sanchez, niño mike angelo m. part 1, part 2, part 3 and related appendices

8/10/2019 Sanchez, Nio Mike Angelo M. Part 1, Part 2, Part 3 and Related Appendices

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MAPUA INSTITUTE OF TECHNOLOGY

SCHOOL OF ARCHITECTURE, INDUSTRIAL DESIGN and BUILT ENVIRONMENT

______________________________________________________________________________

Learning and Inner Skills Development Complex:

A Proposed High School with Dormitory and Handicrafts

Training Center for Mangyan tribe; Alangan and Iraya of Baco,

Oriental Mindoro

A Thesis Presented to theSchool of Architecture, Industrial Design & the Built EnvironmentMapua Institute of Technology In Partial Fulfilment of the Requirements in Architectural Design

9/ AR200/ AR200Sfor the Degree of Bachelor of Science in Architecture

By:

Sanchez, Nio Mike Angelo M.

B.S. Architecture / 2010124402

Architect Junar Pakingan Tablan, uap, MSAE

Adviser

December 2014


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I. THE PROBLEM

1.1 Introduction

Education is the most powerful weapon anyone can equip that no one could

ever steal (Anonymous). This means that if a person is well educated and developed he

has the ability to defend himself to defeat all the struggles in life reaching success.

Education is fundamental to development and growth. The human mind makes

possible all development achievements, from health advances and agricultural

innovations to efficient public administration and private sector growth. For countries to

reap these benefits fully, they need to unleash the potential of the human mind. And

there is no better tool for doing so than education.

In the Philippines, Illiteracy has always been a social issue, and it is an issue that

the government perhaps can hardly solve. As several years pass by, illiteracy rates seem

to rise higher. It has been released by the Department of Education and National

Statistical Coordination Board that one out of six children are not in enrolled to be in

school. With this in mind, the main reason why illiteracy seems to be big problem in the

country is because of poverty, and this would lead to several other problems like childlabor and child abuse, which is usually happening in Mangyan tribe in Oriental Mindoro.

It seems like they are not given an attention by our government thats why the number

of homeless and poor Mangyan is increasing.

Background of the Study

Mangyans were the first to inhabit the island of Mindoro. Comprising 10% of the

whole Mindoro population, the Mangyans are composed of twelve tribes, each with its

own language, culture, and way of life. There are the Iraya, Batangan, Buid, Hanuno'o,

Alangan, Ratagnon, Tagaydan (or Tadyawan), Bangon, Pula, Buhid, Nauhan, and Furuan.


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For centuries, they lived peacefully along the coastal areas of Oriental Mindoro. That

was until migrants from nearby islands settled on the island. To avoid disputes, the mild-

mannered and peace-loving people gave up their land, moved to the mountains, and

came down only for food and other necessities. Sadly, they have been treated as second

class citizens like other indigenous people in the world -- for years often exploited,

neglected, and discriminated against by lowlanders. They have experienced being

misjudged as uneducated and uncivilized people. They often struggle with poverty. They

survive by farming root crops and fruits, which is the only livelihood they know.

Statement of the Problem

Mangyan tribe of Oriental Mindoro is one of the indigenous people of the

Philippines. We all know that they are also one of the most important citizens of our

country because they are the living proof of our rich culture.

Like most indigenous people around the globe, the tribesmen are usually treated

as second class people in their own country and are commonly subjected to abuse.

Therefore, protection of their way of living and preservation of their heritage is essentialin providing them a life with the same equal rights and addressing their problems and

needs in this fast- changing global environment that they currently live in.

This research aims to answer the following questions:

1. What are the facilities that are necessary for the development of Mangyan

communities in the realities of their life and culture?

2.

What innovations are needed to help Mangyan tribe for the fast, easy way oflearning and development since they are not yet familiar in modern facilities?


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Goals, Objectives and Strategies

The goal of this study is to plan a complex and design a structure which will

serves as a learning center for the Mangyan tribe of Oriental Mindoro. Since their life is

rooted in the land and natural resources, their day to day life is connected to their

ecosystem; indeed land and the environment are the core of all aspects of their life, so

another goal is not just simply to design a structure but it should be the one which only

be just an extension of what the tribes environment has. By this , it will not be hard for

them to adjust to their new learning environment. They will feel at home while studying

and developing their inner skills.

The objective of this study is to propose a learning and holistic-development

complex for Mangyan specifically, high-school with training center, which will help in:

1. Valuing education

2. Promoting Cultural Integrity and Empowerment

3. Promoting Peoples Involvement and Participation

4.

Enhancing Analytical Thinking and responsible attitude5. Promoting peace and Community building

6. Valuing Land and Environment

7. Promoting Holistic and Integrative Learning

This research was made possible through surveys and case studies, and other

necessary information. Results were evaluated and used for the design

recommendations.


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Significance of the Study

Education is the most important and most precious thing that can even change

the world. All of us have the rights to attain this in our life. This study will benefit the

Mangyan tribe (both children and adult), those educational institutions and as well as

the government.

The outcome of this study may be used by different educational institutions in

the Philippines aiming to help educating indigenous people in our country. The result

may also be used on other research that focuses on establishing learning centers

specifically school with a community center.

Scope and Limitations

This study desire to understand deeply the culture and behavior of Mangyan

tribe of Oriental Mindoro to be applied on what would be the design of the school with

community center, which will not affect their way of life since they are not familiar with

the modern world today. There were twelve tribes of Mangyan in Oriental Mindoro,

each of them were scattered in different town. The design for this proposal is only focuson the two tribes which are located in the town of Baco, namely Alangan and Iraya. The

reason why the researcher targeted those tribes is that they are the most willing and

open to be educated among all the twelve tribes, but the results of this study can also

be used to further similar researches.


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Assumptions

This study along with the thesis proposal will help people on those rural areas

like Mangyan tribe, to bring them education that would equip them to pursue their own

development. It will help reducing illiteracy in the Philippines that leads to different

social problems. Lastly, when Mangyan people are already educated and well

developed, discrimination will be lessen and someday will totally disappear because

they can have the weapon to defend themselves

Conceptual Framework

In conducting this research, the following procedures and measures were done:

gathering of case studies, conducting surveys, and collecting necessary design

guidelines/ restrictions.

Center for Learning : ProposedSchool with Community Center for

Mangyan tribe of Mindoro

Gathering ofCase Studies

ConductingSurveys

Collection of DesignGuidelines/Restrictions

Analysis

Recommendationsfor the Proposal


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The following are the factors that will lead to design guidelines in the proposal of School

with a Community Center for Mangyan tribe of Oriental Mindoro.

Innovation Site Consideration

Circulation

Proposed School withCommunity Center forMangyan Tribe Design

Guidelines

Culture of theMangyan Tribe


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Definition of Terms

Mangyan Tribe - is the generic name for the eight indigenous groups found on the island

of Mindoro, southwest of island of Luzon, the Philippines, each with its own tribal

name, language, and customs. The total population may be around 100,000, but official

statistics are difficult to determine under the conditions of remote areas, reclusive tribal

groups and some having little if any outside world contact.

School - is an institution designed for the teaching of students under the direction

of teachers. Most countries have systems of formal education, which is

commonly compulsory. In these systems, students progress through a series of schools.

The names for these schools vary by country (discussed in the Regional section below)

but generally include primary school for young children and secondary school for

teenagers who have completed primary education. An institution where higher

education is taught is commonly called a university college or university.

Community Center - public locations where members of a community tend to gather for

group activities, social support, public information, and other purposes. They may

sometimes be open for the whole community or for a specialised group within the

greater community.Oriental Mindoro - is a province of the Philippines located in the island

of Mindoro under MIMAROPA region in Luzon, about 140 km southwest of Manila.

Indigenous People - refers to those groups specially protected in specified international

or national legislation as having a set of specific rights based on their historical ties to a

particular territory, and their cultural or historical distinctiveness from other

populations.

AcronymsOr. Mdo. - Oriental Mindoro

DepEd- Department of Education

NSCB-National Statistical Coordination Board
http://en.wikipedia.org/wiki/Indigenous_peopleshttp://en.wikipedia.org/wiki/Mindorohttp://en.wikipedia.org/wiki/Mindorohttp://en.wikipedia.org/wiki/Luzonhttp://en.wikipedia.org/wiki/Institutionhttp://en.wikipedia.org/wiki/Studenthttp://en.wikipedia.org/wiki/Teacherhttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Compulsory_educationhttp://en.wikipedia.org/wiki/Primary_schoolhttp://en.wikipedia.org/wiki/Secondary_schoolhttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/University_collegehttp://en.wikipedia.org/wiki/Universityhttp://en.wikipedia.org/wiki/Communityhttp://en.wikipedia.org/wiki/Provinces_of_the_Philippineshttp://en.wikipedia.org/wiki/Philippineshttp://en.wikipedia.org/wiki/Mindorohttp://en.wikipedia.org/wiki/MIMAROPAhttp://en.wikipedia.org/wiki/Regions_of_the_Philippineshttp://en.wikipedia.org/wiki/Luzonhttp://en.wikipedia.org/wiki/Manilahttp://en.wikipedia.org/wiki/Manilahttp://en.wikipedia.org/wiki/Luzonhttp://en.wikipedia.org/wiki/Regions_of_the_Philippineshttp://en.wikipedia.org/wiki/MIMAROPAhttp://en.wikipedia.org/wiki/Mindorohttp://en.wikipedia.org/wiki/Philippineshttp://en.wikipedia.org/wiki/Provinces_of_the_Philippineshttp://en.wikipedia.org/wiki/Communityhttp://en.wikipedia.org/wiki/Universityhttp://en.wikipedia.org/wiki/University_collegehttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/Higher_educationhttp://en.wikipedia.org/wiki/Secondary_schoolhttp://en.wikipedia.org/wiki/Primary_schoolhttp://en.wikipedia.org/wiki/Compulsory_educationhttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Teacherhttp://en.wikipedia.org/wiki/Studenthttp://en.wikipedia.org/wiki/Institutionhttp://en.wikipedia.org/wiki/Luzonhttp://en.wikipedia.org/wiki/Mindorohttp://en.wikipedia.org/wiki/Mindorohttp://en.wikipedia.org/wiki/Indigenous_peoples


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1.2 Review of Related Literature

Related Literature

Every opening of the schoolyear, the spotlight is focused on the public school

systems lack of classrooms, books and toilets. Often though, the spotlight misses the

school situation of indigenous children. For children of the Mangyan, an indigenous

peoples group comprising seven lingu istic tribes in Mindoro, school opening is marked

by an even more basic set of problem they do not have schools nearby. ( M.Salamat

2013 )

For many of the Mangyan, becoming literate and numerate is one burning

aspiration. I want to be able to read and wr ite my own name, at least. Because were

not too good with reading and counting, we are often short- changed, Altang Dawseg ,

47, leader of the Mangyans Bangon trib e in Bongabon, Oriental Mindoro. ( 2013 )

After land security, education is the most urgent need expressed by Hanunoo.

Leaders and community members are dissatisfied with standard public school

education, primarily because it is culturally inappropriate. Lowland teachers andclassmates harass and belittle Hanunoo children. Boys are prohibited from wearing the

loincloth and are encouraged to cut their long hair. Many Hanunoo observe that

children who persist in their studies beyond a couple of years tend to become "Pinoy

Mangyan," a derogatory description for an individual influenced by lowlanders and no

longer considered to be a "real" Mangyan. Such a person does not fit well in their home

community when they return. Skills important to Hanunoo for dealing with the external

world are not central to the elementary curriculum; as a result, a lowland educatedHanunoo has very little to contribute to his/her community. ( Cultural Survival, Inc.,

2014 ).


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Related Studies/ Projects

Local

Sunlife Learning Center

Sun Lifes first office in the Philippines was actually along the banks of Pasig

River, and this is our way of giving back to the community that was once our Companys

home, said Sun Life President and CEO Riza Mantaring . Now that the residents have

settled in their new homes, we aim to continuously help improve their lives by giving

them a place where they can further flourish and improve their well- being.

The Sun Life Learning Center will be a venue for livelihood and capability trainingprograms and will also serve as the office for the homeowners association.

Meanwhile, performances, sporting events, and other community activities will

be held at the Sun Life Gym and Community Center. In fact, plans to hold an arts

workshop there this summer are already in place and later on, the place will also serve

as a venue for tutorial sessions for the children in the village.

Sun Life Foundation is very much dedicated to helping build a brighter world forFilipinos by building sustainable communities, Mantaring said. We are fortunate to

have found a partner in the ABS-CBN Foundation, which shares our vision and passion

for this cause.


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Remote Zambo Village fulfills school through people

The construction of the school building is the first step to a brighter future of the

children in this remote area.

Tukuran, Zamboanga del Sur- Lack of education remains one of the biggest concerns inthe Philippines particularly for those living in remote villages. This was a problem that

was all too real for the residents of Barangay Man-ilan in this town. Located almost 20

kilometers away from the main road, Barangay Man-ilan can only be reached by habal-

habal (motorcycles for public transport). Within this, Barangay Man-ilan is isolated from

the rest of the villages.


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Foreign

Shebraber School

Shebraber School is a collaborative project designed by EthiopiaStudio2.0 , a

second-generation team of eleven Arizona State University M.Arch graduate students,

led by practicing local architect Jack DeBartolo 3. This fall, students had the unique

opportunity to travel to a remote village community 120 miles southwest of Addis

Ababa, the capital city of Ethiopia, Africa, to research, develop, and design new

classrooms and administration buildings for a school serving children within a 10km

radius, many of whom walk hours for the chance to attend.

The new buildings will support the local administration to meet the educational

needs of the community, providing an opportunity for the children of Shebraber to open

for themselves all the doors of future potential. This renovation/addition will increase

the number and quality of classrooms, provide spaces for a library and computer center,

and will bring hope for the future by changing the cycle of poverty through education.
http://www.archdaily.com/tag/addis-ababa/http://www.archdaily.com/tag/addis-ababa/http://www.archdaily.com/tag/ethiopia/http://www.archdaily.com/tag/ethiopia/http://www.archdaily.com/tag/addis-ababa/http://www.archdaily.com/tag/addis-ababa/


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The narrative of this project began with a coffee bean farmer who had only

enough money to send 1 of his 15 children to school. Unbelievably, that child not only

went to primary school, but completed university in Addis Ababa, and advanced into a

wonderful career that now allows him to return to his community and rebuild the school

of his upbringing. In cooperation with Mesganu Arga, and through the selfless help of

Arizona natives Keri & Brian DeGuzman, EthiopiaStudio2.0 will develop the master plan,

landscape, and architectural design and construction documents to build these

desperately needed facilities.

The project will be built with local materials in a manner that honors the

indigenous culture of the Gurage region of Ethiopia while optimizing durable,sustainable, and passive learning environments for the children. Ethiopian builders and

artisans will perform construction and the facilities will be staffed by Ethiopian teachers,

beginning the process of alleviating poverty and changing cultural attitudes towards

women. Teaching a girl is teaching a society, while teaching a boy is teaching an

individual.


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If architecture is going to nudge, cajole, and inspire a community to challenge

the status quo into making responsible changes, it will take the subversive leadership of

academics and practitioners who keep reminding students of the professions

responsib ilities. Samuel Mockbee


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Precint 12 Community/ Activity Center

You can notice the shared

Outdoor space between the

Center which is important

for social activities and

gatherings.

Flexibiliy is manifest in the many planning

arrangements available to the patrons of

the CCP12 Community Center. On the left

are plans which utilize a portion of the

basketball court for meeting space.

The flexible partition system allows for the Centers adaptability. It is a combination of

storage/wall system which contains all the elements necessary for many types of

arrangements. House within the core of the partition system will be off -the-shelffolding tables and chairs which will be accessible via hinged doors. The tables and chairs

sit on commercially available rolling cart.


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A green roof provides landscaping and

Shrubbery atop flat roofs. This is

provides excellent resistance to

beneficial for two reasons. First, it

leaking since its plant life soaks up

storm water and cleanses of

pollutants, thus reducing pollution

within the storm water run off.

Secondly, it reduces the amount of energy needed to cool the center during summer

since typical roofs tend to attract heat due to typical materials chosen to construct

roofs.

III. RESEARCH METHODOLOGY

Research Design

The research for this proposal mainly uses Interview, Case Study and Survey to

obtain all the needed data. Interview will be utilized to gather all the opinion from all

the involve officials concerning the needs of Mangyan Tribe. Their point of views and

suggestions can be used to fully compose on what will be the outcome of this research.

To get the total number of Mangyan people who are willing to study, a survey will be

conducted. This will show how they badly needed the proposed facility in their

community. The last one is the Case study, which usually involves the study of a

particular case. By using this method the researcher will deeply understand the culture,

beliefs and architecture of Mangyan which can be applied to the solution to the

problem in this research.


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Research Locale

Baco Municipal Complex

Inteviews will be gathered from officials of local government of Baco

including the Mayor, Municipal Architect and Planner. The complex is Located at

the town of Baco in Oriental Mindoro.

Case study and survey will be gathered from the Mangyan Village located

at Lantuyang Mangyan Community in Baco, Oriental Mindoro. It is a 2 hectare

hilly land at the foot of the Mountain.

Baco MunicipalHall

Mangyan Village


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Research Instruments

Archival

According to Mayor Reynaldo A. Marco the Mangyan community in their town

needs a facility for education and self-development. A need for an area wherein

Mangyan can learn and develop their skills to reduce and in the future will totally vanish

the number of poor and illiterate Mangyan. He said that a lot Mangyan dont want to

study because all the school facility are open for public wherein most of the students

are Tagalog, which creates conflict because it is very hard for them to adopt. Another

thing is that Mangyan people needs a special structure wherein it will be built to fit their

culture and way of living.

Questionnaire Survey

The survey was done in through manual process (pen and paper). The

respondents were asked certain questions to determine their willingness to study. They

were also asked on what were the reasons why there were lots of them who were not

able to study. Results were analyzed and will be used for recommendations and designapplications for the proposal.

Case Study and Interview

For conducting the case study, the researcher utilized a digital camera to capture

the current situation of Mangyan community in the area. The photos taken will show

how Mangyan people live differently from the tagalog people. Pictures will tell the story

of their day to day living and what are their needs to improve their life. During theinterview a recorder were used.


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Case Study

Lantuyang Mangyan Community

Lantuyang Mangyan Community is located 5km from the main town of Baco,

Oriental Mindoro. 4km is accessible by car and the rest can be reached by just walking.

After almost 30minutes of drive, you have to stop at this point and walk more orless 20 minutes going to the community.

Then, you have to pass through a

hanging bridge to get to the other side of

the river.


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After that, you will reach the Lantuyang Mangyan Community which houses

Alangan tribe of about 40 Families with total population of 4000 ( source: Mr. Amando

Dayrit; President of Mangyan Mission).

This is a panoramic view showing the poor zoning of structures in the

community. Structures like houses were place beside the elementary school and church.

They are not grouped into proper zoning.

Structures are not well maintained because they

dont know how to use it properly.


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There is an existing elementary and preparatory school in the community but

there is no high school and college. Students studying in high school walks for about 1

hour and 30 minutes to reach the National High School. The reason why they were just

walking is that there is no regular public transportation in the area, and if there are

some, they dont have money for the fare.

Open basketball court in the

Community. Children who are not

going to school spend their time

playing basketball.

During their spare time adults are

playing cards which are considered

as gambling instead of using their

time doing some important things,

like making handicrafts for them tosell to earn money.


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0 10 20 30 40 50 60

41 years old and above

31-40 years old

21-30 years old

10-20 years old

.

Female

Male

IV. Summary of Findings and Analysis

Qualitative and Quantitative Analysis of Survey

-AGE

-GENDER


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.

4-6 members2-3

members

7-8

9above

.

Out of School

Preparatory

Elementary

High School

College Graduate

Most of the respondents are teenagers who are supposed to be studying in high

school and college level.

Average number of members in a family

Average highest educational attainment in the community


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Factors contributing to Mangyan illiteracy

Average rating on how important is the education and development for them

Very Important 80 percent

Important 8 percent

Neutral 6 percent

Not Important 4 percent

No need at all 2 percent

.

Lack of decent learning facility

Culture Differences in publicschools

Poverty

No school in their area at all


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Need Analysis

Based from the information gathered on the conducted interviews, surveys, and

case study, results were analyzed and summarized.

- Based on the interview from the governor of Oriental Mindoro, there are 8

tribes in the whole province namely, Iraya, Alangan, Buhid, Tadyawan, Tau-

Buid, Bangon, Hanunuo and Ratagnon. Those tribes are scattered in the lands

of Oriental Mindoro. The largest populations are located in Baco town which

is consisting of two tribes, Alangan and Iraya. They are also the most

interested tribes in terms of studying and developing themselves.

Since, the most numbers of Mangyan are located in the town of Baco, the research will

focus on the tribes located there, which are Alangan and Iraya.

- According to Mayor Reynaldo A. Marco, municipal Mayor of Baco, there is

truly a lack of learning facility specifically high school, intended for Mangyan

people in their town. Some of their projects also focus on extending help to

the tribe most especially in education. Currently, each Mangyan communityhas its own Elementary School which is only intended for them. The problem

is when they reach high school level they need to join Tagalog students

which is very hard for them because of culture differences. They were being

discriminated and in terms of adapting to the modern facility, structure and

spaces, it takes time for them to be familiar with it.

- Based on Sir Amando Dayrit, president of Mangyan Mission in the town ofBaco, who is serving and helping the two tribes, Mangyan people badly

needed a facility for their high school and college students. According to him

most of them who reach college are taking technical- vocational courses.


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- According to Father Jun Florida, Mangyan are like toddler who is just

beginning to walk. They need special attention and guidance for them to

learn new things while they are growing. It can be compared to Mangyan

education wherein they need a special facility for them to study well step by

step. When there is available facility, it will attract more Mangyan stud ents

interest to study.

Design Guidelines

In line with the findings the following are the derived conclusions:

Based on the survey and interviews from Mangyan people, below are the list

of their culture, beliefs and way of life that can be used as design guidelines.

- Their houses are usually on stilt.

- They want an spacious area

- They have strength culture and beliefs

- They dont like staying/seating in one place for a long period of time

- The major source of their food and income is by farming and making

handicrafts

- It is hard for them to adopt to sudden change in their environment

- They are slow comprehension wise which needs special facility that will help

in aiding their struggle against learning

- They are unfamiliar with the ways of life in the modern world

- Mangyan people are creative and they have a great perseverance in making

handicrafts.

- They are too attached with their environment.


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Conclusions and Recommendations

Based on the guidelines listed, the structure should be designed and

planned wisely to fit all the needs by considering their way of life. The structure will help

in solving their difficulties in learning. This will also be an instrument to cater all the

activities that they usually do, like making handicrafts. A space for sleeping like

dormitory for the students can also be a solution, since their community is too far from

the possible site of the proposal. As for sustainability, the source of food can also be

allocated in the compound of the proposal, wherein while Mangyan students are staying

in the compound during class days they dont need to buy food for their meals anymore.

They can also bring food in their community in the mountain when they went back to

visit during weekend. The classrooms should be well designed wherein it will not be

hard for them to study because of changes in the environment. All in all the proposals

goal is to design a Learning facility which will just be an extension of the natural

environment of what the tribe has to bring comfort and satisfaction for them.

II. RESEARCH FOCUS

Project Rationale

Illiteracy of Mangyan people leads to poverty which will continue to increase if its

not given an attention. Even though they want to study, there is no proper facility for

them to do that. There were elementary schools provided for them but there were no

high school. If they want to study in high school they need to be combined with the

Tagalog people that create a big issue about discrimination and bullying resulting for

them to stop. Mangyan people are also good in terms of making handicrafts made from

natural raw materials from their environment. All they need are facilities which will fit

their culture and way of living as an instrument in educating and developing their inner

talents and skills to completely vanish illiteracy in their tribe.


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Principles and Relevance to the Project

The study will follow different architectural principles to be able to establish a well-

designed structure and a well- planned complex that will fit Mangyans culture and way

of living. The following principles will be acquired to achieve the research goals

effectively.

Freedom of Space

Mangyan people are inclined to their natural environment at the mountainous

areas where they lived in. They believe that natural environment is their home because

it is where they get their materials in making their houses and to sustain their food

everyday. It is hard for them to adjust to the new environment where Tagalog people

normally live.

Since they are inclined with the natural environment the design will be just an

extension of what natural elements the site has. They will become comfortable in

learning if they feel that the classroom is just like where they usually stay. The

architectural treatment will be elevating the structure from the ground and puttinglarge windows allowing natural air from outside to penetrate the space and also to have

a good vista of the nature outside wherein they wouldnt feel that they are inside a

room. Anyone who is comfortable with a place can perform a work easily and became

more productive.

Interactive Architecture

A good interaction design allows the user to sustain his or her needs, withoutforcing the user to think too much about how to do it. Such an unobstructed sequence

of actions by a user is also known as flow therefore a good interaction design promotes

flow in the user Henry Archten.


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In architecture, space affects the activity of human being. It affects the flow of

circulation. Interactive architecture provides linkage of human activity towards its

environment. This focuses on human circulation. Public spaces having an appealing

character, calls the attention of the users to go to that specific area. Interactive design

explains how a building transforms a viewer into a user. Aesthetics should be functional.

In this way, the design could attract the users to go towards their desired area.

Aesthetics should promote transparency of activity. This means that building designs

should provide proper and organized designs of spaces.

Application to the Project

Freedom of Space

Freedom of Space which will be applied to the design of classrooms and the

handicraft training center suggest easy movement and feeling of comfort which fits

Mangyan culture and their way of living. Less partition and massive walls to every space

will create the feeling of openness.

Plan of Bahay-Lakoy Mangyan house

The design will be inspired by thebahay lakoy or the traditionalMangyan house. As you can noticetheir house doesnt have partition. Itis just a large space and everychange of spaces they just elevate it.

They use elevation to separate onespace from another.


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Interactive Architecture

This can be applied to handicrafts training center wherein it is not only serves as

a working station for Mangyan people to make their crafts, but also to teach others on

how to do it. The training center can be interactive because Tagalog people or foreign

people can visit it wherein they can see how Mangyan people do the handicrafts.

III. SITE IDENTIFICATION AND ANALYSIS

SITE SELECTION PROCESS

Criteria for Site Selection

The Macro Settings

Oriental Mindoro is a province of the Philippines located in the island

of Mindoro under MIMAROPA region in Luzon, about 140 km southwest of Manila. The

province is bordered by the Verde Island Passage and the rest of Batangas to the north,

by Marinduque, Maestre de Campo Island, Tablas Strait and the rest of Romblon to the

east, by Semirara and the rest of Caluya Islands, Antique to the south, and by Occidental

Mindoro to the west. Calapan City, the only city in the island, is the provincial capital.

The province has a total land area of 4,238.4 km; with the western portion of theprovince being mountainous or rugged, hills and flood plains are widely distributed in

the eastern portion. Mount Halcon, standing 2582 m above sea level, is the 18th highest

mountain in the country and is the province's and island's highest peak. Oriental

Mindoro has no distinct wet or dry seasons. Average temperature ranges from 26 to

32 C (79 to 90 F). The province experiences maximum rainfall during the months of

June to October. Relative humidity is registered at 81%.

The indigenous people of Oriental Mindoro are the Mangyans (Manguianes inSpanish, Maguianes in Old Tagalog), consisting of 7 distinct tribes. They occupy the

interior, specially the highlands. Mangyans have inhabited the island since pre-history.

They are believed to have originally traveled from Indonesia and settled down for good

in the island.
http://en.wikipedia.org/wiki/Provinces_of_the_Philippineshttp://en.wikipedia.org/wiki/Philippineshttp://en.wikipedia.org/wiki/Mindorohttp://en.wikipedia.org/wiki/MIMAROPAhttp://en.wikipedia.org/wiki/Regions_of_the_Philippineshttp://en.wikipedia.org/wiki/Luzonhttp://en.wikipedia.org/wiki/Manilahttp://en.wikipedia.org/wiki/Batangashttp://en.wikipedia.org/wiki/Marinduquehttp://en.wikipedia.org/wiki/Romblonhttp://en.wikipedia.org/wiki/Caluyahttp://en.wikipedia.org/wiki/Antiquehttp://en.wikipedia.org/wiki/Occidental_Mindorohttp://en.wikipedia.org/wiki/Occidental_Mindorohttp://en.wikipedia.org/wiki/Calapan_Cityhttp://en.wikipedia.org/wiki/Mount_Halconhttp://en.wikipedia.org/wiki/Mount_Halconhttp://en.wikipedia.org/wiki/Calapan_Cityhttp://en.wikipedia.org/wiki/Occidental_Mindorohttp://en.wikipedia.org/wiki/Occidental_Mindorohttp://en.wikipedia.org/wiki/Antiquehttp://en.wikipedia.org/wiki/Caluyahttp://en.wikipedia.org/wiki/Romblonhttp://en.wikipedia.org/wiki/Marinduquehttp://en.wikipedia.org/wiki/Batangashttp://en.wikipedia.org/wiki/Manilahttp://en.wikipedia.org/wiki/Luzonhttp://en.wikipedia.org/wiki/Regions_of_the_Philippineshttp://en.wikipedia.org/wiki/MIMAROPAhttp://en.wikipedia.org/wiki/Mindorohttp://en.wikipedia.org/wiki/Philippineshttp://en.wikipedia.org/wiki/Provinces_of_the_Philippines


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The flood susceptibility map of Baco showing that some areas in lowlands are high susceptible

to flood while those on high lands where the tribes are situated there is moderate susceptibility

to flooding.


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The Landslide susceptibility map shows that in the whole area of Baco, the rating is

None to Low Susceptibility in terms of landslide.


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Site Criteria

Location Mangyan tribe is attached to their natural environment in the

highlands and they believe that nature is their home. The site should be near

their village so that they dont need to travel long to reach the complex.

Availability of self-sustaining raw materials plantation for handicraft

products - The site should be capable for planting handicraft raw materials. It

is preferred to have an existing vegetation that can be used for handicraft

making. This add up to the efficiency of handicraft processing.

Flexibility of the Site - the site should be flexible for future developments.

Size and shape - since the proposal is a complex, the site should be enough to

accommodate a high-school building, dormitory, handicraft training center,

and other facilities needed.

Security - The site should establish a sense of security. It should have at least

15 minutes of travel from the police station in the municipality. It is ideal to

have a site located near the barangay hall.

Zoning The site should be under the Institutional zoning of land.

Topography - The site should be relatively flat to enhance it accessibility and

flexibility.

Accessibility - the site should be near the Mangyan Village so that users

wouldnt travel long to reach the complex.


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Flood Susceptibility - The site should not be located at flood prone areas. It is

ideal to locate the structure athigher areas to avoid severe flooding.

Landslide Susceptibility - Avoid locating the site at hazardous fault lines.

Mountainous areas are highly susceptible.

High visual accessibility - According to the article Accessibility in user -

Centered design accessibility: Planning Usability Testing, communitys

characteristic, and function should all meet at the same point. This means

that the site should portray an accessible location to the users. The

environment of the location should enhance the communitys characteristic.

Livable, enduring neighborhoods - The location of the site should be

neighboring community that is rich in natural resources. It should be

habitable wherein the surrounding community interacts with environment.


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SITE 2

The second site option is a 20,000 square meter land (2-hectare) located at

Barangay Mayabig, Baco, Oriental Mindoro. The adjacent structure is residential

area and the other sides of the sorroundings are vacant land covered with

greeneries.

Strength: This is the nearest possible site from the Mangyan village of Alangan

and Iraya tribe. The site is big enough to accommodate the proposed complex

which can also accommodate plantation of plants and trees that will produce

raw materials for handicrafts making. The site itself and around the site has a lot

of natural elements which fits of what Mangyan people want their environment

to be. There are three roads which depicts easy access. The area is also peacefulwhich is good in terms of learning.

Weakness: The only weakness of this site is just quite far from the center of Baco

town where handicrafts can be sell.


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SITE 3

The last option is a 1200 square meter site which is located at barangay Alag,

Baco Oriental Mindoro. It is an interior lot which one side is adjacent to aresidential area and other part of the surrounding is greeneries. It is also near a

small creek at the northwest side of the site.

Strength: This site is also near the Iraya and Alangan Mangyan Village. It is easy

to utilize because of its size and shape.

Weakness: Since the site is near a creek, it can be considered as flood pronearea.


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Accessibility 3 5 4

Flood Susceptibility 3 4 3

Landslide

Susceptibility

4 4 2

High visual

accessibility

3 5 2

Livable, enduring

neighborhoods

4 5 3

Total Ratings 39 56 35

Table above shows that site 2 has the highest rating among the given three sites. Since site 2 is

the highest, the researcher concluded that it will be the most suited site for the proposed

project.

SITE ANALYSIS

Circulation Analysis

The site is a corner lotlocated along theintersection of three minorroads of Barangay Mayabig,Baco, Oriental Mindoro.There is no problem with thetraffic because it is a ruralarea.

Two- way road

Two- way road


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SUN PATH ANALYSIS OF THE SITE


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SENSORY ANALYSIS

The main source of noise is only from the roads produced from the vehicles.


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WIND PATH ANALYSIS


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SITE DEVELOPMENT OPTIONS

SCHEME 1

SCHEME 2


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RELATED APPENDICES

SURVEY QUESTIONNAIRE

MAPUA INSTITUTE OF TECHNOLOGYSCHOOL OF ARCHITECTURE, INDUSTRIAL DESIGN

AND BUILT ENVIRONMENT

Good day Maam/Sir! I am Nio Mike Angelo M. Sanchez, a fourth yearArchitecture student of Mapua Institute of Technology, currently doing my research workfor my thesis proposal about the Importance in Educating the Mangyan tribe with my

proposed project of Center for Learning: A Proposed School with Community Centerfor Mangyan tribe of Mindoro .

As part of my research framework, I would like to conduct a survey with you. Iguarantee that all the answers and information gathered from this survey will be treatedwith high confidently and will be firmly used for academic purposes only.

I. Respondents Profile

Name:_______________________________ Age:______Gender:_______ Occupation:_____________Marital Status:_________________________

II. Questionnaires

1. How many are you in your family? __________

2. What are the ages of the children in your family? _____, _____,_____,_____,______,______

3. What are the livelihoods or source of income of your family? ________________________________________________

4. How many are the members of your family who are studying? _________________________________________________

5. How many are the members of your family who finished elementary? __________


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6. How many are the members of your family who finished highschool?__________

7. How many are the members of your family who finished college? __________

8. Highest educational attainment of:Mother:___________________Father:____________________Children: 1. ________________________

2.________________________3. ________________________4. ________________________5. ________________________6. ________________________

7. ________________________9. What are the top factors why theres a lot of poor Mangyan?

Rate the items below. (1 being the top)

Illiteracy

Lack of livelihood

Lack of attention from thegovernment

Not open for changes

10. How do you rate the importance of education in your life?( put a check)

11. Is there any school for Mangyan people in your community? ______ Yes ______No

Very Important

Important

Neutral

Not Important

No need at all


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- If yes are you studying there? ______Yes _______No

- How do you rate your satisfaction in this learning environment?(put a check)

- Do you experience difficulty in learning due to the condition of your

school? ________Yes _________No

- Does this school have enough facilities/ equipment to meet the needs forlearning of every student?

12. What are top factors why theres a lot of illiterate Mangyan?( rate, 1 being the highest)

Lack of decent learning facility/ school No school in the area at all

Far location of schoolThere are schools but only for Tagalog people Need to work for food

13. Are you satisfied with your life now? _________Yes _______No

14. Are you willing to learn making handicrafts and other livelihood activities? _________Yes ________No

15. Is there a need for a school specifically for Mangyan people in yourcommunity?

_________Yes _________No

ExcellentSatisfactory

GoodPoor

Very Poor


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16. State your reason why do Mangyan people need to study?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________

SITE Transfer Certificate of Title

sanchez, niño mike angelo m. part 1, part 2, part 3 and related appendices

Documents