ND; Architectural Technology

MIP ACADEMIC PAPER

Prepared By: Igeshen GovenderStudent Number: 207155381

Lecturer: Mrs H. Voulgarelish, Mrs J. MorkelSubject: CTD & STW

26 September 2011

DECLARATION

I hereby declare that this assignment is the original work of the author. All

information directly or indirectly quoted from other sources has been fully

acknowledged.

Signed:

Dated: 26 September 2011

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TABLE OF CONTENTS

ITEM PAGE

1 Introduction 4

2 Methods of Investigation 5

3 Findings

International Academic Design-Build Project

Green Schools

Multi-Grade/Small Rural Schools

Process followed at St. Michaels Primary School

6-10

4 Conclusion

5 Bibliography

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INTRODUCTION

The Second year Architectural students were given a project which was compiled by Mrs

H.Voulgarelish and Mrs J. Morkel to which has to be submitted on different hand in dates

for the various aspects. The project that was issued to us students was to find, analyse and

compile an Academic paper on:

At least one international academic design-build project

At least three successful green schools

At least three successful multi-grade or small rural schools

And the process followed at St. Michaels Primary School

The purpose of this project will allow for us students to broaden our constructional

knowledge by gaining a better understanding and by familiarizing ourselves with the:

background/history of the various schools, organisational aspects within the building, a

good understanding of sustainability, different construction processes/methods and to

identify unforeseen problems, students perceptions, teaching methodologies and

pedagogic rationale which will help us during our constructional phase upgrade at the St.

Michaels Primary School in Grabouw.

This Academic paper will not only include my observations gathered from the precedent

studies but also the constructional issues within the design-build project.

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METHODS OF INVESTIGATION

The following methods were used for the gathering of information:

Precedent Study and Literature

Photographs/Pictures

Precedent Study and Literature –Information was obtained from precedent studies

from the selection of particular schools of my choice whilst adhering to the requirements

on the brief. Class notes and architectural dictionaries were used for constructional terms.

Photographs/Pictures – From the selection of schools that I chose and analysed I did

consider paying attention to the pictures, as we all say that a picture can say more than a

thousand words! Referring to them helped me in analyzing the various aspects within the

different schools.

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FINDINGS

1. INTERNATIONAL ACADEMIC DESIGN-BUILD PROJECT

1.1 OUTDOOR CLASSROOMS AT CAMPELL HALL, VIRGINIA:

BACKGROUND

Campbell Hall functions as a School of Architecture facility. The two upper floors

provide for a studio space and faculty offices whilst the second floor contains the

majority of administrative offices, a review space including the latest East Addition

providing for three distinctive floors to a digital visualization lab. Lecture halls, wood

shop, occupy the third floor; the A & A supply store, a Fine Arts Café, departmental

assistants and classrooms.

The building was officially completed in 1970 and named after Mr Edmund S. Campbell

who was a director of the McIntire Departments of Art from 1972 to 1950. During this

historical time the architecture program was part of the department of art. Later on in

2008 the school completed three formal additions to the building namely to the south and

east whilst the landscape connected them which completed the building. Amazingly is

that the additions were designed by their own faculty in collaboration with the SMBW

Architects of Richmond, Virginia.

Which now brings us to the background of the Outdoor Classrooms project; in 1999 the

Dean of the faculty gathered the team that produced a feasibility study for creating

additions to the Campbell Hall, which were designed by members of the schools faculty.

Since then several distinct projects have been obtained by faculty members, students,

colleagues and the architect of SMBW Architects.

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An outdoor classroom space designed and built by Professor of Architecture, Mr Peter

Waldman accompanied with the help of his students and fellow faculty

members/colleagues was the most recent addition to be constructed to date in August

2004.

ORGANISATIONAL ASPECTS

The outdoor classrooms officially known as “The Eric Goodwin Passage” is located

adjacent to the North terrace whilst aligned on one side with an interior corridor of

Campbell Hall and on the other with an tree memorializing Carlo Pelliccia who was an

admired professor at the school.

Mr Eric Goodwin, a former member of the Class of 2002 passed away during his final

year of study at the school of architecture. During the course of the year his classmates

established the Eric Goodwin Memorial Fund to support Design/Build projects designed

by the faculty and to be installed at Campbell Hall.

The successful completion of The Eric Goodwin Passage was made possible by

grants/funding from Allied Concrete, the W.l. Lysons Brown Jr Charitable Foundation

and the Eric Goodwin Memorial Fund at the School of Architecture.

STUDENT PERCEPTIONS AND PARTICIPATION

The students from Professors Waldman’s studio were

exceptionally amazing with their participation and input

throughout the various options for the design. Final

designs were released in early June and began

construction by Professor Waldman and the assistance

of volunteers and students.

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The students went through a hard time preparing presentations and documents to the

governing bodies of the university in order to obtain a secure permission to build.

Students researched on solar and lunar phases to assist on the location/siting of the

project. Most importantly students kept a good record of documentation of every step of

the design development and construction process.

THE PEADAGOGIC RATIONALE

Regarding “The Eric Goodwin Passage” to the Pedagogic Rationale, research shows that

individual project-based learning units promote excitement and deep learning of the

targeted concepts such as the current one. However, in achieving deep, flexible,

transferable learning of cross disciplinary content and constructional/science practice, it

requires a learning environment that consistently, persistently and pervasively encourages

both educators and students the use of such content and practices over an extended period

of time.

By means of developing a project based project such as the present, we provide an

extended exposure to other building companies and educational institutions which in aid

allows them in obtaining different ideas in creating and developing future based projects

and sustaining the environment with the use of natural materials

THE DESIGN AND CONSTRUCTION

The North-facing terrace is a study in opposing and

symbiotic themes. Professor Waldman accompanied by

his students incorporated two walls with circular

openings on either side of a slender passage. The larger

wall to the east appears dark grey in colour and stands at

an 83-degree angle whilst the smaller wall to the west,

has a yellowish tone and stand vertically at 90-degrees. In part, the larger grey wall is

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positioned at an angle to recall the tilt concrete method

by which the walls were filled, left to set and later raised

above the ground.

Each wall defines a space and functions for different

activities. The “rooms” are located outdoors but provide a semi sheltered environment

adhering to the interior spaces. The east side is sheltered from the afternoon sun by the

larger wall and vine scrim roof which provides for a public space completed with a

seminar table for presentations, group discussions and social gatherings. During their

afternoon studio sessions, the wall can function as a pin-up space for their drawings and

notes.

The west side is more private, secluded and a contemplative space containing a bench for

seating and a similar surface area for more intimate

conversations and solitary reflection. Both walls are

supported by a series of mild steel pipes forming a

trellis, which also serves as a frame for landscaping

such as the ivy and wisteria plants. Between the

walls, the narrow passage floor is covered with a

layer of oyster shells creating a distinct texture recalling Mr Eric Goodwin’s love of the

beach.

Prof. Waldman noticed that the projects intention “is very similar to what the ancients did

at Stonehenge. We are reinforcing the connection with the sun. The very first lesson of

architecture is to locate yourself in respect to the passage of the sun and moon.” The

large circular openings in each wall create fascinating shadows and concentrated beams

of sunlight at different points throughout the day. The structure is aligned with true north,

thus giving a point of departure for studies of light and shadow. The professor however

that over time students will install brass plaques which would indicate the equinox and

other astronomical phenomena.

SUCCESSFULNESS OF THE PROJECT

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From my personal point of view I strongly think

that The Eric Goodwin Passage was an excellent

and successful project. The project was appropriate

to launch the construction of the building addition

since it’s a unique example of the intersections

between architecture and landscaping architecture,

which are being explored, in the new department of Architecture and Landscape

Architecture within the school.

What I really admired was their own faculty members all contributed to the overall

design and to which it was all in aid and dedicated to the late Mr Eric Goodwin

Please note that the final submission of the various sub-sections of this document

will include the conclusion, total amount of words used and references throughout

the essay.

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Figure 89