COURSE DESCRIPTION
LA 3324 Landscape Architecture Design II
Spring 1997
Oklahoma State University
Landscape Architecture Program
Course Instructor: Paul Hsu, Associate Professor
344 Ag. Hall
(405) 744-5421
(LB MWF 1:30p-4:20p AGH 346)
Office Hours: MW 10-12 am.
COURSE OBJECTIVES
Landscape Architecture is the art of design, planning and management of the land. Design, therefore, is a significant part of the profession. Landscape Architecture, similar to the other design professions such as Interior Design and Architecture, uses many of the same vocabulary and principles that are found in the fine arts. Many of the design principles that hold true for painting, sculpture, music, and dance will also hold true for landscape architecture.
The course will examine the discipline of landscape design with an emphasis on the recognition of its basic design principles, design theories, and techniques. The first project will deal with landform, structure, water, and plants which is influenced by design principles such as form, aesthetic quality, and spatial sequence. Computer graphics and computer aided design and drafting (CADD) will be reinforced in all exercises. The remaining 10 weeks of this course will be applying landscape design principles and theories into four actual projects.
The objectives of this course are to:
1. Expand the student's knowledge of design theory, design vocabulary, graphic expression, and to build technical skills in landscape architecture design.
2. Build confidence and familiarity with the Design and Planning Process as a system for solving site development problems.
3. Integrate computer aided design into this design course.
4. Introduce multimedia concepts into design presentation.
5. Build sufficient design graphic, verbal and written analytical skills through graphics, verbal presentations, and technical report writing.
TEACHING STYLE
The course is structured with lectures, computer exercises, and studio exercises which apply lecture content directly to the development of related problem solving skills. The studio setting, supplemented by critics, guest lectures, and slides, are essential element of this course.
The entire semester will be divided into four major sections. We will start with a project simply dealing with the landform, structure and vegetation in 3-D. CADD will be heavily utilized in this exercise. The second project will deal with coutyard gardens which is influenced by design principles such as sense, time, geometry, and spatial sequence. The third project is a educational outdoor learning space for an elementary school. The fourth project is another outdoor learning/participatory garden for Adventure Quest in Enid. The last project is a conservation subdivision design project that will explore the issues of traditional subdivision vs conservation design.
COURSE GRADING
Projects should be handed in on time. Late projects will not be accepted without an official university excuse. Attendance in the class is expected. Bonus points of 1 to 5% of final course grade will be assigned to those who have good time management, team spirit, and regular attendance. Calculations for grades will be as follows:
Grade Percentages and Criteria
Grades will be calculated in the following manner:
Project 1 15%
Conceptual sketches 7%
Model building 8%
Subtotal 15%
Project 2 20%
Concept and Analysis 4%
Conceptual design plan 6%
Schematic design plan 10%
Subtotal 25%
Project 3 20%
Concept and Analysis 4%
Conceptual design plan 6%
Model building 10%
Subtotal 25%
Project 4 20%
Concept and Analysis 4%
Conceptual design plan 6%
Model building or Oblique projection 10%
Subtotal 25%
Project 5 22%
Analysis 4%
Suitability plan 4%
Conceptual and comparison 7%
Schematic design plan 8%
Subtotal 25%
Absence Up to -20%
Discretionary Points Up to 3%
Total 100%
Projects will be evaluated according to the following criteria:
In-Studio Work
1) You are required to work in the studio each class session. You will be evaluated for your productivity, quality of work, interaction with instructor, and work ethic.
2) In studio work will count 40% of your project grades.
Hand-in work
1) Graphic Communication: Crisp line weights, consistency and evenness, cleanliness, clarity, composition.
2) Written Communication: Labeling of significant elements, site information given through diagrams, keys, lists of written information, organization, logic, spelling, etc.
3) Oral Communication: Diction, organization, logic, appearance.
4) Team Spirit: Enthusiasm, responsiveness, follow through.
5) Jury presentation or silent judging will comprise 25% of weighting factor in project grade versus instructor's 75% weighting factor.
5) Hand-in work will count 60% of your project grade.
Discretionary Points will be given according to following criteria:
1) Time management and team spirit: Assignments completed on time, work generated for desk critiques, and enthusiastic in learning and helping others out.
2) Attendance: Attends all class periods for the duration of the class, communicates openly knowledge of whereabouts, is present for desk critiques.
3) Leadership: be a leader in the class and willing to share ideas with others
POLICY ON ATTENDANCE
Students are responsible for attending lectures and studios at all scheduled times. Students needing to do field work must discuss and seek instructor's approval before leaving the classroom. After two unexcused absences, each unexcused absence will result in a 1% reduction of your final grade, the maximum reduction of total unexcused absence will not exceed 20%.
POLICY ON LATE WORK
Late work which is late due to an illness or other valid extenuating circumstances, such as death threatening illness or death of family or close friends, should be accepted without penalty based on a revised due date agreed between the professor and the student. The revised due date should be based on the dates the student missed class with the approval of the instructor. Documentation from the Student Health Center or doctor should be requested to validate illness. Reasonable documentation for other extenuating circumstances may be requested at the discretion of the instructor.
With the exception of phases of the project which are presented to a jury, late work which is late without a valid excuse will be accepted up to the eighth day after the original due date with up to a 40% penalty of the "earned grade" assessed. For example, a project which earns an unpenalized grade of 90 and is 6 days late would be given a reduced grade of 63 not 60. The grade reduction penalty will be assessed at the rate of 5% of the earned grade a day with the exception of Saturday and Sunday which will be assessed a penalty of 5% of the "earned grade" for both days, i.e., Saturday and Sunday will count as one day. After the eight day or the project grade reaches a grade of 60%, there shall be no further penalty provided the project is turned in before the end of the Final Week in the current semester, however, the student's discretionary grade will be affected for extremely late work.
In the case of phases of the project which are to be presented to a jury or class, a penalty of 25% of the earned grade will be assessed for the first day late without a valid excuse. The 25% will include an automatic loss of the oral presentation portion of the grade and the student may still be required to present the project. The instructor will grade the project based on his own judgment, or may solicit the assistance of other members of the faculty in assessing the "earned grade".
DRAWING RETENTION
Representative samples of student project work may be selected and retained by the instructor for program records. The student work, thereby, becomes the property of the program. The student whose work has been selected may have access to the work in order to make photographic copies.
COURSE FEES
Students are required to buy ten dollars worth of coupons from the Student Union Book Store to receive prints for their studio projects.
Students will be charged a refundable desk deposit fee of $25 for the use of a locker, drafting table, and chair. The property will be inspected at the end of the semester at which $5 will be retained for general maintenance. The balance of the deposit will be refunded minus any charges of damages.
CREDIT STATEMENT
Each assignment or project handed in by the student shall contain the following information: name of institution (OSU), program name, name and title of instructor, name and number of course, semester and year, name of student, and date of completion. This information shall be incorporated into the title block of the project or a credit page of papers.
POLICY OF DISABILITY
Any student with a disability, that could effect class work, is required to report the disability to the instructor as soon as possible at the beginning of the semester.
DROP/WITHDRAWAL POLICY
At any time prior to the end of the first week of class in either regular semester or summer session, or during the proportionate period for block or short courses, a student may drop a course and no record of the course will appear on the student's academic record.
After this time and prior to the end of the sixth week of classes of a regular semester or the third week of a summer session, a grade of "W" (dropped) shall be recorded on the student's academic record.
After the sixth week of classes of a regular semester or the third week of a summer session and before the beginning of the eleventh week of classes of a regular semester or the sixth week of a summer session, a student may drop a course with a grade of "WP" (dropped passing) or "WF" (dropped failing) as assigned by the instructor at the time of dropping. A grade of "WP" or "WF" shall be calculated in the grade point average.
After the beginning of the eleventh week of classes of a regular semester or the sixth week of a summer session, or proportionate periods for block or short courses, a student may drop a course and shall be only the grade of "A", "B", "C", "D" or "F" or (when appropriate) "I", "NP", "P" or "R" by the instructor at the end of the semester. (Exceptions to this policy may be allowed by petition requires the signatures of the student's instructor, advisor and dean, with the grade of "WP" or "WF" assigned by the instructor.
A student may not drop any course in which a formal charge of academic dishonesty is pending against the student. If the student is absolved of the formal charge, he or she may drop the course with a grade of "WP" (dropped passing) appearing on the academic record. If the student is found guilty, the instructor may make appropriate disciplinary action, including the grade of "F" for the assignment or the course.
No course may be dropped without the approval of the student's academic advisor.
The withdrawal process is initiated in the student's dean's office. A student may withdraw from the university at any time prior to the beginning of "Pre-final week". Prior to the end of the sixth week of a regular semester or the third week of a summer session, a grade of "W" (withdrawn) shall be recorded on the student's academic record.
COURSE TEXT
Arendt, Randall G. Conservation Design for Subdivisions. Washington D.C.: Island Press. 1996.
Alexander, Christopher. A Pattern Language. New York, NY: Oxford University Press. 1977.
Motloch, John. Introduction to Landscape Design. New York, NY: Van Nostrand Reinhold. 1991.
All readings will be assigned along with lecture notes or project assignments.
Jan. 13 Project #1 Landform and Figure Ground in 3-D
15 Project #1 Landform and Figure Ground in 3-D
17 Project #1 Landform and Figure Ground in 3-D
Jan. 20 Project #1 Landform and Figure Ground in 3-D
22 Project #1 Landform and Figure Ground in 3-D
24 Project #1 Landform and Figure Ground in 3-D
Project #2 Hoover Middle School Courtyards and Gardens: Site Visit
Jan. 27 Project #1 Landform and Figure Ground in 3-D: Presentation and Due
29 Project #2 Hoover Middle School Courtyards and Gardens
31 Project #2 Hoover Middle School Courtyards and Gardens
Feb. 3 Project #2 Hoover Middle School Courtyards and Gardens
5 Project #2 Hoover Middle School Courtyards and Gardens: Client Review
7 Project #2 Hoover Middle School Courtyards and Gardens
Feb. 10 Project #2 Hoover Middle School Courtyards and Gardens
12 Project #2 Hoover Middle School Courtyards and Gardens
14 Project #2 Hoover Middle School Courtyards and Gardens: Presentation and Due
Feb. 17 Project #3 Great Grove Teaching Gardens: Site Visit
19 Project #3 Great Grove Teaching Gardens
21 Project #3 Great Grove Teaching Gardens
Feb. 24 Project #3 Great Grove Teaching Gardens
26 Project #3 Great Grove Teaching Gardens
28 Project #3 Great Grove Teaching Gardens
Mar. 3 Project #3 Great Grove Teaching Gardens
5 Project #3 Great Grove Teaching Gardens
7 Project #3 Great Grove Teaching Gardens: Presentation and Due
Mar. 10 Spring Break
12 Spring Break
14 Spring Break
Mar. 17 Project #4 Adventure Quest Outdoor Park: Site Visit
19 Project #4 Adventure Quest Outdoor Park
21 Project #4 Adventure Quest Outdoor Park
Mar. 24 Project #4 Adventure Quest Outdoor Park
26 Project #4 Adventure Quest Outdoor Park
28 Project #4 Adventure Quest Outdoor Park
Mar. 31 Project #4 Adventure Quest Outdoor Park
Apr. 2 Project #4 Adventure Quest Outdoor Park
4 Project #4 Adventure Quest Outdoor Park
Apr. 7 Project #4 Adventure Quest Outdoor Park
9 Project #4 Adventure Quest Outdoor Park: Presentation and Due
11 Project #5 Conservation Subdivision Design: Site Visit
Apr. 14 Project #5 Conservation Subdivision Design
16 Project #5 Conservation Subdivision Design
18 Project #5 Conservation Subdivision Design
Apr. 21 Project #5 Conservation Subdivision Design
23 Project #5 Conservation Subdivision Design
25 Project #5 Conservation Subdivision Design
Apr. 28 Pre-Final Week - Project #5 Conservation Subdivision Design
30 Pre-Final Week - Project #5 Conservation Subdivision Design
May 2 Pre-Final Week - Project #5 Conservation Subdivision Design
May 5 Final Examination - Project #5 Conservation Subdivision Design : Presentation and Due (TBA)
May 7 Final Examination
May 9 Final Examination
LA 3324 Landscape Architecture Design II
Spring 1997
Oklahoma State University
Landscape Architecture Program
Course Instructor: Paul Hsu, Associate Professor
344 Ag. Hall
(405) 744-5421
PROJECT 1 LANDFORM AND FIGURE GROUND IN 3-D
Issued: Jan. 13, 1997
Due: See the end of this project manual
Introduction
Landform is one of the most important physical landscape components that the landscape designer uses. Landform exists at varying scales such as, regional, site specific, and minute textural variation. Since the landscape is composed of a series of solid masses and spatial voids at varying scales, the landform is the major element that creates the spatial volumes of landscape. The landform spatial types can be defined as level, convex, concave, ridge line, valley, etc. Landform or "topography" is the of three-dimensional relief of the earth's surface. Landform directly affects the aesthetic character of an area, the viewshed and the definition and perception of space. Landform also affects the microclimate, the drainage pattern and the organizations of functions or land use patterns.
One of the major cultural elements of the landscape are buildings. Buildings and their associated land areas are critical factors in the organization and character of the built environment. The composition of outdoor spaces that are made up of buildings is controlled by the plan arrangement, the size of the buildings and the facade detailing. This composition of solid and void space where human and built environment interact is commonly called figure ground. Buildings relate either singly as an individual object in space or as a cluster of buildings that have integrated spaces. Landform affects the visual and functional relationships between the building and the site. Landform can be manipulated through excavation, mounding, and terracing as well as cutting the earth form to accommodate a building. The landscape designer must make a special effort to visually and functionally coordinate the interior spaces of a building with the exterior landscape design. There are essentially three different types of plan arrangement of buildings. These include central open space, focused open space, channelized linear space and organic linear space. Building facade detailing and the forms and sizes of buildings depends upon their function and the historic time period in which they were built. The landscape designer would benefit from a knowledge of architectural components and historic building form evolution.
References and other material for further research
Hard spaces: hard spaces are those principally bounded by architectural walls; often these are intended to function as major gathering places for social activities. Good examples are squares, streets, open versus filled space, surface-articulated space, monumental versus intimate space, and communicative space.
Soft spaces: soft spaces are those dominated by the natural environment, whether inside or outside the city. In the urban setting they are the parks and gardens and linear greenways that provide opportunities for recreation or retreat from the build environment. Good examples are human space, rural space, park like space, and symbolic space (Zen)
In recent years there have been three major approaches to urban space design: The figure-ground theory, the linkage theory, and the place theory. For further knowledge please check out the following readings.
More readings:
Trancik, Roger. Finding Lost Space. New York, NY: Van Nostrand Reinhold. 1986.
Copper-Hewitt Museum. Urban Open Spaces. New York, NY: Rizzoli International Publications, Inc. 1981.
Dennis, Michael. Court and Garden. Cambridge, Massachusetts: The MIT Press. 1992.
Required
I. Conceptual sketches and computer aided design
Gather all your paper sketches and computer output and paste them in a presentation board neatly. Or, you may run sticky back of your sketches and computer concepts and paste them on a vellum/mylar neatly and then run a blue print. Work should be done neatly.
II. Model building
1. Using any suitable scale create a base topographic model of 15"x20" or about. Use card board or foam board as the material. You can use one piece of foam board to achieve this job if you cut the contour line at a 45deg. - 60deg. angle and place (glue) these cut out sequentially.
2. Make sure you create a landform that is going to compliment your building spatial design. Draw conceptual diagrams to show your landform concept and building space concept on a piece of trash or paper with good graphic techniques.
3. Use 15 to 30 card board blocks as your simplified buildings. These blocks can be rectangular, circular, or polygonal in nature. Consider the vertical elements, land marks, and focal points for your design as well. Place these blocks at proper place to form up your conceptual design. Glue these blocks onto your topo model once your design placement is satisfactory.
4. Add one water feature such as pond or pool into your landform.
5. Add enough amount of trees into your model.
6. Include some representation of the human (pins or tooth picks to its proper scale) into your model and evaluate it from a human scale again. No other landscape elements are necessary at this point.
7. Put your name, course information, date, etc. on one small corner of the model.
DUE
Phase I: Conceptual sketches and computer aided design Friday, January 17, 1997, at the end of class
Phase II: Model building Monday, January 27, 1997, at the beginning of class
LA 3324 Landscape Architecture Design II
Spring 1997
Oklahoma State University
Landscape Architecture Program
Course Instructor: Paul Hsu, Associate Professor
344 Ag. Hall
(405) 744-5421
PROJECT 2 HOOVER MIDDLE SCHOOL COURTYARDS AND GARDENS
Issued: January 24, 1997 Site Visit this day
Due: See the end of this project manual
INTRODUCTION
Hoover Middle School is located in the northern urban area of Oklahoma City. The school has some landscape design since the school was built during the 1970s. A group of students and teachers at the school formed a "People for People", non-profit organization aimed at improving the school grounds through community service, ground improvement, and fund raising. They have raised seed money and through this effort, allowing them to receive a grant from "Greater Oklahoma City--Tree Bank Foundation". The Tree Bank Foundation works with schools to train teachers and students in proper planting and maintenance techniques; acquires education materials; designs and produces labels; serves as a consultant and liaison at any stage of the arboretum's development; and acquires trees through the Tree Bank at wholesale prices. This grant will allow teachers and students to enjoy the multi-disciplinary nature of an arboretum as an outdoor classroom as a very informative and participatory place for people to be involved.
The Oklahoma State University Landscape Architecture Program was called upon to help the school design this education-oriented landscape design with participatory training in mind. The school, although a post-war modern design, does have several courtyards and a pocket of enclosures for potential garden spaces. The classroom building while one structure, has some type of resemblances to the Jefferson's design for the University of Virginia where small notches of courtyards are interbedded with classrooms. You are hired to develop a design scheme that will fully utilize these courtyard spaces and allow students and teachers to enjoy the designed landscape as part of their educational setting.
A sculptor from Oklahoma State University, Prof. David Roberts, is also a part of this team. He will design and implement a metal sculpture in the Library courtyard where you may design a small amphitheater and seating arrangements with plant materials that compliment the setting. This sculpture will be named "People for People Cycles" which symbolize people, trees, cycles, and seasons. The sculpture will be a "pin" up place for students to display their metallic (copper or aluminum) art work and writings and for teachers to critique and educate students. This courtyard and the other courtyards will provide places for outdoor educational facilities for the school as well as the community at large an additional educational experience.
More readings:
Nichols, Federick. Thomas Jefferson--Landscape Architect. Charlottesville, Virginia: University of Virginia Press. 1986.
Dennis, Michael. Court and Garden. Cambridge, Massachusetts: The MIT Press. 1992.
Reid, Grant. 1993. From Concept to From in Landscape Design. VNR: New York, NY. ISBN: 0-442-01247-0
CRITERIA
General issues that have been proposed:
1. Make a site analysis in order to understand the existing condition of the site, the courtyard spaces, and the entryway announcement. There are 2 courtyards by the library and administration buildings and 6 semi-enclosed spaces tucked into the classroom buildings. Two main open spaces by the entry way that will create accents and visual announcements to the school.
2. Design at least 9 different landscape design schemes that will serve the functions of participatory education. You may use materials beyond vegetation to compliment your design.
REQUIRED
Phase I: Site analysis and site concept diagrams
1. a. Site visit and developing a site analysis and synthesis map.
b. Review literature about teaching gardens, courtyards, and other past innovative designs for outdoor instructional facilities.
2. Formulate bubble diagrams for design concepts:
List all on-site and off-site natural and cultural factors that influence the design such as existing paths and circulation, utility lines, prevailing winds, sun angles, slope orientation, views, focal point, drainage, etc. Think about them in terms of their potentials and constraints for design development.
3. Hand in a rendered or colored trace with title block.
Phase II: Conceptual design plan
1. Based on the criteria and outside input to revise your concepts.
2. Develop a conceptual design plan or plans that includes at least 2 courtyards by the library and administration buildings and 6 semi-enclosed spaces tucked into the classroom buildings. You should also have an overall conceptual plan for the entire site, but place the emphasis on the entryways and courtyards.
3. Use 24" x 36" sheet size of one, two or more of trace to accomplish this requirement.
4. Make a list of your design concepts that include design vocabularies, design materials, and participatory strategies.
5. Add a title block and turn in a rendered plan.
Phase III: Schematic design plan
1. Using a scale of 1" =20' or another suitable scale to create a schematic design which is a refinement and revision of your concept. Use proper graphic symbols for plants, shrubs, and ground cover.
2. Add site amenities, fences, and other facilities onto your drawing. Add circulation and ground textures onto the drawing. Label your drawings with proper material names and notations if necessary.
3. Refine your list of design concepts and participatory strategies onto your drawing. This portion can be included within the drawing or separated out as an individual pamphlet that can be used as a guide for a novice person through the design tour.
4. Add a title block at a proper place.
5. Color render a blue/black line print.
DUE
Phase I: Site analysis and site concept diagrams Friday, January 31, 1997, at the end of class
Phase II: Conceptual design plan Wednesday, February 5, at the beginning of class for client review
Phase III: Schematic design plan Friday, February 14, at the beginning of class for presentation
LA 3324 Landscape Architecture Design II
Spring 1997
Oklahoma State University
Landscape Architecture Program
Course Instructor: Paul Hsu, Associate Professor
344 Ag. Hall
(405) 744-5421
PROJECT 3 GREAT GROVE TEACHING GARDENS
Issued: Monday, February 17, 1997
Due: See the end of project manual
INTRODUCTION
Often a school program is isolated from the community due to the social milieu in which the school exists. The typical parent organization interacts at a distance from the learning program and the family feels estranged from the school system. The intent of the Great Grove Teaching Garden to be located at the Grove Elementary, Union Public Schools, Tulsa County, is to provide a setting and educational program that would enhance the school curriculum and offer the community educational opportunities.
The need for the Great Grove Teaching Garden, hereinafter referred to as "The Garden", has both written up in newspapers, and presented on television spacial programs, and in professional magazines. Very inclusive descriptive words such as "real life experiences" and concerns for the environment, life long learning, personal health, community living, and educational relevancy have been topics addressed in the creation and projected use of The Garden.
The Garden will cover approximately 16,800 square feet in a rectangular shape, 120 feet by 140 feet, within this rectangle will be a garden for a business enterprise to introduce students to the world of commerce including planning, production, merchandising, and reporting to shareholders financial statements.
The rest of the site encompasses three class teaching areas, including a water resource teaching area, and examples of trees, shrubs, flowers, turf, and vegetables that are adapted or indigenous to the Tulsa area. Ornamental arrangements will be created by students and/or adults, and an area for materials storage, composting, and work area. Joining the different areas will be paths that demonstrate varying materials which may be used in home landscaping.
The Garden will be located adjacent to the Grove Elementary School on the West side of the building. The ground is reasonably flat with a gentle slope toward the school (East). Separating the flat area from the school is a water drainage swale for the surrounding school playground which runs North to South and creates a natural break and an aesthetic divider. There is a nearby parking lot that is to be connected to The Garden by a sidewalk.
PROJECT DESCRIPTION
The land on which The Garden is to be constructed consists of clay and hard pan. In the past a vegetable garden was planted and was somewhat productive with compost added. But, soil needs to be brought in and amended for maximum growing success.
The Garden will have five areas; the Northeast quadrant, Southeast quadrant, Southwest quadrant, Northwest quadrant, and the surrounding garden. These areas are integrated so that the only distinct visible separation of the areas will be between the surrounding garden and the four quadrants. Within the quadrants will be signs naming each flower, shrub, vegetable, and tree.
The surrounding garden of 5150 sq. ft. forms an 18 foot border on the North, South and West sides of the ornamental portion of the garden. This is the business enterprise garden in which all the students will participate. The first year is called the Harvest of the Learning Project, also called the `year of pumpkin'. The students will plan, plot, prepare, plant, supervise growing, harvest, merchandise, and publish to complete the project.
The Northeast quadrant will have large group of open turf teaching area, a small cluster of redbud and dogwood trees, accent shrubs and flower/vegetable beds. This area has the School Library wall on the North side and the school Art room wall on the East side. To the West is the beginning of the water run-off flowing to the South. Seldom is there water in this area unless rains exceeding .5 inch per hour occur. It is a sunny area from late morning to late afternoon.
The Southeast quadrant is the site for the second of three large group teaching sites. Featured is a partially covered stone amphitheater seating 30 adults in three rows. The southern half of the water runoff flows between the theater seating and the stage area. The theater, located in the southeast corner of the quadrant is built into the contour of the land and is surrounded by shrubs and ornamental beds. Facing and adjoining the amphitheater on the east is a demonstration area backed by the school Science lab wall. Here students and adults can see and hear about earth science concepts through demonstrations both in reality and by virtual reality. To the North of the theater is the 11 foot long sign for The Garden and growing beds for physically handicapped students including wheelchair students. Within this quadrant is a continuation of the rainwater runoff along with shade trees and examples of soil containment for hillside erosion. To the West of the amphitheater will be a variety of trees that will provide shade for ornamental flowers and shrubs.
The Southwest quadrant continues the varietal planting scheme with settings using vegetables, ornamentals and manmade objects such as fences, especially designed shrub-tree-plant groupings in a wooded setting, a corner of a yard, or in the middle of a yard to create separation of two areas. Adding to this concept is the storage area for materials and tools, a potting area, and four composting bins. Each of these three particular areas will be integrated into one general area large enough to have three groups each in a learning activity related to their particular area. Paths wind throughout this quadrant and all the quadrants as needed to make all elements of The Garden functional. The paths will demonstrate the use of a variety of materials such as bark, mulch, chat, brick, gravel, or concrete.
The Northwest quadrant includes the third teaching site. This particular site is one with picnic benches for 30 students, placed on turf surrounded by trees for shade, shrubs, vegetables, and floral plantings. A second important element in the quadrant is the adjustable flow stream. This element of The Garden is to be used to teach stream flow characteristics, water/wind erosion concepts, and the use of moving water in a landscape design. The sloping terrain enhances the planned elements of this quadrant.
Note: The above introduction and project description were provided by the client as design guidelines.
CRITERIA
General specifications have been proposed to you as such:
1. Plants:
Trees: A variety which provide a large mantle, are durable to Oklahoma weather, rapid growers, colorful, and tend toward being insect resistant.
Shrubs: A variety of height, shape, color, texture without thorns or any possible danger to young people.
Other plants: Bulbs, vegetables, annuals, perennials, and turf.
2. Educational facilities:
Three types of instructional sites are required; (1) amphitheater, (2) picnic tables, and (3) sitting area with natural elements to sit on (stone, log, turf, etc.)
Individual sites for meditation.
The water run features that can be turned on/off easily and drains into the available sewer line.
3. Other requirements:
An integrated watering system, storage for tools, compost site -- four bins, integrated pathways, and a security component.
More readings:
LASN. "Theme Gardens, from A-Z. Landscape Architect and Specifier News. Santa Ana, CA: Landscape Communications, Ltd.. August, 1996.
REQUIRED
Phase I: Site analysis and site concept diagrams
1. a. Site visit and developing a site analysis and synthesis map.
b. Review literature about teaching gardens, water run feature, and other past innovative designs for outdoor instructional facilities.
2. Formulate bubble diagrams for design concepts:
List all on-site and off-site natural and cultural factors that influence the design such as existing paths and circulation, prevailing winds, sun angles, slope orientation, views, focal point, etc. Think about them in terms of their potentials and constraints for design development.
3. Hand in a rendered or colored trace with title block.
Phase II: Schematic design plan
1. Based on client's review and outside input, revise your concepts.
2. Develop a schematic design plan or plans that include at least a preliminary master plan, one or two sections/elevations of the site, a more elaborate detail of the water run, one or two sketches of the educational facilities, and a general layout of the irrigation system.
3. Use 24" x 36" sheet size of one, two or more sheets to accomplish this requirement.
4. Label your drawings with proper material names and notations if necessary.
5. Add a title block and turn in a rendered plan.
Phase III: Model building
1. Using a scale of 1" =10' or suitable scale, create a model of your design. Use card board or foam board as the material. Use other suitable material for plants, shrubs, and ground cover.
2. Add the water run, fences, and other facilities onto your model. Add circulation and ground textures onto the model.
3. The model can be monochromatic or painted.
4. Add a title block at a proper place.
DUE
Phase I: Site analysis and site concept diagrams Friday, February 21, 1991, at the end of class
Phase II: Schematic design plan Friday, Feb. 28 at the end of class
Phase III: Model building Friday, Mar 7, 1997, at the beginning of class
Presentation of all phases: Friday, Mar 7, 1997, at the beginning of class
LA 3324 Landscape Architecture Design II
Spring 1997
Oklahoma State University
Landscape Architecture Program
Course Instructor: Paul Hsu, Associate Professor
344 Ag. Hall
(405) 744-5421
PROJECT 4 ADVENTURE QUEST OUTDOOR PARK
Issued: March 17, 1997
Due: See the end of project manual
Introduction
From the beginning, the concept of Leonardo's included inside and outside exhibits and playspaces. The goal was to provide innovative educational opportunities for children and their families dedicated to the idea that children of all ages learn best when having fun through hands-on, participatory exhibits. The idea was to create this project in stages with volunteers as money could be raised. In September of 1992 the Enid Arts and Sciences Foundation was formed getting a 501.c3 status. A Board of Directors was created with many very dedicated community advocates. In November of 1992, the building that is now the "Discovery Warehouse" and the land that is now called "Adventure Quest" was purchased. Through many stages of fund raising activities and volunteer work, the Discovery Warehouse had its grand opening on September 1, 1995. Soon after, 4,000 volunteers joined forces during a 4-day build, October 4-8. The play structures of Adventure Quest was finished for its grand opening.
Adventure Quest is an outdoor learning center complete with a three-story wooden castle, maze, tube slide, a dinodig, a telescope, a galleon, a waterplay area, a tot lot, gardens, and much more. The Discovery Warehouse is an indoor learning facility complete with gift shop, game fish, kaleidoscope, space shuttle, anti-gravity mirror, science demo, life sciences demo, magicam, music lab, world map, computer lab, resonant bell, xylophone, tot lot, carpentry shop, light and shadow, castle interior, underwater grotto, pottery lab, and much more.
The Enid Arts and Sciences Foundation senses a need to have an outdoor learning facility called "Leonardo's." The future plans are to create a beautifully landscaped learning area with plants indigenous to Oklahoma, to the east of the main castle structure. The Landscape Architecture Program at OSU is fortunate to have this great opportunity to work with the Foundation to come up with unique design concepts.
Leonardo's Mission Statement
The Enid Arts and Sciences Foundation believe that the education of our children is the responsibility of our families, schools, the community, as well as cultural organizations. Leonardo's Discovery Warehouse was created to provide innovative educational opportunities through hands-on participatory experiences. The Warehouse encourages the participant's active involvement by presenting them with opportunities to experiment, use their imagination and creativity, and to share their ideas. Leonardo's supports education by:
* Presenting programs and events which combine education and play
* Presenting exhibitions in the arts and sciences
* Encouraging intergenerational learning between children and adults
* Introducing visitors to the rich diversity of innovative ideas inspired by artist and scientist Leonardo Da Vinci
* Pursuing collaborations with schools and local community groups, and
* Functioning as a resource for families and teachers
Project Guidelines
The followings are tentative guidelines which can be altered with creative ideas:
Some areas to be included in this park are:
* A sundial, funded by the McCasland Foundation
* An area with musical wind instruments
* A rock area with American Indian Symbols
* A picnic area with picnic tables, concession stand, and restrooms
* A butterfly garden
* A herb garden
* An area with bulbs and perennials sponsored by the Men's Garden Club
* A gazebo
* A area with chest tables sponsored by an Eagle Scout Project
Other things they have available for the project:
* A group of sandstone rocks weighing from a few hundred pounds to 10 tons.
* Redbud trees - 6
* Cottonwood trees - 6
* Mandeenas
* Monkey grass
* Bur Oak
* Oriental grass
The outdoor park area is fully enclosed with a 6 foot fence with one entry gate and one service gate. Topographic revision of the site is encouraged to create visual interests as well as diversity of spaces. Positive drainage on site is to be considered so that no standing water will degrade the circulation and visiting experience. An irrigation system will be designed and installed after the design concept is finalized.
References and material for further research
OSU extension and Oklahoma Botanical Garden and Arboretum has abundant information regarding different types of theme gardens such as sunflower garden, fragrant garden, annual garden, ornamental grass garden, butterfly garden, native plant garden, all white garden, chocolate garden, annual barn garden, edible garden, and so on.
The designer of Adventure Quest Playground, Leathers & Associates from Ithaca, NY, also provided us with the detail drawings of a trash receptacle, a octagonal picnic table, and a bench.
More readings:
LASN. "Theme Gardens, from A-Z. Landscape Architect and Specifier News. Santa Ana, CA: Landscape Communications, Ltd.. August, 1996.
Required
Phase I: Site analysis and site concept diagrams
1. a. Site visit and developing a site analysis and synthesis map.
b. Review literature about theme gardens and other past creative designs for an outdoor participatory park.
2. Formulate bubble diagrams for design concepts:
List all on-site and off-site natural and cultural factors that influence the design such as existing path and circulation, prevailing winds, sun angles, slope orientation, views, focal point, drainage, etc. Think about them in terms of their potentials and constraints for design development.
3. Hand in a rendered or colored trace with title block.
Phase II: Conceptual design plan
1. Based on client's review and other input, revise your concepts.
2. Develop a conceptual design plan or plans that include at least a preliminary concept, one or two sections/elevations of the site, one or two sketches of the gardens and their interface with required amenities.
3. Use 24" x 36" sheet size of one, two or more sheets to accomplish this requirement.
4. Label your drawings with proper material names and notations if necessary.
5. Add a title block and turn in a rendered plan on trace paper.
Phase III: Model building or Oblique projection schematic design plan
This is a either or choice. If you wish to do drawings then you should choose the oblique projection part. If you wish to do model building then you may elect to have this option. A maximum two people team is allowed in the model building option.
Model building schematic design:
1. Using a scale of 1" =10' or a suitable scale, create a model of your design. Use card board or foam board as the material. Use other suitable material for plants, shrubs, and ground cover.
2. Create a topographic model as the base. Add site amenities, fences, and other facilities onto your model. Add gardens, circulation and ground textures onto the model.
3. The model can be monochromatic or painted.
4. Add a title block at a proper place.
Oblique projection schematic design plan:
1. Using a scale of 1" =10' or a suitable scale, create an oblique plan of your design. Use mylar or vellum as the material. Use proper line drawing techniques and landscape architecture symbols for plants, shrubs, ground cover, and other ground features.
2. Develop an oblique schematic design plan or plans that includes at least a schematic design of the whole site, one or two sections/elevations of the site, one or two sketches of the gardens and their interface with required amenities.
3. Use 24" x 36" sheet size of one, two or more sheets to accomplish this requirement.
4. Label your drawings with proper material names and notations if necessary.
5. Add a title block and turn in a rendered plan.
DUE
Phase 1: Site analysis and site concept diagrams Monday, March 24, at the beginning of class
Phase 2: Conceptual design plan Monday, March 31, at the beginning of class
Phase 3: Model building or Oblique projection schematic design plan Wednesday, April 9, 1997, at the beginning of class
Presentation of all phases: Wednesday, April 9, 1997, at the beginning of class
LA 3324 Landscape Architecture Design II
Spring 1997
Oklahoma State University
Landscape Architecture Program
Course Instructor: Paul Hsu, Associate Professor
344 Ag. Hall
(405) 744-5421
PROJECT 5 CONSERVATION SUBDIVISION DESIGN
Issued: April 11, 1997 Site visit this day
Due: See deadline for all phases
Introduction
You have now dealt with several characteristics and potential uses of the basic landscape architectural design elements such as landform, buildings, vegetation, water, and pavement. A successful landscape architecture design should work with all elements collectively and therefore these elements can reinforce one another to meet the objective of the project, solve problems, and create outdoor environments of a desired quality.
If you live in a rural area or along the suburban fringe of a metropolitan region, chances are that you live not far from a stream valley, wildflower meadow, or a patch of woods. Chances are also good that none of these special places will be recognizable twenty or thirty years from now, unless they are in a public park, forest, or wildlife refuge, or unless they happen to be protected through a conservation easement held by a land trust or similar organization. That is because most townships and counties have adopted zoning ordinances and set rules for the orderly conversion of natural land into developed properties. In these communities, every acre of buildable land is typically zoned to become houselots and streets, strip malls, or office parks. All of the land will be paved over or converted into lawns or backyards.
Conservation subdivision design refers to residential development where half or more of the buildable land area is designated as undivided, permanent open space. The same overall density is used to design the residential neighborhood more compactively and create more attractive and pleasing living environments that sell more easily and appreciate faster than conventional "houselot-and-street" developments.
Project Brief
Mr. Gregory, an out-of-state developer who lives in Colorado, is interested in developing a tract of land in a rural area east of Stillwater. The entire site is approximately 74 acres with prairie, ponds, hills, and vegetation. A summer cabin and lookout tower and an old homestead dugout are existing on site. Your landscape design office was contacted by Mr. Gregory to develop a conservation subdivision design plan. They have provided you with some site maps, aerial photos, and other information to help with your design process. You delightedly accepted this project and went on for the great design adventure.
Site Analysis Checklist
This is a generic checklist of all the factors which one could possibly look at on a site. It is not necessary to record data against every single line on the list for every site. It should be used to remind you of all the factors that might need to be considered, to help you record and organize what you see and experience, and to help you evaluate the relative importance of different factors.
1. Natural Factors
A. Site Location
1. Regional context, physiographic province, etc.
2. Relationship to adjacent off-site physiographic features
3. North point/orientation
B. Physiography and Orientation
1. Elevation, elevation variations across site
2. Topographic or physiographic features
3. Slopes, steepness, length, stability, aspect and exposure
4. Interaction of physiography and other site factors
C. Geology
1. Regional and site geologic formations
2. Rock types and characteristics
3. Depth to bedrock, rock outcrops
4. Effects of geology on other factors
D. Hydrology
1. Surface water: type and extent (streams, lakes, marshes, bogs).
2. Flow characteristics: volume, seasonal variation
3. Water quality and seasonal variation
4. Subsurface water: aquifers, ground water
5. Flooding: frequency, elevations for different storms, legal flood plains
6. Effects of hydrology on other factors
E. Soils
1. Soil types, classifications, and characteristics including: extent of different types, depth, fertility, percolation rates, seasonal high water table, texture, hardpan, stability
2. Soil characteristics: adaptability to land uses, forestry, agriculture. development or construction, bearing capacity
3. Effect of soils on other factors
F. Climate and micro climate
1. Regional climate characteristics: rain/snowfall, hours sunlight, wind patterns, seasonal temperature
2. Micro climate characteristics: wind, speed, direction, seasonal variation, storms. Micro climate considerations on site as a result of topography, vegetation, buildings.
3. Effect of climate on other factors
G. Vegetation
1. Regional vegetation patterns
2. Plant communities on site
3. Vegetation structure: trees, shrubs, herbaceous plants; size/age; extent of canopy; open space; visual/spatial characteristics
4. Botanical composition: genera, species; extent of major species; rare, endangered plants, indicator species & weeds; visual characteristics; native & exotic species; condition of site vegetation
5. Distribution/maintenance: signs & types of disturbance/maintenance (natural/man-made)
6. Effect of vegetation on other factors
2. Human Factors (Social/Cultural Factors)
A. Access and circulation
1. Vehicular circulation within and around site, access points
2. Road capacities, traffic volumes, traffic lights, road conditions, parking, etc.
3. Pedestrian, bicycle, public transportation, circulation and access
4. Road easements across site
B. Structures
1. Character of structures on site, surrounding site, & in neighborhood including: size, form, height, etc.; uses, and condition; historic/visual qualities & values
2. Changes in structures: planning proposals/plan for new structures, demolition or changes to existing structures
3. Relationship of existing buildings and uses to the proposed use: compatibility and incompatibility of uses, etc.
4. Community facilities, neighborhood facilities, public and semi-public uses, commercial, professional, etc.
5. Site fencing: location, height, condition, type, ownership
C. Utilities
1. Overhead and underground services to site: water, gas, electricity, storm and sanitary sewers and emergency services; service capacity, volume, pressure, service connection points, future service plans, man-holes, hydrants, valve/meter boxes, etc.
2. Implications of overhead wires (clearance, etc.), underground lines (depth & necessary cover, etc.)
3. Utility easements across site
4. Location/condition of site gutters, drains, curbs, steps, walks, paving, utility poles, etc.
D. Land use and ownership, zoning and controls
1. Land uses on site and adjacent areas
2. Zoning of site and adjacent areas; proposed changes to zoning
3. Ownership of site and surrounding areas
4. Legal site boundaries and description
5. Other regulatory controls on-site and neighborhoods (historic districts, etc.)
6. Setbacks, building lines/heights to be maintained
7. Names
3. Perceptual Factors
Tangible factors
A. Visual and aesthetic
1. Important views and important visual features on and off site
2. Preservation of views to and from adjacent areas
3. Factors contributing to the visual & aesthetic character of the site
4. Views to be screened such as incompatible land uses
5. Potential views that may be created/opened up
6. Visual character of site, surroundings, region; characteristics to be preserved/enhanced
7. Other cultural/aesthetic characteristics or features of the site
8. Spatial character of site including" sequence and interrelationship of spaces; complexity, simplicity of spaces; edges; focal points; enclosure of openness, etc.
9. Visual context of site in region
B. Other tangible factors
1. Predominant colors, hues, and values of site
2. Scale and grain of site
3. textures and lines of site
4. Light quality on site
5. Unifying characteristics and dividing characteristics of site, etc.
Intangible factors
1. Sense and meaning of place
2. Mood or feeling invoked by place
3. Symbolic significance of place
4. Cultural/historic association
5. Design responses suggested by place and site
6. Context and relationship between site and neighborhood/city/region
(adapted from 1994 AABGA Annual Conference, Site, Site Dictates, and Site Analysis, Iain Robertson & Timothy Hohn)
Phase I: Base plan preparation, inventory and analysis
This phase is the entry step of the design process. You should use the available resources and site visit to accomplish this phase's requirements.
1. Base plan preparation. This should include the following existing information:
a. Property line, b. topography, c. vegetation, d. water bodies, e. buildings, f. other structures, g. roads, paths, parking, etc. h. utility lines, i. off-site contexts.
2. Site Inventory and Analysis. Once the base plan is prepared, you need to move on to the analytical stage. You should consider the following site conditions:
a. Site location and context, b. topography, c. drainage and hydrology, d. soil, e. vegetation, f. microclimate, g. existing buildings, h. other existing structures, i. utilities, j. views, k. spaces and senses, l. site functions.
Make sure that the analysis is done objectively first, find out all possible constraints and potentials for the design. Do not implement your design concept at this stage.
3. Turn in one rendered Site Analysis Plan (Minimum, add additional sheets if you need to) to include all the following information:
a. One site analysis map showing natural, cultural, and perceptual factors. List all the possible constraints and potentials on site.
b. One small regional location map showing relationships to physical and cultural off-site potentials and constraints.
c. Small site diagrams/analysis maps (soil, wetland, floodplain, wildlife habitat, woodland and native vegetation, pasture and native tall grass prairie, historic and cultural features, water feature, slope, views, and aquifer, ...) You may combine many types of information together if they are compatible.
d. Compose your work together neatly on a 24 x 36" or larger 30 x 42" on trace, vellum or mylar sheet. Include on the title block, the project name, your name, the class and semester date, scale, north, credit, and a logo. You will use the logo throughout the project.
Phase II: Conservation Suitability Study Plan
Introduction
After reviewing your site analysis with the client, your client raised a major question, " Will I know on which area I can build, which areas I need to preserve, and which points I can have best access?" You decide to produce a series of diagrams/plans that will divide the site into small chunks of areas for each specific land use. For example, after consulting with your site analysis, your composite information of soil, slope, and depth to bedrock leads you to a best buildable site for house sites. Another example, after reviewing your vegetation types, shaded area, and micro climate, you found a good place for a neighborhood common green. Just as you finish your diagrams, you receive a call from the client who expresses interest in seeing your work. You clarify line weights, make some adjustments, and quickly color a presentation set.
Guidelines
The following criteria may be used in your suitability plan:
1. Identify primary conservation area, secondary conservation area, and potential development area.
2. Possible access routing for automobiles and pedestrians
3. Possible entry gateways and accessing points
4. Most suitable areas for different types of land conservation such as woodland, wetland, meadow, and park open spaces
5. Possible trail systems for nature exploration and strolling
6. Potential sites for demonstration of environment issues such as wetlands and native vegetation
7. Possible areas attributed by solar, micro climate, slope, or vegetation that is best for certain types of function or demonstration
8. One zone can have several different uses as long as they are compatible
9. Bubbles can be overlapped. All spaces should have certain usage, no matter how good or bad that could be. Do not leave blank spaces that have no bubble coverages.
Required
1. All work is to be done on a 24 x 36" or larger 30 x 42" on trace, vellum or mylar sheet, using black ink pens or sharpies. Graphics are to be conceptual and must also contain labeling. Submit one color rendered drawing. Also, include it on the title block, the project name, your name, the class and semester date, scale, north, credit, and a logo. Use the same logo from last phase.
2. A written summary on the drawing. This summary can be termed Suitability Study to justify your choice and analysis of the site selections.
Phase III: Conceptual stage of conservation subdivision versus conventional subdivision design
This phase is a crude model of what the designer's approach is going to be. The conceptual design is a direct outgrowth of the site-related functional diagram. The essential difference between the two is that the concept plan is more detailed in both content and graphic representation. The following criteria should be shown in a conceptual design.
a. Subdivide each function area into more suitable small spaces and roughly determine their locations and sizes.
b. Design solutions and suggestions should be implemented at this stage such as good view area, park area, woodland area, meadow or prairie area, garden area, entrance and access area, community center general location, housing lots (not subdivided yet), major circulation routes, etc.
c. Use the same graphic symbols as the phase II. Revise all bubbles and relationships to suit the new concept.
Required:
Use a smaller scale drawing to accomplish this phase but the finished size should be 24" x 36" or bigger format. The point is to conceptually compare a conventional subdivision design with a conservation subdivision design.
In a gross sense, conventional design retains a 25% of land for open spaces and community parks, however, the remaining land is divided in "cookie cutter" or "pie" manner. Property owners will enjoy deeper, larger, and sparsely distributed and privately owned lot on all developable land.
Conservation design intends to preserve 50% or more of precious land for the conservation and enjoyment of nature purpose while compacting the house lots into a village-like manner that preserves a substantial greenbelt or woodlands and farm fields around its perimeter. Property owners will enjoy small but community-like lots with nature like country settings surround their privately owned lots. l(refer to text book for better understanding)
At least three plan drawings or bird's eye perspectives if so desired need to be presented in this phase.
1. Site plan before development: graphically show all site features including woodlands, prairie, ponds, rock ledges, existing features, and so on.
2. Site plan with conventional subdivision design: graphically show all site features after development including woodlands, clearings, houses (boxes), lot lines, residential roads, open spaces and parks, and community center or similar.
3. Site plan with conservation subdivision design: graphically show all site features after development including woodlands, clearings, houses (boxes), lot lines, residential roads, open spaces and parks, and community center or similar.
4. Refer to the zoning controls for placement of houses, lots, and roads.
5. You may have a total of 50 units or slightly less developed on site for either types of design.
6. Measure the following items and present a cost comparison or statistics:
a. total road length to the house, cost per linear-ft (shoulder-to-shoulder with 4" thick asphalt) for the major residential road is $100 and minor residential road is $90
b. total water and sewer line length, water is $1.25 per ft and sewer is $1.50 per ft. We are making an assumption that water is coming from the section road and sewer is linking between the lagoon and the house.
c. site development, grading, and drainage cost on all developing site is $1,000 per acre.
d. sum the above cost and make a table for comparison.
e. divide the sum by the total units of houses you have to see what is the cost for development per house.
f. Use $60 per s.f. for building a house on site, calculate the final cost of a house from site development to finish. Give us the average size of your lot and average size of your house. State this into your statistics too.
7. Write a summary on the drawing to describe your findings after you finished your conceptual design.
ZONING CONTROLS
Density:
Refer to zoning ordinance and requirements of the City of Stillwater, OK. The minimum net density for this project is 1 D.U., however, the client wants to have a maximum net density of 0.7 D.U. or 50 maximum units on site so that they can really conserve the natural beauty of the land.
Easement:
A 33' ROW Easement exists along the Mt. Vernon Road at the west side of this property.
Off-Street Parking:
Minimum of 2 parking spaces per D.U. for single family, duplex, townhouses and cluster homes are required. Provide handicapped parking and access for public area. One space per 25 cars. If you have more than 100 spaces in a lot, please consult with ADA guidelines for details. Spaces should be placed as close to building as possible. Parking space for handicapped is 13' x 20'. (8' wide space for the car and a 5' aisle. Handicap ramps are 3-foot minimum width.
Dedicated Streets:
Major residential streets are to have a 52-foot R.O.W. with 28-foot shoulder-to-shoulder roadway that includes two 12-foot traffic lanes and one 4-foot bike lane. Minor residential streets are to have a 40-foot R.O.W. with a 28-foot shoulder-to-shoulder roadway based on two 10-foot traffic lanes and one 8-foot stopping or parking lane. Minimum 150' for offset street intersection. Maximum cul-de-sac length (to center of circle) is 500' for fire safety. Dedicated streets are not part of the 50% minimum conservation area. Pedestrian walkway need to be planned to connect all key neighborhoods and green spaces. Please consult Subdivision regulations for more detail. Storm water from the lots, streets, and parkings are to be kept on site and slowly dissipated using alternative drainage way design, wetland vegetation, or other ecological design methods. (research the article: Fitness, Adaptability, Delight in Landscape Architecture Magazine of March, 1990 and We don't `DO' wetlands in Landscape Architecture Magazine of October, 1991)
Setback and Building to Building Dimensions:
1. Buildings must be set back a minimum of 20-feet from any street R.O.W. or property line boundary.
2. Buildings must be set back a minimum of 10-feet from neighborhood's property line on the side and 20' on the back.
Constructed wetland for sewage treatment:
Minimum of 1 acre wetland to collect gray water effluents from the development. Look into literature of constructed wetland and waste water treatment for better understanding.
Open Space:
The open space combined in the 50 percent minimum dedicated area will include active and passive outdoor recreation areas for all age groups, woodland area, prairie area, and other water features. Baseball diamonds, playgrounds, community center, and other park facility is encouraged. Vegetation will provide a sense of enclosure, screening and buffering, as well as aesthetic quality. Community gardening spaces are an additional landscape amenity.
Phase IV: Schematic Design Plan
This phase is a refinement of the conceptual design. All design elements should be studied in association with one another in a realistic manner. The following criteria should be considered into this phase:
a. Consider the use of material of all elements to comply with forms and functions.
b. Consider all designs from a conservation and ecological standpoint and see how well they fit functionally and esthetically.
c. Consider the three dimensional qualities and effects of the design.
d. Show proper geometric forms and shapes of each design element.
e. Use proper graphic symbols and rendering techniques.
Required
All work is to be done on a 24 x 36" or larger 30 x 42" on vellum or mylar sheet, using black ink pens. Submit one blue/black line print drawing with color rendering. Also, include on the title block, the project name, your name, the class and semester date, scale, north, credit, and a logo. Use the same logo from last phase.
To be included in the drawing:
a. a plan for the conservation subdivision development of the site
b. additional sections/elevations and sketches that will explain your concepts more.
c. title block and other pertinent information
DUE
Phase I: Base plan preparation, inventory and analysis: Wednesday, April 16, at the beginning of class
Phase II: Phase II: Conservation Suitability Study Plan: Monday, April 21, at the beginning of class
Phase III: Conceptual stage of conservation subdivision versus conventional subdivision design: Monday April 28, at the beginning of class
Phase IV: Schematic Design Plan: Monday, May 5, at the beginning of class
Presentation of all phases: Monday, May 5, at the beginning of class
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