Sierra Morena Workshop Academy

SIERRA MORENA W O R K S H O P A C A D E M Y

B O G O TÁ , C O L O M B I A

J U S T I N S A N T

SIERRA MORENA W O R K S H O P A C A D E M Y

B O G O TÁ , C O L O M B I A

A place of education, psychological support, skill training and advocacy that empowers former child

soldiers of the Colombian Civil Conflict, on a campus that supports and uplifts its disenfranchised hillside

barrio on the outskirts of Bogotá, with public space and services to transition out of poverty and adapt.

J U S T I N S A N T

( R E ) G E N E R A T I V E D E S I G N

T h e s i s S t u d i o 2 0 1 3 - 2 0 1 4

UNIVERSITY OF OREGON // M. ARCHS C H O O L O F A R C H I T E C T U R E

& A L L I E D A R T S

P r o f e s s o r / /H a j o N e i s , P h D

I n s t r u c t o r s / /J o s h u a H i l t o nV a n e s s a C a s s

A d v i s o r s / /J i m P e t t i n a r i L l o y d L i n d l e y

A C K N O W L E D G M E N T SI’m indebted to many experts for their insight into the needs of this projects particular program, context, and language, while connecting me to good ideas and the people with them; Architects Maria Fernanda and Catalina Pizzaro and their family for their invaluable guidance and warm hospitality during my stay in Colombiá, and showing me the ideas of Architect Daniel Feldman and his work with the Colombian Government; the education model of Escuela Taller in Bogotá; Stephen Oliver of the Latin American Mercy Corps team; the many others that gave me invaluable advisement on the larger context of Colombia, human rights and international relations.

Big thanks to the colleagues and classmates that patiently reviewed work with me, stayed up late with me, inspired me and helped me edit down the scope of the project. Special thanks to Daniel Nowell and Alexander Atallah from GBD Architects for their knowledgeable mentorship.

This thesis project would not be possible without Professor Hajo Neis and his vision of a studio that developed meaningful architectural solutions to both human and natural catastrophes around the world. Much appreciation goes to Hajo, Vanessa Cass, Josh Hilton, Lloyd Lindley & Jim Pettinari for their advisement throughout the year.

2 0 1 4 © J U S T I N S A N T

All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from Justin Sant.

Submitted to the University of Oregon Department of Architecture for in partial fulfillment of the requirements for the degree of Master of Architecture.

CAMPUS PLANSITE MODEL

CAMPUS EDGESSITE SECTION

SUSTAINABILITYMATERIALS

HOUSINGLIBRARY

ADMINISTRATIONDINING HALLAUDITORIUMPLAYFIELDS

WORKSHOPS PLANS

SOURCES

BOGOTÁCLIMATE

BUILT HERITAGEMODERNISM

CONTEMPORARYSIERRA MORENA

SITE ANALYSISSITE PANORAMAS

CONTENTS

COLOMBIACIVIL CONFLICT

CHILD SOLDIERSDEMOBILIZATIONEMPOWERMENTPROGRAMMING

PARADIGMS

891 01 11 21 41 5

1 61 81 92 02 12 22 42 5

2 63 23 63 84 04 24 65 25 86 46 66 87 07 2

7 4

CONTEXTPROGRAM DESIGN

ABSTRACT

thesis statement

A place of education, psychological support, skill training and advocacy can empower former child soldiers of the Colombian Civil Conflict, while supporting and uplifting a disenfranchised hillside barrio on the outskirts of Bogotá with public spaces and services to transition out of poverty and adapt.

thesis abstract

Demobilized ex-combatant children of the Colombian conflict are facing major challenges: unpredictable psychological turmoil, disconnection from family, the lack of formal education, trenchant social stigma from former persecution, the pressure of joining newly formed urban criminal gangs, and more.

Being left with little to nothing after their ordeal, the only neighborhoods these ex-combatants and others displaced by the conflict are able to afford to live in a informal settlements on the outskirts of the capital city of Bogotá, more than 10km (>6mi) from the city center, on steep and unstable slopes without access to public space or safe, accessible paths, with poor infrastructure reliability, polluted water ways, high crime, diseased street animals, and more.

The government of Colombia has begun funding efforts to build workshop schools and rehabilitation academies that can give former child soldiers skills training, internships, and curriculum that helps them focus on earning a living, overcoming trauma and developing leadership skills.

However, instead of placing these workshop schools in the city center (forcing students to commute many hours a day) or building these rehabilitation academies far outside the city in the mountains, (disconnecting students from the urban life they must again grow accustomed to) these workshop academies can be a boon to the barrios that many of these former soldiers would otherwise be living in: supporting safe, lively streets and paths, space for struggling, enterprising neighbors and experienced craftsman/women who wish to exchange lessons for access to facilities, and much needed public spaces. This academy can also be a symbolic landmark of the country’s commitment to its most marginalized citizenry (using the form language of recently built library parks in Medellin, Colombia) while still blending into its particular urban context and regenerating the adjacent environmental and social elements that threaten the barrio.

design priorities

Critical Cultural RegionalismWhat forms and spatial relationships will continue to support the existing culture? What appropriate new forms can push the culture forward and act as symbols/tools of progress?

Contextual IntegrationWhat forms respond best to the climate of the site? How can existing site factors shape the edges and paths to the site, and how can the project blend into and improve its context?

Bottom-Up Humanitarian DesignWhat do the users imagine this project becoming? What do future users want it to include? How can neighbors and future users personalize, add to and improve the project over time?

Phenomenology + Human SpiritHow can experiential/sensual experiences support the aims of the program? What can material, space, daylighting, sequence, transition, arrival, etc. do to elevate the human spirit?

Resiliency + SustainabilityHow can the input/output system of the program be made self-sufficient, responsive and adaptable? How can these systems be linked and composed to reinforce the program goals?

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Colombia is a beautiful country in the northwest corner of South America, full of the most friendly and storied people I’ve ever come to know, with a contagious love of life, saturated with musical traditions, sustained by a bounty of food distinguished by local fruits, plantains, and cheeses, a place of endless optimism and social graces. Colombia has a strong Spanish cultural inheritance from conquistadors who ruled from the 15th through 19th Centuries. It was liberated by Simon Bolivar and became independent in 1903. Now home to 49 million, it is a land of seven unique climates, the most biodiverse country per square kilometer in the world, with 68 unique indigenous populations, languages and cultures.

Effects from climate change threaten Colombia’s rich biodiversity, and will inequitably effect disenfranchised cultures and those marginalized by the ongoing civil conflict.

This map highlights where human settlements and seismic activity (red) are intersecting desertifying land (orange) and critical, at-risk waterways (blue).

C O L O M B I A MYTH, NATURE & PROGRESS

9

C I V I L C O N F L I C T REVOLUTION, VIOLENCE & DISPLACEMENTColombia also suffers from a global mala fama, or bad reputation, from a long history of violence, an over 50-year-long conflict between left-leaning guerrilla groups, government forces and right-leaning paramilitaries, political corruption, and an illegal cocaine economy that brought druglords like Pablo Escobar to worldwide infamy. Now this cocaine economy now sustains the activities of the remaining guerrilla forces. This deep rooted violence has undoubtedly had profound effect on this society hungry for a peaceful life.

The conflict between paramilitaries, guerrillas, and state forces have resulted in >220,000 deaths, and the forcibly displaced >4.8 million Colombians over the past three decades, leaving behind an estimated 6 million hectares of disputed land. These territorial disputes are heavily impacting rural farmers, working land severely affected by violence, insecure land tenure and climate-affected flooding. The inability of small farmers to gain access to land helped inspire the creation of the FARC in the 1960s in the first place.

Colombia has radically transformed itself in the past decade, with peace talks occurring as we speak in Havana, Cuba between the Colombian government and guerrilla leadership. When peace talks conclude, Colombian ministries expect the largest wave of internally displaced peoples and former soldiers into the capital city Bogotá yet. A redoubling of efforts will be required to integrate these disparate marginalized sectors of society into the informally planned and built settlements growing in Southwest Bogotá.

PARQUE MACUIRA

CARTAGENA

REGIÓN PAISA

BOGOTÁ

VALLE DEL CAUCA

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W O R K S H O P A C A D E M Y P R O G R A M 8 , 4 0 0 s f . L i b r a r y w i t h C o m p u t e r C l a s s r o o m

2 , 4 0 0 s f . H e a l t h C a r e C e n t e r 2 , 4 0 0 s f . C o u s e l i n g a n d W i t h d r a w a l S p a c e

3 , 6 0 0 s f . D e m o n s t r a t i o n / D i s p l a y / I n t e r m i x i n g S p a c e 3 , 6 0 0 s f . C o m m u n i t y M a k e r s p a c e

1 , 7 0 0 s f . A d m i n i s t r a t i o n a n d C e n t r a l O f f i c e 1 , 7 0 0 s f . N G O O f f i c e

2 , 2 4 0 s f . C o m m u n i t y L e c t u r e / M e e t i n g R o o m 2 , 2 4 0 s f . M e d i u m L e c t u r e C l a s s r o o m

5 , 8 0 0 s f . Tr a i n i n g W o r k s h o p C l a s s r o o m s 8 , 9 7 0 s f . I n d o o r A u d i t o r i u m

6 3 , 6 4 0 s f . S o c c e r F i e l d & S t a n d s ( 4 , 6 0 0 s f ) 2 , 8 5 0 s f . C l u b h o u s e & F a c i l i t i e s

2 1 , 0 0 0 s f . B a s k e t b a l l C o u r t & S t a n d s ( 1 7 7 0 s f )

1 , 6 0 0 s f . O p e n A i r A u d i t o r i u m 9 6 0 s f . P e r f o r m a n c e S t a g e

2 , 4 1 0 s f . F o o d G a r d e n s

- - - - - S t a i r s a n d A c c e s s i b l e P a t h s - - - - - R o o f t o p G a r d e n s a n d P a t i o s

7 , 2 0 0 s f . G y m n a s i u m & W e i g h t R o o m

2 , 2 4 0 s f M e d i u m L e c t u r e R o o m 2 , 2 4 0 s f C o m p u t e r C l a s s r o o m

1 , 9 2 0 s f . C e n t r a l D i n i n g H a l l 6 4 0 s f . C e n t r a l K i t c h e n

5 6 , 0 0 0 s f . P a r k i n g G a r a g e ( u n d e r s o c c e r f i e l d ) 1 , 6 0 0 s f . B i o d i g e s t i o n a n d L i v i n g M a c h i n e 2 , 0 0 0 s f . R a i n w a t e r C o l l e c t i o n C i s t e r n

1 2 , 7 7 0 s f ( 2 4 ) 5 3 2 s f C o m m u n a l D o r m s ( 4 ) f o r 9 6 + F o r m e r S o l d i e r s 6 , 0 1 0 s f ( 7 ) 8 5 6 s f C o m m u n a l D w e l l i n g s ( 4 - 6 ) f o r 2 4 - 3 6 F a c u l t y

Using child soldiers in armed conflict is an ongoing, worldwide issue, most recently witnessed within Uganda, the Philippines, Burma and Afghanistan. In Colombia, all involved forces have used child soldiers. The Colombian Government did not officially end the recruitment of children under 18 until 1997, and only completely demobilized child soldiers by the paramilitary AUC when these groups were disbanded in 2007.

New paramilitaries like The Black Eagles continue to bring children into their ranks. Many of the soldiers expected to be released from the FARC when peace talks conclude are children, or were children when they were recruited.

It is believed that 14,000 children are currently in illegal armed groups in Colombia. 12 years old is the average age a child joins the FARC, Colombia’s largest rebel group. Some are as young as 8 years old. 28% of recruits are female.

Although some recruitment is forced by threat, over 80% of recruitment is voluntary, the decision stemming from the promises of money, coercion from friends, a desire for the power of a gun and uniform, or running from a lack of opportunity or abuse at home.

Instead of a formal education, these soldiers learn to live a lifestyle centered around violence, drug production and distribution. 51.3% have been a part of

armed takeovers, 46% in massacres, 37% in assassinations. Many are ordered to guard hostages, act as human shields, spy on the enemy, plant landmines, transport equipment and messages, and farm coca. Many form trenchant drug addictions to ease the trauma of committing these acts.

After an average of 1-2 years, 83% of child soldiers in Colombia eventually escape. Others are captured and ‘liberated’ by government forces. Over 5,000 child soldiers have been demobilized since 2001, 100-300 per year. Former soldiers involved in guerilla affairs will face criminal charges if they are over 18 years old at the time of their demobilization.

C H I L D S O L D I E R S I N C O L O M B I A

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Secretary-General’s Annual Report on Children and Armed Conflict (2009)

Once demobilized, ex-combatant children of the Colombian conflict face:

+ Unpredictable psychological turmoil+ Often no home or family to return to+ A lack of formal education and employable skills+ Trenchant social stigma from former persecution

+ Pressure to join urban criminal gangs (bacrim) that pedal drugs and weapons+ >1.5 hr. commutes to services in central city+ Lingering drug addictions and physical wounds+ Steep neighborhoods susceptible to mudslides,+ High crime, polluted waterways, no public space

D E M O B I L I Z E D - Y E T S T I L L T R A P P E D

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W O R K S H O P A C A D E M Y P R O G R A M 8 , 4 0 0 s f . L i b r a r y w i t h C o m p u t e r C l a s s r o o m

2 , 4 0 0 s f . H e a l t h C a r e C e n t e r 2 , 4 0 0 s f . C o u s e l i n g a n d W i t h d r a w a l S p a c e

3 , 6 0 0 s f . D e m o n s t r a t i o n / D i s p l a y / I n t e r m i x i n g S p a c e 3 , 6 0 0 s f . C o m m u n i t y M a k e r s p a c e

1 , 7 0 0 s f . A d m i n i s t r a t i o n a n d C e n t r a l O f f i c e 1 , 7 0 0 s f . N G O O f f i c e

2 , 2 4 0 s f . C o m m u n i t y L e c t u r e / M e e t i n g R o o m 2 , 2 4 0 s f . M e d i u m L e c t u r e C l a s s r o o m

5 , 8 0 0 s f . Tr a i n i n g W o r k s h o p C l a s s r o o m s 8 , 9 7 0 s f . I n d o o r A u d i t o r i u m

6 3 , 6 4 0 s f . S o c c e r F i e l d & S t a n d s ( 4 , 6 0 0 s f ) 2 , 8 5 0 s f . C l u b h o u s e & F a c i l i t i e s

2 1 , 0 0 0 s f . B a s k e t b a l l C o u r t & S t a n d s ( 1 7 7 0 s f )

1 , 6 0 0 s f . O p e n A i r A u d i t o r i u m 9 6 0 s f . P e r f o r m a n c e S t a g e

2 , 4 1 0 s f . F o o d G a r d e n s

- - - - - S t a i r s a n d A c c e s s i b l e P a t h s - - - - - R o o f t o p G a r d e n s a n d P a t i o s

7 , 2 0 0 s f . G y m n a s i u m & W e i g h t R o o m

2 , 2 4 0 s f M e d i u m L e c t u r e R o o m 2 , 2 4 0 s f C o m p u t e r C l a s s r o o m

1 , 9 2 0 s f . C e n t r a l D i n i n g H a l l 6 4 0 s f . C e n t r a l K i t c h e n

5 6 , 0 0 0 s f . P a r k i n g G a r a g e ( u n d e r s o c c e r f i e l d ) 1 , 6 0 0 s f . B i o d i g e s t i o n a n d L i v i n g M a c h i n e 2 , 0 0 0 s f . R a i n w a t e r C o l l e c t i o n C i s t e r n

1 2 , 7 7 0 s f ( 2 4 ) 5 3 2 s f C o m m u n a l D o r m s ( 4 ) f o r 9 6 + F o r m e r S o l d i e r s 6 , 0 1 0 s f ( 7 ) 8 5 6 s f C o m m u n a l D w e l l i n g s ( 4 - 6 ) f o r 2 4 - 3 6 F a c u l t y

A DIGNIFIED LEVER OF REINTEGRATION:PARQUES BIBLIOTECAS

In 2004, Sergio Fajardo, Mayor of Medellín, helped initiate a campaign of Integral Urban Projects, a network of library park complexes, with schools, auditoriums, play areas, lookout points, pedestrian ways and more in the least educated, poorest and most dangerous areas of the city. The most famous of these projects is Biblioteca España by architect Giancarlo Mazzanti. The city of Bogotá has started a similar campaign, its newest library complex is the Virgilio Barco Library by architect Rogelio Salmona.

The municipal governments of Medellín and Bogotá have both found much success and acclaim for their respective campaigns to build a network of these ‘urban temples’ - library complexes built in the most deprived areas of the city, giving neighbors expanded public space and accessibility, new sense of community pride, a large, measurable decrease in crime (-50%), increases in literacy (12%) and reductions in daily commutes (68 min.). Still, many situational circumstances and the consistency in execution and strategic deployment determined the success of the project and fulfillment of its goals.

C O U N S E L I N G & R E TO O L I N G F O R M E R S O L D I E R S

Colombian departments and NGO’s like Mercy Corps have also started funding efforts to build workshop schools and rehabilitation centers that can keep former child soldiers out of violent barcim, giving them a place to stay and learn a skill, to find an apprenticeship that helps them focus on earning a living, overcome trauma and develop leadership skills.

However, these facilities only provide a transition home for 15-45 days. Once they find housing in the affordable areas in the city, they must commute 1.5hrs+ each way to get to these downtown facilities. Other places take former soldiers out of the city completely to idyllic farm environments. Although initially beneficial, these facilities decontextualize the interrelationships of the problem and uproot students from the urban lives they must again grow accustomed to.

“We reject the paradigm that, when it comes to poor people, any little thing will do - that they will be happy just to get anything at all...

“People who say that a beautiful building doesn’t improve education don’t understand something critical...The first step toward quality education is the dignity of the space. When the poorest kid in Medellín arrives in the best classroom in the city, there is a powerful message of social inclusion...

“It is not just about schools. It is about the whole life of a society.”

Sergio Fajardo Former Mayor of Medellín

ESCUELA TALLER (BOGOTÁ) + BIBLIOTECA ESPAÑA (MEDELLÍN)

D E S I G N I N G E M P O W E R M E N T

13

A NEW BUILDING PARADIGM:SERVING BOTH INFORMAL SETTLEMENTS and FORMER SOLDIERS

My idea is to combine the virtues of the successful library park for a struggling informal community with a workshop school and housing for former child soldiers, what I’m calling the Workshop Academy.

This place also gives the community a much needed public space, a place to play, a place to read, to learn; a space for struggling, enterprising neighbors and experienced craftswomen and men who wish to exchange lessons for access to facilities. The activity supports safe, lively streets and paths for more hours per day.

“The community gains a “cultural center for social development that encourage citizen encounters, educational and recreational activities, building groups, the approach to the new challenges in digital culture. And they are also spaces for cultural services that allow cultural creation and strengthening of existing neighborhood organizations”

Sergio Fajardo Former Mayor of Medellín

This academy can also be a symbolic landmark of the country’s commitment to its most marginalized citizenry while still blending into its particular urban context and regenerating the adjacent environmental and social elements that threaten the barrio.

U N D E R S TA N D I N G H OW TO B U I L D S O C I A L J U S T I C E

To understand the particular needs of this program beyond the summaries and statistics, I read a personal account of being a child soldier, and read extensively about the experience of those internally displaced and the types of places they are creating on the fringes of major cities in Brazil, China and Colombia. I then visited the city and an urban workshop school, talked with architects there that have worked on the library parks of Medellin and visited the neighborhood and site, interviewing citizens and police officers about the issue and the area.

I found a variety of factors, found interrelationships and developed a program from these connections.

EMPOWERMENT & ADVOCACY Family tracing, reunification and relocation with recruitment prevention, neighbor adoption, governmental collaboration, and NGO advocacy. PSYCHOLOGICAL HEALTH Spaces for counseling and processing trauma, respect violence, listen to needs, discover personality cues, and develop forgiveness for the self. Soldiers move on with art therapy, self-reflection exercises and self-esteem workshops. PHYSICAL HEALTH On-site health care facility, including drug withdrawal spaces, and a sports facility focused on competitive, centralized play. EDUCATIONAL BASE Focus on basic literacy, spatial aptitude and personal development, with lessons in values & habits, decision making, life plans, critical thinking, self-reliance, teamwork, conflict resolution, gender-equality & role reversals. REGENERATIVE SKILLS Classes on economics & business, paired job & resume classes, elective entrepreneurship. Workshops on craft; fixing & making. Once basic skills are developed, apprenticeships with local artisans are developed.

SAFE CAMPUSRefuge and prospect with controlled entries and ‘eyes’ on safely lit paths. ROOTED SITE Site work that stabilizes slopes, accessible routes throughout entire site, on-site water management, site repair and outdoor living.

SELF-SUFFICIENCY On-site food production, solar hot water and a future combined heat and power facility for the neighborhood.

LOCAL ENGAGEMENTInclusive community exterior with strategically addressing the scale, articulation and color of the context, demonstration spaces, incentivized participation, a volunteer swap, local partners and central city trips. FOSTERED INTIMACY1-2 year housing accommodations and close roommate bonds. Squadlike social units, with opportunities for collaborative talent. COMMUNAL ANCHORS Rooftop gardens with communal meals and a central kitchen, different courtyard types, an open air learning/performance space and playfields.

F R O M C O N N E C T I O N S TO PAT T E R N S TO P R O G R A MDESIGNING A SAFE PLACE FOR HEALING, REGENERATION & FLOURISHING

I analyzed the particular factors involved in this issue throughout my research and travel. I drew connections and discovered adjacencies that ultimately led to a set of patterns to incorporate into the design, and finally a program with definitive space requirements.

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2

1

8

3

49

5

10

6

11

14

W O R K S H O P A C A D E M Y P R O G R A M 8 ,400 sf. . . . . . . . . . . . . . . . . . L ibrar y wi th Computer C lassroom

2 ,400 sf. . . . . . . . . . . . . . . . . . Heal th Care Center 2 ,400 sf. . . . . . . . . . . . . . . . . . Counsel ing and Withdrawal Space

3 ,600 sf. . . . . . . . . . . . . . . . . . Demonstrat ion/Display/ Intermix ing Space 3 ,600 sf. . . . . . . . . . . . . . . . . . Communit y Makerspace

1 ,700 sf. . . . . . . . . . . . . . . . . . Administ rat ion and Centra l Off ice 1 ,700 sf. . . . . . . . . . . . . . . . . . NGO Off ice 2 ,240 sf. . . . . . . . . . . . . . . . . . Communit y Lecture/Meet ing Room 2 ,240 sf. . . . . . . . . . . . . . . . . . Medium Lecture Classroom

5 ,800 sf. . . . . . . . . . . . . . . . . . Tra in ing Workshop Classrooms 8 ,970 sf. . . . . . . . . . . . . . . . . . Indoor Auditor ium

63,640 sf. . . . . . . . . . . . . . . . . Soccer F ie ld & Stands (4 ,600sf ) 2 ,850 sf. . . . . . . . . . . . . . . . . C lubhouse & Faci l i t ies

2 1 ,000 sf. . . . . . . . . . . . . . . . . . Basketbal l Cour t & Stands ( 17 70sf )

1 ,600 sf. . . . . . . . . . . . . . . . . . Open Ai r Auditor ium 960 sf. . . . . . . . . . . . . . . . . . Per formance Stage

2 ,410 sf. . . . . . . . . . . . . . . . . . Food Gardens

- ---- . . . . . . . . . . . . . . . . . Sta i rs and Accessib le Paths - ---- . . . . . . . . . . . . . . . . . Rooftop Gardens and Pat ios

7 ,200 sf. . . . . . . . . . . . . . . . . Gymnasium & Weight Room

2 ,240 sf. . . . . . . . . . . . . . . . . Medium Lecture Room 2 ,240 sf. . . . . . . . . . . . . . . . . Computer C lassroom

1 ,920 sf. . . . . . . . . . . . . . . . . Centra l D in ing Hal l 640 sf. . . . . . . . . . . . . . . . . Centra l K i tchen

56,000 sf. . . . . . . . . . . . . . . . . Park ing Garage (under soccer f ie ld ) 1 ,600 sf. . . . . . . . . . . . . . . . B iodigest ion and L iv ing Machine 2 ,000 sf. . . . . . . . . . . . . . . . Rainwater Col lect ion Cistern

12 ,7 70 sf. . . . . . . . . . . . . . . . (24) 532sf Communal Dorms (4 ) for 96+ Former Sold iers

6 ,010 sf. . . . . . . . . . . . . . . . ( 7 ) 856sf Communal Dwel l ings (4 -6) for 24 -36 Facult y

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Internal Displacement

Population Density

Coca Cultivation

+ Guerilla Activity

B O G O T ÁTHE ATHENS OF SOUTH AMERICA+ Population: 8 million (largest city, capitol)+ 72.7% live in urban setting (81% in U.S.)+ Elevation: 2,640m (8,660 ft)+ Time Zone: -5 GMT+ Area: 308 km2 (119 sq mi)+ Density: 26,000/km2

(67,200/sq mi)+ Founded: 1538+ Motto: “Bogotá Humana” - Humane Bogotá

Socioeconomic Strata

Incidents of Homicide

Mobility / Accessibility

2008 GEODATA

Bogotá’s nickname, the “Athens of South America”, comes from its multiple universities, libraries and fervent political participation. In recent years, there has been a large cultural outpouring of artists, writers, designers and thinkers from the city. A boom of investment have led to a new airport, hotels, a convention center and needed infrastructure serving citizens and at least 4 million visitors per year.

Bogotá has grown past it’s reputation for kidnappings and bombing by guerillas, but the city still suffers from major traffic congestion, air pollution, political corruption and social stratification. The contrast between the rich north and the poor south widens exponentially each year. 10% of residents don’t even have basic services like water, electricity or sanitation. Many live just outside the city limits, in informal settlements or ‘slums’ that have exploded in recent years for those internally displaced by the civil conflict still active in rural areas, where coca is cultivated and guerillas operate. These new areas are prone to very heavy crime and density and limited mobility.

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Building Activity

Bus Rapid Transit

Population Density

Employm

ent Density

Highways & Parks

LA CICLOVÍAA network of new ciclorutas have helped relieve the auto-centrism of Bogotá, and the now famous Ciclovía is a new cicleway that shuts down entire thoroughfares and the main spine of circulation in the city to bikes and pedestrians, allowing citizens to retake their city every Sunday and Public Holiday, 7am until 2 pm.

TAXISDespite abduction rumors, thousands of ubiquitous and cheap taxis are used by the wealthier classes in the west and north of the city.

BUS RAPID TRANSIT - TRANSMILENIORecently, an innovative Bus Rapid Transit (BRT) system, Transmilenio, has both supported and transformed the urban landscape and the way citizens navigate their city, connecting the rich north of the city to the poorer west and south ends.

Transmilenio has made public transportation a relatively quick, ordered, punctual and consolidated experience, after almost a century of using the informal rural chivas and ubiquitous private escaleras, very small buses for 10 to 15 people you have to hail from the sidewalk, which are still heavily used. The mix of these escaleras, taxis and private vehicles has accumulated into a never-ending and legendary congestion for the city.

AVENIDA JIMÉNEZThis major E/W thoroughfare runs through Bogotá’s historic center, and once buried the San Francisco river. In 2001, this ‘Environmental Hub’ prohibited cars and is only open to pedestrians and transit. The river was revived into a series of cascading pools, and the site planted with native vegetation and layed with local brick pavers.

Bycycle-Only Routes

B O G O TÁ

SUN BUILT

ADAPTATION

Building Form & Voidattached dwelling units, small courtyards

Passive Solar Direct Gainhigh mass walls and floors

manage direct sun exposure, both N and S

Efficient Envelope Strategieshigh insulation, low window/wall ratio

Internal Heat Gainlights, people, activities & machines

Supplemental District HeatingCombined Heat & Power for district

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CsbKöppen classification

(14.5°C) 58°Fconsistent avg. temp.

97hrs < 68°F

ventilation needed

2217hrs > 68°F

heating needed

Warm, Dry summers

70% Cloud Cover

5-15 mphstorm winds from SW & NE

local mountain & valley winds

precipitation days 50%usually mild & cloudy

rainy seasons 2March - May

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Built Culture Observations From HOUSE FORM & CULTURE (1969)-Amos Rapaport

BUILT CULTURAL HERITAGE COLONIAL & VERNACULAR LEGACY

MID-COLONIAL+ central patios+ clay tile roofs+ enclosed ‘mirradors’+ quoins & corner details+ colorful plaster+ stone foundation on street+ interior arcades+ symmetrical compositions

EARLY COLONIAL+ arched street arcades+ three sided patios + stone columns+ white stucco walls+ timber supported roofs+ open ‘mirrador’ balconies+ asymmetrical compositions

RENAISSANCE+ local stone exteriors+ hidden roofs, parapets+ highly articulated exterior+ Spanish exterior details+ Neoclassical interior details+ shallow, vertical facades+ symmetrical compositions

NEOCLASSICAL+ front-loaded patios+ flat or hidden roofs+ flat, local stone exteriors+ raised, horizontally-oriented+ austere, grand proportions+ Neoclassical details+ symmetrical compositions

First Cathedral of Bogotá

Colombia National Capitol

Palace of Nobility

Monserrate Universidad de los Andes

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Edificio Monserrate, 1948 Germán Tejero de la Torre

Torres del Parque, 1965 Rogelio Salmona

Banco de Bogota, 1960Gomez | Martinez + SOM

Museo del Oro, 1968Germán Samper Gnecco

Le Corbusier Visits Bogotá, 1947-1951Inspires Nasi, Mentors architects like Samper

Finca Floridablanca de Mazuera, 1939Vicente Nasi

Biblioteca Luis Ángel Arango, 1958 + 1965 + 1979 Germán Samper Gnecco

Edificio Vengeochea, 1939Manuel de Vengeochea

Torres del Parque, 1965 Rogelio Salmona

Biblioteca Luis Ángel Arango, 1958 + 1965 + 1979 Germán Samper Gnecco

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ounded and cubic forms, local stone and brick facades, curtainw

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Biblioteca Virgilio Barco 2001 Rogelio Salmona

Universidad de los Andes Sport Facilities 2009 Felipe Gonzalez-Pacheco

Julio Mario Santo Domingo Building 2007Daniel Bonilla

El Tintal Public Library 2001Daniel Burmudez

Parque Biblioteca Espana (Medellín) 2007 Giancarlo Mazzanti

Parque Biblioteca San Javier 2007Javier Vera Arquitectos

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SIERRA MORENA IICIUDAD BOLÍVAR SOUTHWEST BOGOTÁHISTORYSierra Morena was informally settled just outside city limits. The neighborhood was once run by the Black Eagles paramilitary, using ‘cleansings’ to intimidate residents. They were run out by National Police over a decade ago, who built new headquarters at the base of the hill. City annexation brought new infrastructure like paved streets, water, sewer, lights and electricity to the area. However, many dwellings are still perpetually under construction to evade property taxes.

CRIMEThere is still 1 murder per night on average in the neighborhood, most of them related to drug trafficking. There is a large police presence here now in response, with many cops on the beat, on motorcycles and walking the streets. A new Ciudad Bolivar police station was built at the bottom of the hill to serve the entire southwest sector of Bogotá

GEOLOGY & SOILSThis area is known to be susceptible to landslides from the mix of mild seismic activity, poor soil and high saturation. However, this particular site is well drained and does not lie on a fault line. The soil is colluvial (Qdp), meaning it is composed of loose, unconsolidated settlements with a heterogeneous composition (everything from silt to rock fragments) deposited by rainwash, sheetwash and/or slope creep. A variety of soil retention methods and native vegetation/plantings can help stabilize the soil on site and prevent future landslides from compromising buildings downhill.

SOIL TYPES , FAULT LINES & DRAINAGE

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SITE

ACCESSThe majority of public space and social services are at the bottom of the hill, the edge of the neighborhood. Roads run perpendicular to the steep 30° slopes. Residents at the top of the hill must walk more than 30 minutes downhill to access schools, civic buildings, clinics, soccer fields, playgrounds, etc. Walking uphill can take up to 1 hour. One bus serves the entire area, with 1/2 mile between stops. It takes 1.5 hour to commute to the central city on Transmilenio buses and BRT. Buses run from 7am to 8pm.

DEMOGRAPHICS & ECONOMICSHouseholds are overwhelmingly young and disproportionately of African and indigenous descent. 66% of residents are under 30 years old, and most residents are economically dependent (65.7%).

DWELLINGSDwellings are small row houses that march down the hill on small walking streets. Second stories hang over first stories, in the tradition of the balcony mirador tradition and providing shading from sun and rain, with little gardens between many of the streets instead of front yards. Some houses colorfully painted, but the lions share built from exposed concrete and a large cheap interior partition block, bloque numero 4, not rated for structural support.

SITE

COMMERCE & PUBLIC BUILDINGSA commercial street nearby is the most active part of the upper neighborhood, with lots of first floor retail and housing above. This street attracts many resident, including those outside the official boundary of the neighborhood. There has been lots of recently built high schools and private elementary schools to serve marginalized youth in the area; including the Woldorf school adjacent to the site pictured below.

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SITE ANALYSIS

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PATHS & GRIDS

Vehicular access by street coming from the southeast. There are many potential views and connections to existing paths and streets leading to the site. Multiple stairs were built on the hill to define future development, but informal paths cut in between them to graduate the slope and cut between frequent origins, paths and destinations.

CLIMATE & LANDSCAPE

Bogotá lacks distinct seasons, with about a 60 degrees Fahrenheit average all year long. The mountainous climate brings frequent clouds and two rainy seasons, during our spring and fall. Leads to washing out of slopes and exacerbating existing desertification following clear cut deforestation. Mudslides can take out buildings.

SOLAR ACCESS & WIND

Due to the latitude’s nearness to the equator and the 23 degree tilt of the earth, solar access is complex. The sun comes from the north in the summer, arcs directly overhead east to west in the fall and spring and comes from the south in the winter. Winds come from the north during the day and descend from the south at night.

AMENITIES

The nearby Waldorf elementary school is run by a non-profit with a small playground between rowhouses. There is also a partly enclosed basketball court used frequently on the site. Vehicular access on the site itself is very limited, allowing the area to be predominately for pedestrians, but will require elevators and accessible paths.

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CAMPUS PLAN DEVELOPMENTUrban Integration & DesignGRID DEVELOPMENTMultiple development sites align to their respective hillside contours, leading to many rotated street grids. All blocks share similar development patterns, but are made distinct by their disparate alignments.

PEDESTRIAN ACCESSIBILITYThe largest urban design goal for this site was to provide as many accessible paths as possible while preserving habituated methods of traversing the site that were recorded during the site analysis. Blue lines in the diagram to the right delineate new and existing paths.

VEHICULAR ACCESSTo activate the upper commercial street, the public program elements are at the top of the site to attract and produce activity up through the multiple pedestrian corridors, while taking advantage of the vehicular access afforded there for deliveries and drop-offs. Long-term vehicle parking is provided under the soccer field to maximize the use of heavier excavation in that area of the site.

OPEN SPACEThis scheme attempts to replace steep, barren and underutilized open space with a mix of public, private,

CAMPUS ACCESSIBILITY

EXTRAPOLATING 4 CONTEXTUAL DATUM LINES INTO GRIDSALIGNING TO EXISTING CONTOURS

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and conditional open spaces. Each open space is programmed to best serve the buildings adjacent to it.

The main open space is an open air auditorium where the campus can congregate for large lectures, presentations, ceremonies and talent shows.

Courtyards form the centers of housing clusters to preserve the existing social structure centered around the use of courtyards, and act as a climate response.

The existing basketball court on site is preserved and enhanced, while a new soccer field on flattest part of site, at the bottom of the hill, overlooked by the dorms for security. It is also the destination for compost,

greywater, blackwater and overflow stormwater, to be processed by the facilities underneath.

Food Gardens provide fresh food for the campus dining hall and are found all over the site and act as a classroom for those interested in urban farming.

FIGURE/GROUNDMany long and skinny buildings form as many parts of the program as possible to conform to the landscape and minimize excavation. Stairs run perpendicular to the slope between buildings and channel overflow stormwater, while accessible paths stitch the buildings together along interior ‘streets’. A perimeter path defines the outer boundary of the site and connects the inner streets.

CAMPUS ACCESSIBILITY

EXTRAPOLATING 4 CONTEXTUAL DATUM LINES INTO GRIDS ORIENTING PROGRAM NEEDS INTO ONE OF THE GRIDS DEFINING INTERSTITIAL PATHS

FIGURE GROUND

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Librar y wi th Computer C lassroomCommunit y Health Care Center Counsel ing & Withdrawal Center Demonstrat ion/Display/ Intermix ingCommunit y MakerspaceCentra l Administ rat ion Off iceNGO Off iceCommunit y Lecture/Meet ing RoomMedium Lecture + C lassroomTrain ing Workshop ClassroomsIndoor Auditor iumSoccer F ie ld & StandsClubhouse & Faci l i t iesBasketbal l Cour t & StandsOpen Ai r Auditor iumPer formance StageFood GardensGymnasium & Weight RoomMedium Lecture RoomComputer C lassroomCentra l D in ing Hal l + K i tchenPark ing Garage (under soccer f ie ld )Biodigest ion and L iv ing MachineRainwater Col lect ion CisternCommunal Dorms for Former Sold iers Communal Dwel l ings for Facult y

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Contextual Grid Alignments

Open Space Types Housing Clusters & Dining Hall

Public, Conditional Use & Private Buildings

30 Public Promenade & Security Checkpoints

Accessible Inner StreetsPedestrian Circulation

Accessible Ribbon

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SITE MODEL1/32” = 1’

The campus has three main points of contact with the surrounding community; 1) The upper street is lined with public functions and small open spaces. This street can act as a festival street, where vendors can come sell during weekly markets, new developments can be showcased and events can be hosted.

2) The outer public promenade acts like a ring road around the campus. Neighbors can circulate around the campus, students and guests can access and exit the campus along it’s path, and students can take ‘wisdom walks’ with their mentors.

3) The soccer field has a main staircase leading directly from the sidewalk up to it. An elevator to the soccer field is available from below in the parking garage. The large wall of the soccer field can display announcements for games and events for the campus to those coming up the street.

FORM DIAGRAM

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CAMPUS EDGESConnecting to the Community

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SITE SECTIONWorking with the Steep Slope

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SUSTAINABLE STRATEGIESPairing Resiliency with Experience‘Sustainable’ strategies in and of themselves can become powerless when they are not designed to the primacy of human experience and senses. If ‘green’ buildings are emotionless, mechanical or spiritless, users will rarely experience the interconnectivity of the natural world and themselves, and consequentially never develop a sensual or cultural attachment to the building. When a building’s experience inspires you to feel your place in the interdependent web of all things, its spirit of place will be palpable, motivating you and others to preserve that building and the culture surrounding it.

Attached Dwellings + Modest Window/Wall Radio(higher energy efficiency + reduced electrical needs)

Solar Hot Water on Rooftops(preheated water)

Walkable Scale & Interconnected Pedestrian Network(reduced vehicle use and increased walking & transit use)

Permeable Landscaping + Bioswales(eliminates flashflooding & mudslides)

Bamboo Sun Screens (security, reduced glare, moderated temperatures)

Vegetated Wall (reduced air pollution, retained stormwater)

High Thermal Mass Materials(cooler day temperatures, warmer night temperatures)

Small Community Gardens(fresh, healthy food)

Operable Windows(natural ventilation, indoor air quality)

Rainwater Cistern + Living Machine(reduced water use, grey+black water reuse)

Biodigestion(compost for gardens, natural gas for heat + power)

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MATERIALS & STRUCTUREHarmonizing Culture & Complexity

This campus utilizes the long tradition in Bogotá of using local brick, fired in kilns under 30 miles or less away, a material that has shaped this region’s growth and simultaneously embodies vernacular ideals and cosmopolitan aspirations. This brick is made from local soils with color range between tan, yellow and red. When structurally tied to concrete, this flexible material is capable of composing the majority of the campus. The concrete is site-cast for additional structural capacity, large open wall expanses, collecting thermal mass during the day and framing windows. Exposed concrete walls are either smoothed or board-formed with the same dynamic rhythm as the brick coursings.

Brick has many inherent properties that lend itself to experiential or phenomenological architecture. It has a human scale, meaning it’s form relates to the human hand and indicates handcraft and intentional involvement. It is also an imperfect material, lending itself to a range of roughness and texture that varies its naturally occurring color mixes. It is also a durable and culturally significant material that is embodies both domesticity and the academy, warmth and permanence. With brick, there is an opportunity to create a unique coursing pattern to demonstrate the spirit of place that can occur when the handcraft skills they are learning are taken with pride and given attention.

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Curtain walls are used for the large north facing expenses for public buildings to maintain views to the campus, the landscape, the sun, city and the future. Bright colors are used at entrances to invite the public in, a critically regionalist interpretation of some bright colors in the neighborhood.

A local species of bamboo grows large and very strong, kiln dried and used as a whole for security on ground floors and glare shading. It is split into boards and used for pieces of furniture, doors and balusters. Using it is a sustainable nod to rural origins and being used to sleeping in the jungles.

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Operable Window for Natural Ventilation

Public/Private Threshold

Balcony+ Sleeping Porch

Stacked Bathroom +Structural Core

Sky & Moonlight

Bamboo Privacy Screen

Native Bamboo Sun Screen& Concrete Morning Side Shade

Sun Overhang

2 Fold-up Beds + Screens + Desks

Open Public Zonew/ Fold Down Table

CommunalHearth

ConcreteAfternoon

Side Shade

ConcreteFloors

Tied-in BrickExteriors

HOUSINGShort-term dwelling units are essential for recently released former child soldiers and the full time staff that must be on-site to facilitate their care and education. This housing model is based off of the experience of those used to living in the jungle or in rural settings. Students are placed in four-person ‘squads’ while incorporating the form of the row houses in the community.

The overhanging, two-story row house is rotated 90 degrees to face downtown, creating flat interior streets that run parallel to the slope contours, making all the ground floor units accessible. Rows are for two students each and are connected to an adjacent unit by a large opening with a fold down table and a communal hearth, along the more public southern half of the row units. Units at the end are for faculty and a little larger. A roof balcony above provides outside space and some informal monitoring.

The northern private half of the row units includes two fold-up beds with a screen and a desk below. A moonlight and a sleeping porch on the balcony provide some sense of sleeping outside for those who are used to sleeping outside. One of the four in each unit is an older mentor that acts as a guide and supervisor for the former soldiers in the fist year.

Section A1/16”=1’

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Housing Clusters & Dining HallSection B 1/16”=1’

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Model of Housing Unit 1/4”=1’

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THE LIBRARYBringing the Shared Pursuit into Daylight

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Section A

The library is a place where the knowledge-seeker searches for and finds what she needs. A well-designed library facilitates the discovery of knowledge and provides a place in daylight to study that material.

The large sun-shaded curtain wall on the north-east elevation brings daylight to the ground floor where tables, periodicals and new or featured books are easily accessible. A computer classroom is also tucked under the lobby on the 1st floor to remove all computer screen glare, while allowing some indirect daylight from the side.

This library also embodies the spirit of the school. It acts as a fulcrum of knowledge, turning information into action. The library is placed at the intersection of the campus and the community. The lobby is located on the street-side to welcome the public, while the large northern side allows easy access for students.

The floors wrap around the back and act as mezzanines onto the floor below. Most books are placed on the two short side walls, with views of the sky beyond through windows that puncture the concrete wall within the module of the bookcases. The larger windows act as seats within the wall, for those wanting to rest or browse material while they are searching.

Group tables are found on the 2nd Floor, where students can collaborate on team projects. On the other side of the elevator, study carols march along the wall, each with individual windows that look down on the public street below. These carols are protected from sound from the library patrons and are grouped into pairs with a short dividing wall.

The large curtain wall incorporates slender white steel columns to support the large steel truss hidden in the roof above. The remainder of the structure is brick-tied to concrete, using a one-way beam system. Triangle stairs are found in the two back corners of the library for floor access and egress.

“A SPACE TO JOIN TOGETHER, IN FREEDOM AND IN DIGNITY”-Sergio Fajardo

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2nd Floor Plan1/16”=1’

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ADMINISTRATIONThe school will have a staggering amount of administrative space requirements to handle such a large and comprehensive program. A central, yet publicly accessible location was needed to satisfy both internal and external affairs, admissions, finances and NGO coordination.

The building has an externally oriented top floor and an internally oriented ground floor. The top floor is the point of contact with the community to coordinate the conditional use of campus facilities, processing new students, and connecting alumni to local job shadows. The ground floor handles internal affairs and the more individualized needs of students.

The building’s profile is designed to feel open, transparent, inviting and enticing for both guests and students.

Public Promenade & Security Checkpoints

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Administration Building1/8”=1’ Physical Model

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Administration Building1/2”=1’ Tectonic Model

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DINING HALL & KITCHENThe dining hall sits at a focal point for three parts of the campus; the housing clusters, the outdoor playfields, and the outdoor auditorium. The dining hall is easily accessible from these three parts, which are all strung together by an accessible ribbon that connects all the inner streets of the campus together.

The dining hall is daylit from both the side and the top. Native bamboo sun shades eliminate glare, while a semi-open bamboo screen partly separates the service counter from the dining area, which filters the incoming top light. A large stage canopy above acts as both a light reflector and a shelter for the stage above. A string of grated skylights at the base of the stage bring daylight to the kitchen and bathrooms located along the back of the dining hall.

Housing Clusters & Dining HallAccessible Ribbon

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Accessible Inner Streets

OUTDOOR AUDITORIUM& STAGEThe outdoor auditorium is a place where the entire campus can come together for assemblies, special events and demonstrations. This area of campus acts as both the campus’ courtyard and forum, a place of both inward focus and outward communication. It can be programmed to facilitate any activity during the day at campus, from morning announcements, to eating lunch outdoors, class activities, outdoor learning, physical education, after-school socializing and community meetings.

One of more exciting and effective methods for the rehabilitation of child soldiers are group projects, sometimes in the form of ‘talent shows’. These activities help these former soldiers learn to make interpersonal bonds again towards a shared, common and creative goal, setting them up for future success in work and home life.

Pedestrian Circulation

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OUTDOOR PLAYFIELDSBasketball & SoccerMany of the skills and experiences former children have developed while deployed are physical in nature. Soldiers become dependent on physical communication and expressing themselves through physical dominance and competition.

Incorporating popular team sports into the campus and the curriculum gives these former soldiers a physical outlet, a place to express both frustration and competition in a productive way with others and build friendships.

The playfields can involve the community in structured ways, allowing neighbors to come play or watch on the generous rows of concrete stands that line the southern edges of the playfields. When the weather is not cooperating, the indoor auditorium just above the basketball court is regulation size and outfit with hoops.

Open Space Types

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BASKETBALL

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Indoor Auditorium & Basketball Court1/64”=1’

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Accessible Ribbon

“TRANSFORMATION WITHOUT RAGE - THIS IS OUR REVOLUTION” -Sergio Fajardo

Soccer Field & Clubhouse1/128”=1’ Parking Garage + Campus Facilities1/128”=1’

Living Machine

Cistern

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CLASSROOMS & WORKSHOPSThis building has unique needs, with a more square, large and unobstructed auditorium on the first floor that converts into a court for rainy days and flows into the outdoor court beyond.

Above, three rooms are used as classrooms and workshops, organized in semi-forum. Each room relates to and open up to each other while remaining oriented towards the landscape. This building acts as the prototype for the remaining buildings on campus.


CLASS+ WORK

Workshops & ClassroomsIndoor Auditorium & Basketball 1/16”=1’1/32”=1’

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RESEARCH SOURCESCATEGORIZED & ANNOTATED

CHILD SOLDIERS + CONFLICT + INTERNAL DISPLACEMENT

Barrio Taller. What is Barrio Taller? Online. Retrieved January 1, 2014 from: http://www.barriotaller.org.co/quienese.htm

This organization is at the forefront of soldier rehabilitation in Colombia. The success of their hands-on program inspired me develop a vocational curriculum for the Workshop Academy.

Beah, Ishmael. (2007). A Long Way Gone: Memoirs of a Boy Soldier. Sarah Crichton Books: New York, NY. P. 1-229.

This book was the emotionally charged personal narrative that became formative throughout the design process. It’s impact solidified my desire to work with the issue of child soldiers and learn about the rehabilitation process. This book chronicles the life of a former soldier from Sierra Lione and the successes and failures of rehabilitation by the USAID in the 1990’s.

Escuela Taller. About Us: Mission and Vision. Retrieved October 20, 2013 from: http://www.escuelataller.org/index.php?option=com_content&view=category&layout=blog&id=36&Itemid=62

This organization also has an education model that was very influential in the design of the curriculum of the Workshop Academy. This place is located in downtown Bogota in an old colonial palace, using workshop training to reintegrate former soldiers of the Colombian Conflict.

Human Rights Watch. Colombia: Victims Face Reprisals for Reclaiming Land. Sep. 17, 2013. Retrieved from http://www.hrw.org/news/2013/09/17/colombia-victims-face-reprisals-reclaiming-land

This article highlights the safety requirements for former child soldiers, their sometimes forced anonymity and the needs for guarded entries and eyes on the street of any campus setting.

Insight on Conflict. Colombia: Conflict Timeline. Retrieved October 20, 2013 from: http://www.insightonconflict.org/conflicts/colombia/conflictprofile/conflict-timeline/

This article provided the timeline for the conflict in Colombia over the past 50 years to place the issue within its historical and political context.

Mercy Corps. Mercy Corps in Colombia: Community development for at-risk communities. October, 2012. Retrieved from: http://www.mercycorps.org/sites/default/files/MercyCorps_ColombiaFactSheet.pdf

This article demonstrates the methods that local NGO Mercy Corps uses to rehabilitate child soldiers in Colombia and helped me understand how to work with them and accomplish the same goals.

Mercy Corps. (2012). Infographic: Colombia’s Child Solders. Online. Retrieved January 1, 2014 from http://www.mercycorps.org.uk/photos/colombia/infographic-colombia%E2%80%99s-child-soldiers

This long-form infrographic is found in the child soldier section of the research booklet, altered and cleaned up for the purposes of the this projects. This graphic condenseced much of the startling facts of the issue into an easy to read and compeling narrative that concludes in rehabilitation.

The New York Times. Deal Reached to Reduce Inequality in Colombia. May 26, 2013. Retrieved fromhttp://www.nytimes.com/2013/05/27/world/americas/colombian-peace-talks-bear-fruit.html?ref=revolutionaryarmedforcesofcolombia

This article helps explain the recent path to peace between governmental forces and the FARC, taking place in Havana, Cuba for the last few months.

PassBlue. (2012). UN Security Council to Study Child Soldier Use in Colombia. Retrieved October 20, 2013 from: http://passblue.com/2012/06/28/un-security-council-to-study-child-soldier-use-in-colombia/

This article helped give some solid and reliable data on who is involved in the conflict and recruiting child soldiers.

UN Children & Armed Conflict. Situations of Concern. Online. Retrieved October 20, 2013 from: http://childrenandarmedconflict.un.org/countries/

This article provided more data and helped me understand the scale necessary for the workshop’s program.

USAID. For Colombians Displaced by Conflict, New Land Laws May Line a Path Home. FRONTLINES. Jan/Feb 2013. Retrieved from http://www.usaid.gov/news-information/frontlines/risk-resilience-and-media/colombians-displaced-conflict-new-land-laws

This article explained the triumphs with land rights in the last few years through policy and set up some of the historical context.

HUMANITARIAN DESIGN:

Architecture For Humanity. (2012). Design Like You Give a Damn [2]: Building Change from the Ground Up. Abrams: New York, NY. p. 1-333.

This book gave me many of my precedent studies and helped me set up the philosophical framework of this program’s intervention and presence in the community and the country.

Architecture For Humanity. (2006). Design Like You Give a Damn: Architectural Responses to Humanitarian Crises. Metropolitan Books: New York, NY. p. 1-324.

This book also provided many of my precedent studies and further set up the philosophical framework of this program’s intervention and form.

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Aquilino, Marie J. (2011). Beyond Shelter: Architecture and Human Dignity. Metropolis Books: NY, NY. P. 1-293.

This book helped me develop the philosophical framework of this intervention and provided a couple of in-depth precedence studies related to working in favelas and other types of informal settlements.

Orbinski, Rob. (2009). An Imperfect Offering. Walker & Company: NY, NY. P. 1-448.

This book really drives home that the need to act in humanitarian crises’ is more important than withholding action until a perfect and theoretical solution is devised. Action perpetuates itself.

Pilloton, Emily. (2010). Teaching Design for a Change. Video. Retrieved online at http://www.ted.com/talks/emily_pilloton_teaching_design_for_change.html.

This article provides some of the dangers of Global North designers trying to help actors in the Global South and gives some advice on how to reduce bias and work with local sources.

DESIGN PROCESS + PRECEDENCE:

Aga Kahn Foundation (2013). Mohammed VI Football Academy. Retrieved online from: http://www.akdn.org/architecture/project.asp?id=4058.

This online profile gave me images for this precedent study and provided data and a success story about an exclusively male school with a curriculum that relies heavily on sports and teamwork.

Alexander, Christopher. (1964). Notes on the Synthesis of Form. Harvard University Press: Cambridge, MA. P.1-224.

This book helped change my idea of what patterns can do for this project. It helped inspire me to sit down and make physical connections between the factors I observed to let the interrelation really sink in, and give some hierarchy to those connections, eventually leading to the campus plan.

Chapin, Ross. (2011). Pocket Neighborhoods. The Taunton Press: Newtown, CT. p. 1-211.

This book was part of my book review and helped me think of positive spaces and how they can be activated by the buildings around them and the transitions between.

Holling, et. al. (2004). Resilience, Adaptability and Transformability in Social–ecological Systems. The Resilience Alliance. Online. Retrieved on January 1, 2014 from: http://www.ecologyandsociety.org/vol9/ iss2/art5/

This article set up the theoretical framework of regenerative design as a concept that relates this workshop academy and provided some campus-scale design ideas that could be incorporated.

Liu, Eric. (2013). TEDCity 2.0: Reinventing citizenship for the 21st century. Video. Retrieved online from: http://www.ted.com/pages/attend_tedcity2.

This video provided some inspiration on how public space in urban settings is still necessary for a healthy civic life in the world’s democratic cities.

Peterson, Rachel. University of Oregon. (2013). Medellin Precedent Study. [PDF]. Unpublished.

This precedence study helped me understand the library park movement in Medellin, Colombia.

Piano, Renzo. (2013). BBC Hardtalk Interview. Video. Retrieved online from: http://youtube/ 1A6NIGJI9FI

This video interview reminded me of what is still important for any type of aspirational, sustainable or humanitarian work, and how to use criticism and skepticism to make an idea even better.

Rappaport, Amos. (1969) House Form and Culture. Prentice Hall: New York, NY. p. 1-150

This book was one of the most inspirational and inspiring during my research. This book takes the typical form analysis methods of academia into the cultural context of many nations and peoples around the world, using an anthropolgical lens to highlight how form and function bow to culture.

Vaz Del Bello, Giovanni. (2006). A Convenient Truth: Urban Solutions from Curitiba, Brazil. Video. Producer Maria Terezinha Vaz.

This video showed the successes of the urban planning precedence of the city of Curitiba, Brazil.

SITE DATA:

About Architecture. Winning School Design: Corporación Educativa y Social Waldorf in Bogota, Colombia. Retrieved October 20, 2013 from: http://architecture.about.com/od/schooldesign/ig/Winning-School-Designs/Waldorf-Educational.htm

This article highlighted a project that helped me to discover my site, located directly adjacent. It provided images for precedence studies and provided some basic data on the Ciudad Bolivar area.

City of Bogota. Catalog of Geographic Reference Data. Retrieved Janurary 2, 2014 from http://www.ideca.gov.co/index.php?q=es/content/catalogo-de-datos-geograficos-mapa-de-referencia

This website provided the majority of GIS data for the city and the site, and shed some light on the nearby infrastructural and socioeconomic context.

City of Bogota. Bogota Maps Portal. ideca. Retrieved Janurary 2, 2014 from http://mapas.bogota.gov.co/portalmapas/

This online map service provided many of the context maps for the city of Bogotá and provided much of the socioeconomic data found in the narrative.

Wikipedia (ES). Ciudad Bolivar. Online. Retrieved October 20, 2013 from: http://es.wikipedia.org/wiki/Ciudad_Bolívar_(Bogotá)

This article gave background context and a few points on demographic and land data.

Wikipedia (ES). Colombia. Online. Retrieved October 20, 2013 from: http://es.wikipedia.org/wiki/Colombia

This article gave background context and a few points on demographic, household and crime data.

Sierra Morena Workshop Academy

Documents

Transcript of Sierra Morena Workshop Academy