indigenous learning space

Western UniversityIndigenous Learning Space

DESIGN TEAM Wanda Dalla CostaClaudio Vekstein

Tierra MillerDolores CremoniniRocky Hanish

Design Leads

Design Assistants

Scott RobinsonProject Lead

Wanda Dalla Costa Architect

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‘ALL OUR RELATIONS’Western University is situated on the traditional territories of the Anishinaabeg, Haudenosaunee, Lunaapeewak and Attawandaron peoples, who have longstanding relationships to the land and region of southwestern Ontario and the City of London. The local First Nation communities of this area include Chippewas of the Thames First Nation, Oneida Nation of the Thames, and Munsee Delaware Nation.

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CONTENT

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DESIGN DRIVERS

INTRODUCTION

SCHEMATIC DESIGN

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09

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1

2

3

5

1 INTRODUCTION

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PROJECT DESCRIPTION

Drawing inspiration from the Anishnawbe concept, ‘All Our Relations’, a teaching that reminds human beings that we are inextricably interconnected and interdependent with each other and all nature, Western will create an innovation and ground-breaking Indigenous Learning Space. This Space strives to support Indigenous student and community engagement and advance Indigenous ways of knowing and Indigenous pedagogies at Western University.This Space will strive to act as:

• A homeplace for Indigenous students and Indigenous programming on campus.

• A touchstone for Indigenous peoples and communities to engage with Western through ongoing community engagement and knowledge mobilization activities.

• A place of connectivity among people at Western who share a common interest in advancing Indigenization, decolonization, and reconciliation fostering a sense of community across diversity.

• A venue that supports and advances Indigenous ways of knowing and Indigenous pedagogies across disciplines through formal and informal learning at Western.

This specific space embodies a distinctive circular structure with three levels of indoor space including, a ground/ main floor open concept for gathering area, a second level mezzanine area; and a lower level with a space to accommodate teaching/ learning spaces and offices The proposed location will allow for a relocation of the University’s Indigenous Food and Medicinal Garden and the creation of an outdoor classroom with ceremonial space.

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SOURCES OF INFORMATION

1. Sept 10, 2019 kick off meeting2. Sept 20-25, 2019 Focus group / telephone calls (5) 3. Oct 3, 2019 engagement at W.U. (refer to next page for details)4. Oct 18, 2019 cultural advisory meeting (call)5. Review:

1. July 22, 2019 Indigenous Initiative minutes 2. Sept 19, 2019 Indigenous Initiative minutes3. Paper: “Some Time in a Munsee Village in Lenapehoking in 1700” by Mark Peters Dec 14, 2018 Western University Indigenous Space Project Report + Appendix (7 focus groups with 52 participants between September and December 2018; 239 survey responses of which 52 or 21.8% were indigenous) 4. Three Generations5. Deshkan Ziibiing Anishinaabe Aki Chi-Inaakonigewin6. Oneida of The Thames Peace Party, Maintaining the Peace to the Present Oneida of the Thames, Early Settlement Years (1840-1900)

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COMMUNITY ENGAGEMENTSeptember 20, 2019 Focus Group Dialogue Multiple group dialogues were conducted with students and community members.

October 10, 2019 Engagement Session Exercise 1 Dot Prioritization Words and phrases taken from telephone focus groups (by Dalla Costa) were used as the initial driver set. Groups reviewed five drivers, plus one ‘other’ board, adding their three dots to the driver or concept which they felt was most important.

Exercise 2 Brainstorm Groups generated ideas of how the drivers could be integrated into the design, using fast paced dialogue, without stopping for discussion, evaluation, judgment or lengthy description. Ideas were recorded by one of the participants on a large sticky pad and then shared back to the larger group.

Exercise 3 Visual Preference Survey Participants viewed and evaluated a series of images using sticky notes to share which images they liked (or didn’t)and why.

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2 DESIGN DRIVERS

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WELCOMING + INCLUSIVE

Higher education environments are a vital part of a cultural resilience strategy. The intent with the design of the new Indigenous Learning Center is to increase Indigenous students’ success, including making students feel welcome. Greeting the students is an Indigenous Language Welcome Wall, containing 62 Indigenous greetings from across Canada, along with a living plant wall. Towards inclusivity, the building offers a two-part strategy. It aims to honour the original territorial community, while recognizing the diversity of our communities across Canada. Visitors will find local as well as national references, all of which were de-rived from the engagement process (associations listed below).

a. Language Greeting wall b. Natural Materials, Light and Plantsc. Warm and colourful Interiorsd. Indigenous associations: snowshoes, lacrosse, longhouse, Métis sash, circles, turtle, texture and drum. e. Indigenous artwork

“language lab”“signage”“greeting wall”“syllabics”“aunties cabin”“casual” “Inviting”“warm””non-institutional”“comfortable seating”

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WELCOMING + INCLUSIVE

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INDIGENOUS EPISTEMOLOGY + PEDAGOGY

Indigenous learning spaces are on the rise. Research indicates that Indigenous learners engage and persist in environments where they feel that their Indigeneity is meaningfully reflected in learning environments (Smith & Varghese, 2016). Many universities are creating Indigenized spaces for all learners, recognizing other ways of knowing and being. Indigenous knowledge comes in multiple forms: contemporary, gained through experience and edu-cation; traditional, handed down based on stories and experiences of people through time; empirical, gained through careful observation and practice over time; and revealed, gained through vision, ritual and ceremony (Johnson, et al, 2015). The Indigenous Learning Center at WU creates spaces for all four types of learning.

a. East Entry b. Indigenous Teaching Garden (exterior) c. Outdoor Gathering Space (including firepit)d. Connection to elements (fire, water, earth, air)e. Organic shapes f. Connection to astronomy (constellations, solstice, equinox, four directions)g. Indoor living plant wall h. Indoor water feature i. Natural light and views j. Community Gathering Space k. Ceremony Space l. Indigenous Teaching Spaces (non-traditional classrooms)m. Smudge friendly

“Indigenous teaching spaces”“experiential/outdoor teaching”“gathering spaces”“spiritual connection”“ceremony”“healing/self-care”“cooking”“safe space, resting, sleeping”

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INDIGENOUS EPISTEMOLOGY+ PEDAGOGY

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INDIGENOUS EXPRESSION

There are many associations that work together to create an Indigenous expression in the new Learning Center. First, upon arrival at the exterior gathering area, visitors will pass the arbour, which aims to connect to familiar shapes, form and textures (turtle, wigwam, snow-shoes, lacrosse). A second critical expression is the natural world references. This includes organic shapes, natural materials, increased natural light and biophilic spaces. A third part of the expression is a comfortable, non-institutional space, or as the community expressed “inviting, casual, warm, non-Institutional and comfortable”. Fourth, the engagement revealed a desire for a contemporary expression. Words that were expressed included: “modern, statement/WOW, color, non-stereotypical, and Indigenous looking” Finally, to complete the expression, the design team created a cultural-centric panel system to host the abundance of cultural, historic and language references and teachings. There are two systems. The Wel-come Wall Panels host the language greetings, complete with geometric line work inspired by cultural artifacts of the region. The second panel system, or the Turtle Capsules is aimed at hosting art, cultural objects, history, maps, photos and artwork, while providing visual and acoustic privacy for students. The panel systems provide the flexibility to express culture, now and into the future.

a. Cultural associations (wigwam, snowshoes, lacrosse)b. Natural world references (turtle, circle, materials, plant life, light, views, biophilia)c. Comfortable + non-institutional d. Contemporary Indigenous Expressione. Cultural-centric panel system

“history with descriptions” “inclusive, community learning space”“previous generations”“children, Elders, family”“social connections”“territory map”“media room”“natural materials, natural world references, natural light, organic shapes, openness”“Natural Lighting (for students in lower level)” “Native Plants” (inside/outside)“medicine / healing garden” “views outside”“sustainable technology”“fire” (inside/outside)“water feature”“soft surface pathway”“big glass windows””longhouse, teepee” “lacrosse, snowshoes”“turtle”“constellations, astronomy”“clans”“IK symbols”“Métis sash, fabric”

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INDIGENOUS EXPRESSION

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SOCIO-CULTURAL PROGRAMMING

The Western University Indigenous Learning Center supports multiple activities to support Indigenous learning, that cover emotional, mental, physical and social. There are spaces for connecting with peers and staff, spaces for learning and recharging, but also spaces for reflection, healing and connection with nature. The combined functions support a more holis-tic notion of well-being, normalizing cultural activities alongside learning activities. Students come to learn, but also find space to visit with an Elder, take part in a drum circle, smudge, or take a moment to reflect in the garden. In this regard, we have articulated multiple activ-ities and their possible zones in the facility.

a. Meetb. Studyc. Learnd. Share e. Eatf. Restg. Gatherh. Heal i. Connect

“Indigenous teaching spaces”“experiential/outdoor teaching”“gathering spaces”“spiritual connection”“ceremony”“healing/self-care”“cooking”“safe space, resting, sleeping”

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SOCIO-CULTURAL PROGRAMMING

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3 SCHEMATIC DESIGN

Design Principle 1:Welcoming + Inclusive

Design Principle 2:Socio-Cultural Programming

Design Principle 3:Indigenous Epistemology + Pedagogy

Design Principle 4:Indigenous Expression

a. East Entry b. Indigenous Teaching Garden (exterior) c. Outdoor Gathering Space (including fire pit)d. Connection to elements (fire, water, earth, air)e. Organic shapes f. Connection to astronomy (constellations, solstice, equinox, four directions)g. Indoor living plant wall h. Indoor water feature i. Natural light and views j. Community Gathering Space k. Ceremony Space l. Indigenous Teaching Spaces (non-traditional classrooms)m. Smudge friendly

a. Language Greeting wall b. Natural Materials, Light and Plantsc. Warm and colorful Interiorsd. Indigenous associations: snowshoes, lacrosse, longhouse, Métis sash, circles, turtle, texture and drum. e. Indigenous artwork

a. Meetb. Studyc. Learnd. Share e. Eatf. Restg. Gatherh. Heal i. Connect

a. Cultural associations (wigwam, snowshoes, lacrosse)b. Natural world references (turtle, circle, materials, plant life, light, views, biophilia)c. Comfortable + non-institutional d. Contemporary Indigenous Expressione. Cultural-centric panel system

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T h a me s

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THE RESEARCH PARKLondon Campus

BayfieldHallBeaver

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Social ScienceCentreUniversity

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London HealthSciences Centre - University Campus

PerthDrive

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TaylorLibrary

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WesternInterdisciplinary

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Western Centre for Public Health and Family Medicine



Mount Health Centre

Walking Time: 3-4 Minutes

250 Metres

© 2019. The Cartographic Section, Dept. of Geography, Western.

For a broad selection of parking and other campus mapsvisit geography.uwo.ca/campusmaps/

Barrier-free parking is available in all lots.

Updated: March 2019

Barrier-free (accessible) meters

Emergency Phone

Visitor parking lot

Pay & Display parking

See detailed parking maps for additional visitor parking at meters.

Student housing

Off-campus buildingshousing Western facilities

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CarterLibrary

Darryl J. KingStudent Life

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DanteLenardon

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LabattHall

The Annex

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EPWORTH AVE

To King’s University

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& St. Peter’s

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MotherSt. James

Memorial Building

FIMS &Nursing

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Site Context

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0 1ft 10 ftFloor Plan

Project:Indigenous Learning& Research Center

Phase:

Date:

Aproval:NOT FOR CONSTRUCTION

Drawing:

Drawn by:

Signed by:

Scale:

Owner:Western University

Architects:TawArcTawaw Architecture Collective

ArchitectsTillmann Ruth Robinson

Sheet Description:

WU_SD_A_01

Parcel #s:

Subdivision:

Lot Information:

Title Exhibit:

Area:

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Site Plan





East Entry

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4 Fireplace

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Medicine GardenGather/ Share/ Learn/ Heal/ Connect

Outdoor Gathering ArbourNatural MaterialsCultural AssociationGather/ Share/ Learn/ Heal/ Connect/ Meet

5 Natural Light

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CLASSROOM1.2

1700sq.ft.

TEACHING

EXISTING MECH.1.14

1.16290sq.ft.

STUDENT1.5

150sq.ft.

WC1.13

345sq.ft.

LANGUAGE / MEDIA LAB1.18

200sq.ft.

STORAGE2.4

170sq.ft.

KITCHENETTE1.15

100sq.ft.

ST.2.1

45sq.ft.

SMUDGE AREA /CULTURAL TEACHING / KIDS

FIREPLACE

SUMP/JAN2.5

80sq.ft.

GLASSART WALL

GARDEN

LIGHT

LIGHT

1.19

865sq.ft.

WELLNESSPODS

OPAQUEGLASS WALL

WELLNESS/QUIET

WATER FEATURE

NEW RETAINING WALL

NEW WINDOWS AND DOORS

EXISTING AREA WAYTO REMAIN

MAINTAIN EXISTINGAREA WAY ABOVE

WU INDIGENOUS LEARNING CENTRE

May 07, 2020

Floor Plan Level 0 Option 6

scale: 1/16"=1'-0"

A-2.0

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CLASSROOM1.2

1700sq.ft.

TEACHING

EXISTING MECH.1.14

1.16290sq.ft.

STUDENT1.5

150sq.ft.

WC1.13

345sq.ft.


200sq.ft.

STORAGE2.4

170sq.ft.

KITCHENETTE1.15

100sq.ft.

ST.2.1

45sq.ft.


FIREPLACE

SUMP/JAN2.5

80sq.ft.

GLASSART WALL

GARDEN

LIGHT

LIGHT

1.19

865sq.ft.

WELLNESSPODS

OPAQUEGLASS WALL

WELLNESS/QUIET

WATER FEATURE

NEW RETAINING WALL





May 07, 2020


scale: 1/16"=1'-0"

A-2.0

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Level 0

Fireplace1

Garden

Water Feature

Indigenous Art

Contemporary Indigenous Expression

7 Rest

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Cultural Teaching + SmudgingComfortable + Non- InstitutionalGather/ Share/ Learn/ Heal/ Connect

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Teaching SpaceGather/ Share/ Learn

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8 Eat

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Share/ Learn

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NEW WINDOWSIN EXISTING OPENINGS

NEW WINDOWIN EXISTING WALL

EXISTING AREA WAY TO REMAIN

NEW WINDOWSIN EXISTING WALL

NEW WINDOWSIN EXISTING WALL

PLANTING BED

EXISTING DOOR TO REMAIN

NEW WINDOWIN EXISTING OPENING

COMM. CL.--

32sq.ft.

COMM. CL.--

32sq.ft.

GATHERING SPACE1.1

2270sq.ft.

ENTRY1.7

RECEPTION 1.7

KITCHEN/LOUNGE1.6

sq.ft.

BF WC1.11sq.ft.

OFFICE1.9.1sq.ft.

MEETING1.10sq.ft.

OFFICE1.9.2sq.ft.

OFFICE1.9.3sq.ft.

ENTRY1.7.2sq.ft.

TABLE ST.2.2

sq.ft.

SMUDGE AREA

OFFICE1.9.4sq.ft.

TRIBAL SEATS

GLASS SLIDER

DOOR TO BERELOCATED.INFILL WALLOPENING

WALL AND DOORTO BE DEMOLISHED

RELOCATEDDOOR

PRINT1.17sq.ft. EXISTING RAMP TO REMAIN

EXISTING CONCRETE WALKWAY

EXISTING WALKWAY ABOVE

GREEN WALL

NEW WINDOW& CEREMONIAL EXIT

WELCOME WALL


scale: 1/16"=1'-0"

A-2.1


May 08, 2020

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CLASSROOM1.2

1700sq.ft.

TEACHING

EXISTING MECH.1.14

1.16290sq.ft.

STUDENT1.5

150sq.ft.

WC1.13

345sq.ft.


200sq.ft.

STORAGE2.4

170sq.ft.

KITCHENETTE1.15

100sq.ft.

ST.2.1

45sq.ft.


FIREPLACE

SUMP/JAN2.5

80sq.ft.

GLASSART WALL

GARDEN

LIGHT

LIGHT

1.19

865sq.ft.

WELLNESSPODS

OPAQUEGLASS WALL

WELLNESS/QUIET

WATER FEATURE

NEW RETAINING WALL





May 07, 2020


scale: 1/16"=1'-0"

A-2.0

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Level 1

Gathering Space + SmudgingGather/ Share/ Learn

Green WallNatural World References

3 Solstice + Equinox (refer to dashed)

5 Nation Logo

6 Eat

3

5

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Turtle ReferenceMeet/ Study/ RestIndigenous Art + Natural Materials

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Welcome WallNatural MaterialsCultural Association (Language)

8 Constellations (on rotunda ceiling)

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2

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9 Meet/ Connect/ Share/ Learn (Elders)

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1

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ROOF

ADJUST MEZZANINE

Open ToBelow

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NON ACCESSIBLE WALKWAY

EXISTING WINDOW

SUMMER SOLSTICESUNSET LOUNGE(QUIET STUDY)

WINTER SOLSTICESUNRISE LOUNGE

WINTER SOLSTICESUNSET LOUNGE(GROUP STUDY)

SUMMER SOLSTICESUNRISE LOUNGE(PODS)


scale: 1/16"=1'-0"


May 07, 2020

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CLASSROOM1.2

1700sq.ft.

TEACHING

EXISTING MECH.1.14

1.16290sq.ft.

STUDENT1.5

150sq.ft.

WC1.13

345sq.ft.


200sq.ft.

STORAGE2.4

170sq.ft.

KITCHENETTE1.15

100sq.ft.

ST.2.1

45sq.ft.


FIREPLACE

SUMP/JAN2.5

80sq.ft.

GLASSART WALL

GARDEN

LIGHT

LIGHT

1.19

865sq.ft.

WELLNESSPODS

OPAQUEGLASS WALL

WELLNESS/QUIET

WATER FEATURE

NEW RETAINING WALL





May 07, 2020


scale: 1/16"=1'-0"

A-2.0

24

Level 2

Four Directions (refer to dashed)1

Solstice LoungesMeet/ Study/ Rest

1





2

2

CONCENTRATION AREAS. TURTLE CAPSULES. ART EXHIBITION

WELCOME WALL

Floor Plan

Elevation

Fret Plywood Panels

Floor Plan

ElevationSection

Hadih

dané t`é

Welcom

e

ediánet´é

Glass Partition Wall


Metal Tubes

dahooja

7'-3

"

16´

16´

8`

1'-8"

0 1ft 5 ft

0 1ft 5 ft

3'-9"

Fret Plywood Panels

Fret Plywood PanelsMetal Tubes

Fiberglass Plywood

Fiberglass Plywood

Metal Tubes

CONCENTRATION AREAS. TURTLE CAPSULES. ART EXHIBITION

WELCOME WALL

Floor Plan

Elevation

Fret Plywood Panels

Floor Plan

ElevationSection

Hadih

dané t`é

Welcom

e

ediánet´é



Metal Tubes

dahooja

7'-3

"

16´

16´

8`

1'-8"

0 1ft 5 ft

0 1ft 5 ft

3'-9"

Fret Plywood Panels

Fret Plywood PanelsMetal Tubes

Fiberglass Plywood

Fiberglass Plywood

Metal Tubes

25

Elevation

Floor Plan

Elevation

Floor Plan

Concentration Areas: Turtle Capsules Art ExhibitionWelcome Wall Panels

Interior Screen Panels

+4´ 8"

+/- 0´ 0"

- 5´ 3"

- 10"

+2´ 4"

SECTION B-B

8'

Wooden Retaining Steps

0 1 ft 10 ft5 ft

+19´3"

Wood frame

Aluminium window

17'-6" ELEVATION0 1 ft 10 ft5 ft

SOUTH ELEVATION

+6´8"

+/- 0´0"

+19´3"

01 ft 5 ft 10 ftNOTH ELEVATION

+6´8"

+/- 0´0"

+19´3"

01 ft 5 ft 10 ft


Phase:

Date:


Drawing:

Drawn by:

Signed by:

Scale:




Sheet Description:

WU_SD_A_01

Parcel #s:

Subdivision:

Lot Information:

Title Exhibit:

Area:

26Garden Section

Outdoor Teaching Garden

Elevation

New Ramp to main level

Arbour Ceremonial Cover

+0.00 +3´

B

52´RAMP2 % SLOPE

-3´4"

29´3" RAMP8.5 % SLOPE

29´3" RAMP8.5 % SLOPE

+4´8"

-2´6" -1´8"

-0´10"

+2´4"

Terraced garden, native plants

Courtyard

Ceremonial Exit

26´ 10"

25´ 12 "

FLOOR PLAN

+4´ 8"

+/- 0´ 0"- 10"

+2´ 4"

SECTION B-B

+21´

+24´ 9"

Concrete Paviment

Wood Structure 4" x 2 1/2 "Glass

8'-0

"


NOTH ELEVATION

EAST ELEVATIONStructural Lumber Studs, 2" x 2 "

Wood Structure 4" x 2 1/2 "

SOUTH ELEVATION

Exterior Concrete Paving

Structural Lumber Studs, 2" x 2 "


Phase:2_Schematic Design

Date:April 20th, 2020


Drawing:Floor Plan

Drawn by:Tierra MillerDolores Cremonini

Signed by:Wand Dalla CostaClaudio Vekstein

Scale:1/8" = 1'-0"

Owner:Western University1151 Richmond St, LondonON N6A 3K7, Canada

Architects:Redquill Architecture

Wanda Dalla Costa, AIA, LEED A.P.Email: [email protected]: 310.989.9060

Claudio Vekstein, Arch.Email: [email protected]: 602.499.2171


Scott Robinson, PrincipalEmail: [email protected]: 519.672.1440

This Document shall not be shared, reproduced nor shallthe information contained therein be used by or disclosedto others as expressly authorized by Redquill Architecture

Sheet Description:Exterior Arbor

WU_A1.1

Parcel #s:

Subdivision:

Lot Information:

Title Exhibit:Indigenous Learning& Research Center

Area:

+4´ 8"

+/- 0´ 0"

- 5´ 3"

- 10"

+2´ 4"

SECTION B-B

8'


0 1 ft 10 ft5 ft

+19´3"

Wood frame

Aluminium window


SOUTH ELEVATION

+6´8"

+/- 0´0"

+19´3"


+6´8"

+/- 0´0"

+19´3"

01 ft 5 ft 10 ft


Phase:

Date:


Drawing:

Drawn by:

Signed by:

Scale:




Sheet Description:

WU_SD_A_01

Parcel #s:

Subdivision:

Lot Information:

Title Exhibit:

Area:

+4´ 8"

+/- 0´ 0"

- 5´ 3"

- 10"

+2´ 4"

SECTION B-B

8'


0 1 ft 10 ft5 ft

+19´3"

Wood frame

Aluminium window


SOUTH ELEVATION

+6´8"

+/- 0´0"

+19´3"


+6´8"

+/- 0´0"

+19´3"

01 ft 5 ft 10 ft


Phase:

Date:


Drawing:

Drawn by:

Signed by:

Scale:




Sheet Description:

WU_SD_A_01

Parcel #s:

Subdivision:

Lot Information:

Title Exhibit:

Area:

+4´ 8"

+/- 0´ 0"

- 5´ 3"

- 10"

+2´ 4"

SECTION B-B

8'


0 1 ft 10 ft5 ft

+19´3"

Wood frame

Aluminium window


SOUTH ELEVATION

+6´8"

+/- 0´0"

+19´3"


+6´8"

+/- 0´0"

+19´3"

01 ft 5 ft 10 ft


Phase:

Date:


Drawing:

Drawn by:

Signed by:

Scale:




Sheet Description:

WU_SD_A_01

Parcel #s:

Subdivision:

Lot Information:

Title Exhibit:

Area:

27Garden and Arbour Section

North Elevation South Elevation

Garden and Arbour Plan

Elevation

Outdoor Teaching Garden + Gathering Arbour

28

Outdoor Teaching Garden

29

Exterior Teaching Garden + Gathering

30

Main Entry Lobby

31

Dome Gathering Space

32

Lower Level Interior and Exterior Teaching Garden

indigenous learning space

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