Download - M.I.P - ACADEMIC PAPER
CONTENTS
Introduction
International Academic Design-Build Project:
Protestant Church of Bödigheim, Germany
Green Schools :
Brandeis Hillel Day School, San Francisco
Cow Hollow Preschool, San Francisco
North Oakland Community Charter School
Multi-Grade/Small Rural Schools :
Skilpadvlei Primary School
Rooirivier Primary School
Process followed at St. Michaels Primary School:
Personal experienced gained through design build process
Conclusion
Bibliography
Introduction
The 2nd year class of 2011 has been given the task to expand our knowledge and
explain our experiences while exploring design build projects, multigrade schools
and green schools. A description of various schools, sustainability aspects, different
construction methods, unexpected problems that may have occurred throughout
the process, student’s observations, teaching techniques and pedagogic rationale
as well as the improvement of the St. Michaels Primary School in Oude Burg, near
Elgin will be discussed in this paper. This requires research and careful analysis of all
the subject matter and a summary of all the knowledge to be explained and
documented. This is my perception and understanding of the concept of the
design build project, multigrade school as well as the ability to green a school using
sustainable materials and equipment.
The International Academic design- build project.
Project Name: Flurkapelle Buchen/Bödigheim
Local architect: Ecker Architekten
Builders: The students of The College of Architecture, Illinois
Institute of Technology,
Project Leader: Professor Frank Flury
Location: Boedigheim, Germany
Client: Protestant Church of Bödigheim
Project year: 2009
Background:
In January of 2008, the Reverend Moser-Feesche wished to build a chapel. He
contacted local architect Dea Ecker Architekten and explained his vision. He did
encounter a few issues along the way namely, no funding, no property, and no
support of the congregation.
Dea Ecker who received her Master degree in Architecture at the Illinois Institute of
Technology (IIT) decided to contact her friend and previous school colleague,
Frank Flury, who was also a Professor at IIT, who taught Advanced Studio for Design-
Build Projects at the College of Architecture in Chicago and explain the much
anticipated project. They all agreed that this would be a promising and
educational experience for the students at IIT to be part of and the design build
project was born.
Organizational aspects
To start a project that included students that would be part of the construction
process, this would mean careful planning and keeping your requirements, goals
and achievements in order to obtain optimal performance. In December 2008, the
Professor Flury visited the site in Bödigheim to investigate and discuss the project
with the Reverend. This set in motion the plan of action for the way forward.
1. Professor Flury would provide guidance with the design and construction of
the building.
2. Ecker Architekten would make sure that all the necessary building permits
and documentation from the local council was obtained.
3. Reverend Moser-Feesche would make sure property rights were gained and
gather a team of volunteers in the community that were willing to help with
the project.
4. Students would help design and construct project on site.
Student perceptions and participation:
In January 2009 Professor Flury introduced the
project to the Design-Build curriculum and the
students were very enthusiastic about it. The
next 3 months, 12 students developed three
design alternatives and in March 2009, their
ideas and proposals had to be presented to
the governing municipality of Buchen and the
locals of Bödigheim.
After hours of discussion and debate two projects were chosen, however Professor
Flury would be the one that was responsible for the development of a final
proposal. The students would be part of the design and construction process using
various CAD programs to produce drawings and details.
Pedagogic Rationale:
In many United States universities, an apprenticeship or experiential training is not
required for to achieve a diploma in Architecture. Using the pedagogic rationale
approach during this project at IIT Advanced
Design/Build Studio allowed the students to
have hands on understanding for architecture
as a whole. These students were given the
opportunity to understand the entire design
process – from the design sketch phase to final
handing over ceremony.
This practical skills gained will be with them for years to come and would lead them
in good stead together with their theoretical academic knowledge, should they
continue on the path of architecture.
The project has produced various positive aspects because diverse groups worked
together to create something that would be more challenging should they have
endured it on their own. This led to cultural, religious and racial differences to set
aside in order for a common goal to be achieved. New friendships were formed
and in the process a beautiful chapel was built.
Building Design & construction:
Brief:
“The brief was to create a place of spirituality.” Professor Flury defined the project
for the twelve students who come from various parts of the world as “an
interdenominational chapel, a space for people who are in a search for God – a
place for quiet reflection, but also one that
welcomes hikers and cyclists who appreciate a
rest stop that has a sense of beauty.”
Design
The ecumenical (place where the 1st Apostles gathered) chapel sits on a hill
between the villages of Boedigheim, Seckach and Großeicholzheim. The structure
can be seen from afar but you can access it by foot or using bicycle via a steep
country lane. The students created interactive outdoor facilities and spaces that
followed a logical sequence.
A narrow footpath on arrival which leads you to a gravel open space that is
enclosed on two sides with massive limestone benches. This open space lies
between an existing hedge and the blank tower façade. This space represents the
worldly realm. A brick platform is raised from this area, where visitors enter a closed
patio and finally the sanctuary. This platform serves as a crossing over to the divine.
Surrounded by 4 closed walls, the views are restricted to the sky and the tower,
which encloses the chapel sanctuary. According to the students “The courtyard
and chapel are situated in a sea of faith,” “The Secular and the Sacred touch each
other; they are connected with one another.”
A simple shape, symbolic of the Biblical Temple of Solomon and similar in style to
that of vernacular tobacco-drying barns still found in the area today. The whole
timber structure is supported on 8 steel moment-frame anchors that has a thin gap
between the massive brick platform and the timber structure. This detailed joint
allows a heavy building to become weightless and be elevated above the ground
plane. The 3-meter high building with full-timber diagonal bracing hidden provides
strength and stability for the structure. Diagonal planking forms part of the structure
with cladding that encloses the entire first level. The base supports the entire frame
and allows the four main columns to be cantilevered vertically for the next six
meters without additional bracing.
The 9-meter high chapel tower, Louvers cladding the higher portion of the tower
are build up increasingly further apart as they rise compared to the solid base. This
makes the tower seem like its extending in height. Resulting in shadows and various
plays on light around the building.
The project was designed that students were able to complete the project without
any construction skills. The entire wooden structure was pre fabricated and cut
according to the student’s drawings. All cutting, sawing and machine work was
done in factories.
With donations of lumber, renewable and local materials from the city of Buchen,
and various professional volunteers in the community and an enthusiastic student
body the project could start. Various tasks were given to various people.
1. Professor Flury developed the design with his students to ensure that
construction could be completed in a single summer semester.
2. This meant lots of e-mailing, AutoCAD, and Skype teleconferencing tools
used to create a student project into a set of working drawings ready for
German construction standards.
3. Dea Ecker contacted the local municipalities and prepared drawings to
obtain the necessary permits.
4. The Reverend Moser-Feesche and the community were responsible for the
property rights and for coordination of accommodations of the students
during the construction phase.
5. The student group arrived in Germany during
the first week of June with the help of many
volunteers worked efficiently and consistently to
complete the chapel in an amazing 8 weeks.
More than 400 people witnessed the official
benediction on 25 July, 2009.
Success of the project:
I believe that this was a very successful project as it
provided a place of worship for the community but enrichment for students and
professionals. Completing the task within 8 weeks is a remarkable time considering
most of the students were unskilled workers with only theory based knowledge. I
believe that with the guidance of willing professionals, enthusiastic students and
countless volunteers this project was a great success and will continue to serve as a
precedent for future students venturing into the design build phase of their
education.
Three Successful Green Schools
Project: Brandeis Hillel Day School, San Francisco
Background:
The parent teacher association decided they needed to change
the school environment by following many green initiatives including zero waste,
green events, no-idling, school gardens, green procurement, energy efficiency,
and green building projects. They established an environmental committee, made
up of both parents and teachers.
Description of building:
The building is made from local timber clip lock boarding and dry walling that can
be recycled if demolished. Fenestration is made from aluminum which is long lasting
and does not need to be maintained that often.
Why is it sustainable?
They created area’s which they could reduce the energy of the building by using
natural materials and implementing green projects.
How was the sustainability achieved:
By reducing the amount of rubbish and increasing both recycling and composting
of waste. Installed energy efficient lighting, and use non-toxic cleaners and
recycled paper products. They have an environmental column in their weekly
school newsletter to encourage parents and guardians to continue the
sustainability habits in the homes. They made an effort to get colour coded bins for
composting and recycling, They achieved all of this through constant
communication about proper waste sorting whenever they had school events.
They provide large water containers at all events to discourage the use of
disposable plastic bottles.
Can this be achieved in South Africa:
Yes this can be achieved in South Africa if people take sustainability as a way of life
and are taught from a young age to conserve natural resources and energy.
Three Successful Green Schools
Project: Cow Hollow Preschool, San Francisco
Background:
The school was to move from the Cow Hollow
neighborhood in San Francisco to a historic building in
the Presidio, the parents saw a unique opportunity to
create a green renovation of the new site, as well as address ongoing operational
issues.
Description of building:
The building is made from local timber clip lock boarding and dry walling that can
be recycled if demolished. Fenestration is made from aluminum which is long lasting
and does not need to be maintained that often.
Why is it sustainable?
They created area’s which they could reduce the energy of the building by using
natural materials and implementing green projects.
How was the sustainability achieved?
The site renovation included many green aspects: using less toxic materials like low
VOC-paint and no PVC. They purchased low- toxic toys and art supplies, Non- toxic
cleaning materials. They created a compost bin, recycling bins, and incorporated
nature as part of the whole educational experience by using outdoor classrooms.
Children also got involved in green initiatives. They made signs for all bins for our
green events, had green breakfast and collected e-waste such as batteries and
cell phones. They provided a breakfast of bagels, coffee, and hot chocolate to lure
people in, and used compostable food service supplies.
Can this be achieved in South Africa:
Yes this can be achieved in South Africa if people take sustainability as a way of life
and are taught from a young age to conserve natural resources and energy.
Three Successful Green Schools
Project: North Oakland Community Charter School
Background:
The green committee decided to create a zero
waste school, with the help of volunteers, parents
and children they were able to enhance the
school environment and make it more
sustainable.
Description of building:
Why is it sustainable?
They created area’s which they could reduce the energy of the building by using
natural materials and implementing green projects.
How was the sustainability achieved:
They educated students about recycling, using recycling themes into the
curriculum by creating songs and skits that reinforce these themes. The students
presented the songs and skits to the rest of the school during all-school meetings
and events. All of the students were taught to use the new recycling system in their
classrooms.
They also used proper bins in the lunch room for recyclables and composting,
Hosted green fundraisers including the e –waste product collections, ink jet and
cell phone recycling, plastic bag collection, and selling student-made cleansers.
Healthy lunch options were implemented at the cafeteria’s that included nutritious,
healthy, organic, free-range, food products and the use of low-waste serving
components. Replacing single use wipes with non-toxic alternatives in the
classrooms. They created school garden which formed part of the curriculum to
grow flowers and vegetables. The school is successful because they are raising a
generation of youth who have an increased awareness of their impact on the
earth’s resources.
Can this be achieved in South Africa:
Yes this can be achieved in South Africa if people take sustainability as a way of life
and are taught from a young age to conserve natural resources and energy.
Creating good habits of conservation and it should be consistent throughout the
country in order for it to work in every community.
Three Successful Multigrade Schools
School Name: Skilpadvlei NGK Primary
Location: +-15 km from Moorreesburg.
Background:
The Skilpadvlei Multigrade primary school serves a poor farming community in
Moorreesburg the parents are all farm workers on the surrounding farms. There are
only two educators who care for all the learners. A poverty stricken community with
very little facilities available. The Khanya Project got involved at the school in 2008
with an idea to upgrade using technology that would best suit the school’s needs.
Teaching Methodology & how architecture contributes to it:
Multigrade classes are challenges to the educators who need to cater for a variety
of abilities and different curriculums in a single learning environment. Technology
can be of particularly useful in this environment. Two Electronic Interactive
Whiteboards, two notebooks, a scanner and appropriate educational software has
been installed at Skilpadvlei Primary. Each educator now has the opportunity to
use technology in their own classrooms that would benefit each learner. Educators
can now keep an accurate record of learner abilities as well as numerical levels
and literacy skills. This technology will change the way they teach and the way their
learners experience learning forever. The container like structure provides a suitable
ventilated area for teaching. This form of structure allows for maximum space to be
obtained in the classroom.
The school is successful because:
The two educators at Skilpadvlei Primary now have the opportunity share
knowledge of the world into their classroom through the use of educational
software and internet access. Their learners are enthusiastic and very excited to use
new technology. The educators are receiving training will continue to share the
knowledge gained from these sessions. The technology is useful in the multigrade
setup tasks can be separated easier eg. some learners can be doing regular book
work while the educator uses the board to teach other learners different skills.
Alternatives to improve classroom environment:
They could create partitions in the classroom using creative art display boards
allowing less distractions while the educator is busy with the one grade.
School Name: Rooirivier VGK Primary
Location: Little Karoo, 65km east of Outdshoorn
Background:
Rooirivier Primary is situated in the Little Karoo, 65km east of Outdshoorn. This multi-
grade school consists of two classrooms and provides education to the children of
farm labourers from the Rooirivier, Diepkloof, Kleingeluk, Hoekplaas, Barandas and
Buffelsklip farms. This school is an important part of the community. The majoraity of
the parents in the community are illiterate so many challenges are faced on a daily
basis. Even though all the odds are against these children they continue to be
eager to learn. In 2007 they received some money for improved Systemic
Evaluation tests, Rooirivier Primary was able to buy two computers and the learners
in the Grade 4 – 7 age group became accustomed to the technology. Khanya
Project got involved at the school in 2010 with an idea to upgrade using
technology that would best suit the school’s needs by providing them with two
laptops and two data projectors.
Teaching Methodology & how architecture contributes to it:
Multigrade classes are challenges to the educators who need to cater for a variety
of abilities and different curriculums in a single learning environment. Technology
can be of particularly useful in this environment. Educators at Rooirivier Primary are
also being trained in the use of the Microsoft software that will allow them to do all
their admin work on these laptops, easing the pressure of the educators and to
much benefit of the learners as work can be processed quicker. The interactive
white board is installed in one classroom and educators alternate to allow
everyone a chance. By having an environment that has access to electricity and
space to accommodate the technology these children are able to receive an
education
The school is successful because:
The educators are receiving training and knowledge to empower themselves which
in turn will have the opportunity share their knowledge of the world into their
classrooms by means of educational software and internet access. Their learners
are enthusiastic and very excited to use new technology and grasp these ideas
very quickly. The technology is useful in the multigrade setup as task can be
completed and it allows educators to provide more knowledge in a short space of
time. The successful application of this technology and the interest with which
educators and learners have grasped onto this new way of learning was seen by
Khanya and they were awarded a second EIWB. This is evidence of constant
growth in what used to be disadvantaged community.
Alternatives to improve classroom environment:
They could create partitions in the classroom using creative art display boards
allowing fewer distractions while the educator is busy with the one grade.
Process at St Michael’s Multi-grade School
Project Name: St Michaels Multi-grade School
Builders: The 2nd year students of The Cape
Peninsula University of Technology.
Project Leader & Architects: Hermie, Jolanda,
John, Peter & Rudolf
Location: Oude Burg, Elgin
Beneficiaries: St Michael’s school & community
Project year: 2011
Background:
A collaborative project with the Department of Architectural Tehnology and the
CPUT Centre for Multigrade Education ( CMGE ). This project involves greening one
of 10 rural schools that would improve the environment and empower the teachers,
children, parents as well as the community. This forms the basis of a broader project
that will take place over the next few years. As students that form part of the
multigrade education system tend to come from poverty stricken homes and
environments and are exposed to harsh circumstances. This project aims to provide
a platform for enrichment and growth in rural communities so that students and
teachers are able to grow in understanding and knowlegde through the use of a
sustainable environment. Together with the 2nd year class of 2011 CPUT Architectural
Technology department and various professional we aim to improve he lives of
those at St Michaels Multigrade School in Elgin
The Design Build Process:
This was quite a lengthy process which involved lots of hours of work but the 1st
stage was that we needed to establish what improvements would be made.
1. We visited the site, measured up the area, took some pictures and made
some sketches.
2. Groups were formed where we documented all the information gathered.
3. We as students we given the task to provide proposals and ideas to improve
the environment at St Michael’s.
4. Then once all that information was worked
through a design team was formed and a final
draught of the design was established.
5. We then needed to outsource materials and as
much donations as possible as this project had
limited funding.
6. These logistics were sorted out through the many hours of fellow students and
lecturers.
7. Once all the logistics were completed, materials
were then dropped off on site and preparation
for building would commence.
8. We were put into various groups and that would
determine which days we would leave for site.
The design team left first and sorted out all the last minute preparation
before any physical work began.
9. Then off to site we were the first part was to make sure that the setting out of
the site was accurate. “this is a very important aspect of building as this
determines whether you out by a mm “.
10. That took approximately two days and then it was preparation of all the
materials.
11. Various groups were given various tasks to fulfill namely……
Sanding, Painting the timber , cleaning, digging, making laminate beams,
drilling holes, decking, putting up the pergola, making the staircases ,
knocking out the fire place, painting the
walls and making lunch.
12. Once all those tasks were completed we
could do a final check and then the
handing over ceremony would take place.
All these tasks allowed us to learn various skills and realise that architecture is not
only pen to paper. The practical aspect of it allows
you to get your hands physically dirty and it felt
absolutely awesome doing it.
When I arrived on site, I was very happy to be part of
anything and everything. It was a buzzing bus drive to
site and everyone was excited in anticipation, I wanted to make sure that I gained
experience in just about all that I possibly could.
Once we chose our
specific tasks we got
straight to work. It started
with the prep work of the
timber rafters that needed painting. Those needed to
have a 10min dry time between changing sides and
24 hour drying time before a new coat was given. We had a system to complete
that by the end of the week.
This that meant we needed to move on to the next tasks which
included making laminate beams,
setting out the decking, planting
some plants and even knocking
out a few bricks at the fire place.
This was all very exciting, however
we truly had gentlemen on sight
as they didn’t really want us to do anything strenuous but we showed
them our girl power!!!
The guys made sure that the cement was
mixed for plastering and that the holes
were filled with concrete and that the gum
poles were secure before the rest of the
structure was put up. I have yet to see so
many people get so excited when the concrete truck
arrived. It was actually hilarious!
Teamwork was the most import quality we needed on site
in order to make this project a success. I do believe that
we have an amazing class that has
wonderful people that are willing to put in
every effort to ensure that the lives of
others can be enriched and improved through their actions.
It was such a pleasant experience to work with people that had a
common goal. Although we faced our daily challenges this was all worth its while
when we realized that the effort we putting in would be cherished by many.
Once everything was completed it was the handing over
ceremony. The children said a prayer and thanked
everyone for making their school a more sustainable place
and an environment that is up lifting for them. It was a very
emotional experience being part of a group of people that had made a huge
impact on little people’s lives. I realized the importance of giving back to the
community through hard sweat and labour and to see their eyes light up and smiles
on their faces it was truly heartwarming and priceless.
Once everyone had been thanked we had a
hand painting session. A symbol of the
contribution made to the St Michaels Multigrade
School and community. We all painted our hands
on the wall. This included the lecturers, architects,
teaches, students, children and whoever
participated in making the project a success.
I believe that the community of St Michaels will be grateful for this valuable
sustainable design build project and I believe they will continue to use and develop
the skills and facilities they will given for years to come. I believe
that this project was a huge success and that for unskilled
workers we done a fantastic job!
Well done to everyone!
Conclusion
In conclusion to all the research, experience and knowledge gained throughout
this entire process I believe that sustainability is a way of life and not only an aspect
that needs to be considered when designing and building. The process of greening
and design build projects allows the interaction of people across the board.
Eliminating any discrimination, be it racial, physical, gender specific, religious views
and cultures. Team work is the one thing that is the important aspect to complete
any project. With team work many things can be achieved and we could all make
this world a more sustainable place to live in. I believe that the design build projects
should be incorporated in the Architectural Technology course as a requirement or
aspect before you obtain your diploma because being part of such an amazing
experience can only be to your benefit as a future architect. Although multigrade
schools are not the most ideal for learning, it is on the rise and in many
disadvantaged communities this medium of education provides the community
with growth and development. It is very important for growth and development to
occur in every community, I hope one day I will be a have the necessary
knowledge and understanding to be a leader in initiating a design build project
that will uplift a community. These memories and knowledge will be cherished
forever.
A special thank you to all who were part of the wonderful 2nd year class of 2011 I
am proud to say that I was inspired and motivated to achieve great things. Wish all
of you the best of luck in your future endeavours.
BLIBLIOGRAPHY
1. Saieh , Nico . "Field Chapel in Boedigheim / Students of the College of
Architecture at the Illinois Institute of Technology" 15 Oct 2009. Arch Daily. Accessed
06 Nov 2011. <http://www.archdaily.com/37921>
2. Kanya schools “ Multigrade schools” 2000 Accessed 10 Sep 2011
vhttp://www.khanya.co.za/schools/khanyaschool.php?emisno=0125357820
3. Deborah Moore and Adela Karliner The David Brower Center 2004 “Green
schools initiative” accessed 29 Aug 2011 http://www.greenschools.net/