Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
All the best ideas come out of the process; they come out of the work itself. Things occur to you. If you’re sitting around trying to dream up a great art idea, you can sit there a long time before anything happens. But if you just get to work, something will occur to you and something else will occur to you and something else that you reject will push you in another direction.
“
”
Chuck Close
Volume 3:Summer 2012
Table of ContentsColor & Image Strategy................................................................................................................................................
Charette......................................................................................................................................................................
Parti & Concept...................................................................................................... ........................................
Floor Plans.....................................................................................................................................................
Section & Elevation.........................................................................................................................................
Midreview...................................................................................................................................................................
Curriculum.....................................................................................................................................................
Mission & Vision.............................................................................................................................................
Space Planning...............................................................................................................................................
The Ideal Classroom........................................................................................................................................
Floor Plans.....................................................................................................................................................
Final...........................................................................................................................................................................
Environmental Issues.......................................................................................................................................
Section...........................................................................................................................................................
Infographics................................................................................................................................................................
Floor Plans..................................................................................................................................................................
Renderings.................................................................................................................................................................
01
03
03
04
06
08
08
09
10
11
12
14
14
15
16
17
19
Table of Contents
01 May/June 2012Color & Image Strategy
02 May/June 2012Color & Image Strategy
This parti used the basic body parts of an artery and a heart to help organize spaces in the school. The artery of the school was composed of the circulation space, which led the students to the heart of the building. This heart is the central meeting space of the school, where social interaction and group learning can take place.
June 201203 Parti & ConceptCharette
1st floor
Spatial planning in this charette was focused on the parti concept of the artery and the heart. On the first floor, the interactive core was flanked by four classrooms. Staff and admin spaces were clustered in a new building area between the two existing buildings on campus. The library is located at the end of the admin and staff wing, allowing students access from the library to the courtyard. On the second floor, the science lab was the central space, with another four classrooms around it. A small computer lab at the end of the hallway is available for all students to use.
June 2012Floor Plans04 Charette
2nd floor
Spatial planning in this charette was focused on the parti concept of the artery and the heart. On the first floor, the interactive core was flanked by four classrooms. Staff and admin spaces were clustered in a new building area between the two existing buildings on campus. The library is located at the end of the admin and staff wing, allowing students access from the library to the courtyard. On the second floor, the science lab was the central space, with another four classrooms around it. A small computer lab at the end of the hallway is available for all students to use.
Floor Plans June 201205 Charette
This elevation depicts a wall in the interactive core of the building. The logo is predominately featured on the wall. On the right side of the elevation, an example of an interactive display is shown. In this displaly, a soccer cleat moves and kicks the soccer ball, which in turn travels on a track and turns gears, lifting a weight and filling a container with water.
June 201206 ElevationCharette
The longitudinal section shows how the spaces stack on top of one another. In the staff and admin wing, ceiling heights are taller than that in the main space due to the wing being only a single story. It is also evident in the section that the interactive core is the heart of the school.
June 201207 SectionCharette
BLOOM S TAXONOMY
CULTURE
MULTI-AGE
COLOR
SCIENCE
CONSTRUCTIVIST
TECHNOLOGY
BLOOM'S TAXONOMY
After the charette, it became imperative that I hone in on the curriculum in my school. I wanted the school to focus on science and technology, as those are two areas Costa Rican schools are currently behind on. I also wanted to focus the design on the pura vida culture of Costa Rica, creating vibrant spaces that are reflective of the colors in Costa Rica. In terms of classroom set-up, a multi-age classroom would allow for a child-centric curriculum, focusing on the process of learning, as opposed to simply following along to a standardized version of teaching. Multi-age classrooms look to constructivist thinking for success. Constructivisit thinking means children construct their own meaning and own theories through investigating and interacting with an environment. Lastly, the school will focus on Bloom’s Taxonomy, a classificiation of learning and educational objectives.
08 July 2012CurriculumMidreview
MissionLa Escuela de Ciencias Creativas is a focus option public school in San José, Costa Rica. The school will promote, stimulate, and encourage students by providing a hands-on and interactive educational experience. At ECC, we strive to foster discovery type learning, by allowing students to interact with the physical world and their peers. By focusing on the creative sciences and technology, ECC will cultivate students who are independent, creative, and problem solvers, ready for the constant evolution of the globalization of the economy.
As science and technology take a larger presence in the global economy and as larger companies move offices to Costa Ric, it is pertinent that at ECC, we give students the necessary tools to excel in these intense labor and market demands. At ECC, we use a multiage educational system integrated with constructivist learning strategies to create a child-centric environment. These strategies provide children with multi-dimensional skills that prepare them to excel in future studies and well into adulthood.
Vision
09 July 2012Mission & visionMidreview
After the doing the design charette, there seemed to be a disconnect between my parti and the curriculum of my school. The curriculum had seven parts, each of which combined to make Escuela de Ciencias Creativas. Additionally, I thought back to when I was in elementary school. I remember using tangrams nearly every day in kindergarden and first grade. Pieces could be moved and reassembled, making new shapes and patterns. I looked to tangrams as a basis for my school, in terms of both branding and spatial planning. Designating each shape as part of the ideal classroom, I began arranging the pieces, trying to spatially figure out what worked best as an ideal classroom. After doing many iterations, I settled upon the last shape shown above as a model for the ideal classroom.
10 June/July 2012Space PlanningMidreview
FOOTPRINT
1,572ft2 | 146m2
MESSY LAB
ACTIVE SPACE
LIBRARYFLEXIBLE LEARNING
263.5ft2 | 24.5m2 263.5ft2 | 24.5m2
263.5ft2 | 24.5m2
132ft2 | 12m2
377ft2 | 35m2
140ft2 | 13m2
132ft2 | 12m2
MEDIA ZONE
GREENHOUSE/SUSTAINABILITY
TEACHER ZONE
The ideal classroom will be have ample space to foster discovery type learning by providing stimulating, hands-on, and interactive learning spaces. Students move amongst activity stations, from the technology station to a greenhouse maintained by classmates. Other activity stations include a library and personal reading nooks, a messy zone for anything from art projects to science experiments, and an active zone for building, doing, and creating. Moveable desks will allow for flexibility in the traditional learning zone, responding to changes in activities or group projects. The educator will have a space with views to the exterior courtyard while still maintaining views of the children while they work. Each activity station includes designated storage to maintain organization and a clean aesthetic throughout each space.
11 June/July 2012Ideal ClassroomMidreview
1st floor
k/1 classroom
2/3 classroom
4/5 classroom
6 classroom
doors open to the courtyard but cannot re-enter the classroom through these doors
gymnasium provides space for exhibitions, recreation, and a general meeting space
ENTRY
a change in flooring materiality delineates different activity zones
additional lunch seating can be found in the exterior courtyard
stackable, moveable tables allow for a variety of messy activities; flooring will be easily cleanable & hose-able
active zone allows children to build, create, and explore
“poche” areas house miniature alcoves and nooks for children to relax or read a greenhouse/sustainability
station provides children with an additional learning experience
CAFEGYMNASIUM
STAFF RR
CUSTODIAL
MEN’S RR
WOMEN’S RR
STAFFPRINCIPALVICE PRINCIPALRECEPTION
N 2m
5m
10m
Spatial planning in this charette was focused on the parti concept of the artery and the heart. On the first floor, the interactive core was flanked by four classrooms. Staff and admin spaces were clustered in a new building area between the two existing buildings on campus. The library is located at the end of the admin and staff wing, allowing students access from the library to the courtyard. On the second floor, the science lab was the central space, with another four classrooms around it. A small computer lab at the end of the hallway is available for all students to use.
Floor Plans12 July 2012Midreview
2nd floor
school library houses more volumes and more study space than the individual classroom spaces
the small footprint of the second floor allows for more efficient passive cooling
lab features a variety of tech items, such as computers, iPads, and linguistic training stations
N 2m
5m
10m
LIBRARYTECHNOLOGY
LAB
Spatial planning in this charette was focused on the parti concept of the artery and the heart. On the first floor, the interactive core was flanked by four classrooms. Staff and admin spaces were clustered in a new building area between the two existing buildings on campus. The library is located at the end of the admin and staff wing, allowing students access from the library to the courtyard. On the second floor, the science lab was the central space, with another four classrooms around it. A small computer lab at the end of the hallway is available for all students to use.
Floor Plans13 July 2012Midreview
Section showing passive strategies that help the building be more eco-friendly.
Final
lightshelf: helps to bring more light into the space, especially during the rainy season
trade winds, “alisos,” blow from E to W
heat will rise and escape through the open air windowsH
2O catchment: good
with metal roof because wood & other pourous materials tend to grow mold
sunshades: control heat and light into the building
Wto courtyard10m2m
5m
14 July/August 2012Environmental IssuesFinal
W10m2m
5m
Final E-W section showing how the new design is retrofitted into the old building shell.
15 July/August 2012E-W SectionFinal
Infographic showing climatic and precipitation data & general info about Costa Rica.
GUANACASTE HEREDIA
SAN JOSÉLIMÓN
ALAJUELA
CARTAGO
Costa Rica Population
San Pedro Population
San José Providence Population under 15
San José Providence Population
Ohio Population
Capital of Costa Rica: San José
School Site: San Pedro; 7km E of San José
4,301,712
27,477
525,353 1,658,075
11,536,504
2011
JANUARY
JANUARY
83°
4
83°
22
82°
26
82°
26
82°
19
82°
9
84°
2
86°
4
86°
8
84°
21
83°
23
83°
22
28°
28° 28° 28° 28° 28°
29° 30° 30° 29° 28°
28°
65°
---
65°
191.9
64°
239.5
65°
290.3
65°
137.1
65°
44.0
65°
---
65°
---
66°
45.1
66°
169.6
66°
206.4
66°
140.7
18°
18° 18° 18° 18° 18°
18° 18° 19° 19° 19°
19°
FEBURARY
FEBURARY
MARCH
MARCH
APRIL
APRIL
MAY
MAY
JUNE
JUNE
JULY
JULY
AUGUST
AUGUST
SEPTEMBER
SEPTEMBER
OCTOBER
OCTOBER
NOVEMBER
NOVEMBER
DECEMBER
DECEMBER
rainy season
average rainfall days
dry season vacation/break
precipitation in mm
*
* *
16 July/August 2012InfographicsFinal
10m2m
5m
N
k/1 classroom
2/3classroom
4/5 classroom 6 classroom
GYMNASIUM
MEN’S RR
WOMEN’S RR
1st floor
10m2m
5m
N
MEN’S RR
WOMEN’S RR
CAFESTAFF RR
STAFF
PRINCIPAL
VICE PRINCIPAL
RECEPTION
ENTRY
1st floor
The first floor builds upon the idea of the tangram. Each classroom is modeled after the tangram ideal classroom, but each classroom possesses a slightly modified layout. In this iteration, the interactive area would be in the lobby and throughout circulation spaces in the building. On the second level, a technology lab and the library can be found.
17 July/August 2012Floor PlansFinal
The first floor builds upon the idea of the tangram. Each classroom is modeled after the tangram ideal classroom, but each classroom possesses a slightly modified layout. In this iteration, the interactive area would be in the lobby and throughout circulation spaces in the building. On the second level, a technology lab and the library can be found.
technology lab
library
2nd floor
18 July/August 2012Floor PlansFinal
LEER
E CCINTERACCIÓN
EXPLORACIÓN
DESCRUBIMIENTO
This rendering shows the classroom library. One of my design elements is to activate the poche of my floor plan. Small reading niches will be intruded into the poche. Within this poche, colors from the branding palette add vibrancy to the classroom.
19 Renderings July/August 2012Final
This rendering shows the exterior courtyard and an extruded greenhouse. In order to make the building more functional and have aspects of the space that make the building a living, working and educational tool for the children, each classroom features its own greenhouse.
20 Renderings July/August 2012Final
Volume 4:Logo Design
Table of ContentsCharette......................................................................................................................................................................
Midreview...................................................................................................................................................................
Exploration..................................................................................................................................................................
Color Palette...............................................................................................................................................................
Schematic...................................................................................................................................................................
Design Development....................................................................................................................................................
Final...........................................................................................................................................................................
23
24
25
26
27
28
29
22 Table of Contents
The school logo uses the idea of science and technology as a motif. The central “c” has a gear edge, reflecting the presence of technology in the curriculum. The full name of the school would be written below the acronym.
June 201223 CharetteLogo Studies
RGB 17 170 145CMYK 78 8 54 0
RGB 102 202 215CMYK 55 0 16 0
RGB 245 235 30CMYK 7 0 95 0
RGB 130 53 90CMYK 44 89 42 21
RGB 243 115 33CMYK 0 68 100 0
RGB 167 169 172CMYK 0 0 0 40
RGB 128 130 133CMYK 0 0 0 60
ECC
The school logo uses the concept of the tangram as a basis for its design. Its colors were dervied from Costa Rican images.
24 July 2012MidreviewLogo Studies
ECC
ECC
ECC
ECC
ECC
ECCECC ECC
ECCECC
ECCECC
ECCECC
The logo design originated from the seven aspects of ECC, the tangram. Originally the tangram idea was used for space planning, but as time progressed, it became more clear that the tangram was symbolic of ECC and its essence, thus needing to be translated into ECC’s brand identity and logo.
25 December 2012ExplorationLogo Studies
The updated ECC color palette.
PMS: 1585 C
CMYK: 0 72 98 0
RGB: 255 108 12
PALETTE BPALETTE A
PMS: Cool Gray 6 C
CMYK: 35 29 28 0
RGB: 169 168 169
PMS: Cool Gray 9 C
CMYK: 55 47 44 10
RGB: 119 119 122
PMS: 7648 C
CMYK: 36 100 34 8
RGB: 158 28 100
PMS: 7648 C
CMYK: 61 2 8 0
RGB: 78 193 224
PMS: 3268 C
CMYK: 90 3 58 0
RGB: 0 169 143
PMS: 803 C
CMYK: 0 5 97 0
RGB: 255 233 0
26 January 2013Color PaletteLogo Studies
ECCECC
ECCECC
ECC escuela de creativas ciencias
Continued logo development focused on setting the new color palette for ECC. After realizing the original color palette seemed a little dull and didn’t feature any colors with easily corresponding Pantones, I further explored the logo with the new color palette.
27 January 2013SchematicLogo Studies
Continued logo development. After experimenting with the tagline to the right of the logo mark, I decided the tagline looked much more appropriate below the logo mark. The fullly saturated tangram represents the seven aspects of the ECC curriculum. The three lighter tangrams represent the three brand qualities of ECC: Discovery, Exploration, and Interaction. I also experimented with typefaces in these iterations.
escuela de creativas ciencias
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
ESCUELA DE CREATIVAS CIENCIAS
ESCUELA DE CREATIVAS CIENCIAS
28 February 2013Design DevelopmentLogo Studies
Final logo lock-up for Escuela de Creativas Ciencias. A white, knocked out logo may also appear on an image, texture, or photograph so long as the logo maintains its legibility.
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias
29 March 2013FinalLogo Studies
Volume 5:Winter 2013
Schematic..................................................................................................................................................................
Floor Plans.....................................................................................................................................................
Ideal Classroom..............................................................................................................................................
Graphics........................................................................................................................................................
Renderings.....................................................................................................................................................
Design Development....................................................................................................................................................
Axon..............................................................................................................................................................
Environmental Issues.......................................................................................................................................
Floor Plans.....................................................................................................................................................
Ideal Classroom..............................................................................................................................................
Interactive Spaces..........................................................................................................................................
Interactive Sketches.......................................................................................................................................
Interactive Graphics........................................................................................................................................
Renderings.....................................................................................................................................................
Table of Contents32
32
34
36
39
42
42
43
44
46
49
50
54
55
31 Table of Contents
1ST FLOOR
Schematic Design
1m 5m
2m
3/4 CLASSROOM 5/6 CLASSROOM1/2 CLASSROOMSECRETARY
VICE PRINCIPAL
PRINCIPAL
CUSTODIAL
STAFF ROOM
WOMEN RRMEN RRN
FIrst floor space planning based on the ideal classroom concept. Each classroom has is lcoated along the courtyard side of the building, helping to further connect the interior and the exterior. The oversized circulation space makes room for interactive spaces and exhibits, transforming the circulation space into learning environments for the schoolchildren.
Floor Plans32 Schematic January 2013
2ND FLOOR
1m
open to below
5m
2m
LIBRARY
TECHNOLOGY LAB
N
Second floor space planning includes a technology lab and library for the students. These common spaces are housed on the second floor to distinguish from the library and computer space in each classroom.
Floor Plans33 Schematic January 2013
5m1m
2m
TYPICAL SCIENCE/EXPERIMENT
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. Desks are arranged in pods around the room, but can be broken up into multiple configurations, as seen in the following iterations. Each room also features a designated teacher workspace, a library, and six computer workstations. The science/experiment configuration allows desks to gang together to form long workspaces, ideal for messy science experiments. Chairs on casters can be pushed aside if needed, and the children can stand near their desks.
34 Schematic January 2013Ideal Classroom
5m1m
2m
SOCIAL STUDIES, READING, DISCUSSIONLANGUAGE,ENGLISH, SPANISH
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The language, English, and Spanish configuration allows desks to nest against the wall, allowing children to spread out in the room or sit at one of the remaining desks. Oversized blocks can be removed from the control center and can be used for spelling and additional learning games. In the social studies, reading, and discussion configuration, cubes can be removed from the control center and used for to form cluster seating around the library area.
35 Schematic January 2013Ideal Classroom
Graphic wayfinding element based on the transformation and growth of a butterfly. From the caterpillar stages (Oruga), to the pupa (Crisálida), to the butterfly (Mariposa), each classroom is labeled based on grade level. Each wayfinding pattern would lead students to the vestibule of their classroom, where they are met with a large floor graphic. This floor graphic resembles a scentific element of their classroom identification.
2
CrisálidaCr3 4&
2
CrisálidaCr3 4&
3
MariposaMp
4 6&
3
MariposaMp
5 6&
1
OrugaOg
1 2&
1
OrugaOg
1 2&
36 Schematic January 2013Graphics
ecc huella de carbonoEn 2020, Costa Rica será el país carbono neutral primera. ¿Cómo comparar ECC?
Consulte las estadísticas de abajo y aprender cómo se puede reducir la huella de carbono de la ECC.
CONSUMO AGUA
Diario
Semanal
Diario
Semanal
Diario
Semanal
Diario
Semanal
Diario
Semanal
ENERGÍA EÓLICA ENERGÍA SOLAREN SITIO DE LA COMIDACONSUMO ELÉCTRICO
GAL L
GAL L
kWh kW
kWh kW
ESPECIALES DEL DÍA
% CRECIDO
% CRECIDO
% ENTREGADO
kWh kW
kWh kW
kWh kW
kWh kW
Graphic elevation of classroom vestibule. The graphic depicts an interactive wall where children can see ECC’s carbon footprint and how it stacks up against the national average.
37 Schematic January 2013Graphics
Graphic wayfinding element located near the entry to ECC. Alluding to the periodic table, this graphic gives each room a symbol and arrows direct the user to their desired space.
1
OrugaOg
1 & 2
2
CrisálidaCr3 & 4
3
MariposaMp
5 & 6Prprincipal
Pfsala profesor
Paprincipal asistente
Scsecretario
Bñlos baños
Cfcafetería
Gmgimnasio
Bbbiblioteca
Lclaboratorio de computación
Escuela de Creativas Ciencias
38 Schematic January 2013Graphics
Perspective showing the main lobby of ECC. The periodic table wayfinding graphic is the first thing people will see, directing them to their desired location.
39 Schematic January 2013Renderings
Perspective showing the classroom vestible. Here, children are seen interacting with the carbon footprint wall near the doorway of their classroom. Outside the vestible, children are seen following the floor graphic to their respected classroom.
40 Schematic Renderings January 2013
Perspective showing the control/command center in the classroom. The center features cubbies and hooks for additional storage, cubes which can be pulled out and moved around the room to act as additional seating, and oversized letter blocks that can be used for language arts activities.
41 Schematic Renderings January 2013
Axonometric drawing showing the individual classrooms (outlined in blue) and the greenhouses (outlined in green) and how the volumes are inserted into the shell of the building. These volumes, for ease of environmental considerations and noise reduction, are separated from the shell.
42 Feburary 2013AxonometricDesign Development
lightshelf: helps to bring more light into the space--especially during the rainy season
trade winds, “alisos,” blow from E to W
heat will rise and escape through the open air windows
H2O catchment: good with metal roof because wood & other pourous materials tend to grow mold
sunshades: control heat and light into the building
wind energy collected from E-W trade winds trade winds
W Eto courtyard
43 Environmental IssuesDesign Development Feburary 2013
1m 5m
2m
FIrst floor space planning based on the ideal classroom concept. Each classroom has is lcoated along the courtyard side of the building, helping to further connect the interior and the exterior. The oversized circulation space makes room for interactive spaces and exhibits, transforming the circulation space into learning environments for the schoolchildren. Material considerations are beginning to be shown in this floor plan. All classroom floors will be made of teak wood, locally grown and harested in Costa Rica. All furniture within the rooms will be made from melina wood, also grown and harvested in Costa Rica. Spanish tile flooring will be used in the “wet lab” area of the classroom, near the sinks
Floor Plans February 201344 Design Development
1m 5m
2m
Second floor space planning includes a technology lab and library for the students. These common spaces are housed on the second floor to distinguish from the library and computer space in each classroom. Materials include teak flooring and desks made from melina, both local woods in Costa Rica.
Floor Plans45 February 2013Design Development
9:00A: SIMPLE MACHINES 10:00A: READING
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. At 9:00am, a simple machines activity has the students gathered around the control center. Desks have been broken up to allow for such configuration. At 10:00am, the students remove the cubes from the control center and move to the library area for reading time with their teacher.
46 Feburary 2013Ideal ClassroomDesign Development
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. At 11:00am, children either gather around the control center or pair up at the comptuer workstations to work on designated technology activities. By 1:00pm, desks can be broken done and move apart for a testing situation.
1:00P: TESTING11:00A: TECHNOLOGY
47 February 2013Ideal ClassroomDesign Development
1:45P: EXPERIMENT
The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. At 1:45pm, children prepare for a science experiment by moving their desks together, creating a long workspace for the often-messy science experiments.
48 February 2013Ideal ClassroomDesign Development
MATTER & ENERGY
Sponsored by : Globeleq Mesoamerica Energy (GME)
Sponsored by : Ad Astra Rocket Company
Sponsored by : CIMA San Jose (Centro Internacional de Medicina)
Sponsored by : CATIE (Centro Agronómico Tropical de Investigación y Enseñanza/ Tropical Agricultural Research and Higher Education)
HUMAN BODY
SUSTAINABLE & HEALTHY EATING
EARTH, UNIVERSE, & SPACE
ECC features four interactive areas: (1) Matter & Energy; (2) Earth, Universe, & Space; (3) Human Body; and (4) Sustainable & Healthy Eating. The first three interactive areas are derived from educational standards produced by Costa Rica’s Ministry of Education (MEP). In order to help fund the exhibit and interactive spaces, each area has a local sponor.
June 201249 Interactive SpacesDesign Development
Sketches showing an interactive space in the Human Body area. This exhibit resembles a life-size game of Operation. and will allow students to explore parts of the human body.
50 February/March 2013Interactive SketchesDesign Development
Sketch showing an interactive space in the Matter & Energy area. This exhibit helps students to learn about the school’s water catchment system. A cut-out in the exterior wall will allow students to be able to view the catchment system and a floor cut out will allow students to see where the water goes once it is caught in the system. This exhibit also features two iPads with seating, allowing students to learn more about the system.
51 February/March 2013Interactive SketchesDesign Development
Sketch showing an interactive space in the Earth, Univers, & Space exhibit area. In this exhibit, a replica of a space shuttle will allow students to experience what traveling in space is really like. In the space shuttle, students can navigate around the universe, exploring moons, other planets, the Earth, and stars.
52 February/March 2013Interactive SketchesDesign Development
Sketches of signage options for the interactive spaces. Since each interactive area has a theme and a sponsor company, the signage should reflect these needs.
53 February/March 2013Interactive SketchesDesign Development
TYPICAL SIGNAGE
EXHIBIT THEME ICONS
En 2020, Costa Rica será el país carbono neutral primera. ¿Cómo comparar ECC?
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energía: la ruta al carbono neutral
Sponsored by:
Example of typical signage in an interative area. Each exhibit has a different theme and thus iconography was designed to reflect the individual areas.
54 Feburary/March 2013Interactive GraphicsDesign Development
Perspective showing an interactive space and a classroom vestibule. The interactive space shown is the life-size Operation game, part of the Human Body interactive area. Typical signage is shown on the wall behind the exhibit. In the classroom vestible area, a student checks out the carbon footprint interactive wall, allowing students to view ECC’s carbon footprint and how it compares to the national carbon footprint.
55 Feburary/March 2013RenderingsDesign Development
Perspective showing an interactive space in the Matter & Energy interactive space. This exhibit shows the water catchment system for the school, viewable through a window in the exterior wall. Students can also view where the water goes as it exits the system by means of a floor cut-out. This exhibit also features three iPads and seating areas, allowing students to learn more about sustainability and ECC’s water catchment system.
56 February/March 2013RenderingsDesign Development
Perspective showing an interactive space in the Matter & Energy interactive space. This exhibit shows the water catchment system for the school, viewable through a window in the exterior wall. Students can also view where the water goes as it exits the system by means of a floor cut-out. This exhibit also features three iPads and seating areas, allowing students to learn more about sustainability and ECC’s water catchment system.
57 February/March 2013RenderingsDesign Development
Volume 6:CDs
Table of ContentsConstruction Documents..............................................................................................................................................
1st Floor Demo Plan....................................................................................................................................................
2nd Floor Demo Plan...................................................................................................................................................
1st Floor Plan..............................................................................................................................................................
2nd Floor Plan.............................................................................................................................................................
1st Floor RCP..............................................................................................................................................................
2nd Floor RCP.............................................................................................................................................................
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59 Table of Contents
60 March/April 20131st Floor Demo PlanCDs
61 March/April 20132nd Floor Demo PlanCDs
62 March/April 20131st Floor PlanCDs
63 2nd Floor Plan March/April 2013CDs
64 1st Floor RCPCDs March/April 2013
65 2nd Floor PlanCDs March/April 2013
Volume 7:Physical Model
Table of ContentsScale FIgures..............................................................................................................................................................
Laser Etching..............................................................................................................................................................
Pieces........................................................................................................................................................................
Cut-Outs........................................................................................................................................................
Logo..............................................................................................................................................................
Entry..............................................................................................................................................................
Explorar Espacio.............................................................................................................................................
Obras Cuerpo.................................................................................................................................................
Vestibule........................................................................................................................................................
Classroom................................................................................................................................................... ..
Final Model.................................................................................................................................................................
Overall Display.............................................................................................................................................................
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67 Table of Contents
Scale figures cut out from a 3/16” sheet of acrylic. Approximately 150 scale figures were cut in the Rapid Prototyping Center.
68 March 2013Scale FiguresPhysical Model
Plexi being cut and etched on the laser machine at BaserMatter. The plexi took around 36minutes to be cut and etched.
69 April 2013Laser EtchingPhysical Model
Wood sheet after being cut on the laser cutter at BaserMatter. The cut-out shapes shown are the trusses.
70 April 2013Pieces: Cut-OutsPhysical Model
Logo etched on wood. This logo appears on the base plan.
71 April 2013Pieces: LogoPhysical Model
View showing the logo wall, directly visible upon entering ECC, as well as the interactive space exhibit, showing the Costa Rica en Espacio (“Costa Rica in Space”) timeline.
72 April 2013Pieces: EntryPhysical Model
View showing the full Explorar Espacio (“Explore Space”) exhibit. This wall features a replica of Space Shuttle Endeavour flown in STS-111, a mission that included Costa Rican astronaut Franklin R. Chang-Diaz, a timeline showing Costa Rica en Espacio (“Costa Rica in Space”) featuring Astronaut Chang-Diaz, and an interactive Earth with iPad integration allows students to better understand the physical make up of the Earth’s surface and its place in our solar system.
73 April 2013Pieces: Explorar EspacioPhysical Model
View showing the Explorar Espacio (“Explore Space”) exhibit. This view is looking from the backside of the exhibit, looking forward toward the entry/exit of ECC.
74 April 2013Pieces: Explorar EspacioPhysical Model
View showing the Obras Cuerpo (“Body Works”) exhibit. Students dance, jump, or move, get their heart rate pumping, causing balls in the tubes to go between the heart on the adjacent wall and the tube. iPad monitors show students their heart rate and additional heart rate and bloody supply data.
75 April 2013Obras CuerpoPhysical Model
View showing the classroom vestibule. This space features an interactive wall feature allowing students to compare ECC’s Carbon Footprint with the national average. Also in this view, a floor graphic, Oruga (“Caterpillar”), shows that the classroom belongs to the 1st and 2nd graders.
76 April 2013Pieces: VestibulePhysical Model
View showing a classroom wall elevation. This elevation features the ECC logo and pin up space for students to display their work.
77 April 2013Pieces: Classroom Physical Model
78 Final Model April 2013Physical Model
79 April 2013Final ModelPhysical Model
80 April 2013Final ModelPhysical Model
81 April 2013Overall DisplayPhysical Model
Volume 7:Final
Table of ContentsInteractive Sketches....................................................................................................................................................Floor Plans................................................................................................................................................................. 1st Floor Plan................................................................................................................................................. 2nd Floor Plan................................................................................................................................................Axonometric................................................................................................................................................................Elevations................................................................................................................................................................... Elevation: Classroom....................................................................................................................................... Elevation: CO
2 Footprint...................................................................................................................................
Elevation: Body Exhibit..................................................................................................................................... Elevation: Space Exhibit...................................................................................................................................Linework Perspectives................................................................................................................................................. Exterior Entry.................................................................................................................................................. Interior Entry.................................................................................................................................................. Interactive: Human Body.................................................................................................................................. Classroom Vestibule........................................................................................................................................ Ideal Classroom.............................................................................................................................................. Greenhouses.................................................................................................................................................. Interactive: Space & Exit..................................................................................................................................Renderings................................................................................................................................................................ 1st Floor Rendered Plan 2nd Floor Rendered Plan Interior Entry Explorar Espacio & Obras Cuerpo Obras Cuerpo Explorar Espacio Ideal Classroom Axonometric
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83 Table of Contents
Sketch showing a wall elevation in the Earth, Universe, and Science interactive area. This wall features the experiential space shuttle on the left, a timeline of Costa Rica and its space exploration, and an interactive globe exhibit on the right.
84 March 2013Interactive SketchesFinal
Sketch showing a wall elevation in the Human Body interactive area. In this space, children jump, move, or dance to “raise their heart rate,” and balls will be pumped through tubes to a gigantic replica of a heart located on the opposite side of the hallway.
85 March 2013Interactive SketchesFinal
Sketch showing new signage for the exhibit spaces. Headline text will follow brand standards and be Helvetica Neue LT Stnd, 57 Condensed, and body text will be Helvetica Neue LT Stnd, 47 Light Condensed. Co-branded logos will be featuresd at the bottom of each signage piece.
86 March 2013Interactive SKetchesFinal
First floor plan of ECC. The “fragment” portion of my design is denoted by the orange dotted line.
1m
2m
5m
1ft
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87 April 20131st Floor PlanFinal
Second floor plan of ECC. The “fragment” portion of my design is denoted by the orange dotted line.
1m
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88 April 20132nd Floor PlanFinal
Longitudinal section through ECC. This section shows the relationship of the classroom modules to the rest of the shell; the varying roof heights of the shell; and the relationship of the 2nd mezzanine level to the classroom modules and the rest of the shell of the building.
89 April 2013Axonometric Final
Interior elevation of a wall in the ideal classroom. This wall features the ECC logo as well as ample pin-up space for students to hang up and view their work.
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Escuela de Creativas Ciencias
90 April 2013Elevation: ClassroomFinal
ecc huella de carbonoEn 2020, Costa Rica será el país carbono neutral primera. ¿Cómo comparar ECC?
Consulte las estadísticas de abajo y aprender cómo se puede reducir la huella de carbono de la ECC.
CONSUMO AGUA
Diario
Semanal
Diario
Semanal
Diario
Semanal
Diario
Semanal
Diario
Semanal
ENERGÍA EÓLICA ENERGÍA SOLAREN SITIO DE LA COMIDACONSUMO ELÉCTRICO
GAL L
GAL L
kWh kW
kWh kW
ESPECIALES DEL DÍA
% CRECIDO
% CRECIDO
% ENTREGADO
kWh kW
kWh kW
kWh kW
kWh kW
Interior elevation in the classroom vestibule. This elevation depicts an interactive wall where children can see ECC’s carbon footprint and how it stacks up against the national average.
91 April 2013Elevation: CO2 FootprintFinal
Interior elevation showing an exhibition space outside the ideal classroom. This exhibit area, Obras Cuerpo (“Body Works”), features a life-size game of Operation, a chalkboard paint wall that allows children to write messages and doodle, and an interactive heart display connected to a nearby wall.
BRAScuerpo
ope raci On
BRAScuerpo
The Human Heart
STS-111 was a mission to the International Space Station (ISS) in 2002. It launched on 5 June 2002
from Kennedy Space Station in Florida, United States and landed on 19 June 2002. Crew members
included Costa Rican Franklin R. Chang-Diaz, Philippe Perrin, Paul S. Lockhart, and Kenneth D. Cockrell.
Escuela de Creativas Ciencias
ope raci On
92 April 2013Elevation: Body ExhibitFinal
mo v e r
SAC U D I R SALTARbailar
ju gar
m ene ar
BRAScuerpo
Interior elevation showing an exhibition in Obras Cuerpo. This exhibition is connected to the heart on the opposite wall in the space. Students dance, jump, or move, get their heart rate pumping, causing balls in the tubes to go between the heart on the adjacent wall and the tube. iPad monitors show students their heart rate and additional heart rate and bloody supply data.
93 April 2013Elevation: Body ExhibitFinal
Replica of Space Shuttle Endeavour flown in STS-111
STS-111 was a mission to the International Space Station (ISS) in 2002. It launched on 5 June 2002
from Kennedy Space Station in Florida, United States and landed on 19 June 2002. Crew members
included Costa Rican Franklin R. Chang-Diaz, Philippe Perrin, Paul S. Lockhart, and Kenneth D. Cockrell.
Franklin R. Chang-Diaz and Philippe Perrin went on three spacewalks during this mission. The first
mission was to attach power and a data Grapple Fixture to P6 Truss on the ISS. The second was attach a
mobile base system to the Mobile Transporter. The third and final spacewalk was to replace the wrist
joint of Canadarm2. Each mission lasted between five and seven hours each.
Escuela de Creativas Ciencias
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STS-61C
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Mission: SATCOM KU-1
Space Shuttle: Columbia
Launched: January 12, 1986, 6:55:00 a.m. EST
Landing Site: Edwards Air Force Base, Calif.
Landing: January 18, 1986, 5:58:51 a.m. PST
Mission Duration: 6 days, 2 hrs, 3 min, 51 sec
Returned to KSC: January 23, 1986
Miles Traveled: 2.5 million
STS-61C Crew:
Commander Robert L. Gibson
Pilot Charles F. Bolden, Jr.,
Mission Specialist Franklin R. Chang-Diaz,
Mission Specialist Steven A. Hawley
Mission Specialist George D. Nelson
Payload Specialist Robert J. Cenker
Payload Specialist & Congressman Bill Nelson
The primary objective of the mission was to deploy the Satcom K1 communications satellite, second in a planned
series of geosynchronous satellites owned and operated by RCA Americom. Columbia also carried a large number
of small scientific experiments, including 13 Getaway Special (GAS) canisters devoted to investigations involving
the effect of microgravity on materials processing, seed germination, chemical reactions, egg hatching, astronomy,
atmospheric physics, and an experiment designed by Ellery Kurtz and Howard Wishnow of Vertical Horizons to
determine the effects of the space environment on fine arts materials and original oil paintings. Also carried was a
Materials Science Laboratory-2 structure for experiments involving liquid bubble suspension by sound waves,
melting and resolidification of metallic samples and container-less melting and solidification of electrically
conductive specimens. Another small experiment carrier located in the payload bay was the Hitchiker G-1 (HHG-1),
which carried three experiments to study film particles in the orbiter environment, test a new heat transfer system
and determine the effects of contamination and atomic oxygen on ultraviolet optics materials, respectively.
STS-34
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Mission: Galileo; Shuttle Solar Backscatter Ultraviolet
Space Shuttle: Atlantis
Launched: October 18, 1989, 12:53:40 p.m. EDT
Landing Site: Edwards Air Force Base, Calif.
Landing: October 23, 1989, 9:33:01 a.m. PDT
Mission Duration: 4 days, 23 hrs, 39 min, 21 sec
Returned to KSC: October 29, 1989
Miles Traveled: 2 million
STS-34 Crew:
Commander Donald E. Williams
Pilot Michael J. McCulley
Mission Specialist Franklin R. Chang-Diaz
Mission Specialist Shannon W. Lucid
Mission Specialist Ellen S. Baker
The primary payload, the Project Galileo spacecraft with its attached Inertial Upper Stage (IUS), was successfully
deployed on its journey to Jupiter. STS-34 was only the second shuttle flight to deploy a planetary spacecraft, the
first being STS-30, which deployed the Magellan spacecraft. Galileo became the first spacecraft to orbit an outer
planet and to penetrate the atmosphere of an outer planet. Also, the spacecraft was scheduled to make the first
extended observations of the Jovian system and first direct sampling of Jupiter's atmosphere, as well as the first
asteroid flybys.
STS-60
Escuela de Creativas Ciencias
Mission: WSF-1; SPACEHAB-2
Space Shuttle: Discovery
Launched: February 3, 1994, 7:10:00 a.m. EST
Landing Site: Kennedy Space Center, Florida
Landing: February 11, 1994, 2:19:22 p.m. EST
Mission Duration: 8 days, 7 hrs, 9 min, 22 sec
Miles Traveled: 3.4 million
STS-60 Crew:
Commander Charles F. Bolden Jr.
Pilot Kenneth F. Reightler Jr.
Mission Specialist N. Jan Davis,
Mission Specialist Ronald M. Sega,
Mission Specialist Franklin R. Chang-Diaz
Mission Specialist Sergei K. Krikalev
STS-60 was the first mission of the US/Russian Shuttle-Mir Program, which carried Sergei K. Krikalev, the first
Russian cosmonaut to fly aboard a Space Shuttle. Crew also conducted first NASA-Russian Space Agency joint
in-flight medical and radiological investigations. Krikalev communicated with amateur radio operators in Moscow
using Shuttle Amateur Radio Experiment (SAREX) equipment.
Crew also deployed two payloads from Get Away Special canisters mounted on GAS bridge assembly in payload
bay: six Orbital Debris Radar Calibration Spheres (ODERACS) ranging in size from two to six inches (5-15
centimeters) to aid calibration of radar tracking systems worldwide, and University of Bremen's BREMSAT, which
measured conditions such as acceleration forces affecting satellite. Other payloads included Capillary Pumped
Loop Experiment (CAPL) mounted on top of GAS Bridge Assembly; three additional GAS experiments; and Auroral
Photography Experiment-Phase B (APE-B).
STS-46
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Mission: TSS-1; EURECA Deploy
Space Shuttle: Atlantis
Launched: July 31, 1992, 9:56:48 a.m. EDT
Landing Site: Kennedy Space Center, Florida
Landing: August 8, 1992, 9:11:51 a.m. EDT
Mission Duration: 7 days, 23 hrs, 15 min, 3 sec
Miles Traveled: 3.3 million
STS-46 Crew:
Commander Loren J. Shriver
Pilot Andrew M. Allen
Mission Specialist Jeffrey A. Hoffman
Mission Specialist Franklin R. Chang-Diaz
Mission Specialist Claude Nicollier
Mission Specialist Marsha S. Ivins
Payload Specialist Franco Malerba
The primary objective was deployment of the European Space Agency's European Retrievable Carrier (EURECA)
and operation of the joint NASA/Italian Space Agency Tethered Satellite System (TSS). The mission was extended
one day to complete the science objectives. Secondary payloads included Evaluation of Oxygen Integration with
Materials/Thermal Management Processes (EOIM-III/TEMP 2A-3); Consortium for Materials Development in Space
Complex Autonomous Payload (CONCAP II and CONCAP III); IMAX Cargo Bay Camera (ICBC); Limited Duration
Space Environment Candidate Materials Exposure (LDCE); Air Force Maui Optical Site (AMOS); Pituitary Growth
Hormone Cell Function (PHCF); and Ultraviolet Plume Instrument (UVPI).
STS-75
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Mission: TSS-1R; USMP-3
Space Shuttle: Columbia
Launched: February 22, 1996, 3:18:00 p.m. EST
Landing Site: Kennedy Space Center, Florida
Landing: March 9, 1996, 8:58:21 a.m. EST
Mission Duration: 15 days, 17 hrs, 41 min, 25 sec
Miles Traveled: 6.5 million
STS-75 Crew:
Commander Andrew M. Allen
Pilot Scott J. Horowitz
Payload Commander Franklin R. Chang-Diaz
Mission Specialist Maurizio Cheli
Mission Specialist Jeffrey A. Hoffman
Mission Specialist Claude Nicollier
Mission Specialist Umberto Guidoni
The primary objective of STS-75 was to carry the Tethered Satellite System Reflight (TSS-1R) into orbit and to
deploy it spaceward on a conducting tether. The mission also flew the United States Microgravity Payload
(USMP-3) designed to investigate materials science and condensed matter physics. The TSS-1R mission was a
reflight of TSS-1 which was flown onboard Space Shuttle Atlantis on STS-46 in July/August 1992. The Tether
Satellite System circled the Earth at an altitude of 296 kilometers, placing the tether system within the rarefied
electrically charged layer of the atmosphere known as the ionosphere. STS-75 mission scientist hoped to deploy
the tether to a distance of 20.7 kilometres (12.9 mi). Over 19 kilometers of the tether were deployed before the
tether broke. It remained in orbit for a number of weeks and was easily visible from the ground, appearing
something like a small but surprisingly bright fluorescent light traveling through the sky.
STS-91
Escuela de Creativas Ciencias
Mission: Ninth and Final Shuttle-Mir Docking
Space Shuttle: Discovery
Launched: June 2, 1998, 6:06:24 p.m. EDT
Landing Site: Kennedy Space Center, Florida
Landing: June 12 1998, 2:00:18 p.m. EDT
Mission Duration: 9 days, 19 hrs, 54 min, 2 sec
Miles Traveled: 3.8 million
STS-91 Crew:
Commander Charles J. Precourt
Pilot Dominic L. Pudwill Gorie
Mission Specialist Wendy B. Lawrence
Mission Specialist Franklin R. Chang-Diaz
Mission Specialist Janet L. Kavandi
Mission Specialist Valery Victorovitch Ryumin
STS-91 marked the final Shuttle/Mir Docking Mission. This Phase 1 Program was a precursor to the International
Space Station maintaining a continuous American presence in space and developing the procedures and hardware
required for an international partnership in space. The mission was the first to use the super lightweight external
tank (SLWT) which was the same size, at 154 feet (47 m) long and 27 feet (8.2 m) in diameter, as the external tank
used on previous launches, but 7,500 pounds (3,400 kg) lighter. The tank was made of an aluminum lithium alloy
and the tank's structural design had also been improved making it 30 percent stronger and 5 percent less dense.
The walls of the redesigned hydrogen tank were machined in an orthogonal waffle-like pattern, providing more
strength and stability than the previous design. These improvements would later provide additional payload
capacity to the International Space Station.
STS-111
Escuela de Creativas Ciencias
Mission: International Space Station UF2
Space Shuttle: Endeavour
Launched: June 5, 2002, 5:22:49 p.m. EDT
Landing Site: Edwards Air Force Base Calif.
Landing: June 19, 2002, 1:58:45 p.m. EDT
Mission Duration: 13 days, 20 hrs, 35 min and 56 sec
Miles Traveled: 5.8 million
STS-111 Crew:
Commander Kenneth Cockrell
Pilot Paul Lockhart,
Mission Specialist Franklin Chang-Diaz
Mission Specialist Philippe Perrin
STS-111, in addition to providing supplies, rotated the crews aboard the International Space Station, exchanging
the three Expedition 4 members (1 Russian, 2 American) for the three Expedition 5 members (2 Russian, 1
American). The Multi-Purpose Logistics Module (MPLM) carried experiment racks and three stowage and resupply
racks to the station. The mission also installed a component of the Canadarm2 called the Mobile Base System
(MBS) to the Mobile Transporter (MT) (which was installed during STS-110). This gave the mechanical arm the
capability to "inchworm" from the U.S. Lab fixture to the MSS and travel along the Truss to work sites.
1986 1992 1996 2002
Franklin Chang Díaz
The primary payload, the Project Galileo spacecraft with its attached Inertial Upper Stage (IUS), was successfully
deployed on its journey to Jupiter. STS-34 was only the second shuttle flight to deploy a planetary spacecraft, the
first being STS-30, which deployed the Magellan spacecraft. Galileo became the first spacecraft to orbit an outer
planet and to penetrate the atmosphere of an outer planet. Also, the spacecraft was scheduled to make the first
extended observations of the Jovian system and first direct sampling of Jupiter's atmosphere, as well as the first
asteroid flybys.
The primary payload, the Project Galileo spacecraft with its attached Inertial Upper Stage (IUS), was successfully
deployed on its journey to Jupiter. STS-34 was only the second shuttle flight to deploy a planetary spacecraft, the
first being STS-30, which deployed the Magellan spacecraft. Galileo became the first spacecraft to orbit an outer
planet and to penetrate the atmosphere of an outer planet. Also, the spacecraft was scheduled to make the first
extended observations of the Jovian system and first direct sampling of Jupiter's atmosphere, as well as the first
asteroid flybys.
Interior elevation showing an interactive displays within the Explorar Espacio (“Explore Space”) exhibit. This interactive area features a replica of Space Shuttle Endeavour flown in STS-111, a mission that included Costa Rican astronaut Franklin R. Chang-Diaz. Also in this exhibit, a brief explanation of Costa Rica en Espacio (“Costa Rica in Space”) featuring Astronaut Chang-Diaz allows students to learn about Costa Rica’s contributions to space exploration. Finally, an interactive Earth with iPad integration allows students to better understand the physical make up of the Earth’s surface and its place in our solar system.
94 April 2013Elevation: Space ExhibitFinal
Exterior perspective showing the entry to ECC. Throughout my design, I have been leaving the shell mostly as is, changing only minor things, and simply inserting my interior design into the shell. On the exterior, I have changed the color of the portico to match the new color system of ECC as well as added signage above the door, which is the ECC logo.
95 April 2013Exterior EntryFinal
Linework perspective showing the interior entry to ECC. Upon entering the space, students are created by interactive exhibits, such as an interactive Earth with iPad contorls, a space ship replica, and an exhibit showing the planets.
96 April 2013Interior EntryFinal
Linework perspective showing the human body exhibit area on the right and the space exhibit on the left, as seen from just inside the entry of the school. The space exhibit shows an interactive Earth exhibit, and the human body exhibit area shows a heart exhibit and a life-size game of Operation.
97 April 2013Interactive: Human BodyFinal
Linework perspective showing the vestibule to the ideal classroom as well as the interactive spaces outside the classroom walls. In the vestibule, a wall showing ECC’s Carbon Footprint allows students to compare ECC’s carbon footprint to the rest of Costa Rica. The exhibition space outside the classroom shows the human body exhibits.
98 April 2013Classroom VestibuleFinal
Linework perspective showing the ideal classroom. This perspective is the first look upon entering the classroom. Students are greeted by the control center, which is the technological centerpiece of the room. The control center features iPads, two televisions, a projection system, and two stations for audible language training.
99 April 2013Ideal ClassroomFinal
Linework perspective showing the ideal classroom. This perspective shows the control center, featuring iPads, televisions, and the audible learning center for language training.
100 April 2013Ideal ClassroomFinal
Linework perspective showing the ideal classroom. This perspective focuses on the control center of the classroom, a center that houses ipads, televisions, a projection system, and two sound booths for language training.
101 April 2013Ideal ClassroomFinal
Perspective showing the courtyard of ECC and the greenhouses. Each classroom, grades 1/2, grades 3/4, and grades 5/6 , each have their own greenhouse off their classroom. Each greenhouse is accessible from the classroom and from the courtyard during school hours. The greenhouses help to bridge the gap between interior and exterior in the design.
102 April 2013GreenhousesFinal
Linework perspective showing the space exhibits and looking toward the exit of ECC. The space exhibits include the interactive Earth exhibit and a Foucault pendulum.
103 April 2013Interactive: Space & ExitFinal
104 April 20131st Floor Rendered PlanFinal
105 April 20132nd Floor Rendered PlanFinal
106 April 2013Interior EntryFinal
107 April 2013Explorar Espacio & Obras CuerpoFinal
108 April 2013Obras CuerpoFinal
109 April 2013Explorar EspacioFinal
110 April 2013Ideal Classroom EntryFinal
111 April 2013Ideal Classroom: ExperimentFinal
112 April 2013Ideal Classroom: TestingFinal
113 April 2013Ideal Classroom: TechnologyFinal
114 April 2013AxonometricFinal
Escuela de Creativas Ciencias
Escuela de Creativas Ciencias