

NOSSA ESCOLA DA TERRA

PEDAGOGY

By providing both a physical and educational structure, a place can be provided that serves as both a community center and school where children can look forward to going to learning and to brighter future. To be able to become one of the pieces in bringing Nossa Escola Da Terra together I wouldn’t have prefered to spend my thesis year doing anything else.

believe that each individual has unique features that are enhanced from self-knowledge and maturity, and that In our school, the teaching will not be based on classes, together bring completeness and harmony... because each student will be able to study the subjects by himself, with guidance of the tutor and in groups of study by discipline. That way there will always be other colleagues WE ARE OUR EARTH SCHOOL on the side for discussions, doubts and clarifications.

If there is any doubt in the group, there will always be From the teachings of love to neighbor, purity of character teachers in the room. and learning by the companionship of Jesus of Nazareth, by the teachings of the Celestin Freinet democratic school, At our school there will be no disapprovals, because the contextual relevance of Paulo Freire, the democratic the tutor will be responsible for guiding each student pedagogy of José Pacheco, and many others. to fulfill the national curriculum in the most natural way.

The encouragement of studies will come through study groups, didactic materials, relationships with students from In our school there will be no series, but multi-series other schools. In addition, the subjects will be approached cycles, where students are grouped by age groups (6 to 8, 9 to 13 and 14 to 17 years). We understand this to be a through educational projects of 15 day cycles, where more natural way for students to learn, because it is more there will always be work to be done and / or presented, like the family context. offering the possibility to work on various subjects through multidisciplinarity.

At our school, we will not base assessment on tests or grades, since each student will be followed throughout the In our school the vertical hierarchy will be reduced and the learning period by a responsible and trained tutor. In this democratic community iteration will be stimulated, where way the tutor will know the educational progress of each parents, students, teachers and employees will be heard student, not requiring the tests for evaluation. The assesswith the same intensity and respect. ment will be done continuously by the tutor.

We believe that this pedagogical model, which is already used in several schools in Brazil and abroad , favors cooper-

WHO

WE ARE

VISION By partnering with parents and local community, to provide a place that both provides a well-rounded education and inspires its students to a lifetime of learning, service to their communities and earth, leadership, and future success.

The principles of which Nossa Escola Da Terra is built upon: • for Learning

Passion

• for Nature •

Respect Commitment

APPENDIX

d / Park e buildings for ational use. are located o increase while s located to to relax.

CLASSROOM

THESIS FINAL SHOW PAMPHLET + BROCHURE

6. Crafts + Outdoor / Indoor The walls are laid out like an intertwined rope and the gentle curve of the wall provide a sense of warmth in the interior.

The openings are carved out by the pathway which frayed out from the entryway. An outdoor veranda acts as outdoor teaching space, seating, and an inverted corridor.

Elements of Permacultural:

4. Greywater Re-Use

3. Organic Pond 2. Natural Pool

101

PROJECT INFO: LOCATION TOTAL AREA ADDRESS

N

Cabo De Santo Agostinho, BRAZIL 150,000 SF Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil

1

PUBLIC PARK

SCHOOL: ages 6-17 • teaching model focuses on reducing vertical

5. Compost Tank

2

hierarchy & encouraging communal learning, nature, & religion

1. Rain Garden

3 PERMACULTURE: • Place of learning & development of

6. Waste-water

ORGANIZATION NAME: Associacao Nossa Escola Da Terra ADDRESS:

5. Swimming Pool / Fishing Pond

BOARDWALK

Path nter eaves itself entral to ’s program on space buildings e where ings located

Hot, humid weather with lots of rain makes a natural pool both environmental conscious but also provide an opportunity for recreation.

The Boardwalk borders the sandy beach of the natural swimming pool and transitions into a pier over the separated adjoining body of water, the fishing pond.

7. Aerobic / Anaerobic Treatment Tanks

Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil CONTACT PHONE: +55 81 99480-3678

8. Water Tank for Irrigation

CONTACT EMAIL: contato@nossaescoladaterra.com.br WEBSITE:

nossaescoladaterra.com.br’ FACEBOOK:

https://www.facebook.com/nossaescoladaterra/?fref=ts

form children with a righteous character with specialized skills in various areas.

PERMACULTURE MODEL

ORGANIZATION NAME:

Associacao Nossa Escola Da Terra ADDRESS:

Engenho Castelo, Br-101, Cabo de Santo Agostinho, Brazil CONTACT PHONE:

We believe that the relevant revolution begins from the inside out. We want to be the first to change, and then be able to charge more changes toward justice and peace. We believe in the model taught by Jesus of Nazareth, where few welltrained men have become much more relevant than Caesar and his army.

We support the technological and industrial development as human comfort tool and source of income, but disagree with the sick capitalist model of consumption. We support the conscious, balanced and responsible consumption. We see nature as a work of art that deserves study and appreciation, and should not be exploited irreversibly.

+55 81 99480-3678

STRATEGIES

Materials selected for construction were based on its life-cycle impact on nature. Clay and wood are locally sourced within driving distance, while the Onduline roofing tiles are made from recycled fibers

Daylighting

Exterior Shading

The buildings forms, organzation,

Buildings are oriented to optimize diffused light and minimizing the use of electric lights. This promotes productivity and well-being while reducing energy costs

Strategic building orientation,

Views

Porous Paving

Bioswales

Connection / close proximity to nature & the outdoors has proven to increase mental health and productivity. Views are directed in line with sight to the outdoors while

By allowing rainwater to percolate

A planted drainage channel guides stormwater into drain inlet are.

During the rain, pollutants are retained and water filtered by the soil and vegeation.

and openings are designed to provide fresh outdoor air and constant remove heat from the daily hot, humid climate

glazing placed at eye levels

Native Vegetation

contato@nossaescoladaterra.com.br

nossaescoladaterra.com.br’

on municipal energy sources for

Low Environmental Impact

Natural Ventilation

CONTACT EMAIL:

WEBSITE:

ENERGY

WtATER

ENVIRONMENTAL

building efficiency, & reliance

Plants and vegetation that have lived durable for years and are acclimated to survival with

into the ground, the water can be collected after being naturally filtered and kept from flooding walkways and buildings.

ENERGY

and with families. We want to learn from the events that occur around us. We want to learn and teach to learn. We believe that students go to school to learn, not to be taught. Teaching is just one of the tools of learning.

thermal mass increases comfort,

window placement, & use of thermal mass increases comfort, building efficiency, & non-reliant on municipal energy sources for heating, cooling, and lighting

SITE

himself to death in order to redeem for a new life to all who believe this way. We believe that we are also spiritual beings and that the spirit must be fed as much as the body and mind.

ENERGY

of nature as a work of art. Without government assistance, Associação Nossa Escola da Terra has organized projects for women, children, adolescents aimed at cultural, health-conscious, and financial education. Our main goal is to

Strategic building orientation, window placement, & use of

heating, cooling, and lighting

SITE

Disclosed education as a driver of joy and peace.

We want to learn from our students, with nature

Passive Solar Design

SUSTAINABILITY

We believe in the Bible as the Word of God. We believe that Jesus is God himself, who gave

By capturing, diverting and storing stormwater for future non-potable uses in in cisterns and filtration tanks, the water can be reused to pump toilets, irrigation or water features

AIR QUALITY

In order to take care of our families, of children we are “delivered” and their families, of our city,

SCHOOL

Rainwater Harvesting

COMMUNITY CENTER

AIR QUALITY

PLACE OF WORSHIP

SITE

NONPROFIT ASSOCIATION

MATERIAL

YOUTUBE:

Permacultural Ideals Buildings and principals of teaching and construction take inspiration from the natural environment and the intricate relationship of different ecoystems.

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APPENDIX CHUMASH SHOW

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IMAGES & ONLINE WEB SOURCES: “11 Green Building Materials That Are Way Better than Concrete.” Accessed December 9, 2016. http://inhabitat.com/11-g “Architecture.” Pinterest. Accessed November 28, 2016. https://www.pinterest.com/pin/546483736011410336/. arthurcordeirorodrigues. “Rammed Earth in Brazil.” Spatial Experiments, February 17, 2016. https://spatialexperiments.wo “IBGE | Cidades | Pernambuco | Abreu E Lima | 2010 Population Census: Results of the Sample - Education.” Accessed http://www.cidades.ibge.gov.br/xtras/temas.php?lang=_EN&codmun=260005&idtema=105&search=pernambuco|abreu-e Labaki, Lucila C., and Doris C. C. K. Kowaltowski. “Bioclimatic and Vernacular Design in Urban Settlements of Brazil.” Bu http://www.academia.edu/1183033/Bioclimatic_and_vernacular_design_in_urban_settlements_of_Brazil_Building_and Necipoğlu, Gülru, and Alina Payne. Histories of Ornament: From Global to Local. Princeton University Press, 2016.

“Nk’Mip Desert Cultural Centre - HBBH Architects / HBBH Architects.” ArchDaily, December 23, 2008. http://www.arc “Pernambuco - Brazil | Data and Statistics - Knoema.com.” Knoema. Accessed November 15, 2016. https://knoema.com//a “Pernambuco Literacy Rate, 1980-2011 - Knoema.com.” Knoema. Accessed November 15, 2016. https://knoema.com//atlas “Pernambuco Literacy Rate, 1980-2011 - Knoema.com.” Knoema. Accessed November 15, 2016. https://knoema.com//atlas “Rammed Earth - Nk’Mip Desert Cultural Centre | Sustainable Architecture and Building Magazine.” Accessed Novemb earth/.

“Rammed Earth Construction Pictures.” Pinterest. Accessed November 28, 2016. https://www.pinterest.com/pin/465278 “Rammed Earth Wall Rises at TLCD Project.” TLCD Today, October 20, 2014. https://tlcdtoday.com/2014/10/20/rammed “Rammed Earth Walls.” Pinterest. Accessed November 28, 2016. https://www.pinterest.com/pin/405253666447174130/.

“Roads Paved With Pig Manure Could Mean A Cleaner Future.” Popular Science. Accessed December 8, 2016. http://w “Sand Bag Building.” Pinterest. Accessed November 28, 2016. https://www.pinterest.com/pin/407927678725562765/.

Schacter, Rafael. Ornament and Order: Graffiti, Street Art and the Parergon. Routledge, 2016.

Sykes, A. Krista. Constructing a New Agenda: Architectural Theory 1993-2009. Chronicle Books, 2012.

———. Constructing a New Agenda: Architectural Theory 1993-2009. Chronicle Books, 2012.

———. Constructing a New Agenda: Architectural Theory 1993-2009. Chronicle Books, 2012.

“Tiles as a Substitute for Steel: The Art of the Timbrel Vault.” LOW-TECH MAGAZINE. Accessed December 2, 2016. htt “Vernacular Architecture and the 21st Century.” ArchDaily, August 12, 2011. http://www.archdaily.com/155224/vernacularhttp://www.archdaily.com/45140/casa-kimball-rangr-studio/5008578d28ba0d50da00005b-casa-kimball-rangr-studio-ph http://inhabitat.com/lace-like-sculptural-walls-naturally-filter-light-in-this-brazil-home/erwin-hauer-marcio-kogan-cobogo https://www.onduline.org/ http://www.sabmagazine.com/blog/2007/11/16/nkmip-rammed-earth/ http://www.networkearth.org/naturalbuilding/ceb.html https://www.dwell.com/article/ingenious-new-building-method-replaces-concrete-block-with-rammed-earth-0eb6b2b8 http://www.earth-auroville.com/compressed_stabilised_earth_block_en.php http://publications.wri.org/buildingefficiency/ http://earthship.com/construction-materials https://dwellearth.com/process/ https://www.engineeringforchange.org/how-to-build-a-compressed-earth-block-home/ climate consultant - wind diagram & pyschometric chart

BOOKS: Zumthor, Peter, Maureen Oberli-Turner, and Catherine Schelbert. Thinking Architecture. Basel:

Birkhäuser, 2006.

Malaguzzi, Loris, Giulio Ceppi, and Michele Zini. 1998. Children, spaces, relations: metaproject for an environment for yo

Reggio Emilia, Italy: Reggio Children.

FALL 2017 GROUP THESIS WRITING: SOCIALLY RESPONSIBLE ARCHITECTURE written by Ryan Michka, Allison Bettencourt, Viviana Flores, Sophia Liu, and Jeremy Nguyen

Other images and texts are taken from Nossa Escola Da Terra’s online website and provided by the CEO, Mauro Cabr

green-building-materials-that-are-way-better-than-concrete/.

ordpress.com/2016/02/17/rammed-earth-in-brazil/. d November 18, 2016. e-lima|2010-population-census:-results-of-the-sample-education-. uilding and Environment 33: 63â&#x20AC;&#x201C;77. Accessed November 28, 2016. d_Environment.

APPENDIX BIBLIOGRAPHY

chdaily.com/10629/nkmip-desert-cultural-centre-hbbh-architects/. /atlas/Brazil/Pernambuco. s/Brazil/Pernambuco/Literacy-rate. s/Brazil/Pernambuco/Literacy-rate. ber 28, 2016. http://www.sabmagazine.com/blog/2007/11/16/nkmip-rammed-

8205234201209/. d-earth-wall-rises-at-tlcd-project/.

www.popsci.com/roads-paved-with-pig-manure-could-mean-cleaner-future.

tp://www.lowtechmagazine.com/2008/11/tiles-vaults.html.

-architecture-and-the-21st-century/. hoto o-house2/https://www.greenschool.org/

oung children.

ral. Other photos, unless noted, are taken by the designer, Jeremy Nguyen NOSSA escola da

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The opportunity to apply the knowledge gained from the past five-years at Cal Poly to directly affect other’s lives during my journey also had personal meaning. As a young child growing up, I had the privilege of attending a Christian elementary school as well as a boy scout troop at a local church.

From volunteering at community gardens, camping countless nights outdoors, to teaching younger scouts wilderness and leadership skills, these organizations have left me an undeniable imprint of their impact in shaping me into the person I am today.

It felt fitting when the opportunity to be a part in helping provide the same opportunities to others; to serve as one of the pieces bringing Nossa Escola Da Terra together I wouldn’t have wanted to spend my thesis year any other way.

I’d like to acknowledge those who gave me their support, input, and guidance throughout this project and my academic career. From family members (especially my parents) and educators (from Milpitas Christian School , Troop 92, and Cal Poly) who nurtured me to be passionate about people, nature, and God. Thank you.

“Start children off on the way they should go, and even when they are old they will not turn from it.”

Brazilian hugs,

J E R EMY NGUYE N

-

Proverbs 22:6 (NIV)

N