Papilio Primary School

Table of Contents

1. Review of Theory and Literature2. Precedent Study3. Client, User, Goals, and Objectives4. Design Patterns and Tools5. Area, Site, Biulding Analysis6. Programming7. Codes8. Ideation and Concept9. Design Development10. Construction Documents11. Presentation

Review ofTheory

&Literature

The Language of School Design explores Christopher Alexander’s idea of pattern language and looks deeper into the realm of people’s relationships with the built environment. It discusses the issue with the disconnect between learning research and educational structures and offers suggestions on how we can mend the relationship. The authors go on to explain that we must look at how these patterns work together rather than individually. The school is now a community setting. It is imperative that we embrace the change and design schools for future generations.

Pattern Language

Design Patterns1. Principal Learning Areas2. Welcoming Entry3. Student Display Space4. Home Base and Individual Storage5. Science Labs, Art Studios, and Life Skills Areas6. Music and Performance7. Health and Physical Fitness8. Casual Eating Space9. Transparency and Passive Supervision10. Interior and Exterior Vistas11. Dispersed Technology12. Indoor-Outdoor Connection13. Furniture: Soft Seating14. Flexibility, Adaptability, and Variety15. Campfire Space16. Watering Hole Space17. Cave Space18. Designing for Multiple Intelligences19. Daylight and Solar Energy20. Natural Ventilation21. Lighting, Learning, and Color22. Sustainable Elements and Building as 3-D Textbook23. Local Signature24. Connected to the Community25. Home-like Bathrooms26. Teachers as Professionals27. Shared Learning Resources and Library28. Bringing It All Together

Patterns of FocusPrincipal Learning Areas Learning areas should be clustered around central core support spaces. The core would include informal meeting space, small computer hub, and teacher’s offices. The key is to provide spaces that are open but have areas of enclosure for more task-specific activities.

Science Labs, Art Studios, and Life Skills Areas Spaces should promote “learning by doing”. Create spaces that support active labs, student display, and messy projects.

Music and Performance Include “Activity Pockets” where students can engage in impromtu performances. Create opportunities for students to participate in art-related building features. Space for students to build sets, paint scenery, broadcast shows, and publish their own newspaper. A ‘green’ outdoor amphitheater is a great opportunity for these activities.

Dispersed Technology Weave together the virtual and the physical learning spaces to allow for virtual learning Create spaces for computer labs and individual technology. Incorporate storage for the technology that can be locked away.

Indoor-Outdoor Connection Indoor learning space should connect to outdoor learning space. Covered transitional spaces create more opportunity to engage with nature. Should allow for a variety of learning activities and experiences that are not available indoors.

Furniture: Soft Seating All seats in primary learning areas should be upholstered for comfort. Include seating for groups and individuals. Arm chairs and sofas could be a good option for collaboration spaces.

Flexibility, Adaptability, and Variety Allow the students to impact the space. Make spaces changable Let the students wander the space rather than sit in a room. Plan for changes and upgrades in the future.

Daylight and Solar Energy Learning areas should be clustered around central core support spaces. The core would include informal meeting space, small computer hub, and teacher’s offices. The key is to provide spaces that are open but have areas of enclosure for more task-specific activities.

Natural Ventilation Should contain a signature element that makes the school special. The entry should consist of a covered entry that is scaled properly. The office and student display space should be immediately adjacent to the entry. It is important to use the home as a template to decrease anxiety in the students.

Connected to the Community Should contain a signature element that makes the school special. The entry should consist of a covered entry that is scaled properly. The office and student display space should be immediately adjacent to the entry. It is important to use the home as a template to decrease anxiety in the students.

Basis of DesignDesigning for Multiple Intelligences Create spaces that allow for students to learn in different ways.

Campfire Spaces Create spaces where students can learn from experts or storytellers.

Watering Hole Spaces Create spaces where students can gather and learn from each other. Allow for collaboration and socialization in the learning environment. Indoor and outdoor watering hole spaces are important.

Cave Spaces Create spaces where students can learn individually. Allow for a quiet get away that is still supervisable.

Campfire Spaces Watering Hole Spaces Cave Spaces

Applications

Reggio Emilia The Reggio Emilia philosophy states that education is a communal activity, explored jointly by children and adults. In order to accomplish this, children are given partial control over their studies. The key is ‘learning through experience’ and using all 5 senses in the learning process while expressing oneself through many different forms. It is imperative that children are able to discover who they are as individuals. When children are able to identify themselves as individuals, they become better able to form relationships with other children. This leads to the collaboration and student-centric learning that has proven to serve best for schools of the 21st century.

Design ToolsKeywords1. Overall Softness2. Relation3. Osmosis4. Multisensoriality5. Epigenesis6. Community7. Constructiveness8. Narration9. Rich Normality

Design Tools1. Relational forms2. Light3. Color4. Materials5. Smell6. Sound7. Microclimate

Areas of FocusOverall Softness An ecosystem that is diversified, stimulating, and welcoming, where each inhabitant is part of a group but also has spaces for privacy and a pause from the general rhythms

Relation Relational space consists of an environment that permits and/or stimulates relations through specialized activities and cultural diversity

Community School as a collective environment, fostering encounters, exchange, empathy, and reciprocity

Light Light is one of the great emotive components of our aesthetic perception.

Color Environments should not be too saturated with color, instead- slightly “bare” so that the best balance is reached when the space is inhabited

Applications

Precedentstudies

&Analysis

- Project 1: de dijk community school - Project 2: Park Brow Community School

Chapter Contents

School de Dijk

Who: Drost + van Veen ArchitectsWhat: Primary SchoolWhere: Groningen, The NetherlandsWhen: 2006-2009

Parti Diagram

Campfire Spaces

Watering Hole Spaces

Cave Spaces

To improve an urban situation, De Dijk Community School was ordered to be relocated along the dike canal in Groningen, The Netherlands. When the school was moved to this historic site, the design team decided to incorporate the canal into the plan. The linear plan of the school runs parallel to the dike. The corridors play an important role in the schools Montessori curriculum, forming a backbone for learning spaces. The extra-wide staircase serves as seating with a small nook for individual learning.

Analysis

Relation Light Color Tactile Smell Sound Microclimate

Reggio Emelia

Circulation Path

Word Cloud

Park Brow School

Who: 2020 LiverpoolWhat: Primary SchoolWhere: Liverpool, EnglandWhen: 2011

Parti Diagram

Park Brow Community Primary School provides a series of learning and play spaces to serve the school as well as the local community. The architects carefully designed the building to allow all learning spaces to have direct access to the outdoors. The balconies protect classrooms from direct sunlight while still allowing for daylighting and views to nature. The interior boasts bright colors to accent important areas and aid in wayfinding. Learning environments within the central Agora provide supplemental learning.

Campfire Spaces

Watering Hole Spaces

Analysis

Relation Light Color Tactile Smell Sound Microclimate

Reggio Emelia

Circulation Path

Diagrams:

The library becomes centralized so that it is easily accessible

Corridors are expanded to allow cor a central hub of collaboration

What’s Important

Enclosed spaces allow for a quiet get away

Learning studios include break out space for students to meet and collaborate in a less formal setting

Facility, Client, User,Goals & Objectives

Mission Statement

“ My wish is to help design the future of learning by supporting children all over the world to tap into their inate sense of wonder and work together. Help me build the School in the Cloud, a learning lab in India where children can embark on intellectual adventures by engaging and connecting with information and mentoring online. I also invite you, wherever you are, to create your own miniature child-driven learning environments and share your discoveries.”

- Sugata Mitra

The Facility

- Learning Studio- Library {Digital and Physical}- Outdoor Learning- Cave Space- Watering Hole Space- Cross-discipline Learning Space- Multiple Intelligence Learning Space- Play Area {Indoor & Outdoor}- Eatery- Art Studio- Community Space

SOLE Requirements:- 1 computer per 4 children- Writing surface for questions- Pen and paper for notes- Name tags or some sort of recognition

Suggested space-types:

The ClientProfessor Sugata Mitra

Needs and Requests: Physical: - Telecommunication - Student Grouping - Collaboration space - Freedom to roam

Social: - Any language - Any Social Class

Economical: - Low cost

Psychological: - Curiosity - Engaged - Encouragement - Motivated - Independant

Self-Organized Learning Environment

The UserStudents:- Ages 7-11- All Social Classes- Not limited by zoning

Faculty & Staff:- Principal- Administration- Food Service- Custodial

Visitors:- Community members- Parents

- Tech Support- Educators- Nurse- Counseling

Goals & Objectives

Goal 1: Provide a learning environment to accomodate SOLE parameters by allowing for free-flowing spaces for children to collaborate.

Goal 2: Design for both collaboration and individuality by incorporating Multiple Intelligence Theory and other defined space types.

Goal 6: Design a ‘kit of parts’ by organizing and defining spaces to enable replication across the world.

Goal 4: Allow for a strong connection to the community by designing shared spaces for community and school activities.

Goal 5: Design to accomodate multiple cultures and social needs by applying universal design.

Goal 3: Design for active learning by integrating technology in a seamless way and including interactive design applications.

Design Patterns

&Tools

Programming

- Lobby

- Reception

- -Director’s office

- Staff Break Room

- Learning Studio (6)

- Collaboration Alley (3)

- Art Studio

- Music Room

- Media Lounge (Mezzanine)

- Learning Commons

- Chrysalis

- Cave Spaces

- Watering Hole Spaces

- Eatery

- Boys & Girls Restrooms + Faculty Restroom

- Storage

Adjacancies

Focus Areas

1. Orientation

2. Student Spaces - Group & Individual

3. Learning Studios

4. DEsign for Multiple Intelligences

5. The Eatery

1: OrientationPattern Language

Applications: - Welcoming Entry- Student Display Space- Interior & Exterior Vistas- Indoor/Outdoor Connection

Office/Reception

Community Space

Student Display

Entry Point

2: Student SpacesPattern Language

Applications - Campfire Space- Watering Hole Space- Cave Space- Interior & Exterior Vistas- Flexibility & Adaptability- Furniture: Soft Seating- Dispersed Technology

Watering Hole

Campfire

Cave Spaces

3: Learning StudiosPattern Language

Applications - Principle Learning Areas- Home Base & Individual Storage- Science Labs, Art Studios, & LIfe Skill Areas- Indoor/Outdoor Connection- Interior & Exterior Vistas- Flexibility & Adaptability- Dispersed Technology

Breakout Space

Flex Space

Active

To Outdoor

4: Multiple Intelligence

- Flexibility & Adaptability- Designing for Multiple Intelligences

Quiet Space

Loud Space

Outdoor Space

Pattern Language Applications

5: EateryPattern Language

Applications - Casual Eating Areas- Interior & Exterior Vistas

Green/Garden

Kitchen

Eating

Building&Site

Analysis

Chapter Contents

- Project Location - Site Factors - Views and Vistas - Building Analysis - Structural Grid

- Axis of Symmetry

- Floor Heights

- Unique Building Features

- Doors and Entries

- Accessibility and Fire Safety

- Window Placement

- Active and Passive Building Systems

- LEED Potential

- Demographics

Location

501 Amsterdam Avenue, NESuite 500

Atlanta, Georgia 30308

Site Approach

Site Factors

Views and Vistas

1

2

3

4

1 2

43

1

2

3

4

View to front of building

Outdoor seating/Green space

View from south side

View to Piedmont Park

Building AnalysisStructural Grid

Axis of Symmetry

Building AnalysisFloor Heights

Unique Building Features

Building AnalysisDoors and Entries

Accessibility and Fire Safety

Window Placement

Building Analysis

Active and Passive Building Systems

LEED Potential

* ? = LEED potential for existing building

Demographics

Building Codes &

Calculations

Applicable CodesMODEL BUILDING CODE IBC 2006 Edition with Georgia and City of Atlanta Amendments LIFE SAFETY CODE NFPA 101, 2000 Edition with Georgia State Amendments

MODEL MECHANICAL CODE SMC 2006 Edition with Georgia State Amendments

NATIONAL ELECTRICAL CODE NFPA 70, 2005 Edition with Georgia State Amendments

MODEL PLUMBING CODE IPC 2006 Edition with Georgia State Amendments

INTERNATIONAL FIRE CODE 2006 Edition with Georgia State Amendments

AMERICANS WITH DISABILITIES ACT Georgia Handicapped Accessibility Law 120-3-20 INTERNATIONAL ENERGY CONSERVATION CODE 2000 Edition with Georgia State Amendments

STANDARDSNATIONAL FIRE PROTECTION ASSOCIATION (NFPA)

AMERICAN SOCIETY FOR TESTING AND MATERIALS

UNDERWRITERS LABORATORIES

AMERICAN SOCIETY OF HEATING, REFRIGERATION

AIR CONDITIONING ENGINEERS (ASHRAE)

Egress Plan

Occupancy Chart

* Urinals not required

OCCUPANCY CLASSIFICATIONS: E - EducationalBUILDING TYPE/USE: TYPE III-B (Existing Building)

NUMBER OF OCCUPANTS: 277 approx.

OCCUPANT LOAD FACTOR:USE 1: CLASSROOM – 20 NETUSE 2: VOCATIONAL – 50 NET

TOTAL FLOOR AREA: 12,223 NET SFUSE 1: CLASSROOM – 3,298 SQUARE FEETUSE 2: VOCATIONAL – 5,559 SQUARE FEET

OCCUPANT LOAD CALCULATIONS USE 1: 3,298/20 = 165 USE 2: 5,559/50 = 112

TOTAL OCCUPANT LOAD: 277

PLUMBING FIXTURE CALCULATIONS

Generated Ideas&

Concepts

Notes & Quotes

Quotes & Notes

Concept 1:

Ways to Incorporate concept into Design:

Strong use of line throughout the space Horizontal - Flooring, Ceiling Vertical - Walls, Stairs

Use of geometric form

Pixilations and oversized blocks

Play with balance and tension

Strong vertical focal points

Building Blocks

Concept 2:

Ways to Incorporate concept into Design:

Life-Cycle progression throughout the space

Open watering hole spaces = Butterfly Wings

Enclosed cave spaces = Cocoons

Use of color for wayfinding

Color to form space

Organic form & varying textures

Caterpillar

DesignDevelopment

& Drawings

Papilio Primary School is a place for children to learn and grow into free beings while engaging all of the senses. The SOLE curriculum paired with the open concept design will allow the children to encourage one another and collaborate in everyday studies. Through the use of geodesic form, the space will entice the students and heighten their interest in moving through the school as they progress in grade.

Final Concept

Geodesic Caterpillar

Preliminary Plan

Parti & Building Section

Preliminary Perspectives

Preliminary Perspectives

ConstructionDrawings

&Branding

Cover Sheet

Life Safety Plan

Life Safety Break Down

Dimension Plan

Furniture Plan

Enlarged Area

Building Section & Elevations

Branding

Rendered Floor Plan

The Learning Studio

Cave Space

The Chrysalis

The Eatery

Collaboration Lounge

Thank You!