Strategiesfinal Libre

8/11/2019 Strategiesfinal Libre

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SUSTAINTABILITY TEACHING STRATEGIES IN THE ARCHITECTURAL DESIGN

Silvia R. Morel CORREA, Jlio Henrique P.CRUZ Architect Dr. 1 Architect Msc, 2

1

Department of Architecture, Architecture Faculty Federal University of Rio Grande do Sul RS, Brasil,[email protected]

2Department of Architecture, Architecture Faculty Federal University of Rio Grande do Sul RS, Brasil,[email protected]

Summary

The disciplines of the Architectural Design which comprise the Architecture course at UFRGS are dividedinto different studios, with different architectural themes and approaches. This diversity is seen as apositive feature of the Course. This paper describes the practice of one of the studios of Project VII whosemain goal is to address the theme of sustainable construction. This issue is developed by delving into

several themes ranging from form and solar orientation of the building to material adequacy; from thequality of indoor environment to the current entity of environmental impact; from natural and artificiallighting features to the characteristics of artificial and hybrid air conditioning systems; from energy savingby rational use of energy to the use of renewable energy sources; and from investment cost control toreduction of maintenance costs.

The course is organized as a Competition of Ideas in an actual design for a real client. The teachingstrategies pursue socialization among students, professors and the community, set up operating rules andfoster the students professional posture so as to prepare them to enter the labor market bearing sharperawareness of environmental issues and a sturdy understanding of sustainable strategies in architectureand of architectural processes so as to positively influence the surrounding constructions.

Key words: architectural design, sustainable architecture, architectural design methodology.


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1. IntroductionPresent-day sustainability is a question appearing in national and international media as a theme thatpermeates different areas of knowledge. However, it is observed in practice that the effective solutions forthese questions are still very far from the postulated theories. Architecture and Urbanism constitute anarea in which a relevant theoretical contribution has been developed over the past forty years and fromwhich very little has been applied effectively in operations performed in the constructed environment of thecities of the planet (Montaner, 2006). It is observed that it is necessary for professional architects andurban planners to assume a commitment to this reality so that they can reverse this picture. The role of theUniversity is to act as the agent responsible for disseminating new attitudes and new standards capable ofresponding adequately to this situation.

The design studio is the central discipline of the course of Architecture and Urbanism. The theme ofsustainability in Architecture, in all of its ramifications was the research goal of several professors of the

course in their own Masters and Doctoral studies. Even though the results of these studies are observedin the designs of the students in this course, a more committed performance is necessary so that thechange of standards can be effective in professional practice, in order to produce not only buildings, butsustainable communities within the sphere of our cities.

The disciplines of Architectural design that make up the Architecture course of UFRGS are divided intodifferent studios with differing architectural themes and approaches. This diversity is seen as positivewithin the Course. This paper describes the practices of one of the design studios of Project VII, whosemain goal is to address the theme of sustainable construction (Cruz, 2011). This issue is developed bydelving into several themes ranging from form and solar orientation of the building to material adequacy;from the quality of indoor environment to the current entity of environmental impact; from natural andartificial lighting to the characteristics of artificial and hybrid air conditioning systems; from energy saving byrational use of energy to the use of renewable energy sources; and from investment cost control toreduction of maintenance costs.

The subject of Project VII, groups B and C, began to be administered in this format in 2006 by ProfessorJulio Cruz and since then it has been developed as a laboratory of ideas in a continuing process ofevolution that constantly readjusts itself and gives consistency to the process of the projects by way ofdistinct themes with sustainable focus.

1 and 2 Construction and conclusion of indigenous housing, Mbya-guarani village, Lomba do Pinheiro,Porto Alegre, in 2008. (photos by Julio Cruz).


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2. Design MethodologyThe subject is formatted like a Competition of Ideas for a concrete client. This was born out of theopportunity in which the School of Architecture, through Professor Julio Cruz, was solicited by theGovernment of the State to address the popular housing issue answering a demand from the indigenouscommunity of the State. This was followed by an agreement was made between the Federal Universityand the Secretary of Planning of Rio Grande do Sul.

The theme showed itself to be very adequate to the in-depth study of sustainability in design practice, andthe project of indigenous housing was the object of work in the discipline in 2006 (photos 1&2).Construction took place later, in 2008 ( Sanseverino, 2011). The strategy of working with the theme of areal project motivates the students in addition to making the design more concrete and generatingresponses more engaged with the questions asked.

In the first semester of 2011 the developed theme was the project for a Housing Complex, devoted to theresettlement of the families of a group of fishermen from the seashore of Balnerio Pinhal, situated 90 kmfrom Porto Alegre. In the same way, an Agreement was established between the School of Architectureand Balnerio Pinhals City Hall.

The design process has as its dynamic an initial phase of instrumentation that involves the establishment ofthe bases and objectives of the project, and an additional stage of knowledge acquisition necessary for thework. The intermediary phase has to do with the launching and development of the project itself. At theend of the semester, there is the final delivery of the project and model already formatted for thecompetition. The ten best works are chosen among the projects of the students for participation in theCompetition of Ideas. This happens at the beginning of the following semester, where it falls to eachstudent selected to present and defend his work in a public competition organized by the class and by theparticipants of the Agreement. There is a prize for the three best works.

3. Strategies for TeachingThe strategies for teaching look for socialization among students, professors and the community, establishoperating rules and foster the students professional posture in order to prepare them for their term paperand to enter the labor market. The timetable of the class is created previously and distributes the work ofthe semester in three nuclei of learning:

3.1 Establishment of Bases and Objectives of the Semesters Work:

The bases and objectives of the class are presented digitally in a very clear format for the students in theinaugural class of the semester. This material constitutes a teaching plan composed of presentation of thesemesters theme, information and details about the slate of requirements; details about the land withphotos and plants, paradigmatic examples; specific bibliography, sites, detailed timetable with all the

phases and work required; composition of the student groups and dates of presentation and delivery.

Exposition of the processs evolution and results of the previous semesters are presented in the secondclass and this second class is where the students visualize the panorama of the work and the intendedlevel of achievement in the project. Integration among the students is fundamental for the process ofcollective work and is stimulated often in the workshop. The presentations are made in multimedia andavailable on a website to all the students. Communication is always made from a group created onGoogle, through emails and mailings for all the participants. The knowledge and information of interest isshared.


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3 and 4. Visit by students and professors of Project VII to the site of the projects establishment in BalnerioPinhal. (photos by the author)

3.2 Acquisition of Knowledge

This phase is realized in three stages, a schedule of appropriation of the social, economic, cultural,political, environmental and technological problems.

The first stage begins with the preliminary contact with the client or user. In this semester, the students goto an agent or, so to speak, a public institution like the Government of Balnerio Pinhal, who carries out therole of intermediary, conveying the knowledge of the user, comprised of a small community of fishermen.There are programmed visits to the land ( photos 3 & 4) and also to sample works.

The second stage of this nucleus consists of a cycle of speeches. A series of speakers is invited by theUniversity especially to speak on aspects related to the project, such as energy and atmosphere, buildingconstruction and surroundings, materials and resources, quality of the internal environment andmanagement of water. Such aspects are discussed in the speeches that follow: sustainability in

construction, from permaculture to the application of sustainable materials in architecture, language ofpatterns established by Christopher Alexander (1977); energy systems, building systems and woodcomponents, modular coordination of the construction, certification of the construction, impermeability inroofs, sustainable alternatives for the treatment of liquid residue and ecological landscaping.

The third stage constitutes the counterpart, given by the students. Research of reference, focused on theinterests in the discipline, such as the constructive system in wood of reforestation and the technologiesaimed at by the sustainability of the construction, are produced in groups of four students, presented to theclass and made available within the group.

3.3 The Design Process

This workshop is held in the ninth semester of the course, in a way that the student is encouraged todevelop a sense of autonomy.

In the second week of classes, after establishing the bases of the project, discussion of needs, round-tablewith the government team and the team that represents the client, the first panel of ideas is held. Thepanels are moments of socialization where the works are presented to the group at large.

This first panel constitutes an initial launch of the project, which enables student involvement. Then there isa period of maturation that coincides with the cycle of speeches. In this phase, which lasts one month, thestudent delves deeper into questions about the project and enters a period of internalization. Only in thethird part of the semester are the advisory sessions reinitiated followed by the panel exhibits. In thissemester three panels took place, in addition to the initial one.

At this time there can also be theoretical classes whereby questions are discussed relative to the structuralsystem chosen or detailing of the innovative technologies aimed at sustainability of the construction. In this


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semester the students were motivated to greatest interaction through exchange of projects in small groups,within which each project received contributions from the rest of the members of the group. Thisexperience has elevated the degree of participation and approval of the students (photo 5). This periodtakes place in the two final months of the semester, distributed in two intermediary panels and a panel fordetails. In the first intermediary panel the formal question presents a greater degree of definition and thereis a commitment to the construction system, including aspects of sustainability. In the second intermediarypanel the questions proposed in the first panel are intensified and amplified. The panel for details includesa step-by- step of the construction which becomes an efficient strategy for the student to advance hisunderstanding and detailing of the system components (figure 2). This is the last panel, that occurs twoweeks before final delivery of the project, and is the time for the last advisory comments from professors,for adjustments and for the student to dedicate himself or herself to the final presentation of the work

Figure 1. Student Caroline Rosas project 2011/1. Fishermen Housing Complex, Digital model showingestablishment of the complex , elements of sustainable landscaping, and adequacy of the materials.


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Figure 2. Step-by-step construction of the Housing Unit, project of Caroline Rosa .

5. Advisory exercise in class through the exchange of work among the studentsof the group. (photo by the author)

4. Final Presentation and Competion of IdeasThe final step of the process consists in delivery of the works and the end of the school semester, when theprofessors choose the participating projects of the Competition of Ideas. The level of the projects is

generally very good, with fulfillment of all requirements proposed by the discipline (figure 1 and 2). Thepossibility of real execution of the project is also a motivating factor for the students, and a commitment isseen in the search for the development of the building. Some students show a notable evolution relative tothe beginning of the semester, as much in the question of sustainability as in the constructivity of thebuilding. This maturity meets the objectives of the discipline, as the realization phase of the Contest is twomonths from the conclusion of the course.

In this semester ten projects were chosen from a total of 23. Presentation was made as posters, whichwere later improved in some areas for the Contest. The government of Pinhal sponsored the printing andlaminating of the posters. The process usually is prolonged until the following semester when the Contest


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actually takes place in an event held by the government of Balnerio Pinhal. For this event professionals inthe area and educators from courses at other institutions were invited to participate in the committee(photos 6 and 7). The three best projects were chosen, which received as a prize a laptop computer forfirst place, a printer for second and a digital camera for third (photo 8).

6 and 7. Assessment of students work by members of the evaluation committee.

(photos by the author)

8. Presentation of the award to student Caroline Cancaro by Prof. Miguel Sattler - Norie/ UFRGS9. Exposition of the works selected for the Contest in the hall of Faculty of Architecture of UFRGS.

(photos by the author)

4. Final Considerations

This studio of Project VII has notable repercussions in the Architecture and Urbanism course at UFRGS. As mentioned previously, confronting a concrete situation in the project - with all the limitations andcomplexities of professional reality - creating a relationship with a real client and a possibility of theprojects actual execution are the major motivating factors for the students. In fact, a commitment to thesearch for development of sustainability techniques of the building, is clearly manifested in the entirety ofthe semesters whole production. Some students show a notable evolution relative to the beginning of thesemester, as much in the questions of sustainability as in the constructivity of the building. This evolution is


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desirable and necessary, as it meets the objectives of the course, as the realization phase of the Contest isonly two months away from the conclusion of the course.

Presentation to the academic community is made in the Hall of the Architecture School (photo 9) throughexposition of the projects selected for the Competition. Although some aspects relative to sustainability ofthe construction may have been worked with in previous semesters, this is the effective moment when thestudents amplify their consciousness in relation to this pressing question in todays world and objectivelydevelop in their projects a list of strategies that involve the main achievements towards sustainableconstruction. The enthusiasm of the students at the end of the semester is observed as much in relation totheir degree of confidence in their ability to handle the theme in their project methodology as in somestudents intention to increase their competence, intensifying their studies in this area through post-graduate work.

References Alexander, Christopher et alli, 1977, A Pattern Language: Towns, Buildings, Construction . OxfordUniversity Press.

Cruz, Jlio H. P., 2011, Programa e Plano de Ensino ARQ 01020 Projeto Arquitetnico VII , Departamentode Arquitetura, UFRGS.

Montaner, J. M., 2006, Por una Arquitectura Ambiental, El Pas, Madrid, p?, El domingo, 22 Enero 2006.

Sanseverino, Laura M. , Recursos Sustentveis na Habitao Indgena Atual, Congresso InternacionalSustentabilidade e Habitao de Interesse Social, Disponivel em: www.joaobn.com/chis/

Artigos%20CHIS%202010/099%20-%20C.pdf , acesso em 7/1/2011.

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