Ske

tchi

ng

Res

earc

h

Imag

es

Imag

es

Res

earc

h

Pre

sent

atio

n

DA

P 1

3M

odel

ing

DA

P 1

3 D

esig

ning

Aro

und

Dis

aste

r

Table of Contents

1 Collage

2 Planning

3 Presentation

4 Prototype

5 Prototype

6 Building

7 Product

00

The following individuals participated in the mak-ing of this book. Participants: Michelle Copeland, Arrie Hurd, Claire Lorman, Geraldine Morizet, Oluwafemi Morrisey, Jessica Boyd, Tynaa Boyd & Grete Karuso. Volunteers: Kate McGill, Liz Guth-rie, Gareth Hall, Anne Elkington, Vandana Sareen, Monica Rivera & Catherine Hailey.

We would like to dedicate this book to Ed Worthy Jr. Ph.D

DA

P 1

3 D

esig

ning

Aro

und

Dis

aste

r

01

Ear

thqu

ake

Tsun

ami

Hur

rican

e

Dro

ught

DA

P 1

3 D

esig

ning

Aro

und

Dis

aste

rIn DAP 13, planning and communicating were essential com-

ponents in the process of building models and structures. Be-

fore beginning timed design challenges, teams often needed to

brainstorm plans and ideas. Simply thinking independently was

not a good planning strategy in most cases. Sketching, building

models, and communicating ideas through words and gestures

were crucial to completing the design challenge. Before actual-

ly creating a structure, students had to develop ways of display-

ing plans to other team members. Loss of communication could

ruin the project as a whole.

02

Pla

nnin

g

DA

P 1

3 D

esig

ning

Aro

und

Dis

aste

rThroughout the design process, we reevaluated our ideas on an

ongoing basis. The transition from planning to building a structure

takes hard work. Before actually fabricating a structure, students

took part in many activities to plan and evaluate their designs.

These activities include building precedent models without direc-

tions, understanding the cultural and environmental contexts within

which the shelters would be built, participating in mock disasters,

and exploring shelters created by other architects. As part of a

special event, Shigeru Ban provided feedback beneficial to plan-

ning and building team projects. 03

Pre

sent

atio

n

DA

P 1

3 D

esig

ning

Aro

und

Dis

aste

r

Students participated in a mock disaster workshop in order to

demonstrate how sturdy a structure would be in a real life catas-

trophe. Based on the structure’s performance in the mock disaster,

students determined the pros and cons of their design in order to

create their final project.

04P

roto

type

DA

P 1

3 D

esig

ning

Aro

und

Dis

aste

r

Students also participated in a workshop to demonstrate how to

create instructions to build their design. Many students found out

that building without planned instructions is very difficult to do.

05

Pro

toty

pes

DA

P 1

3 D

esig

ning

Aro

und

Dis

aste

r

06B

uild

ing

Using our designs and small-scale models as guides, we determined, group by group, what materials would be most suitable for the full-scale models. In ordering these materials, we bore in mind the constraints of a real-life disaster situation when some materials, tools and facilities would not be available. We built our full-scale models in the Museum’s Great Hall, and quickly realized that not everything which had worked in small-scale was as successful full-size. As our building time was criti-cal, we had to make immediate design adjustments as we constructed. This showed us that it is essential for initial designs and drawings to be thoroughly analyzed before starting construction.

DA

P 1

3 D

esig

ning

Aro

und

Dis

aste

r

07

Our group was assigned to design and build a relief structure for earthquake victims

in Pakistan. The group chose to design a structure to be used during stage 1/stage

2 of the relief and recovery process. We chose light-weight materials in their design

(such as PVC pipe and coated plastic sheets) to prevent injury during possible after-

shocks as well as to ensure inexpensive and efficient transport to the area in need.

The structure could be partially preassembled into panels and shipped to the area in

flat boxes easily. Due to the modular design of this structure, cultural and emotional

needs could be addressed by adding additional rooms for women and children when

needed. A hexagon was used for the shape of the basic structure to maximize the

interior space for the typically large (8+ people) families in this area. Ventilation and

insulation were both considered due to the extreme difference in temperature that

can occur in this region. To address these extreme climates, the students designed

the structure to include walls that could be filled with insulating materials to protect

against the cold, and designed windows and a roof flap that could be opened up for

ventilation when needed.

Our group designed and built a relief structure for Tsu-

nami victims. Our shelter was designed to to accom-

modate the three stages of a disaster. The shelter

would be built using materials locally available in Sri

Lanka: bamboo, logs, palm fronds, which are readiily

gathered and easily assembled. Although we encoun-

tered our own form of disaster withour final assembly,

we were able to learn from the process!

Ear

thqu

ake

Tsun

ami

We designed a drought shelter for Stage 2 or 3 of a the disaster. Our

shelter was made out of PVC pipes because of the fact that they are

light and easy to transport. In the event of rain, they can also hold wa-

ter temporarily. When building this in the actual disaster site, we would

have to figure out a better and more efficient drainage system. The

roof of our structure is covered in a tarp. This is because it reflects

heat and creates a well-ventilated indoors. Ventilation in crucial in a

drought area because there is little to no water available, and the heat

is very extreme. In Ethiopia, where we were designing for, ventilation is

crucial to the people who live there. If our shelter is transported, pack-

ing crates will be used, which will then serve as the floor of the shelter.

This saves material and it also saves the construction time. The pieces

are easy to fit together, so skilled craftsmen are not needed to build

it. It would take about half a day to construct, and about forty five min-

utes to an hour to de-construct.

Our team created a finished model of a relief shelter for a

family in Gulfport, Mississippi who had a six-year old son

in a wheelchair. Our Stage 3 relief shelter was specifically

designed to address accessibility needs. Design features

included the construction of a one-story, open floor plan, ex-

tra-wide openings between rooms, and accessible ramps and

doors to the house. Questions that we continue to research

are what type of materials we will use, and how the shelter

will be transported to the site.

DA

P 1

3 D

esig

ning

Aro

und

Dis

aste

r

08

Dro

ught

Hur

rican

e

Imag

es

Julius BerryJessica BoydCopernicus BrownGillian BurzCorinne ConnMichelle CopelandDaniel DrewJasmine DunnAlexander FaunteroyPaul ForemanArrie HurdCharles JohnsonGrete KarusoKarl KolkClaire LormanNatalie MatthewsNathan MatthewsGeraldine MorizetOluwafemi MorriseyMiya RatiffNicolas RojasRicardo RojasNathan Pierre RoysterCarl TavaresJustin Wallace

Desi

gn A

pp

rentic

esh

ip P

rog

ram

13

Raymond Barberousse - volunteer design professionalLauren Cochard - outreach programs facilitatorCarolina Dayer - volunter design studentMagdelina Egues - volunteer design studentAnn Elkington - photographerLiz Guthrie - assistant outreach programs coordinatorCatherine Hailey - volunteer design professionalGareth Hall - volunteer design professionalSusan Kennedy - volunteer design professionalJulian Looney - volunteer design professionalKelly Malloy - volunteer design professionalKate McGill - outreach programs coordinatorMonica Rivera - volunteer design studentVandana Sareen - volunteer design professionalLiz Waites - volunteer design student D

AP

13

Fa

culty

and

Vo

lunte

ers