Interacting With Extreme Environs | volume 2 [uncropped]

8/8/2019 Interacting With Extreme Environs | volume 2 [uncropped]

1/143

Photo: CJ Carter

In October of 1999 best friends Alex Lowe and Conrad Anker were overcome by anavalanche in the Tibetan Himalaya. Conrad barely survived the avalanche and soonbegan to suffer from Survivors Guilt. In the months following the tragedy, Conrad andAlexs widow, Jennifer tried to comfort each other and unexpectedly found love.

Alexs death was but one of many tragedies that unfold when families lose loved onesin the mountains. The celebrated high altitude Sherpa families suffer this same fatemore than any other group as they work at extreme altitude for Western expeditions.In honor of Alexs legacy Jennifer and Conrad seek meaning beyond tragedy with amountaineering school for Sherpas and high altitude workers - The Khumbu ClimbingSchool.1


2/143

Interacting with Extreme Environs V2

In

ct

n i h E r


3/143

3

Introduction

t

o c o Photo: CJ Carter

There is always a mediuma common ground through which two dissimilar culturescan connect. For this project, that medium is climbing. The Sherpa have beenassisting ascents of Mount Everest since the beginning of its legacy as an object ofconquest. Both natives of the Himalaya and foreigners aspire to achieve the goal that

it presents. But the mountain takes many lives. Irrespective of race or creed, peoplesof the east and west alike have perished on its slopes. However circumstances havemade the Sherpa an unsuspecting target for the mountains temper. Approximatelyone-third of all of the lives claimed by Mount Everest have been Sherpa.3 And yetthese people are the greatest asset to every individual that comes to set their sightson its peak.

Climbing is not simply a means of employment for the Sherpa, it is an opportunity tohave fun. And through the joy that this type of recreational climbing brings, a cultureis strengthened and its ties to other cultures are deepened.

The Khumbu Climbing School has taken place now for over five years, training theSherpa in how to climb safely and enjoyably. While an impact has been made, only somuch can be done on a dusty snowy field without facilities. As word of the school hasspread, more and more Sherpa have become interested in climbing and participating.With greater numbers attending, there is a need for a building where the Sherpa cancome to learn and to climb. That is where this project begins.


4/143


5/143

INTERACTING WITH EXTREME ENVIRONS VOLUME 2:INTEGRATED DESIGN PROPOSALS FOR

THE KHUMBU CLIMBING SCHOOL

NEPAL


6/143

SCHOOL

OF

ARCHITECTURE

Published by the School of Architecture at Montana State University (MSU).

2008 Montana State University. All rights reserved. Printed in the United States of America.

This book was submitted by Chris Hancock, Justina Hohmann, Dylan McQuinn, Jaron Mickolio, Sarah Mohland, Nick Molinaro, Dean Soderberg, and Emily Van Court aseducational credit for the Interacting with Extreme Environs design/build studio.

Instructor: Assistant Professor of Architecture Michael Everts AIA, NCARB

Project Supporters: MSU Division of Graduate Education, MSU College of Arts and Architecture, NCARB Grand Prize Award 2006, MSU School of Architecture, ChrisBergum

Unless otherwise noted, all photographs in this book were taken by members of this studio.

Cover image taken by Heather Archer (modified by Dylan McQuinn).Opposite image taken by C. J. Carter.


7/143

7

ABSTRACT 9

CULTURAL IDENTITY 15

EDUCATIONAL JOURNEY 25

PERFORMANCEARCHITECTURE

37

BUILDING USE 43

ENVIRONMENTAL SYSTEMS 49

BUILDING FORM 65

MATERIAL AND

STRUCTURAL SYSTEMS 75DESIGN PROPOSALS 99

THE NEXT STEP 125

APPENDIX 133

NOTES AND BIBLIOGRAPHY 139


8/143

1


9/143

9

Project Brief 10

Introduction 11

People/Social Resource Map 12

Purpose: To present several performance-based design proposals for the KhumbuClimbing School in Phortse, Nepal.

Performance Question: How can new technologies, which increase warmth andstructural safety from earthquakes, and new uses, such as climbing education,reading, and medical training, not only be integrated with, but reinforce the existingtraditional forms, uses, and materials that define the Sherpa identity?

Concept: Pairing the usually conflicting attributes of old and new through the use of

design strategies, such as view manipulation, skill capacity equalization, and methodfamiliarization, can create solutions that simultaneously strengthen traditional identityand enhance performance.

Thesis: Heritage-dependant design strategies integrate the existing Sherpa identitywith new forms, materials, and construction methods that are safer, perform betterenvironmentally than existing architecture, and incorporate new uses.


10/143


PROJECT BRIEF

Main Collaborators: Alex LoweCharitable Foundation, MSU School ofArchitecture

Location: Phortse, Nepal

Size: 2500 square feet

Estimated Completion Date: 2009

Land Doners: Lhakpa Sherpa, PanuruSherpa

Use: climbing school, climbing trainingand recreation, community events, library,potato seedling testing and dispersal

Factors of Influence: tradition andculture, safety, warmth

ALEX LOWE CHARITABLE FOUNDATION

Alex Lowe was not only one of the great alpinists of his time, he was also a manwho had a remarkable impact on many of the people indigenous to the high mountainregions where his expeditions took him. Alex was blessed with many unique giftsincluding the ability to climb the worlds most challenging peaks, and the capability toconnect with, and love, the people he met in some of the most remote areas of theworld. His sheer enthusiasm for adventure and compassion for the difficult lives led

by these people stands as a continuing inspiration for those who knew and admiredAlex.

The Alex Lowe Charitable Foundation (ALCF) is dedicated to preserving his legacy byproviding direction and financial support to susta inable, community-based humanitarianprograms designed to help the people who live in remote regions of the world. Thisfoundation carries on Alexs spirit of adventure.2

KHUMBU CLIMBING SCHOOL MISSION STATEMENT

To increase the safety margin of Nepali climbers and high altitude workers by

encouraging responsible climbing practices in a supportive and community-basedprogram.3

5

6

MSU SCHOOL OF ARCHITECTURE MISSION STATEMENT

The mission of the School of Architecture is to prepare students for the lifelong criticalengagement in the arts and science of architecture. We teach and practice a moral,ethical and aesthetic responsibility to society and the natural world in the design of thebuilt environment.

To that end, we empower students to assume a leadership role in the synthesisof human activity, place, materials, systems, theories and methods from a critical,responsible and mature perspective. Concurrently, we strive to support the faculty inthe active engagement in creative and research activities that advance the mission ofthe school and the university.4

7


11/143


12/143


13/143

13

Introduction

Means+Methods

B u i l d i n g U s e

E n v i r o n m e n t a l

S y s t e m s

B u i l d i n g F o r m

M a t e r i a l

S y s t e m s

Lisel ClarkMagic Yeti Library

Lila BishopEnglish Program

Dr. Luanne FreerEverest ER

Lhakpa Norbu

Lhakpa Dorji

Peter JankeArchitect

Chhongba Sherpa

Marie WilsonArchitect

Bob MechelsArchitect

Hadrian PredockArchitect

Chris BergumArchitectSteffan Dorsling

Architect

Reed KroloffDirector of Cranbrook Universtiy

Anders LarssonMSU COE Professor

John CooneyMSU COE Student

Britney GilesMSU COE Student

Tom KujawaMSU COE Student

Bill GreyMSU Plants Sciences


14/143


Photo: CJ Carter


15/143

15

Cultural Identity

Sherpa Cultural Identity 16

Khumbu Geospatial Profile 17

Traditional Use 18

Traditional Construction 19Village Organization 20

Phortse Architype 20

The success of this project depended upon collaboration with many individualsand groups, including the Alex Lowe Charitable Foundation and its affiliates, otherdepartments within Montana State University, and guest critics. Specific architecturalprocesses and strategies were chosen and executed based on appropriateness,resultant capacities, and student capabilities.


16/143

SHERPACULTURAL IDENTITY

Sherpa culture derived from ancestralroots in the Khams region of Tibet.Devotion to the sacred traditions ofHimalayan Buddhism was a factor intheir exodus across the highest terrainon the planet to settle in the remotevalleys of the Solu-Khumbu in the1500s. Their identity is dependant upon

a fragile relationship with their extremeenvironment.

- http://www.everyculture.com/South-Asia/Sherpa-History-and-Cultural-Relations.html- Stevens, Stanley F. Claiming the high ground : Sherpas, subsistence, and environmental change in the highest Himalaya. 1993. University of California Press.

Foreign influences have affected thevulnerable Sherpa culture in ways bothdetrimental and beneficial. The westernincursions of the 1800s introducedtrade and occupational commerce.The contemporary forces of the late1900s brought new forms of industry:mountaineering and tourism. Each

era brings new opportunities andchallenges.

The intent of the Khumbu ClimbingSchool reflects the desire to offer aconscientious building that will providebenefits toward the consolidation andstabilization of the Sherpa cultural identity

as it continues to evolve with the modernworld.

The global influences on the Khumburegion have caused a radical adaptationand integration process of the Sherpacultural assemblage. The Sherpa desiresome of the elements of modernity.They want to live more comfortablelives and be economically sustainable.Globalization has had an effect on the

Sherpa culture, but through effectivedesign decisions and processes they can

Khumbu Timeline

maintain a distinct, culturally sustainableidentity.


17/143

17

Cultural Identity

Phortse

Lukla

TengbocheMonastery

Western Tourism Sherpa emigration to Darjeeling

Tibetan Refugees

Phortse

Namche Bazar

Phortse

Dingboche

Chomolungma

(Mt.Everest)

Pangboche

TIBET MIGRATION

Chomolungma

(Mt.Everest)

Chomolungma

(Mt.Everest)

Phortse

TengbocheMonastery

( t. Ev r t)

british-tibet trade route

Nepalese govtadministrative districts

Sagarmatha Natl Park

KHUMBUGEOSPATIAL PROFILE

Record of visitors to the Sagarmatha National Park displayed at the park entrance

Historical events have shaped the geo-spatial distribution of the Sherpas inthe Khumbu Valley. Each event helpsto territorialize or de-territorialize theircultural identity.

For many years the village of Phortsehas been dissociated from the Everest

base camp trail and is experiencinga de-territorializing force from thecontemporary factors of western tourismand mountaineering.

1900s CONTEMPORARY FORCES

Sagarmatha National Park (est.1974)

Lukla Airport (1964)

5000 Tibetan refugees enter Khumbuafter Chinese occupation (1959)

Hillary/Norgay summit Everest (1953)

Shaha Dynasty encourages westerntourism and mountaineering (1952)

Tengboche Monastery founded (1916)

Sherpa emigration to Darjeeling(1900)

1500s EARLY MIGRATIONS

Pangboche and Dingboche - meditativeretreats

Phortse first settled (1533)

Sherpa initial emigration from Khamsregion in Tibet

1800s WESTERN INCURSIONS

Nepalese Government divides Khumbuinto separate administrative districts(1886)

Irish potato introduced into region (pop.increases)

Namche Bazar founded (1828)British/India est. trade routes to Tibet

To help offset these de-territorializingforces and help stabilize the culturalidentity of Phortse, the Khumbu ClimbingSchool will act as a community centerand offer such services as showers anda library. Ideally, the school will becomea destination and help to invite moretourism and economic value to Phortse,

while simultaneously preserving itscultural heritage. The project will be aconsolidating factor that will strengthenand enhance the community identity.


18/143


TRADITIONAL USE

Buildings in the Sherpa culture are usedfor living and gathering. They provideminimal protection from the elementsand are designed to accommodate thebasic needs of their lifestyle.

Homes and lodges contain sleepingspace, a kitchen, and gathering space for

eating and drinking tea. Larger buildingscontain more area for gathering spaces.Many of their buildings, large and small,contain separate religious spaces forprayer. Traditional architecture originallyincorporated space for animals on thefirst floor, but this is changing.

1111

11


19/143

19

Cultural Identity

TRADITIONAL

CONSTRUCTION

Construction in the Khumbu is limited byavailable tools and material transportation.Everything must be carried on the backsof porters or yaks to the site. Buildingsare constructed by hand using mostlystone and wood: stone is harvestedfrom local quarries and carved, wood ishand-chiselled, and every piece is hand-placed. Skilled craftsmen live throughoutthe Khumbu and the quality of their workis determined by the cost of construction.Buildings are cold and drafty from thedry-stack stone construction and lack ofinsulation, as well as structurally unsafe.


20/143


21/143

21

Cultural Identity

ROOF ORIENTATION TERRAIN

The culturally archetypal buildings inPhortse all are aligned parallel with thetopography. The town slopes downto the South-West, giving the villageeast-west topography. The southern-most facade is the primary fenestratedface of the building, and thereforeestablishes the axis by which the buildingis elongated. The resulting short north-south axis and elongated East-West axisallows for maximum daylight penetration.The doors are typically placed on thesouth face, but are more flexible in theirplacement than the windows.

Because the landscape of Phortseslopes, the buildings are dug into theterrain, allowing for both thermal andmaterial efficiency. Buildings are set intothe terrain at roughly half their depth andheight, making it possible to connect thesecond story with the terrain at the rearof the building.

The Sherpa culture was traditionally oneof agricultural vocation which is reflectedin their built environment. To the south

of most buildings is an area of openland that receives the most sunlightand historically is used to dry, sort, andtemporarily store buckwheat, rice, andmillet.

Dwellings are crowned with a lowpitched ridge roof that ends in either agable or hip. Gable roofs typically havean eyebrow, or built-up continuation ofthe eaves along the facade beneath thegable.

The L-shaped forms have a hip andvalley condition at the junction of the twomodules.


22/143


We studied the relationship of openingsto mass proportions of the buildings ofPhortse and found that most any facadeproportion typically had 3-4 windowson the upper level that were of a typical

small rectangular shape. There also wereinstances where an elongated windowwas used in which cases typically only2-3 windows were used.

There is a more or less independentrelationship of organization between theupper and lower level openings in thebuildings of Phortse, Openings roughlyever stack structurally but vary widely in

both number and alignment with regardto the upper story.

HERITAGE PLANE COMPOSITION

The Sherpas historical vocation wasagriculture which necessitated finding ormaking arable land. As a result the typicaltown sites were south-facing shelves atthe threshold between the mountain andthe river gorges. These shelves howeverwere not level enough to be viable fieldsfor crops and needed to be built intoterraces to help facilitate the agriculturalprocess and soil maintenance.

The built landscape is a reflection of theSherpas reconciliation with the extremenature of their environment. Becausethese shelves were chosen for theiraccess to sunlight for crops, Phortsesbuildings take advantage of the villagesorientation towards the sun for light andheat.

MOUNTAIN PEAKS

PHORTSE PLATEAU

RIVER GORGE

HERITAGE PLANE COMPOSITION

TERRACING

TERRAFORMED LAND MANIPULATION


23/143

23

Cultural Identity

DATUM PROPORTIONSROOF PATTERNING

The gable roof is common to all dwellingsin Phortse. As such it is a dominatesthe visual language of Phortse. Theroof is the one element that is seen fromall perspectives around the building.Because the roof is such a pervasiveelement, it deserves special considerationas to how it will be viewed.Our studies took into account parallelviews as well as perspectives aroundand above the building to accountfor the organizational logics as wellas the experiential nature of dynamicviewpoints.

The datum is a pervasive logic in thePhortse archetype. This low linear roofline as well as the alignment of windowsfrom the eaves of the roof establishesa strong datum. On the gable end, the

datum is continued through an eyebrow.A secondary logic present in most everybuilding is a symmetry of the facade withregards to openings and accentuated bythe gable ends.

The basic massing of the buildings inPhortse fall in to four typical lengthssome more common than others. Theproportions are primarily a result of theneed for maximum southern exposure

so tend to form elongated masses 2-3times wide as they are tall.

*4


24/143



25/143

25

Project Timeline 27Site Research: Visit 1 28

Design Charrette: Visit 2 30

Design Studio: Fall 2008 34

The success of this project depended on collaboration with many individuals andgroups, including the Alex Lowe Charitable Foundation and its affiliates, otherdepartments within Montana State University, and guest critics. Specific architecturalprocesses and strategies were chosen and executed based on appropriateness,resultant capacities, and student capabilities.


26/143


Jan 2008 Aug 2008 Jan 2009 Aug 2009 Jan 2010

CONSTRUCTION

Mike and Bob

Fall 08 Design Team

Spring 09 Design Team

Heather and Marie

MSU ACADEMIC TEAM

Mike and Bob

Spring 2009 Design Team

V

Breaking ground

PROCESS

V

V

B

Visit 3: present 4 schemes

Visit 2: design charrette

Visit 1: site, school, and cultural research

CDs and Mock-ups

Environmental

Cultural

RESEARCH

Structure

Building Form

Use

Materials

Environmental Systems

Means and Methods

PERFORMANCE-DRIVEN ARCHITECTURE DESIGN

Build Climbing School

Performance-driven Design

PROJECT TIMELINE

This diagram shows the times at whichcertain people and design processeswere involved in the project. See socialresource map (p.12-13) for complete listof contributors.


27/143

27

Educational Journey


28/143


SITE RESEARCH:

VISIT 1

1

2

3

4 6

During the January 2008 session of theKhumbu Climbing School, MSU studentHeather Archer and MSU graduateMarie Wilson trekked to Phortse, Nepalto research the site and see the schoolin action. They also explored the cultureof the Sherpa and spent over a weekwith them, learning about the people andtheir lives. These images are merely a

glimpse into what they saw.

Upon their return, Heather wrote the firstvolume of Interacting with ExtremeEnvirons to record their research andtrip. It describes the history of the AlexLowe Charitable Foundation and theKhumbu Climbing School, as well asdocuments the site and the program forthe building design. Further researchinto Sherpa culture and architecture was

also included. See Interacting withExtreme Environs Volume 1 for moreinformation.

5


29/143


30/143


DESIGN CHARRETTE:

VISIT 2In August of 2008, MSU graduatestudents Justina Hohmann, DylanMcQuinn, Sarah Mohland, and NickMolinaro travelled with MSU ProfessorMichael Everts to Phortse, Nepal to holda design charrette with the local Sherpacommunity. The map to the right showsthe trekking route of the group. Alongthe way they ammassed nearly 6000

photographs, some of which are shownbelow.

A design charrette is a collaborativearchitectural process where architects,clients, consultants, and other projectaffiliates work together on a portion ofthe design process. Usually this takesplace in the early stages of design asa way of jump-starting the process andallowing many parties to brainstorm and

participate in the design. In a charrette,architects serve as facilitators, guidingthe parties involved and translating theirideas into architectural designs.


31/143

31

Educational Journey

30 minute flight from kathmandu

4 day hike

mt. everest 8850m

lukla

phortse

ama dablam 6856m

neptuse

7861m lhotse

8414m2 month climb

khumbi yul lha 5761m

everst base camp

lohste shar 8393m

12


32/143


The design charrette in Phortse consistedof the architecture team from MSU, the

teams guide, Chhongba Sherpa, andseveral community members of Phortse.Initially the team met with Chhongba anda few community members to gatherinitial ideas. Three long days were thenspent measuring and documenting thesite, creating design schemes, buildingmodels, and producing drawings anddiagrams to express those ideas. Theteam worked with materials that they hadeither brought with them to Nepal or hadacquired along their journey, includingtraditional Nepali paper and severalcardboard boxes that had to be porteredfrom Lukla to Phortse.

Twice the community met to review thework of the team, express their thoughtson the schemes, and provide feedback.The team worked to ensure that a broadspectrum of ideas was presented to thecommunity and explained that portionsof one design scheme could easily be

incorporated into another. Ultimately thecommunity expressed their desire for asimple building akin to their traditionalarchitecture that incorporated daylightand an advanced climbing wall.

At the completion of the charrette all ofthe models and drawings were packed ina box created from cardboard scraps sothat they could be transported back toBozeman, Montana.

It should be noted that this entire processwould not have been possible without thehelp and translation skills of Chhongba.


33/143

33

Educational Journey


34/143


DESIGN STUDIO:

FALL 2008The majority of the research and designwork in this book was created andcompiled during the Fall 2008 semesterdesign studio at MSU. For this studio fourundergraduate studentsChristopherHancock, Jaron Mickolio, DeanSoderberg, and Emily Van Courtjoinedthe team that had travelled to Nepal in August. The undergraduate students

were quickly briefed on the project anddesign charrette, and then the studiobegan working to create several designschemes that will be presented at the2009 Khumbu Climbing School session.

Several architectural design processeswere incorporated into this studioincluding cultural, environmental, andmaterial research and analysis, visual,volumetric, and spatial design exploration,

and performance-driven architecturaldesign. The resulting design schemescan be found in the Design Proposalschapter of this book.

Due to the large number of peopleassociated with this project, a criticalcomponent became presentinginformation and design work and solicitingfeedback. Presentation discussionsthroughout the semester provided the

studio with valuable information andinsight into the project and its context.Several guest critics visiting the MSUSchool of Architecture also gavethoughtful comments and direction.


35/143

35

Educational Journey


36/143

Interacting with Extreme Environs V2 Photo: C.J. Carter


37/143

37

Project Goals 38

Site Parameters 38

Site Description 38

Phortse Site Plan 39

Building Site 39

Performance Component Map 40

Performance architecture is an emerging design paradigm in which buildingperformance, broadly understood, becomes a guiding design principle. This newkind of architecture places performance on par with form-making; it utilizes digitaltechnologies of quantitative and qualitative performance simulation to offer acomprehensive new approach to the design of the built environment.1

The Khumbu Climbing School design proposals are required to meet several performance

criteria that address factors such as warmth, light, usability, constructability, andtraditional architectural forms. Focusing on performance provides a natural way ofmeasuring the potential success of each design proposal.

Photo Opposite Page: C.J. Carter


38/143


39/143

39

Performance Architecture

0 100 200

lochpa lodge

panuru lodge

N

lochpa lodge

anuru lodge

N

building siteapprox. 5250 sq ft

10 ft wide no-build easement

BUILDING SITE

The Khumbu Climbing School building:site has been donated by two villagers;Lochpa Sherpa and Panuru Sherpa.They wanted to provide an equalcontribution, so the building shouldstraddle the two sites approximatelyin half. There is some flexibility on theexact building location on the 5250 sq.ft. area.

The site is home to a 26 juniper tree,a rare occurrence in the terraformedvillage. The tree provides the opportunityto be a focal point for the design, butalso constrains the exact location ofthe building due to its root systemand disadvantageous shadows. Sitecirculation and easements for yaksas well as view corridors of adjacent

buildings need to be respected.

MainEntryTrail

MainStreetTrail

Phortse Monastery

Phortse School

Ridge High Point(3,900 meters)

UNESCOArchitype Building

0 25 50

PHORTSE

SITE PLAN

PATH

50 TERRAIN CONTOUR

PHORTSE BOUNDARY

BUILDING

SITE

LEGEND


40/143


2. Gathering

3. Living

4. Learning

5. Service

a. Training Wall

b. Climbing Wall

1. Climbing

B. Building Use

a. Showers

b. Library

c. Potato Tubers

a. Community

ii. Sun Space

a. Warmth

iii. Trombe Wall

i. Sidelighting

ii. Toplighting

b. Light

iv. Electric Light

i. Air Barrier

ii. Air Circulation

c. Air Quality

i. Hydro

ii. Solar

d. Power

iii. Wind

iv. Batteries

e. Water &

C. EnvironmentalSystems

v. Heat Exchange

iii. Reflected Light

iii. CrossVentilation

Sanitation

i. Water Retention

ii. Water Filtration

ii. Solar Hot Water

iv. CompostingToilet

i. Direct Solar Gain

iv. ThermalInsulation

1. Climate

a. Sun

b. Wind

c. Comfort

2. Systems

5. Skill Capacity

a. Stone Carving

b. Carpentry

c. Painting

d. Other

2. Monetary

Fundraising

4. Availability

a. Local

b. New

c. Specialized

d. Available

3. Quality

1. Environmental

A. Means &Methods

*To be done as part of spring 2009studio

PERFORMANCE

COMPONENTSPerformance-driven architectural designrequires that many design aspects mustbe examined thoroughly. These aspects,or components, once explored, provide aseries of options that can be strategicallycombined to produce a performance-driven design. This diagram shows thecomponents explored for this project.

The following pages document theresearch and exploration undertaken formany of these components.

Since our project has severalperformance-specific goals, a few ofthese component choices will takepriority over the others in the designschemes. These components havebeen highlighted in color. Please notethat components highlighted in grey will

be examined in subsequent semesters.


41/143

41

Performance Architecture

D. Building Form

3. Volume

a. Offset

b. Geode

c. Embed

d. Passage

e. Inhabit

f. Tilt

g. Pry

4. Space

a. Poche

i. Poche - 1

ii. Poche - 2

b. Terrace

i. Terrace - 1

ii. Terrace - 2

iii. Terrace - 3

iv. Terrace - 4

c. Perspective

d. Gap

e. Light Well

f. Material

g. Direction

i. Direction - 1

ii. Direction - 2

c. Rhythm

b. Parallex

a. Visual Shadow

1. View Sheds

3. Visual Presence

Heritage Planes

2. Building Form

b. Helical Piers

c. Gabions

a. Rammed Earth

d. Geogrids

c. Cable-chordRoof Truss

d. AluminumRafters and Joists

b. Built-up WoodSections

f. BundledBamboo

4. Details

a. Wall Openings

b. Top | BottomWall Plates

2. Gravity LoadSystems

3. Lateral LoadSystems

1. FoundationSystems

a. Stacked Stone

f. Interior BambooBearing Walls

e. Cold-formedSteel Sections

E. Material and Structural Systems

1. Materials

a. Wood

iii. Plywood

iv. Bamboo

b. Metal

i. Sheet Metal

ii. Corrugated

iii. Rebar

iv. Steel Cable

v. Aluminum

c. Green Roof

d. Mineral

iii. Slate

iv. Mud Veneer

e. Synthetic

i. Foam

ii. UPM Profi

iii. Vapor Barrier

iv. Reflective Foil

f. Transparent

i. Glass

ii. Fiberglass

g. Reuse

i. Nylon

ii. Down Fill

iii. Newspaper

v. Fly Ash

i. Rough CutTimber

ii. DimensionalLumber

v. Thatched Reeds

vi. Straw Bale

Window frame

i. Dry Stack Stone

ii. Stone withMortar

v. Rammed Earth

Insulation

iv. Oxygen Bottles

vi. Climbing Rope

1. Structure


42/143


43/143

43

Building Use 44

Seasonal Use Diagram 44

Climbing Wall 46

One of the most important performance criteria for the design is to make sure that thespaces created will fulfill the fuctions of the program laid out for the school. While theschool is not in session the building will need to perform well for community fuctions,such as banquets, ceremonial gatherings and as a meeting space.

The photograph to the left was taken at the Sherpa Museum in Namche Bazaar.It shows a diagram of the Sherpa lifestyle throughout the year. It represents basicSherpa living and working activities as well as spiritual events.


44/143


Natural Resource Management

Potato Planting

Potato Weeding

Potato Harvesting

Dairy Production

Firewood Collection

Spinning and Weaving

Foilage Collection

Cattle Breeding

Calving

Barley and Buckwheat Sowing

Religious

Pilgrimages (Kathmandu and India)

Losar (Gyalu Lhosar)

Mani Rimdu (Thame Monastery)

Mani Rimdu (Tengboche)

Yanchang

Social

Sherpa WeddingsFunerals

Trading with Tibet (Salt)

Trading with Solu (Grain)

Khumbu Climbing School

Climbing School Instruction

Projected KCS Instruction

Everest ER Training

Magic Yeti Library

TourismMountaineering

Trekking (High Traffic)

Trekking (Low Traffic)

BUILDING USE SEASONAL USEANALYSIS

The diagram to the right examines thepotential uses of the building and thetimes of the year when these activitiescould take place.

The program for the Khumbu ClimbingSchool incorporates many traditional andnew uses. The building will be a placewhere safe climbing practices can betaught, along with English, and medicaltraining. It is intended to also serve as acenter for community events. It will alsohold a small library, as well as a potatoseedling room to test and disperse potato

tubers. Additionally the building willcontain living quarters for a caretaker.

The chart to the right is a list of theprogrammatic elements that are includedin the design proposals.

Gathering Space 1000-1200 sq ft

Kitchen andStorage

300 sq ft

Equipment Roomand Storage

300 sq ft

Office 100 sq ft

Living Space 200 sq ft

Meeting Room(12 people)

200 sq ft

Rest rooms 100 sq ft

Shower 100 sq ft

TOTAL 2300-2500 sq ft

Note: This diagram was modeled after a diagram entitled 24 Hour Distribution of Active Programmes from Unstudio Unfold by AaronBetsky, Daniel Birnbaum, Li Edelkoort, Neil Leach, Greg Lynn, and Mark Wigley (NAi Publishers 2002, 66-67).


45/143

45

Building Use

Spring (pre-monsoon)2 3 4

Winter

11 12 1

Fall (post-monsoon)8 109

Summer (monsoon)5 6 7


46/143


CLIMBING AND

TRAINING WALLS

PARAMETRIC CLIMBING WALL

Precedent: Climbing Gym in KathmanduAdjustable Climbing Holds

Climbing is a new building use for theKhumbu Region and integral to thisproject. While climbing walls are presentin Kathmandu, the Khumbu Region hasyet to see one. The Khumbu ClimbingSchool currently uses local trees andice formations around Phortse to trainthe Sherpa in safe climbing practices.Incorporating a climbing wall into the

building design will increase the capacityof the school to teach the Sherpa andprovide them with the means of trainingduring other times of the year, as wellas have fun.

Two climbing walls have been specifiedfor the school: a small indoor boulderingwall (referred to in this project as theclimbing wall) and a large exteriorteaching wall (training wall). The climbing

wall will be simple in its design and willmake use of different holds to adjust thebouldering difficulty. The training wall willbe designed and built by the local Sherpastone craftsmen.

Climbing wall gyms and safetyspecifications were researched for thisproject. The specifications were thenused to model the parameters of the twowalls in order to establish a flexible volumeof space that could be incorporated intoeach design instead of directly designingeach wall. Ultimately the climbing andtraining walls will be kept very simple intheir design and construction.

Structure Behind Spire Climbing Wall

Spire Climbing Center, Bozeman

Through parametric modeling, the formalextents of the climbing wall can beextensively explored. The result is anunderstanding of the limits, function, andmechanics of the wall. This allows forgreater design sensitivity to the wall andits surrounding space.

1


47/143

47

Building Use

Y

X>Y

Documents

Interacting With Extreme Environs | volume 2 [uncropped]