Copyright 2010 by Annie Kurtin and Ravi Raj 152 5th Avenue Suite 3B Brooklyn, NY U.S.A.

Transcription

1 Copyright 2010 by Annie Kurtin and Ravi Raj 152 5th Avenue Suite 3B Brooklyn, NY U.S.A. tel:

2 a sustainable agricultural campus in the D.R.C.

3 September 16th, 2010 Dear Governor Moise Katumbi, It is with great pride and pleasure we submit to you our design proposal for an Agricultural Teachers College in the Katanga Province of the Democratic Republic of Congo. In October 2009, as part of an architecture studio from Columbia University s Graduate School of Architecture, Planning and Preservation, we traveled to Congo and spent ten incredible days in your Province. The studio, led by our Professors Markus Doschantschi and Chad Kellog, visited the capital Lubumbashi, where we met with many respected individuals in your cabinet, including the Ministers of Education and Agriculture. We also had the great fortune of visiting schools in and around Lubumbashi, and meeting with students from the University. Overall, it was an exciting and inspiring experience. We also owe our sincere thanks to Noella Coursaris Masters who tirelessly arranged our amazing visit. We would now like to share with you our vision for a new school in your Province that would educate and nurture students in sustainable agricultural practices while providing a safe community for growth and learning. The curriculum would encompass the development and instruction of new farming methods within an affordable, sustainable building. The concept for this school emerged from conducting thorough research around Congo s history of agricultural production, combined with our understanding of the defi cit of skilled teachers in the country. Furthermore, our approach to the design includes a sensitivity to the environment and appreciation for the construction materials that are readily available in the surrounding areas. Schematic Section of School

4 We envision this school as an opportunity to empower students and the surrounding communities. We are acutely aware of your goals as Governor and admire the work you have already accomplished to advance the livelihoods of your people. We hope that our school design could become a part of those goals and contribute to the betterment of life in Katanga. If you would be interested in seeing a further refi nement of this project please let us know. We would be most happy to develop and present these designs to you in person in Lubumbashi. Again, it was a pleasure meeting with you and your Ministers last Fall. Thank you very much for your time and consideration. With best regards, Annie Kurtin and Ravi Raj New York, New York

5 A primary goal of Agricult is to alleviate the problems of malnutrition through improved methods in food production. Currently, 50% of school operating budgets is spent on food. However, according to the Food and Agriculture Organization, the DRC alone has the agroecological capacity to grow food for 2 to 3 billion people. The new agricultural campus would work to improve this imbalance through the cultivation of food crops directly on the campus for its residents. 76% undernourished The ecological approach of Agricult bridges both traditional and contemporary methods of agriculture, creating a healthy environment for education. The fl exibility of the agricultural systems enables the size and growth of the school to adapt to the needs of the community. The Schematic Master Plan natural cycles of planting and harvesting create a symbiotic relationship between students and the land. Keys to Planning: - Provide enough food for each teacher, student and worker at the school through an independent, self-sustaining farm. - Irrigate the land using channels and pumps that do not disturb the existing environment. - Employ new methods of agriculture, such as Agroforestry, that enrich the soil while providing a stable food source. - Cultivate the land in phases according to the size of the school. - Allow for future growth of the school by situating the school on an open site.

6 Planning Studies Irrigation channels Infrastructure Buildings Crops Crop grid Irrigation Access Buildings

7 The construction of the school would combine low-cost, sustainable building materials with integrated Aerial View of School environmental technology resulting in an ecological design that fosters learning and participation. By situating the structure along the irrigation channels, students can understand how education and cultivation work together. In addition, the modular design of each component allows for the school to expand as needed to provide for the growing community. Each building is composed of four main structural elements: irrigation channels, platforms, partition screens and a rain-collection roof. Separating each system will allow for better maintenance and fl exibility of the individual rooms to address both programmatic and climatic needs. Keys to Building: -- Use modular components to create each element of the school and allow for future growth. - Naturally cool and shade the school using trees, screens and a roof structure that are low maintenance. - Use low-cost, sustainable building material such as bamboo and rope that can easily be supplied and are renewable. - Build a roof structure that protects the site and also collects rainwater for drinking and irrigation. - Use movable screens and doors that allow each space to serve multiple purposes , a 5 Schematic Plan of School

8 Axonometric of Classroom Ceiling Net Structural Beams Operable Bamboo Screen 2 Platform Walkway Operable Bamboo Screen 1 Sliding Screen 1 Sliding Screen Cover Classroom Deck Water Duct Irrigation Channel 7, c 12, c/f , c/f b 8, d/e 9, d/e 1. Tractor Garage 2. Irrigation Pump 3. Workshop Classroom 4. Student Residences 5. Wellness Center 6. Fisheries 7. Bathrooms 8. Dining Hall 9. Kitchen, Storage 10. Library (above) 11. Lecture Classrooms 12. Infrastructure Residences 13. Water Channel 14. Animal Sheds 15. Grain Storage

9 Agricult envisions an education campus where planting, harvesting, and learning go hand in hand. By providing an environment that is integrated with the surrounding ecosystem, teachers, students and their families will be more connected to the food they grow and eat. Education is considered a lifestyle on the campus, where multiple activities maintain Congolese cultural traditions while also promoting awareness of environmental issues. Daily routines would be intertwined with the school s scholastic curricula. Both teachers and students work and live together, maintaining a community that grows alongside agricultural production. The primary purpose of Agricult is to instill the role of education as a lifestyle, more than a requirement. Keys to Learning: - Maintain a strong community through living and working on the land. - Provide social outlets for students, including sporting events as well as music and dance spaces. - Promote learning by keeping a small teacher to student ratio so that each student feels involved. - Have communal meals where students and teachers eat and socialize together. - Teach fundamental skills along with specialized techniques View of Library

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11 Agriculture PRIMARY GOALS A well-balanced diet and an understanding of what grows naturally in the region are key principles of determining what will grow on the campus. Irrigation systems, planting and harvesting systems are all integrated components of this campus and its livelihood. Teachers Our proposal begins with a small Teachers College whose curricula will be divided between classes focusing on farming and developing the skills to teach primary and secondary education. Community The second phase of development introduces families and young children to the campus.. Children will learn fundamental academic skills. Teachers, students and family members will each take part in cultivating and harvesting the crops. Ecology The land is our teaching tool. Sustainable farming practices and effi cient production are central to this proposal the curricula, facilities, program and phasing are all connected to the agricultural components of this campus.

12 Annie Kurtin Architecture 2009 Pedestrian Studio, Intern Architect 2008 Frederic Schwartz Architects, Intern Architect American Institute of Architects, Director of Policy and Communications Academic Masters in Architecture, Columbia University in New York M.A. in Cricital Theory, University of London, Goldsmiths College B.A. in Art History, University of California, Santa Cruz Teaching 2010 Adjunct Professor, School of Architecture, University of Arizona 2010/2009 Introduction to Architecture, Teaching Assistant, Columbia University Exhibitions 2010 Elements of Change, New Educational Landscapes in the DRC, James Cohan Gallery 2008 Architecture Schools, Center for Architecture Awards 2010 Charles McKim Prize for Excellence in Design 2010 Kinne Travelling Fellowship Ravi Raj Architecture 2008 Ben Hansen Architects, New York, Intern Architect Hobbs Architects, Boulder Colorado, Design Architect Behles & Behles Architects, Chicago Illinois, Intern Architect Teaching 2010 Point of Viewing Architecture Studio, Columbia University 2010/2009 Introduction to Architecture, Teaching Assistant, Columbia University Academic Masters in Architecture, Columbia University in New York B.S. in Architecture, Washington University in St. Louis Exhibitions 2010 Elements of Change, New Educational Landscapes in the DRC, James Cohan Gallery 2008 Architecture Schools, Center for Architecture Awards 2010 Alpha Rho Chi Medal 2010 Kinne Travelling Fellowship MARKUS DOCHANTSCHI & CHAD KELLOGG, Studio MDA Architects ERIC OLSEN, Transsolar Climate Engineering RESUME REFERENCES PEDRO SANCHEZ, Director of Millenium Villages, Earth Institute, Columbia University PORTIA WILLIAMS, Director of International Affairs, Teachers College, Columbia University