FOLLOWING HOBBIT TRAILS: A STAKEHOLDER DRIVEN APPROACH TO SCHOOL YARD DESIGN [The theme of the playground is to be Pacific Northwest, DIY] and ‘a little Hobbit’. -A Stakeholder BY GIFFIN G. GLASTONBURY TABLE OF CONTENTS I. BACKGROUND Hi there, thanks for reading this document! • INSPIRATION My project is about some hobbit trails I followed over the course of 6 months. My name is Giffin and this is a stakeholder driven approach to school yard design. • DESIGN THEMES This booklet includes, background context, my design process, my proposed design and some reflection and discussion. • SITE CONTEXT • WORKFLOW • ABOUT HOBBITS • EXISTING CONDITIONS II. PROCESS • ANALYSIS • DESIGN THEMES • WORKFLOW • GRADING + DRAINAGE III. DESIGN • LAYOUT • SITE PLAN • HILLSIDE PLAY AREA • PERSPECTIVES • ADA RAMP IV. REFLECTION + DISCUSSION • THINGS LEARNED • ACKNOWLEDGEMENTS AND DISCUSSION I. INSPIRATION: Waldorf + Child Development I am a father and throughout my master’s program I would typically spend part of my weekend with Juna, my now 4-year-old daughter. We would go to playgrounds or parks on Saturdays. Many of which are designed for little people the size of hobbits. This is how my interest in playground and campus design started. Back in 2019, before I started the masters, I participated in a Waldorf teacher training course, here, in Eugene at the private Waldorf school. In this picture of my cohort I happen to be barefoot, like a hobbit. Waldorf pedagogy focuses on experiential learning, imagination, and creativity. The arts are woven into each academic discipline and the pace of the education is not rushed. “ THE NEED FOR IMAGINATION, A SENSE OF TRUTH AND A FEELING OF RESPONSIBILITY- THESE ARE THE THREE FORCES WHICH ARE THE VERY NERVE OF EDUCATION. -RUDOLPH STEINER “ I. DESIGN THEMES: School Yard Design at the Village School To be clear this project is about school yard design at the Village School. Merrily and Cara are friends of mine and happen to be stakeholders of my project. Throughout the process I engaged with both, And I visited Merrily’s 5th grade classroom, in April. Cara originally asked the executive director to work with me on this project. Cara is a good family friend. Charlie, Cara’s child and Juna are also close playmates. CHARLIE + JUNA + WATERMELON Merrily Elestad- 4th-5th Grade Teacher Cara Bryton -Staff Wellness Coordinator “The playground is basically a mudpit” “The older kids can get bored” -Merrily -Cara “ WATER MELON IS GOOD, I LIKE PLAYGROUNDS. -JUNA + CHARLIE “ I. DESIGN THEMES: Context and Introduction I integrated stake holders into the design process for a few reasons: One, because they were even willing to meet with me. And two, because they would provide me with some level of accountability and feedback throughout this process. Stormwater and urban ecology were also integral themes in guiding my design. The stakeholders of the school include ‘the committee’, staff, parents and students, This includes other guiding forces of society like social values, litigation culture and safety standards. Child development includes the importance of a connection to nature, STEM education and Waldorf pedagogy. It is important that children have a chance to connect with nature and experience, unprogrammed imaginative time in the outdoors. The use of STAKEHOLDERS natural materials can also help to foster this connection to nature. Imaginative play cannot be fully predetermined or defined, so a fully developed playground like what you often see at a city park would not work for the school. ‘THE COMMITTEE’ STAFF, PARENTS + STUDENTS, SAFETY STANDARDS School Yard Design AT THE VILLAGE SCHOOL CHILD DEVELOPMENT STORMWATER+ URBAN ECOLOGY CONNECTION TO NATURE + STEM EDUCATION ROOF FED STORMWATER, INFILTRATION + HABITAT WALDORF INSPIRED PEDAGOGY I. SITE CONTEXT: Middle Earth AKA: South East Eugene UO There is here, in Middle Earth, plenty of hobbits. To be clear: there is a private Waldorf school, which offers a more exclusive Waldorf education, in the friendly neighborhood, top left. This is where I did that teacher training with Merrily. The village school, my project site is located along Willamette Street in southeast Eugene. It is a public charter school part of the 4-j school district. The Village School is not a Waldorf school, it is a ‘Waldorf inspired wholistic school.’ Private Waldorf My House Wayne Morse Family Farm 35th Ave The Village School Tugman Park Rest Haven Cemetery 0’ 150’ N SPENCER’S BUTTE Willamette Street eek azon Cr Am I. SITE CONTEXT: The Shire AKA: The Village School UO St Here’s the neighborhood, the cross streets are 35th avenue and Willamette Street. The school sits on roughly 4.5 acres with 225 hobbits enrolled. The play yard in total, is te about 34,000 sqft it’s not that big. me t illa W CREST DR E 33RD AVE VE A E 33R D Fire Station #15 E 34TH AVE USPS The Village School W 34TH AVE PARKING SCHOOL YARD PARKING HARDSCAPE PLAY E 35TH AVE “ THE NUMBER OF PEDESTRIANS COMING TO AND FROM SCHOOL VARIES WITH THE SEASON. AN ESTIMATED MINIMUM 25 KIDS WALK TO SCHOOL PER DAY. -ANDREW PEARA, EXECUTIVE DIRECTOR 0’ 150’ N SPENCER’S BUTTE Willamette St Donald St “ I. SITE CONTEXT: Hobbit Sizes It is important to know that the Village School serves kindergarten through 8th grade. Of the 225 Hobbits about 63% are Elementary students 37% are Middle schoolers. Kindergarten (5 yrs) Frodo- (1st Grade) 8th Grade (13 yrs) Gandolf (2K yrs?) • HEIGHT 42-44” • HEIGHT 4” 1’ • HEIGHT 59-64” • 5’ 6” • WINGSPAN 44-47” • WINGSPAN 62-66” 225 TOTAL HOBBITS ELEMENTARY 63% 37% MIDDLE SCHOOLERS I. WORKFLOW: Design Process My workflow was based around consultation with the ‘school’s committee’. The committee is a group of founding board members and other stakeholders like parents and few staff members. My process looked like this: After I presented the committee with material and received feedback, I would then ponder, draw, contemplate, talk to other stake holders • FEBRUARY -SECOND MEETING and seek advice from professionals academics and stakeholders. It was a fluid process, and it was not linear at all. This is the best way I could explain my workflow. FEEDBACK A ROLL OF TRACE PAPER AUTOCAD STAKEHOLDERS: SITE PLANNING COMMITTEE HAND DRAFTING HAND SKETCHES IDEA! STAFF + PARENTS quick working models overdrawing MULTIPLE SITE VISITS • JANUARY - FIRST SITE PLANNING COMITTEE MEETING VISITING CLASS OF 5TH GRADERS 3D MODELING DESIGN PROCESS SLEEP!? • MARCH - MEET WITH EARTHSCAPES PROFESSIONAL saturday playground visits EARTHSCAPES FEEDBACK RESEARCHING ALL POSSIBLE PRECEDENTS LEARNING LANDSCAPES DESIGN SCANNING ABOUT 20 BOOKS ON PLAYGROUNDS • JANUARY -DESCRITS FROM JOAN HONEYMAN • APRIL - GIFF HIRED BY LEARNING LANDSCAPES DESIGN I. ABOUT HOBBITS: Professional Hobbit Experts The use of natural materials was important, so I asked a leader of the industry how they do it! This is Carlin Mantynen from Earthscapes, a cutting-edge playground design firm, which specializes in built structures. She gave me an informational interview about their materials and standards. I learned from our conversation they use a combination of marine grade plywood, cedar and composite wood. Wood is exclusively stained and a maintenance plan of sanding and restaining is important. Black locust (robinia psduedoacacia) is a preferred log for its longevity. ME! I. ABOUT HOBBITS: Structural Details Carlin helped me to understand some of the safety lingo and playground terminology. For example, a crawl space is considered a ‘horizontal opening’. I asked her if a log jam was considered a balance beam. She helped to clear some of the mud. Stay tuned for the answers! A plastic tube just isn’t’ as fun as these crawl throughs. I. ABOUT HOBBITS: JUNA @ MOSS ST. (UO Learning Landscapes Design, a Portland based firm recruited me. I’ve been working for them part time since April. We specialize in early childhood and natural playgrounds. Learning landscapes Design has some nice precedents for the concept of “loose parts”. Loose parts are materials designed for the school yard that allow kids to build, explore and manipulate objects. They support STEM play. The children can create a temporary fort or rearrange small spools for teatime. Another example, from Moss St a UO program. Juna, has assembled the planks and is now balancing on top. ‘Loose Parts’ Support: STEM Learning + Child Directed Play DATTERN PLAY PANELS 1970 “ THERE ARE NOT ENOUGH OPPORTUNITIES FOR IMAGINATIVE PLAY. -CARA BRYTON “ The existing master plan for the Village School, presents a variety of goals and desired outcomes including but not limited to: an expanded school yard with nature play elements including a roof-fed dry creek, an ADA ramp, a playfield, and an expanded fort and sandpit area. I. EXISTING CONDITIONS: New Courtyard, New Swale At the first committee meeting I found out about their new paved courtyard. It happens to be a large, mostly non-permeable surface- which per city code requirements caused them to construct a large stormwater infiltration swale.That was not part of their original plan! The new swale has no outlet, so it is a full infiltration swale. The school yard soil is a silty clay loam with 20-40% clay. The infiltration rate is slower on this kind of heavier soil, so the swale is sized larger for this reason. New Paved Courtyard New Infiltration Swale I. EXISTING CONDITIONS: Time To Rethink My design goals were to come up with new concepts for the hillside play area amongst other things the plan did not address which are: • Expanding and improving the sports field with a track. • Increasing physical and nature play opportunities and improving the sand pit. • Overall access into and around the school yard 1 Hillside Play Area • To increase drainage BANK STABILIZATION AND PLAY 4 Throughout my project I will refer to this area as a school yard. It’s not just a playground, but an open area for play, it’s a multifunctional, outdoor learning landscape. 2 2 Sports Field WITH TRACK 3 Play + Explore 1 3 NATURE PLAY IMPROVE SAND PIT ROPE PYRAMID CLIMBER 4 Site Improvements PAVED UNIVERSAL ACCESS PATH (ADA) 4 3 3 ENHANCED DRAINAGE OVERALL CIRCULATION + ACCESS 4 *WHITE # ’S FROM ORIGINAL PLAN I. EXISTING CONDITIONS: Hobbit Trails Causing Hillside Erosion! Ligustrum Lucidum This is a closer look at the hillside play area. This glossy privet hedge divides the space with the classrooms on one side and the school yard on the other. In yellow I am highlighting those hobbit holes which are throughout.There are black oaks established along this hillside. Here is a smaller one with some English ivy underneath. The brown Glossy Privet represents wood chips, which are always sliding downhill. With hobbit trails in white. Quercus kelloggii HOBBIT-HOLES (DESIRE PASSAGES) BLACK OAK CLASSROOMS Mulch rails Hobbi t Trails ails Hobbit T Hobbit Tr bit CHOOL Y ARD vy bbit Trails Ho b S ish I H o ngl el ix bit E der a h b e Trails Hobbit Trails Hob ils H o bbit H Hobbit s Hobbit bbit Tra o Trail o rail s H Hobbit T H bbit Trailso obbit H it Trail s H Hobbi bb t o Tr H a ils it Tra ils Mulch Wood Chips Mulch obbHobbit Tra ils H Wood Chips Perpetually Sliding Downhill Bark Mulch Bark Mulch Bark Mu l c h ils Hobbit T ra Bark Mulch Bark Mulch Bark Mulch Bark Perpetually Sliding Downhill t H obbi Wood Chips Sliding Down, Down Down Down gii uercus kellog Q I. EXISTING CONDITIONS: Hobbits Must Play! The sandpit is surrounded by soggy grass and bare earth. The edge between the sand pit and the grass is very blury, making it hard to contain the sand over time. The natural turf here fails quickly under high traffic and wet conditions. “The playground is basically a mudpit” -Merrily Elestad, 4th-5th Grade Teacher I. EXISTING CONDITIONS: A Look Around the Site You can see the desire passages along the Hillside Play Area and the glossy privet hedge with the sand pit on the other side (1). The entry point,(2), is often torn up grass. Below (3) is the underutilized corner between the the stairs where the committee would like to put the ADA ramp. Note the Ivy. Observe how the play fort (4) has earth building up HILLSIDE PLAY AREA ACCESS/ENTRY EXISTING PLAY FEATURES GOOGLE EARTH 10/22 the side of the walls. And the large gap underneath the slide (5). These are signs of erosion. 7 5 1 4 1 2 4 6 3 2 1 2 4 EXISTING SWALE 1 3 5 6 7 PROCESS SECTION II. II. STAKEHOLDER ENGAGEMENT: AN ONGOING PROCESS In January, I had my first meeting with the committee, then again in February. I also had occasional staff one-on-ones and spent an hour classroom session with Merrily’s 5th grade class. The ADA ramp is an ongoing project which through my firm I will continue to advance so it can be built soon, but first I need to graduate. ACADEMIC ENGAGEMENT: • JANUARY • FEBRUARY • MARCH • APRIL • JUNE FIRST COMMITTEE MEETING SECOND COMMITTEE MEETING MEET WITH EARTHSCAPES VISIT MERRILY’S 5TH GRADE CLASS FINAL PRESENTATION 6 MONTHS AGO CALLS WITH MERRILY & CARA. EMAILS WITH ANDY NOW! FUTURE PROFESSIONAL ENGAGEMENT: • APRIL • JULY GIFF HIRED AND STARTS WORKING FOR LEARNING LANDSCAPES DESIGN. TAKE ADA RAMP TO 100% CD (GIFF AS PROJECT MANAGER) II. ANALYSIS: Existing Conditions “WE REALLY NEED UNIVERSAL ACCESS DOWN TO THE The brown blob on the left is the existing sandpit and the area on the right the woodchips. The orangish color represents approximately 40% sloped terrain. The yellowish Garden PLAYGROUND.” color is an eco-lawn, it is a more gently sloped ‘non-irrigated natural turf’.This sloped terrain represents a design challenge. Hobbits bolt out of the classroom doors at the top of the ANDREW PEARA, EXECUTIVE DIRECTOR slope indicated by the green arrows, and head down to the yard. Playfield CLASSROOM EXITS/PLAY ENTRY Classrooms ENTRY / ACCESS POINTS DRAINAGE DIRECTION HILLSIDE PLAY AREA INFILTRATION SWALES MayPole 5-7% ECOLAWN~5-7% SLOPE OR LESS SAND + WOOD MULCH PLAY AREAS Classrooms 40%+ ~ 40% SLOPE OR MORE OUTDOOR COVERED WALKWAYS HARDSCAPE PLAY AREA 0’ 20’ 40’ N II. ANALYSIS: Existing Conditions “WE REALLY NEED UNIVERSAL ACCESS DOWN TO THE NORTH PARKING LOT The circulation concept connects the main entry points: which are from the north parking lot, the existing stairs, and from the hardscape play area. Without an existing path, Garden PLAYGROUND.” the ecolawn succumbs to all the hobbit feet. In wet conditions, the area is soggy, and the lawn is torn up. This is especially true for the orange-colored sloped areas. There are ANDREW PEARA, EXECUTIVE DIRECTOR currently two swales flanking the playfield. Stakeholders informed me that the new larger swale on the left is taking up a lot of important real estate. Yet the benefits are not felt. For example, the kids are fenced out from the swale so the plants can become established. Perhaps, in the future boulder steppers could allow for some minor exploration of this swale area, but in the meantime it’s fenced off and the kids have to stay out. Playfield CLASSROOM EXITS/PLAY ENTRY Classrooms ENTRY / ACCESS POINTS DRAINAGE DIRECTION HILLSIDE PLAY AREA INFILTRATION SWALES MayPole COURTYARD CIRCULATION CONCEPTS 5-7% ECOLAWN~5-7% SLOPE OR LESS EXISTING STAIRS Classrooms SAND + WOOD MULCH PLAY AREAS 40%+ ~ 40% SLOPE OR MORE “ THERE IS GROWING SWALE ANIMOSITY HARDSCAPE PLAY AREA OUTDOOR COVERED WALKWAYS -A STAKEHOLDER HARDSCAPE PLAY AREA 0’ 20’ 40’ N “ II. ANALYSIS: Getting Started With Design I started out with a goal to focus on playground design but the broader issues of circulation and access required my attention. After this initial meeting, my design workflow Garden was to hone in on the ADA ramp concept and circulation. I worked iteratively to advance a variety of concepts affecting the school yard. Playfield HILLSIDE PLAY AREA MayPole ! START DESIGNING HERE ANDRADIATE OUTWARDS PROPOSED RAMP 2 Classrooms 0’ 20’ 40’ N II. DESIGN GOALS: Themes + Materials The design goals were clarified at the first meeting. I also asked about material precedents and themes. This is when a stakeholder suggested a hobbit theme. I agree the materials of the shire- earthen mounds, lush vegetation, and structures for small people- the size of hobbits-goes well with logs and basalt boulders.Time was spent thinking about how to incorporate the hobbit theme. This was something I wrestled with for a while. Material Precedents: • CREATE PRIMARY CIRCULATION • STABILIZE HILLSIDE AND ALLOW FOR PLAY • INTEGRATE A SPORTS TRACK(s) • DESIGN FOR WATER PLAY OPPORTUNITIES • CONSIDER ALTERNATIVE SWALE CONCEPTS • IMPROVE DRAINAGE • NATURE PLAY [THE THEME OF THE PLAYGROUND IS TO BE PACIFIC NORTHWEST, DIY AND “ A LITTLE HOBBIT. -A STAKEHOLDER “ [ II. WORKFLOW: Conceptual Working Model Over the course of three weeks I used working models to help get my design juices flowing. In the model shown, the yellow areas represent play islands that need to be connected with circulation. Some of the committee’s design goals that I took to heart were to push the developments to the edge of the playground, and keep the center open, yet to allow for creative play without defining the space too much. A simple precedent of boulders on gravel was liked by the committee. The boulders are an organic play form with a looser form of programming. I like the concept of these boulders because they don’t over develop the play yard. The children can interpret the boulders how they wish. “WE SHOULDN’T ALWAYS DICTATE HOW THE STUDENTS PLAY” “A LARGER TRACK AROUND THE ENTIRE PLAYGROUND WOULD BE GREAT, BUT WE DON’T WANT THE BIGGER KIDS TO RUN OVER THE LITTLER ONES” “THE SITE NEEDS TO KEEP THAT OPEN FEELING” “TRY TO KEEP THE CENTER OPEN AND THE DEVELOPMENTS TO THE EDGES” Precedent: II. WORKFLOW: Design Constraints Here is an early Hillside structure concept based off the precedent shown. Following along with the hobbit theme I thought it was important that the children have a chance to experience an enclosure. Yet allowing the Hobbits to pass underneath the structure posed a design challenge of not contributing to the erosion. Another way to stabilize the hillside is to add vegetation underneath the structure. • STABILIZE HILLSIDE • MAINTAIN NATURAL GROUND COVER • ALLOW FOR PLAY • 4’ FALL ALLOWANCE Precedent: II. WORKFLOW: ADA Ramp Concept The Brooklyn botanical gardens ADA ramp on the left is one of my favorite ramp precedents. It was my initial inspiration. However, I suggested a less brutalist, more playful, and a much smaller ramp. The ramp is situated in between the existing stairs and space is limited. I proposed adding a boulder scramble in place of a plain concrete retaining wall. DESIGN AN ADA RAMP THAT IS “ CURVY AND A FUN PLACE FOR KIDS TO PLAY OR HANG OUT ON”. I showed these initial versions of the ramp to my academic advisor Joan Honeyman, and she kindly reminded me I forgot landings every 30’. So, I went back and added landings which were integrated as forms of play or hang out spots for the kids. -A STAKEHOLDER BROOKLYN BOTANICAL GARDENS- WEISS/MANFREDI II. WORKFLOW: Rope Pyramid Placement (Option 1) At the second meeting I brought the committee four overall site concepts. Here are the first two. I did four initial iterations, because I was told beforehand that the committee was going to place a rope pyramid climbing structure, on either the left side or the right side of the school yard. So, I did two iterations for each possible location, to test out swales, circulation, and track layout for example. You can see I have timber steps and the access ramp in each plan. This plan on the left shows a swale running next to the rope pyramid. In the iteration on the right, I tested out the placement of a larger sports track around the field. I also was timid at first to propose a fully developed circulation. Keep in mind the area has no circulation now, just eco lawn. Swale Sports Field Swale Sports Field TRACK Lawn TRACK Lawn Sandpit Woodchips Sandpit Woodchips BRIDGE SWALE EK’ CRE ‘DRY PROPOSED ROPE PYRAMIDPROPOSED ROPE PYRAMID PROPOSED ADA RAMP PROPOSED ADA RAMP CLASSROOMS CLASSROOMS PROPOSED TIMBER STAIRS PROPOSED TIMBER STAIRS 0’ 20’ 40’ N II. WORKFLOW: Rope Pyramid Placement (Option 2) In these iterations, the rope pyramid climber is on the left-hand side. I started to frame the sand pit on one side, but I was not yet certain it needed to be fully enclosed. What was great about me presenting this rough material is the committee and I had rich conversations and could talk things through. Sports Field Swale Swale Sports Field TRACK Lawn TRACK Lawn Sandpit Woodchips Sandpit PROPOSED ROPE PYRAMID Woodchips PROPOSED ROPE PYRAMID BRIDGE BRIDGE EEK ’ ‘DRY CREEK’ CR ‘DRY “ THE SMALL BRIDGE IS CUTE PROPOSED ADA RAMPPROPOSED ADA RAMP CLASSROOMS CLASSROOMS -A STAKEHOLDER PROPOSED TIMBER STAIRSPROPOSED TIMBER STAIRS 0’ 20’ 40’ N “ II. WORKFLOW: EXISTING CONDITIONS I received plenty of feedback from the committee. Much of it was in conversation form so I had to distill this. The refined desired outcomes are: • To maintain that Open Feeling • Not to overdevelop the playground • increase, drainage DESIRED OUTCOMES: • Expand the sports field potentially as an artificial turf surface • Allow for water play + nature play • Enclose the sandpit with a path • To connect play islands • MAINTAN ‘OPEN FEELING’ • Provide for accessibility • INCREASE DRAINAGE EXISTING SWALE • EXPAND SPORTS FIELD • ALLOW FOR WATER PLAY • NATURE PLAY • BETTER SANDPIT EXISTING FORT • CONNECT PLAY ISLANDS • ADA ACCESSIBILITY EXISTING SUBDRAINAGE LINE II. WORKFLOW: GRADING AND DRAINAGE I propose a significant expansion of the existing subdrainage system. New lines are to be placed allowing for enhanced drainage across the school yard. With additional subdrainage outlets multiple benefits can be realized: DESIRED OUTCOMES: LINE • The main infiltration rain garden could be reduced in size. AINAGE ANDED SUBDR • The new vegetated swale on the east side acts as a catchment basin for surface water making its way down the slope. This allows the sports field to be enlarged. EXP • A subdrain installed in the sandpit can prevent stagnation, enhance the quality of sand play and allow for future water play. • MAINTAN ‘OPEN FEELING’ PROPOSED SUBDRAINAGE OUTLETS • The proposed roof-fed ‘dry creek infiltration trench’ designed for play, could be smaller and not have to run the entire length of the school yard. • INCREASE DRAINAGE • EXPAND SPORTS FIELD EXPANDED SUBDRAINAGE LINES • ALLOW FOR WATER PLAY CATCHMENT BASIN LOW POINTS • BETTER SANDPIT • NATURE PLAY • CONNECT PLAY ISLANDS • ADA ACCESSABILITY EXISTING SUBDRAINAGE LINE DESIGN SECTION III. III. PERSPECTIVES: ‘The Layout’ I want to start off by showing you this perspective, which gives you a feel for the layout. The perspective is looking towards the northwest across the site. You can see the timber steps framing the entry. The circulation spills out to a loose parts area, both paths, to the left and right lead to a bridge crossing. The rope pyramid addition and the expansion of the wood fiber surfacing area are visible on the right. In the background, you can see the defined perimeter of a turf field and track, and a hint of the rest of the site like the hillside play area and sandpit. HILLSIDE PLAY ADA RAMP SAND PIT SPORTS FIELD TRACK MAY POLE BRIDGE BRIDGE The Village School LOOSE PARTS ROPE PYRAMID TRY TIMBER STAIRSEN TWIN MOTION OVERDRAWING: PEN, COPIC MARKER AND PENCIL ON VELLUM III. PLANS: ‘School Yard Elements’ EXISTING LEARNING GARDEN1 6 Let’s go through the school yard design, starting with the general improvements. A paved path (1) creates a primary circulation and connects the main access points. A 7 crushed rock path (2) creates a secondary circulation, connects the islands of play, this path is accessible by code. Those timber steps (3) allow for a more convenient access General Improvements 4 down into the school yard from the hardscape play area. An enlarged sports field (5) with a 3-lane sports track (6) around a future scenario artificial turf sports field. In the corner is a designated hang out location with small bench seating (7). The dry creek (8) with balance logs and boulder steppers is designed as an infiltration trench with a flagstone paver 1 PAVED UNIVERSAL ACCESS PATH (ADA) surface. It is fed from the roof’s diverted downspout (9). Two small bridges (11) serve the circulation and support the function of the drainage areas as well as add a playful touch 18 to the school yard. Boulder steppers (12) are placed in the swales so Hobbits can hop from boulder to boulder. There are also boulder hang out spaces(13). The sand play area is 2 CRUSHED ROCK PATH (ADA) expanded (14) and now contained by the path. Loose parts (15), are to be included for the water play, sand pit and gravel surface areas. And a simple water hand pump (16) will 13 5 allow for water play. In the following slides we will take a closer look at the Hillside Play Area (17) and the ADA Ramp (19).W 3 TIMBER STEPS ACCESS 4 PROPOSED SUBDRAIN OUTLET 2 12 Sports Field 15 16 5 TURF SURFACING 11 4 6 3 LANE SPORTS TRACK 7 SMALL BENCH SEATING 17 Hillside Play Area 17 4 1 18 TRAIL 14Play & Explore 15 2 8 ‘DRY CREEK’ WITH BALANCE LOGS + BOULDER STEPPERS 9 PROPOSED ROOF FED RAINWATER INLET 10 13 10 ROPE PYRAMID CLIMBER 4 2 11 15 11 BRIDGE OVER DRAINAGE BASIN 1 12 BOULDER STEPPERS 8ADA Ramp 13 BOULDERS 19 19 14 EXPANDED SAND PLAY 9 3 15 ‘LOOSE PARTS’ 16 WATER PUMP 0’ 20’ 40’ CLASSROOMS N III. PLANS: ‘The Hillside Play Area + Sand Pit’ Let me remind you that the main design challenge was to stabilize the hillside and allow for play. Did I accomplish that? Well, I have some proposals to tackle the problem, but EXISTING BOULDER SCRAMMBLE those pesky hobbits you know what happens if they keep walking on the slope... Stabilization & Play 18 I propose a tube slide at the top of the stairs (1), this creates a fun entrance opportunity. The post and net climbing fort is placed where there is a gap in the tree canopy(2) 1 PROPOSED TUBE SLIDE EXISTING SLIDE ON GRADE and directly on top of the main desire paths.The log jam (3) and logs on contour (4) help to stabilize the hillside and create nature play opportunities. An extra boulder scramble compliments the tube slide(7). Furthermore, I’ve placed a few more black oaks (9) on this hillside to compliment the existing ones(8). The expanded sand 2 POST + NET CLIMBING FORT 4 pit area is enclosed by the ADA path(16 +17).I propose a concrete curb to contain the sand and encourage older kids not to run through the sand pit(12). There are breaks in the 15 curbing every 15’ to allow easy access in and out(13). You can see the proposed layout of the water hand pump area (15) and boulder steppers in the swale (18). 3 LOG JAM 9 4 LOGS ON CONTOUR EXISTING FORT 7 BOULDER SCRAMMBLE 8 EXISTING TREES 9 NEW TREES 4 8 3 13 10 WOOD MULCH SURFACING CLASSROOMS Play & Explore 1110 17 14 16 11 EXPANDED SAND PIT AREA 13 122 CONCRETE CURB WITH ACCENT BOULDERS 2 EXISTING ECOLAWN 13 ACCESS GAP 9 14 SUBDRAINAGE 12 1 15 WATER HAND PUMP 16 ADA PATH 6.5’ W 7 17 ADA PATH 4’ W 18 BOULDER STEPPERS EXISTING WALK EXISTING STAIRS AUTOCAD OVERDRAWING: PEN, COPIC MARKER AND PENCIL ON VELLUM 0’ 10’ 20’ N III. PRECEDENT: ‘Kid On Log Jam’ Let me remind you of the precedent for using logs a long the hillside. GREENWORKS EARTHSCAPES EARTHSCAPES III. PERSPECTIVES: ‘Kid On Log Jam’ BALANCE LOGS ON CONTOUR EXISTING GLOSSY PRIVET HEDGE SET ON CRUSHED ROCK BASE This is my take on the hillside area for the village school. The goal with this rendering style was to add a human touch and to leave room for human interpretation. These renders should allow and encourage conversation between the stakeholders, including the students. If I showed perfect 3D twin motion renders the aesthetic wouldn’t match my LIGUSTRUM LUCIDUM NO MORE THAN 16” ABOVE GRADE narrative which is still an ongoing conversation. Perfect 3d renders can imply a finished design. I’ve been using the term ‘log jam’ which is trademarked, let’s break it down more. The ‘climber log’ is a log 16 inches to 2.5 PRUNED BACK TO STIMULATE REGROWTH ASSIST IN SLOPE STABILIZATION feet above grade. Earthscapes standard for a climber log has three- points of contact. However, this is not required for a 4 foot fall allowance. Logs on contour are defined as a balance log, if they 16 inches or less above grade. A design goal was to frame the hillside with ‘balance logs’ to make pockets for woodchips, the woodchips provide some cushion from falls and help to reduce erosion by covering the bare earth. Another goal of mine was to try and convince the kids the ground is hot lava. Because, if the ground is hot lava, you don’t want to touch the ground. Perhaps then you would traverse via an alternative method. I show the existing fort in my renders as a reference point. However, later I learned from my interaction with the 5th graders in Merrily’s class that the kids really would like a new fort. V CLIMBER LOGS LOCUST, CEDAR OR OAK 2.5’ MAX. ABOVE GRADE (4’ FALL ALLOWANCE) 16-18”+ DIA PEEELED, SANDED, AND STAINED (CONSIDER ROPES ON SHALLOW ANGLES FOR 3 POINTS OF CONTACT) EXISTING FORT HOBBIT PASSAGE 18”-2” CLEARANCE WOOD MULCH SAFETY SURFACING TWINMOTION OVERDRAWING: PEN, COPIC MARKER AND PENCIL ON VELLUM III. PERSPECTIVES: ‘Post + Net Climbing Fort’ HORIZONTAL HOBBIT PASSAGES I anticipate this post and net climbing structure would be a type of play fort. In this perspective you can get a feel for the multifunctional use of this structure. With the passage 2-3’ DIAMETER ACCESS WITH BATTEN TREAD SURFACING underneath, it was my goal that the younger children can have an area where they can play and not be overran by the bigger kids. Both age groups can share the space. A goal of mine was to address the safety concern of enclosures while still creating a horizontal crawl through for the hobbits. The passage underneath is open to the TREAD SURFACING IS UNCOMFORTABLE + PREVENTS EROSION elements. It has a surface of marine grade plywood with batten tread. The tread is uncomfortable to lie on which helps to prevent unwanted trespassers sleeping here overnight. Even with netting over the structure, sight lines and lighting should be maintained. V CLIMBING STRUCTURE 12-16’ DIAMETER LOCUST, CEDAR OR OAK PEEELED, SANDED, AND STAINED- WITH STEEL CORE PLAYGROUND NETTING GROUND COVER PLANTS UNDERNEATH TWINMOTION OVERDRAWING: PEN, COPIC MARKER AND PENCIL ON VELLUM III. PERSPECTIVES: ‘Contemplation’ There are a few different heights of platforms from four feet at the highest to two feet at the lowest, this is enough room for ferns or other ground cover plants underneath the structure. TWINMOTION OVERDRAWING: PEN, COPIC MARKER AND PENCIL ON TRACE V III. PRECEDENT: ‘Water Play’ It seems appropriate that the school might start off with a simple water pump. But these precedents from Learning Landscapes Design show how more experiential water play could be integrated onto the school yard. ‘WATER PLAY LOOSE PARTS’ ‘WATER PLAY TABLES’ *LEARNING LANDSCAPES DESIGN III. PERSPECTIVES: ‘Water Play In Fall’ A simple hand pump could be locked by the staff when not in use and the kids will enjoy the manual exercise. With the water play in this location the children will have some interesting options. Water could be either directed towards the existing rain garden or into the sandpit. With a new subdrain in the sand pit the water will drain and it won’t become stagnant or muddy. EXISTING SLIDE ON GRADE EXISTING BOULDER SCRAMMBLE SAND PLAY AREA PROPOSED HAND PUMP ‘LOOSE-PARTS’ SUITABLE FOR WATER PLAY WATER DRAINS INTO SWALE OR SANDPIT TWINMOTION OVERDRAWING: PEN, COPIC MARKER AND PENCIL ON VELLUM V III. PERSPECTIVES: ‘Loose Stumps’ The concept of loose parts would support the children’s imaginative play without defining the space too much. In this perspective I am showing the log rounds on crushed CRUSHED ROCK SURFACE gravel at the bottom of the timber stairs. Log rounds are to be removed and replaced once a year by an arborist. This sort of maintenance is required, and it would be a great addition to the school yard. The loose parts support and foster imaginative play without rigid programming. The log rounds are modular and moveable. It could be an outdoor classroom if the rounds were placed in a circle, or they could be placed as a circuit to avoid hot lava. A balance log was placed here with the implied purpose that it would frame the space and be used as a simple bench or a balance beam. BALANCE LOG 18” DIAMETER LOCUST, CEDAR OR OAK PEEELED, SANDED, AND STAINED PLACED FOR USE AS A SEAT LOOSE LOG ROUNDS 18”-24” DIA. 1.5-2.5’ LONG REMOVED AND REPLACED ANNUALLY CONTRIBUTES TOWARD IMAGINATIVE PLAY “ WE SHOULDN’T ALWAYS DICTATE HOW THE STUDENTS PLAY. -A STAKEHOLDER V “ III. ADA RAMP: ‘An Ongoing Project’ (GIFF TO TAKE ADA RAMP TO 100% CD STARTING JUNE) ADA RAMP ELEMENTS SAND PLAY Finally, we’ve come back to the ADA ramp. Which is still an ongoing process. As a student I was able to distil from a messy feedback process and come up with this refined proposal. My proposal includes: A 5% sloped, poured in place concrete path(1) that connects the existing walk at the top of the slope to the school yard at the bottom of ramp, it 1 CONCRETE PATH (ADA) navigates a seven foot elevation difference. Boulder scrambles (2) serve as a retaining element and to create more interesting play features for the children. Trench drains (3) will 2 be most likely be required. I provide a small bench seating area (4) at one landing and the other acts as a base camp to the boulder scrammble. There is the crushed rock surface 2 BOULDER SCRAMBLE ECOLAWN (5) with boulders again. And if we are to keep the tree I propose a wooden deck (6) over the critical root zone of the existing black oak with the goal to create a variety of interesting elements for the children to play on. 3 TRENCH DRAIN 4 BENCH SEATING 5 CRUSHED ROCK SURFACE (ADA) EXSITING STAIRS 6 WOODEN DECK OVER CRZ OF OAK 3 4 7 5 7 8NEW TREES TOP OF RAMP ‘DRY CREEK’ 8 EXISTING TREES 5% 6 1 BOTTOM OF RAMP 2 GBALANCE LO 3 1 8 2 7 EXISTING CONCRETE WALK III. PERSPECTIVES: ‘Dry Creek on a Dry Day’ This moment shows the multifunctionality of the proposed ‘dry creek’. Including the cute bridge moment. The existing swings are seen in the background. The ‘dry creek’ is BOULDERS designed as an infiltration trench for play. It’s fed by clean enough rainwater from the school’s roof. A balance log is placed over the feature in two spots along with boulder steppers to create multiple ‘nature play’ options. I propose the ‘dry creek’ runs underneath the bridge, onto the other side where it would disappear into a subdrain outlet. The ‘dry creek’ 2’-3’ DIAMETER, SPACED 3’-5’ APART is constructed of drain rock with a flagstone surface, stormwater will only pool up on the surface when it’s raining cats and dogs. This perspective also gives one a sense of the boulders on a crushed rock surface. The two-three foot diameter boulders are placed about three-five feet apart. This setting creates a outdoor room where kids will sit, play or hang SET ON A CRUSHED ROCK SURFACE out and it also gently funnels the circulation towards the bridge crossing....or kids will just bolt across the lawn. WOODEN BRIDGE 6’ WIDE, CEDAR 2X6 PLANK SURFACE TIMBER POST WITH ROPE RAILING SWALE DRAINAGE PASSES UNDERNEATH BALANCE LOG ‘DRY CREEK’ INFILTRATION TRENCH WITH SUBDRAIN OUTLET SAND SET FLAGSTONE PAVER SURFACE TWINMOTION OVERDRAWING: PEN, COPIC MARKER AND PENCIL ON VELLUM V III. PERSPECTIVES: ‘Top of the Ramp’ In this view of the ADA ramp the existing glossy privet hedge is removed, opening up the view and inviting you to take the ramp down to the school yard. The ramp has easy boulder scrambles instead of concrete retaining walls, which results in a good chunk of climbable surface. The boulder scrammble is composed of two-three foot diameter boulders mortared together. I can already imagine hearing some kid say, ‘race ya to the bottom’ and one goes down the ADA ramp and another cuts across the scrammble. The slope is five percent so no handrail is required. At the bottom you can see the wooden platform, positioned in order to protect the critical root zone of the existing black oak and to create more BENCH SEATING WOODEN PLATFORM interesting places for hobbits. LOCATED AT LANDING PROTECTS CRITICAL ROOT ZONE OF EXISTING OAK A STAGE, HANG OUT SPOT OR OUTDOOR CLASSROOM ADA ACCESS RAMP 5% SLOPE, 7’ RISE POURED IN PLACE CONCRETE EASY BOULDER SCRAMMBLE MORTARED BOULDERS 2-3’ DIAMETER V III. PERSPECTIVES: ‘Side of the Ramp’ LANDING WIDER AREA WITH BENCH SEATING This slightly unrefined perspective helps to give a sense of the side angle, you can see the landing areas that allow for impromptu hang out spots and how the top of the ramp connects with the existing covered walkway V EXISTING SURFACE TOP OF LANDING IS FLUSH WITH EXISTING WALK LANDING WIDER AREA ALLOWS FOR HANG OUT SPACE ‘BASE CAMP’ FOR THE BOULDER SCRAMMBLE IV. REFLECTIONS: ‘Things Learned From An Unexpected Journey’ A goal of mine throughout the project was to develop a practical and refined concept for the school yard and to practice working with a group in a more professional manner. I learned that when I engage with non-designers. For example, the feedback process can be rather messy, or hard to distill from. I wrestled throughout the process with how to include the shire as a material element. It was a goal to be inspired but I had to not take the inspiration literally, the practical safety concerns of enclosures within the school yard was one example.The Waldorf pedagogy guides the framework of using natural materials.‘The committee’ I worked with is careful and cautious not to overdevelop the school yard, yet the practical issues of drainage resulted in the serious consideration of an artificial turf sports field. Similarly, we could stabilize the hillside by covering it in astroturf, but that wouldn’t be so natural. As a student, this was a rich learning experience, I had great conversations with the committee and stakeholders, and I learned alot. The process was also lengthy, and it extended over the course of 6 months. Moving into the professional world I will need to be more concise and careful with my stakeholder engagement. And with any concept when INSPIRATIONAL PRINCIPALS VS. PRACTICAL DESIGN you get to building it, we run into sticker shock and practical budget and code limitations, which I will face more of as I take the ADA ramp to 100% construction documentation in the coming weeks. Stakeholder Engagement Messy Feedback Process Hobbit Theme Enclosures & Safety Concerns Site Location Hillside Stabilization Waldorf & Natural Materials The Drainage Problem & Artificial Materials Concept Design Budget and Other Practical Limitations Student Life Temporal Allowances V. DISCUSSION: ‘Time To Chat’ Thank you to everyone! Let’s open it up for discussion now. MANY THANKS TO ALL WHO SUPPORTED ME! My bosses and mentors: Noah + Michelle JUNA + MOMMA LEDA All of my cohort: Cameron, Jake, it Trails Hobbit Trails STHobbit Trails Hobb H A o KE HOLDEb RS ‘THE Cb OMMITTEE’, CAR, Basil, ATristan , ANDYTrails obbit Trails Hobbit T rails it Tr ails TraiMERRILY’S 5TH GRADE CLASS Katherine, Katie, Hobbit Trails H Hobbit Trails Hobbit Ever ly s Hin obst brails r it u Trails Ho Caitlin, Tressa, Holly, Trails Hobbit T bbit Trails Jigish c bb a tor I ha it Trails H Ted, Mikalya, Phoebe, Hobbit Trails Hobbit Trails Ho ,B DBB d..... obbit bit Trails Hobbit Trai l en, J , e IGNA Ge a fn fe, l ,J ob o CIO, M Arica, R Sarah G. Big Phil. obbit Trails H K an ark ob Trails Hobbit Trails H obbit Trails ory, , Yekan , Marc it Pete, g, Li , , obb E lle bbit Trails Hobbit Tra ils Sara... ska, e, Hobbit Tra i l s Ho Hobbit Trails Hob bit Trails 7 S VI. THE APPENDIX: Twin Motion Exports Master's Project T By Giffin Glastonbury ME N SEA ER E 95 W 41 7 E -0 RY S 01 5 A 2 NIT NO W S A OC WI DE T DA 7' WROUGHT IRON FENCE 4' PL 8' TALL CHAIN LINK FENCE S 88°59'53" E 484.12' 1 ERP 8' TALL CHAIN LINK FENCE S 6 L1.1 12" 12" HB RD RD W RD RD RD RD RD STAIRS UP STAIRS DOWN RD W ICV HB A CO ICVUVLT CO GV 16" SCHOOL BUILDING G SCHOOL B HB BUILDINGHB RD RD RD PLANTER PLANTER PLANTER RD PLANTER RD RD EC RD SCHOOL BUILDING HB 12" RD CO W W RD RD RD T RD RD19" RD RD CO RD RD RD RD RD A DECK STAIRS UP RAMP DOWN STAIRS UP A HB RD E CO 18" 18" SCHOOL 7" SCHOOL BUILDING BUILDING ) 14" 19" HB HB RD RD HB RDRD (503) RD RD ) RAMP DOWN A ARD HB ARD HB AW RD HB 18" 25" RD A HB BLOCK 2 10" LOT 510" 5' WIDE PUBLIC UTILITY EASEMENT PER PLAT "WILLIS HEIGHTS" RDHB SCHOOL BUILDING N SCHOOL LAW 23" BUILDING RD HB HB 16" PLANTER PLANTER PLANTER HBPLANTER 10" 25" HB RD 8" NORTH GV 10" 8" 10" 3" 2" WN 12" LA RD WNLA 4" 21" 16" 6" 14" 12"18" 7" 8" 6" 8" 12" HB10" 10" 12" SCALE 13" 14" 14" 8"6" 14" 7" LOT 611" 8" 14" 10" 11" 20" 20" 24" RD 0 15 30 60 8" 14" O 12" 10"HU 8" 16" #420" 18" 6" 12" 11" ) 1 INCH = 60 FEET E 14"7" 8" RDHB HB O NHU LA W E 3.5' TAL E L CHAIN LINK FENCE Drawn By: GIFFIN G N 78° 8"00'5 6"9" W E 23 10" 2.70' OHU 6" Checked: K-DOG6" 6" 14" 6" 8"3 17" 20" 8" 6"5 6"W T 7"H 6" 6" 18" 10" Project #: A 12" 13" 1234 A V 18" 18" 8" 10"E E 4" 22" 20"4" 15" 18" S6" 88°21'44" EOHU 9O .5 05, 08, 2024H 8' Date:GATE B5 S N 88W °22'59" W 10" 280.12' U OHU 18"W 1 E D/WE E PHASES W 8''S 12" S E 12" 100% DD 8''SS 21" 2 E S #58''SS W 3 SCALE W 8''SS 8''SS 5TH AVE 4 E S 8''SS3 8''SS S 1"=60' SHEET TITLE 8''SS REFERENCE PLAN SHEET # L001 T OHU T OHU W OW HUILLAMEWTTE STRE TET OHUW 8''SS W W 8''SS WILLAMETTE STREET 5' T 8AL 'L ' SCH SAIN LINK FENCE N 05°25'19" E 345.45' N 05°47'59" E 15.02' STEPS DOWN LAWN STAIRS UP STAIRS UP CONC BLOCK WALL CONC WALL CONC WALL STAIRS UP STAIRS UP LAWN KNOB HIL STAIRS UPL LN PLANTER PLANTER PP LL AA NN TT EE RR GAT PE LANTER GATE STAIRS UP LAWN LAWN LAWN LAWN S 00°08'21" W 406.88' DONALD STREET DONALD STREET The Village School ) ) ) ) ) ) ) T SEMEN M WAT ER EA 796 STOR 15-041 14' WID E C NO 2 0 O PER PL AT D R AK D LEN O G OH U STAIRS UP OHU D/W T 8' TALL CHAIN LINK FENCE 4 4 99 02 491 LEGEND: LEGEND: 493 BUILDING OUTLINE WITH DOOR Master's Project BUILDING OUTLINE WITH DOOR Master's Project 485 CONCRETE SURFACE CONCRETE SURFACE ASPHALT SURFACE ASPHALT SURFACE 49 45 94 WALL WALL L1.1 BUILDING OVERHANG BUILDING OVERHANGBy Giffin Glastonbury By Giffin GlastonburyCHAINLINK FENCE CHAINLINK FENCE4''SD WOODEN FENCE WOODEN FENCE ROD IRON FENCE ROD IRON FENCE 494 CURB LINE CURB LINE 495 EDGE OF ASPHALT EDGE OF ASPHALT 496 RIGHT-OF-WAY LINE RIGHT-OF-WAY LINE 497 EASEMENT LINE EASEMENT LINE 498 LOT LINE LOT LINE PROPERTY LINE PROPERTY LINE499 500 BRUSH LINE BRUSH LINE ELECTRICAL LINE ELECTRICAL LINE 501 DITCH CENTER LINEDITCH CENTER LINE STORM LINE STORM LINE 12" SANITARY SEWER LINE SANITARY SEWER LINE WATER LINE 502 WATER LINE4" 4" GAS LINEGAS LINE 12" OVERHEAD UTILITY LINESOVERHEAD UTILITY LINES B BOLLARD B BOLLARD D/W DRIVEWAY ENTRY D/W DRIVEWAY ENTRY RD ROOF DRAIN 8" RD ROOF DRAIN EC ELECTRICAL CABINETEC ELECTRICAL CABINET New Infiltration Swale Play Field Area E ELECTRICAL METERE ELECTRICAL METER E ELECTRICAL METER 4 E ELECTRICAL METER8 GUY ANCHOR 3 8" 9 GUY ANCHOR OVERHEAD LIGHT 50 OVERHEAD LIGHT POWER POLE/OVERHEAD LIGHT POWER POLE/OVERHEAD LIGHT POWER POLE POWER POLE GV GAS VALVE 49 GV GAS VALVE GA 0 GAS METERExisting Infiltration Swale G GAS METER A WATER HOT/COLD STEAM MANHOLE A WATER HOT/COLD STEAM MANHOLE S SANITARY MANHOLE WITH STRUCTURE S SANITARY MANHOLE WITH STRUCTURE SCHOOL D STORM MANHOLE WITH STRUCTURE 4 D STORM MANHOLE WITH STRUCTURE91 HB BUILDING CO CLEAN OUT CO CLEAN OUT AREA DRAIN AREA DRAIN 1 SANITARY/STORM STRUCTURE # Slide on Grade 11-STORY SANITARY/STORM STRUCTURE # PLANTER PLANTER T 1 TELECOMMUNICATIONS MANHOLE HB CONCRETE T 1 TELECOMMUNICATIONS MANHOLE WATER VALVE BUILDING 4 WATER VALVE ICV IRRIGATION CONTROL VALVE 9 ICV 3" 2 IRRIGATION CONTROL VALVE FIRE HYDRANT FIRE HYDRANT W WATER METER PLANTER PLANTER W12" WATER METER HB HOSE BIB HB HOSE BIB UVLT UNKNOWN UTILITY VAULT 8" UVLT UNKNOWN UTILITY VAULT DECIDUOUS TREE W/ (TAG NO.)49 -PERIMETER REPRESENTS DRIPLINE3 DECIDUOUS TREE W/ (TAG NO.)-PERIMETER REPRESENTS DRIPLINE CONIFEROUS TREE W/ (TAG NO.) -PERIMETER REPRESENTS DRIPLINE CONIFEROUS TREE W/ (TAG NO.) -PERIMETER REPRESENTS DRIPLINE #1 PROJECT CONTROL POINT 3" #1 PROJECT CONTROL POINT 10" NOTES:NOTES: HB 3" HB 6" COMay Pole Area 495 Sand Pit NORTH NORTH CO Wood Mulch SCALE 0 12.5 25 SCALE 0 12.5 25 1 INCH = 25 FEET 2" 1 INCH = 25 FEET RAMP DOWN 4 STAIRS UPCO 91 Drawn By: GIFFIN G Drawn By: GIFFIN G HBA Checked: K-DOG RAMP DOWN STAIRS UP Checked: K-DOG Project #: 1234 A HB Project #: 1234 A Date: 05, 08, 2024 A 4HB 92 Date: MM, DD, YYYY10" SCHOOL PHASE BUILDING ) PHASE 6" 100% DD 49 3"7 100% DD ) SCALE 1-STORY 4 ) SCALE ) 1"=25' CONCRETE 98 BUILDING 44''''SDSD ) 1"=25' ) SHEET TITLE 7" ) SHEET TITLE HB HB ) SITE PLAN ) SURVEY HB RD4" RD (503)BASE ) SHEET #HB HB HBHB SHEET # HB A HB HB 503 #8 A HB A L1.0 L1.1HBHB A HB A HB CONC WALL 507 STAIRS UP 506 LAWN 504 505 503 504 4''SD STAIRS UP PLANTER PLANTER PLA PN LATE GA NR TERTE PLANTER GAT 503 E 502 501 501 500 499 500 498 499 497 496 495 494 STAIRS UP 6''SD 6''SD 6''SD LAW 6'N 'SD 6 L'' AS WD N 6''SD 6''SD ) 486 ) ) ) The Village School CONC WALL STAIRS UP LAWN STAIRS UP PLANTER PLANTER PLAN G G PLA T NER A TERTE PLANTER ATE STAIRS UP LAWN LAWN LAWN LAWN ) ) ) ) The Village School Playground ) )) ) ) ) ) ) ) ) ) ) ) ) ) 487 8 48948 490 3 49 494 495 96 6''SD 4 864 7 48 488 494 502 4''SD 4''SD 505 506 8' TALL CHAIN LINK FENCE 8' TALL CHAIN LINK FENCE LEGEND: LEGEND: BUILDING OUTLINE WITH DOOR Master's Project BUILDING OUTLINE WITH DOOR Master's Project CONCRETE SURFACE 485 CONCRETE SURFACE ASPHALT SURFACE ASPHALT SURFACE WALL WALL BUILDING OVERHANG By Giffin Glastonbury D BUILDING OVERHANG CHAINLINK FENCE 4'' S NEW SUBDRAIN LINE L4.5 By Giffin GlastonburyCHAINLINK FENCE WOODEN FENCE 4''SD 16 14 EXISTING DRAIN L4.4 WOODEN FENCE ROD IRON FENCE ROD IRON FENCE CURB LINE TR CURB LINE EDGE OF ASPHALT ED NS CH DRAIN EDGE OF ASPHALT RIGHT-OF-WAY LINE SD RIGHT-OF-WAY LINEEASEMENT LINE EASEMENT LINE LOT LINE SWALE OUTLET DRAIN SD LOT LINE PROPERTY LINE SD PROPERTY LINE BRUSH LINE BRUSH LINE ELECTRICAL LINE 15 ELECTRICAL LINE DITCH CENTER LINE DITCH CENTER LINE STORM LINE D 4 STORM LINESANITARY SEWER LINE ''S 86 SANITARY SEWER LINE WATER LINE 6 WATER LINE GAS LINE GAS LINE OVERHEAD UTILITY LINES OVERHEAD UTILITY LINES B BOLLARD B BOLLARD RD RD D/W DRIVEWAY ENTRY RD RD 48 D/W DRIVEWAY ENTRYASTROTURF PLAYFIELD RD ROOF DRAIN 7 RD ROOF DRAIN EC ELECTRICAL CABINET EC ELECTRICAL CABINET E ELECTRICAL METER E ELECTRICAL METER RD ERD ELECTRICAL METER RD E RD (486 ELECTRICAL METER GUY ANCHOR 4 ) GUY ANCHOR OVERHEAD LIGHT 503 88 OVERHEAD LIGHT POWER POLE/OVERHEAD LIGHT POWER POLE/OVERHEAD LIGHT POWER POLE POWER POLE GV GAS VALVE GV GAS VALVE A G GAS METER A G GAS METER A WATER HOT/COLD STEAM MANHOLE A WATER HOT/COLD STEAM MANHOLE S SANITARY MANHOLE WITH STRUCTURE EXISTING 6" SUB DRAIN LINE (48 S SANITARY MANHOLE WITH STRUCTURE D 7STORM MANHOLE WITH STRUCTURE ) D STORM MANHOLE WITH STRUCTURE CO CO CLEAN OUT CLEAN OUT AREA DRAIN 48 AREA DRAIN9 SCHOOL 1 SANITARY/STORM STRUCTURE # SCHOOL 1 SANITARY/STORM STRUCTURE # BUILDING T 1 TELECOMMUNICATIONS MANHOLEHB HB BUILDING T 1 TELECOMMUNICATIONS MANHOLE 3 LANE RUNNING TRACK WATER VALVE WATER VALVE ICV IRRIGATION CONTROL VALVE ICV IRRIGATION CONTROL VALVE FIRE HYDRANT SWALE OUTLET DRAIN FIRE HYDRANT PLANTER PLANTER W WATER METER PLANTER PLANTER W WATER METER HB HB BRIDGE Lxx.y HOSE BIB HOSE BIBUVLT UNKNOWN UTILITY VAULT UVLT UNKNOWN UTILITY VAULT DECIDUOUS TREE W/ (TAG NO.) 49 DECIDUOUS TREE W/ (TAG NO.) RD -PERIMETER REPRESENTS DRIPLINE RD 0 -PERIMETER REPRESENTS DRIPLINE CONIFEROUS TREE W/ (TAG NO.) CONIFEROUS TREE W/ (TAG NO.) -PERIMETER REPRESENTS DRIPLINE -PERIMETER REPRESENTS DRIPLINE #1 PROJECT CONTROL POINT 491 #1 PROJECT CONTROL POINT RD NOTES: RD NOTES:11 49 1 2 L104 SAND PIT SUBDRAIN L4.2 HB HB SANDPIT SD 4 RD NORTH 10 RD 93 NORTHCO CO EXISTING DRAIN L4.4 13 ENLARGED SAND PIT AREA SCALE SCALE RD 0 12.5 25 RD 0 12.5 25 1 INCH = 25 FEET 4 6''S 1 INCH = 25 FEETCO 9RD RD RD CO RD 4 D (4 RD RD RD RD 91 RD )BRIDGE Lxx.y Drawn By: GIFFIN G RD A A SWALE OUTLET DRAIN L4.1 Drawn By: GIFFIN G RAMP DOWN STAIRS UP Checked: K-DOG RAMP DOWN STAIRS UP Checked: K-DOG Project #: 1234 A Project #: 1234 A A HB Date: 05, 08, 2024 A HB Date: 05, 09, 2024 E 1 TRE CH DRAI EN L103 PHASE PHASE 100% DD 500 100% DD SCHOOL 'DRY CREEK SUBDRAIN L4.3BALANCE LOG Lxx.y SCHOOLSCALE 502 TBUILDING BUILDING R4ENCH SCALE 1"=25' 9 DRA 8 IN 44''''SD 1"=25'SD SHEET TITLE SHEET TITLE 501 SWALE INLET DRAIN L4.6MATERIALS GRADING + ROOF FED 'DRY CREEK' Lxx.y PLAN DRAINAGE TIMBER STAIRS Lx.y HB HB HB PLAN SHEET # HB SHEET # HB RD RD (503) RD RD HB RD RD (503) RD RD A HB L2.0 A HB L4.0A HB A HB RD RD RD A HBRD A RD RD RD A HB HB RD A AD HB CONC WALL STAIRS UP LAWN STAIRS UP PLANTER PLANTER PLAN G G PLA TE NR A TERTE PLANTER ATE STAIRS UP LAWN LAWN LAWN LAWN ) ) ) The Village School Playground CONC WALL 507 STAIRS UP 506 LAWN 504 505 503 504 4''SD STAIRS UP 4''SD PLANTER PLANTER PLA PN LATER GA NTER TE PLANTER GAT 503 E 502 501 500 499 498 499 497 496 495 494 STAIRS UP 6''SD 6''SD LA 6 W''S ND 6''S L DAWN LAWN 6''SD 6''SD 6''SD LAWN 6''SD ) ) ) The Village School Playground 8) ) (48 (4 89 490)( 92 ) 3) (4 (4 9 94)(4 (495 ) D 6''SD 6''S 96) TRENCH DRAIN (4 (497 ) 6''S D 6 49 497 4''SD 4''SD 505 506 Rainy Days, Nature’s Ways: CAMPUS RAINWORKS CHALLENGE TEAM #028 CAMPUS RAINWORKS CHALLENGE TEAM #028 Regional Context & Stormwater Analysis at Eugene, Oregon Rainy Days, Nature’s Ways: Embracing Stormwater & Play at The Village School, Eugene Oregon ROOF-FED ‘DRY CREEK’ INFILTRATION TRENCH 14 CLEAN ENOUGH FOR PLAY c STEM LEARNING OPPORTUNITIES 11 BRIDGE CROSSING BALANCE LOG B The design boards on the following page were submitted in a team effort for the EPA Campus Stormwater Challenge 2024. 5 7A 3 12 4 1412 2 1 14 0’ 50’ 100’ 12 REGIONAL ANALYSIS: THE VILLAGE SCHOOL EXISTING CONDITIONS 1” = 50’ 12 The Village School play area collects water from the Team Contacts 9surrounding community due to its location and topography. SLOPE STABILIZATION 14 12 NATURE PLAY4 8 Student Team Members: 5 13 BOULDER STEPPERS Gi$in Glastonbury < gi$ing@uoregon.edu> 3411 Willamette St. Eugene, Oregon 97405 6 Phone: (541) 345-7285 Fax: (541)242-6874 Email: village@4j.lane.edu Katherine Harrison www.eugenevillageschool.org A SCHOOL YARD B DESIRE PATH TO SAND PIT c RAIN GARDEN 3 Katherine Rola ON -S COURTYARD FED RAIN GARDENIT BIORETENTION & INFILTRATION Keith Stanley < kstanle7@uoregon.edu> May 1, 2024, E CATC 10HM 0’ 40’ E 20’ NT N Yeongseo Yu < yseo@uoregon.edu> Re: Campus Rainworks Challenge 2024-Team 028 PHASE 1: SITE ELEMENTS: PHASE 1: LAYING THE FOUNDATION Subcatchment 1: Play Yard(1-2 years) • Construction of ADA access ramp • Slope grading and soil preparation Faculty Advisor: On behalf of the board and staff of The Village School in Eugene, I confirm that SLOPE STABILIZATION NATURE & STEM PLAY • Installation of subdrainage system 1 STABILIZATION + PLAY 4 BRIDGE OVER STORMWATER FEATURE • Installation of sports field • Plant primary trees on slope and swale vegetation • Installation of boulders and logs Yekang Ko < yekangko@uoregon.edu> Team 028 has: 2 LOG JAM 5 BOULDER STEPPERS ADA RAMP BIO- 3S LOGS ON CONTOUR 6 BALANCE LOGS OVER DRY CREEKW AL PHASE 2: PLANTING SEEDS OF CHANGE- extensively consulted with our Site Planning Committee and me as executive E FIL SUBCATCHMENT 1: Schoolyard WATER ACCUMULATION ANALYSISTRATIO (3- 5 years) Subcatchment 1: Play Yard• Maintainance of plant coverage for slope stabilization director of the Village School to develop a playground design which takes into N F SUBCATCHMENT 2: East Parking LotU LOW PROBABILITY OF ACCUMULATION PERMEABLE SURFACES GREEN INFRASTRUCTURE • Maintainance of plant coverage in stormwater facilitiesN MODERATE PROBABILITY OF ACCUMULATION • Performance inspections and cleanout of subdrains account our school’s master plan and our holistic, arts-inspired and nature- SUBCATCHMENT 3: North Parking Lot 7 SPORTS TURF SURFACING 12 RAIN GARDEN • Planting secondary trees on slope and swale vegetationHIGH PROBABILITY OF ACCUMULATION SUBCATCHMENT 4: South Parking Lot 8 NATURAL TURF AREA 13 VEGETATED SWALEfocused educational philosophy; SLOPE STABILIZATION9 CRUSHED ROCK ADA PATH 14 ‘DRY CREEK’ INFILTRATION TRENCH 10 ENGINEERED WOOD FIBER 15 SUBDRAIN OUTLETS PHASE 3: CREATING SAFE POOLSSubcatchment 1: School Yard - met with our Site Planning Committee twice, and will meet again in the next 11 HARDSCAPE PLAY AREA 16 WATER CATCHMENT CISTERN (6+ years) • Maintenance of subdrain; water flow testing and probingSubcatchments 2 & 3: East & North Parking Lot • Installation of raingarden and vegetation planting few weeks; PER • Removal of asphalt and installation of permeable surface MEA Subcatchement 4: South Parking Lot BLE • Install raingarden in vegetated zone PAV CARBON SEQUESTRATION • Adding trees and plants in vegetated zoneIN - actively sought and reflected on feedback from our Committee, collectively G & STORM from our staff’s input at all-staff meetings, and individually from my input WATER PL and reviews of draft plans; ANT Our design can reduce peak rainwater runoff by up to 0.64 cubic feet per second, delay peak flow rates by 20 minutes, and increase ING infiltration rates, potentially cutting peak runoff by 75% during intense rainfall. Comparsion of the site rainwater runoff by SWMM CFS (cubic feet per second) (The sum of four catchments’ runoff; 1/18/2012; Eugene, OR ) - provided us with many alternative concepts to improve our playground and 0.9 make water a more usable resource for play and natural habitat; and 0.8 0.7 - sought and gained the endorsement of our staff and Site Planning Committee 0.6 0.5 for their final design. 0.4 ADA RAMP 1 MAIN RAIN GARDEN 3 0.3 2 0.2 14 5 Our school looks forward to opportunities to implement the concepts laid out in their 0.1 final design. 60 13 CO-DESIGN WITH THE VILLAGE SCHOOL CHILDREN 7 ‘DRY CREEK’ INFILTRATION TRENCHEstimated site total runoff (current condition) Estimated site total runoff (design proposal) Precipitation (in/hr) NATURAL TURF4 Please let me know if you have any questions, STORMWATER MANAGEMENT Roof Fed Stormwater Facilities 14 Sincerely, Urban EcologyStem Education 12 3 NATURE PLAY & EDUCATION Child Development 8Connection to Nature Andy Peara Educating Local Community COMMUNITY Local & Regional Community 9 Executive Director E.W.E.BCity of Eugene Stormwater References: Buckley, G. L., Boone, C. G., & Morgan Grove, J. (2017). The Greening of Baltimore’s Asphalt Schoolyards. Geographical Review, 107(3), 516–535. https://doi.org/10.1111/j.1931-0846.2016.12213.x Bundy, A. C., Luckett, T., Tranter, P. J., Naughton, G. A., Wyver, S. R., Ragen, J., & Spies, G. (2009). The risk is that there is ‘no risk’: A simple, innovative intervention to increase children’s activity levels. International Journal of Early Years Education, 17(1), 33–45. https://doi.org/10.1080/09669760802699878 Cohen, D. A., Talarowski, M., Han, B., Williamson, S., Galfond, E., Young, D. R., Eng, S., & McKenzie, T. L. (2023). Playground Design: Contribution to Duration of Stay and Implications for Physical Activity. International Journal of Environmental Research and Public Health, 20(5), 4661-. Davis, R., & Adelmann, G. W. (n.d.). Is It Time to Reimagine the American Schoolyard? Eriksen. (1985). Playground Design: Outdoor environments for learning and develeopment. Van Nostrand Reinhold. Kennedy, E., Olsen, H., Vanos, J., Vecellio, D. J., Desat, M., Richters, K., Rutledge, A., & Richardson, G. R. A. (2021). Reimagining spaces where children play: Developing guidance for thermally comfortable playgrounds in Canada. Canadian Journal of Public Health, 112(4), 706–713. https://doi.org/10.17269/s41997-021-00522-7 Lanza, K., Alcazar, M., Hoelscher, D. M., & Kohl, H. W. (2021). Effects of trees, gardens, and nature trails on heat index and child health: Design and methods of the Green Schoolyards Project. BMC Public Health, 21(1), 98. https://doi.org/10.1186/s12889-020-10128-2 Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder (1st ed). Algonquin Books of Chapel Hill. Masiulanis, K., & Cummins, E. (Eds.). (2017). How to grow a playspace: Development and design. Routledge Taylor & Francis Group. Pfautsch, S., Wujeska-Klause, A., & Walters, J. (2022). Outdoor playgrounds and climate change: Importance of surface materials and shade to extend play time and prevent burn injuries. Building and Environment, 223, 109500-. Storm_smart_schools_print_final_071317.pdf. (n.d.). Tarpani, E., Pigliautile, I., & Pisello, A. L. (2023). On kids’ environmental wellbeing and their access to nature in urban heat islands: Hyperlocal microclimate analysis via surveys, modelling, and wearable sensing in urban playgrounds. Urban Climate, 49, 101447. https://doi.org/10.1016/j.uclim.2023.101447