Following are the five park proposals submitted by our design teams.
Text from image one: In programming the site we sought to utilize the toolbox we had established with the manipulation of ribbons. Spaces can be wrinkled, split, bent, folded, lifted or negated, and each offers a unique opportunity with the resulting spatial qualities. We began by setting priorities of use along certain corridors. For example, the path directed at the playground becomes an extension of this idea of play, working towards maximizing functionality and engagement in the site.
Text from image two: In looking towards re-visioning the potentials of Burke Park, we sought to understand what it is people look for in this unique intersection of use. People of all walks of life are located in adjacency to the site, and in working towards fulfilling the wishes of these diverse community members, we found the necessity of creating strong connections among this community. People tend to strengthen memories through interaction, fostering lasting impressions in one’s character. There is a powerful potential in experience when coupled with mutual understanding and interaction, which can only be crafted in bridging distance and difference, and creating shared interest. Burke Park is this interest; it seeks to tie all of its communities together with these bonds of landscape, to create a flow in which people are given the opportunity to create experience, and in doing so, strengthen their own connections to their environment.
Plan view of the Crossroads project
Close up of the Crossroads gathering space
Using singular landforms with multiple faces, the duality group sought to create opposing yet related spaces that would simultaneously accommodate a range of use types, from quiet space to play. This group worked with public/private relationships, inward focus/outward focus, and summer/winter. Spaces were designed to direct views to the lake or mountains, and appropriate adjacencies were made based on the activities’ spatial relationship to the community.
A close-up of the outdoor classroom/main gathering space
A close-up of the children’s play zone
Text from box one: During the initial design process of the universal space, we strategically placed hay bales out on the site for spatial configuration and analysis. This also allowed us as students and designers to receive true and unbiased responses by allowing people to construct whatever they deemed fit.
Text from box two: Children were given the opportunity to utilize the hay bales in any fashion. The children constantly constructed vertical elements allowing them to climb and explore. The children also desired a place for seclusion through a better connection with nature.
Text from box three: The meandering space in Burke Park acts as an extension and pathway from the school to its adjacent areas. The configuration of the space allows users to truly understand the natural environments of Colorado through the experiential movement through the site. The spatial alignment of the site was influenced by the natural systems of hydrology that carries water down the mountains through a variety of ecosystems. The concept and layout of the space reinforces the need for people to connect with nature. the meandering space creates different experiences through changes on the surface providing natural enclosures. Individuals can appreciate the natural setting adjacent to the site while enforcing the systematic forces of nature.
Sun/shade text: Trees are used to create summer shade and backdrops, while letting in winter sun.
Circulation text: Main pathways are established from the major surrounding nodes and all intersect adjacent to the classroom.
Activity use text: The outdoor classroom acts as the focal point and contains the densest uses. Spaces then begin to fragment and disperse as they expand from the classroom.
Organization and orientation text: The classroom and associated spaces are gridded and oriented to focus on views of the lake and flatirons. The grid helps break up and fragment the spaces as they get further from the classroom.
Shifted Surfaces site model
Shifted Surfaces plan view
The Terra Firma group used organizing lines to define and arrange spaces. Lines were defined based on context clues like surrounding uses, existing trees and paths, and views. The design team set the classroom space at a junction of these lines to really capitalize on the existing opportunities. Other opportunities for seating and play extend along the paths that converge near the classroom.