part i,ii,iii & appendices

8/10/2019 Part I,II,III & Appendices

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ART BEYOND SIGHT:SCHOOL OF APPLIED ARTS AND TECHNOLOGY FOR

THE VISUALLY CHALLENGED

A Thesis Presented to the

School of Architecture, Industrial Design & the Built Environment

Mapua Institute of Technology

In Partial Fulfillment of the Requirements in Architectural Design 9/ AR200/ AR200S/

for the Degree of BACHELOR OF SCIENCE IN ARCHITECTURE

Presented by

Tolentino, Lemuel Adriel C.

2010121319

Architect Junar Pakingan Tablan, uap, MSAEAdviser

December 12, 2014


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PART I: THE PROBLEM AND ITS BACKGROUND

Chapter I.1

GENERAL OVERVIEW

INTRODUCTION

Art is the most powerful way of self-expression. Art conveys information and

messages and reflects emotional situations and perspectives. Art manipulates different

objects and materials and creates new and interesting ones by putting them in variety of

different forms. Many different materials with variety of qualities can be used to create

an art object. So an art object has different types of qualities: visual ones such as color,

dimensionality, shape, size, texture, and qualities experienced through touch or

kinesthetically, such as firmness, softness, temperature or weight. Generally, color is

the dominant one in art education for visually capable students. For sure, for a blind or

visually impaired student, color is not primary. Texture, smoothness or roughness of the

material's surface, elevation changes on the surface and weight come first.

For students / people in our society with complete visual capabilities, it can be

hardly imagined that people who are blind or visually impaired can engage in art and

other activities that reflect real world science and technology scenarios alone or by

themselves. As a learning tool, as a spare time activity or as a therapeutic activity, art

provides blind students with better quality of life in the same way it affects sighted

students life. McNear (2000) suggests that art activities are integral to childrens

learning processes because they connect students imagination to questions about

human existence and present issues and ideas that teach, persuade, entertain, and


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adorn. For the blind and the visually impaired as well as sighted children, art education

must be taken seriously as a part of the curriculum.

BACKGROUND OF THE STUDY

At present, the only existing residential school devoted for providing education for

the blind or visually impaired in the Philippines is the Philippine National School for the

Blind (PNSB) in Pasay City, which possesses a planning and design program based on

the government standards. As of today, the said school offers educational programs for

kindergarten, elementary and high school while also implementing the K-12 program.

Aside from that the school also offers Alternative Learning System (ALS). Moreover,

only few are even aware of its existence, and consequently, only few get the chance to

take advantage of the unique experience of education and life, especially those living in

rural places. With that provided, the study, with no specific existing standards seeks to

provide a design program of a building that would meet the needs of this special student

population residing in a specific rural area seeking for ways to be involved in art,

because art is not only about drawing, painting, and sculptures; it can be defined as a

diverse range of human activities including music, dance and other performance arts. It

can also be referred to any skill or mastery and was not differentiated from crafts or

sciences and that is why this proposal also aims to expand their knowledge through

engaging them in science and technology.


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STATEMENT OF THE PROBLEM

Currently, the Philippines only navigate a clearly defined planning path for a

school for the blind and the visually impaired which only creates a building program

based on combined attributes of global and state standards, and securing funding and

approval from a government agency. Still, no such specific or exact path existed for the

planning and design of a school specially designed to teach new ways for art and

technology reach the blind and the visually impaired students. Due to the current

situation of the only school for the blind in the Philippines, the Philippine National School

for the Blind (PNSB), wherein less attention is given for developmental program in art

and technological aspects, the students lose the opportunity for workmanship in terms

of art as it is defined in the background of the study, to heighten motivation to use

existing less vision, increase the ability to identify the terrain or condition of his / her

environment, identify ones own need for detail, observe more, notice more, and most

importantly appreciate the environment they are involved with.

The primary purpose of this study is to determine what significant / innovative

approach can be done in the design of a school, primarily focused on teaching applied

arts and technology to visually challenged / impaired students, that will facilitate learning

and allows the students to manipulate their own environment and see things in another

new perspective.

Subproblems

What possible innovation can be added or altered with the conventional

planning and design of facilities for the blind and the visually impaired that will


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address this special students need for art as a learning tool and a therapeutic

activity?

What will be the suitable planning methodology that could support

mobility, safety and independence and at the same time a school environment

that could give them excitement to learn and appreciate art that normally visually

aided people experience?

What different approach can be adapted with regards to the interior of

the school that could boost their aesthetic and intellectual potential more than

which of the senses they are using?

PROJECT GOALS AND OBJECTIVES

This project seeksway for visually challenged / impaired students to learn more

to appreciate art through an art inclined built environment.

Reflect the community of learners through multi sensory design elements.

Support mobility, safety and independence and provide orientation to time and

space.

Be sustainably designed and encourage learning and appreciate art and

technology.

Be flexible to the needs regardless of the capability of their eye sight.

Provide sensory landmarking and good acoustics.

Propose an educational facility for the visually impaired that should reach the

underserved sectors existing in rural places.


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PROJECT STRATEGIES

To provide connections to the outside through windows and exterior spaces.

To give a high level of sensory input through movement inside the school.

To create a home base where students can learn to confidently navigate their

own environment.

To design the main corridor for usage of therapy, mobility training, and

wayfinding exercises.

To design walls and ceilings that would give students tactile, acoustic, and

visual cues.

To have Focus rooms attached to each classroom that will enable a variety of

functions like observation or light rooms for sensory activities.

SIGNIFICANCE OF THE STUDY

The study is relevant and very essential on our current time, since hidden among

85 million people and 7,100 islands of the Philippines, are an estimated half a million

people are blind, and many more who are visually impaired to a lesser degree. Yet, the

Philippines only have one official school for the blind owned by the government which is

the Philippine National School for the Blind (PNSB) in Pasay City. Moreover, according

to Department of Health (DOH), perhaps up to one hundred children lose their sight

every week in the country.

With that said, those children with eyesight disabilities living in rural areas lose

their opportunities to have an education which shall be a right and not a privilege for

them to achieve. With this project, the children living in those places will have better


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quality of life and a chance to go to school and learn to appreciate art and assistive

technology for their development in a wide range aspect. The school will teach and

provide them efficient and effective coordination of their sensory capabilities even

without the aid of sight through adapting a multi sensory design elements for its

facilities.

SCOPE AND LIMITATIONS

The study will be limited to planning and designing of a school that shall focus on

the needs of its blind and visually impaired students. It shall focus more on how to give

an innovative approach to the conventional way of designing a school for students /

children with eyesight deficiencies or problems. The design of the school shall give

opportunity for students to learn and appreciate art in a way that the school environment

shall promote it.

The study shall focus on application of architectural design, location of utility and

services, lighting, acoustics and the movement or circulation of students inside the

facility. The proposal does not include the preparation of mechanical, electrical,

plumbing and structural details.

ASSUMPTIONS

The researcher is inclined to think that the outcome of the study will be able to

support the need for a school which shall be resided in a rural site, as proposed,

inclined in teaching visual impaired students the diversity of arts and technology to

further benefit their lives, making them realize that art is not only about simply drawing


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or painting which they cannot judge and visually perceive by themselves. Moreover the

researcher will devote himself to acquire as much as possible information that will

contribute to arrive on a design solution for such proposal.

CONCEPTUAL FRAMEWORK

Problem:

School of Applied Arts andTechnology for the VisuallyChallenged

Problem Analysis

Data GatheringCase Study, OralObservation, and

Interview

Analyze andCompare the

Gathered Data

Formulation ofArchitectural

SolutionProduction of Solution


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DEFINITION OF TERMS

Visual impaired a person with eyesight disabilities.

Mobility quality of movement physically

Sensory something relating to sensation or feeling

Tactile perceptible to the sense of touch

Sustainable capable of being used without being completely used up

Efficient performing or functioning in the best possible manner with

the least waste of time and effort

Inclined focused on something

Flexible capable to response to change; adaptable

ACRONYMS

DOH Department of Health

PNSB Philippine National School for the Blind


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Chapter I.2

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

Foreign:

New Mexico School for the Blind and Visually Impaired

http://media.cefpi.org/efp/EFP44-1Walleisa.pdf

According to Julie Walleisa, AIA, LEED AP (2011), she said that in the United

States, unfortunately, legislatures around the country have been closing schools for the

blind due to the high cost of educating blind students, and a lack of resources. She also

pointed out that due to the closures of schools, there are now problems arising with

regards to lack of schools to accommodate blind students. She said that there must

be an action from the government about the problem through implementation of

construction of new schools for the blind.

Local:

Perkins: Parents Come Together in the Philippines

http://www.perkins.org/news-events/eNewsletters/insight/international/philippines-parent-congress.html

According to Perkins (2011), an international organization serving people with

visual impairments, In the Philippines, less than five percent of children who are visually

disabled go to school. Through advocacy and parent networking, PAVIC members are

combating the chief roadblocks to opportunity and independence for these children: A

lack of capacity in the schools to accommodate students and a general lack of
http://media.cefpi.org/efp/EFP44-1Walleisa.pdfhttp://media.cefpi.org/efp/EFP44-1Walleisa.pdfhttp://media.cefpi.org/efp/EFP44-1Walleisa.pdf


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awareness in the community of the rights and educational needs of children with visual

disabilities. Moreover, according to Perkins, the Philippine Government shall know now

who these special people are and parents need to make their voices even louder to

keep government agencies on task. We know it will be a long and slow process, but we

are willing to work overtime just to achieve our goals.

With Philippine National School for the Blind (PNSB) serving as the only school

for the blind in the Philippines, the government shall already take action on spreading

institutional facilities around the country for the blind and visually impaired or at least

promoting it in rural places.

RELATED STUDIES

Foreign:

From the report Causes and Temporal Trends of Childhood Blindness in

Indonesia: Study at Schools for the Blind in Java of R S Sitorus, M Sulaiman Abidin,

and Joedo Prihartono, they ascertain the condition of students with eyesight disabilities

in schools in Indonesia. Five schools for the blind in Java were visited by the authors

(RS, SA) between November 2005 and January 2006.

There are 10 stateowned schools for the blind in Java, with 4 schools having a

total number of students 100 (large school) and 6 schools having a total number of

students 100 (small school).

A total of 504 students from three large schools for the blind (WiyataGuna in

Bandung in Western Java, TanMiyat in Bekasi (a small city near Jakarta) and

BudiMulyo in Malang in Eastern Java) and two small schools for the blind (Pendowo in


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Kudus in Central Java and BhaktiCandrasa in Surakarta in Central Java) were selected

randomly for the study using Stratified cluster sampling based on the number

of students (large or small school) was used to obtain data from as wide of a geographic

area as possible. The schools cater to students who come mainly from the rural areas

of Java, but some travel from outside of Java. Information was gathered from

interviewing the students, parents (if possible) and school staff, and from reviewing

medical records.

On the study, In Indonesia Government Program serves students that are 3 to 5

years old, and blind or visually impaired. Many students have multiple physical or

cognitive impairments, which require them to use canes, wheelchairs and assisted

communication devices. The preschool programs focus on assessing each students

capacity to process sensory information, and providing an environment that ensures

brain development and maximizes the potential for future learning.

Programming and Conceptual Design

Programming and design efforts were driven by NMSBVIs strong teaching model

which created consensus amongst the staff and provided clear direction to the design.

While most schools create a small building committee to guide the design process,

NMSBVI invited all staff to participate. Open meetings were held with administrators,

teachers, educational assistants, therapists, and other staff members throughout the

programming and design process.


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Together, they adopted the following goals:

To provide appropriate facilities and property management that meet student and

program needs.

A building that could support mobility, and safety.

To provide common rooms which connect a classroom to another classroom.

Simple building with good acoustics for blind.

Less lighting for avoidance of glare.

Encourage sense of fun for learning.

Proving playground for sensory development.

Incorporate tactile surfaces like tiles and walls for navigation.

Connections to the outside through windows and exterior spaces.


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Classroom Cluster Plan

An example of a cluster plan of classroom which can provide mobile navigation

for the blind and the visually impaired within the available facilities of the school. In

every classroom a common room is incorporated which serves various functions such

as observation and monitoring and a main corridor for mobility training of students.


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Local:

Philippine National School for the Blind, Pasay City

The Philippine National School for the Blindis the only existing special school

for visually impaired in the country.


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The Philippine National School for the Blind (PNSB) offers education to students

who are blind and even to those who have very low eyesight or what we call those

visually impaired ones. Currently they have they offer Elementary and High School

Program while also implementing the K-12 program.


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Currently, they have a total of 320 students with different cases in eyesight.

Some are completely blind, while some have very lowlow average eyesight range.


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The school currently provides dormitory facilities for both their male and female

students. During weekdays they sleep in their dormitories, then in weekends they are

fetched by their parents to go home for family bonding.


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Chapter I.3

RESEARCH METHODOLOGY

INTRODUCTION

This chapter outlines the general methodology of the study, the research design,

research instruments, the location of the research subject, and the interviewing

procedures.

RESEARCH METHOD

The study utilized the descriptive method of research to identify, analyze, and

describe factors contributing to the study. In order to arrive with the proposed innovation

and approach with a solution, the research methodology systematically described first

the case and the current situation in an existing facility and dig information regarding the

study clearly and accurately using interview, and observation. This gathered information

will be the reference in the assessment for the goal and the urge for change and

innovation in the facilities for this children with visual impairment, to have a school of

applied arts and technology for the blind and the visuallyimpaired.

RESEARCH INSTRUMENT

The study will conduct an analysis and collect data through interview and

observation supported with pictures. The interview will be conducted using suitable

questions modified from related research and individual questions formed by the


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researcher. The interview will comprise of questions, which were related to the

interviewees perception and knowledge regarding the study.

RESEARCH LOCALE

As part of the study, the researcher decided to have a site visit and conduct a

study in Philippine National School for the Blind (PNSB) in Pasay City. It is the only

residential school for the visuallyimpaired in the country. The name of the school was

formerly known as The School for the Deaf and the Blind. It was known before to

provide education from Kindergarten to High School to both the deaf and the blind but in

the later years it was decided by the local government of Pasay City to separate the

school for the blind from the deaf.

The said school would be able to provide sufficient information and support for

the progress of the study, since the school has a good reputation when it comes to

providing quality education with affection for children with visual disabilities. Through

observing and studying their activities inside the school, the researcher would have

enough information to be able to plan a future school especially inclined in teaching arts

to children with visual disabilities.


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Vicinity Map of Philippine National School for the Blind

POPULATION UNIVERSE

A group of individual from the Philippine National School for the Blind involving

the students and teachers will be the participants to the study because they possess the

characteristics and same interest which are also of interest to researchers study. The

population of the participants is enough to contribute to the goals of the study and

acquire an ample amount of information to support the study of the researcher, as well

as, to have an idea on how to plan a school especially designed for the visually

impaired.

RESEARCH DESIGN

The study will utilize the interview and observation approach of research. The

said approach is used as much as the principle rationale of the study was to propose a

school of applied arts and technology for the blind and the visually impaired.


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CASE STUDY: Philippine National School for the Blind (PNSB)

Location

The Philippine National School for the Blind is the only existing government

owned education institution for the blind and the visually impaired in the country. It is

located in Galvez Avenue, Cor. Figueroa St., Pasay City along with the Philippine

School for the Deaf just beside the Pasay City Hall.

Main Entrance Gate


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School Institution Profile

Formerly known as the School for the Deaf and the Blind, the Philippine National

School for the Blind, is still continuing and growing as an institution especially inclined in

providing education for the children with visual disabilities. At present, the school is

committed in giving a helping hand for this children and making them realize that a

persons incapability to see things through his / her own eyes shall not hinder him / her

to learn and to be educated like what other people in our society experiences. As a

special & residential school they currently offer educational program with the

implementation of K 12 program of the government. This includes Early Intervention

Program, Kindergarten Program, Elementary level (Grades 1-6) and High School

(Grades 7-12). They also offer Alternative Learning System (ALS) for the visually

impaired. For their students, they also have special services such as dormitories for

both male and female.


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Architectural Profile

The Philippine National School for the Blind has a school compound composed

of 4 buildings; Kindergarten, Elementary, High School, and Technology & Livelihood

Education Building. The school has dormitory facilities for their students located on the

second floor of the Kindergarten Building, composed of one room for the boys and one

room for the girls.

Each building has available facilities such as classrooms, music room,

laboratories, faculty rooms, Braille book library, restrooms for the boys and the girls.

The canteen and the conference hall, on the other hand, are on the ground floor of the

high school building which is located between the kindergarten and elementary building.

Fig. 1 Technology & Livelihood Education Building


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Playground

Restrooms(Every pathway to the restrooms has handrail installed on the wall

to serve as a guide for visuallyimpaired students.)


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Stairs to the second floor(Dormitories) Student Dormitory

Thru the second floor, there are slides provided which serve as fire exits for goodmobility of students in escaping in case of fire.


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Dormitory facilities for boys (left) and girls (right) on the second floor

are just separated by a wall.

(Both Dormitory facilities have fire exits provided as seen in the photo.)


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Fig. 3 Elementary Building(Annexed to the Technology & Livelihood Education Building)

The Elementary building, as shown in figure 3, has the following facilities:

Elementary Classroom Set up Braille Library with Music Instruments


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Fig. 4 High School Building

The High School building, as shown in figure 4, has the following facilities:

High School Classroom Set up Braille Library with Laboratory


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Other observed facilities:

Handrails

(Provided in every available part of the hallway to serve as a guide for students while walking,since they are visuallyimpaired. It was also provided for their mobility training.)

Lavatories(Provided thru the hallway with specific designation wherein students can use it anytime.)

Waiting Shed / Area for family members / relatives who will fetch their child.


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Chapter I.4

SUMMARY OF FINDINGS AND ANALYSIS

PRODUCTION OF GATHERED DATA

In this section, the collected data in the research methodology are studied,

analyzed, and figured out what the gathered information meansso that the researcher

can use it to draw some conclusions for the study. This section shall support the

researchers study through gathering all the necessary and reliable information collected

from the case study to arrive at a justification on what kind of learning environment there

should be in a school for the blind and the visuallyimpaired. The collected information

will be shown in graphical format / diagrams.

The following discussion was conducted with Dr. Rosario Condes, School Principal of

PNSB:

Interview Questions:

1. Do you have residential facilities for the students?

- Yes, we have dormitories inside the campus. There are two dormitories inside

the campus, one for the male and one for the female where our learners reside.

Our dormitories have double deck bedrooms and each has its own T&B for

students convenience.


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2. What education do you offer?

We offer education from kindergarten to high school and we are implementing

the K-12 program as well. Aside from that, we also offer Alternative Learning

System (ALS).

3. How many are your enrollees at this time?

- Currently, we have 120 enrollees and we have also 18 on the Alternative

Learning System (ALS).

4. What are your students activities from day to day basis?

This is a residential school, so majority of our students live here, in their

dormitories, from Monday to Friday. Early monday morning, their parents/

guardians will bring them to school to check them in to their dormitories just like

in a hotel but the purpose is for them to live in a learning environment and study.

Then on late friday afternoon they are fetched again by their parents/ guardians

to spend time at home with their families.

5. What is your curriculum?

- Whatever is thought in a regular school, we also have it here but mostly is

thought in Braille system for reading and writing. We also train their mobility

using tactile materials to cope up with their special condition. We also have

physical education for the students through adaptive sports wherein the program

has specially designed interactions.

6. How many students per class?

- The minimum is 11 children per class and the maximum is 20.


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7. Are your classroom chairs accompanied with armchair?

- No, because it is not ideal for them since they have many things to hold and

bring with them. Instead of armchair, we just provided them with wide table with

individual chairs and they could already share some space with each other while

class is being conducted.

8. How does the teacher teach inside the classroom?

- Normally, the teacher stays in the middle of her students so that she can handle

the needs of each and everyone.

9. Where do you conduct your different activities like Buwan ng Wika, Christmas

Party etc.?

- We conduct it in a conference hall. We have a single conference hall inside the

campus wherein it can accommodate all of our student population.

10. Do you have a cafeteria / canteen?

- Yes and sometimes we let the parents of the students help and assist in the

kitchen for the preparation of food for the students.

11. In case of fire or earthquake, do you have facilities such as fire exits?

- Yes we have, and we use a specialized fire slide connected to every building,

not used for playing, but for emergency escape purposes.

12. Opportunities for their students?

We allow them to attend few regular subjects in a regular public school like

math, english and filipino. We do that by sending them in a regular public school

just nearby the campus and then we fetch them when already on time. When

they have assignments printed in regular copies, definitely they cannot read it, so


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45%

35%

19%

1%

Ventilation

Excellent

Satisfactory

For Development

Unacceptable

15%

30%

30%

25%

Comfortability of Students with Different

Visual Impairment

Blind

Lazy - eyed or Amblyopia

Blurred visioned or Refractive

Errors

Crossed Eyed or Strabismus


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23%

77%

Lighting Discomfort of Students

Too much light (Glare)

Ambient light

10%

30%

30%

20%

Problematic Area

Classrooms

Art Facilities

Health Facilities (Clinic)

Restrooms


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ANALYSIS OF THE SCHOOL

Strong Points

The planning of the school exhibits the qualities and characteristics of a typical

government owned / public school in the country which has many issues but

the school is different in a way, that it shows uniqueness in the organization

of facilities.

The different educational programs / levels of students are well distributed in

each of the 4 buildings.

Accessibility from one building to another is well planned because through the

high school building, the user can move to the elementary building by the use of

the bridge connecting the two buildings. Moreover the elementary building is

annexed to the Livelihood building, therefore accessibility is not a big issue.

Movement / mobility of students throughout the campus is acceptable, since

there is a provided handrail in every available part of the hallway to guide visually

impaired students.

The ventilation is provided well, since all of the classrooms have louvers on

each side which admit light and air but prevents rain from coming in.

Transportation of students is not a problem, since in weekdays they just always

stay in the school dormitory while in weekends they are fetched by their

guardians.

Weak Points

There is a lack of healthcare facility like clinic for the students.


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Unsuitable size of restrooms, especially with their unsighted condition.

Not all stairs were provided with steel barrier attached to the railing of stairs for

maximum safety.

Unfortunately, the small delivery carts carriageway is also the walkway of

the users which may be a concern for the students.

Working areas for faculty are crowded.

Lacks access from the main entrance to the High School Building.

Fire exits for the elementary and high school building is the typical stairs used

for fire exits, the researcher strongly recommend that it shall be also in a form of

slide just like the fire exit the school provided for the school dormitories for better

mobility.

Lack of art facilities which is important for everyones growth and being.

NEED ANALYSIS

In line with the data gathered the following shows the analysis for the needs of

the existing Philippine National School for the Blind (PNSB), which may also be applied

throughout the course of the study.

Recommended requirements / needs of the facility:

Since the space at the center of the school compound is almost unused / void

and a small portion of it is only occupied by a basketball court, it can be occupied

with additional walkway to lessen the hassle in walking from the main gate of the

school to the High School building.


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Proper space planning to lessen the burden of visually impaired students from

travelling inside the campus.

It was observed that some rooms are not occupied and can be used, at least,

temporarily by the faculty to lessen a crowded faculty room.

Modernization of waiting areas / sheds for the families and the relatives.

Uplifting learning environment for the visually impaired students by changing

the design of its structures significantly that the students will feel even without the

sense of sight.

Additional areas in school where students / children can still learn to do art and

appreciate art even without the use of their lost eyesight.

Provision of safe usage of facilities, especially the stairs which can be very

disturbing for the students with their condition.

Based on the research study, due to the problems derived through the gathered

information from the possible users, the researcher has already an idea and an

interpretation of what facilities is needed for a school for the blind and what possible

innovations can be made through it. As a statement, the researcher would greatly

recommend a proposal of school wherein all this problematic issues regarding the

school can be addressed and wherein students will not only learn the basic education

that they need but also learn to appreciate art because art provides blind students with

better quality of life in the same way it affects sighted students life. McNear (2000)

suggests that art activities are integral to childrens learning processes because they

connect students imagination to questions about human existence and present issues

and ideas that teach, persuade, entertain, and adorn. For the blind and the visually


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impaired as well as sighted children, art education must be taken seriously as a part of

the learning experience and growth of a child. This can be achieved through reaching it

to them by means of providing a learning environment which adapts to the concept of

appreciating natures art a green design of art in line with architecture by having a

proposed School of Applied Arts and Technology for all those visuallychallenged.


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Chapter I.5

CONCLUSION AND RECOMMENDATIONS

Based on the research study, due to the problems derived through the gathered

information from the possible users, the researcher has already an idea and an

interpretation of what facilities is needed for a school for the blind and what possible

innovations can be made through it. As a statement, the researcher would greatly

recommend a proposal of school wherein all this problematic issues regarding the

school can be addressed and wherein students will not only learn the basic education

that they need but also learn to appreciate art because art provides blind students with

better quality of life in the same way it affects sighted students life. McNear (2000)

suggests that art activities are integral to childrens learning processes because they

connect students imagination to questions about human existence and present issues

and ideas that teach, persuade, entertain, and adorn. For the blind and the visually

impaired as well as sighted children, art education must be taken seriously as a part of

the learning experience and growth of a child. This can be achieved through reaching it

to them by means of providing a learning environment which adapts to the concept of

appreciating natures art a green design of art in line with architecture by having a

proposed School of Applied Arts and Technology for all those visuallychallenged.

Recommended requirements / needs of the facility:

Since the space at the center of the school compound is almost unused / void

and a small portion of it is only occupied by a basketball court, it can be occupied


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with additional walkway to lessen the hassle in walking from the main gate of the

school to the High School building.

Proper space planning to lessen the burden of visually impaired students from

travelling inside the campus.

It was observed that some rooms are not occupied and can be used, at least,

temporarily by the faculty to lessen a crowded faculty room.

Modernization of waiting areas / sheds for the families and the relatives.

Uplifting learning environment for the visually impaired students by changing

the design of its structures significantly that the students will feel even without the

sense of sight.

Additional areas in school where students / children can still learn to do art and

appreciate art even without the use of their lost eyesight.

Provision of safe usage of facilities, especially the stairs which can be very

disturbing for the students with their condition.


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PART II: RESEARCH FOCUS

Chapter II.1

RATIONALE

The study is designed to propose and provide a design of a school which will

administer the needs of the blind and the visually impaired students residing in a

specific rural area in which a specific site will be chosen by the proponent and shall be

discussed in the next part of the study. In a more definitive explanation, the research

targets to solve the current problem of illiteracy of visually disabled children in a rural

area near Metro Manila. As discussed in the statement of the problem, unfortunately in

the Philippines, the only existing residential school devoted for providing education for

the blind or visually impaired is the Philippine National School for the Blind (PNSB) in

Pasay City. Since it is located in an urban area like Metro Manila, a number of parents

with child with eye deficiency or disabilities coming from nearby provinces cannot afford

to bring their child to a learning environment like a school which can offer regular

education from kindergarten to high school. Thus, to accompany the problem with a

solution, a need for a facility which will administer the needs of the blind and the visually

impaired students residing in a specific rural area shall be eagerly and specially

designed for such special students. This study aspire to have a design of a school

which shall teach the blind and the visually-impaired ways to learn the diversity of art

and technology that shall comply with the Philippine government standards for a school

offering kindergarten to highschool education.


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can include such program elements as faculty offices, tutorial rooms, project areas, and

other essential functions, such as restrooms and egress stairs. The classroom cluster

establishes clear subgrouping within the overall school building, which enhances some

teaching methodologies, such as team teaching. This concept centralizes school

based shared resources, with classroom clusters located around the central resource

zone.

The organizational strategies for school for the blind and the visually impaired

students take numerous factors into consideration. The size, number, and configuration

of individual program components significantly influence the buildings final configuration

or shape. Other factors include the size and shape of the proposed site, the adjacencies

between school program elements, and planned use of the facility non traditional

hours of operation by any number of groups, Factors to consider when assessing these

influences include the following:

Entry sequence

How do students enter school each day, and where do they go?

Do they immediately report to a homeroom, or do they first gather in a

larger area such as quadrangle or canteen?

How do staff and faculty enter the building?

How does the public enter the building during the school day?

How does the public enter the building for community events?

Internal circulation

During the school day, where do students have to go and how often?


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Do they travel the corridors as a class, such as in elementary school,

while other classes are in session?

Do they travel individually at each class period, such as in the upper

grades?

School size

How large is the schools enrollment?

Community use

What areas of the buildings are accessible after school hours such as

residential facilities?

Teaching methodologies

What are the teaching methodologies employed?

Is there a team teaching approach?

Efficiency cost

How much corridor space is needed to serve each room in the building?

This is a major component in the determination of building efficiency and

resultant costs.

Natural light

Almost all spaces in a school building can benefit from some amount of

natural light. The light requirements for many rooms are established by

local codes and regulations.

Site access

Many spaces, including classrooms for lower age groups, benefit from

direct access.


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Chapter II.3

APPLICATION TO THE PROJECT

Classroom Clustering can provide positive attributes to the proposed school, one

of these is a natural lightwell at the center of the plan that enhances sustainability and

educational goals for natural light in the majority of the learning environment. It can

create an efficient perimeter (exterior wall to enclosed area).This concept can provide

one or more outdoor environmental areas for use in water collection or heat island effect

reduction, as project areas of students, or for other academic support functions which is

very ideal for them since their condition needs some mobility training as well and a

courtyard plan with clustered classrooms could just be a good fit for these kind of

developmental activities of these students.

Example of a cluster plan as

discussed in Chapter II.2


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Positive Attributes:

Centralization of shared resource functions minimizes travel distances from

classrooms.

This concept is readily used for elementary schools, where shared facilities are

typically fewer in quantity and less sophisticated than they are for the upper

grades.

It is still possible to create visuallyinteresting buildings by using the more

architecturally interesting common spaces as a visual centerpiece, with the

more neutral classroom wings as a backdrop.

It utilizes more circulation space as programmed area and can improve the

square-foot-per-student planning efficiency.

It provides tremendous flexibility in program opportunities.

Although it has also some limitations:

It can be difficult to isolate individual functions for after-hours or nontraditional

uses.

It can limit the planning module in multi story schemes because of the floor

plan regularity.


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PART III: SITE IDENTIFICATION AND ANALYSIS

Chapter III.1

SITE SELECTION PROCESS

The primary purpose of a school site is to provide a place and an environment

that are conducive to the learning/teaching experiences that benefit youth who attend

the school. With the study at hand, it is important to consider the special condition of the

students attending the school since they are considered as Persons with Disabilities

(PWD), therefore the site selection shall also consider and comply with the Philippine

existing law, specifically the Accessibility Law (BP 344) and the Magna Carta (RA

7277). The safety of students shall always be the priority in choosing a specific site

taking to account such threats or hazards there might be.

CRITERIA FOR SITE SELECTION

The selection of a site for a new school greatly influences the resulting design

and operations of the facility. Its site selection is also affected by many factors, including

health and safety, location, size and cost. Therefore the study has specific criteria to

recommend for the selection of site:

1. Shape: Sites with shapes almost rectangular in form are usually easiest to plan. As a

very general rule-of-thumb, an efficient plan can be achieved on a rectangular site with

dimensions in a ratio of approximately three to five and which is:


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Suitable for efficient use of land and does not restrict any phase of the

educational program.

Adequate to accommodate outdoor areas such as playgrounds, specialized

physical education programs for these visually disabled students, recreational

spaces, and buildings.

2. Location: The location of a school is a very important factor, but it must not dominate

if too many other desirable features are sacrificed. The site should be:

Convenient and readily accessible to present and/or future school populations

to be served, and to the public for community use educationally or

recreationally.

Conducive to the possibility for interrelationships and joint planning with other

public facilities, such as parks, libraries, museums, etc.

Accessible at reasonable cost to public roads that are adequate to

accommodate the added traffic generated by the school.

In a community that is safe and readily accessible tostudents, utilities, and

services, but free from noise, air pollution and other disturbing elements.

Industrial areas and transportation service areas, such as railroad, truck or air

terminals, are not suitable for school locations.

Located, where bus transportation is involved, so that the maximum travel time

for elementary students should rarely exceed seventy-five minutes and ninety

minutes should be the limit for elementary school and high school students.


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3. Access and Traffic: Ready, safe and economical access to the school site is basic.

The site should:

Be accessible at reasonable cost to public roads and/or streets that are

adequate or made adequate to hold the added traffic generated by the school.

Provide adequate frontage to provide safe access from roads or streets

approved by the Department of Public Works and Highways (DPWH).

Be adjacent to or readily accessible to modes of transport useful to students

and staff: school buses, private vehicles, public transportation, bicycles and/or

pedestrians.

Not be too closeto congested traffic arteries or highways that are noisy and will

cause delays or special hazards for school traffic.

Avoid locations near manufacturing plants with large employee work forces.

4. Security and Safety: Local conditions may demand special attention to this factor.

Select locations where regular periodic inspections by police authorities are

possible.

Site should be convenient to a fire station, police station, hospital and/or rescue

squad.

Provide adequate site lighting to discourage mischief and/or vandalism and

install fencing around play areas to give students a sense of security, especially

in elementary schools.

Avoid locations near neighborhood social hazards, such as areas with high

incidence of crime or drug and alcohol abuse.


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Locate away from industrial and manufacturing plants to avoid bad air quality

problems, such as odor, dust, noise, etc.

5. Noise Levels: Noise generated by modern technological devices may exceed

desirable conditions for schools.

Noise should not be serious enough to cause interference with communication.

The site should be far enough from air traffic and high speed vehicular traffic

(especially trucks and buses) and noisy industrial or commercial enterprises.

6. Utilities: Water, sewer, and electrical services must be available to all sites.

Community cable television and piped gas may also be available.

Water supply and sewage waste disposal services from municipal or district

systems are preferred to on-site systems.

If on-site water supply and sewage disposal are needed, they must comply with

requirements of appropriate health and environmental agencies.

Electrical service of adequate capacity should be available at reasonable

installation cost.

7. Costs: Besides the purchase price, the cost of planning, developing, operating and

maintaining a site must be considered to determine the true cost of a site.

Considerations should include:

Whether initial purchase price is in line with current costs of similar property.

Site availability at a cost that is not exorbitant and which reflects desirable

aesthetic qualities.


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Administrative costs: fees for consultants in site-selection and planning

processes, and fees for legal services associated with procedures for

acquisition.

Development costs: clearing, grubbing, demolition, grading, paving, erosion

control, storm drainage, rock removal, soil analysis and treatment, plant

materials and their installation, transportation cost differences, and access to

and/or installation of waste disposal systems and other utilities.

Operating costs: regular tending, cleaning, mowing, gardening, pruning, waste

disposal system.

Maintenance costs: erosion control measures, repairs to paving and walks,

reestablishing turf, restoring trees and shrubs, repair of outdoor equipment.


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SITE OPTION DESCRIPTION

As discussed in the Research Focus section of Chapter II.1 Rationale of the

study, the possible sites will be situated in a rural area in a nearby province in Metro

Manila. With that said, the proponent chose 3 possible sites in the province of Bulacan.

I. Site 1

- A land situated in Brgy. Sto. Cristo, City of Malolos, Bulacan along

Mabolo Diversion Road.

THE SITE

Site BoundaryRoad

The lot, according to its existing tax declaration of real property, is classified as a

Riceland irrigated 1 and has a total area of 23,687 square meters, which is obviously a

very large area to be built on with a school intended only for students from kindergarten


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to high school, thus, a portion of the land only shall be occupied in which the area shall

be beneficial and advantageous for the proposed school.

Location

The site is located on a relatively flat terrain.

Due to its large area, the proposed school is conducive to the possibility for

future expansion, interrelationships and joint planning with other public

facilities, such as parks, public library, etc.

It is convenient and readily accessible to the community, since it is situated

near the residential community homes and the F. Estrella Street, one of the

road segments connecting Malolos Town Proper and Bulacan Town Proper.

Access and Traffic

Accessible at reasonable cost to public road / street, F. Estrella St.

It is not close to congested traffic roads since it is along the Mabolo

diversion road situated near a riceland irrigated area.

The site is adjacent to or readily accessible to modes of transport useful to

students and staff: private vehicles, public transportation, bicycles and/ or

pedestrians.

Security and Safety

The site is adjacent to the Barangay Hall of Brgy. Sto. Cristo.

It can be conveniently accessed by fire trucks, hospital ambulance, etc.


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Noise Level

As said, since the site is located in a riceland irrigated class of property,

it is expected that noise should not be that serious since it is far enough

from industrial and commercial enterprises.

II. Site 2

- A land situated in Brgy. Bulihan, City of Malolos, Bulacan with road right-

of-way along MacArthur Highway.

This is an actual Location Map originally attached to the Transfer Certificate of Title

along with its Tax Declaration of Real Property (see Related Appendices).


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The lot, according to its existing Transfer Certificate of Title, has a total area of

40,345 square meters, which is also a much bigger area compared to Site 1. Although

same applies with it, a portion of the land only shall be occupied in which the area shall

be beneficial and advantageous for the proposed school.

Location





It is definitely a school zone / area since there is an existing college school

near the site, the Bulacan Polytechnic College (BPC).

The site neighbors a residential area, the Grand Royale Subdivision.

Access and Traffic

It is accessible through its Road RightofWay which is very convenient

since it can prevent congested traffic road near the school and noise as well.

Accessible at reasonable cost to public road / street.

Security and Safety

The site can be conveniently accessed by fire trucks, police vehicle,

hospital ambulance and/or rescue squad since it is near the major road.


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Noise Level

The site is securely far enough from air traffic and high speed vehicular

traffic (especially trucks and buses) and noisy industrial or commercial

enterprises.

III. Site 3

- A land situated in Brgy. Balungao, Calumpit, Bulacan near the Calumpit

Municipal Hall.

THE SITE Municipal Hall

Site BoundaryRoad


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The lot, according to its existing Transfer Certificate of Title, has a total area of

1,611 square meters.The site has a smaller area compared to Site 1 and Site 2 but

enough to accommodate school facilities.

Location


The Calumpit Municipal Hall is just a walk away from the site.

The site is along a busy road, which requires an adequate frontage to avoid

inconveniences like noise and traffic congestion.

Access and Traffic

Accessible at reasonable cost to public road / street.

It has a disadvantage, since the site is along a busy road which may create

problems on the traffic.

Security and Safety

The students are near to neighborhood social hazards, thus, maximizing

security inside the school must be monitored well.

The site is near in the Municipal Hall, so in some way security is

established.

The site can be conveniently accessed by fire trucks, police vehicle,

hospital ambulance and/or rescue squad since it is along the major road.


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Chapter III.2

SITE EVALUATION AND ANALYSIS

THE MACRO SETTING

BULACAN

It is already a first class province in the Philippines, located in the Central Luzon

Region (Region III). Currently, it has 569 barangays from 21 municipalities and three

component cities (Malolos, the capital city;Meycauayan; and San Jose del Monte).

Bulacan is located immediately north ofMetro Manila. Bordering Bulacan are the

provinces ofPampanga to the west,Nueva Ecija to the north,Aurora andQuezon to the

east, and Metro Manila andRizal to the south. Bulacan also lies on the north-eastern

shore ofManila Bay.

The province figures prominently inPhilippine history.Many national heroes and

political figures were born in Bulacan. The province was also one of the first to revolt

against Spain. The province is honored as one of the 8 rays of the sun in the national
http://en.wikipedia.org/wiki/Maloloshttp://en.wikipedia.org/wiki/Meycauayanhttp://en.wikipedia.org/wiki/San_Jose_del_Montehttp://en.wikipedia.org/wiki/Metro_Manilahttp://en.wikipedia.org/wiki/Pampangahttp://en.wikipedia.org/wiki/Nueva_Ecijahttp://en.wikipedia.org/wiki/Aurora_(province)http://en.wikipedia.org/wiki/Quezonhttp://en.wikipedia.org/wiki/Rizalhttp://en.wikipedia.org/wiki/Manila_Bayhttp://en.wikipedia.org/wiki/History_of_the_Philippineshttp://en.wikipedia.org/wiki/History_of_the_Philippineshttp://en.wikipedia.org/wiki/Manila_Bayhttp://en.wikipedia.org/wiki/Rizalhttp://en.wikipedia.org/wiki/Quezonhttp://en.wikipedia.org/wiki/Aurora_(province)http://en.wikipedia.org/wiki/Nueva_Ecijahttp://en.wikipedia.org/wiki/Pampangahttp://en.wikipedia.org/wiki/Metro_Manilahttp://en.wikipedia.org/wiki/San_Jose_del_Montehttp://en.wikipedia.org/wiki/Meycauayanhttp://en.wikipedia.org/wiki/Malolos


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flag. In 1899, the historic Barasoain Church in Malolos was the birthplace of the First

Constitutional Democracy in Asia. It is also the cradle of the nation's noble heroes, of

great men and women; also home for many of the country's greatest artists, with a good

number elevated as National Artists.

Today, Bulacan is among the most progressive provinces in the Philippines. Its

people the Bulaqueos (or BulakenyoinFilipino)- are regarded as highly educated,

and industrious. It is well known for the following industries: marble and marbleized

limestone, jewelry, pyrotechnics, leather, aquaculture, meat and meat products,

garments, furniture, high-value crops, and sweets and native delicacies, and a wide

variety of high-quality native products.

Although Bulacan have changed drastically throughout the years, there is still a

large portion of Bulacan where poverty is still common. Due to that, some of the children

cannot afford to attend school. Moreover, with the study at hand, Bulacan as part of

Central Luzon also share the population of persons with disabilities in the country. The

following tables show a 2010 report from the Department of Health (DOH) of provinces /

regions affected by blindness, low vision and visual impairment in the country:

Republic of the Philippines Prevalence of Blindness ( ), 2010

Caraga 0.16

National Capital Region 0.19

Cordillera Autonomous Region 0.2

Central Luzon 0.4

Ilocos Region 0.5

Western Visayas 0.51

Eastern Visayas 0.53

Southern Luzon 0.56
http://en.wikipedia.org/wiki/Filipino_languagehttp://en.wikipedia.org/wiki/Filipino_language


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National Figure 0.58

Northern Mindanao 0.61

Central Visayas 0.62

Bicol Region 0.71

Western Mindanao 0.74

Central Luzon 0.79

Autonomous Region of Mislim Mindanao 0.8

Cagayan Valley 0.87

Southern Mindanao 1.08

Republic of the Philippines Prevalence of Low Vision ( ), 2010

Caraga 0.6

National Capital Region 0.81


Central Luzon 1.21

Central Mindanao 1.53


Southern Mindanao 1.71





Ilocos Region 2.43

Autonomous Region of Muslim Mindanao 2.43

Bicol Region 2.52

Eastern Visayas 2.56

Southern Luzon 3.71

Cagayan Valley 4.07


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Republic of the Philippines Prevalence of Visual Impairment ( ) , 2010

Caraga 0.76

National Capital Region 1


Central Mindanao 1.93

Central Luzon 2






Southern Mindanao (blindness) 2.79

Ilocos Region (Low Vision) 2.93

Eastern Visayas (Low Vision) 3.18

Autonomous Region of Muslim Mindanao 3.23

Bicol Region 3.23

Southern Luzon (Low Vision) 4.27

Cagayan Valley 4.94


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Malolos, officially already known as City of Malolos, is a first class urban

component city in the country. It is the capital of the province of Bulacan as the seat of

the provincial government.

Based on the 2010 Census of Population and Housing, as of August 1, the city's

population was at 223,069 people. It had a population density of 3,317 persons per

square kilometer. There are 47,362 households in the city. Majority of the Malolos

households usually lives along the major roads.

Education

Although Malolos is hailed as one of the centers of education inCentral

Luzon region of the Philippines and a host to numerous schools in the primary,

secondary and tertiary level, the proponent is confident that the site of the proposed

school shall be in Malolos City. Why? Because Malolos is a city in Bulacan which is

really accessible from the other towns and cities of Bulacan which makes it an ideal site

for a school designed to teach the blind and the visually impaired.
http://en.wikipedia.org/wiki/Central_Luzonhttp://en.wikipedia.org/wiki/Central_Luzonhttp://en.wikipedia.org/wiki/Central_Luzonhttp://en.wikipedia.org/wiki/Central_Luzon


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THE MICRO SETTING

THE SITE

A land situated in Brgy. Sto. Cristo, City of Malolos, Bulacan along Mabolo

Diversion Road

SIZE OF THE LOT:

has a total area of 23,687 square meters, which is obviously a very large

area to be built on with a school intended only for students from

kindergarten to high school, thus, a portion of the land only shall be

occupied in which the area shall be beneficial and advantageous for the

proposed school.

LOCATION:



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It is convenient and readily accessible to the community, since it is situated

near the residential community homes and the F. Estrella Street, one of the

road segments connecting Malolos Town Proper and Bulacan Town Proper.

ACCESS AND TRAFFIC:

Accessible at reasonable cost to public road / street, F. Estrella St.

It is not close to congested traffic roads since it is along the Mabolo

diversion road situated near a riceland irrigated area.

The site is adjacent to or readily accessible to modes of transport useful to

students and staff: private vehicles, public transportation, bicycles and/ or

pedestrians.

SECURITY AND SAFETY:

The site is adjacent to the Barangay Hall of Brgy. Sto. Cristo.

It can be conveniently accessed by fire trucks, hospital ambulance, etc.

NOISE LEVEL:

As said, since the site is located in a riceland irrigated class of property,

it is expected that noise should not be that serious since it is far enough

from industrial and commercial enterprises.


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RELATED LAWS AND ORDINANCES

With R.A No. 9155, an act instituting a framework of governance for basic

education, the proponent just indicated those sections of the law which may be relevant

to the study. Every important term, phrases or sentences are underlined by the

researcher:

Section 2. Declaration of Policy. - It is hereby declared the policy of the State to protect

and promote the right of all citizens to quality basic education and to make such

educational facilities accessible to all. Such education shall also include alternative

learning systems for out-of-school youth and adult learners and the disabled. It shall be

the goal of basic education to provide them with the skills, knowledge and values they

need to become caring, seIf-reliant, productive and patriotic citizens.

The school shall be the heart of the formal education system. It is where children learn.

Schools shall have a single aim of providing the best possible basic education for all

learners.

The State shall encourage local initiatives for improving the quality of basic education.

The State shall ensure that the values, needs and aspirations of a school community

are reflected in the program of education for the children, out-of-school youth and adult

learners. Schools and learning centers shall be empowered to make decisions on what

is best for the learners they serve.


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Section 3. Purposes and Objectives. - The purposes and objectives of this Act are:

(c) To make schools and learning centers the most important vehicle for the teaching

and learning of national values and for developing in the Filipino learners love of country

and pride in its rich heritage;

(d) To ensure that schools and learning centers receive the kind of focused attention

they deserve and that educational programs, projects and services take into account the

interests of all members of the community;

(f) To encourage local initiatives for the improvement of schools and learning centers

and to provide the means by which these improvements may be achieved and

sustained; and

(g) To establish schools and learning centers as facilities where schoolchildren are able

to learn a range of core competencies prescribed for elementary and high school

education programs or where the out-of-school youth and adult learners are provided

alternative learning programs and receive accreditation for at least the equivalent of a

high school education.


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Chapter III.3

SITE DEVELOPMENT OPTIONS

SITE ANALYSIS

Circulation Analysis

The site is a corner lot type. Since the two roads are just the typical type of two

way minor road in a rural area, congestion in traffic will not be a problem.

Twoway road Twoway road


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Sunpath and Windpath Analysis

9 A.M

6 A.M

12 P.M

3 P.M

6 P.M

SOUTHWEST MONSOON

NORTHEAST MONSOON


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PROPOSED SITE DEVELOPMENT PLAN

Figure 1: Site Development Option 1

QUADRANGLE/PLAYGROUNDPICKUP / DROP

OFF WAITING AREA

ADMIN

BUILDING

ART FACILITY

(PERFORMANCE ART, SKILL

/ CRAFT)

ELEMENTARY &

HIGH SCHOOL

BUILDING

KINDERGARTEN

CANTEEN


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Figure 2: Site Development Option 2

PICKUP / DROP

OFF WAITING AREAMOBILITY TRAINING GROUND

ART FACILITY

(PERFORMANCE ART, SKILL

/ CRAFT)

ELEMENTARY &

HIGH SCHOOL

BUILDINGCANTEEN

KINDERGARTEN


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APPENDIX A

FIGURE A .1.1: TRANSFER CERTIFICATE OF TITLE OF SITE 1


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FIGURE A .1.2: TAX DECLARATION OF REAL ESTATE OF SITE 1


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FIGURE A.2: TRANSFER CERTIFICATE OF TITLE OF SITE 2


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FIGURE A.3: TAX DECLARATION OF REAL PROPERTY OF SITE 3


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APPENDIX B

The following discussion was conducted with Dr. Rosario Condes, School Principal of

PNSB:

Interview Questions:

1. Do you have residential facilities for the students?

2. What education do you offer?

3. How many are your enrollees at this time?

4. What are your students activities from day to day basis?

5. What is your curriculum?

6. How many students per class?

7. Are your classroom chairs accompanied with armchair?

8. How does the teacher teach inside the classroom?

9. Where do you conduct your different activities like Buwan ng Wika, Christmas

Party etc.?

10. Do you have a cafeteria / canteen?

11. In case of fire or earthquake, do you have facilities such as fire exits?

12. Opportunities for their students?

part i,ii,iii & appendices

Documents