Description

Preface

 

This book is about Design and Visual Communication for secondary school students and teachers. It is very useful for primary school teachers and students who are interested in sustainable architecture. Designers and architects could also find it an interesting read. The software Google Sketch-up, discussed and illustrated in this book, is very user-friendly. The computer-aided drawing program – Sketch-up – is freeware, which can be downloaded from the Internet. The program is very easy to use; very young kids, like primary school students, secondary school students, can use it. It is a great design program and many tertiary students, as well as professional architects and designers, make use of it. Included in the brief is general research (inspiration board, design eras & influential architects), and design activities that include possible solutions to a sustainable architectural design brief.

Extensive content is included on freehand sketches; Sketch-Up computer-aided drawings, elevations, site plans, diagrams, screenshots, biomimetics, assessments, and more are included. The assessment of the building site is presented, including weather and climate factors. Additionally, the author has included links to his YouTube videos (model/movement). These videos were specifically included to assist the solution to sustainable architectural briefs. Links to published academic work by the author, and much more, are included. See Five House Publishing for more details. Exemplars of secondary school student work (sixteen-year-olds) from a New Zealand Secondary School context are included.

Keywords & Key Phrases:

design and visual communication, 16-year-olds, sleep-out, sustainable architecture, sustainable features & functions, secondary school, sleep-out, shipping containers sleep-out, armadillo and onion inspired, biomimetics, ask nature how, passive solar design, the living classroom, model, movement, illustrate sustainable function, design eras, modernism, influential designers, modernist architects, generating design ideas, ideation, freehand sketching, ideation, Sketch-Up, computer-aided software, shadows and shading, passive solar, passive ventilation, clerestory, site assessment, weather, climate, harvesting energy from the sun, harvesting energy from the wind, collecting rainwater, location, retrofitting, creativity, innovation, thermal mass, heatsink, insulation, animal architecture, solar thermal panel, photovoltaic panel, eglass, green roof., heatsink, thermal mass, LED lights, carbon footprint, Māori, New Zealand

 

VOLUME 1

Contents

VOLUME 1.  Page 12

Preface. Page 12

Keywords & Key Phrases: Page 13

Introduction. 16

Summary: 23

Links to primary schools: Sustainability Practice. 28

Chapter 1: A brief overview of sustainability in primary schools and the links to secondary school – a New Zealand context. 30

Chapter 2: A Māori or indigenous perspective on sustainable practice: Looking at the cultural diversity of New Zealand within an educational context. 33

Education for Sustainability in New Zealand Schools: Summary Report (2010) 36

References: 50

Bibliography. 51

Chapter 3: A quick view of biomimetics and some sustainable features and functions—Sustainable architecture design brief. 54

EXPLORING THE ONION (ORGANIC) AND ARMADILLO (ANIMAL) CONCEPTS TO INFORM DESIGN IDEAS FOR A SUSTAINABLE SLEEP-OUT. 55

PASSIVE SOLAR DESIGN: 56

What is PASSIVE SOLAR DESIGN?. 59

Sustainable sleepout design by a 16- year old student: ‘The Egg.’ 61

PASSIVE VENTILATION: ‘EARTHSHIP’ DIAGRAM… 65

Chapter 4: The situation, the brief, and the specifications: Sustainable Sleep-out 67

Chapter 5:  Sustainable sleep-out design. A Design and Visual Communication approach from a New Zealand perspective (curriculum), including educational research to support this design process and to inform design decisions, educational models, strategies, assessment, and more. 80

Software used for design work: Google Sketch-up (free software – SketchupMake) 82

Curriculum task alignment 84

5.1 Planning for practice: 84

5.2 Brief development: 85

5.3 Outcome development and evaluation: 85

5.4 Technological modelling: 85

5.5 Technological products: 86

5.6 Technological systems: 86

5.7 Characteristics of technology: 86

5.8 Characteristics of technology outcomes: 86

5.9 Biomimetics: 87

Chapter 6: Creative and innovative elements of this task. 91

Design Competition for students: 93

Chapter 7: Why this task?. 95

Chapter 8: Carbon footprint 97

The intention is to explore the multi-media options for this task. 97

Chapter 9: A competition with prizes. 100

Chapter 10. Pedagogical Content Knowledge (PCK) 103

Chapter 11: ‘The living classroom,’ a living example of the application of PCK. 107

The Living Room.. 107

Wine bottles to insulate the floor. 108

Chapter 12: How the activities have been chosen and ordered. 115

Chapter 13:  The planning of student’s learning—Models of learning. 118

BEHAVIOURIST LEARNING MODEL- Ivan Pavlov (1849-1936), John B. Watson (1878-1958) & B. F. Skinner (1904-1990): 118

DEVELOPMENTAL LEARNING MODEL: 123

Cognitive Theory – Jean Piaget (1896-1980): 123

The 4 Stages of Cognitive Development as developed by Piaget. Piaget identified four stages of cognitive development: 124

Sensorimotor stage (Infancy). 124

Pre-operational stage (Toddler and Early Childhood). 124

Concrete operational stage (Elementary and Early Adolescence). 124

Formal operational stage (Adolescence and adulthood). 125

Sustainability. 125

Summary of Maturation Learning Model 126

Humanistic Learning Model: 126

Humanist Theory: 127

Sustainability: 128

SOCIAL CONSTRUCTIVIST: 128

Socio-cultural Theory. 128

ENACTIVIST: LEARNING IS EXPERIMENTAL, REQUIRING PEOPLE TO ACT ON THEIR WORLD. 129

Chapter 14: Justification and ordering of tasks chosen. 132

Chapter 15: Assessments. 136

A summary of possible assessments: 136

Chapter 16:  Possible extension of work. 139

Chapter 17:  The next steps forward. 141

Chapter 18: Useful websites: 143

Great websites to visit (links): 144

CHAPTER 19: SUSTAINABLE ARCHITECTURE DESIGN BRIEF – The Armadillo and Onion Inspired Sustainable Sleep-out. 146

Sustainable features and functions phrases: 147

Step 1: Doing research: Armadillo and onion inspired sleep-out 149

Onion (scientific facts, shape & form) 150

Armadillo & onion ideation: 160

‘How To Think Like An Architect: Designing From Organic Form’ -by Barry Berkus: 161

THE PINK FAIRY ARMADILLO.. 170

The onion shape and form: 174

Freehand sketches that illustrate the concept idea for the solution to the brief: 175

Working with shadows and shading in SketchUpMake: 177

The 3D Warehouse in Sketch-up. The application of deciduous landscaping (trees). 180

Geo-location of your building in SketchUpMake. 183

Orientation of the sleep-out on the building site. 191

The Sketch-up model: Quick description of the different features and functions: SUSTAINABLE SLEEP-OUT. 194

ILLUSTRATION OF CONCRETE FORMWORK: See the video and the image below on the traditional method of pouring concrete into a steel shutter boxes (formwork) for a basic wall: 194

Green roof areas: 197

Living walls (interior): 199

Doors (interior and exterior): 201

Photovoltaic panels (solar panels): 201

LED Lighting: 201

Water tanks: 203

Sleep-out model in Sketch-up: Shadows and shading. 205

Link to Sketch-up website: 206

END OF VOLUME 1. 213

PREVIEW: THE CONTENTS OF VOLUME 2. 214

ABOUT THE RESEARCHER (AUTHOR): 220

See more eBooks by the author available at: Page 221

APA REFERENCING AND CITATION: Page 222

Additional resources available related to this book by the author. Page 223

 

 

3. ARMADILLO AND ONION INSPIRED SLEEPOUT:

Sleep-out model in Sketch-up: Shadows and shading

The next couple of screenshots show the shadows not activated and then activated including the deciduous trees. The time is early morning, and two alternatives are shown to illustrate summer and winter solstices. Note that the sun is higher during summer, compared to winter when the sun sits lower in the sky. The effect is clear in the images below. The ideal is to design a sleep-out that allows sun into the building during winter (heat up the heatsinks), and during summer you want to keep the building cool. To keep the building cool during summer you have to look at the roof overhangs (shading), the height, quantity, and density of the deciduous trees, and possible movement of the roof. The movement used in this design is very simple, for example, the glass panels, which sit perpendicular to the slanted roof (main) structure, can open and close on demand. It means that when these ‘covers’ are closed; less sun will enter the building. When the covers are open more sun will enter the building. See the images below for details. Visit the YouTube channel of William van Zyl to access several videos that explain these concepts and ideas. These tutorials are ideal for students to learn about the architectural and design principles discussed in this book. Also, see Sketch-up tutorials available on YouTube and the Sketch-up website.

 

Sketch-up: Outside 3-D view of the completed sleep-out without shadows. Roof openings are facing north to maximise the amount of sun that could reach the building during winter. However, deciduous trees (not shown here) would provide additional shading during summer (trees full of leaves). The sun would heat up the concrete floor and concrete walls and concrete roof.  Credit: W van Zyl.

The above model (partially completed): Illustrates the passive solar functions, movement, and some other sustainable features and functions. See the water tanks (white translucent plastic aircraft tanks situated at the front) which store the rainwater harvested from the roof. The louvres move up and down remotely and act as a sunscreen to manipulate the amount of sunlight that enters the building at any given time through the windows. A model plane remote control system controls some of the movement of the components in the model (louvres). Ebook illustrating the Model in detail (including the functions) are available at https://fivehousepublishing.com/