Case study slide

1. The Living Building Challenge Texas case studies
Texas Society of Architects
Houston, TX
November 6, 2014
The Monarch School Outdoor Learning Studio
Houston, TX
Josey Pavilion
Decatur, TX

2. Learning Objectives
•
Understand the basic requirements of the Living Building Challenge.
•
Participants will recognize value of the Challenge as a systems-based approach to development.
•
Review some examples of projects locally that incorporate successful strategies specific to their respective sites.
•
Discuss challenges for our region and potential ways to overcome hurdles.

14. Client and Process

15. “Shaping Lives from the Inside Out”

16. 1 : 6
Estimated that one in every six children is affected by neurological differences
1 : 100
One in every 100 children in the US is diagnosed with autism
1 : 54
One in every 54 boys is diagnosed with autism.
1:252
One in every 252 girls is diagnosed with autism.
A new case of autism is diagnosed every 15minutes
The Need -Alarming

18. Mission: The Monarch School is dedicated to providing an innovative, therapeutic education for individuals with neurological differences.
Vision: To serve the educational needs of individuals with neurological differences by offering a unique, therapeutic learning environment where active minds are challenged, all are treated with respect and dignity, learning is a joy, and wisdom is the outcome.
Goals:
•
To develop active critical thinkers and problem solvers
•
To teach the members of our community how to create and reach their goals
•
To nurture socially competent and responsible individuals
•
To encourage emotional competence and responsibility
•
To provide those with neurological differences a successful school experience and hope for their futures
www.monarchinstitute.org

20. TRANSECT: CAMPUS –T3
BIOREGION: THE SOUTH
TYPOLOGY: BUILDING
SITE PETAL
The Monarch Campus Master Plan

22. What if…..?

24. Critical goals:
1.The true cost of power should be communicated and demonstrated to the end users in a way that can be easily understood.
2.Materials and methods that demonstrate leadership in sustained health of the planet and its inhabitants shall be incorporated.
3.The essential nature of water and its processes (capture, movement, use, and cleaning) should be communicated to the end user in a visible, interactive way.
4.The campus environment will increase the student time outdoors, their learning, and enjoyment by appealing to the senses in multiple ways.
5.By incorporating interaction, the facility should communicate how much workis needed to create essential elements such as food, water, and power.

25. MAKING CONNECTIONS
Self
Our Space
Our Place
EQUITY

26. Collaboration and Synergies

29. TRANSECT: CAMPUS –T3
BIOREGION: THE SOUTH
TYPOLOGY: BUILDING
SITE PETAL
The Monarch Campus Master Plan

30. SITE

31. HEALTH
WATER
ENERGY
SITE
MATERIALS
EQUITY
BEAUTY

32. SITE

35. WATER

36. SITE

38. ENERGY

39. ENERGY

40. EQUITY

42. “As I spoke with the design and construction team, I was struck by their
sense of reverence for the contribution they were making to this campus…
…As I walked across the campus past classroom after classroom of engaged students,
I felt the reverence, too.
I’ve never felt a greater sense [of] gratitude for the work of all the scientists, advocates,
visionaries and builders working to provide the healthiest possible environment for our children. “
~ Bill Walsh,
Healthy Building Network
See more at: http://www.pharosproject.net/blog/detail/id/176/monarch_school#sthash.cRbWBfZb.dpuf
HEALTH

43. MATERIALS

44. HEALTH

46. MATERIALS

47. MATERIALS

48. MATERIALS

49. MATERIALS

50. BEAUTY

53. EQUITY

60. Thank You