M.I.P - ACADEMIC PAPER

CONTENTS

Introduction

International Academic Design-Build Project:

Protestant Church of Bödigheim, Germany

Green Schools :

Brandeis Hillel Day School, San Francisco

Cow Hollow Preschool, San Francisco

North Oakland Community Charter School

Multi-Grade/Small Rural Schools :

Skilpadvlei Primary School

Rooirivier Primary School

Process followed at St. Michaels Primary School:

Personal experienced gained through design build process

Conclusion

Bibliography

Introduction

The 2nd year class of 2011 has been given the task to expand our knowledge and

explain our experiences while exploring design build projects, multigrade schools

and green schools. A description of various schools, sustainability aspects, different

construction methods, unexpected problems that may have occurred throughout

the process, student’s observations, teaching techniques and pedagogic rationale

as well as the improvement of the St. Michaels Primary School in Oude Burg, near

Elgin will be discussed in this paper. This requires research and careful analysis of all

the subject matter and a summary of all the knowledge to be explained and

documented. This is my perception and understanding of the concept of the

design build project, multigrade school as well as the ability to green a school using

sustainable materials and equipment.

The International Academic design- build project.

Project Name: Flurkapelle Buchen/Bödigheim

Local architect: Ecker Architekten

Builders: The students of The College of Architecture, Illinois

Institute of Technology,

Project Leader: Professor Frank Flury

Location: Boedigheim, Germany

Client: Protestant Church of Bödigheim

Project year: 2009

Background:

In January of 2008, the Reverend Moser-Feesche wished to build a chapel. He

contacted local architect Dea Ecker Architekten and explained his vision. He did

encounter a few issues along the way namely, no funding, no property, and no

support of the congregation.

Dea Ecker who received her Master degree in Architecture at the Illinois Institute of

Technology (IIT) decided to contact her friend and previous school colleague,

Frank Flury, who was also a Professor at IIT, who taught Advanced Studio for Design-

Build Projects at the College of Architecture in Chicago and explain the much

anticipated project. They all agreed that this would be a promising and

educational experience for the students at IIT to be part of and the design build

project was born.

Organizational aspects

To start a project that included students that would be part of the construction

process, this would mean careful planning and keeping your requirements, goals

and achievements in order to obtain optimal performance. In December 2008, the

Professor Flury visited the site in Bödigheim to investigate and discuss the project

with the Reverend. This set in motion the plan of action for the way forward.

1. Professor Flury would provide guidance with the design and construction of

the building.

http://www.flurkapelle-boedigheim.com/

http://www.archdaily.com/tag/germany/

2. Ecker Architekten would make sure that all the necessary building permits

and documentation from the local council was obtained.

3. Reverend Moser-Feesche would make sure property rights were gained and

gather a team of volunteers in the community that were willing to help with

the project.

4. Students would help design and construct project on site.

Student perceptions and participation:

In January 2009 Professor Flury introduced the

project to the Design-Build curriculum and the

students were very enthusiastic about it. The

next 3 months, 12 students developed three

design alternatives and in March 2009, their

ideas and proposals had to be presented to

the governing municipality of Buchen and the

locals of Bödigheim.

After hours of discussion and debate two projects were chosen, however Professor

Flury would be the one that was responsible for the development of a final

proposal. The students would be part of the design and construction process using

various CAD programs to produce drawings and details.

Pedagogic Rationale:

In many United States universities, an apprenticeship or experiential training is not

required for to achieve a diploma in Architecture. Using the pedagogic rationale

approach during this project at IIT Advanced

Design/Build Studio allowed the students to

have hands on understanding for architecture

as a whole. These students were given the

opportunity to understand the entire design

process – from the design sketch phase to final

handing over ceremony.

This practical skills gained will be with them for years to come and would lead them

in good stead together with their theoretical academic knowledge, should they

continue on the path of architecture.

The project has produced various positive aspects because diverse groups worked

together to create something that would be more challenging should they have

endured it on their own. This led to cultural, religious and racial differences to set

aside in order for a common goal to be achieved. New friendships were formed

and in the process a beautiful chapel was built.

Building Design & construction:

Brief:

“The brief was to create a place of spirituality.” Professor Flury defined the project

for the twelve students who come from various parts of the world as “an

interdenominational chapel, a space for people who are in a search for God – a

place for quiet reflection, but also one that

welcomes hikers and cyclists who appreciate a

rest stop that has a sense of beauty.”

Design

The ecumenical (place where the 1st Apostles gathered) chapel sits on a hill

between the villages of Boedigheim, Seckach and Großeicholzheim. The structure

can be seen from afar but you can access it by foot or using bicycle via a steep

country lane. The students created interactive outdoor facilities and spaces that

followed a logical sequence.

A narrow footpath on arrival which leads you to a gravel open space that is

enclosed on two sides with massive limestone benches. This open space lies

between an existing hedge and the blank tower façade. This space represents the

worldly realm. A brick platform is raised from this area, where visitors enter a closed

patio and finally the sanctuary. This platform serves as a crossing over to the divine.

Surrounded by 4 closed walls, the views are restricted to the sky and the tower,

which encloses the chapel sanctuary. According to the students “The courtyard

and chapel are situated in a sea of faith,” “The Secular and the Sacred touch each

other; they are connected with one another.”

A simple shape, symbolic of the Biblical Temple of Solomon and similar in style to

that of vernacular tobacco-drying barns still found in the area today. The whole

timber structure is supported on 8 steel moment-frame anchors that has a thin gap

between the massive brick platform and the timber structure. This detailed joint

allows a heavy building to become weightless and be elevated above the ground

plane. The 3-meter high building with full-timber diagonal bracing hidden provides

strength and stability for the structure. Diagonal planking forms part of the structure

with cladding that encloses the entire first level. The base supports the entire frame

and allows the four main columns to be cantilevered vertically for the next six

meters without additional bracing.

The 9-meter high chapel tower, Louvers cladding the higher portion of the tower

are build up increasingly further apart as they rise compared to the solid base. This

makes the tower seem like its extending in height. Resulting in shadows and various

plays on light around the building.

The project was designed that students were able to complete the project without

any construction skills. The entire wooden structure was pre fabricated and cut

according to the student’s drawings. All cutting, sawing and machine work was

done in factories.

With donations of lumber, renewable and local materials from the city of Buchen,

and various professional volunteers in the community and an enthusiastic student

body the project could start. Various tasks were given to various people.

1. Professor Flury developed the design with his students to ensure that

construction could be completed in a single summer semester.

2. This meant lots of e-mailing, AutoCAD, and Skype teleconferencing tools

used to create a student project into a set of working drawings ready for

German construction standards.

3. Dea Ecker contacted the local municipalities and prepared drawings to

obtain the necessary permits.

4. The Reverend Moser-Feesche and the community were responsible for the

property rights and for coordination of accommodations of the students

during the construction phase.

5. The student group arrived in Germany during

the first week of June with the help of many

volunteers worked efficiently and consistently to

complete the chapel in an amazing 8 weeks.

More than 400 people witnessed the official

benediction on 25 July, 2009.

Success of the project:

I believe that this was a very successful project as it

provided a place of worship for the community but enrichment for students and

professionals. Completing the task within 8 weeks is a remarkable time considering

most of the students were unskilled workers with only theory based knowledge. I

believe that with the guidance of willing professionals, enthusiastic students and

countless volunteers this project was a great success and will continue to serve as a

precedent for future students venturing into the design build phase of their

education.

Three Successful Green Schools

Project: Brandeis Hillel Day School, San Francisco

Background:

The parent teacher association decided they needed to change

the school environment by following many green initiatives including zero waste,

green events, no-idling, school gardens, green procurement, energy efficiency,

and green building projects. They established an environmental committee, made

up of both parents and teachers.

Description of building:

The building is made from local timber clip lock boarding and dry walling that can

be recycled if demolished. Fenestration is made from aluminum which is long lasting

and does not need to be maintained that often.

Why is it sustainable?

They created area’s which they could reduce the energy of the building by using

natural materials and implementing green projects.

How was the sustainability achieved:

By reducing the amount of rubbish and increasing both recycling and composting

of waste. Installed energy efficient lighting, and use non-toxic cleaners and

recycled paper products. They have an environmental column in their weekly

school newsletter to encourage parents and guardians to continue the

sustainability habits in the homes. They made an effort to get colour coded bins for

composting and recycling, They achieved all of this through constant

communication about proper waste sorting whenever they had school events.

They provide large water containers at all events to discourage the use of

disposable plastic bottles.

Can this be achieved in South Africa:

Yes this can be achieved in South Africa if people take sustainability as a way of life

and are taught from a young age to conserve natural resources and energy.


Project: Cow Hollow Preschool, San Francisco

Background:

The school was to move from the Cow Hollow

neighborhood in San Francisco to a historic building in

the Presidio, the parents saw a unique opportunity to

create a green renovation of the new site, as well as address ongoing operational

issues.


The building is made from local timber clip lock boarding and dry walling that can

be recycled if demolished. Fenestration is made from aluminum which is long lasting

and does not need to be maintained that often.




How was the sustainability achieved?

The site renovation included many green aspects: using less toxic materials like low

VOC-paint and no PVC. They purchased low- toxic toys and art supplies, Non- toxic

cleaning materials. They created a compost bin, recycling bins, and incorporated

nature as part of the whole educational experience by using outdoor classrooms.

Children also got involved in green initiatives. They made signs for all bins for our

green events, had green breakfast and collected e-waste such as batteries and

cell phones. They provided a breakfast of bagels, coffee, and hot chocolate to lure

people in, and used compostable food service supplies.





Project: North Oakland Community Charter School

Background:

The green committee decided to create a zero

waste school, with the help of volunteers, parents

and children they were able to enhance the

school environment and make it more

sustainable.





How was the sustainability achieved:

They educated students about recycling, using recycling themes into the

curriculum by creating songs and skits that reinforce these themes. The students

presented the songs and skits to the rest of the school during all-school meetings

and events. All of the students were taught to use the new recycling system in their

classrooms.

They also used proper bins in the lunch room for recyclables and composting,

Hosted green fundraisers including the e –waste product collections, ink jet and

cell phone recycling, plastic bag collection, and selling student-made cleansers.

Healthy lunch options were implemented at the cafeteria’s that included nutritious,

healthy, organic, free-range, food products and the use of low-waste serving

components. Replacing single use wipes with non-toxic alternatives in the

classrooms. They created school garden which formed part of the curriculum to

grow flowers and vegetables. The school is successful because they are raising a

generation of youth who have an increased awareness of their impact on the

earth’s resources.




Creating good habits of conservation and it should be consistent throughout the

country in order for it to work in every community.

Three Successful Multigrade Schools

School Name: Skilpadvlei NGK Primary

Location: +-15 km from Moorreesburg.

Background:

The Skilpadvlei Multigrade primary school serves a poor farming community in

Moorreesburg the parents are all farm workers on the surrounding farms. There are

only two educators who care for all the learners. A poverty stricken community with

very little facilities available. The Khanya Project got involved at the school in 2008

with an idea to upgrade using technology that would best suit the school’s needs.

Teaching Methodology & how architecture contributes to it:

Multigrade classes are challenges to the educators who need to cater for a variety

of abilities and different curriculums in a single learning environment. Technology

can be of particularly useful in this environment. Two Electronic Interactive

Whiteboards, two notebooks, a scanner and appropriate educational software has

been installed at Skilpadvlei Primary. Each educator now has the opportunity to

use technology in their own classrooms that would benefit each learner. Educators

can now keep an accurate record of learner abilities as well as numerical levels

and literacy skills. This technology will change the way they teach and the way their

learners experience learning forever. The container like structure provides a suitable

ventilated area for teaching. This form of structure allows for maximum space to be

obtained in the classroom.

The school is successful because:

The two educators at Skilpadvlei Primary now have the opportunity share

knowledge of the world into their classroom through the use of educational

software and internet access. Their learners are enthusiastic and very excited to use

new technology. The educators are receiving training will continue to share the

knowledge gained from these sessions. The technology is useful in the multigrade

setup tasks can be separated easier eg. some learners can be doing regular book

work while the educator uses the board to teach other learners different skills.

Alternatives to improve classroom environment:

They could create partitions in the classroom using creative art display boards

allowing less distractions while the educator is busy with the one grade.

School Name: Rooirivier VGK Primary

Location: Little Karoo, 65km east of Outdshoorn

Background:

Rooirivier Primary is situated in the Little Karoo, 65km east of Outdshoorn. This multi-

grade school consists of two classrooms and provides education to the children of

farm labourers from the Rooirivier, Diepkloof, Kleingeluk, Hoekplaas, Barandas and

Buffelsklip farms. This school is an important part of the community. The majoraity of

the parents in the community are illiterate so many challenges are faced on a daily

basis. Even though all the odds are against these children they continue to be

eager to learn. In 2007 they received some money for improved Systemic

Evaluation tests, Rooirivier Primary was able to buy two computers and the learners

in the Grade 4 – 7 age group became accustomed to the technology. Khanya

Project got involved at the school in 2010 with an idea to upgrade using

technology that would best suit the school’s needs by providing them with two

laptops and two data projectors.

Teaching Methodology & how architecture contributes to it:

Multigrade classes are challenges to the educators who need to cater for a variety

of abilities and different curriculums in a single learning environment. Technology

can be of particularly useful in this environment. Educators at Rooirivier Primary are

also being trained in the use of the Microsoft software that will allow them to do all

their admin work on these laptops, easing the pressure of the educators and to

much benefit of the learners as work can be processed quicker. The interactive

white board is installed in one classroom and educators alternate to allow

everyone a chance. By having an environment that has access to electricity and

space to accommodate the technology these children are able to receive an

education

The school is successful because:

The educators are receiving training and knowledge to empower themselves which

in turn will have the opportunity share their knowledge of the world into their

classrooms by means of educational software and internet access. Their learners

are enthusiastic and very excited to use new technology and grasp these ideas

very quickly. The technology is useful in the multigrade setup as task can be

completed and it allows educators to provide more knowledge in a short space of

time. The successful application of this technology and the interest with which

educators and learners have grasped onto this new way of learning was seen by

Khanya and they were awarded a second EIWB. This is evidence of constant

growth in what used to be disadvantaged community.

Alternatives to improve classroom environment:

They could create partitions in the classroom using creative art display boards

allowing fewer distractions while the educator is busy with the one grade.

Process at St Michael’s Multi-grade School

Project Name: St Michaels Multi-grade School

Builders: The 2nd year students of The Cape

Peninsula University of Technology.

Project Leader & Architects: Hermie, Jolanda,

John, Peter & Rudolf

Location: Oude Burg, Elgin

Beneficiaries: St Michael’s school & community

Project year: 2011

Background:

A collaborative project with the Department of Architectural Tehnology and the

CPUT Centre for Multigrade Education ( CMGE ). This project involves greening one

of 10 rural schools that would improve the environment and empower the teachers,

children, parents as well as the community. This forms the basis of a broader project

that will take place over the next few years. As students that form part of the

multigrade education system tend to come from poverty stricken homes and

environments and are exposed to harsh circumstances. This project aims to provide

a platform for enrichment and growth in rural communities so that students and

teachers are able to grow in understanding and knowlegde through the use of a

sustainable environment. Together with the 2nd year class of 2011 CPUT Architectural

Technology department and various professional we aim to improve he lives of

those at St Michaels Multigrade School in Elgin

The Design Build Process:

This was quite a lengthy process which involved lots of hours of work but the 1st

stage was that we needed to establish what improvements would be made.

1. We visited the site, measured up the area, took some pictures and made

some sketches.

2. Groups were formed where we documented all the information gathered.

3. We as students we given the task to provide proposals and ideas to improve

the environment at St Michael’s.

4. Then once all that information was worked

through a design team was formed and a final

draught of the design was established.

5. We then needed to outsource materials and as

much donations as possible as this project had

limited funding.

6. These logistics were sorted out through the many hours of fellow students and

lecturers.

7. Once all the logistics were completed, materials

were then dropped off on site and preparation

for building would commence.

8. We were put into various groups and that would

determine which days we would leave for site.

The design team left first and sorted out all the last minute preparation

before any physical work began.

9. Then off to site we were the first part was to make sure that the setting out of

the site was accurate. “this is a very important aspect of building as this

determines whether you out by a mm “.

10. That took approximately two days and then it was preparation of all the

materials.

11. Various groups were given various tasks to fulfill namely……

Sanding, Painting the timber , cleaning, digging, making laminate beams,

drilling holes, decking, putting up the pergola, making the staircases ,

knocking out the fire place, painting the

walls and making lunch.

12. Once all those tasks were completed we

could do a final check and then the

handing over ceremony would take place.

All these tasks allowed us to learn various skills and realise that architecture is not

only pen to paper. The practical aspect of it allows

you to get your hands physically dirty and it felt

absolutely awesome doing it.

When I arrived on site, I was very happy to be part of

anything and everything. It was a buzzing bus drive to

site and everyone was excited in anticipation, I wanted to make sure that I gained

experience in just about all that I possibly could.

Once we chose our

specific tasks we got

straight to work. It started

with the prep work of the

timber rafters that needed painting. Those needed to

have a 10min dry time between changing sides and

24 hour drying time before a new coat was given. We had a system to complete

that by the end of the week.

This that meant we needed to move on to the next tasks which

included making laminate beams,

setting out the decking, planting

some plants and even knocking

out a few bricks at the fire place.

This was all very exciting, however

we truly had gentlemen on sight

as they didn’t really want us to do anything strenuous but we showed

them our girl power!!!

The guys made sure that the cement was

mixed for plastering and that the holes

were filled with concrete and that the gum

poles were secure before the rest of the

structure was put up. I have yet to see so

many people get so excited when the concrete truck

arrived. It was actually hilarious!

Teamwork was the most import quality we needed on site

in order to make this project a success. I do believe that

we have an amazing class that has

wonderful people that are willing to put in

every effort to ensure that the lives of

others can be enriched and improved through their actions.

It was such a pleasant experience to work with people that had a

common goal. Although we faced our daily challenges this was all worth its while

when we realized that the effort we putting in would be cherished by many.

Once everything was completed it was the handing over

ceremony. The children said a prayer and thanked

everyone for making their school a more sustainable place

and an environment that is up lifting for them. It was a very

emotional experience being part of a group of people that had made a huge

impact on little people’s lives. I realized the importance of giving back to the

community through hard sweat and labour and to see their eyes light up and smiles

on their faces it was truly heartwarming and priceless.

Once everyone had been thanked we had a

hand painting session. A symbol of the

contribution made to the St Michaels Multigrade

School and community. We all painted our hands

on the wall. This included the lecturers, architects,

teaches, students, children and whoever

participated in making the project a success.

I believe that the community of St Michaels will be grateful for this valuable

sustainable design build project and I believe they will continue to use and develop

the skills and facilities they will given for years to come. I believe

that this project was a huge success and that for unskilled

workers we done a fantastic job!

Well done to everyone!

Conclusion

In conclusion to all the research, experience and knowledge gained throughout

this entire process I believe that sustainability is a way of life and not only an aspect

that needs to be considered when designing and building. The process of greening

and design build projects allows the interaction of people across the board.

Eliminating any discrimination, be it racial, physical, gender specific, religious views

and cultures. Team work is the one thing that is the important aspect to complete

any project. With team work many things can be achieved and we could all make

this world a more sustainable place to live in. I believe that the design build projects

should be incorporated in the Architectural Technology course as a requirement or

aspect before you obtain your diploma because being part of such an amazing

experience can only be to your benefit as a future architect. Although multigrade

schools are not the most ideal for learning, it is on the rise and in many

disadvantaged communities this medium of education provides the community

with growth and development. It is very important for growth and development to

occur in every community, I hope one day I will be a have the necessary

knowledge and understanding to be a leader in initiating a design build project

that will uplift a community. These memories and knowledge will be cherished

forever.

A special thank you to all who were part of the wonderful 2nd year class of 2011 I

am proud to say that I was inspired and motivated to achieve great things. Wish all

of you the best of luck in your future endeavours.

BLIBLIOGRAPHY

1. Saieh , Nico . "Field Chapel in Boedigheim / Students of the College of

Architecture at the Illinois Institute of Technology" 15 Oct 2009. Arch Daily. Accessed

06 Nov 2011. <http://www.archdaily.com/37921>

2. Kanya schools “ Multigrade schools” 2000 Accessed 10 Sep 2011

vhttp://www.khanya.co.za/schools/khanyaschool.php?emisno=0125357820

3. Deborah Moore and Adela Karliner The David Brower Center 2004 “Green

schools initiative” accessed 29 Aug 2011 http://www.greenschools.net/

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