Senior Thesis Capstone Book

SPROUT A Place for Growth and Discovery

Senior Capstone Book Susan Webster

CONTENTS

ABSTRACT...........................................................................................01 PROGRAMMING..........................................................................04 SITE CONTEXT……………………………...............................................09 CONCEPT…………………….....................................................................16 SCHEMATIC DESIGN................................................................23 DESIGN DEVELOPMENT......................................................30 FINAL DRAWINGS & MODEL............................................34 APPENDIX..........................................................................................47 SOURCES............................................................................................51 FINAL REFLECTION NOTES...............................................53

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ABSTRACT

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Motivation Being a preschool teacher for the past 4 years, I have been able to work with children entering at the age of 2 up to 5 years old, preparing them for elementary school. School days not only consist of play and fun but development for future years. Whether it be working on communication skills, motor skills, or the ability to problem solve, all children have different learning preferences that work best to fully grasp information. It has been an absolute pleasure working with children in their environment. As an instructor it important to give children the best environment that they can succeed in.

Problem At a young age children require the ability to physically move about within their learning space amongst their peers. It is important to implement a space where children can learn in their preferred learning style as well as physically move about. Physically moving allows young children to use gross motor skills which in later adolescent year are needed. In my previous years as an instructor there seemed to have been a lack of variety in classroom environments, not only different learning styles but more space needed to move about freely with your body. Although schools like to present a cohesive environment, it causes a lack of invitation for some children based on their preferred learning style. A school that provides a variety of environments for all different learning styles while still incorporating space for physical play will grant more children success for future years of development. When I first came to Richmond, Virginia for college my first year I noticed how hard it was to find a wide open space of land. Even at the age of 22 now, it is important to be able to move your body around after sitting doing endless tasks. Due to being in such a compact city the ability to be surrounded by green nature was lost.

For the past few years while attending VCU, I have been living in the Fan district. On walks I have past a few number of schools in the neighborhood including Binford Middle School, and VCU’s own Child Care Developmental Center. At these sites I have noticed minimal outside areas for the schools children and staff. Overall I see a lack of outside space for schools by the Fan, let alone inside. A school with access to a large spread of surrounding grounds would be beneficial to residents.

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Research Methods The main focus for developing spaces is to take into consideration spaces to encourage gross motor skills. These skills are critical for development. It will be important to understand what elements children are drawn to. From working previous years at an early childhood center, I’ve had the ability to communicate with long term teachers as well as part time teachers to discuss observations seen among their children. I have a strong relationship with both the staff and the children at the school I have worked at. I feel comfortable and confident with the observations that will inform my thesis project. Most importantly having the school based around the Reggio Emilia style highlights the environment being like a second teacher for the children.

Understanding what outside elements intrigue students will play a significant role in the design process. Children grasp much of their surroundings using all their senses. This is where the 7 learning styles come to play with their 5 basic senses (sight, touch, hear, smell, taste). Out of the basic senses, touch has predominantly been seen through observations.

Results My early research started out simple by getting a better understanding of what the 7 different learning styles are and what characteristics are associated with each. It was broken down straightforwardly. Take yourself for an example. “Are you a hands-on type of person? In this style, learning happens when the learner carries out a physical activity, rather than listening to a lecture or watching a demonstration. Those who have a preference for kinesthetic learning are called ‘do-ers’ and much prefer hands on learning. Kinesthetic learners make up about five percent of the population (Hoerer).” My early research also involved a better understanding of what gross motor skills children frequently practice. “Gross motor skills are important to enable children to perform everyday functions, such as walking and running, playground skills (e.g. climbing) and sporting skills (e.g. catching, throwing and hitting a ball with a bat). However, these are crucial for everyday self care skills like dressing (where you need to be able to stand on one leg to put your leg into a pant leg without falling over) and climbing into and out of a car or even getting into and out of bed.(Kid)” Conclusion: My thesis project will be constructing a school that provides a variety of environments for the 7 different learning styles while still incorporating space for physical play/practicing motor skills. By doing so this will grant more children success for future years of development. Understanding how reliant children are on their surrounding environment will play a big role in the design process. Spaces will encourage all types of children from those who have solitary characteristics to those with social characteristics. The school’s environment, using a mix of indoor and outdoor areas, will bring play, physical growth and independence to its children.

References: Hoerner, Natalie. “The Seven Learning Styles - How Do You Learn?” Inspire Education | Online Courses & Accredited Training Australia, Inspire Education Pty Ltd, 3 Aug. 2017, www.inspireeducation.net.au/blog/the-seven-learning-styles/.

“Gross Motor Skills: Gross Motor Skills Development: Kid Sense.” Edited by Kid Sense Web Admin, Kid Sense Child Development, Kid Sense Child Development, 27 Sept. 2019, childdevelopment.com.au/areas-of-concern/gross-motor-skills/.

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02

PROGRAMMING

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Name

Purpose

Description

When is the space used

Adjacencies

Special Considerations

FF&E

Degree of Acoustic Privacy

Degree of Visual Privacy

People to most likely use the space

Offices

Private offices spaces are for administration and other staff to do work for the school.

A private space for teacher and administrative tasks. A space also open to teachers who need to work with a child individually.

Everyday

Lobby

Storage for outside teachers who may come regularly

Adult and child appropriate furnishings

Very Quiet

Closed

Teachers, Administration

Library

The library is a space for imagination, listening and learning. The schools library will provide a large space for a quiet gathering or quiet individual time

A communal space provided for classes to check out books, gather for story time, as well as a quiet space for teachers to do work

Open for use all school hours

Lobby

Acoustics, comfortable seating, open area for children to sit and gather for stories, small seat pockets for children to explore

Carpet, Soft seating

Very Quiet

Open environment

Teachers, Administration, Parents

Indoor Common Space

An indoor common space will provide children and teachers a place for use when outdoor play time is permitted by harsh weather, This space can also be used as an area for group/class gatherings

An open environment flexible upon needed use. This space will function similar to an auditorium but without a stage. Instead this space will have a generous floor space where tables may be brought in or stored away for physical play. A combination of a gymnasium environment and auditorium.

When outside play cannot happen, special events

Storage

Storage for materials/furnishings not being used at the time

Easy to wipe down surfaces/flooring, Durable surfaces

Noisy when occupancy is filled

Open environment

Children

Classroom

The classroom is the space that invites children in to learn, explore, and grow.

Space to contain children as well as be the main known area for a teacher’s children. A space to organize and construct order

These spaces are used daily from the time children arrive to the time children are dismissed to go home

Courtyards, In between Space

Features that incorporate gross motor skills, large windows, access to outside/courtyard from classroom

Neutral colored walls, flooring, colorful materials, easy to wipe down surfaces/flooring

Medium Noise

Closed

Teachers, Children

In between space/Hallways

Hallways separate spaces and help individuals get from point A to point B. Hallways also may include wayfinding techniques.

As users make their way down a hallway, small pockets and wall elements invite users to use their senses. Mainly the sense of touch. Elements along the walls may also encourage users to practice their gross motor skills.

Everyday, all throughout the day

Classrooms

Pockets, interaction features, shapes,

Unique seating elements

Varies

Open

Teachers, Children

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PROGRAM PRECEDENT #1

Renovation, Day Care Changning, China Architects: L&M Design Lab Area: 560 m² Project Year: 2018 L&M Design Lab recently finished the design of an early education center at the Jinting Manor, private estate. Considering the pattern of early education centers, arc windows are found top to bottom of the wall corridor. Before reconstruction the use space was completely unattached to the rest of the building. The second-floor corridor had minimal light, leaving the classrooms feeling dull. The renewal of the corridor became a solution of opening up what seemed to be a dark and scary hallway. The sunny, warm early education center provides the users ( 2- to 6-year-old children) with endless exploration and imagination and ability to engage with their outdoor surroundings as much as possible.

Looking into the studies of behavior characteristics of crouching, crawling, and jumping , the designer decided to thicken the partition panel between corridors and the classrooms, making it a multi-functional place for children to use. This created a sturdy environment in which children and teachers are able to engage in.

Opportunities to sit and stand are opened up. The space invites all practice their motor skills.

Hallways allow both teachers and children to crouch, climb and explore built in elements

The first opportunity for hands on play is introduced in the waiting area just past the reception desk

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PROGRAM PRECEDENT #2 Liceo Europa Zaragoza Designer: Rosan Bosch Studio Located: Zaragoza, Spain Project Year: 2016 In Zaragoza, Spain, Rosan Bosch Studio designed a unique preschool that accommodates children’s needs to learn and develop in different learning styles.

The learning environment within the school focuses on supporting the school’s goal for ‘Multiple Intelligences’. This concept of learning applies to children’s need to learn and develop using a combination of different learning styles.

The core of the space is occupied by a land play island that is open to use for children at all times. Children are able to do their activities in an area they feel intrigued to including this island like form.

In each zone of the educational space, custom furnishing was built to make sure enough room was available for children to take advantage of exercise space, which is a key element for their development.

The main use of physical space holds a large mountain structure that holds pockets to store toys and books as well as has the function to be climbed.

Adjacent spaces let children explore in different learning zones that excite the children in personal challenges, sharing, and inspiration. The children learn through the different exposures of zones and through hands-on learning. The design concept from Rosan Bosch Studio is very thoughtful upon children's needs for learning and creates multiple design solutions for future design goals in early education.

Pocket like seating invites children to be either social or sit alone

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PROGRAM PRECEDENT #3 Preschool, Kindergarten and Family Center Location: Italy - Bolzano Designer: Modus Architects Project Year: 2012 Dimensions:5.245 m² Volume: 18.966 m³ This two-story building holds three functional programs. The building structure moves about in an organic way, with many bends and curves. The outside holds three outdoor courtyards of varying sizes.

The courts are lined with bamboo that reflects onto the interior as well.

The bamboo allows light to be filtered throughout the space while also creating a wall and barrier for the users. The preschool program (ages 0-3) sits along the west facing side of the building while the kindergarten (ages 3-6) occupies the east-facing The kindergarten is along a curved side of the building with 4 classrooms located on the ground floor and 6 activity rooms on the first floor.

The interiors of the three constituent programs use a palette of warm hues and materials to create a “quiet” and comfortable environment in both visual and acoustical terms. The corridors are clad with an oakpaneled wainscoting below and a series of textile-clad, sound absorption panels. This wood wainscoting is threaded throughout the building and in combination with acoustic gyp-board and acoustic textile-clad discs, the school remains a comfortable place with radiant floor heating and radiant cooling in the exposed concrete slab construction of the ceilings.

At the front of the building the designers included a double-height space dedicated to open up for social engagement.

Pathways in the space are brightened by light filtering through bamboo

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03

SITE CONTEXT

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BUILDING HISTORY

The Robinson Nature Center, located in the Maymont grounds was constructed by 3North Designers, a company local to the area. Within the last year the company reconstructed the building and recently reopened in April of 2020. The building was built as a visitors center for those exploring the Maymont grounds. The building tucked away with its back facing a large hillside. The structure is known for its exposed roof rafters, stone and steel materiality. As you approach the building your eyes first meet a towering roof covering that leads you down to the steps of the building’s entrance. The building lets in a lot of natural light and exposes the natural surroundings when inside the interior.

Although the building is on the newer side, the building fits right into the rest of Maymont’s grounds.

Backside view of building

Front view of building

Current exhibit inside

Terrace facing hill

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DISTRICT HISTORY

-In 1893 just above the James river, James and Sallie Dooley, completed their extravagant Gilded Age estate -After the Dooleys passed away, they left their Maymont home including all of its surrounding landscape to the city of RIchmond -From 1925-1975, the property was owned and operated by the City of Richmond.

-1975, the Maymont Foundation was created in order to maintain the estate. The foundation became the sole manager of Maymont under a contract agreement.

-Due to the significant amount of money raised by the foundation, the Maymont grounds were able to renovate buildings needing some TLC, fix up its surrounding landscape and become open to the public.

-the Maymont Farm and The Robins Nature Center were added to the grounds becoming Backside view of building modern attractions while the Mansion stayed its historic attraction.

-After the Dooleys passing, the Maymont grounds has been opened and a grand attraction to the people of Richmond and its visitors.

Characteristics The Maymont area is well known for its Victorian Era houses, Multi level brick houses and the extent of farms and gardens. Much of the area in the Carillon/Byrd Park districts that the grounds is located is family style homes (mid modern). The Maymont area is very different from downtown Richmond filled with apartment complexes next to another apartment complex. Within the Maymont grounds you will find the Maymont farm which is a great attraction for children, adults and families. The Maymont Mansion is also a special spot along the grounds.

Current exhibit inside

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Sun Path

N

12PM

7PM

Time of Year Spring-April

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EXISTING SITE PLANS

First Floor

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EXISTING SITE PLANS

Basement Floor *Will not be using basement for project

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EXISTING SITE SECTIONS

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04

CONCEPT

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Concept 1

Concept 2

Inspiration for “reflection of poses”

Inspiration for “second teacher”

Guardian Childcare & Education Barangaroo Sydney, Australia

Bjarke Ingels Group’s School Chelsea

Concept 3

Inspiration for “nature’s physical elements continued inside”

Nía School / Sulkin Askenazi Mexico City, Mexico

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25 Concept Models

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10 Evolved Concept Models

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Test Fit 1

Test Fit 4

Test Fit 2

Test Fit 5

Test Fit 3

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A space that encourages discovery, promotes strength, provides support in learning and growth while providing structure.

Key terms and ideas: Work/Learn, not too many distractions Still/strict, discover/invite/move Extrusions

Focusing on how to bring key ideas such as “forms” into space

FINAL CONCEPT

Poses to abstract forms 21

CONCEPT MILESTONE FEEDBACK AND REFLECTION

For my milestone one presentation, I felt prepared. I received a good amount of feedback on my models and test fits. My response for my test fit model #5 was most successful as it spoke more directly to my concept.

The interaction with light in model form was successful and easier to show than the interaction with a child and its surrounding walls/paths like model #2. Sticking my camera underneath the model gave a nice glimpse of what could evolve later in schematic design. Test fits #1 and #2 were noted to be successful too. I think the remaining test fit models, more specifically #3, still have potential but it was hard to convey my vision through a more abstract form. Looking ahead I would like to integrate test fit #3 into test fit #2. I believe this will start to add more clarity to both ideas. I believe the interaction among these moments in the space will be visualized better together.

Based on presentation feedback my concepts of the “second teacher” and “poses” are speaking clearest. The idea of nature being continued into the interior may still have potential but would be more successful once schematic design is produced. For my future presentations I will need to remind myself to be specific when speaking about my project.

Be specific with what age children, be specific with what grade school. I will also need to add my starting sketches since those help visual my thoughts and of course add captions for all images.

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05

SCHEMATIC DESIGN

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PARTI DIAGRAMS

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SPACE PLANNING

Iteration 1

Iteration 2

Iteration 5

Iteration 3

Iteration 6

Iteration 4

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VOID DIAGRAM

Open

Child

Open area Teacher

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Moments in Space Moments throughout the environment should encourage discovery and some type of movement for users. Moments in space can be experienced in solitaire if preferred or with company.

Hall moments

Discovery structure area

Level changes

Hall moment

Lobby moment

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COLOR PALETTE CONSIDERATIONS

Inspiration

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For my schematic design presentation much of my feedback was

directed towards my slide layouts. Some suggestions we to make more of the background white and make my hand drawn sketches larger. I also received nice comments on my moments in space sketches. The jurors thought I had gave a nice idea of of what designs may be made in the end. The library space was the most commented on.

SCHEMATIC DESIGN FEEDBACK AND REFLECTION

Regarding my material palette choices, one juror brought up that kids are really into textures. This made me start to think of the differences between bumpy, smooth, and shiny materials. I was also advised to try to select more personal choices of color not just the first colors I see from the inspiration pictures. I was advised to look more at greenstone and the terracotta family. The next steps in my design will be to consider the same monochrome pallet but just pull more of what I like. I also start to go into my floor plan and make more progress on my moments in space.

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06

DESIGN DEVELOPMENT

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FLOOR PLAN & RCP

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COLOR PALETTE & FURNISHING

Oak Flooring

Bent Bench

Shape Pull Seat

Hole Seating

Abstract Forms

Rubber Pavers

Square Table

Climber

Library Bookshelf

Slanted chair

White Speck Tile More muted colors for blended space

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DESIGN DEVELOPMENT FEEDBACK AND REFLECTION

After making much progress with my design, my feedback comments for my design development were to make revisions to my plans. I need to watch the line weights of my plan and make adjustments to some furniture. For example the benches in my plan are super dark. I can resort to adding a different product on my plan view but in renderings but the intended product back.

The jurors appreciated my first steps made with furnishings selections.

My selections reflected my concept well. I still need to make adjustments to my color palette but I am making steps closer to a final palette.

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07

FINAL DRAWINGS

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Final Floor Plan 2 2 12

4

11 4

11

4

4 1

5

2

6 5

2

3

7 KEY: 1. Lobby 2. Office 3. Print/Mail 4. Bathroom 5. Classroom 6. Library 7. Common space 8. Extra class 9. Green room 10. Patio 11. Storage 12. Break

10 5

5

9 8 Roof rafter details

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RCP

KEY: Eureka Wall Surface Light Pop Recessed Light Leaf Pendant Sphere Pendant

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Sections Rendered section facing West

Section cut facing West showing 5 foot floor level drop

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Rendered section facing South

Rendered section facing West

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Hall moment

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Discovery Structure Area

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Lobby Moment

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Library Lounge

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Classroom Reading Corner

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Outdoor Patio Space

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Print & Mail Room

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Break Room

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APPENDIX

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MATERIAL SELECTIONS

Oak wood flooring/roof in majority space

Library and hall paint

Exterior brick Wave mural in extra class and leaf ceiling

Mail room mural Terrazzo pattern used in both tile and upholstery Office carpet, paint

Rubber patio tile

Classroom paint

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FF&E

Eureka Wall Surface Light

Considering abstract forms

Pop Recessed Light

Lobby Slanted Bench, Greenwall,Custom wall pockets

Library Lounge Pouf, Floor pillow, wall pockets

Leaf Pendant

Library Custom bookcase, shaped sofa

Sphere Pendant

Classroom Child height table/chairs 49

FF&E FLOOR PLAN

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SOURCES

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Precedents : Meraner, Hannes. “MoDus Architects · Preschool, Kindergarten and Family Center.” Divisare, 8 Sept. 2014, divisare.com/projects/268845-modus-architects-preschool-kindergarten-and-family-.

“Early Education Center Near the Horse Farm / L&M Design Lab.” Edited by Joanna Wong, ArchDaily, ArchDaily, 5 June 2018, www.archdaily.com/895337/early-education-center-near-the-horse-farm-l-and-m-design-lab.

“Liceo Europa Zaragoza.” Edited by Press Rosan Bosch Studio , Rosan Bosch Studio, Architectmagazine.com, 18 Feb. 2016, www.architectmagazine.com/project-gallery/liceo-europa-zaragoza.

Research: https://cft.vanderbilt.edu/guides-sub-pages/increasing-inclusivity-in-the-classroom/ Hoerner, Natalie. “The Seven Learning Styles - How Do You Learn?” Inspire Education | Online Courses & Accredited Training Australia, Inspire Education Pty Ltd, 3 Aug. 2017, www.inspireeducation.net.au/blog/the-seven-learning-styles/.

“Gross Motor Skills: Gross Motor Skills Development: Kid Sense.” Edited by Kid Sense Web Admin, Kid Sense Child Development, Kid Sense Child Development, 27 Sept. 2019, childdevelopment.com.au/areas-of-concern/gross-motor-skills/.

“2010 ADA Standards for Accessible Design .” Edited by Department of Justice, ADA, 15 Sept. 2010, www.ada.gov/regs2010/2010ADAStandards/2010ADAStandards.pdf.

Maymont: 3north. 2020. Maymont Nature Center • Projects • 3North. [online] Available at: <https://www.3north.com/project/maymont-nature-center/> [Accessed 13 September 2020]. naps.gov. 2020. National Register Of Historic Places Program. [online] Available at: <https://www.nps.gov/nr/feature/places/15001044.htm> [Accessed 13 September 2020].

Maymont.org. 2020. About | Maymont Foundation. [online] Available at: <https://maymont.org/about/> [Accessed 20 September 2020].

MAYMONT MAP. (2016, March 08). Retrieved October 30, 2020, from https://richmond.com/maymont-map/image_077fa3a5-4afa-5c97-ada3-441fdaf40590.html 10. Jr., H. (2019, March 25). Meet Me in Maymont. Retrieved September 20, 2020, from https://richmondmagazine.com/home/meet-me-in-maymont/

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FINAL REFLECTION

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FINAL REFLECTION

Based on the feedback for my final presentation and designs, I felt I had been very successful with my thesis project. I was told I adapted well to existing building despite how complicated it was. I made my program fit well within the space. One juror commented on how clean my final palette was. She said it was very holistic and flowed well. Out of all my renderings, the rendered section facing west was the most successful.

This specific render really helped viewers understand the floor level drop as well as the roof rafters. Although much of my feedback was great there were some things I could have worked on. A couple of the jurors noted to not be afraid to use more color. I can always go back in photoshop to add more details if needed. One juror emphasized to really seize more of the vertical space in the library. I believe with a little time to sit down, I can go back and make some adjustments through photoshop before I add to my portfolio. Overall, this project pushed my boundaries and conceptual thinking. I feel confident to take on another big project when given the chance.

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THANK YOU