Thesis for Healthy Living Environment

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An After-School/ Sum mer Flacility for tfBoy Scouts of America

By

Ryan Nilier

A The sis in A rchitecture

Subm itted to t he Architecture Flacultyof the College of Architecture

of Texas Tech UniversityIn Partial Fulfillment

for the Degree of

MASTERS OF ARCHITECTURE

fflKa'Bufelliickx, Chalimainartlie^aBMnittee

S tep h en ! L. Flaulk, Thes i s A dvisor

'Re^SarclhiSchemalierthstruetoc

A c c e p t e d

Aiidrew V e m o o y , D e a n , College of Arch i tec ture

N a y 2 0 0 5



(?y#ftss{ ^ 'i P R E F A C E

ly ^ Preface* After-school/summer p r o g r a m s h a v e

^10, 3 beco me a success fu l so lu t ion to the p rob lemof chi ld del inquenc y. Young pe op le ne ed apos i t ive ou t le t tha t p rov ides oppor tun i t i esfor growth and se lf deve lopm ent .

I had th e opp ortun i ty to be involved withth e Boy Sco uts of America for the f i rs t s ixteenyears of my life, i«iiich cu lmina ted when 1earne d Eag le Scout . The sk i l l s , knowledge ,

and va lues I acqu i red have bee n a major p ar tof my li fe . Growing up, my fellow sc ou ts a nd 1wished tha t scou t ing func t ions occur red no tonly once a week but everyday af ter schooland dur ing the sum me r mo nth s . Af te rread ing ab ou t the inc reas ing need fo r qua l ityaf ter-school act ivi t ies and wanting suchact ivi t ies myself, 1 rea l ized th e po ten t ia l o f aBoy Scout a f te r - school p rogram .



TABLE OF CONTENTSAbstract

Chapter 1: Theorystat ist ics-Youth Dellnc|uency an d G an gsGoals and Object ivesPreced en t sFigures and References

Chapter 2: FacilityMission Statementriaclllty S t a t e m e n tHistory of the Boy Scouts of AmericaIssu es an d Des ign Resp on sesMerit Badge Requirements-Eagle RequiredSpatial StudyIndoor Space SummaryOutdoor Space SummaryPreced en t sFigures and References

Chapter 3: ContextAmarillo City HistoryDemographics and ClimateSite Overview and PicturesSite AnalysisIssu es an d Des ign Resp on sesPreced en t sFigures and References

Chapter 4: Design ResponseDesignTheoret ical Solut ionsS i t e Des ign

Building DesignMaterialsStructureMechanicalModel PicturesBibliography

0 5

0 611

l a1 82 1

2 22 32 4252 93 23 45 85 96 06 4

6 56 66 87 07 4

7 88 18 5

8 68 7

8 88 9

9 29 81 0 01 0 11 0 21 0 4



ABSTRACT

T h e s i s S t a t e m e n t : Arch i t ec tu re t ha tprovides not only a moral based l earn ing

envi ronment , for the youth of today , but also ap lace t ha t scou t s ca ll t he i r own .

C o n t e x t S t a t e m e n t : T he s i t e , l oca t ed ont h e o u t s k i r t s of s o u t h e r n A m a r i l l o , Is

s u r r o u n d e d by b u s i n e s s e s and r es iden t i a l

un i t s , wh ich a re on t he no r th and wes t s i de .O p e n , u n d e v e l o p e d l a n d s u r r o u n d s the

rem aind er of the s i te . I t i s most ly covered w i thg rass and I s bo rde red on t he sou th and eas t byt r ee s . A l a r ge p o n d o ccu p ie s t h e s o u t h e as tco m er th at will be u t i l ized In th e de sign .

Scope of Project: This after-

s c h o o l / s u m m e r f a c i l i t y wi l l be

approx imate ly 13 ,420 square f ee t and willh o u s e a r ea s s u ch as a ceremony ha l l ,admin i s t r a t i on o f f i ce , mu l t i pu rpose rooms ,basketballA^oUeyball cour t , footbal l / soccerfield, camp Are r ing, paint bal l f ield, andcope cour se ( t es t s ab i l i t i es and a l l ows oneto face his or her fears) . The Boy Sc ou ts inAmar il lo and su r roun d ing a r eas will be g iven

opp or tun i t i es t o bec om e. Jus t as t he Scou tOath s t a t es , "phys i ca l l y s t rong , men ta l l yawake , and mora lly s t r a igh t . "



THEORY

Sup porting Theory:There i s qu i te a d i lemm a concern i ng th e youth of

today . Extens i ve re search has show n young peo pl ese ek approval from parents or peer s and a l so w antto be as soc i ated wi th a "gang," whether i t be ttoman ac tual gang or an organi zat i on such as scouts .Web ster's New World Dictionary de fin es a gang as "agroup of peopl e as soc i ated toge ther i n some way."The Nat i onal Inc i dent -Based Repor t i ng Sys tem(NIBRS) di scovered that the hours af ter school l e t sou t and be fore d i nner t i me (3-6 p.m. ) i s whe n sch oolaged ch i l dren try new th i ngs l i ke drugs , s ex , and

ac ts o f v i o l ence , mai n l y because they are notsu pe rv ise d. Fight Crime: Inves t in Kids (FC) is anon-prof i t organi zat i on that d i scovered k i ds aremost l ike ly to experiment with drinking andsmoki ng dur i ng these three hours . So programsn e e d t o b e d e s i g n e d t h a t o f f e r s u p e r v i s e dcons truc t i ve ac t i v i t i e s .

The d i f ference be tween supervi sed andunsupervi sed ch i l dren Is q u i t e o b v i o u s , i f they are

moni tored by adul t s , who care about the i r futuret h e n t h e y c a n enjoy activi t ies that wi l l promote se l fworth and offer op por tun i t ies for learning .Accord ing to David Na cleo d, aut hor of Bui lding

Character in the American Boy, boys burning offenergy wi l l ge t i n to troubl e , and he argues that"rest less youth" wi l l turn to cr ime, unless a boy'sorgani zat i on reach them be fore teenage years .Often unsupervi sed kids t u r n t o t h o u g h t s a n dac t i o ns that o f ten l ead to uns truc tured ac t i v i t i e s .For exam ple , FC foun d tha t during th e after-school hours there are approxi mate l y 11 mi l l i onchi l dren that need supervi sed ac t i v i t i e s because4.5 mi l l ion chi ldren are injured i n the i r homeseac h year.

There have been s tudi e s on d i l ap i datedne i gh borh ood s that show if som eth i n g i s brokenand i s not repaired then a downward spiralen su es . For exa mp le , Phi l lip Zimbardo, aStanford psychologist , parked a car in PSalo Alto,Cal i fornia. He cam ped o ut behin d a duck bl ind fora week and noth i ng happe ned to the car . So h esmashed par t o f i t wi th a s l edgehammer andcam ped ou t agai n , on ly th i s t i me wi th in hours th e

car was overturned an d dest roy ed. Simi lars t u d i e s w e r e d o n e a n d t h e "broken wi ndow"t h e o r y e m e r g e d . It say s if a window get s broken ina bui lding and no one f ixes it a n d t h e n s o m e t h i n g

I



I THEORY

e l se ge t s broken and i s not repai red , then be foretoo l ong , graf f i t i s tar t s to appear and damageaccu mu l ate s . Tenants mo ve ou t and th e ent i re

bui l d i ng s tar ts to decay . Be fore l ong gang s usethese bui l d i ngs and cr i me begi ns to occiv o n aregul ar bas i s . Georg e Ke l li ng , co-autho r of thebroken wi ndow theory , seiid:

. . .i f you've go t broke n windo ws, you've got tofix th em pretty quickly. Oth erwise , it 's a s ig nnobody cares and a s i gn that Icsads t o m o r edi scord as a broken wi ndow i s l e f t un tend ed .

It l eads to more pe t ty cr i me , then ser i ouscrim e and , finally, urt>an decay . '

Comm uni ty Interac t ion i s another i mportant a spe c tthat has the potential to lower cr ime. Kel l ing alsosays that e l der l y peopl e l ock themse l ves i ns i dethe i r homes and young adul t s l eave ftom the i rgarages i n the morni ng and at the end of the daythey drive bac k into the m . This i s detr im enta l for

communi ty i nvol vement because i f peopl es imply stay ins ide then they are probably Ignoringprobl ems that coul d l ead to cr i me i n the i rn e i g h b o r h o o d s . A p o s s i b l e s o l u t i o n o r d e t e r r e n t i s

to have members of the communi ty s tar t an e i g h b o r h o o d c r i m e w a t ch , uiiich normal l y l eadsto comm uni ty soc i a l i zat i on . Once pe op l e ge t to

know on e another then they s tar t watch i ng ou t forthe ne i ghbor ' s proper ty and repor t susp i c i ousactivity.

Ano ther theory that i s s imi lar and t o a certaindegree answers the probl ems of the brokenwi ndow theory i s de fen s i b l e spa ce . OscarNewman' s goal o f de fens i b l e space i s " to re l easeth e l a tent se ns e of t err i tor i a li ty and com muni ty ofi nhabi tant so as to a l l ow these tra i t s to be

t r a n s l a t e d i n t o I n h a b i t a n t s ' a s s u m p t i o n o fresponsibi l i ty for preserving a sage and wel l -ma intaln ed l iving environment."" He defin es i t as:

a term used to descr i be a re s i dent i a le n v i r o n m e n t w h o s e p h y s i c a lcharacteristics—building l ayout and s i tep l a n — f u n c t i o n t o a l l o w i n h a b i t a n t st h e m s e l v e s t o b e c o m e t h e k e y a g e n t s i nensuring their own securi ty. ..A d e f e n s i b l eh o u s i n g c o m p l e x h a s t h e a p p e a r a n c e o fbe i ng composed of smal l , de f i ned areascontro l l ed by spec i f i c group s of re s i den ts .

1J a m e s q. Wilson and Geor ge L. Kelling. Broken Windows. (March 1082 ), 31.

' Newman, Oscar. Design Guide lines for Creating Defensible Space. W ashington, DC: Departm ent of Just ice, 1 976 .



THEORY

The e f fec t i s an envi ronment that i si n t e n s i v e l y u t i l i z e d a n d c o n t i n u a l l ymon i tored by i t s i nhab i tants . Res i d ents and

non res i dents a l i ke fee l that they wi l l berecog ni zed eas i l y by oth er re s i de nts and thatt h e i r p r e s e n c e can b e q u e s t i o n e d . '

The so l ut i on here i s s i mi l ar to the broken wi ndowtheory i n that re s i dents are as sumed to i dent i fywith a place as their home and wi l l treat i t as apo sse ss i o n . Thus they wil l mon i tor ac t iv i ty wi th i nthe i r ne i gh borh ood and not ify the a utho r i t i e s .

Newman says that i n some l ow and moderateI n c o m e d e v e l o p m e n t s t h a t p e o p l e a r e s o s c a r e dthey wi l l not u se l aundry room s , parki ng l o t s ,l oung i ng area s , and p l ayground s . His purp ose ofde fens i b l e space i s to re turn these l os t spaces tores i de nts . An exam pl e of a p l ace that was ab use dfor to o l ong was the Pruitt-lgoe proj ect , in St . Louis .The occupancy rate fe l l to an as ton i sh i ng 15 % a n di n 1972 the hous i ng projec t , once known for i t sarchi tectural i nnova t i ons , was dem ol i she d .

Fac tors that l ead to rundown ne i gh borh ood s area d o l e s c e n c e r o a m i n g t h e s t r e e t s a n d g e t t i n gi n v o l v e d i n d r u g s a n d c r im i n a l m i s c h i e f

(De l i nquency) . There are many i s sues that canl ead ch il dren down wrong pa ths . One of them i sthat , i n many fami l i e s , bo th paren ts have to w ork

to supp or t the famil y, so they are no t hom e w henth e k ids are out o f s ch oo l . Even i f bo th p arentswork , o f ten t i m es they cannot affbrd t o s e n d t h e irchi ldren to an af ter - school program. An answer todel inquency i s gett ing chi ldren involved withafter-school programs or advis ing high-r isk kidsand the i r fami l i e s to ge t i n touch wi th serv i ce stha t wil l ke ep kids away from dru gs , s tay in s cho ol ,or he lp sec ur e a Job . Well s tructu red p rogra mshave g i ven l ow- i ncome cliildren the oppor tuni tyto dev e l op soc i a l sk i l l s , whi ch go ha nd i n hand i nwi th doi ng we l l i n school , be i ng a success fu ladu lt , and reducin g th e r isk of de l inq uency . Manyaf ter - school ac t i v i t i e s have been mode l ed fromsummer programs and modi f i ed to f i t eachs i tua t i on . Accordi ng to Na c l eod and FC,s u c c e s s f u l progi^ms work because they ge tinvolved with kids at an early age and teach waysto use the i r t i me i n a cons truc t i ve manner wi th

adu lt sup ervis io n. The Universi ty of Wisconsinconducted a s tudy of 64 af ter - school programs .T e a c h e r s s t a t e d t h a t t h e p r o g r a m s h e l p e d

1(newman 4)



chi l dren wi th sk i l l s that i nvol ved cooperat i on andhandl i ng conf l i c t s . One th i rd of th es e pr i nc i p l e srepor ted that vandal i sm at the i r school had

d e c r e a s e d .It i s imperative for troubled and not-yet-

troubl ed teen s to secure adul t men tor re l at i onsh i psand to dev e l op t i e s wi th more pos i t i ve peers i f theyare go i n g to s tay out o f t roubl e . Thi s coul d be d on eby ge t t i ng youn g peop l e to Jo i n c l ubs . FC says tha t"The Boys and Gir ls Clubs have prove n that the y ca nsucceed i n at trac t i ng and keepi ng troubl ed k i ds i nthe ir program s.. ."* The Young Men's Chr istian

A s s o c i a t i o n (YNCA) i s an organi zat i on that wasfounded to i mprove the sp i r i tual , menta l , soc i a l ,and phys i ca l condi t i on of men and boys . Tillsorganization was founded by George Wil l iams inLondon, to protect chi ldren's fai th so i t would notbe soi le d by th e c i ty. Many of th es e fac i l i t ies h ou se dgym nas i um s , whi ch was a uni que feature e spec i a l l ydur i ng the 1 8 9 0 s . The YNCA i s a great organizationfor today's youth, however they only take kids fromten to s i x teen years o f ag e . The boys younger than

ten have to l ook e l se vihere to f ind an organi zat i onand that answer i s o f ten th e Boy Sco uts o f Amer i ca ,which wUl be d i scu ssed i n the fo ll owi ng sec t i on .

' Retrieved September 22,2004, from http//;wwinfl^tcrime.orB



THEORY

Fig. 1-Cities with gangs through 1960. Fig. 2-Cities with gangs through 1970.

Fig. 3-Cltles with gangs through 1980. Fig. 4-Cltles with gangs through 1992.



THEORY

14%

Percent of ViolentJuvenile Crime Occurring Each Hour

12%

1 0 % ^

S%

e%

4%

2%

0%

^Hmi

60AM

90AM

10PM 1

Vioient Juvenile Crime

Tripies Whenthe

School Beil Rings

g s g

o) M ri

necetng 3nv<. tnT*

Fig. 5

G a n g A c t i v i t y H a s S p r e a d to M a n y U r b a n , S u b u r b a n , a n d E v e n R u r al A r e a s

Percent of loca l i t ies reporlinp pang act iv i tyCities

250,000 *

100,000-250,000

Counties

Suburban Counties

Rura Counties

100%

ftO% 80% 100%

2003 NjtionalMDulh Gang Survey

Fig. 7

Which of these strategies did police chiefs choose

as the most effective for reducing youth violence?

After-school and

child care programs

69%

Try juvenilesas

adults

Hire more police

17%

^fiiu.'.tfmiiu

Metal detectors and j ^ - ] %

cameras inthe schools

13%

SctAl Koeler ana Sl^hen M^lrof&kl,Gaorgs Mason 'Jn ivKd^ 1999

Fig. 6

Risk-Taking Wliiie Unsupervised

Smoked one or more Drank 11 or more

packs ofc igare t tes drinks o( alcohol

Tr ied rnarquana

J.LKlchardson ot ai, Prdiatrics Mamvifio''

Fig. 8

iB



THEORY

After-School Programs Produce

Education and Social Benefits

Compared tosimilar youths left out, boys and girlswho participated in the Quantum Opportunities

After-School Program had farmore positiveoutcomes

B Boys and girls in af ter -school

p r o g r am

•Boys andgirls not In af ter -school

p r o g r am

Went to Received an Became Dropped outpost- awarder teen parents of highsecondary honor school

schoolCenter for the Study andPrevention of Violence. Univerelty of Colorado

Fig. 9

Sctiool

("Hord-core

clique"

("Block

clique'

• Core member

o F ringe member

Fig. 10-Structure of a traditional gang .



THEORY

Numbers ol Gangs Rrponcd by 766 Gang Cities.

3001- Ortr4000

4 000

Niimbci% i>I Gang Members Rcponcd In 739 Cllics.

NumtwTS of Gangs Rcponed in 175 ot the Largest U.S. CUits

Fig. 11

501- 1001- 1501- 2001- 3001- Over 40001000 1500 2000 3000 4000

Kuititw of U

Numbers o f Gang Members in 173 ol the Largest U . S . a i i e s .

Fig. 12

Demographic and

Socioeconomic

Characteristics (%)

N

T:

16

i-,--i?of raw*;"--.'.

Ra c e

Wtiite

Black

Hispan ic

A s ia n

o ther

Schoo l s ta tus

studen t

d ro p o u t

L iv ing wi th :

b i r th paren ts

paren t /s tepparen t

s ing le paren t

o ther adul t / independen t

P a re n t s ' e mp lo y me n t

none

mother on ly

la ther on ly

txjth p a re n t s

Paren ts ' educa t ion

less than h igh schoo l

g ra d ua t e

h igh schoo l g radua te

co i leqe g radua te

Nongang

Male

427

5.9

20.4

25.1

4».7

2.3

71 .9

21.8

3. 0

0. 9

8 2 . 9

17.1

31 . 4

9.1

48.7

10.8

2 2 . 7

15 .5

14.3

47 .5

39 . 3

18.7

41 . 9

Female

49 9

6,2

15.2

28,5

S0.1

1.2

76.1

18.4

3. 6

0

94 .6

5.4

30 . 5

9.4

51 .7

8.4

2 4 . 6

16 .0

14 .8

44 .5

32 . 9

25 .1

42.1

Gang

Male

193

5.2

17 .6

29 .5

4 ? . 7 ,

4. 7

65 .6

2 4 . 9

2. 1

2. 6

61 .7

38.3

2 4 . 9

11.9

54 .4

8.8

24.9

16.1

18.1

4 0 . 9

37.8

2 2 . 3

39 . 9

Female

87

10.3

25.3

21.8

•*zi--

3. 4

78.2

^zs4.6

1.1

8 9 . 7

10.3

21.8

14.9

57 .5

5.7

17.2

2 0 . 7

13.6

48.3

25 .3

24 .1

50.6

n g . 13



G o a l ! G e t y o u t h i n v o l v e d i nconstructive activities that offeropportunities to learn a posi t ivevalue and moral structu re.

THEORY

Objective: Provide a non-threatingand comfortable plac e.

Objec t i ve : Prov i de a p l ace foryoungsters to gain physical andmental s trength.

Objective: Offer indoor and outdoorchal lenges that keep the youthintere sted and wanting to com e back.



Goal; Arch itecture tha t is a m ento rt o s c o u t s .

THEORY

Objective: Provide a place that isordered, practical, and h on est .

Objective: Provide areas where scouts

can expand their mind s.

Objective; Provide areas that al lowsco uts to explore by doing.



THEORY

Objective: Provide areas that scoutscan build things which wil l become

Goal: Architecture that scouts can part of th e building and/or s i t e .call their own and treat as ap o s s e s s i o n . 1

Ol^jective: Provide areas inside andoutside where youngsters can displaytheir earning s and progress.

IIB



THEORY

Precedents

M



THEORY

Pruitt-lgoe;

This housing project, completed in 1956,was located in St. Louis. A few years later,vandalism, disrepair, and crime overcame theproject. It was know for Its architecturalInnovations, which at the time was skip-stopelevators. The elevators created unsafe zone s,thus peo ple started moving ou t. In 19 72 $ 5million was spe nt t o try to fix the prob lem ar easbut a year later It was declared unsalvageable

and It was dem ol ished.Paralleled with the research cond ucted by

Oscar newm an, this building was doo me d fromthe beg inn ing. Many high-rise build ings haveproblems with crime mainly beca use there aretoo many peo ple . Newman says that the lowerthe number of people l iving off one entrancethe better, solely because you known the

people there and you can distinguish whetheror not som eone b e longs there .

Precedents

Fig. 14-Prultt-Igoe

Fig. 15-V£Uidallzed Corridor

Fig. 16-Vandallzed Fiacade

Fig. 17-Demolltlon of Pndtt-lgoe

IE



THEORY

Overton Piark:

The North Overtoil area is one of the oldestresidential developments in Lubbock, Texas,

however it was overrun with crime, drugs, andprostitution. Delbert McDougal decided to cleanup the area, so he called for the m^ority of thearea from University to Avenue Q and 4th Street toMain Street to be demo lished. This project is thelargest privately funded urban renovation In theUnited State s.

NcDougal has demolished the built and thenatural environment In thi s area. With tha t in

mind, his goals stre to reclaim the neighborhood,complement the growth of Texas Tech University,

Fig. 18-The Centre In North Overton

P r e c e d e n t s

and to contribute to the revitalization ofdowntown . The replaceme nt is a itliole new

master plan that will have multi-family, single-family houses, restaurants, retail shops, andother bu sin ess es. McDougal Industries prom otesocial activities in this area; however there is alarge metal fence that surrounds the newapartm ents. Often tim es fencing confines socialinteraction, nonethe less he envisions this m jor

change to open lines of communication with an e i g h b o r h o o d t h a t f a c i l i ta t e s n e i g h b o r ' s

interaction.

Fig. 19-Sterllng Apartments In NorthOverton

i H t t



THEORY

Figures!1. Klein, Malcolm W. The American S tre e t Gang. Oxford

Univers i ty Pres s . 1995 . 92 .2 . Kle in , The American S tree t Gang. 93 .3 . Klein, Hie A m e r i ca n S t r e e t G a n g . 9 4 .4 . K le in , The American S tree t G ang. 9 5 .5 . R e t r i e v e d S e p t e m b e r 2 2 , 2 0 0 4 , f r o m

http//iwww.flahtcrlme.orq 6 . Http//;www.flghtcrlme.org 7. http//:www.flghtcrlme.orq 8 . http//;www.flghtcrlme.orq 9 . http//twww.flghtcrlme.org

1 0 . Kle in , The American S tree t Gang. 61 .1 1 . Kle in , The American S tree t Gang. 34 .1 2 . Klein, The American Strcset G a n g . 3 5 .1 3 . Huff, C. Ronald . Gang s In America . Sa ge

P u b l i c a t i o n s , I n c . 1 9 9 0 . 2 1 4 .1 4 . http://defenslblespace.coniybookAllustratlons.htm

Retr ieved October 5 , 2004 .1 5 . http://defenslblespace.coni/bookAllustratlons.htm

R e t r ie v e d O c t o b er 5 , 2 0 0 4 .1 6 . h t tp : / /de fens lb lespace .com/book/ i l lus trat lons .h tm

R e t r ie v e d O c t o b e r 5 , 2 0 0 4 .

1 7 . http://defenslblespace.coni/bookAllustratlons.htm R e t r ie v e d O c t o b e r 5 , 2 0 0 4 .

18 . Renderin g of th e Centre In North Overton. DavidMil ler, Interview by author, October 2, 2003,Lubbock, Texas .

1 9 . Pic ture by author , October 15 , 2004 .

References;

Braze l ton , Berry T. N.D. and Stan ley I . Greenspan ,M.D. The Irredu cible N eeds of Children: WhatEvery Child Must Have to Grow. Learn, andFlourish. Perseus Publishing, Cambridge,M a s s a c h u s e t t s , 2 0 0 0 .

Guralnik, David B. Web ster's New World Dictiona ryof the Am erican Ltmguage. Prentice-Hall , inc. ,1 9 7 6 . p p 3 9 0 .

Newm an, Oscar. De sign Guidel in es for CreatingDefen s ib le Spac e . Wash ington , DC: Departm ent ofJ u s t i c e , 1 9 7 6 .

u n i s o n , J a m e s Q. and George L. Kel l ing. "Broken

Windows," The Atlantic Monthly. (March 1982), pp2 9 - 3 8 .

S D

http://www.flahtcrlme.orq/

http://www.flghtcrlme.org/

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CHAPTER 2 : FACILITY

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FACILITY

Miss ion Statement; As the youth of today are pressured, by peers and others,to partake In negative activities this facility will provide aplac e of refuge. The Boy Sc ou ts In Amarillo andsurrounding areas will have an opportunity to acquire skillsand knowledge that wil l help them succeed now asyoun gsters and later Into adulthood.

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FACILITY

facility Statement;

The after-school program provides aplace that young peo ple can go and ei\joypositive experiences, while socializingwith peer s. The building will ho use areassuch as a ceremony hall , administrationoff ice , ki tchen, mult ipurpose rooms.shower and changing rooms, and first aidoffice. The site will host acitlvltles likeb a s k e t b a l l / v o l l e y b a l l c o u r t s .footbal l / soccer f ie lds , campflre r ing.multipurpose areas (scouts will buildth ese areas), palntball f ield, ropes co urs e.and flag groun ds. These activities willoffer Boy Scouts a chance to have fun and

l e a r n s k i l l s t h a t p r o m o t e s e l fdevelopment .

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FACILITY

The Boy Sc ou ts of Am erica;The Boy Sc ou ts of America (BSA) wa s sta rted in

Bri tain by Robert Baden-Powel l . In 1 9 0 7 h e t o o k agroup of boy s on the fi rs t Boy Sco ut cam pou t on t heIs land of Brow nsea. The primary obje ct ive of hisac t i on was to use h i s fame gai ned i n the Br i t i shCal vary and he l p Br i t i sh boys become be t ter men.After the campout Baden-Powe l l wrote a bookcal l ed Scout i ng for Boys that out l i ned the bas i cg o a l s o f b o y s c o u t i n g .

In 1909 Wil l iam D. Boyce , an American, wasvi s i t i ng London and l os t his way in a thick fog. A

youn g boy asked h i m if he coul d b e of he l p , to whi chhe acc ept ed . The boy gu i ded h i m to h i sd e s t i n a t i o n , udiere upon arrival the American tr iedto t ip the boy, to itiiich th e boy sa i d "No t h a n k y o u ,s ir . 1 am a scout ."" N eed less to say he w asi m p r e s s e d a n d a s k e d t h e b o y t o tell h i m a b o u tscou t i ng . Af ter the s tory was to l d , Boyce aske d if hewou ld tak e him to the Bri t ish Sc ou tin g Off ice . Atthe of f i ce he m et Rober t Baden-Powe l l and dec i d ed

to bring sco ut in g to the U.S. On February 8,1910 agroup of l eaders and Boyce founded the Boy Scoutsof Am erica. The boy that help ed the American f indhis way never gave hi s name and never asked for

m o n e y , n e e d l e s s t o s a y t h a t y o u n g m a n h e l p e db r in g s c o u t i n g t o t h e s t a t e s .

Many youn g boys were i n teres ted i n scou t i ng ,but the age ranged from 11 to 17 years old, so as imi lar program was started in 1930 cal led Tigerand Cub Sco uts . Thi s program was a i med at boysfrom 6 to 1 0 years old. Boys in th e f irst grade canJoin Tiger Cub s, which i s a program tha t p rom ote sf u n , a c t i v i t i e s , a n d b u i l d i n g r e l a t i o n s h i p sbe t we en boy and adul t s . Once a boy Is i n thesec on d grade he can be com e a Cub Scou t . The

program is based on an Indian tr ibe cal led theW ebelo s . The chief of th e tr ibe , Akela, learnedski l l s from the animals of the forest (wolf, bear,an d lion) . The tr ibe's na me was actual ly derivedfrom the progress ion from wolf (we-) , to bear (be-), to l ion (lo-) then to scout (s ) , which resul ted inW e b e l o s .

When a boy Joins sco ut s he i s put in a patrolthat normal l y cons i s t s o f be tween e i ght and

twe l ve boys hi s ag e. Patrols are a key ingre dientof a troop and are normal ly nam ed af ter an i mal s .The patro l' s go al s are to he l p boys bec om e a g oo doutdoors man, be ac t i ve i n the troop and patro l .

MRobert C Blikby, The Bov Scout Handbook (Llbimiy of Congress) 1990, 579.



FACILITY

get physically fit, become a knowledgeable citizen,and live by th e Scou t Oath and Law. Troops als oconsist of a Scoutmaster, Assistant Scoutmasters,

S e n i o r P a tr o l L e a d e r , J u n i o r A s s i s t a n tScou tma sters, and a Troop Com mittee. Every weekthe troop holds meetin gs in which patrols com peteIn activit ies that test scouting skil ls and once amonth camp outs are held. On camp outs, patrolsand scou ts have the opportunity to camp under th estars , observe nature, and once again test theirskills. Another event that teaches boys aboutleadership and professionalism Is the courts ofhonor, in which awards the boys have earned arepresented to them.

A new scout holds the Scout rank andimm ediately starts working toward Tenderfoot. Thefollowing ranks are Second Class, First Class, Star,Life, and finally culminating in Eagle Sco ut. As theypush through the ranks they are shaped into b ettercamp ers, hikers, and sco ut s. In order to advancethrough the ranks, boys have to earn merit badgesthat test skills in numerous areas like cooking,camp ing, first aid, and machinery. Sco uts wearuniforms that are decorated with badges andinsignia that tell the council, troop number, rank.

patrol, merit ba dge s, number of years active andoffice h eld. The boys are respon sible for makingsure that their uniforms are kept in presentable

condition.Scouts live by th e Sco ut O ath, Law, Notto, andSloga n. As sta ted in The Boy Scou t Handbook.th e O ath Is: "On my honor I will do my bes t to domy duty to God and my country and obey the ScoutLaw; To help other people at all times; to keepmyself physically strong, mentally awake, andmorally straight." The Law Is: "A Scout istrustworthy, loyal, helpful, friendly, courteous,kind, obedient, cheerful, thrifty, brave, clean, andreverent." The Motto is "Be Prepared" and th eSlog an is "Do a Good Turn Daily." Both the oat hand law are recited at all meetings and outings,for practice and to keep the ideas fresh in theboy's min ds. Each time a sco ut recites the Oathor Law he salu tes w ith three fingers, which standfor the th ree parts of the oath and th e little fingerand thumb represent the bond that unites allsco ut s. The Scout badg e (next page) was derived

from the north point of a mariner's compa ss oftencalled trefoil. A trefoil Is a flower with threeleaves and me ans a Scout ca n point the right way

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FACILITY

in l i fe l ike a com pa ss In th e Held. The 2 starssymbol i ze truth and knowl edge and the eagl e wi ththe sh i e l d s tands for freedom and a Scout ' s

read i ness to de fen d i t . The

scro l l wi th the Not to I s turnedup at the ends to h i nt that aS c o u t s m i l e s a s h e d o e s his dutyand th e knot I s a remi nder to doa g o o d tiun daily.

As ment i oned be fore , qual i tya f t e r - s c h o o l p r o g r a m s a r es o m e t i m e s t o o e x p e n s i v e a n dkids that are i n l ow- i ncome

f a m i l i e s a r e u n a b l e t opar t i c i pate and of ten end up onthe s tre e ts . One of th e pos i t i veth i ngs about Boy Scouts I s thatIt I s access i b l e to a l l and there

are many oppor tuni t i e s to ra i se money for anybur dens om e cos t s . There are fundrai ser s that a l l owt h e b o y s t o g o a r o u n d t h e i r n e i g h b o r h o o d s a n drai se mo ney by se l l i ng var i ous i t em s . Many troo ps

s c h e d u l e t i m e s w h e r e t h e y g o t o a s h o p p i n g c e n t e rand se l l th i ngs as a w h o l e tr o o p .

Accordi ng to FC th e mo st e f fec t ive and m osth u m a n e time to prevent a ch i l d from b ecom i ng a

IFig. 20-ScoutBadge

gang member i s a t the begi nni ng of a ch i l d ' sUfe.Thls Is a great opportuni ty for boys that areenter i ng th e fi rs t grade beca use they canJoin CubS c o u t s , a s t e p p i n g s t o n e t o B o y S c o u t s , a n d s ta r t

Interac t ing wi th the i r peers .S c o u t s e n j o y b e i n g a r o u n d p e o p l e b e c a u s e

they l earn f tom other ' s exper i ences and toge therthey can so l ve probl ems that are too big for onepers on . Another v i ta l too l s cou t i ng teach es andp r o m o t e s Is how to treat and act in yowcomm unity. The BSA says that "What real lym a t t e r s i s h o w p e o p l e f e e l a b o u t t h e i rcommuni ty ." They a l so say that p eop l e , who care

about the i r ne i ghbors and the p l ace they l i ve arewi l li ng to kee p the i r comm uni ty safe . In s c o u t i n gboys have many oppor tuni t i e s to he l p the i rcom mu ni t i e s . The BSA enco urag e boys to go o utIn t h e i r n e i g h b o r h o o d s a n d m e e t t h e p e o p l e t h a tl i v e a r o u n d t h e m , b e c a u s e t h e y h a v e a ni nteres t i ng s tory to tell or a ski l l to tea ch . As boy sm eet n ew peo pl e , hope fu l ly , they rea l ize that the i rcommunlty i s not Just rows of ho us es or an

unknow n apar tment comp l ex . Scou t i ng I s anorgani zat i on th at I s bas ed o n vo l unteer work andw o u l d b e n o t h i n g w i t h o u t t h e s e d e d i c a t e dindividuals . The lead ers of a troo p volunteer

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many val uabl e hours that he l p youn gs ters grow Intocontr i but i ng mem bers of soc i e ty . Sco uts have ap l e thora of oppor tuni t i e s to vo l unteer and he l p

the i r com mu ni t i e s . A few of th es e th i n gs arer e c y c l i n g , p i c k i n g u p t r a s h , c o l l e c t i n g a n ddi s tr i but i ng I tems for ho me l e ss and need y fami l i e s .

As a Li fe scout s tarts working toward the Eaglerank, th e mai n task I s to c om pl e t e a serv i ce p rojec tfor a community. This Is qu i te a daun ting ta sk for ay o u n g p e r s o n t o u n d e r t a k e , m a i n ly b e c a u s e o f t h eproject ' s s ca l e . The sco ut orgsuiizes the ent i reprojec t , MAiich i nc l udes p l anni ng , coordi nat i ng , andexecu t i on . A cou pl e o f exam pl es o f Eagle projec tsare remode l i ng an apar tment at a downtownw o m e n ' s c e n t e r a n d r e p a i n t i n g p l a y g r o u n dequ i pm ent i n a l ow- i ncom e area . The se projec tst e a c h s c o u t s e v e n m o r e a b o u t l e a d e r s h i p ,organi zat i on , and profe ss i onal sk i l l s , all of whichcoul d be carr i ed over and Incorporated asyou ngs ters ge t i nvol ved wi th the i r com mu ni t i e s an dstart their l ives away from their pa ren ts . The BoyScouts o f Amer i ca chal l enges each scout to appl y

ski l l s and knoidedge he or sh e has obta i n ed to dal l yl i fe , not on l y as a n a d o l e s c e n t but also as an adul t .

In conc l us i on , the l if e l e s s on s and teach i ngsyou ngs t ers rece i ve in Boy Sco uts cou l d serve as avehic le to s tart revi tal iz ing and maintaining

n e i g h b o r h o o d s , o n e a t a t i m e . If a s trongfound at i on I s l a i d the n maybe i t can spread acro ssAmerica and th e world, bui ldin g on i ts e l f Just l iketh e Boy Scou t Movement d i d .

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FACILITY

VIEWS

Fig. 21-Views of entrances and exits

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Issue 1; Safety

Goal: Fiacllity will be safe for Its users.

Design R esponse: The building, both insideand outside, will be lit so that there are nodark are as.

Design Response: Entry and exit spaces willbe safe and secu re. Fig. 21

Design Response: There will be no blindcomers or areas In the building (uAieresom eone could hide).



FACILITY

Issue 2; Circulation

Goal ; l b pro mo te phys i ca l f i tness by us i n g t hew h o l e s i t e .

Des i gn Response ; Create ac t i v i ty areasthrou gho ut the s i te and bui l d i ng . F i g . 22

Des i gn Response : Provi de comfor tabl e shadedareas outs i de where scouts can work onvariou s act iv i t ies . Fig. 2 3

Des i gn Response : Provi de s i gnal s , such as acha ng e In mater i a l that he l p users navi ga teth e bui l d i ng and s i te . F i g. 24

A C T (WITT' Al^bf^

Fig. 22-Actlvlty area-Inside and outside

Fig. 23-Man made and natural shading elements

IAJ

Fig. 24-Floor pattern that provides direction

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FACILITY

Ac.Ti\/\-rY AneASi

Fig. 25-Actlvlty areas

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Issue 3 ; Interaction

Goal : To ge t the sc ou ts to i n terac t wi th ea chother , the communi ty , and the s i te .

Des i gn Response : Provi de a p l ace where thepubl i c and the scouts can i n terac t .

Des i gn Response ; Provi de the scouts wi thspaces to Interac t wi th each other and thes i t e . Fig. 25

Des i gn Response : Provi de ac t i v i t i e s , such astrash c l ean up , that scouts do on s i te and thatthey can extend i nto the communi ty .



FACILITY

Merit Badge Requirements;Eagle Required

C a m p i n g-Show know ledge of first aid-Know i^at to take camping-clothing, ten ts,sleeping bag, etc.

-Camp for twenty days and n ights-Repel at least 30'

c i t i z e n s h i p In t h e C o m m u n i t y

-Know history of com mun ity and culture-Know locations of government buildings-Understand local government

c i t i z e n s h i p In t h e Nation-Know branches of the government andfunctions

Cit izenship in the World

-Understand how to become a citizen ofAmerica and other countries-Understand laws of US and o ther coun tries

C o m m u n i c a t i o n s-Interviewing people-Know ways to com mim lcate-talking,listening, watching, reading, and online

Cycl ing-Clean and acyust bicycle

^ -Make right and left turns while using handsignals

-Plan and ride fifty miles in eight hours

Emergency Preparedness-Know how to react, prevent, and recogn izea emergency situation

-Show how to save p eople In set s ituations-Know communities disaster response

Env ironmenta l Sc i ence

-Understand environment-Build ecosyste m In a b ottle-Mark and stu dy four squ are yards of th eearth

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FACILITY

Fiamlly Life

-Know vihat a family is and how it fun ctions-Know uAiat makes it work and identify yourrole

First Aid-Understand and demonstrate first aid on acampout-cuts, b i tes , broken bon es , bu m s,dehydration, frostbite, and hypothermia

-Periorm CPR

Hiking-Show knoidedge of first aid on the trail-Plan and hike twenty miles

Life Sav ing-Know saf e swinuning techniques-Practice saving techniques in the water

Personal Fi tness

-Know importance of personal fitness-Know about drugs, tobacco, alcohol, andother harmful substances

-Know good nutrition-Run, walk, sit ups , pull ups, and push u ps

Persona l Management-Understand family finances-Prepare a budget

-Know and practice money management

S w i m m i n g-Know first aid an d water safety-Swimming test-Practice life safety In th e w ater

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FACILITY

Space Bubble Diagram;

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FACILITY

Entrance/Lobby; indoor Spaces

Size; 600 ft*Issu es; Safety, Accessibility, C irculation

Users; 1-10

Activities;

-Point where people enter and exit-Orientation point

Spatial An alysis;-Inviting-Accessible from the parking lot-Secure-Easy to locate

Design Requirements;-At least one half of the ^rits will be here-Double doors-Seating close to entrance-Adjacent to Administration Office, CeremonyHall, and Restrooms

a o ^ ' * ' ^

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FACILITY

Restroom; Indoor Spaces

Size; 4O0 ft*

Issu es; Accessibility, Security, Cleanllnciss,Acoustics

Users; 1-4

Activities;-Serve all users

-Grooming-Natural functions

Spatial An alysis;-IMvate-Clean-Entrance viewable from Entrance/Lobby

I>eslqn Requirements;-Adjacent to Entrance/Lobby and CeremonyHall

-Comply with ADA and T.A.S. Stan dard s-Tile floors with center drain-Easy to clean-Maintain users privacy-Fixtures mounted to wall for ease of cleaning

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FACILITY

Administration Office; indoor Spaces

s i ze ; 200 ft*

issu es; Accessibil ity, Acou stics, l^lvacy

Users; 1-2

Activities;

-Maintain facility-Meetings with users and workers

Spatial Analysis;-Comfortable-Organized-Professional Atmosphere

Design Requirements;-Windows for supervision of Ceremony Hall-Windows on at least two sides (Fig. 26)-One entry-Locking door-Viewing of adjacent spaces-Ac^acent to First Aid, Entrance/Lobby, andCeremony Hall

-Secure storage cabinet

Fig. 26-^ew from the Admin Office

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FACILITY

Ceremony Hall;

Size; 5,300 ft*

issu es; Accessibility, Acou stics, Circulation

Users; 1-150

Activities;-Social activities-Merit badge cla sse s

-Ceremonies (Court of Honor)-Banquets-Indoor games-Guest speakers-KwahadI Indian dances (a.«.ataaKm

Spatial An alysis;-inviting

-Comfortable-Open and unobstructed-Visible from Entrance/Lobby

indoor Spaces

I>eslgn Requirements;-Minimum bask etball court-84'x50'xl6'-Lines for court painted on floor-Wood floor, sUp-reslstant and non-spUnter-Windows facing no rth to allow reflected lightInto the hall (Fig. 27)

-Ac^acent to Entry, Restrooms, Kitchen,Changing Rooms, First Aid, Storage andCustodian ©. Rvn T

-Acoustical control R...II;;:>^ Cn

Fig. 27-Northem wall

reflecting light

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FACILITY

Kitc l i en;

Size; 200 ft*issu es; Accessibil ity, I^lvacy, Security,Cleanliness

Users; 1-6

Activities;-Fbod preparation

-Fbod storage-Food distribution

Spatial An alysis;-Clean-Lots of counter space-Storage

indoor Spaces

Design Requirements;-Acyacent to Ceremony Hall/Cafeteria and atleast one multipurpose

-Place between multipurpose If possible-Tile floor, sloped with drain-Easy to clean walls and floors-Locking door-Direct access to Disposal Bin and deliveryarea

^ ^

[ Ceremony Hall/ \^ — \ CaMeria j

multlpuipose^ ^ / \ ^ _ ^ ^ _, /

^ — N T )SEb°r Kitchen 1 ' ' • ^ T M

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FACILITY

Multipurpose; Indoor Spaces

Size; 550 ft*

iss ue s; Accessibility, Privacy

Users; 1-30

Activities;-Board of review-Scoutmaster conferences

-Platrol meet ings-General meetings-Merit badge classes-Indlvldaul testing or review

Spatial An alysis;-Comfortable-Open and unobstructed

-Maximize natura l dayllghting

Design Requirements;-At least two 3' doors-Storage for patrol and troop Items = 50 ft*-Adjacent to Ceremony/Cafeteria and Kitchen-Large enough to accommodate 30 people-6 of these rooms

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FACILITY

Storage; Indoor Spaces

Size; 400 ft* Design Requirements;-One point of entry

Issu es; Accessibility, Function, Organization -Locking door-Blend w ith wall m aterials

Users; 1-2 -Ac^acent to Ceremony Hall

Activities; " i-Keeping equipment safe-Storing equipment

Spatial An alysis;-Functional-Organized

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FACILITY



Ciianging Rooms; indoor Spaces

Size; 2,400 ft*

issues; Accessibility, Security, Privacy,Cleanliness

Users; 1-75

Activities;-Dressing

-Grooming

Design Requirements;-Mildew resistant-Tile easy t o clea n-Ventilation-Acyacent to showers-Women's room should have two toilets-Men's room should have one urinal and onetoi le t

Spatial An alysis;-Clean-Private-Warm

= 5 0

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FACILITY

Shower; indoor Spaces

Stee; 150 ft*Issues; Accessibility, Security, l^lvacy.

Cleanliness

Users; 1-8

Activities;-Dressing

-Showering-Grooming

Spatial A nalysis;-Clean-Private-Warm

Design Requirements;-Mildew resistant-Tile easy to clean-Ventilation-Floor drainage around perimeter of shower(Fig. 28)

-Acyacent to Changing Room

Flg. 28-Dralnage around the perimeter of shower

Shower

(Changing Rm

lO

FACILITY



Mechanical / E lectrical; indoor Spaces

Size; 1,070 ft*issu es; Safety, Aco ustics, Function

Users; 1-2

Activities;

-House equipment for building-Storing tools

Spatial An alysis;-Functionality-Control noise

Design Requirements;-Access to al l equipment-Easy cleanable materials-Adjacent to Custodian's room

~p

FACILITY



Custodian;

Size; 100 ft*

issues; C leanl iness , Orqanlzatlon

Users; 1-2

Activities;-Store cleaning supplies-Custodian break space

Spatial An alysis;-Clean-Organized-Storage

indoor Spaces

Design Requirements;-Adjacent to Ceremony Hall andNech/Electrical room

-One point of access-Hidden from public view-Locking door

r Mech/Cle J

^Custodian ^ ^ ^ ^ ^ N ^ / " " \ ^

•——/ Ceremony Hall/ |\ Cafeteria J

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FACILITY



n rs t Aid; indoor Spaces

Size; 400 ft*

issues; Cleanliness, Safety, Privacy,Acoustics

Users; 1-30

Design Requirements;-Easy to clean walls, floors, and countermaterial

-Adjacent to Ceremony Hall-Connected with a path to ou tdoor activities

Activities;-Caring for the sick or li^ured

-Training patrols In first aid and safety-Use during merit b ad ges

Spatial Ana lysis;-Clean-Private-Organized

io

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FACILITY



Baslietball / Volleyball C ourt;

Size; 8 4' x 50'= 4,2 00 ft*

issues; Accessibility, Safety

Users; 1-10

Activities;

-Basketl>all and volleyball games-Physical fitness-Organized sports and free play

Spatial A nalysis;-Clear of obstructions-Daylight to courts-Artificial light to Illuminatenight play

V>LANEt>P G O A L . -

Outdoor SpacesDesign Requirements;-Co nnec ted to th e First Aid room with a path

-Court will follow Fig. 29-Bleachers provided on the long side(s) of theHeld

LENGTH l i - l

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L 7,° j > > ^ f y' ^

M " j 6 o-„ fTACUG ^

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U ; M A R K S

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y

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1 :

, D IVISION I. NE , ^ - " ^

2 WIOF y f P F c p

, , •*, , r.

- - • •

T H H t t HC:-4l

!

Fig. 29-Basketball court dimensions

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FACILITY



Football / Soccer Field;

size; 330 ' x 150'= 49 ,50 0 ft*

Issues; Accessibility, Safety

Users; 1-22

Activities;-Football and soccer games-Physical fitness

-Organized sports and free play

Spatial An alysis;-Clear of obstructions-Daylight to courts-Artificial light to Illuminatenight play

Outdoor Spacesi>esign Requirements;-Connected to the First Aid room with a path

that Is covered or open-Field will follow Fig. 30-Bleachers provided on the long slde(s) of thefleld

s I

Fig. 30-Soccer flelddimensions

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FACILITY



Storage;

Size; 200 ft*

Issues; Organization, Accessibility, Function

Users; 1-5

Activities;-Keep equipment safe and secure-Storing scou t eq uipment

-Storing lawn equipment

Spatial An alysis;-Functional-Organized

Outdoor Spaces

Design Requirements;-One point of access-Double doora-4' each-Accessible to al l outs ide activities-Fit into the outside design

^ ' °

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FACILITY



Multipurpose Areas; Outdoor Spaces

Size; 1,050 ft*

Issues; Safety, Accessibility, Cleanliness

Users; 1-25 rss?*':

Activities;-Various-Chopping wood

-Lashing timbers together-Other activities for merit badgerequirements

Spatial An alysis;-Clean-Functional-Flexible

Design Requirements;-Areas bound by a fence or another type of

' boundary-Have only on e point of acc ess-Signs po sted to remind boys of safety-3 areas at 150 ft* and 1 area at 600 ft*

3a

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FACILITY



Disposal Bin; Outdoor Spaces

Size; 20 ft*

issues; Safety, Cleanliness

Users; 1-2

Design Requirements;

-Hidden from view of public-Aesthetic covering-in a place that prevailing winds will not carrysmells across building

Activities;-Trash disposal-Tk sh col lect ion

Spatial A nalysis;-Clean-Free of obstructions

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FACILITY



Paintbali Field; Outdoor Spaces

Size; 45,000 ft*

issues; Safety, Circulation, Organization


-One point of access-Fleld contained by a type of fencing system

Users; 1-25

Activities;-Running, hiding, crawling-Shooting paint ball guns

-Organized team activities and free play

Spatial An alysis;-Clean-Organized

FACILITY



Climbing Wall w/ Rop es Course; Outdoor Spaces

Size; 700 ft*

issues; Safety, Circulation, Organization

Users; 1-25


-Each statio n will have rules and safetyguidel ines posted

-Boys will help with design and construction ofeach area

Activities;-Climbing-Repelling

-Multiline Traverse

Spatial An alysis;-Clean-Supervised-Functional

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FACILITY



Parking;

size; 25,600 ft*

Issues; Safety, Circulation, Organization,Accessibility

Users; 1-75


-Acyacent to Entrance-Native landscaping will break up parking-Each space at least 10' X 2 0 '-Covered drop off area

Activities;-Piarking

-Driving-Waiting

•i., : *

Spatial An alysis;-Clean-Functional

M

FACILITY



Flag Grounds;

Size; 2,500 ft*

issues; Circulation, Organization, Location

Users; 1-150

Activities;

-Flag ceremonies-Courts of Honor

Spatial Analysis;-Clean-Ground level


-Noise barrier between the street and the FlagGrounds, such as the building or built upearth

-Three flag poles (United States Flag, TexasFlag, Troop Flag)

-Windows In building placed to provide view ofFlag Grounds (Fig. 33)

"%

Fig. 33-1Mndows from building viewingFlag Grounds 5 0 °50

FACILITY



Indoor Space Summary;

Room SizeEntrance/Lobby

Restrooms

Administration Offlce

Ceremony Hall / Cafeteria

Kitchen

Multipurpose

Storage

Changing Rooms

Shower

Mechanical / Electrical

Custodian

FlretAld

Total ft' 13 ,42 0 ft*

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FACILITY



Outdoor Space Summary;

Room Size

Basketball/Volleyball Court 4,200

FootbaliySoccer Field

Storage

Camp Fire Ring

Multipurpose Areas

Disposal Bin

Paint Ball Fleld

Copes Course

Parking

Flag Grounds

Total ft' 1 3 1 , 9 4 5 ft ? 5 0 5 0

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FACILITY



Precedents

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FACILITY



Camp Don Harrington;

The land that Camp Don Harrington (CDH)

sits o n is owned by the G olden Spread C ouncilof the Boy Sc ou ts of America. CDH Is locatedeast of Canyon, Texas and covers a total ofalmo st 856 acres. Water, ga s, and electricityare fed to th e majority of th e cam p. The lake Inthe middle of camp allows for boating, fishing,and cano eing. It is clos e enou gh to town to beconvenient for campers, all while providing arural se t t ing .

The camp features a COPE course, a naturelodge, a health lodg e, a quartermaster lodge, adining hall, a shower building, a trading post, ashotgun and rifle range, a boat house, and acouncil ring (campflre).

I^ecedents

Fig. 35-Dlnlng hall

FACILITY



The Copper House, Husky ChildDevelopm ent Center;

The Copper House, locate d In Bo lton , Ontario, Isfor children up to twelve years of ag e. The plan Isshaped somewhat like a boomerang that hugs theentry, uiiich feels nurturing and motherllke. Theyalso incorporated many hand made items to add tothe inviting f eel.

Anita Olds and Associates designed the centerwith four zones: entry, messy, active, and quiet.Each spaces was defined by varying the ceiling

heights, lighting, floor texture, and furnishings.Each classroom has a tiled, sun-filled "wet-playbay" to encourage exploration of messy materials.The group room was oriented southward tomaximum sunligh t exposur e, as well as to allow for acovered porch and play yard.

The cente r use s passive solar desig n with radiantheat floors. The roof Is coppe r and window frames,doors, and ceil ings are ma de of woo d. The large low

windows provide an Inside and outsid e feel. Thebuilding cost $3.5 mill ion and consumes 16,000square feet of an eigh t acre site.

I^ecedents

Fig. 57-Ovei g. 38-Entrance

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FACILITY



Heritage Fiark Com munity Center; Precedents

The Community Center, located In Chula

^sta, California. Rob Wellington Qulgleydes igned the 6,000 ft*facility for a total of$1.3 mill ion. The main materials are sto ne ,concre te , and corrugated sheet metal .Qulgley Is an archite ct that love s to work withthe community on design becau se he fee ls ItIncorporates everyone In the design process .He was Inspired by the sh ed s that do tted thes i t e , however they could not be preserved.Through the use of materials he keep therural th em e.

The building contra sts with the rest of thesett lement which Is wood frame and stuccohouses , unthln the center there is a lobby,mee ting room, kitchen, storage , crafts room,courtyard, an d a sta ge. Qulgley des igne d formaximizing daylight Into the bui lding,

however the windows, for the most part, arehigher and d o n ot al low for visual con nectio nwith the s i t e .

Fig. 39-Haln Corridor

1. Lobby

2. Mi-fting

3 . Kiti:hen

4. .Sl.J.'ilj;,:

5. Crafts

6 . ("nurlviiril

Fig. 40-Floor Plan

41-South Entry

FACILITY



Figures;20. Sco ut ba dge . Robert C . BIrkby, T h e B o y S c o u t

Handbook (Library of Congres s ) 1990 , 579 .2 1 . Diagram of safe entry and ex i t -by author .2 2 . Diagram of ac t iv i ty area s wi th in s i te -by author .2 3 . Diagram of shaded areas -by author .2 4 . Diagram showing traff ic direction by f loor pattern-

by author .2 5 . Diagram showing In teract ion spaces -by author .2 6 . D i a g ra m s h o w i n g v is u a l c o n n e c t i o n b e t w e e n

Adminis trat ion Off l ce and Ceremony Hall-by author .2 7 . Diagram showing re f l ec ted northern l ight -by

author .28 . D iagram showing drainage around the per imeter of

shower-by author .2 9 . Hok e, Jo hn R ay Jr. , Architectural Graphic

Standard s (John Wi ley & S o n s , I n c . ) 2 0 0 0 , 7 7 4 .3 0 . Hok e, Jo hn Ray Jr. , Architectu ral Graphic

Standard s (John Wi ley & S o n s , I n c . ) 2 0 0 0 , 7 6 6 .3 1 . Diagram of s eat ing and fenc ing sys tems-by author .3 2 . Diagram of framed entrance-by author .3 3 . Diagram of area between Flag Grounds and

bulldlng-by author .3 4 . Picture of counci l r ing at Camp Don Harrington-

by author .

3 5 . Picture of Dining Hall-by author .3 6 . Floor plan. Olds , Anita Rul. Chi ldcare Des ign

Guide . Mcgraw-HllI, 2 0 0 1 . __^

3 7 . Picture of th e Copper H ouse . Olds , Anita Rul .Chi ldcare Des ign Guide . Ncgraw-Hill , 2 0 0 1 .

3 8 . Entra nce of the Cop per Hou se. Olds , Anita Rul .Chi ldcare Des ig n Guide . Mcgraw-Hlll, 2 0 0 1 .

3 9 . Main corridor. KImm, Alice . " Her itage PiarkCommunity Center." Architectural Record. March2 0 0 2 .

40 . Floor Plan. KImm, Alice. "Heritage ParkCom munity Center." Architectural R ecord. March2 0 0 2 .

4 1 . So uth entry. KImm, Alice. "Heritage ParkCommunity Center." Architectural Record. Narch2 0 0 2 .

References;

BIrkby, Robert C. The Bov Scout Handbook. Libraryo f C o n g r e s s , 1 9 9 0 .

Christ ian, WlUiam and Sanford Newman. 2004.America's After School Choice: The Prime Timefor Juvenile C rime, or Youth Enrichmen t andA c h i e v e m e n t . R e tr ie v e d S e p t e m b e r 2 2 , 2 0 0 4 ,from http//;www.flqhtcrlme.orq

Hurt, H.W. The BoVs Cub book. Boy Sco uts ofAmerica, New York. 19 30 .

CHAPTER 3: C O N T E X T

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CONTEXT



A m a r i l l o , T e x a s

v e t e r a n s t o Palo Duro Canyon to deve l op roads tothe canyon f l oor as well as the v i s i tor center ,cabi ns , she l ter s , and the park headquar ters .These d edi ca ted Indi v idual s p l ayed an Importantro l e i n the e s tab l i shment of Pal o Duro CanyonStat e park whi ch of f ic i al ly op ene d July 4 ,1 9 3 4 .

The canyon i s approxi mate l y 12 0 mi l e s l on g ,20 mi l e s wi de and 80 0 fee t dee p . Extendi ng fromCanyon to Si lverton, I t was formed primari ly bywater eros i on . The s l o pe s of the canyon revealth e colorful natural history of the area . This i squi te an ac t i ve p l ace year round, e spec i a l l y i n thesum mer mo nth s . There are eque s tr i an tr i a l s ,campi ng , h i k i ng , f i sh i ng , and an e l aborateoutd oor thea ter product i on of "Texas."

In many ways Amari l lo i s s imi lar to otherc i t i e s . In that there I s an ec l ec t i c use ofm a t e r i a l s , s t y l e s , a n d s t r u c t u r e s . M a nyres i dent i a l un i t s u t i l i z e compos i t i on roof, whi l emore and mo re bu s i n ess e s u t i l i z e m eta l roof i ng .

CONTEXT



Demographics;

Population

1890 482

1900 1,4421950 74,2461990 157,615

2 0 0 0 1 7 3 , 6 2 72 0 0 1 1 7 5 , 1 8 02 0 0 2 (e s th n a t e ) 1 7 6 , 7 3 3

A geU n d e r 1 8 4 8 , 4 2 3 2 8 %1 8 t h r u 6 4 1 0 3 , 3 0 9 5 9 %6 5 a n d o l d e r 2 1 , 8 9 5 1 3 %

R a c eWhi te 77 .5%Hi spani c 21 .9%Black 6.0%Asi an 2 .1%Other 11 . 3 %American Indian/Alaska Native 0.8 %Two or more races 2.3 %

A m a r i l l o L a b o rLabor Force (2001 avg) 113 ,850E m p l o y m e n t 110,433 (97.0%)UnempIo3^ment Percentage 3 .0%Texas Unempl oyment Percentage 4 .9%Uni ted State s Unempl oyment Percentage 4 .8%

M^or E m p l o y e r sAmar i ll o Indep enden t Scho ol Di s tri c t 3 , 8 63

IBP Inc . 3 ,6 15Bap tist St . Anthony's Heal th Care Syst em 2,9 00BWXT Pantex 2 ,8 6 9Texas Dep artm ent of Criminal Ju st ic e 1,8 11Sou thw es tern Publ ic Serv i ce Company 1 ,810City of AmariUo 1,7 12Northw est Texas Heal thcare Sc ien ce Center 1,37 5AffUlated Foods 1 ,100Texas Tech University Heal th Sc ien ce Center 9 8 4

w

CONTEXT



Climate Conditions;

TempeFature

Avg Temp

Avg Max TempAvg nin Temp

Days with N n Temp

90 F or Higher

Days with Nhi Temp

Below Freezing

H e a t i n g a n d C o o l i n g

J a n

3 5

4 92 1

reb

39.2

92.82S.5

Mar

47.1

61.632.7

Apr

56.8

71.542.1

May

6S.4

79.1SI .6

J u n J u l A u g S e p O c t N o v D e c A n n u a l

74.1 7 8 . 6 76.5 69.1 58.S 46 3 7 56.9

87.69 1 . 7 8 9 . 1

81.8 72.999 . 7 5 0

70.9

6 0 . 7 6 5 . 5 63.8 96.4 44.9 32 .3 2 4 43.3

0 0 <.5 1 9 13 2 1 16 7 1 O 0 63

2 7 22 19 4 <0 .9 0 0 0 <.9 2 19 2 7 111

Heating Degree Days

Cooling Degree Days

P r ec ip i t a t i onPrecipitation (Inches)

Days with Precipitation

0.01 or More

Monthly Snowfall (inches)

Weathe r I nd i ca to r s

Avg wind Speed

Clear Days

partly Cloudy Days

Cloudy Days

Percent of Possible Sunshine

Avg Relative Humidity

9 2 7

0

J a n0 . 5

4

4

1 3

8

5

5

6 95 4

7 2 2

0

Fieb0 .6

4

3. 6

13.8

1 0

4

6

68

6 2

9 9 9

0

Mar1

9

2 .9

19.3

1 1

3

3

7 2

60

2 6 6

2 0

Apr1

9

0 .6

19.2

1 2

4

9

7 4

9 6

8 9

1 0 2

May2 .9

8

<.09

14.9

11

9

e

71

97.9

6

3 7 9

J u n3 .7

8

<.09

14.2

1 8

9

2

78

6 1

0

4 2 2

J u l2 . 6

8

< . 0 5

1 2 . 71 7

3

2

7 96 0

0

3 9 7

A ug3 .2

8

0

1 2

1 6

2

4

7 7

61

2 6

1 4 9

S e p2

6

0

1 X 8

1 0

1

2

7 3

64

2 2 6

2 3

Oct1 .4

9

0 .2

12.8

1 2

2

4

7 9

61.9

9 7 0

0

nov0 .7

3

1 .9

1 3

1 0

3

4

7 2

98.9

8 7 1

0

D e c0 . 4

1

2 . 7

1 3

1 3

5

4

6 76 0

4 2 9 8

1394

Annua19.6

7 0

19.9

13.5

1 4 6

4 3

4 4

7 3

62

CONTEXT



Si te Locat ion;

The s i te i s l ocated on the south-centra l s ec t i onof Am aril lo, Texas in Ran dall County. 58'" Av enu e

provi des a curved border on nor thw es t s i de and thearea to the southeas t i s mai n l y undeve l oped l and .Nor th of the s i te I s mos t l y a mi ddl e to l ow-Incomeres i dent i a l area . Both th e ea s t and sou th arecovered by l usc i o us gra sse s and tree s . The treesb l ock some of the prevai l i ng southwes tern wi nds .A l s o l o c a t e d In t h e s o u t h e a s t c o m e r I s a n a t u ra lp o n d t h a t will be in tegra ted in to the de s i gn . Wi th invi ewi ng d i s tance , but not d i rec t l y acyacent t o t h e

s i t e , i s a bus i ness park to the southwes t thath o u s e s m a n y d i f f e r e n t k i n d s o f b u s i n e s s e s ftomi nsurance to com pute r sa l e s . A church , grocerys t o r e , a n d a f e w o t h e r b u s i n e s s e s s t a n d t o t h enor thw est , ac ros s 58'". The church Is or ie nte dt o w a r d t h e s i t e a n d t h e o t h e r b u s i n e s s e s b a c k t h es i t e , wi th a wo od en p i cke t fenc e . Traff ic a l on g th eroad I s cons tant ; however there Is n o m^or

i n ter sec t i on , so ac ces s to the s i te i s very easy , l l i lscalm and re laxing s i te provides a semi-rurale n v i r o n m e n t . In whi ch the Boy Sco uts ca n feel righta t h o m e .

® CoiKtuK D»n ' -: Boyt Rsnch° •, j

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Fig. 42-Locatlon of Amiirillo

Fig. 43-Site and Streets

CONTEXT



s i te:

Fig. 47-Through site looking Southwest.

M

CONTEXT



Site:m

, , , , .> 1, t , , —

^^^^^^^^^^^S^^^^^MB^^^^^^^fe '^-^^-^ttJii^HBi

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Fig. 48-From businesses looking East.

Fig. 49-Dlrectlon of photos .Fig. 50-Flrom business es looking Southeast at pond.

IE

CONTEXT



s i te:

Fig. 54-Fk-om site looking South.

Fig. 53-From si te looking Northecuit.

I M

CONTEXT



Site Analysis

CONTEXT



Fig. 55-Vehlcular & Pedestrian Circulation.

Fig. 56-Clrculation around Site.

M

CONTEXT



Fig. 57-Vlews to & from the s i t e .

Fig. 58-Ralnfall & Drainage.

zpj

CONTEXT



PrevailiQi

rig. 59-WInds.

SKal^p*^:^13.5 MPH

Fig. 60-Zonlng.

Iffl

CONTEXT



Issue 1;

The bu i ld ing and outdoor ac t iv i t i e s need tobe located where the pond wi l l not Invi ted a m a g e , h o w e v e r t h e p o n d will be In tegra tedI n t o t h e o u t d o o r d e s i g n .

Design R esponse; The building will be locatedat the highest elevation of the site, either thenorth, northwest, or west s ide.

Design Response; There will be an outdooractivity that utilizes the pon d. It could be a

structure, like a bridge, that span s the lengthof the pon d or one that actually utilizes th ewater as a desig n feature.

Design Response; The pond can occasionallybe used to Irrigate the playing fields and thes i te .

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CONTEXT



Issue 2;

Any entra nces and ex i t s sho u ld be pro tec tedfrom the rain and wind . Design Response; These areas should have

som e type of covering and/or shrubberythat blocks the rain and wind.

Design Response; Each area should havean awing or another type of covering that

protects these access points.

Design R esponse; The roofing systemshould be designed so that run-off Isdirected to non-pedestrian areas.

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CONTEXT



Issue 3;

The bu i ld ing shou ld respec t the l oca l s ca l e o ft h e b u s i n e s s e s , r e s i d e n t i a l d e v e l o p m e n t s , a n dt h e u n d e v e l o p e d l a n d t o t h e s o u t h a n d e a s t .

Design Response; The facades on the northand west sid e shou ld use vernacular materialsand the south and east facades can be morefree with materials.

Design Response; The north and west facades

should display an obvious distinction from thebusin esses and residential areas.

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CONTEXT



Precedents

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CONTEXT

Travel Information Center; Precedents



The Travel information Center Is locatedalon g Intersta te 40 , In Amarillo, Texas. The

design team, David and Elizabeth Chu Rlchter,was Inspired by a camping trip to Palo DuroCanyon. They no ticed the natural carvedlandscape and colors. Chu Rlchter gatheredbag s of the colored earth and prop osed that th ebuilding match each color. The product speak sof the history and geo logy of th e area by usingseven colors of brick (Fig. 56), weathered w ood,

and exposed structural stee l .The 9,265 ft building hou ses an entry plaza,

video viewing room, exhibit space. Inside andout side restroom s. Outside the building is ad r y c r e e d b e d t h a t r e f l e c t s t h e aridenvironment of West Texas, vending area,picnic arbors, metal sculptures of longhoms,and ranching gat e entran ces.

Fig. 61-North Fiacade

^,Flg. 62-Indoor and OutdoorI Res troom s

chTavn.Az*

^

Fig. 63-Floor Plan

IM

CONTEXT

Precedents



Floors;

Walls;

Fig. 64

Fig. 66

Ceil ings; Fig. 65

Roofs; r ig . 67



CONTEXT



Figures;

4 2 . Nap of the Texas Ru i h a n d l e .http! /Avww.mapgues t .com Retr ieved November 5 ,

2 0 0 4 .4 3 . n a p o f s i t e s h o w i n g m£^or s t r e e t s .http:/ /www.keyhole.com Retr ieved November 5 ,2 0 0 4 .

4 4 . From site l ook ing Eas t -by author .4 5 . Na p show ing r iew of F ig . 4 4 , 46 , 47 .46 . From s i te look ing South-by author .4 7 . T h r o ug h s i t e l o o k i n g S o u t h e a s t - b y a u t h o r.4 8 . From bus ines ses look ing eas t -by author .49 . Nap show ing r iew of F ig . 4 8 and 5 0 .

5 0 . F r o m b u s i n e s s e s l o o k i n g S o u t h e a s t a t p o n d - b yauthor .5 1 . From site l o o k i n g West-by author .5 2 . Nap showing r iew of F ig . 51 , 53 , 54 .5 3 . i^om site l ook ing North-by author .5 4 . From s i te look ing South-by author .5 5 . Vehicular & Pedes tr ian Circu lat ion .56 . C ircu lat ion around s i te .57 . V iews to St from s i te .5 8 . Rainfall & Drainage .

5 9 . IMnd p a t t e r n s .6 0 . Z o n i n g a r e a s .

6 1 . North facade of th e lYavel Informat ion C enter InAmaril lo, Texas-by author .

6 2 . Picture of Indoor and outdoor res trooms In t h eTravel Information Center-by author.

6 3 . Floor plan of the Travel Information Center-byAuthor.

6 4 . Pictures by author .6 5 . Pictures by author.66 . P ic tures by author .67. Pictures by author.6 8 . Pictures by author.69 . P ic tures by author.7 0 . Pictures by author.7 1 . Pictures by author.

References;

http://www.mapguest.com Retrieved November 5,2 0 0 4 .

http:/ /www.keyhole.com Retrieved November 5,2 0 0 4 .

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CHAPTER 4: D E S I G N R E S P O N S E

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DESIGN RESPONSE

Des ign;The after-school/summer program w as



desig ned for the Boy Sco uts In Amarillo and thesurround ing com mu nities. The facil it iesprimary function will be after-school activities

however, during th e summ er. Scou t Ttoops canreserve the site for week long summ er camps orweekend campouts .

The primary objective was to create ahealthy learning environment for Boy Scouts Inth e Texas Panha ndle. Additionally, they willlearn values and morals In an environment th at

has bee n desig ned specifically for them .

M

DESIGN RESPONSE

Theoretical SolutionsPreventing child delinquency was the

they wil l treat it as a p oss ess ion and thereforeresp ect it. One way to acco mp lish this is have



main focus of my theo retical Idea. The m^ority

of the research that was conducted Indicatesthat the hours between 3:00 and 6:00 PM Is

when unsupervised kids experiment withdrug s, alcoh ol, sex , and gan gs. This dataInspired the after-scho ol program. Youngpeople would be supervised while performingconstructive activities and therefore be lesslikely to participate In neg ative activities . Thefirst goal of the facility Is to allow youthI n v o l v e m e n t i n a c t i v i t i e s t h a t o f f e r

opportunities to learn a positive value andmoral structure. The seco nd goa l was to designa piece of architecture that would serve as amen tor-like flgure. When Sc ou ts are involvedIn activities In the facility, they will feel andshow the respect and admiration toward thefacility as they would a human mentor. The lastgoa l was a facility that Sc ou ts can call their ownand treat as a personal po sse ssio n. This Idea

stems from the defensible space theory, whichsays that If pe op le Identify with a place th en

Sco uts contribute various aspects of the p ostconstruction such as a swinging bridge ort e p e e s . This way they would have a vested

Interest in the facility and return again andaga in. Theoretical Issues derived fromd e f e n s i b l e s p a c e w e r e c i r c u l a t i o n ,interaction, and safety. I wan ted a highdeg ree of circulation within the sit e, building,and flow bet we en the two. The site Itself isvery large and interaction between thebuilding and site, scouts with other scouts,

scouts and building, and scouts and site isImperative. Paths were crea ted to provideaccess to al l points of the site and in thebuilding as well. There are main circulationpaths on the first, second, and third floors.Safety is another issue that would beaddressed by signage and proper trainingwhere ne ed ed , especially in the first aid room.1 fee l that each is sue was a ddres sedadequately and critics seemed to be pleasedwith the outcom e.

DESIGN RESPONSE

Si te Des ignDuring the course of the semester the

at the building. The campflre was placed atthe intersection of th e two entry roads, which



project went through many time Intensiverevision s. In th e beg inn ing there were a fewproblems laying ou t spac es; however the result

works well with the conte xt. The existingtopography of the site is quite f lat and slopesfrom the northwest the sou the ast. One of theprimary goals was to create a theme park feelwhile Inside the s i t e . To achieve this, a bermwas designed around the perimeter of the sitethat varies In heig ht from 6' to 8'. Trees andvegetation were placed between the each berm

and act as a buffer betwee n the stre et and site .This win also spark peop le's Interest whom aredriving by; as they drive by they can se e Into thesite and catch a gl impse of activities going onInside. As men tioned before, circulation wasan important issue. The vehicular paths arebased on existing roads to the north and westside of the s i t e . Pedestrian paths, com pos ed ofcrushed st on e, fol low th e road to the north andwe st. Th ese walkways border th e entry roadsand continu e to the parking lot and finally en d

ma de a central radiating point. The fire wasplaced in the center, becau se it is a place thateveryone gathers to enjoy fellowship withpeers , tell sto ries , and perform sk its. Thecenter of the campflre is a point where thewinter and summer solstice and autumnaland vernal equinox Intersect. From thispoint, paths were created that lead to themulti-use areas . In which the Scouts candesign and build. They could use Joiningtechniques learned from merit badges, such

as lashing or carving. Sco uts would have theopportunity to volunteer their time ande n e r g y fo r p e r s o n a l g a i n a n d t h ebeau tlficatlon of the site . Directly north ofthe campflre is the flag ground s that ho sts alltypes of cerem onies. Trees outl ine this areaand provide shading for paths that lead Intothe building. Spo rts fields (football/soccer,and basketball/volleyball) were placed to thenorthwest of the campflre to promotephysical activity and a healthy lifestyle.

W



DESIGN RESPONSE



Campflre Entrance

View from Island

Northwest Aerial

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North Entrance

M

DESIGN RESPONSE

Building D esignCub Scouting Is based on a Native

the structure protects harsh prevailing windsfrom pen etrating th e walls. The overall



Am erican tribe called th e W ebelos. In order forthe boys of the tribe to become a "scout," theyhave to learn the skills of the wolf, Hon, andbear. Upon com pletion the boy would become aman and hunt with the men of th e tribe. Usingthe Native American idea of a tepee I derivedth e basic form of the main building . An earlydesign showed the building having a circleplan. According to facts about tep ee s, i ts f loorplan Is not a circle, but rather an egg or ovalsha pe. Another early sch em e looked similar to

th e final but was doubled in siz e. My Instructorand advisor advised me to reduce the heightand bring it down to a hum an scal e. At first Iwas hesitant and did not want to change it , butit does Indeed work better with the humansca le and It achieve s the sam e thing. WhenNative Americans built a tepee they used thewinds to strateg ically orient the entry. Theback of the tepees faced the prevail ing winds(windward side) and the entry was placed on th eoppos ing side (leeward s ide) . The backside of

building form is an abstracted te pe e; howeverthe top was cropped to emphasize theshielding back side of the building. To obtainthe egg shaped plan, the solst ices andequinoxes were mapped. During the summerso lsti ce In Amarillo the su n rises at 5:37 ANand sets at 7:59 PN and the winter solsticeoccurs at 7:55 AN and 5:33 PN. The autumnalequinox occurs at 6:55 AM and 6:55 PN andthe vernal equino x occurs at 6:39 AN and 6:39PN. By converting the time Into a unit, such

as in ches, I found a proportioning system togovern the floor plan. For examp le 5:37would equal 537 Inches or 44 .75 feet, so thisdimension was extruded in the azimuthdeg ree for that particular tim e. This pro cesscreated an oval which ended up having thegreatest length between the northwest andsoutheast and the shortest length betweenthe northeas t and south west. The buildingwas positioned around the campflre becauseit sup ports t he idea that everything radiates

m

DESIGN RESPONSEaround the campflre, which Is open to the sh ^above Just as a campflre In the wilderness.

Scouts to read up on merit badges they areInterested in. Multipurpose room s occupy



There Is an entry to the b asem ent level from thewe st. Two paths on the basem ent plan (eastand west) exit the campflre level and cut

through the earth, which end up In thetrenched areas. There Is a pedestrian drop offpoint at the intersection of the main road andthe west campflre entrance. The base me ntfloor houses the campflre ring, mechanicalroom , stair s, and elevator. The elevator andstairs fol low a slope of twenty-nine degreeswhich is the sizlmuth of both the summer andwinter so lstic es. This was don e to offer anotherplayful yet practical element within the design.Having the mo st complex layout of the building,the flrst floor encompasses the entry/lobby,circulation corridor, administration offlce,ceremony hall, changing rooms for campflreskits , flrst aid offlce, indoor seating for theelderly, kitchen, and shower/locker/changingroom s. The seco nd floor has a bit more

mean ing, in that it has merit badge study areasbetween each se t of trus ses. These areas allow

m^orlty of the space outside the circulationcorridor. On the no rth sid e of th e corridor, ismore outdoor seating for the campflre.

Probably th e m ost slgnlflcant Indoor sp ace Isthe third floor corridor. Eletween each of thetwelve sets of trusses is information on eachof the twelve Eagle Scout required meritba dg es. Also on that floor is the ob servationdeck that al lows sco uts to look at the skylineof Amarillo or view the stars at nigh t.

M

DESIGN RESPONSE

R o o m K e yC e r e m o n y t l a l lS t o r a g e

1 .•2.



tfall'way to O u t s i d eHailv^ayE l e v a t o rS t a i rM e c h a n i c a l R mC a m p f l r e R i n g

E n t r yK i t c h e n

3 .4 .S .6 .7 .8 .

9 .XOX I . M e n ' s Shoiwer R mX 2 . M e n ' s R e s t r o o mX 3 . M e n ' s L o c k e r R mX 4 . W o m e n ' s L o c k e r R mX B . U / o m e n ' s R e s t r o o mX 6 . I V o m e n ' s S h o i v e r R mX 7 . F i r s t A i d R mX 8 . C h a n g i n g R mX 9 . T i c k e t W i n d o w2 0 . D i s p l a y C a s e2 1 . W o n i e n ' s R e s t r o o m2 2 . A d m i n i s t r a t i o n O f f i c e2 3 . M e n ' s R e s t r o o m2 4 . L i g h t fiKS o u n d R m2 5 . I n d o o r S e a t i n g2 6 . M u l t i p u r p o s e R m2 7 . O b s e r v a t i o n D e c k2 8 . E a g l e M e r it B a d g e

S t u d y A r e a2 9 . M e r i t B a d g e S t u d y

A r e a

N

Basement Floor PlanS c a l e : 1 / 1 6 " = ! '

^ First Floor PlanT H ^ " s c a i e : X / x e " = I '

DESIGN RESPONSE



rs-S S e c t i o n N - S S e c t i o n

R o o m K eyX . C e r e m o n y H a l l2 . S t o r a g e3 . Hall ivay to O u t s i d e4 . H a l l i v a y5 . E l e v a t o r6 . S t a i r7 . M e c h a n i c a l R m8 . C a m p f l r e R i n g9 . E n t r yX O . K i t c h e n

M e n ' s S h o i v e r R mM e n ' s R e s t r o o mM e n ' s L o c k e r R mW o m e n ' s L o c k e r R mW o m e n ' s R e s t r o o mW o m e n ' s S h o i v e r R mF i r s t A i d R mC h a n g i n g R mT i c k e t W i n d o wD i s p l a y C a s eI V o m e n ' s R e s t r o o mA d m i n i s t r a t i o n O f f i ceM e n ' s R e s t r o o mL i g h t Sf S o u n d R mI n d o o r S e a t i n gM u l t i p u r p o s e R m

2 7 . O b s e r v a t i o n D e c k2 8 . E a g l e M e ri t B a d g e

S t u d y A r e a2 9 . M e r i t B a d g e S t u d y

A r e a

N - S S e c t i o n

Second Floor Plan

nS c a l e : X / X 6 " = l '

^ Third Floor Planj H ^ " s c a l e : 1 / X 6 " =X' fM —

M

DESIGN RESPONSE



tNorth E l e v a t i o nS c a l e : I/B"= f

-" Ql C

E a s t E l e v a t i o nS c a l e : l / I S " - ! '

S o u t h E l e v a t i o r iScnlci 1 / 1 6 " ~ 1 '

W e s t E l e v a t i o nS c i l c l 1/8"B 1 '

M

DESIGN RESPONSE



Third Floor H allway

Campflre

View from Campflre

ZpE

DESIGN RESPONSE

MaterialsCor-Ten steel sandwich panels are the



primary material use for the exterior of thebuildin g. The average panel m easu res 3'x 3'and ha s 3" of rigid insulation be twe en two thin

sh ee ts of cor-ten ste el . Construction, similarto applying wood or asphalt shingles, wouldstart at the bottom and flnlsh at the to p. Eachpanel would overlap the panel below leaving a3.5" reveal and be bolted to the substructure.At the in tersection of two panels a piece of ben tsteel would be applied to cover and seal theJoint. The bo lts used to hold thisJoint togethe r

would have exp osed hea ds, which represent th estitching of animal skin Just l ike a t ep ee.Concrete would be uti l ized on the coveredentry, stairs , and elevator shaft. Floors In allthree circulation coiridors are covered inwooden slats that run perpendicular to thewalls. The material was Intended to bring anelem ent from the ou tside and uti l ize It inside .

M



^ .

DESIGN RESPONSE

StructureThe structure is composed of twelve sets



of expo sed vertical 6" tubular trus ses. Spacingof trusse s is determined flrst by the azimu th ofthe solst ices and equinoxes and second, bythirty degree increments starting with th enorth cardinal direc tion. This spa cing wasdon e for a few of reaso ns. One, to allow spa ceon the third floor to display the twelve eaglemerit badges and two, to represent the twelvepoints of the sco ut law, and three, to al low l ightt o p e n e t r a t e d u r i n g t h e s o l s t i c e s a n dequinoxes. Another reason I cho se to use

trusses Is that It allowed the walls to be thinsimilar to the walls in a tepee. To balance thetrusses, curved wide flange beams would bewelded to the triangulatlon in the tr us ses.

IVuss Sys tem Axon

H

DESIGN RESPONSE

MechanicalThe exposed mechanical system supp l ies



the entire building from the basem ent level . Itruns vertically between a set of tmsses and ateach level it services the entire circulation

corridor as well as the spaces outside thecorridor. All th e ductw ork Is supported by thetriangulatlon In the trusses .

Mechanical Axon

1 0 1

DESIGN RESPONSE



•y > ty jpr»T

IM P

Southeast r iew of Si te

^?*

* T

^

f



BIBLIOGRAPHY

BIrkby, Robert C . The Boy Scout H andbook . Library of Con gres s , 19 90 .

Braze l ton , Berry T. M.D. and Sta nley I . Gr een spa n, N .D. The Irreducible N eed s of Children; What Every Child Must



Have to Grow. Learn, and Flourish. Perseus Publ i shing , Cambridge , NIassachusetts , 2 0 0 0 .

Guralnik, Darid B. Webster's New World Dictionary of th e Am erican Lang uag e. Prentice-Hall , Inc. , 19 76 . pp 390 .

Chri s t ian , Wlllam and Sanford Newman. 2004. America's After School Choice: The Prime Time for Juvenile Crime,or Youth Enr ichment and Achieve ment . R etr ieved Sep tem ber 2 2 , 20 04 , from http//;www.flghtcrime.org

Huff, C. Ronald . Gangs in America . Sa ge Pub l icat ions , Inc. 199 0 . 2 14 .

Hurt, H.W. The Boy's Cub book . Boy S co uts o f America, New York. 19 30 .

Na lleo d, Darid I . Building C haracter in th e Am erican Boy; The Boy Sco ut s . YMCA. and th eir forerun ners . 18 70 -19 20 . Univers ity of Wiscons in Pres s , 19 33 .

Klein, Malcolm W. The Am erican St ree t Gang. Oxford Univers ity Press . 19 95 .

New man , Oscar. Creating De fens ible Sp ace . U.S. Dep artm ent of Ho using and Urban Dev elopm ent Office of Pol icyD e v e l o p m e n t a n d R e s e a r c h , 1 9 9 6 .

Newma n, Oscar . Des ign Gu ide l ines for Creat ing Defens ib le Spa ce . Wash ington , DC; Department of Jus t i ce , 19 76 .

Olds , Anita Rul . Childcare Design Guide. Ncgraw-HlU, 2 0 0 1 .

W i l so n , J a m e s Q. and George L. Kel l ing. "Broken Windows," The Atlantic Monthlv. (March 1982), pp 29-38.

V i ^a n d , Rtiy a Principles of Scou tm aste rshi p; A Manual of the Standard Course for Sco ut Leader Training. BoyScouts of America, New York.

http://www.flghtcrime.org/

http://www.flghtcrime.org/

Thesis for Healthy Living Environment

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