!

Designing Resilient Schools MOOC Open Online Academy, New York

Dr. Ivan Shumkov and Illac Angelo Diaz January 14 - February 21, 2014 Organizer s : O pen Online Academy, New York Architecture for Humanity, Manila Harvard Architectural and Urban Society_ Alumni Local Contacts : Department of Education of the Philippines National Disaster Coordination Council United Architects of the Philippines Description In November 9, 2013 the devastating Typhoon Haiyan hit the Philippines, causing more than 5,000 deaths and destroying the homes and cities for millions. Natural disasters are happening more and more often due to climate change. We cant do much to stop them, but as architects we can help with the recovery and to build shelters that would withstand them. The goal of this online course is to generate design ideas for resilient shelters for the victims of Typhoon Haiyan and other natural disasters. The participants in this course will design homes and schools, which could be implemented by families and the Ministries of Housing and Education in the Philippines. We will engage with a team of architects, planners, engineers, and social workers. After the course, the project and the instructions will be placed on an open source platform after the course so anyone can download them. The course will take 3-4 weeks and conclude by the end of February 2014. An international jury will select the best projects, which will eventually be built. Well have weekly lectures and daily discussions on our forums. A team of professors, consultants, and teaching assistants will guide and assist all the students in their work. The course will emphasize the critical roles that site, program, material and structure offer as determinants of an architectural project by addressing a medium scale public building in a suburban context and tropical climate. Through a thorough analysis of site, architectural precedents, theoretical models of significance to the program, material studies, and relevant social and cultural parameters, a critical conceptual approach will be articulated aimed at producing a comprehensive project for a resilient school.

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

"!

! Course topics 1. Resilient and Sustainable Architecture: Design of building that can withstand the devastation of earthquakes, floods, strong winds, storms, etc. 2. Formal Ordering Systems: Understanding of the fundamentals of visual perception and the principles and systems of order that inform two- and threedimensional design, architectural composition, and urban design 3. Collaborative Skills: Ability to recognize the varied talent found in interdisciplinary design project teams in professional practice and work in collaboration with other students as members of a design team 4. Use of Precedents: Ability to incorporate relevant precedents into architecture and urban design projects 5. Accessibility: Ability to design both site and building to accommodate individuals with limited physical abilities 6. Site Analysis and Design: Ability to respond to natural and built site characteristics in the development of a program and the design of a project Questions 1. How can Architecture respond in times of urgent need caused by natural disaster? 2. How can we respond in a holistic way to spatial, social and economic way to the challenges created by a natural disaster? 3. How can an international team of professionals and students work together and come up with a strategic plan and integral projects? 4. How could we use the power and potential of the internet to work in teams and generate innovative design ideas? Course Objectives This course focuses on a broad examination of architectural design through an investigation of the physical and programmatic requirements of a school building and its larger site implications. Design and organizational strategies are to be developed through an analysis of various issues. Appropriate interventional and transformational site strategies are to be explored. Spatial and tectonic configurations are to be developed to mediate the external forces related to a semi-urban fabric, natural and environmental systems and the internal complexities of building program. The product of this process of research and design will be the fully integrated project of a school located on sites in the Philippines and other tropical regions. Students will improve their design and collaboration skills. During the first week of the course, each student will design individual proposals and post them on the forum. All students will be publish their design proposals and ask others for feedback and help on their projects. They will form collaboration teams, which will work together on developing integral projects that include aspects of architectural design, engineering, social space, community development, economical feasibility, sustainability and resilience.

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

#!

! Learning Objectives Gain the ability to comprehensively research, analyze and extract essential knowledge from relevant architectural precedents. Gain the ability to critically develop a project based on a specific conceptual approach and methodology. Gain the ability to comprehensively research, analyze and extract essential knowledge from a preexisting site context. Gain the ability to produce a comprehensive site design including basic grading (manipulation of site contours), planting strategy and planning for future structures. Gain the ability to apply basic organizational, spatial, structural and constructional principals to the conception and development of interior and exterior spaces, building elements, and components. Gain the ability to identify and assume divergent roles that maximize individual talents, and to cooperate with other students when working as members of a design team and in other surroundings. Gain the ability to provide a coherent rationale for the programmatic and formal precedents employed in the conceptualization and development an architectural project. Workload The involvement in the course is flexible. For architects, this is meant to be an intensive design studio course, so participants are expected to dedicate 10-20 hours a week. For others, who act as advisors and collaborators, it could take 2-5 hours of work weekly. Methodology The course will be organized similar to a guided design competition for ideas, and will feature collaborations and teamwork. We will use peer-to-peer review as a way to exchange feedback. We will also have a forum on Google+ and Facebook page, where students will exchange and discuss design ideas. During the course, the projects will be developed to the phase of schematic design. At the end of the course, the 10-20 best proposals will be selected and further developed with the guidance of the course professor, consultants, and the local authorities. Some of the proposals will eventually be build if the finding and local support are secured. Required prior knowledge Previous experience is design is recommended, but there will be opportunities for others to participate. The course work will be collaboration between people from many different backgrounds: design, engineering, economics, healthcare, social studies. They will join their knowledge, skills and energy to design solutions that are resilient, feasible, sustainable, buildable, etc.

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

$!

! Course Requirements & Grading Criteria Weeks 1-2: Research and Techniques Analysis (20% of final grade) Week 3: Classroom Design (20% of final grade) Week 4: Aggregation and Site Design (20% of final grade) Weeks 5-6: School Design (40% of final grade) Certification Students will receive certificates of participation according to their role and degree of involvement: architect, designer, project manager, engineer, consultant, advisor, economist, communications, etc. Requirements for the Schools and Community Centers Shelters 1. Goals and general rules The goal of this project is to provide schools that could be converted into shelters in case of a natural disaster. The schools should have adaptable use. They can be used for educational purposes during the day and as community centers in the evenings and on the weekends. They should be built quickly and at a low cost. 3. Flexible use The schools would have a flexible use, allowing them to be used community centers and shelters during storms. In case of another disaster, the classrooms could be used as places for sleeping and the gym for common space, dining, meetings, etc. 4. Adaptability The project should be easily adaptable to different site conditions, sizes, climate conditions, etc. 5. Building Technology Design prototypes that can be built fast and easy by skilled workers. If the schools are built of light materials as wood, they should be lifted above ground so the wind and water can pass underneath in case of storms. If they are built with heavy materials, as concrete, stones and bricks, they should be well protected from the wind and water. The schools should have doors and windows, which can be sealed in case of a tornado. The schools should resist winds of up to 250km/h 6. Modularity The schools should be designed with modules so they can expand and be built in phases.

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

%!

! Course Content and Schedule WEEK 1: INTRODUCTION AND PRECEDENT ANALYSIS 1.1. Welcome and Introduction to the course 1.2. A Call for Design Action 1.3. Teams and collaboration process Students should form teams with friends and colleagues from their own cities or internationally with people from the course. 1.4. Typhoon Haiyan in the Philippines What causes typhoons? Why are they so devastation? How do people try to protect themselves? 1.4. Architecture in the Philippines Research Assignment Before we begin with the design exercise we need to understand better the local culture, climate, history, building techniques, etc. Homework: Architecture in the Philippines What are the main characteristics of the architecture of the Philippines? Students will submit a PDF presentation in A3 (29.7x42cm) horizontal format with the discoveries of their research. Use Arial font 12 for the general text and 18 for the titles. Include images, texts, links, and references. WEEK 2: SCHOOLS AND RESILIENT ARCHITECTURE 2.1. Design of Schools and Precedents Presentation about the design of schools, their typologies, 2.3. Construction techniques for resilient architecture Students will see a presentation on the construction techniques and strategies for resilient architecture. 2.1. Resilient Architecture Research Assignment Students will conduce research on construction techniques and design strategies for resilient architecture. 2.4. Precedents Studies Assignment Students are to research and analyze an important precedent within the building type of the schools. The aim of this exercise is to gain knowledge from looking at an example, as well the development of concepts and strategies that can be

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

&!

! used in the design of the school project. Students are to choose a precedent that they can find in their cities, books of on the Internet. They should thoroughly research the precedent through a variety of means and develop precise analytical drawings and diagrams of the following: 1. Programmatic Affiliations study / play / eat / rest zones (classrooms, athletic facilities, dining halls, communal spaces) inside / outside (indoor classrooms to outdoor courtyards; school building vs. outdoor playing fields) student / administration / community (hierarchies) program sequence and adjacency logic sequence of light to dark 2. Site Strategy north / south orientation (direct vs. indirect sunlight) orientation to street, neighborhood and site features (accessibility and views) site section/contour logic (hardscape vs softscape) 3. Geometry and Morphology proportional systems solid / void relationships typological references conceptual analogue (building as artificial landscape, sanctuary, etc) 4. Circulation vehicular and pedestrian direct / indirect circulation inside / outside connections public / private zones (primary vs. secondary systems) 5. Structure and Enclosure building assembly systems (steel frame, truss, masonry, precast concrete, etc) structural strategy (free plan/ load bearing walls) fenestration (punched windows, panel systems, glazed curtain wall, sun control system, etc) 6. Lighting artificial/ natural sequence of light to dark/ atmospheric effects direct/ indirect 7. Others as assigned by studio instructors Presentation Requirements Design statement 1 page typed

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

'!

! Plans as required (min 2) in 1:50 Sections min 4 in 1:50 Elevations min 2 in 1:50 Perspective, axonometric 1 in 1:50 Diagrams min 4 from list above varies Images of the precedent min 4 Others as assigned by studio instructor Each student or team analysis will be posted on the course website. to the class and reproduced on A3 (29.7x42cm) paper (oriented in landscape format with a 2cm strip on the left side of the paper for binding) to be assembled into a book of precedents for reference throughout the semester. Requirements are to be considered minimums. All drawings are to be correctly scaled, with correct line weights and carefully composed on sheets of appropriately sized paper. All models are to be to scale throughout. Suggested Precedent Studies: Altamira School, Santiago, Chile, Mathias Klotz. Architecture Magazine, July 2001 Apollo Schools, Amsterdam, Holland, Herman Hertzberger 1981-83 Boarding School, Morella, Spain, Miralles and Pinos, 1986 Darmstadt School Project, Darmstadt, Germany, Hans Sharoun, 1951 Diamond Ranch High School, Diamond Bar, CA, Morphosis. Architecture Magazine, Jan 1997 Dragen Childrens House, Odense, Denmark, C.F. Moller, 2009 Elementary School, Fagnano Olana, Italy, Aldo Rossi, 1972-76 Fuji Monstessori School (Roof House), Toyko, Japan, Tezuka Architects, 2007 Geschwister Scholl School, Lunen, Germany, Hans Sharoun, 1958-62 Head Start School Competition, Reiser Umemoto, 1994 Kindertagesstatte, Frankfurt Griesheim, Germany, Bolles + Wilson, 1992 Kol Ami Worship and Education Center, Scottsdale, AZ, Will Bruder, 1994 Long Beach International Elementary School, Morphosis + Thomas Blurock, 2002 Montessori School, Delft, Herman Hertzberger 1960-66 Munkegardsskolen, Sonborg, Denmark, Arne Jacobsen, 1948-57 Petersschule, Basel, Switzerland, Meyer and Wittwer, 1926 School at Marl-Drewer, Westphalia, Germany, Hans Sharoun, 1960-71 Seconday School. Broni, Italy, Also Rossi, 1979 Shiroishi Municipal No.2 Elementary School, Taro Ashihara & Ko Kitayamad, 1996 Strawberry Vale Elementary School, Victoria, BC, Patkau Architects. Architecture Magazine, Feb 1997 Bibliography on Schools Detail Magazine 3/2008, Concept Nursery Schools Mark Dudek. Architecture of Schools, The New Learning Environments

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

(!

! WEEK 3: CLASSROOM UNIT DESIGN 3.1. Classroom Design Lecture 3.2. Spatial Requirements Lecture - Social space - Circulation - Main and secondary spaces - Resilience: wind, fire, water 3.3. Classroom Design Assignment Students are to develop designs for a classroom unit that satisfies the spatial and pragmatic requirements for 40-50 students of 12-17 age supervised by one or two teachers. This work is to be subsequently extended in the next exercise and generalized into the larger organization of the school. The classroom unit will investigate the making of fundamental spaces for the human body: flexible spaces to study, talk, work, play, display and exchange. Students will work with a given set of materials to produce their proposals. How individual components of the program can become systems of enclosure and structure at different scales through repetition, variation and adaptation is one set of goals of the exercise. Other important issues are adjacency to natural light, the sequence between individual and collective spaces, the interdependence between indoor and outdoor space and the underlying concept of part to whole relationships across scales. Components: The learning assemblage is to accommodate 40-50 children and 2 teachers, approximately 50m2 Interior requirements: storage cubbies 1 per student: 2 linear feet of shelving space, open or closed work tables 80x60 cm table space for each student shelves 15m linear , low and high, includes display surfaces garden and playscape 33% softscape and 67% hardscape Requirements Assemblage must be a minimum of one level and have a developed sectional strategy Assemblage must precisely accommodate the functional requirements Assemblage must be considered to be part of a larger network Others as assigned by studio instructor Considerations

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

)!

! Student Development How does space the interior and exterior landscape contribute to, and support the individual and group needs of the students intellectual and emotional development? To what degree does it provide safety and intellectual stimulation? The Language of Architecture How does the architecture of the school contribute to the 3-dimensional, material, structural and sensorial awareness and growth of the child? How is the role of scale addressed in the environment? In what way is the manipulation of natural light a creative factor in the environment? To what degree does the architecture allow for and support flexibility in curriculum activities? The Natural World How does the design contribute to the understanding of the relationship between the natural and built environment and part to whole/whole to part. How does the architecture incorporate and integrate the exterior spaces of the site? Others as assigned by studio instructor Presentation Requirements Design statement 1 page typed Plans as required (min 2) 1:50 Sections min 4 1:50 Basswood or cardboard model sectional 1:50 Diagrams nts Aggregation diagram scale variable Others as assigned by studio instructor Requirements are to be considered minimums. All drawings are to be correctly scaled, with correct lineweights and carefully composed on sheets of appropriately sized paper. All models are to be to scale throughout. Week 4: SITE DESIGN AND AGGREGATIONS 4.1. Feedback to classrooms assignment 4.2. Lecture on aggregation systems 4.3. Precedents on modularity and growth systems Infrastructure works not so much to propose specific buildings on given sites, but to construct the site itself. Infrastructure prepares ground for future building and creates the conditions for future events. Its primary modes of operation are: the division, allocation, and construction of surfaces; the provision of services to

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

*!

! support future programs; and the establishment of networks for movement, communication, and exchange. Infrastructures medium is geography. Students should produce an analysis of the site and develop a strategy to construct the site in such a way that an organizational approach of the overall school is extrapolated from a conceptual understanding of the strategies used in their learning assemblage, and relating them to the unique traits of the serpentine ridge- for example, its topography, circulation, access, views, etcetera. The work from the analysis and organizational strategy will be considered to be complimentary and form two facets of one project. 4.4. Site Design Assignment Students are to thoroughly research the project site through a variety of means and develop precise analytical drawings and diagrams of the following: 1. General Context historical, cultural, political, social, etc 2. Infrastructure vehicular and pedestrian circulation systems, land retaining systems 3. Typological Analysis assessment of existing building types, public spaces 4. Ecological Systems coastline weather patterns, prevailing winds, orientation/sun angles Natural Dynamic Systems land forms, topography, drainage patterns Other Considerations What are the terms of a negotiated relationship that combines residential and institutional programs in a neighborhood like this? What is defined as nature in a site like this? What is natural and artificial? How does various information related to the material infrastructure or rules and regulations that govern this space offer specific clues to the site, e.g., geography, environmental factors, property ownership, set back requirements, air rights, zoning restrictions, private property vs. public space, neighborhood / regional history? What is the relationship of the building to the site? How is it accessed? What programmatic elements desire view and/or natural light? What elements require enclosure and/or an intimate relation to the exterior? How do the topographical conditions influence the organization of the neighborhoods building fabric? What is the relationship to the street and neighborhood? Presentation Requirements: Analysis Plans as required (min 2) 1:200 Diagrams min 2 Others as assigned by studio instructor

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

"+!

! Unit 3.4. Aggregation Design Assignment Students are to physically, structurally and conceptually deploy the following on the site according to the parameters developed through the site analysis. Consideration must be given to the management of topography and soil (retaining walls, terraces, berms, grading etcetera) as well as to the configuration of the interior spaces and their larger architectural implications. classroom modules 27 total (3750 sqft) gardens and playscapes 1000 m2 (includes learning assemblage exterior reqs) circulation 500 m2 aprox (including lobby and dropoff/ pickup areas) Presentation Requirements: Organizational Strategies Plans as required (min 2) 1:100 or 1:200 Sections min 4 1:100 Perspective, axonometric min 2 1:100 or 1:200 Diagrams min 2 Basswood model 1:200 Others as assigned by studio instructor Requirements are to be considered minimums. All drawings are to be correctly scaled, with correct lineweights and carefully composed on sheets of appropriately sized paper. All models are to be to scale throughout. Bibliography: Site Work Stan Allen. Practice: Architecture, Technique and Representation Carol Burns. On Site, from Andrea Kahn ed., Building Drawing Text. Essays in Architecture Theory: James Corner. Recovering Landscape: Essays in Contemporary Landscape Architecture Deleuze and Guattari. "Smooth and Striated", A Thousand Plateaus Rosalind Krauss. Sculpture in the Expanded Field, The Originality of the AvantGarde and Other Modernist Myths, Double Negative, Passages in Modern Sculptures Isamu Noguchi. Contoured Playgrounds Toshio Shibata. Visions of Japan, Landscape Robert Smithson. A Tour of the Monuments of Passaic, NJ, The Collected Writings Denis Wood. The Power of Maps Department of City Planning. Special Hillsides Preservation District Zoning Study

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

""!

! WEEK 5: HIGH SCHOOL DESIGN 5.1. Feedback on the Aggregation design 5.2. School Design Lecture 5.3. Final Assignment Guidelines - Implementation guidelines - Requirements for submission - Collect all final proposals One of the most fundamental issues a society faces is how to best educate its children. In the typical learning environment, child development is considered to be structured and facilitated by parents, teachers and administrators. This project will serve to speculate as to the effect the physical environment can also have on the childs development and how the architecture of schools can connect with children in a way that encourages their own independent process of self development and critical inquiry. During the course students have been working with two related scales simultaneously as an analogue to the Froebel system. Where the assemblage project focused on the specific: the form emerging from the program as shaped by the body, the site analysis focused on the larger scale of the site: the organization of the school emerging from a strategy of how the site can be constructed. The final phase of the project challenges the student to integrate these two approaches through the interrelationship of form, program and site by designing an integrated school project. Students are to expand upon lessons and work generated in the previous assemblage and organizational strategy projects as well as the precedent and site analyses to propose and develop designs for a 10,000 m2 school on the given site. All designs are required to develop concepts that integrate the following distinct tectonic systems in a manner that clearly articulates the relationship between program, form and site. 1. Material systems: Frame (engineered wood or steel) and Monolithic (concrete or masonry). A clear relationship is to be developed between two material systems with regards to structural requirements, program and site treatment. 2. Exterior enclosure system (panel, curtain wall, cavity wall, etc) 3. Circulation systems (stairs, ramps, elevators, corridors) 4. Fenestration systems (windows, skylights, sun control) 5. Grading and hardscape systems (retaining walls, terraces, exterior stairs, etc)

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

"#!

! Programmatic Components: Academic Classrooms 2,700 m2 (27) at 100 m2 each Gym 200 m2 Auditorium/Music Room 100 m2 10,000 m2 subtotal Library 200m2 Administrative Lobby 100 m2 includes reception desk 5 Offices (1director, 4faculty admin + nurse) 200m2 Conference room with kitchenette 100 m2 Service Mechanical Space 50 m2 1 Lavatory for every 5 classrooms 3x6m 2 Lavatories at admin 3x6m 4 Lavatories for the gym 10m2 and 2 Showers 10m2 each Changing Rooms 100 m2 200 m2 subtotal Secure Outdoor Garden Play Spaces 500 m2 at classrooms, 1 additional Drop-off and pick-up space for 5 cars 2,5x5m each Considerations: Architectural Language What spaces are most appropriate to the new educational facility? What spatial types and groupings create activities and relationships conducive to specific educational scenarios? What is the role of history and typology in the evolution of the design? In what way does tectonics contribute to the specific effect of the environment, the reinforcement of the educational philosophy, and the appropriate operations of the facility? Program What are adjacency requirements? Which program elements need to be linked? Separated? What is the sequence of spaces from entry to classroom? What is the connection between inside and outside activities? Site What is the relationship of the building to the site? What programmatic elements desire view and/or natural light? What elements require enclosure and/or intimate relation to the exterior? What topographical or contextual influences exist or should be taken into account?

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

"$!

! Circulation How do various users, in particular children, approach and enter the school? Do the various users have different needs in regards to movement within and around the building and between various levels of site and building? In what way is the childrens dismissal and exit different from their arrival? How are the various facilities serviced in an efficient way that does not interfere in the circulation? Structural System All students are required to define appropriate structural system that is integrated with, flexible and responsive to program, site, building envelope issues. Are there any important roles for the structure to play as an integral part of the educational environment beyond simple pragmatic ones? Enclosure System What types of enclosure systems are used and how are they implemented to support a larger pedagogical idea? How is natural light controlled and modulated through the building and for what purpose? How does fresh air enter the various spaces? WEEK 6: PROJECT SELECTION PROCESS AND JURY 1. Upload projects on a website 2. Selection by the student and public by voting 3. Selection by the jury 4. Announcement and publications Teaching Team Professors: Ivan Shumkov, Illac Diaz Consultants & Engineers: TBD Final Jury TBD Kenneth Frampton Giancarlo Mazzanti Ivan Shumkov Illac Diaz Nestor Arabejo Department of Education representative Harvard University GSD representative International Architects TBD

Designing Resilient Schools MOOC by Dr. Ivan R Shumkov and Illac Angelo Diaz

"%!