Arch 609 Integrated Design Portfolio

Mountains of Learning School for the Blind and Visually Impaired Bethany Hurd and Kristen Phillips ARCH 609: Spring 2020 Nilou Vakil

Table of Contents 4

Thesis

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Inspiration Board

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Stapleton, CO

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Process

10

Concept Models

12

Visually Impaired Design Strategies

14

Site and Floor Plans

16

Elevations

18

Classroom Section and Details

20

Atrium Section and Details

21

Materials

22

Interior Themes

24

Conclusion

Entrance - Morning Arrival

3

Thesis

Buildings for blind and visually impaired individuals are unique. Visual impairments cause the other senses to be utilized more to navigate the world. According to Savannah Wippel, Director of Development and Community Relations at Anchor Center for the Blind, 85% of visually impaired children are living with at least one other disability. The building needs to be designed in a different way other than only using visual cues to guide users through a space.

There are many ways this can be incorporated into design, but some ways are more successful than others.

One thing that is important to remember when designing an elementary school for the blind and visually impaired, is that the design is for children. Making sure to keep the feeling of the spaces warm, inviting, and joyous is essential. The design of the school encourages learning and exploration by utilizing all of the senses in the body.

Kids are more intuitive than many people understand.

As Liz Jackson, founder of the advocacy organization, The Disabled List, explains how “disabled people are the original life hackers [...] because we are forced to navigate a world that isn’t built for our bodies”. Individuals who are blind and visually impaired, although unable to see as clearly as most, learn alternate ways to adapt to the world they live in.

One key element in the design is the safety and perception of safety both inside and out. The main entrance to the school will be set back into the building to provide a larger drop off and pick-up area. The administration area of our school was placed near the main entrance, to allow for passive surveillance of the drop off area and limiting access to the building, similar to the redesign of Sandy Hook Elementary School in Newtown, Connecticut.

The layout of the building symbolizes the connection to Colorado, downtown Denver, and the Stapleton Neighborhood by varying the heights and themes of spaces throughout the school. The floor plan for the school creates separation between individual classrooms for different grade levels and the shared spaces accessible to everyone attending the school. Classrooms for children in kindergarten through second grade will be located on the main floor close to administration and the exterior courtyard. Classrooms for children in third through fifth grade will be located on the second floor directly above to provide students a greater feeling of independence.

Navigating stairs to attend class can be seen as a milestone for all students as they progress through their education and symbolize one conquering obstacles, similar to climbing a mountain.

Following the Stapleton Neighborhood design guidelines, the materials for the exterior facade were chosen to provide contrast as a guide strategy while also considering the thermal properties of elements that will be touched by the students. The higher elevation of Denver causes more intense sun rays being a mile above sea level, which impacted the decision to choose materials that did not get dangerously hot. A dark datum line provides a guide when maneuvering the exterior, while

also connecting materials that bring the scale down for the children. The choice of color for the concrete panels above the datum line characterizes the functions associated with the interior activities.

Exterior activities are located in the south-facing courtyard design which combines both play and learning opportunities. These areas are separated by a path lined with textured walls of varying exterior materials, such as brick, stone, concrete, and others. The textured walls allow students to get a sense of material textures commonly found in exterior built environments. On the west side of the walls will be a sensory garden where children can use various senses to experience nature. In this area, there will be a variety of native plants to Colorado that evoke different smells and textures. On the east side of the walls, there will be an inclusive play structure inspired by designs from Landscape Structures Inc. The play structure is located closer to classrooms for ease of access. This space represents an area where children can be kids without worry of struggles. Surrounding both areas is a bike path that provides a safe space for children with visual impairments to learn to ride a bike. Using varying colors in landscaping and surfaces provides a clearer distinction between the functions of each area within the courtyard.

Wayfinding and materiality play a large role in how students who are blind and visually impaired navigate the school. A textured wall will provide people entering the school the opportunity to experience the image of the Downtown Denver skyline and the mountains beyond with different senses. Blind and visually impaired don’t always get to appreciate their surroundings in the same way as sighted people, so this allows them to “view” their surroundings in their own way. Varying textures, contrasting colors, and material changes act as cues to allow students to orient themselves as they travel from classroom to classroom. Some other interior design considerations include designing handrails on the stairs and along the wall at two different heights to make the use comfortable for all users. Designing spaces with varying heights can aid students in understanding their location in the school. Several studies have shown that contrast and variation in floor materials make navigation easier for the visually impaired. Lighter wall colors allow for a nice contrast for transition colors to stand out more, while also providing greater flexibility of use in the space. Natural light is important to promote the feeling of warmth; however, glare and direct light can be disorienting and a problem for those with visual impairments. In an effort to allow natural light without the glare, clerestories, windows with shades, as well as larger overhangs over the south facade will help diffuse the light.

These elements were incorporated into the design to reflect the users and how they navigate the built environment. Utilizing the user perspective influenced the choice of materials, color, textures, and wayfinding strategies to create a learning environment that allows students to reach their full potential without added obstacles.

Inspiration Images

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1 Texas School for the Blind and Visually Impaired - Austin, Texas Photo by Alexander Gray GSC Architects and HALFF Consulting 5 Woodland Elementary School Milford, Massachusetts Photo by Ed Wonsek HMFH Architects 9 Rockford Public School Denver, Colorado Photo by Robert Benson CannonDesign 13 Mountains in Colorado Denver, Colorado Photo: kga Studio Architects www.kgarch.com/building-a-mountain-home-in-colorado/vV

3 Phantom Canyon: A Digital Circuit 2 DesignABLE Environments Inc. Logo by DesigneABLE Environment Inc. Denver Art Museum Photo by Kristen Phillips Daniel Libeskind and Davis Partnership 6 Woodland Elementary School Milford, Massachusetts Photo by Ed Wonsek HMFH Architects

10 DeBruce Center Lawrence, KS Photo by Robert Benson Gould Evans and Zahner 14 Sandy Hook Elementary School Newtown, Connecticut Photo by Robert Benson Svigals + Partners

7 House for Blind Residents Vicenza, Italy Photo by Stefano Calgaro So & So Studio 11 MAXXI Museum - Rome, Italy Photo by Iwan Baan Zaha Hadid Architects 15 Sandy Hook Elementary School Newtown, Connecticut Photo by Robert Benson Svigals + Partners

4 Downtown Denver Skyline Denver, CO Photo: www.denver.org 8 Nature - St. Jame’s Park London, England Photo by Kristen Phillips 12 Klyde Warren Park Dallas Texas Photo by Dallas Dads Group - Anton Jacobs OJB Landscape Architecture 16 Sandy Hook Elementary School Newtown, Connecticut Photo by Robert Benson Svigals + Partners

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Stapleton, Colorado

Located just 15 minutes east of Downtown by Metro, the city of Stapleton quickly developed in the past 20 years. Once home to the old Denver Airport, Stapleton is now a vibrant city full of amenities, including schools, restaurants, and parks for outdoor entertainment. Many architectural styles and housing types provide the flexibility for families and individuals moving to the area. The large sidewalks and pocket parks promote walkability, and encourage residents to enjoy the beautiful Denver weather.

Key Park

Retail

Pool

Grocery Store

Entertainment/Town Center

Restaurants

School

Site

Business

Metro Line

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Process In our early iterations, we focused on the courtyard design for a protected play area and separate wings that help distinguish public and private areas. Due to the fact that older students have dierent obstacles and daily routines, older grades are placed in a dierent wing.

Pushing and pulling of the masses helps define both the exterior and interior spaces. Each pod would be connected through a main hallway. Clerestory windows were added to allow indirect light the filter in from above. Similar to the previous iteration, grade levels would be separated among the pods.

Proceeding with the main hallway concept, we attempted to angle spaces inside the school.

However, this created unusable spaces and awkward wall connections that made wayfinding diďŹƒcult. This led to us keeping only the entrance angled.

The angled entrance provides security and a clear transition from an academic to a public setting. We combined previous concepts and kept aspects that allowed for easier wayfinding and clear distinctions between spaces. This provided us with a functioning concept that we developed further.

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Concept Models

Push and pull based on neighborhood context

Offset masses create variation in the interior and exterior spaces.

Entrance set back from the drop-off area to increase safety. Building forms are shortened to frame the exterior courtyard.

Car Drop-off School Entrance Remove Form

Secondary Entrance

Variation in height mimics the Denver skyline, and helps distinguish the functions of each space.

Main Entrance Remove Form

North-facing clerestory windows

North-facing clerestory windows allow diffused light to enter the hallway and aid as a wayfinding tool for students.

Opacity / Glass

During our massing study, we wanted to maintain placing the classrooms, the light grey color, in the middle with more public areas to the sides. The red areas indicate circulation. One important component was to provide enough exits to the exterior in case of an emergency. The white areas are public areas that are shared by all occupants. The dark grey spaces are service areas that have limited access. The medium grey areas indicate faculty and staff zones.

Key

0’

20’

40’

Public Spaces Semi-Private Spaces: Classrooms Private Spaces: Faculty & Staff Service Spaces Horizontal Circulation Spaces Vertical Circulation Spaces

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Visually Impaired Design Strategies

D

E A

F

B C Courtyard - Recess Time A

A tactile wall helps children learn about dierent materials they may come across in the built environment.

B

Inclusive Playground from Landscape Structures Inc.

C

Bike path provides a safe environment to learn to ride a bike. A darker path surrounded by grass provides contrast.

D

Colored concrete panels separate the public wings from the private wings. The panels also absorb the heat from the sun without getting dangerously hot, so there is no worry about burning hands that trail the building side.

E

Roof overhangs and awnings provide shade from the sun.

F

Dark datum line and window mullions provide contrast to help with wayfinding.

Sustainable Strategies

HVAC Diagram

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20’

40’

Key Supply Return Mechanical Water Internet Power

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Site Strategies and Floor Plans

• Bike path inside gated outdoor area for safe play.

• Sensory garden to engage various senses.

• An outdoor dining area is located off the cafeteria on the north side of the building, and can be utilized during Colorado’s many beautiful days.

• Safe drop-off area separated from the one way street that connects to the parking lot or exit.

• Path runs through gated courtyard area to connect the parking lot to the secondary entrance closer to the gym and cafeteria.

• Trees will provide shade on the site, and bushes will provide a visual change from the school lot to the public land.

E 26th Ave

Site Plan

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20’

40’

Roslyn Street R

Drop-off

Anchor Center for Blind Children

19' - 9"

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15' - 6"

45' - 0"

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10' - 0"

PNL L

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Supply/Return

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10 11 12

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M 30' - 0"

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Level 1

68' - 0"

39' - 0"

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33' - 0"

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32' - 0"

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15' - 6" 16' - 6"

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PNL

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24' - 0"

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82' - 6"

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16' - 0"

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19 26' - 10"

40' - 0"

30' - 0"

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Public PublicAreas Space Classrooms Classrooms

Ground Floor

12' - 0"

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20’

40’

30' - 0"

29' - 0a"

Key 1 Atrium 2 Administration 3 Nurse 4 Library 5 Conference Room 6 Sensory Room 7 Common Space 8 Multi-Purpose 9 MEP 10 Art 11 Music 12 Gym 13 Kitchen 14 Cafeteria 15 Teacher’s Lounge 16 Water 17 Internet 18 Power

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Elevations

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T.O.R.

38' - 8"

B.O.P.

30' - 0"

Level 1

15' - 0"

Ground Level

0' - 0"

East Elevation

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20’

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40’

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T.O.R.

38' - 8"

T.O.P

33' - 0"

B.O.P.

30' - 0"

Level 1

15' - 0"

Ground G round Level Level

0' - 0"

North Elevation

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B

C B1

T.O.R. O.R.

38' - 8"

B.O.P. O.P.

30' - 0"

Level vel 1

15' - 0"

Ground ound Level Leve el

0' - 0"

South Elevation

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T.O.R.

38' - 8"

T.O.P

33' - 0"

B.O.P.

30' - 0"

Level 1

15' - 0"

Ground Level evel

0' - 0"

West Elevation

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Classroom Section

2" Cavity Wall 7 5/8"x 3 5/8" x 2 3/4" Brick Vapor Barrier 2" Rigid Insulation Weep Hole

Marmoleum Solid Sheet Finished Flooring

5/8" Sheathing 8" Steel Studs; 8" Batt Insulation Between Studs 2" Rigid Insulation

Self-Leveling Concrete

Slope 1/4” per foot

4" Concrete Slab Waterprooȴng Membrane 4" Rigid Insulation 4" Compact Gravel

6" Perforated Drainage Pipe

2'x8' Fiber Cement Cladding Panels

Finish Layer Protecting Water Membrane Below

Aluminum Hat Panel Connection Vapor Barrier 1/2" Plywood Sheathing

Roof Waterprooȴng Membrane Rigid Insulation Sloped at 1/4" per foot

2" Rigid Insulation

5 1/2" Metal Roof Deck with Concrete Fill

8" Steel Studs @ 24" o.c.; 8" Batt Insulation Between Studs

W27x336 Beam L4x4x5/16 L-Angle Bolted Connection

Below Frost Line -3' - 0"

Foundation Detail

Parapet Detail

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4

7

T.O.R. 39' - 8"

3

T.O.P 33' - 0"

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B.O.P. 30' - 0"

Level 1 15' - 0"

Ground Level 0' - 0"

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Below Frost Line -3' - 0"

Section A - Classrooms

Slope 1/4” per foot

Roof System 6" Gutter Z Clip 1/2" Metal Flashing 4" Exterior Light Wood Blocking Truss Exterior Wall (See Soɝt Detail)

Metal Roof System 1/4" Waterprooȴng Membrane 3" Insulation 6" Gutter 6" Concrete 1/2" Metal Flashing Z clips Exterior Light

2' Truss

15/16" Suspension Tee 3x5 C Channel 5/8" Gypsum

2'x8' Fiber Cement Concrete Panel Vapor Barrier Aluminum Hat Panel Connection 1/2" Plywood Sheathing 2" Rigid Insulation 8" Steel Studs @ 24" o.c.; 8" Batt Insulation Between Studs 3/8" Plywood Sheathing 5/8" Gypsum Wall Board Window Trim Aluminum Window Mullion

Clerestory Window

Roof System

Clerestory Detail

Soffit Detail

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0’

9”

1.5’

3’

6’

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40’

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T.O.R 31' - 10"

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Level 1 15' - 0"

Slope 1/4” per foot

Ground Level 0' - 0" Below Frost Line -3' - 0"

Section B - Atrium 0’

20’

10’

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B Atrium

Materials 1.75" Snap Lock Standing Seam Metal Roof Panels Steel Purlin 6" Minimum Rigid Insulation Vapor Barrier

1/2" Metal Flashing

Copenhagen

Steel Roof Deck

Soɝt Vent

W18x50 Beam 15/16" Exposed Tee Grid

2'x8' Fiber Cement Cladding Panels

Metal Suspension System for Veneer Wood Panels

Aluminum Hat Panel Connection Vapor Barrier 1/2" Plywood Sheathing

Mimas

Fiber Cement Cladding Panels 2’x8’ and 4’x6’ panels Cembrit Solid with Rainscreen AFC Cladding Exterior - Facade above datum line

Linear Wood Veneer Panels; Linear Light Fixture installed between panels 4" Spotlight

2" Rigid Insulation 8" Steel Studs @ 24" o.c.; 8" Batt Insulation Between Studs 3/8" Plywood Sheathing 5/8" GWB

Atrium Ceiling Detail

0’

9”

1.5’

3’

6’

Modular Brick (7 5/8” x 2 1/4” x 3 5/8”) Steele Gray, Smooth Texture Acme Brick Exterior - 3’ Datum line

1.75” Snap Lock Standing Seam Metal Roof Panels Installed over steel purlins, steel decking, or solid wood decking Flatiron Steel Exterior - Sloped Roofs

A

Two-story height glass curtain wall allows light to stream into the large space. Hanging art in the corner helps bring the scale of the room down.

B

Small carpeted areas frame clear paths to either the academic areas or the stairs.

C

Stairs to second level provide opportunities to teach students how to navigate stairs. Red color alongside stairs highlights the vertical movement. Handrails are at two different heights for children and adults.

D

Small platform in the corner provides seating, a presentation area, and a “word” wall with braille words that correspond to the words below the conference room.

E

Two-story height wood ceiling to provide acoustic protection and ambient lighting.

F

Conference room on the second floor overlooks the atrium.

G

Handrails along the hallway and atrium aid as a navigation tool for students. Light colored walls provide contrast between the colored carpet and handrails.

Grey

Piano

Sport

Marmoleum Piano Flooring Thickness: 0.1 in Length x width: ≤108 ft x 79 in Interior

Flotex Color Metro Carpet (Red) Thickness: 0.19 in Available in sheet, tile, and planks Interior - Atrium/Entrance

WOODWORKS Linear Veneered Panels Size: 24” x 96” Hung by a suspension system Interior - Atrium Ceiling 21

Interior Themes

Themed wall design reflects the neighborhoods that make Denver unique.

It also helps connect and educate students about the surrounding urban context.

A. The Capitol Building B. The Golden Triangle C. Broadway D. Civic Center Park G E. Washington Park F. Capitol Hill H G. Olde Town Arvada H. Highlands I. RiNo J. Five Points K. Stapleton L. East Colfax Avenue M. City Park N. Denver Zoo O. Museum of Nature & Science

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Level 1

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Ground Floor

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40’

Circulation/Egress

A Small benches to provide alternative seating.

B Bean bag chairs for students to get comfortable.

C

B

A

C North-facing curtain wall for natural light and views. Dark mullions provide contrast in the space.

E

D Dark red carpet to provide contrast from beige walls.

D

E Interactive texture wall art for students to learn and enjoy.

Library - Reading Nook

A High north-facing curtain walls to allow for natural light.

A

B Room theme in Braille to educate students about dierent neighborhoods in Denver.

C

C Curvy acoustical panels to provide sound dampening and enhance the space.

D Secure outdoor dining area for nice days.

B

E Rectilinear tables to aid in wayfinding.

D

F Handrails along the wall help students navigate the school.

Blue color provides contrast against the beige wall.

F

E G

Cafeteria

G Contrasting floor color along walls supplement trail rail for navigation.

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Conclusion Designing a school for the blind and visually impaired allowed for both of us to design in a way we had never done before and explore a user type that was dierent from previous projects. We designed a space where individuals utilize dierent senses to get the full experience, rather than just the visual appearance. A design element that allows the users to experience the built environment in a positive way includes spaces that are tactile and high contrast. Since we were designing a school, the size of our spaces and the necessary components to support the individuals were smaller than for other building types. We both learned about what would make our design beneficial to students with visual challenges and also what would cause them diďŹƒculties. In our design, we made sure to address a few themes that we felt were important to both the users of the space and the parents with children going to the school.

Some of these included the perception of safety, the ability to expand the knowledge of how to navigate the built environment, the ability to enjoy childhood, and the connection to the surrounding city of Denver. The school is named Mountains of Learning to symbolize both the ups and downs of learning, life, and the mountains that are so integral to Colorado.

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