The Living Building Challenge Texas case studies

Texas Society of ArchitectsHouston, TX

November 6, 2014

The Monarch School Outdoor Learning Studio

Houston, TX

Josey PavilionDecatur, TX

Learning Objectives

• Understand the basic requirements of the Living Building Challenge.

• Participants will recognize value of the Challenge as a systems-based approach to development.

• Review some examples of projects locally that incorporate successful strategies specific to their respective sites.

• Discuss challenges for our region and potential ways to overcome hurdles.

Client and Process

“Shaping Lives from the Inside Out”

1 : 6Estimated that one

in every six children is affected

by neurological differences

1 : 100One in every 100

children in the US is diagnosed with autism

1 : 54One in every 54

boys is diagnosed with autism.

1:252One in every 252 girls is diagnosed

with autism.

A new case of autism is diagnosed every 15 minutes

The Need - Alarming

Mission: The Monarch School is dedicated to providing an innovative, therapeutic education for individuals with neurological differences.

Vision: To serve the educational needs of individuals with neurological differences by offering a unique, therapeutic learning environment where active minds are challenged, all are treated with respect and dignity, learning is a joy, and wisdom is the outcome.

Goals: • To develop active critical thinkers and problem solvers • To teach the members of our community how to create and reach their goals • To nurture socially competent and responsible individuals • To encourage emotional competence and responsibility • To provide those with neurological differences a successful school experience and

hope for their futures

www.monarchinstitute.org

TRANSECT: CAMPUS – T3

BIOREGION: THE SOUTH

TYPOLOGY: BUILDING

SITE PETAL

The Monarch Campus Master Plan

What if…..?

Critical goals:

1. The true cost of power should be communicated and demonstrated to the end users in a way that can be easily understood.

2. Materials and methods that demonstrate leadership in sustained health of the planet and its inhabitants shall be incorporated.

3. The essential nature of water and its processes (capture, movement, use, and cleaning) should be communicated to the end user in a visible, interactive way.

4. The campus environment will increase the student time outdoors, their learning, and enjoyment by appealing to the senses in multiple ways.

5. By incorporating interaction, the facility should communicate how much work is needed to create essential elements such as food, water, and power.

MAKING CONNECTIONS

Self Our Space

Our Place

EQUITY

Collaboration and Synergies

TRANSECT: CAMPUS – T3

BIOREGION: THE SOUTH

TYPOLOGY: BUILDING

SITE PETAL

The Monarch Campus Master Plan

SITE

HEALTHWATER ENERGYSITE MATERIALS EQUITY BEAUTY

SITE

WATER

SITE

ENERGY

ENERGY

EQUITY

“As I spoke with the design and construction team, I was struck by their sense of reverence for the contribution they were making to this campus…

…As I walked across the campus past classroom after classroom of engaged students, I felt the reverence, too.

I’ve never felt a greater sense [of] gratitude for the work of all the scientists, advocates, visionaries and builders working to provide the healthiest possible environment for our children. “

~ Bill Walsh, Healthy Building Network

See more at: http://www.pharosproject.net/blog/detail/id/176/monarch_school#sthash.cRbWBfZb.dpuf

HEALTH

MATERIALS

HEALTH

MATERIALS

MATERIALS

MATERIALS

MATERIALS

BEAUTY

EQUITY

Thank You