Design Statement: Tumamudtamud, Jolina T. 1802093 BSA 3 Set 1 Code 041

Tumamudtamud, Jolina T.
1802093
BSA 3 Set 1 Code 041
Design Statement
Located in the Northern side of Tuao West, Itawes National Agricultural and Technical School,
also known as INATS Main Campus, is one of the oldest and also one of the public technical and
vocational high school in the region in terms of enrolment and faculty size is concern. This
campus is the biggest in school site with an aggregate area of 28 hectors. Spaces unoccupied by
buildings are utilized for agricultural crop production such as; rice, mango, nursery, vegetable,
swine and cattle production. These projects comprise the so- called Income Generating Projects
(IGP) of the school.
The aim is to create a school with a sustainable design, one that would inspire and teach students
about the values of the natural environment. The new conceptual model of education, inspires a
design that blurs the distinction between indoors and outdoors, transforming the design of the
building, its structure and systems into manifestations for learning. Moreover, with consideration
to the current state of the school, production buildings will still be present within the site.
The main high school building comprises of ten spacious classrooms, an admin office, computer
laboratory, comfort rooms for men, women and PWD, science laboratory room and an assembly
room. The façade is designed to create an expressionist form by using bamboos as framework for
the vertical gardens. A curtain-wall system that blurs the distinction between indoors and
outdoors, allowing natural light and continuous surveillance of the activities in the courtyard as
well as in the learning commons area. The main materials used here are bamboo, concrete, bricks
and greeneries.
Because daylight and indoor air quality profoundly impact student performance, the school was
designed to maximize performance in these areas. Operable windows minimize the need of
mechanical cooling. Louvers in the glazing areas respond to the orientation of the façade to
maximize daylight and minimize heat gain.
Due to the climate there is no need for glass windows, only for shutters serving as rain
protection. With their fold-out mechanic they function as well as sun protection. The timber
louvers within the shutters and underneath the roof ensure an excellent air ventilation and
prevention against overheating.
Rainwater harvesting system strategy is also applied in design of the building. Rainwater is
collected from the roof to the gutter, and stored in elevated tanks to supply water by gravity to
the school’s toilet facilities, gardening and other use. When the rainwater tank runs empty
especially during the dry season, tanks will draw water from the school’s private supply dictated
by the rise and fall of the float valve. A percentage of rainwater harvested will be used to water
the vertical garden/green wall façade of the building.
The classroom areas of the school are naturally ventilated and daylit. Ample views and daylight
increase the indoor quality for the occupant. Individual task lighting reduces the need for
Tumamudtamud, Jolina T. 1802093
BSA 3 Set 1 Code 041
ambient lighting. To minimize the use of electricity in the building passive solar design, in form
of photovoltaic panels on the roof top, electric lighting occupancy sensors and use of daylighting
systems were designed in this project.
On the other hand, it is important that the site and building be considered together. While it is
given to create a green sustainable environment for the overall function of the school, giving the
students enough spaces to maximize this is also taken into mind. The school becomes part of the
landscape, and the landscape continues to register the pattern of the school by the development
of gardens in place of courtyards across unbuilt portions of the site providing variations in the
learning environments not only supports differences in learning modalities, but also allows
students to exercise preference in determining their environment.
“Learning commons” is a term introduced in the design, which means “a place where students
can explore, learn and enjoy their own study time. The courtyards and open fields were designed
to be large enough for one or two group study to work outside at a time. Since they are shared
spaces, it was important to privatize a small portion of the yard. The desire for the school to be
comprised of a series of discrete spaces rather than conceived as one large space is in keeping
with the idea of small learning communities.
Students can seek out individual spaces; once they enter discrete spaces, they are separated
physically and visually from other students milling about. This allows students to connect with
smaller groups at any given time, and to perceive themselves as having greater influence and
belonging not only because they choose to be in one space versus another, but also because the
scale of the space is more relatable to the student.
Additionally, the courtyards provide secondary circulation routes that give a literal breath of
fresh air while avoiding the main circulation path. Despite the division of the hallway into
discrete spaces, courtyards are always placed on axis allowing the student the sensation of
walking from open space to open space.

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