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CAP102.2 Biomimicry S11 (all phases)

From CAPFY Unit Guidelines / Pedagogical Narratives (2008)
CAP102 Unit 02:
Site and design: learning from nature

Total number of studio days suggested [including final reviews]: 14

A summary description of the Unit:

Phase One: Research and development of site criteria.
Primary focus: understanding a biome as composed of related ecosystems, each with a distinct set of conditions that require specific responses from designers/planners who make places for human occupation.

•Students investigate extremes of environmental conditions -- hot/cold, wet/dry, and varying terrain conditions – as represented in national parks or conservation reserves [these tend to have environmental and topographical information readily accessible]. They research characteristics and patterns of the important systems of the biome, considering geological history, climate and hydrologic systems and cycles, and the living systems and their interactions: plant/animal/insect communities, including human impact/s.

•What distinguishes the ecologies; which areas are the most threatened? What conditions must be mitigated in order for researchers to occupy the site in the coldest/hottest times of the year? Each student writes a paper of 3 to 5 pages.

•Next, each summarizes the relevant information in a convenient format for a designer/planner to use as a resource when siting and designing the camp, and develops criteria for choosing a site. [Note: this is an introduction to programming.]

•A role-playing exercise is suggested in the Procedures section that could expand/deepen each student’s criteria. At the end of the phase, each student makes a terrain model that is characteristic of her/his site, about 400’ sq ft. at 1:20 scale, for a series of study models used in Phase 3.

Phase Two: Precedent study. Primary focus: understanding that there are alternative models to help designers/planners in making socially viable and ecologically responsible environments; through analysis, these resources can be ‘translated’ for application.

•From a furnished list, each student chooses an organism/mammal/reptile/bird or insect that is uniquely adapted to the environment. They analyze the symbiosis between the living organism and its environment and ecological community.

•In a series of diagrams, students explore at least four of the organism’s adaptations that can be models for how humans would inhabit this environment, OR how shelters for human occupation could configure or adapt in this environment, OR characteristics that can be translated into building materials choices, OR joint conditions for structures. [An alternative approach to precedents is described in the Procedures section.]

Phase Three: Preparing for design; site analysis and planning; design of the camps. Primary focus: understanding that there are two kinds of considerations that ‘drive’ design: the site and environmental conditions, and the social dynamics of human interactions and activities.

•Program: The students will design a living/working environment for 6 to 12 people, faculty scientists and students of both genders who will inhabit the site for one or two month periods at any time of the year, including under the most challenging temperatures and conditions. The ‘settlement’ needs to be space-efficient, with minimum impact on any fragile areas or those of critical or unique ecological value.

•The camp must be appropriate to the site and climate, and include interior and exterior spaces.

•The program should be simple: sleeping, cooking, eating areas; chemical toilets can be assumed but basic bathing facilities should be included; some storage; work/laboratory areas; and social space. [Note: this is not a resort, so private rooms should be limited.] Programmatically, the camp will have separate sleeping/quiet areas, social/communal areas [cooking, dining], and work areas [research facilties]. In most settings, these areas should not be contiguous. Each enclosed space should have at least one parallel in exterior space.

•Stages: Before beginning design, each student prepares a detailed site analysis, including primary influences on planning and design. Factors to consider: access for research teams and supplies; movement of team members to study areas; areas that would be off-limits for construction because of slope or other reasons; views; seasonal winds and precipitation; sun orientation and other factors. Next: alternative site plans can be in the form of diagrammatic sketches, or in sketch models accompanied by notes. As the design develops, primarily in quick and easily-changed models of alternative approaches, students may switch to a larger scale site model, paralleled with drawn sections, plan sketches and diagrams. The final design for the site should be documented in model, diagrams and narrative, including criteria and program.
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