Thomas Jefferson University College of Architecture and the Built Environment - Architecture 401-1 D

Overbrook Environmental Education Center

Thomas Jefferson University College of Architecture and the Built Environment Architecture Course 401-1 D7 Studio Spring 2020

Assignment 5: “What We Heard”, Eric Rushinski, Vitaliy Shevchyk, Elias Valdes -2-

Table of Contents

04 Course Contributors, In Gratitude

05 Course Initiatives and Goals 06 Schedule and Course Deliverables

-- Student Work

10 Priya Badri

40 Brent Cook

64 Chase Halter

92 Dennis McWeeney & Scott Cousens

114 Eric Rushinski

136 Vitaliy Shevchyk

158 Elias Valdes

Photos taken by Jessica Wolff of the stakeholder meeting at the Overbrook Environmental Education Center on January 29

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Course Contributors Students: Priya Badri Brent Cook Chase Halter Eric Rushinski Vitaliy Shevchyk Elias Valdes Dennis McWeeney & Scott Cousens

Instructor: Jessica Wolff Jessica.Wolff@jefferson.edu Studio Director: David Kratzer -4-

In Gratitude: Overbrook Environmental Education Center Jerome Shabazz Thomas Jefferson University CABE landscape achitecture students Richard Newton Matthew Tucker Kim Douglas

Reviewers: Aidan Ackerman Jeanette Ankoma-Sey Jennifer Birkeland Katy Johnson Myrna Ayoub Cary Simmons

Course Initiatives and Goals Architecture 401-1 D7 Studio, a course offered by The Thomas Jefferson University College of the Arts and Built Environment, is centered around the integration of design fields and the incorporation of community interests on tangible sites. The Overbook Environmental Education Center (OEEC) and its surrounding neighborhood was the client and site focus for Architecture 401-1 D7 studio during the spring semester of 2020. This document serves to showcase the work executed by the students in Arch 401-1 D7, the schedule and method of work, and the process.

The students were fortunate to perform several site visits, attend two stakeholder meetings and collaborate in-class with students from the landscape architecture studios before the course moved to an online platform in March 2020. We feel grateful that we were able to meet with the community members who have such a strong connection to the site and its future.

The course goals were centered around the students’ ability to learn novel concepts with integration of site and structure, for example being able to perform a site analysis and use this in their design methodologies. Additionally, they were expected to be cognizant of the needs of the OEEC in terms of Jerome Shabazz’s guiding principles: 1. Watershed 2. Sewershed 3. Foodshed 4. Healthy Homes. With these goals in mind, they developed design concepts for the site and its associated buildings and structures, and considered programs that could assist in providing short and long term uses at the OEEC site. They needed to consider low impact development guidelines and Sustainable Sites Initiative Ž systems when designing and integrating site features.

As a studio, we learned so much from the design process and in collaboration with the OEEC and the CABE landscape architecture studios. We look forward to hearing about the ongoing efforts being done at the OEEC. For inquiries about the work from this course and future collaboration, one may contact Jessica.Wolff@jefferson.edu.

Study model by Scott Cousens for green roof and skylight planting concept

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Course Schedule and Deliverables Pre-Jan Stakeholder Meeting: Assign. 1: Assign. 2: Assign. 3:

Hometown Reflection In-class Exersite: Site Analysis Individual Site Analysis & Brownfield Precedent Study

---Stakeholder Meeting January 29--Assign. 4 Assign. 5 Assign. 6 Assign. 7

Site Visit and Meeting Takeaways Essay Spatial Collage “What We Heard�

Building & Infrastructure Inventory, Site Model Parti, Manifesto, Precedent, Program

---Stakeholder Meeting March 4--Shared initial ideas with meeting attendees and colleagues to receive constructive feedback, direction and potential partnerships.

Moved on-site format to online on March 13, 2020 due to COVID-19 Assign. 8 Assign. 9 Assign. 10

Program Pin-Up FINAL REVIEW

Topics covered in second half of studio after moving online: Modeling: Site Integration, Mission & Program Establishment, Scale Studies, Systems, Materials, Detailing, Presentation Prep Interaction: 1 combined studio session with the landscape architecture students on April 13 and 1 desk crit with reviewers on April 24.

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Alumnae Valley, Wellesley, MA https://www.asla.org/awards/2006/06winners/309.html Previously a power plant (industrial natural gas) for Wellesley College, the site was designated a brownfield due to high levels of toxicity in the soil. After the plant was torn down, the area was covered by a parking lot.

In 1995 an expert was brought in to create a master plan for the campus which included the removal of the asphalt parking lot to create a greener campus. The pitch was to restore the area’ former wetland ecosystem by creating channels for water and removing toxins from the soil. Today the site is a healthy wetland utilized by students and animals on campus.

Assignment 1: Hometown Reflection, Vitaliy Shevchyk; Priya Badri

Assignment 5: “What We Heard”, Chase Halter

Assignment 3: Individual Site Analysis & Brownfield Study, Dennis McWeeney

Assignment 5: “What We Heard”, Brent Cook

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Assignment 6: Building and Site Inventory Scott Cousens

Assignment 6: Building and Site Inventory Group Physical Site Model

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Layered Learning Dennis McWeeney

Precedent Studies:

Experiential & Spacial Diagrams:

Scott Cousens

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Plant-life Barrier:

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Through the use of native flora and fauna along the edges of the site we will create new ecosystems as well as create a natural sight and sound barrier to the site

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1. Multi-leveled Pathways 1 Pier 5 Uplands - Natural Barrier:

Water Drainage & Education:

3 New York City Pocket Parks:

- Brooklyn, NYC Example of manipulating topography on a site to create a natural and engaging sound & sight barrier to surrounding context

2. Tree Barrier

- Manhattan, NYC Continuing with the idea of a hidden urban oasis for the people of Overbrook, these parks are hidden treasures for residents

3. Topographic Manipulation

By creating a valley leading to a pond, we create a centralized water-feature that will be educational and the center of all site circulation

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1. Valley 2. Tiered Farm 2 Pier 5 Uplands - Tiered Paths:

3. Water

4 Opening to Foliage:

- Brooklyn, NYC Through the use of the manipulated topography this park creates tiered circulation paths

- Unknown Through the combined use of manipulated topography and bridging/submerged pathways it offers a skylight showing foliage

4. Community Entrance to Site

Plan/Program Planning:

Tiered Hillside & Farming:

Layered Paths & Natural Barrier:

To utilize the manipulated topography to its fullest potential and create a functional, educational, beautiful area a tiered farm area will be incorporated

Through topographic manipulation and altering the site will be transformed to create different layers of circulation and natural land barriers to site

Concept Diagrams/Parti:

Preliminary Massing & Circulation:

Parking/Bus Area Enclosed Structure Water

Manifesto:

Outdoor Urban Farm

Urban oasis, sustainable food source, and private outdoor space are just some examples of the needs expressed by the Overbrook community members. For the OEEC, there is an expressed need for an outdoor learning space using an activated and interactive site to enable people from all around Philadelphia to learn about the natural environment and systems making the world function. This proposal intends on using very curated circulation paths, topographical manipulation, and landscaping elements to create an enjoyable and relaxing outdoor oasis for the people of Overbrook and an educational outdoor area for the visitors of OEEC. This is done through the use of 2 circulation paths only crossing at specific points allowing for glimpses at each without interacting. Through topographic manipulation and specific placement of landscaping the space will block out the rest of the city creating the private outdoor area the community and OEEC need.

Land Massing Children’s Play-space

Connection to Greater Philadelphia: WAYNEWOOD Connection To Overbrook

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Connection To Philadelphia

SEPTA GREEN LINE

WEST PHILLY + CITY HALL STATION

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SEPTA BUS LINE

O.E.E.C.

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DREXEL UNIV. + CENTER CITY

Duel Circulation Paths

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Education vs. Community

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Submerged and Bridging Pathways

Assignment: Parti, Manifesto, Precedent, Program

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Priya Badri

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Bridging Together the Overbrook Community

Priya Badri | Professor Jessica Wolff | Design 7

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LOCATION

LOCATION

City Avenue

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STAKEHOLDER MEETINGS

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EXISTING SITE PHOTOS

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OVERVIEW

Over the course of this studio and this project, one of the main things that stood out to me from this center is the connection Overbrook has as a community. Through this project, I aim to create a series of indoor, outdoor and sheltered outdoor spaces that provide a sense of comfort to the community - a third place for people to come to learn, connect and enjoy their time together both indoors and outdoors. The site should emphasize the meaning of community and structure both within the members of the community but also to their personal connection to the natural environment.

This center thrives on the interactions between community members and their love for education, nurturement, discovery and exploration and I hope to design a place that preserves this philosophy for generations to come.

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COMMUNITY ETHICS & VALUES -18-

DISCOVERY

NURTUREMENT

EDUCATION

INTERCONNECTION

FRIENDSHIP & FAMILY

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SITE ANALYSIS

EXISTING SITE

MAIN ROADS - MAJOR NOISE POINTS

POTENTIAL WATER COLLECTION SITES N. 62nd Street

SITE ANALYSIS

FOLIAGE AROUND SITE

EXISTING BUILDING WATER RUN OFF PATTERN OPEN LOT - OPENS POSSIBILITY FOR NEW PATHWAY/ ENTRYWAY

LOCAL NEIGHBORHOOD/COMMUNITY MEMBERS PROXIMITY TO SITE

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CASE STUDY: ASA LANNA CENTER

PARTI SKETCH -22-

This initial sketch shows my initial reaction to the site through a swift curve that travels from the main two buildings of OEEC into the site.

This pathway is the initial movement on site in regard to the existing building and its landscape.

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PROGRAM PROPOSAL SKETCHES

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EXPERIENTIAL MODELS

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EXPERIENTIAL VIGNETTES

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EXPERIENTIAL VIGNETTES

INITIAL PROGRAM PROPOSAL

Existing Buildings on Site

Pathway Around Site Trellised Exterior Shelter Space This aims to create an organized but abstracted connection to the main building through the grid system. The goal is for this to extend out and create a web of connections.

Additionally these trellises will be structure for a variety of plant growth. (This grid system shows possibilities of where these trellises could be placed. The light green highlights a few)

Community Space & Botanist Shop Having a botanist and floral shop would be beneficial for people to possibly take home plants and bring the legacy of OEEC home with them. This could promote passive education outside of the center as well and add an element of nature in their own homes.

Incoming Greenhouse Water Collection Ponds & Swales

Priya Badri 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

Based on the angle of the site, these ponds would be optimal areas for water collection. Additionally, these retention systems could serve as on site water supply for greenhouse plants, and a passive learning system for on site education.

Additional Learning Classrooms/Offices Contoured Landscaping Contouring the landscape could provide opportunities to create playscapes for children and tiered learning environments for different classes.

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The social psychology of people to me resembled a system of plant roots that when woven together, create a strong tight knit bond. Additionally, in its own sense, it is a form of architectural structure.

The preview of the grid system on the site plan shows how through organization, there can also be a network involved between people and the natural environment. It provides connections to physical people, passive learning sites as well as physical shelter from the environment as well.

Priya Badri 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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Existing Buildings on Site Main Entry Point

SITE PLAN - FINAL PROPOSAL

Leading Pathway Water Retention Ponds

Alternate Entry Point From Alleyway

Building Addition to Existing Garage

Trellised Exterior Shelter Space

Open Recreation Space for Multipurpose Use

Terrace Area (to progress) - Entry/Exit Pt.

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FLOOR PLAN - FINAL PROPOSAL

Plant Nursery Shop

Mech. Room Office Space & Meeting Room Classroom Spaces for Interactive LearningAmbient Skylighting Systems that Highlight Flow to Collection Systems

Processional Corridor w/ Entry and Exit Points to Outdoor Patio/Deck

Entry/Exit from Terrace Connecting to Main Building

Terrace Space - Recreation Use

Outdoor Patio/Deck with Multipurpose Use

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SITE SECTION & ELEVATION

Gutter System to Collect Water Classroom Spaces with Ambient Diffused Natural Light

Outdoor Patio

Trellis System Connection to Existing Structure

Emergence of Trellis Structure Back onto Main Site

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SYSTEMS DIAGRAM - WATER COLLECTION -32-

Main Wooden Beams - Post & Lintel Structure

Plant Growth on Mesh attached to Post Lintel Grid System

Plant Growth of Mesh in Planter Base

Footing Structure to support Post Lintel System

Dirt in Footing acting as Planter - Aims to Promote Water Filtration Through Soil; Eventually leads to Collection Ponds through Set Gravel Paths

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BASE AXONOMETRIC

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WATER CIRCULATION

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RECREATION SPACE

VEGETABLES & PURIFYING PLANTS

PEPPERS

MILKWEED

INDIAN GRASS

GOLDEN TRUMPET

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PEAS

HORSETAIL

VIOLET

PERENNIAL SWEET-PEA

TOMATOES

LAVENDER & ROSEMARY

CUCUMBER

BAY LEAF

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PERSPECTIVES

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PERSPECTIVES

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Brent Cook

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OVERBROOK ENVIRONMENTAL EDUCATION CENTER PROPOSAL

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WHAT WAS HEARD

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MANIFESTO

The site at 6122 Lancaster ave has been left vacant, unloved, and without a purpose.

This proposal prioritizes site well-being by responding to the community member’s wants and needs, through open communal areas to host events, hands on exhibitions for children and adults alike, as well as intimate moments across the site to relax and allow oneself to connect to nature, self, and many of the senses that are neglected on a daily basis.

The design will utilize vantage points between elevation changes for different programmatic purposes: safety for children vs. privacy above others. It will also explore man-made and passive swales to manage storm water and to collect gray water for the gardeners on site. A site that promotes well-being will grow around and with the homogeneous material palette of wood, stone, and recycled site material.

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EXISTING SITE: WATERSHED AND TOPOGRAPHY

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PROPOSED: WATERSHED

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PROPOSED: TOPOGRAPHY

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PROPOSED: PROGRAM LAYOUT

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GROUND PROGRAM LAYOUT

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PUBLIC EVENT

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COMMUNITY

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GARDENERS

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AFTER SCHOOL

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PLAY/EDUCATION (KIDS)

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10:00

12:00 RELAXING

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16:00 GARDENERS

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TYPICAL DAY

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COMMUNITY

10:00 RELAXING

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14:00 GARDENERS

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PLAY/EDUCATION (KIDS)

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TYPICAL DAY

6:00

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COMMUNITY

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10:00 RELAXING

12:00

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PLAY/EDUCATION (KIDS)

18:00

20:00

EVENING

6:00 DINING

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RELAXING

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: OF O D N R OUN E E E C R GR D G IEN R N TE EXPE X E L VE LE

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TYPICAL DAY

6:00

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COMMUNITY

10:00 RELAXING

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PLAY/EDUCATION (KIDS)

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IT: B I T H EX OIN K E P LIN GE ROO E A TIM ANT VERB V O ER OV

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TYPICAL DAY

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8:00

COMMUNITY

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PLAY/EDUCATION (KIDS)

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“TIMELINE” EXHIBIT

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OVERBROOK ENVIRONMENTAL EDUCATION CENTER PROPOSAL

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Chase Halter

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Overbrook Environmental Education Center: Site Proposal

Arch 401-1_D7 -65Professor: Jessica Wolff

Density in Overbrook

Built Environment Open Space Overbrook Border OEEC -66-

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Site Reaction

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Engaging in wonderment is… … Engaging the senses The OEEC has built itself around its love for the environment and its surrounding community. This site should be celebrated as the integration between the two, using the community to build the site into something extraordinary. With projects like the ‘farm-acy’ and the introduction of aquaponics already integrated in OEEC, this project introduces sensory exploration through the integration of different programmatic elements that engage multiple generations. Connecting our community will keep OEEC in the middle of the wonderment, excitement, and education throughout Overbrook and its surrounding communities.

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Engagement through program‌ EXPLORATION Exploration is the process using their five senses to question and analyze the physical characteristics of the site. When users approach the site they are immediately inspecting plant material, scale, density, light, and how those systems work together.

Sensory Table Water Feature

Playscape

EDUCATION

ENGAGEMENT

As the users experience the site, they learn about systems and how they function. These topics would change throughout the months to accommodate seasonal changes involving weather, plant activity, and growth patterns.

Users will apply their personal experiences to draw conclusions about their local environment.

With their knowledge of their local site, users can apply the concepts they have learned to their own sites. Throughout the gardens, in the workshops, and in satellite sites, users can use the OEEC as a workspace and take what they build to other sites.

Amphitheater

Gardens

Movie Projector

Workshop

Educational Signs/Panels

Satellite Sites

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Analyzing the Site EXPLORATION 1 Sensory Table

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2 Water Feature 3 Playscape

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EDUCATION 7

4 Amphitheater

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5 Movie Projector 6 Elevated Walkway

ENGAGEMENT 7 Gardens 8 Workshop -72-

9 Satellite Sites

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Exploration PROGRAM

FEATURES

Sensory Tables: allowing children to explore materials, shapes, textures, and movement in different activities within a set space.

1 Seasonal themes Tables would represent different materials textures and colors based on time of year 2 Adaptive installations The tables would be easy to clean and put away in storage on off times.

3 Unique to OEEC Custom tables and modular design

Water Feature: adding moving water creates ambient noise to keep the space lively. Water retention is an important issue in Philadelphia and will teach children about their local environment.

1 Moving water Systems that allow children and other users to see the cycle of water 2 Irrigation Innovative water features that use drainage techniques to feed plant life 3 Drainage around site Directional movements that keep water away from structures and pathways

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Education PROGRAM

Amphitheater: Having a central gathering space is important for members of the OEEC to host guest lectures, give presentations, and reach out to the community

FEATURES 1 Stage Provides a raised platform for speakers and presentations 2 Seating Temporary seating can be set up or placed in storage.

3 Central Gathering Placing the amphitheater in the center of the site allows users to fully experience the surrounding environment.

Projector: A projector will be placed in the amphitheater, projecting onto the facade of the garage.

1 Presentation Speakers have a platform for presentations, videos, and tutorials.

2 Manipulation Transforming the surrounding of the site to further enhance learning.

3 Wonderment Projection mapping highlights the site in a different light.

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Engagement PROGRAM Workshop: The ‘shed’ will be renovated and expanded to create a working space for building. There would be a small woodshop, and storage for materials. The roof would be fit for an accessible green-roof.

FEATURES 1 Workshop Chop saw, Table saw, tool storage, long tables and benches 2 Green-roof Accessible Ramp Grasses 3 Facade Mimics site details Blank wall for Video projection

Raised Gardens: an easy community based project where the OEEC can plant seasonal vegetables, fruits, ect. If planted in sections, they would be easily accessible for kids and older adults.

1 Raised Gardens Lettuce, peppers, tomatoes, green beans, carrots, strawberries, blueberries, grapes…

2 Accessibility for kids Small module where gardens would be easily reached by older adults and kids 3 Seating areas Throughout the gardens

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Garden + Sensory Tables

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Garden + Sensory Tables

TEXTURES

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WORKSHOP + STORAGE SHED

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WORKSHOP + STORAGE SHED

SECTION 1”:10’

PLAN 1”:10’

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Outreach: To the Community This Noli-styled map shows the difference between the dense urban context and open, almost suburban feel.

This map is used to show where the proposed pathway should run through.

Built Environment Open Space Overbrook Border OEEC -82-

Outreach: To the Community This Noli-styled map shows the difference between the dense urban context and open, almost suburban feel.

This map is used to show where the proposed pathway should run through.

Built Environment Open Space Overbrook Border

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0-1

OEEC - OVERBROOK SCHOOL FOR THE BLIND

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OVERBROOK SCHOOL FOR THE BLIND - 66TH AND SHERWOOD

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2-3

66TH AND SHERWOOD - PAPA PLAYGROUND

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3-4

PAPA PLAYGROUND- N 60TH AND LANSDOWNE AVE

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4-5

N 60TH AND LANSDOWNE AVE - OVERBROOK HIGH SCHOOL

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5-0

OVERBROOK HIGH SCHOOL - OEEC

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Continuing Outreach beyond OEEC

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Dennis McWeeney & Scott Cousens

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OEEC:

6122 Lancaster Redesign Dennis McWeeney

Scott Cousens -93-

First Site Visit

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Key High Point Low Point POI Water Flow Entrances

Sunlight

Site Information & Analysis

Important elements

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WAYNEWOOD Connection To Overbrook Connection To Philadelphia

SEPTA GREEN LINE

WEST PHILLY + CITY HALL STATION

SEPTA BUS LINE

O.E.E.C.

DREXEL UNIV. + CENTER CITY

Public connection points became important to us and how people would be entering the site. We developed strategic plan for who would primarily use the multiple entry points for the site.

Site Information & Analysis

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OEEC has an expressed need for an outdoor learning space using an activated and interactive site to engage people from all around Philadelphia to learn about the natural environment and systems making the world function. This proposal intends on using circulation paths, topographical manipulation, and interactive landscaping elements to create an enjoyable and relaxing outdoor oasis for the people of Overbrook and an educational outdoor area for the visitors of OEEC. This is achieved through utilizing the circulation paths to create specific points for interactive program. Though topographical manipulation and specific placement of landscaping the space will block out the rest of the city creating the private outdoor area the community and OEEC need.

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After consolidating ideas, we began developing out initial design concepts and ideas for the site.

Using topographic manipulation and circulation we wanted to develop a space where the community and center could interact seamlessly and learn from one another.

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Initial Thoughts and Ideas

Brooklyn Bridge Park

NYC Pocket Parks

Topographical Wall Blocking Out The City

Layered Pathways

Precedent Studies & Inspiration

Water Feature & Shading

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Plant-life Barrier:

Through the use of native flora and fauna the edges of the site create new ecosystems and creates a natural barrier to the site

Plant-life Barrier:

By creating a valley leading to a low point in the topo, a central water-feature is created to provide another type of ecosystem on the site

Plant-life Barrier:

To utilize the manipulated site as much as possible, tiered farming allows the area to be used for learning -100-

Initial Thoughts and Ideas

Plant-life Barrier:

Through topographic manipulation on the sides of the site, a natural wall is used to create an urban oasis

Process & Iterations

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Final Topographic Manipulation

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Greenhouse

Section A - East Facing

Farming

Water

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ADA Nature Path

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Farming

Section B - North Facing

Water

Parking

Circulation & Nodes

Diagrams

Important Views

Program Massing

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1. Flex/Public Event Space 2. Shaded Gathering Space 3. Tiered Farming 4. Children’s Playscape 5. Parking/Bus Ramp 6. Greenhouse Addition 7. Water Interaction 8. Water Retention

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Program - Plant life

Program - Plant life

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- Snowman Building Competition - Campfire Night - Gingerbread Making - Flower Power/Flower Sale - Food Truck Convention - Outdoor Movie/Music Nights - Water Activities - 4th of July BBQ - Outdoor Movie/Music Nights - Pumpkin picking/Carving Halloween Bash - Movie/Music Nights

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Community Engagement & Activities

Sloped Roof

Gutter Collection

Collection Tank

Irrigation System

Greenhouse

Water Drainage & Reuse

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Water Drainage System

1.5” Railing

8” Semi-Pourous Asphalt Gutter Collection 4” Square Column

10” Mica Schist Retaining Wall 6” Perferated Drain Pipe

10” Mica Schist Retaining Wall

6” Top Soil

Weep Hole Irragation Sprinkler

6” Sub Soil Gravel 3” Perferated Drain Pipe

Water Drainage System

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Thank You!

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Eric Rushinski

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Orchard Square at Overbrook Overbrook Environmental Education Center Eric Rushinski ARCH-401 Spring 2020 -115-

Preface For this project, I seek to design a learning center that seamlessly integrates several of the key aspects discussed by members of our table group during the first meeting. These include rainwater collection and usage, solar energy collection, organic crop production, harvesting and cleaning, and agricultural learning. In order to ensure a supply of crops as well as to ensure maximal production, a variety of produce would be grown onsite in three different ways. These would be through terraced farming, a year-round greenhouse, and a fruit tree orchard.

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Penn Park Orchard, POP Affiliate

Example of Terraced Rice Farming in Taiwan

Multi-Leveled Garden

Example of Retaining Wall/w Integrated Water Feature

Stepped Wooden Planter Boxes

Example of Terraced Garden

Precedent Examples -117-

Roosevelt Island Four Freedoms Park, New York – By Louis Khan

Central Warf Plaza, Boston - Reed Hilderbrand Associates & Chan Kreiger NBBJ -118-

Park Precedent Examples

• Site is a brownfield, normal crops cannot be grown in the soil • Site is mostly flat, with a steep slope on the western side • Existing garage structure onsite

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Existing Site & Topography -119-

• My original concept sought to utilize the existing garage structure on the site and add to it.

• Internal terraced farm and traditional year-round greenhouse • By reusing the structure, some expenses could be saved and additional space on the site could be made available.

• The design would have consolidated several features into one structure • Most of the remaining space would have been occupied by fruit trees.

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Initial Studies

• Addition of a terraced farming area along the western border of the site • Addition of a year-round greenhouse with teaching spaces • Addition of two primary orchard zones for fruit trees • Addition of solar arrays atop OEC and Farmacy to provide power for site and adjacent areas

• Integrated rainwater collection system within both the orchard zones and the greenhouse roof, allowing draining into a retention pond towards the south of the site and into water cisterns respectively • Addition of a stage and seating area in the central open field space, to provide an opportunity for community events

0’

25’ 50’

100’

200’

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Programmatic Zoning

Section Facing West 0’

Section Facing North

8’

16’

32’

65’

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Greenhouse Facing Northwest

Greenhouse Facing Northeast

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Greenhouse Facing Southwest

Greenhouse Facing Southeast

Component 1 - Greenhouse

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Component 2 – Orchard Areas

Tree Types & Scale

Dwarf Elberta Peach

Dwarf Stella Cherry

Dwarf Nanking Cherry

Mature Height 8-10’ & Width 10’

Mature Height 7-10’ & Width 7-10’

Mature Height 6-8’ & Width 5-10’

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Farming Perspective

Multi-Use Space & Switchback Paths for easy access to terrace layers

Composting Barrels, Seating Space, & Flower Planters

Crop Harvesting Space & Primary Planters

Terrace Overview

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Component 3 – Terraced Farm

Section Detail of Terraced Wall & Orchard Area

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0’

1’ 2’

4’

8’

Crops & Terrace Zones

Western Water Collection Basin

Eastern Water Collection Basin

Greenhouse Rainwater Collection System Site Rainwater Movement

Component 4 – Rainwater Collection Systems

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View of Solar Array Above OEEC

View of Solar Array Above Farmacy • Placing solar arrays above OEEC and Farmacy buildings instead of on site would allow for better use of space.

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Component 5 – Solar Collection

• Central space would be left open, flanked by orchard trees on either side • Small stage & stands for community events

Component 6 – Community Space

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• Limited Uni-Direction vehicle traffic flow through site via road.

• Parking would be provided by the existing lot adjacent to the main OEEC building.

• Linear orchard zones allow for easy transit through the site and create a dominant path to funnel foot traffic.

• Switchback ramps used to allow for terrace access.

• Greenhouse structure has a small elevator and two staircases.

• The site could be entered on foot from multiple different angles for better community access and gated at night.

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Proposed Site Circulation

• Orchard Square Proposal could work in tandem with proposed Farmacy in order to create a system of organic food production and sale to residents.

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Conclusion

Vitaliy Shevchyk

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GROW URBAN

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DRIVE WAY GREEN HO USES TRAILS SO UND W ALL CIRCULATIO N AMP HITHEATER

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INSTITUTIONS

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Elias Valdes

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Overbrook Environmental Education Center Piazza Proposal

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Italian Piazza Elements of community, Mixes pedestrian traffic and vehicles.

Centralized location, easily accessible.

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Urban Farming Reduced space, maximize opportunity.

Know local environment, create opportunity

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Relationship to surrounding homes & streets

Site Plan: Site analysis Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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Circulation

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Vegetation vs Built condition

Section: Site conditions - Program Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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Plans: Program Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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â—?

With water being such a big part of the program, we let the water flow through the site dictate the floor plan, maximizing its usability by collecting it and directing it to be able to reuse it.

Water Movement through site

Plans: Systems - Water collection & lighting Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

Water Collection & Drainage Lighting fixture

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Plans: Topographical changes & Program development Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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â—?

As the plan develops it gives the site a sense of structure and openness that is very much needed in an urban area

Plans: Topographical changes & Program development Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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Detail Section: Water Collection Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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Detail Section: Water Collection Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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Plans: Program development & Use Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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â—?

The program brings the community together

Plans: Program development & Use Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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Thank You. Elias Valdes 6122 Lancaster Redesign ARCH 401-1 Design 7 Spring 2020

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