arch 5011.06 coastal studio: net positive …...dalhousie university - school of architecture arch...

Dalhousie University - School of Architecture

ARCH 5011.06 Coastal Studio: Net Positive ArchitectureTuesday and Friday, 2:30-5:30 AST Summer 2020Location: OnlineBrightpace: https://dal.brightspace.com/d2l/home/123885

InstructorsJennifer Corson ([email protected])David Gallaugher ([email protected])Keith Robertson ([email protected])Jordan Willett ([email protected])

ARCH 5011.06 Coastal Studio: Net Positive Architecture5212.03, Section 2 From Principle to Detail: Net Positive Architecture - Technology is a co-requisite course.


ARCH 5011.06 Coastal Studio: Net Positive ArchitectureSummer 2020

CALENDAR DESCRIPTIONThis studio investigates building on the coast. It explores conjunctions of ecology, culture, and traditional technical knowledge. Through participatory design, students work with a coastal community to develop innovative responses to situations with sensitive ecologies, extreme climate, and local cultural traditions.

ADDITIONAL DESCRIPTIONThis studio has two objectives. The first is to shift the design ethos from the green notion of impacting less to one of producing an ecological and socially-beneficial architecture. This is the basis for a net-positive approach. The second objective is to critically analyze the varied and subjective experience of entering and exploring the natural world, specifically the urban parks, open spaces and islands located in Halifax harbour. Through these lenses’ the studio will develop a sophisticated and ecologically-grounded understanding of place and culture to help formulate a series of architectural interventions – the LAUNCH (a community centre / boat launch) and the SATELLITE (an off-shore shelter, hut, lookout, way-finding beacon, or oddity to be discovered). These interventions will relate to each other as systems connecting the routes and journeys on the coastline and waters of Halifax harbour. The studio has a co-requisite technology course (ARCH 5212.03, Section 2) where students will research sustainability practices to inform an ecological basis for design decisions, program definition and integration into landscape and community. These systems and concepts are to be tested through the design interventions. The studio will start with detailed and layered mapping of the site, the Dingle Park in Halifax, Nova Scotia and Northwest Arm / Halifax harbour to uncover latent ecological and social features - climate, wind, topography, settlement, paths, landmarks. At this point, students will research and document significant regional and international precedent.

Living Breakwaters, Scape Landscape Architecture.



Fundy Tidal Interpretive Centre, South Maitland, Nova Scotia.

District: Northwest Arm, Halifax, Nova Scotia.

NET POSITIVE ARCHITECTURE APPROACH The basis for this ‘positive’ approach, from the first stage of an integrated analysis and framework to final design details, will form this term’s work. A net-positive approach uses a variety of innovative strategies and approaches – from the “high tech” and “futuristic” to deliberate and timeless forms of ecological planning. Virtual tours will include a tour of the Solterre Concept House - a low carbon, off-grid residence in Lunenburg County. Within a context of climate change and habitat destruction this course aims to supply concrete tools and strategies towards architectural design that meets these global challenges.Early forms of carbon-based energy production to current renewable energy options the historical use of energy will be discussed. Following Passive House principles, students will understand how early design decisions will influence building performance and obtain strategies to implement systems to achieve net-positive buildings.Daylighting strategies and the impact that they have on the building will be studied. Techniques to deliver high-performance buildings with consideration for water efficiency, material efficiency and energy consumption will be covered.Materials selection, building assembly and the impact of this choice environmentally will be reviewed with emphasis on local climate, durability, appropriate technologies and life cycle consideration. Methods to analyze the effectiveness of reuse, recycling, salvage, deconstruction vs. demolition will be discussed.A critical review of current assessment programs including LEED, Green Globes, Living Building Challenge and Passive House will be covered. These programs are an industry standard to achieving third-party verification and qualification for design projects and will be reviewed with respect to the net-positive architecture topics covered in this course and the integrated technology studio.



Vietnam War Memorial, Maya Lin.

THE ARCHITECTURE OF A TRAILThis studio explores how architectural interventions articulate and amplify a route or journey through the natural world. Two key conditions will be studied at various scales: the threshold and the trail, called the LAUNCH and SATELLITE respectively. Constructed to be of the place, the LAUNCH and SATELLITE are to be designed for the experience and act as tools for perception that create a meaningful dialogue between the traveler, landscape and the communities to which it serves. LAUNCHA LAUNCH acts as a gateway – it is the arrival, departure and end point. It is a community center serving as a threshold to the routes and journeys beyond. At the LAUNCH users transition from everyday city life to the historic and natural landscapes of the Dingle Park, the Northwest Arm and the Harbour Islands. A key part of this ‘journey’ is access to the water, therefore a boat launch and rental facility will a crucial component of the building’s program. Additionally, students will integrate an additional program (the Earth Adventure Center, Halifax Recreation’s outdoor education center) and green systems integration (high performance envelopes, passive solar design, rainwater collection, living machines, solar energy, habitat creation) as design drivers. SATELLITES A SATELLITE is a moment along a route that becomes place through personal experience. These moments occur as users are exposed to the built, found and natural elements along the trail. These interventions offer the visitor a varied and subjective experience; they are there to be found and interpreted. The new (built) interventions of a trail are differentiated from the found and natural by intentionally embodying the ordering principles of the path - pattern, place, path and edge.A SATELLITE is a transitional intervention. It is a venue for utility: to prepare supplies and equipment, change into a wetsuit, relieve oneself, rest, and to be physically positioned on the trail, ready to transition into or out of the water. They may have services, they might put one up for the night, mark the progress of time, add context or help interpret the landscape or simply be a way to escape the rain. The off-grid nature of the satellite(s) will drive the building program, siting, material palette, form and assembly to enable the interventions to create mutually beneficial relationships between program, site, and inhabitant – community or visitor.



LEARNING OBJECTIVES• Develop an understanding of net-positive architecture strategies and theories to inform and drive the

development of an architectural design concept and program including site and structural design, material detailing, integration of building systems, environmental sustainability, and life safety.

• Develop a critical understanding of placemaking as it applies to coastal communities, landscape and architectural design.

• Develop research, mapping and community engagement skills to inform an integrated program applicable to rural and natural settings.

CLASS FORMATClasses will consist of lectures, virtual tours and student-led presentations. Any applicable lecture notes will be provided. Lectures can be recorded.

TOURSAs of March 22, 2020 Nova Scotia declared a provincial state of emergency to help contain the spread of COVID-19. Nova Scotians should not leave the province and only leave home for essential items and services. Accordingly, there are no site tours planned at this time. Additionally, it is requested that students and faculty participating in the course strictly follow all social distancing measures recommended by the Government of Nova Scotia.This studio wishes to provide an inclusive environment and will make necessary program modifications so all may actively participate in the course.

WEEKLY HOURSFor this 6.0 credit-hour course. An average of 18.0 hours per week is expected for all course-related activities, including classes.

Edge: Blue Rocks Nova Scotia.



SCHEDULE

Week Assignment105-May Course Outline and Lecture – Embodied Carbon Assigned #1: Context08-May Class Discussion – Site Mapping – Environmental Data Collection/Representation Assigned #2 and #3

212-May Lecture - Historic Landscapes / Imagined Landscapes15-May Lecture – Building Communities 319-May Presentations - Assignment #1 - Mapping Due #1: Context22-May Desk Crit / Studio Reviews

426-May Lecture – Green-building and Net Zero Priorities29-May Desk Crit / Studio Reviews

502-Jun Lecture - Daylighting 05-Jun Desk Crit / Studio Reviews

609-Jun Green Building Expert Forum12-Jun Mid-term Reviews Due #2: Mid-Term Design

716-Jun Carbon Forum - Industry Updates19-Jun Desk Crit / Studio Reviews

823-Jun Class Discussion – Material Palette26-Jun Desk Crit / Studio Reviews 930-Jun Design Development and Detailing03-Jul Desk Crit / Studio Reviews

1007-Jul Desk Crit / Studio Reviews10-Jul Desk Crit / Studio Reviews / SRI Reviews

1115-Jul Final Design Submission - Process Portfolio16-Jul Final Design Submission - Process Portfolio Due #3: Final Design and Pro-

cess Portfolio

Landmark: Georges Island, Nova Scotia.



ASSESSMENTCourse EvaluationA group studio design project (groups of 2) and the Process Portfolio (individual) will form the majority of the course weighting. Assignments within the studio will form part of the mid-term review and final review marks. Oral feedback will be provided at mid-term. Written assessment will be provided for the Process Portfolio.Students will be divided into groups of two or three for Assignment 2 and 3. These groups will work together throughout the term. All students in a group will receive the same grade for group assignments.All students are required to participate in group discussions; and active dialogue is encouraged. Grading for the course will include student’s participation in online discourse.The instructors will participate in all course evaluations.Format and Submission of AssignmentsAll design project work will be due at 12:00 midnight before each review deadline. Work is to be submitted to Brightspace. There are no acceptable excuses for not presenting work due to digital media issues.

• Assignment #1 - Context (10%) - Group assignment. The class will collectively work to prepare a series of maps and models that represent and interpret the site(s) - landscape and community. The base drawings and research will be utilized by the class.

• Students will deliver their research to the class via slide show. Any models or mapping completed will be shared. Each student will present a portion of the work.

• The slide show will be a single PDF document - landscape / tabloid format.• Any raw files (high resolution images, CAD files) will be uploaded to a shared drive along

with the slide show.

• Assignment #2 - Mid-term Review (10%) - Group assignment (two or three students per group). Students will present their work to-date and engage in group critique. They are expected to demonstrate a well formulated program, site analysis / plan, and initial design ideas as models and drawings. Students are expected to engage constructively in their own critique and help in the critique of other students work.

• Student presentations should be limited to 5-10 minutes to allow time for constructive critique. Total critique time will be approx. 15 min. per student. Students will present their design work to date. Focus will be on:

• Program outline and relevant precedent examples• Site plan / analysis• Development of “Satellite” structure/intervention• Preliminary design ideas for “Launch” site• ‘Green System’ being studied for Technical Report (M1 Technology assignment #2)

and how it fits with your program• Slides will be presented in a single PDF document - Landscape tabloid format.• Working drawings and models can be presented.

Forces of Nature, Rietveld Landscape.



• Assignment #3 - Design (30%) - Group assignment (two or three students per group). Students will present their final project and engage in group critique. Will be assessed for design concept, integration of net-positive and placemaking strategies, and clarity of process. Students are expected to engage constructively in their own critique and help in the critique of other students work.

• Group presentations should be limited to 5-10 minutes to allow time for constructive critique. Total critique time will be approx. 15 min. per group.

• Focus will be on:• Evidence of clear strategies in: site, program, structure, systems integration (Green

System’ being studied for Technical Report (M1 Technology Assignment #2)) , and building envelope.

• Students must show the ability to make design decisions within a complex architectural project while demonstrating broad integration and consideration for the environment, accessibility, site conditions, life safety, environmental systems, structural systems, and building envelope systems and assemblies.

• Quality of product and process, not quantity.• Slides will be presented in a single PDF document - Landscape tabloid format.

• Process Portfolio (40%) - Individual assignment. Process Portfolio will be evaluated as a separate assignment with its own weight. This will include work from all assignments with emphasis on design work from Assignment 3 and co-requisite technology assignments. The process portfolio will be assembled throughout the term. The portfolio is a tool to outline process and highlight the current state of your design. It is to be reviewed with your design tutor during deck crits.

• Any group work should list the members of the group. Reference images should cite the author, title, and publication source. Any items with no credit line are assumed to have been done by yourself.

• Class Participation (10%) - Students will be evaluated based on attendance and participation in group discussions.

University Grade Standards (Graduate Level – Assignments)

Grade Grade Point Percent DefinitionA+ 4.30 90–100 Excellent Considerable evidence of original thinking; demonstrated outstanding capacity to

analyze and synthesize; outstanding grasp of subject matter; evidence of extensive knowledge base.

A 4.00 85–89A– 3.70 80–84B+ 3.30 77–79 Good Evidence of grasp of subject matter, some evidence of critical capacity and analytical

ability; reasonable understanding of relevant issues; evidence of familiarity with the literature.

B 3.00 73–76B– 2.70 70–72ILL Neutral Compassionate reasons,

illness

The above scale applies to the overall course grade. Individual assignment standards and criteria are included in the assignment descriptions. Assignments can receive grades in the C or D range. You can find the university’s general C and D standards in the Dalhousie Grading Practices Policy (https://cdn.dal.ca/content/dam/dalhousie/pdf/dept/university_secretariat/policy-repository/Grading%20Practices%20Policy_Feb%202017(2).pdf).



SoftwareStudents will require access to Microsoft Teams, Concept Board and Zoom.

Late AssignmentsWith a Student Declaration of Absence, a late assignment is accepted without a penalty. Without an SDA, a 50% deduction per weekday will be applied to the Mid-term Review. 70% deduction will be applied to the Final Design project.

REFERENCES (Research sources and items that may be noted in class)Berger, Alan, 2009. Systemic Design Can Change the World. Sun Architecture.Bacon, Edmund, 1967. Design of Cities. Penguin Books.Corner, James. 1999. “Eidetic Operations and New Landscapes”. In Recovering Landscapes: Essays In Contemporary Landscape Architecture, edited by James Corner, 153-169. New York: Princeton Architectural Press. Hale, Jonathan, 2005. Ends, Middles, Beginnings: Edward Cullinan Architects. Black Dog Publishing.Descombes, Georges. 1999. Shifting Sites: The Swiss Way, Geneva. In Recovering Landscapes: Essays In Contemporary Landscape Architecture, edited by James Corner, 79. New York: Princeton Architectural Press, 1999.Norberg-Schulz, Christian and Gennaro Postiglione. 1997. Sverre Fehn: Works, Projects, Writings, 1949-1996. New York: The Monacelli Press.Patkau, John. 1995. Patkau Architects : Investigations into the Particular. Ann Arbor: University of Michigan, College of Architecture + Urban Planning.Rietveld, E. & Rietveld, R. 2011. “Designing Spontaneous Interactions”. In OASE – Architecture Journal 85, pp. 33-41. https://philpapers.org/archive/RIETPO-8.Online: “2030 Palette”, www.2030palette.org.“The RMI Innovation Center”, https://www.rmi.org/our-work/buildings/scaling-zero-net-carbon/rmi-innovation-center/.

UNIVERSITY POLICIES AND RESOURCESThis course is governed by the academic rules and regulations set forth in the University Calendar and the Senate. See the School’s “Academic Regulations” page (http://tinyurl.com/dal-arch-regulations) for links to university policies and resources:

• Academic integrity• Accessibility• Code of student conduct• Diversity and inclusion; culture of respect• Student declaration of absence• Recognition of Mi’kmaq territory• Work safety• Services available to students, including writing support• Fair dealing guidelines (copyright)• Dalhousie University Library

The BEDS/MArch program enables students to achieve the accreditation standards set by the Canadian Architectural Certification Board. They are described at https://tinyurl.com/cacb-spc-2017 (pages 14–17). This Dalhousie ARCH course addresses the CACB criteria and standards that are noted on the “Accreditation” page of the School of Architecture website: https://tinyurl.com/dal-arch-spc.

arch 5011.06 coastal studio: net positive …...dalhousie university - school of architecture arch...

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