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Featured Friends
Talking with Ted Strand
Principal at Solomon
Cordwell Buenz
About
"Green Design" and
340 on The Park
340 on
the Park
Q: Why does SCB feel it was
important to strive for LEED certification in a residential
skyscraper?
A: One of the things I want
to make real clear is giving credit where credit is due, and
that the developer, Related Midwest, was ahead of the curve
(pushing for a green design). They decided in conjunction
with SCB to ring up the idea of sustainability. / This is a
project that was done far in advance of any of green design
incentive programs. SCB and the developer were way ahead of
the curve on this, and in the end they were anticipatory of
what the green market would be and benefited from it.
Q: What were some major
obstacles or design implications necessary to make 340 on
the Park a green building by design.
A: [First of all], LEED is a way of keeping
score through a design process.
Q: So does LEED drive design
decisions?
A: No, I don’t think it
drives design decisions. When it comes to doing a curtain
wall, we made decisions about that curtain wall; we made
decisions about the quality of the glass [and] about the amount
of glass that would be used in there. So, those are all
design decisions that led to achieving certain LEED points,
but it’s a balance that you are trying to strike between
achieving these points and making the building be on
budget. There is a whole range of decisions that you go
through to arrive at the final design, and LEED is one of
the components, so I would not say it is the driver behind
the design.
Q: After Completing 340 on
The Park and being awarded the silver LEED certification, do
you feel that many of your future projects will incorporate
green technologies?
A: Absolutely. Part of our
practice now, is that we ensure that discussion is held with
each and every one of our clients. The notion of achieving
some level of LEED certification is discussed, and that we
educate our clients on LEED and its implications.
Q: What is your personal
feeling on the great deal of emphasis on green technology
today, and what do you think the future of architecture will
have in store for green technology?
A: I think increasingly it
is becoming more mainstream, however what we as a practice
are more interested in is not necessarily ensuring that all
of our buildings are LEED certified. We are more interested
in seeing ways we can reduce energy consumption in a
building, and that is not just getting LEED points, that’s
thinking about a building holistically.
Q:
Having the opportunity to design next to Millennium Park
(one of Chicago’s most favored Green Spaces) is there any
specific elements you pulled from the iconic park, and
anything that you did differently in your later attempts.
A: Clearly, The Legacy is a
building that really capitalizes on those views. The
Heritage is a building that faces parallel to the park,
where as The Legacy turns its axis to be perpendicular to
the park, so the views look out towards the park. With the
Heritage we made every attempt to get units with views
looking over the park, but there are some units that only
have the city view. In the Legacy all the views go out
overlooking the park.
Q: Not just looking at
Millennium Park, SCB primarily operates in the Chicagoland
area, besides business & commerce variables, what do you
derive from the Chicago area’s built environment or its
history of architecture, which inspires or guides your
design principles?
A: Architecture went through
a phase where contextualizing was something that was very
important. The postmodern movement was where everything had
a hat on it, and everything tried to be related to its
context. Instead we focus more on Chicago being the home of
modern architecture with Mies and International School. As a
practice we tend to look at buildings from a reductionist
stand point rather than trying to add layers of fussiness,
we are trying to design buildings so they are pure
expressions of their function so that they are as clean and
as simple, and as modern, from an expression point, as they
can be.
Environmental Design
Olathe
East High School
Olathe,
Kansas
Facilitator/Teachers: Barbara Nikoomanesh & Lee Sappingfield
Olathe
East High Schools Environmental Design program is open to
any student who would like to enroll, although it is
targeted towards students with an interest in Architecture,
Interior Design, Industrial Design, Landscape Design,
Engineering, or any other field of Design.
Students spend two hours a day all year in the Environmental
Design classroom. This approach allows students the extra
time they need to learn new technologies and work on their
drawing and design skills.
Principles of Design and drawing concepts are stressed in
this program. Students work on skill development in
observational and perspective drawing, focusing on
composition, value and proportions.
With
technology being another major component of this program,
students are introduced to, and develop skills in Photoshop,
AutoCAD, 3D VIZ, and Final Cut Pro. Students also learn how
to use scanners and digital cameras.
In
order to encourage students to become creative thinkers, we
try to get them to think outside the box. One way we do this
is by presenting assignments as open ended problems. For
example, we presented a "Motion Device Design" problem which
gave students a creative license to design the device using
their own interpretation. Rather than dictating that
students design a device that has to transport someone or
something, students were free to design a kinetic sculpture
or other creative device with displaying motion.
We
presented a "Seating Device Design" problem to the students,
in order to avoid the stereotypical image of a chair that
students would conjure up with the problem of a chair
design. After much research, students came up with their own
original seating device designs, creating pencil drawings,
CAD drawings, 3DVIZ drawings and a prototype.
Current
event articles related to the built environment are
presented to the students in order to heighten their
awareness of current events in the world around them.
Articles on Hurricane Katrina and disaster engineering, the
importance of sustainable design as well as others are
introduced. The students complete written reflections and
discuss their ideas relating to the impact of and possible
solutions to the current events.
In
order to familiarize students with Historical Architecture
in their city and elsewhere, we take Architectural Field
trips. Students compare and contrast modern and historical
structures. Renowned architects and their work are also
introduced. An attempt is made to instill an appreciation
for preservation on these students, making them advocates
for the built environment.
In
order to give the students a feel for what it is like to
work in the real world, we do firm simulations. Each student
has an individual role as well as individual accountability
within their firm. The roles are: The Lead, who coordinates
with team members, makes decisions and oversees the project.
The CAD person, who is the one responsible for doing the CAD
drawings for the project. The Board person, who does the
perspective drawings to compile with the CAD, 3D VIZ, &
digital photos on a presentation board, with an explanation
of the project. The 3D VIZ person, who completes the 3-D VIZ
animation of the project. The Modeler, who creates the
prototype for the project. We rotate positions for each
project through the year, giving students the chance to take
on each roll.
Whenever possible, we try to work with the community to
create Real-World problems for the students to solve and
implement. One example would be the re-design of the
landscaping at Havencroft, one of our district elementary
schools. Students took a field trip to the school to do
sketches, take digital images and interview the principal
about the landscaping that was in place as well as changes
deemed necessary. Safety issues and student traffic patterns
were also investigated. Students then did research on the
native plants, mature sizes of plants and conditions
necessary for the plants to thrive. Outdoor structures that
could be used were also researched. Working collaboratively
with our science department, the students took soil samples
to detect any problems with the soil. Working in a firm
simulation, landscape designs were developed and
presentations were made using pencil drawings, Photoshop,
CAD drawings and PowerPoint. Students made a final
presentation to the principal and landscape committee of the
school. Student landscape designs were implemented later in
the year.
Another
example of a Real-World problem would be the Educational
Learning Toy designs our students did for the students at
the districts Early Childhood Center. Environmental Design
students worked with the young children and interviewed
their teachers to find out what type of limitations the
students had and what skills they needed to develop.
Students researched educational learning toys and worked in
firms to develop their own original educational learning toy
designs and models that were presented to the teachers.
Students are provided with the opportunity to do shadowships
with local architectural, design and engineering firms in
their senior year. As a class, we also take field trips to
firms and jobsites to observe designers in the field.
Visiting artists, architects and designers are also invited
in to the classroom to give presentations to the students.
We have had an architect, sculptor and movie set designer
present to the students. This has proved to be an enriching
situation for the students, because it validates the career
when they can listen to professionals and see the actual
projects they are working on.
Students do reflections on each of their assignments,
critiquing their own work to help them evaluate whether the
objectives and criteria were met. They reflect on solutions,
discuss choices and evaluate the need for change. It is
vital to the learning process that students reflect
throughout the course of designing as well as when the
assignment is complete.
Given
the amount of class time the students have in this program
and the content covered, our students leave with a wealth of
information and experience. Since these are the designers of
the future, the more exposure they have to our built
environment and the issues involved, the better prepared
they will be in the future to develop sustainable designs.
Please
visit the Olathe East Environmental Design website
at:
www.envdesign.org
Email us your comments
friends@chicagoarchitecturetoday.com
“Can Christ be Seen
in the Architecture of Frank Lloyd Wright, a Preacher’s
Kid?”
Dr. Curtis J. Sartor, Jr. NOMA,
Assoc. AIA, ALA
Professor & Department Chair
Department of Architecture
Judson College
Frank
Lloyd Wright was not a disciple or follower of Jesus Christ;
but, he did pursue an alternative path to defining and
creating Architecture. He created an Organic Architecture,
and the Prairie and Usonian Houses. We view architecture
differently because of this alternative wisdom created by
Wright.
The wisdom of the subversive
sages or teachers is the wisdom of “the road less traveled”.
It was the same with Frank Lloyd Wright. The teachings of
Christ are the narrow way, and “the road less traveled” is
the alternative wisdom of Jesus Christ. Jesus said to his
disciples in John 14: 6, King James Version:
I
am the way, the truth, and the life: no man cometh unto The
Father, but by me.
The
way less traveled is life in the Spirit. It is the life that
Jesus himself knew. The life to which Jesus invited his
hearers was the life in the Spirit that he had experienced,
the narrow way, the alternative wisdom. The teachings of
Jesus Christ are that there is a way of being that moves
beyond both the secular and conventional wisdom of the
world. The practical theology of Jesus Christ can be
seen in the Architecture of Frank Lloyd Wright. There is a
relationship to the environment, humankind, and the
architecture.
THE ARCHITECT and HIS PRAIRIE
HOUSES
Frank
Lloyd Wright rejected the current styles and teachings about
architecture. He was not educated in any of the architecture
programs, but did attend the University of Wisconsin as an
engineering student for a short time. In fact he rejected
College education and preferred being trained in the offices
of Architects. He rejected the conventional teachings about
traditional Architecture. Wright’s views on contemporary
Architecture first received national attention in 1901, when
the Curtis publishing company commissioned several designs
for publication in the Ladies Home Journal. The innovative
houses designed included “A home in a Prairie Town”. Wright
dismissed the concept of the house as a box subdivided into
smaller boxes. This idea was prevalent in the current style
of houses being designed and built by most architects during
that period. Wright eliminated both the basement and attic
in his concept of the house. Servant’s quarters were moved
to the kitchen area, which were well ventilated to provide
an odorless and sanitary work environment. He also replaced
the traditional sash windows with operational casement
windows. This increased the seamless quality of indoor and
outdoor space. He integrated nature and the surroundings in
his prairie house designs. Second floors were often lighted
by continuous bands of clearstory windows overhanging light
colored extended eaves that extended protectively from
low-hipped roofs. Wright’s houses were typically horizontal,
rather than vertically laid out on a cruciform plan. His own
home and studio in Oak Park, Illinois was a laboratory for
his design experiments from 1889 until 1909. Both buildings
were constantly being renovated, expanded, and rearranged.
Oak
Park was a new community outside of Chicago and was the
first community that Wright began his career in as an
Architect. Oak Park was a wooded suburb which was
growing just as rapidly as Chicago. Oak Park’s early
residents were the families of stockbrokers, insurance
executives, bankers, and investors. Oak Park with its
wealthy residents became the forging ground for many of
Wright’s radical or alternative designs.
His
Prairie Houses in Oak Park exemplifies his alternative
wisdom in residential architecture. These homes had
large, free flowing living areas, and were naturally
well-lighted by windows that opened the house to
continuous vistas of the exterior landscaping. The
Prairie houses also had fireplaces that defined the
living areas, and served as a focal point of the family
life. Furnishings were designed specifically for the
house and the clients. The homes were crafted to respect
the beauty of God’s natural materials and natural
landscape. Plantings and outdoor fixtures were designed
for a harmonious integration of unity between site and
architecture. There is
a seamless spiritual connection the viewer and users
senses between site, landscape, art, architecture, and
interiors. The architecture then becomes a very sermonic
work of Art. This quality, in this author’s view,
becomes Wright’s practical theology of Architecture.
Wright’s Prairie Houses had very little connection
with the actual context of the prairie. Its
application was based on Wright’s belief of how a
family should live.
Classic examples of Prairie Styles are: the Ward W.
Willits House in Highland Park, Illinois, the Meyer
May House in Grand Rapids, Michigan, and the Robie
House in Chicago, Illinois. In Oak Park, Illinois,
the Prairie houses investigated were: the William E.
Martin built in 1903, the Arthur Heurtley House
built in 1902, and the William G. Frick House built
in 1901. These houses have wide-eave, low roofs,
massive chimneys, open porches, free-flowing living
areas, abundant natural lighting, and garden walls
running out from the house to connect with the site.
The elements of the Prairie Style represented
principles of Wright’s architecture that he was
creating for his family. He believed that these
principles were what America was founded upon.
These principles were also represented in his later
Architecture.
Christ
can be seen symbolically and metaphorically in
Wright’s Architecture through the Prairie style. The
integration and unity of the site, landscape, art,
architecture and interiors represented spiritual
connection humankind should have and a freedom one
should experience. These principles were utopian;
but, also formed what he called an Organic society.
With these principles of an Organic Architecture, he
also created an alternative to the prevalent
Architectural style which was the Art Nouveau, Queen
Anne, or Tudor style.
Frank Lloyd Wright
obviously was profoundly influenced by nature. Many
of his designs while highly ordered and geometric
had their origins in nature. His architecture had
their design justifications in God’s creation. He
frequently compared structural designs to nature and
looked to it for authenticity. A notable example is
the rigid–core
high–rise building, with its floors cantilevered
from a central spine, which he compared to the
branches of a tree extending from its trunk or
relative to human form. He compared the fused rigid
spine and hollow tube of his Romeo and Juliet
windmill to the embrace of lovers. The interior of
the Johnson Wax building is also an example of this
analogy.
CONCLUSION
Christ can be
seen in the Architecture of Frank Lloyd Wright
through his design of the Prairie houses in Oak
Park, Il. His ideology of unifying the site,
landscape, art, architecture, and interior as a
holistic expression creates a unique sense of
place that did not exist before. This “genesis
loci” is evident in the architecture that Wright
created. There is also a spiritual quality that
one can sense in his Architecture. Wright
believed in the unity of humankind and nature in
the Prairie houses. The principles and elements
of the Prairie Houses such as: wide-eave, low
roofs, massive chimneys, open porches,
free-flowing living areas, abundant natural
lighting, and garden walls running out from the
house to connect with the site were all
connection back to the context.
Further, Wright’s
rejection of the current conventional wisdom
about creating architecture and educating future
architects represents an unconscious
identification with an alternative or subversive
wisdom. He chose to be educated in the offices
of practicing architects. He did not see the
value of an architectural education in an
academic environment. Wright also was never
legally licensed or registered as an Architect
in any state that he designed buildings; yet, he
is justly considered to be one the greatest
American architects. So, Christ can be seen in
the Architecture of the Prairie Houses and in
the process of how Wright defined, approached,
and created Architecture. In conclusion, Wright
rightly stated:
“The Spirit in
which these building are conceived sees all
these
together at work as one thing.”
This article was
an excerpt from a submitted article by Dr.
Curtis Sartor
Professor & Department Chair of the Department
of Architecture at Judson College. For a
full reading of this submission, email us at
friends@chicagoarchitecturetoday.com or
csartor@judsoncollege.edu
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