SALT MILL, nature school
Basic information
Project Title
SALT MILL, nature school
Full project title
SALT MILL: conservation of the ruin and ecosystem for a new nature school in Malgrat de Mar.
Category
Reconnecting with nature
Project Description
The presented project is the final master's thesis of two architecture students. Supported by the Polytechnic University of Catalonia and the City Council of Malgrat de Mar, it proposes the creation of a new nature school. Working in collaboration with the town's naturalist associations, the proposal involves the rehabilitation of the old salt mill to preserve the complex ecosystem hidden within its abandoned interior, intending to establish a benchmark Environmental Education center.
Geographical Scope
Local
Project Region
Malgrat de Mar, Barcelona, Spain
Urban or rural issues
It addresses urban-rural linkages
Physical or other transformations
It refers to a physical transformation of the built environment (hard investment)
EU Programme or fund
No
Description of the project
Summary
The project is a collaborative endeavor between academia and local communities, responding to the pressing Climate Emergency. Its core focus lies in employing architectural intervention to nurture Environmental Education, reclaiming an abandoned space, specifically an old salt mill, to establish a nature school.
This initiative unfolds in dual phases: a grand, long-term vision encompassing the creation of a nature school, and a shorter-term, budget-constrained adaptation of the space. Anchored in Anthropocenic Style and Thermodynamic Materialism theories, the project conceives the school as a self-sustaining system, honouring the intricate balance of water, material, and energy flows. Its aim is to safeguard the historical significance of the site while leveraging existing local networks and informal knowledge, harmonizing with the community's educational and environmental aspirations.
The methodology deployed seamlessly merges academic research with active community participation, fostering an interdisciplinary and intergenerational approach. With a key emphasis on water, material, and energy flows, the project underscores the importance of heightened awareness, reduced demand, efficient resource utilization, and seamless integration of sustainable practices. Its overarching goal is to democratize Environmental Education, making knowledge accessible to all and fostering active community engagement.
Extending beyond conventional academic boundaries, the project presents a replicable structure and emphasizes sustainable practices, offering a viable model to tackle intricate environmental challenges on a localized scale.
This initiative unfolds in dual phases: a grand, long-term vision encompassing the creation of a nature school, and a shorter-term, budget-constrained adaptation of the space. Anchored in Anthropocenic Style and Thermodynamic Materialism theories, the project conceives the school as a self-sustaining system, honouring the intricate balance of water, material, and energy flows. Its aim is to safeguard the historical significance of the site while leveraging existing local networks and informal knowledge, harmonizing with the community's educational and environmental aspirations.
The methodology deployed seamlessly merges academic research with active community participation, fostering an interdisciplinary and intergenerational approach. With a key emphasis on water, material, and energy flows, the project underscores the importance of heightened awareness, reduced demand, efficient resource utilization, and seamless integration of sustainable practices. Its overarching goal is to democratize Environmental Education, making knowledge accessible to all and fostering active community engagement.
Extending beyond conventional academic boundaries, the project presents a replicable structure and emphasizes sustainable practices, offering a viable model to tackle intricate environmental challenges on a localized scale.
Key objectives for sustainability
The primary goal driving this project is to find an intervention that can genuinely contribute to the Climate Emergency situation. Recognising the role of architecture within this context, we made the decision to focus on creating awareness within spaces, fostering Environmental Education. Working closely with users at a small scale, our aim is to develop a tangible, achievable project that has a minimal carbon footprint.
The project aims to enhance existing realities and networks of care and learning through the reuse of an abandoned space, listed in the town's heritage catalog due to its historical significance.
The project is conceived in multiple phases. One comprehensive long-term phase with a higher budget involves the construction of a nature school, breathing new life into the ruins while preserving the richness of the site's ecosystem. To achieve this, the design is rooted in the theories of Anthropocenic Style and Thermodynamic Materialism. The school is envisioned as a closed-loop metabolism, aiming for maximum circularity, understanding pre-existing water, energy, and material flows, and minimising its impact while optimising resources and striving for minimal waste.
The project emphasises and revives the historical water use within this space, seeks the retrieval of forgotten materials, adds only what is essential for the necessary objectives, and minimises energy consumption in both the building's life cycle and that of its materials.
Moreover, special attention is given to a short-term phase with a significantly reduced budget, an adaptation of the space ensuring minimum safety standards but employing the same design concepts as the comprehensive phase.
The project aims to enhance existing realities and networks of care and learning through the reuse of an abandoned space, listed in the town's heritage catalog due to its historical significance.
The project is conceived in multiple phases. One comprehensive long-term phase with a higher budget involves the construction of a nature school, breathing new life into the ruins while preserving the richness of the site's ecosystem. To achieve this, the design is rooted in the theories of Anthropocenic Style and Thermodynamic Materialism. The school is envisioned as a closed-loop metabolism, aiming for maximum circularity, understanding pre-existing water, energy, and material flows, and minimising its impact while optimising resources and striving for minimal waste.
The project emphasises and revives the historical water use within this space, seeks the retrieval of forgotten materials, adds only what is essential for the necessary objectives, and minimises energy consumption in both the building's life cycle and that of its materials.
Moreover, special attention is given to a short-term phase with a significantly reduced budget, an adaptation of the space ensuring minimum safety standards but employing the same design concepts as the comprehensive phase.
Key objectives for aesthetics and quality
The primary premise is the conception of architecture as a means of connecting citizens with nature. It's not only about understanding the architect's role as a creator of infrastructure but also their role in raising awareness and participating in Environmental Education. Creating spaces consistent with the messages taught within them is crucial.
Drawing from Maria Novo's Environmental Education theory, the aim is to take children out of classrooms and foster awareness through hands-on experiences. In this vein, the project identifies groups within the town engaged in this work and aims to highlight their efforts by promoting and supporting them.
The project intends to serve as a demonstration to the town council of the importance of investing in these activities and aims to help them understand the feasibility. Thus, by establishing a nature school, the project seeks to underscore the work of these groups, raise awareness among residents, and contribute to improving the future of the new generations.
Based on numerous interviews and site visits, the project captures the sociogram and the network of connections surrounding this ecosystem. It gathers the needs and aspirations of these groups and stakeholders, materialising them into a long-term project with a budget of around half a million euros, and a short-term one with a budget of less than thirteen thousand euros, considering the voluntary work provided there. Both phases aim for the same goal: preserving the uniqueness of the place and pre-existing networks of care and learning while providing different scales of benefits.
The aesthetic approach emerges from a historical study of the site and the significance of the activities that have taken place there, incorporating material touches sufficient to integrate the desired uses sought by the community.
Drawing from Maria Novo's Environmental Education theory, the aim is to take children out of classrooms and foster awareness through hands-on experiences. In this vein, the project identifies groups within the town engaged in this work and aims to highlight their efforts by promoting and supporting them.
The project intends to serve as a demonstration to the town council of the importance of investing in these activities and aims to help them understand the feasibility. Thus, by establishing a nature school, the project seeks to underscore the work of these groups, raise awareness among residents, and contribute to improving the future of the new generations.
Based on numerous interviews and site visits, the project captures the sociogram and the network of connections surrounding this ecosystem. It gathers the needs and aspirations of these groups and stakeholders, materialising them into a long-term project with a budget of around half a million euros, and a short-term one with a budget of less than thirteen thousand euros, considering the voluntary work provided there. Both phases aim for the same goal: preserving the uniqueness of the place and pre-existing networks of care and learning while providing different scales of benefits.
The aesthetic approach emerges from a historical study of the site and the significance of the activities that have taken place there, incorporating material touches sufficient to integrate the desired uses sought by the community.
Key objectives for inclusion
This project originates from the university and establishes a connection with the town through its main institution, the Town Hall. However, it aims to forge a direct link with the residents, bypassing the traditional steps to reach the unfiltered and genuine needs of the locals.
It acknowledges the exceptional work of a group of individuals dedicated to Environmental Education without institutional support and seeks to contribute to their efforts. The current situation poses physical dangers for visitors and is inaccessible. Therefore, both phases of the project prioritize accessibility, not just in physical conditions. The project strives for universal accessibility to this education, aiming to democratize access to knowledge that is primarily academic, bringing it closer to the residents and exploring alternative forms of tourism.
The project identifies social dynamics to analyze and contribute to the process of streamlining it. Thus, it not only meets the technical requirements set by the university and faculty but also develops a tangible short-term phase that may not be evaluative.
It documents and showcases the reality of an ideal situation. Within an abandoned building owned by the public, there exists an ecosystem from which one can learn, and there are already people doing so. Let's leverage this opportunity and demonstrate to the Town Hall and other municipalities the potential of these unique spaces.
The project aims to provide a space for the exchange of knowledge, breaking down barriers between naturalist groups, more academically inclined, and the general public. It also aims to create a hub for intergenerational exchange of traditional knowledge.
It acknowledges the exceptional work of a group of individuals dedicated to Environmental Education without institutional support and seeks to contribute to their efforts. The current situation poses physical dangers for visitors and is inaccessible. Therefore, both phases of the project prioritize accessibility, not just in physical conditions. The project strives for universal accessibility to this education, aiming to democratize access to knowledge that is primarily academic, bringing it closer to the residents and exploring alternative forms of tourism.
The project identifies social dynamics to analyze and contribute to the process of streamlining it. Thus, it not only meets the technical requirements set by the university and faculty but also develops a tangible short-term phase that may not be evaluative.
It documents and showcases the reality of an ideal situation. Within an abandoned building owned by the public, there exists an ecosystem from which one can learn, and there are already people doing so. Let's leverage this opportunity and demonstrate to the Town Hall and other municipalities the potential of these unique spaces.
The project aims to provide a space for the exchange of knowledge, breaking down barriers between naturalist groups, more academically inclined, and the general public. It also aims to create a hub for intergenerational exchange of traditional knowledge.
How Citizens benefit
The core idea behind our proposal is to create a framework that enriches us and generates a project through communication and learning from a diverse group of people.
It originates within the academic framework of a university master's programme, incorporating corrections and contributions from internationally renowned professors from the Polytechnic University of Catalonia and the School of Architecture of Vallès, such as HArquitectes or DataAE. It involves consulting with specialized technicians throughout the different phases of project development.
During the project's evolution, there were meetings with the Mayor, Sonia Viñolas, and the Environmental Technician, Laia Gómez. Initially, information and materials were provided by the Town Hall and municipal institutions, followed by a final meeting at the project site with the environmental technician.
However, the true development of the project emerged through interactions with the town's citizens. Seven visits to the site were made over eight months, involving sample-taking, measurements, brainstorming sessions, and crucial decision-making meetings. This collaborative effort culminated in volunteers coming to the university and engaging in conversations with the professors, fostering an enriching collaboration.
Finally, following the project's demonstrated viability in the final presentation, it was agreed that the self-managed leaders of this initiative would seek funding in the municipality's annual budgets to carry it out. This resulted in an empowering situation for the group of individuals who considered their work previously unknown and not noteworthy. These connections birthed the possibility of a nature school accessible to children and residents of the town and the region—a space for learning and connection.
It originates within the academic framework of a university master's programme, incorporating corrections and contributions from internationally renowned professors from the Polytechnic University of Catalonia and the School of Architecture of Vallès, such as HArquitectes or DataAE. It involves consulting with specialized technicians throughout the different phases of project development.
During the project's evolution, there were meetings with the Mayor, Sonia Viñolas, and the Environmental Technician, Laia Gómez. Initially, information and materials were provided by the Town Hall and municipal institutions, followed by a final meeting at the project site with the environmental technician.
However, the true development of the project emerged through interactions with the town's citizens. Seven visits to the site were made over eight months, involving sample-taking, measurements, brainstorming sessions, and crucial decision-making meetings. This collaborative effort culminated in volunteers coming to the university and engaging in conversations with the professors, fostering an enriching collaboration.
Finally, following the project's demonstrated viability in the final presentation, it was agreed that the self-managed leaders of this initiative would seek funding in the municipality's annual budgets to carry it out. This resulted in an empowering situation for the group of individuals who considered their work previously unknown and not noteworthy. These connections birthed the possibility of a nature school accessible to children and residents of the town and the region—a space for learning and connection.
Physical or other transformations
It refers to a physical transformation of the built environment (hard investment)
Innovative character
While not particularly innovative, perhaps disruptive, is the decision to execute a final architectural project spanning 200m2. It breaks away from the established norms of architectural education received in seven years in Europe, deeply rooted in large buildings and the outdated idea of the architect as an artist generating a final object.
The project is presented as innovative because its justification lies in the knowledge of the local people, understanding ourselves as external agents who can only help and learn. It aims to acknowledge informal knowledge, non-institutional methods, and networks, seeking to provide humble yet sincere work while giving visibility to these aspects.
From a technical standpoint, the long and short-term proposals are understood as the design of a metabolism. It emphasizes maximum resource optimization, comprehending the flows of water, matter, and energy. Considering the needs of all inhabitants in the project, both human and non-human, it seeks the concept of comfort, dependent on various parameters such as safety, metabolic activity, and learning. From the rediscovery of a stream lost due to urban development to details such as the embedded carbon in each square meter of the building, the project commits itself deeply to addressing the climate emergency situation, pushing the boundaries of cutting-edge theories in architecture, such as those articulated by Iñaki Ábalos' Thermodynamic Materialism or Philippe Rahm's Anthropocenic Style.
The latest innovative gesture of the project is currently underway: seeking connections with innovation networks at a European level, seeking recognition and potential funding for a community striving to do good in a small town.
The project is presented as innovative because its justification lies in the knowledge of the local people, understanding ourselves as external agents who can only help and learn. It aims to acknowledge informal knowledge, non-institutional methods, and networks, seeking to provide humble yet sincere work while giving visibility to these aspects.
From a technical standpoint, the long and short-term proposals are understood as the design of a metabolism. It emphasizes maximum resource optimization, comprehending the flows of water, matter, and energy. Considering the needs of all inhabitants in the project, both human and non-human, it seeks the concept of comfort, dependent on various parameters such as safety, metabolic activity, and learning. From the rediscovery of a stream lost due to urban development to details such as the embedded carbon in each square meter of the building, the project commits itself deeply to addressing the climate emergency situation, pushing the boundaries of cutting-edge theories in architecture, such as those articulated by Iñaki Ábalos' Thermodynamic Materialism or Philippe Rahm's Anthropocenic Style.
The latest innovative gesture of the project is currently underway: seeking connections with innovation networks at a European level, seeking recognition and potential funding for a community striving to do good in a small town.
Disciplines/knowledge reflected
The initial reality was that all of us in the master's program started searching for a project in the same municipality simultaneously, needing to propose a "statement" to the professors. Through this joint and cooperative investigation, our interest in the specific case of Molí emerged. In comparison to more infrastructural interventions, we believed that this scale was better suited to the town's needs.
The master's program provided us with lectures, classes, feedback, and discussions with experts, which gradually focused the project further. However, the most enriching aspect was connecting with individuals who were already volunteering at the site.
Santiago Poch from the Emys Foundation, an expert in renaturalization, provided invaluable insights into the ecosystem balance of the worked parcel and its connection with the peri-urban system of the town. Javier S. Rubio from the naturalist association, specializing in the local flora and fauna, collaborated with us on exhaustive cartography of the area. Laia Gómez, the environmental technician and friend of the aforementioned, presented the long-term possibilities of the site from a political and feasibility standpoint.
Additionally, Quim Aubanell from the citizen science group introduced us to the historical details and traditions of the place, introducing us to several legendary figures from the town. This allowed us to share and learn from the informal knowledge that is often lacking in traditional classroom settings.
Ultimately, the project aims to bridge the gap between different stakeholders, sparking a reflection on an ecosystem functioning independently within an urban nucleus, offering multifaceted learning opportunities at various levels.
The master's program provided us with lectures, classes, feedback, and discussions with experts, which gradually focused the project further. However, the most enriching aspect was connecting with individuals who were already volunteering at the site.
Santiago Poch from the Emys Foundation, an expert in renaturalization, provided invaluable insights into the ecosystem balance of the worked parcel and its connection with the peri-urban system of the town. Javier S. Rubio from the naturalist association, specializing in the local flora and fauna, collaborated with us on exhaustive cartography of the area. Laia Gómez, the environmental technician and friend of the aforementioned, presented the long-term possibilities of the site from a political and feasibility standpoint.
Additionally, Quim Aubanell from the citizen science group introduced us to the historical details and traditions of the place, introducing us to several legendary figures from the town. This allowed us to share and learn from the informal knowledge that is often lacking in traditional classroom settings.
Ultimately, the project aims to bridge the gap between different stakeholders, sparking a reflection on an ecosystem functioning independently within an urban nucleus, offering multifaceted learning opportunities at various levels.
Methodology used
The methodology employed is also a key factor in its transferability, rooted in an academic and scientific structure aimed at achieving results.
The project emerges from three main parameters: working from biodiversity, intervening in the existing structures, and raising awareness of the issue through Environmental Education. To accomplish this, it delves into ecological heritage and preservation, heritage assets and protected buildings, as well as pedagogy and educational facilities. It approaches these elements with a hypothesis: Can we, through an intervention in the ruins of the Salt Mill, preserve the complex ecosystem of its basin and enhance the environmental education conducted by local naturalist associations? Based on this, a survey is conducted in three categories: surveying the built environment, surveying the ecosystem, and surveying the social network. Utilizing this data and knowledge survey, an objective diagnosis is established, leading to a program. The program expands in the case of the long-term proposal.
The methodology's intention lies in the constant intersection between our technical knowledge and the contributions made by different stakeholders throughout the process. We could discuss two phases of methodology that have developed concurrently, where the academic phase concluded with the master's final submission, and the informal phase continues in pursuit of a real solution for the project and the needs of the residents.
The project emerges from three main parameters: working from biodiversity, intervening in the existing structures, and raising awareness of the issue through Environmental Education. To accomplish this, it delves into ecological heritage and preservation, heritage assets and protected buildings, as well as pedagogy and educational facilities. It approaches these elements with a hypothesis: Can we, through an intervention in the ruins of the Salt Mill, preserve the complex ecosystem of its basin and enhance the environmental education conducted by local naturalist associations? Based on this, a survey is conducted in three categories: surveying the built environment, surveying the ecosystem, and surveying the social network. Utilizing this data and knowledge survey, an objective diagnosis is established, leading to a program. The program expands in the case of the long-term proposal.
The methodology's intention lies in the constant intersection between our technical knowledge and the contributions made by different stakeholders throughout the process. We could discuss two phases of methodology that have developed concurrently, where the academic phase concluded with the master's final submission, and the informal phase continues in pursuit of a real solution for the project and the needs of the residents.
How stakeholders are engaged
From the project's inception, the aim was to serve as a connection among the various involved parties. It sought to link the realities of the children learning there, attending classes once a week, with those of the Town Hall. It aimed to connect the informal, experiential, and traditional knowledge of the volunteers with the technical expertise of our professors. It sought to align our professional aspirations with the needs of the town. Additionally, it dreamed of linking such a small town and this unique place with Europe.
Inspired by the teachings of Environmental Education by María Novo, our approach involved working locally with everyday examples to have an impact on broader scales. The focus was on raising awareness through spaces, intending to challenge the tendencies within the architecture industry that we wish to avoid. As Andrés Jaque, a professor at Columbia University, suggests, "We operate from within and as participants in the realities from which we dissent."
Understanding the uniqueness of permanent wetland areas, we endeavoured to connect and communicate the ecosystem services offered by this place. To develop the appropriate network for the project's development, we connected various elements: sources of information, stakeholders, associations, entities, problems, and potential funding. The most robust connections established were between the project itself, the NatMonT naturalist association, Emys Foundation, the Citizen Science Group, the Town Hall, and the Polytechnic University of Catalonia. These connections involved corrections, co-design contributions, mobilization, enthusiasm, and a shared endeavor to showcase and develop the project at a European level. That's why we are submitting this project for these awards.
Inspired by the teachings of Environmental Education by María Novo, our approach involved working locally with everyday examples to have an impact on broader scales. The focus was on raising awareness through spaces, intending to challenge the tendencies within the architecture industry that we wish to avoid. As Andrés Jaque, a professor at Columbia University, suggests, "We operate from within and as participants in the realities from which we dissent."
Understanding the uniqueness of permanent wetland areas, we endeavoured to connect and communicate the ecosystem services offered by this place. To develop the appropriate network for the project's development, we connected various elements: sources of information, stakeholders, associations, entities, problems, and potential funding. The most robust connections established were between the project itself, the NatMonT naturalist association, Emys Foundation, the Citizen Science Group, the Town Hall, and the Polytechnic University of Catalonia. These connections involved corrections, co-design contributions, mobilization, enthusiasm, and a shared endeavor to showcase and develop the project at a European level. That's why we are submitting this project for these awards.
Global challenges
Following Yale professor Keller Stearling's proposal in her book 'Design in the Rough,' the project resists technological determinism and the pursuit of utopian technical solutions, instead focusing on collaboration between designers and citizens. Solutions to major global issues such as the climate emergency or biodiversity loss, which are palpable in our specific locations, will arise from experimenting with local problems and a blend of historical knowledge discarded by the industrial revolution.
And, finally, as Jane Jacobs wrote in her book 'The Death and Life of Great American Cities': "Throughout history, solutions to urban problems have seldom come from above. They've come from people who understood the problems firsthand because they lived with those problems. People with fresh and often very original ideas to solve them. Creativity, awareness, and ideas need to be given a chance in neighborhoods and city communities. They need to be let out. People need to insist that the government does things the way they want."
And, finally, as Jane Jacobs wrote in her book 'The Death and Life of Great American Cities': "Throughout history, solutions to urban problems have seldom come from above. They've come from people who understood the problems firsthand because they lived with those problems. People with fresh and often very original ideas to solve them. Creativity, awareness, and ideas need to be given a chance in neighborhoods and city communities. They need to be let out. People need to insist that the government does things the way they want."
Learning transferred to other parties
The applied mixed methodology, between the most academic and the most informal, stands as the greatest learning and the most easily reproducible aspect of this project. It is evident that this is a project based on the singularity of a space and on the specific networks that have emerged around it; however, the structure of the process is exportable.
The project relies on a research work methodology that approaches the place and its physicality as an objective study object, from which, through conversations, co-design, and leisure, an interpersonal, intergenerational, and interprofessional connection has been generated, representing the only way to address the complex issues faced by this new generation of professionals vying for this award.
In particular, we will highlight the transferability of the priority order in dealing with the project's flows understood as metabolism, which are as follows:
In the water flow: raising awareness and locating, reducing demand, efficiency of incorporated devices, water reuse, phytodepuration, return to the environment, and minimum discharge.
In the material flow: valorization of the abandoned space, rehabilitation, internal reuse, external reuse, recycling, natural closed-loop materials, technical closed-loop materials, optimization, and minimization of materials with an impact.
And in the energy flow: reconsideration of needs, demand reduction, passive measures, system efficiency, minimization of embedded carbon in materials, and compensation through awareness
The project relies on a research work methodology that approaches the place and its physicality as an objective study object, from which, through conversations, co-design, and leisure, an interpersonal, intergenerational, and interprofessional connection has been generated, representing the only way to address the complex issues faced by this new generation of professionals vying for this award.
In particular, we will highlight the transferability of the priority order in dealing with the project's flows understood as metabolism, which are as follows:
In the water flow: raising awareness and locating, reducing demand, efficiency of incorporated devices, water reuse, phytodepuration, return to the environment, and minimum discharge.
In the material flow: valorization of the abandoned space, rehabilitation, internal reuse, external reuse, recycling, natural closed-loop materials, technical closed-loop materials, optimization, and minimization of materials with an impact.
And in the energy flow: reconsideration of needs, demand reduction, passive measures, system efficiency, minimization of embedded carbon in materials, and compensation through awareness
Keywords
ECOSYSTEM
CONSERVATION
RESTORATION
ADVOCATE
EDUCATION
