Let's Talk - Olivia Mathis

‘

L E T S TA LK .

A PLACE FOR INTIMATE CONVERSATION

INTERIOR DESIGN CAPSTONE

OLIVIA MATHIS

at some point in our lives, we have all been question of “where do babies come from?”, that left us with even more questions. as we c and at some point, our parents stopped uncomfortable with answering and figured educate us. however, that was far from the classroom, with an uncomfortable and awkw showing photos of the worst cases of STI’s teacher took a tube of toothpaste, emptied toothpaste back into the tube, saying “once up like this used toothpaste tube - no one wa no proper information on contracep the body, sexuality, pleasure - the lis education were these exercises, along with

so my question is this - why does it hav conversations around sex, sexuality, sexual way? and why has our culture created such are a part of the everyday human experienc breakdown the stigma, and create mea relationships through addressing the starting

the american sex education curr

n young and curious - asking our parents the with the response being some obscure answer continued to grow, our questions grew with us, d answering those questions - as they felt d that our school would take the reigns and case. instead, we found ourselves sitting in a ward health teacher preaching abstinence and imaginable. in my personal experience, my d it, and asked some poor student to put the you have sex, you can’t take it back. you end ants a used toothpaste tube”. and that was it ption, healthy communication styles, st goes on. all I truly remember from my sex the feelings of shame, guilt, and fear.

ve to be this way? why are we not having health, and pleasure in a positive, informative a stigma around these topics, even when they ce? this project aims to address such questions, aningful conversations around our intimate g place of misinformation and negativity:

riculum.

o

o o

o o

o

o

o

o o

o

o

o o

o

o

r

r r r

r

r

r

r

r

r

r

r

r

r

r

r

r

ou s t t b t m a e p t e k l a l l l tal abo t h e k e t ts b u o s u t lk a t al a b t t m t e l e p l e b t l ta k he t b o u s o s ut t t m b t e k l a l a e p l e b t a l t l ta k he t b o u s o s u t alk ab t t m t e b l l a e e p t a l t l t k h e ob ts o u s u t alk ab t t m t e b l l a e e p t a l t l t k h e ob ts o u s u t alk ab t m le t a l a b t t e l e p t l t k h e ob ts o u s u t alk ab t t m t e b l l a e e p t a l t l t k h e ob ts o u s ut m t t t e k l a b l l e b a t e a p t h e ob l t ts l k a u o s ut t t m b t e k l a l a e l e p b t a l t l ta k he t b o u s o s ut t m le t a t e k b a l l e p b t a a l t l t k h e ob ts o u s u t alk ab t m le t a t e b l e p t a l t l t k h e ob ts o u s u m t t t e k l a l b t l e b t a a e p t h e ob ts l k a u l t o s ka u m t t t e l b l t l e b t a e a p a t h e ob l t ts l k o u s u t alk ab t t m t e b l l a e e p t a l t l t k h e ob ts o u s u m le t a t alk ab t t e b l t e p a l t l t ts k b h e o u o s u m le t a t alk ab t t e b l e t p a l t l k ts b he t o u o s u m le t a t alk ab t t e b l t e p a ts l k l t o t h e ob u

l

ou

p p

p

p

p

p

p p p

p

p p

p p p

p

e

e

e

e

e

e

e

e

e

e

e

e

e

e

e

alk a e t t t h bo ts l talk a u t e t h s b t l talk a o u t e t h s b t l talk a o u t e s t h b t l talk a o u t e s t h b t o l talk a u t e s t h b t l talk a o u t the bo ts l talk a u t bo the ts l talk a u t e s t h b t l talk a o u t e s b t h t o l talk a u t bo the ts l s talk a u t bo the t l talk a u t bo the ts l talk a u t e s t h b t o k l l ta a u t bo the ts l talk a u t bo t h e ts l s talk ab u t e t h t o

e e

ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l e m ro the p b l em r

et

m e l b le ro t m e l b o le r t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro t m e l b le ro

as a starting point to many, empower us to stand up for o

comprehensive sexuality education; is a curriculum-based process of teaching and learning about the cognitive, emotional, physical, and social aspects of sex and sexuality. CSE provides medically accurate, evidence-based, and age appropriate information, as well as the following information...

sexual orientation, gender identity & expression

consent, communication skills & sexual violence

medically accurate, age appropriate information

bold topics; abortion & masturbation

contraception to reduce STI’s & pregnancy

sex is a natural & healthy part of life

the solution

PROBLEM.

sex education has the power to give us knowledge about our bodies, debunk stigmas around sex and gender, our rights over our bodily autonomy, pleasure, and consent, and provide us with insight about our relationships and values. however, sex education in the united states has done the complete opposite.

abstinence centered education; teaches abstinence as the only morally correct option of sexual expression for teenagers. this type of education centers around shame and fear, while censoring, leaving out information, or inaccurately describing the topics below...

taught on basis of shame, guilt & fear

inaccurate depictions of STI’s

adoption as only option for teen pregnancy

SEX no information on contraception

promotes specific religious values

sex outside of marriage will cause harm

the problem

Source: Advocates For Youth - Sex Education Programs: Definitions & Point-by-Point Comparison

13

REQUIRE SEX E MEDICALL

according to a study conducted by SEICUS, as of 2020, 29 education be taught in school. 35 states require th stressed. 9 states explicitly require instruct

with this in mind - what are we teaching our children and accurate information - why is

STATES

EDUCATION LY ACCURATE.

9 states and the district of columbia require that sex hat if sex education is taught in schools, abstinence must be tion that discriminates against LGBTQ people.

---n? all other education courses are expected to provide factual sn’t sex education treated the same?

82%

FACTS.

of teen pregnancy, 82% were unintended. of these pregnancies, 55% of teens gave birth, 14% miscarried, and 31% had abortions.

1 of 10 young adults ages 14 to 21 admit to sexual violence; (forcing or pressuring a peer to engage in sexual activity).

50% ages 15 to 24 account for half of the 26 million STI’s; age group represents 25% of the sexually active population

NEGATIVE

STIGMA

poor, misleading sex education has created the feelings of shame, guilt, and fear around sex and pleasure.

young adults account for half of the STI’s in america. a stigma around getting a STI as well as getting tested has been created.

MISINFORMATION

TEEN PREGNANCY

the spread of misinformation around condoms and contraception has caused young people to be uneducated around uses.

the US has one of the highest teen birth rates amongst nations, signaling that an abstinence only model does not work.

NO COMMUNICATION

EXCLUSION

valuable communication skills are often left out of the curriculum; lack of info around consent, human connection, and pleasure.

less than 5% of LGBTQ students had health classes that included positive representation and discussion of their identity.

Source(s): CDC / MedicineNet / SEICUS

o

o

o

o

o

o

o

o

o

o o

o

o

o o

o

l

l

l

l l

l

l

l

l

l

l

l

l

l

l

l

ou s t t o t b tt n a o e s l l i a e l talk abo t h e k t ts u u s u ta t lk a o n t o b tt l i e s e l bo t h e a t l ta k t u u s s u ta t lk ab t o n o b tt l i e e s l t a t l ta k h e t ou u u s s ta t alk ab t n o o l b tt i e e s l t t a l t k h t e ou u u s s ta t alk ab t n o o l t b i e e s t l t t a l t k he ts o u u s u ta t alk ab t n o o l t b i e e s t l t t a l t k he ts o u u s u t t alk ab t n o o l t b i a e e s t t l t a l t k t h e o u u s s u n le t a t alk ab t o o t i b e t s t l t a t l t k h e o u u s s u ta t lk ab t n o o l b tt i e e s l t t a l ta k h e t ou u u s s ta t alk ab t n o o l t b i e e s t t l t a l t k ts he o u u s u t alk ab t n le t a l o o t b i e s t t t a l t k t he o u u s s u on le t a t alk ab t t o i b t e t s l t t a l t k h e o u u s s u n le t a t alk ab t o o t i b e t s t l t a t l t k h e o u u s s u ta t alk ab t n o o l t b i e e s t l t t a l t k he ts o u u s u n ta t o o l t k a i t l b e b e t a s t th e ts l k a u l t o u s ut n le t a t o o t k a i l b e b s t a t l t a t l k he t o u u n s s u o le t a t alk ab t t o i b t t e s ts l k a u l t o th e u

t

o

t

o

t

o

t

o

t

o

t

o

t

t

o o

t

o

t

o

o

t

o

o

t

o o

o

o

o

o

o

o o

o

o

o

o

o

o

o

t

t t t

o

t

o

the so t i o n lu the so t i o n lu the so t i o n lu the so t i o n lu the so t i o n lu the so t i o n lu h t e so t i o n lu the so t i o n lu the so t i o n lu the so t i o n lu h e t so t i o n l the so u t i o n lu the so t i o n l the so u t i o n lu the so t i o n l the so u t i on l

o

lu

io n

ts l e talk ab t h e s ution le s l ts u l e talk ab t t h e s ution le s l ts u l e talk ab t t h e s ution le s l ts u l e talk ab t t h e s ution le s l ts u l e talk ab t t h e s ution le s l ts u l e talk ab t t h e s ution le s l ts u l e talk ab t t h e s ution le s l ts u l e s talk ab t t h e s ution le l ts u l e talk ab t t h e s ution le s l ts u l e talk ab t t h e s ution le s l ts u l e talk ab t t h e s ution le s l t u s k l n o e a i a s t t l st le b t h e lu ts u l e s talk ab t t h e s ution le l ts u l e talk ab t t h e s ution le s l ts u l e s talk ab t t h e s ution le l ts u l e talk ab t t h e s ution le s l t u k l e s tal ab t t h e s lution le s t ut

o

the so

ut

o

ol

PRECEDE

while recognizing that an open discussion around topics within sex education can be seen as unconventional, it should challenge traditional norms in order to create a noncomforming space that is comfortable, relaxed conclusion that the programmtic elements should encompass places where sex (education) and sexual health are dents that stray away from the traditional norms - of what it means to be a school, commodified store front, or sex

01 - EDUCATIONAL

02 - RETAIL

various educational precedents were reviewed in order to better understand alternative methods of learning and teaching that stray away from traditional classroom environments. these spaces include a focus on communication, interaction, and synergy between students and teachers. through free spatial configurations and flexible furniture, learning can be tailored to an individual students needs.

many typical adult entertainme uncomfortable space for a vari examining retail precedents tha the products sold and that to encourage curiousity a typology of an adult entertainm

ENTS.

became clear that the solution d, and safe. through arriving at the re already discussed, various precexual health clinic - were studied.

ent stores can be seen as an iety of reasons. through at thoughtfully curate t use design elements and exploration, a new ment store can be formed.

03 - MEDICAL

in order to breakdown the stigma and taboos around sexual health, sexual health clinics should be designed to be inviting and comfortable. by incorparting programmatic details and a calming atmosphere, patients can feel more at ease in these spaces.

ENRICO FERMI SCHOOL BDR group - torino, italy

aiming to redefine the issues of italian schools, the renovated enrico fermi school defines a new idea of educational buildings. open to both students and the community, the school pushes for inclusion

and the change of traditional teaching methods.

the building is arranged on three levels where classrooms, laboratories, and spaces for live educational activities. through the reorganization of entrances and external spaces, the school opens up the fabric of the urban sphere. the ground floor is an extension of this - with spaces such as a gym, library, and auditorium open to the public. not only does this merge the school with the urban context, but also further establishes the school as a place for the entire community.

educational spaces are organized in clusters to reflect differing educational styles. through flexible walls (curtain systems), moveable and playful furniture, and varying ‘classroom’ sizes, different modes of educational instruction are established. educational and

recreational activities exist both on the interior and exterior of the school, providing a rich environment for both students, teachers, and the public to enjoy.

- EDUCATIONAL.

NOTO BOTANICS - RETAI venn studio - los angeles

noto botanics is a unisex, gender fluid beauty brand started and owned by gloria noto. the space originally served as a chervolet showroom back in the 1930’s. the interior of the space is intended to feel as though it is a

conceptual gallery or lounge that happened to sell beauty products. the concept of the space surrounds the gender fluid beauty line; composed of masculine and feminine forms, both hard and soft - these contrasting typologies challenge design ideals the same

way that noto challenges the standards of representation in the beauty industry. the colors, tone, millwork, and furniture selections allow for the interior

to feel genderless, timeless, natural, and minimal.

as far as product display goes, the neutral palette serves as a minimal backdrop for the products, allowing the design to take center stage in the space. the products and people that occupy the space create the vibrant energy, and the physical space compliments it.

IL.

BURRELL STREET CLINI mowat & company - london

coming from a design competition that aimed to engage designers outside of healthcare, the burrell street clinic aims to create a welcoming clinic that strays away from the traditional standardized

hospital environment in order to break down taboos and stigmas around sexual health spaces. through design

and programmatic elements, the space makes a visit to the clinic as everyday and enjoyable as going to a cafe.

programmatic details include a reception area, waiting room, teaching rooms, pharmacy, laboratory, and store. the projects sits within two railway arches and incorporates an informal waiting area, consultation rooms, and conversational spaces to encourage discussion and create a calming atmosphere, with daylighting throughout. positive art was commissioned throughout the space such as suspended mobiles composed of abstract sexual organs, and brightly colored ceilings showing sexual puns and themes exist in consultation rooms. on the first floor, a one hundred and twenty seat auditorium has

been created for teaching opportunities.

IC - MEDICAL.

b b

b b b

b

b

b b

b

b

b

b

b

b

ts a e s m t t a l k o l u et o tc st e s m a ut o a l l k et o tc st e s m a ut o a l l k et o tc st e s m a ut o l a l k et o tc st e s m a ut o l a l k et o tc st e s m a ut o l a l k et o tc st e s m a t o l u a l k e c o t t mes l s t a ut o a l k e c o t ts mes l t a l k a ut o o tc e et s m s l ta t a o u l k o tc e et s m s l ta a ut o l k e c o t mes t s t a o l u t tc es et s a l k o m l t t a o u a lk o et tc st e s m a ut o l a l k o tc es et s m l t t a o u a lk o et tc s e s m t a o t l u a tc mes et s l k o t a o l u t a et lk o tc b

u u u

u u u

u

u

u u

u

u

u

u

u

u

ou t e l talk abo t t h e o s ut t l e talk abo t h e o s ut t l e talk abo t h e o s ut t k l e tal abo t h e o s u t l e talk abo t t h e o s u t l e talk abo t t h e o s ut t k l e tal abo t h e o s ka u t l e tal bo t t h e o s ut t l e talk abo t h e o s k ut t l e tal abo t h e o s k ut t l e tal abo t h e o s lk a u t bo t t h e o l e ta s ka u t l e tal bo t t h e o s u t l e talk abo t t h e o s ka u t l e tal bo t t h e o s u t k l e tal abo t t h e o s lk a u t bo t t h e o l e s ta

a

e

e

a

e

a

e

a

e

a

a

e

a

e

a

e

a

e

a

e

a

e

e

u t t h utcom es o bo u t t h outcome s bo u t t h outcome s bo u t t h outcome s bo u t t h outcome s bo u t t h outcome s bo u t t h outcome s bo c o u t t h out me s bo u t t h outcome s bo u t t h outcome s bo c o u t t h out me s bo c o u t t h out me s bo c o t u t t h ou me s bo u t t h outcome s bo c o t m u t t h ou es bo u t t h outcome s bo c o t m u t t h ou es b

a

s talk t ou le t the t c o m e s ets talk ou l t the t c o m e s ets talk ou l t the t c o m e s ets talk ou l t the t c o m e s ets talk ou l t the t c o m e s ets talk ou l t the t c o m e s ets talk ou l t the t c o m e s ets talk ou l t the t c o m e s ets talk ou l t the t c o m e s ets talk ou l t the t c o m e s ets talk ou l t the t c o e s ets talk m l ou t the t c o e s ets talk m l ou t the t c o m e s ets talk ou l t the t c o e s ets talk m l ou t the t c o m e s ets talk ou l t the t c o e s ets talk ou m l

a

e

a

e

a

a a

e

t the

bo

e

tco m

es

a

ou

s

e re tra

ed ah

c

aside from the need to change the requirements of america’s sex education curriculum, programmatic design elements have the ability to create a partial solution to the problem. my design solution is to create a sex positive space that provides accessible, comprehensive, and inclusive sex education to teenagers & adults through educational, clinical, and etail programming. the goal of this project is to remove these settings from the aditional norm and create an all-encompassing space in order for its user to feel comfortable, relaxed, and safe. I recognize that different generations have varying levels of comfort around the topics within sex ducation - with that in mind, the design of the space is intended to be happy medium (rather than being overly explicit or subtle). this project serves as a starting point to get these important conversations going, until we as a collective society are able to discuss sex (edcuation) and sexual health openly, without shame.

SOLUTION.

? ?

HOW M

design aid in creat around sex, sex ed sure to ultimately ch stigma around

?

MIGHT...

ting conversations ducation, and pleahallenge or end the d these topics?

?

OVER THE RHINE

E,

1415 MAIN STREET

N

N

N

N

CLIFTON UN IV E

RS

ITY

OF

CIN CIN

SURROUNDING USERS.

NA TI

-2

.0 M

IL E S

WALNUT HILLS

PL AN NE DP AR

14 15 M

AI N

ST RE E

EN TH

OO

D-

1.0

MI LE

OVER THE RHINE

T

MT

HU S

TLE

R-

1.0 M

ILE

DOWNTOWN

having recently broken off a casual relationship, this University of Cincinnati junior is looking for a quick & easy way to obtain an STI test, as her OBGYN is back home in Columbus.

looking to better their communication styles at the ages of 54 and 58, this married couple native to walnut hills is looking to attend a guest lecture around the topic of non-violent communication.

ADAMS a high school health teacher is looking for a way to better her student’s sex education curriculum through weekly field trips that can keep her students engaged and comfortable.

RETAIL / GALLERY - ADMIRE

GENDER NEUTRAL RESTROOMS

the retail and gallery space draws the user in from the street - sparking curiousity and play.

multi-user gender netural bathroom suite, with floor to ceiling doors at stalls.

350 sqft / 6-8 people

350 sqft / 4 stalls

‘CLASSROOM’ SPACE - ENGAGE

UPPER RETAIL SPACE - EXPLORE

the ‘classroom’ space is for informal, unstructured learning, with moveable and flexible furniture.

a secondary retail space containing the more intimate products for users to explore individually or with partners.

550 sqft / 15-20 people

400 sqft / 6-8 people

MEDICAL SUITE - IDENTIFY

GATHERING SPACE - LEARN

private medical suites for easy STI testing and contraception consulting with a small waiting area.

utilizing a social stair, this more traditional learning space creates a playful area for forums.

-50 sqft / 2 medical suites + waiting area

500 sqft / 20-30 people

LIVING ROOM - DISCOVER

OVERALL PROGRAM

a comfortable, intimate space for small group discussions, inspired by conversations had at home.

overall program contains retail, gallery, educational, and medical spaces - the idea of a one stop shop!

250 sqft / 6-8 people

2,850 sqft / ~ 60people

DESIGN C

in order to drive the overall design, program, and function of each space, three design concepts are prese innuendo as a means of aesthetic, modes of learning as means of function and programming, and the idea of cli through spatail features and sequence. afterall, knowledge is power.

01 - SEXUAL INNUENDO

02 - MODES OF LEAR

utilizing the sexual innuendos of fruit and floral as design drivers for color, materiality, and aesthetic, as well as for the overall mood of the space, allows for the space to feel playful and warm.

it became clear that there shou learning present in a sex edu the following...

-levels of comfort -enclosure and transperen -flexibility -varying class sizes / indi

CONCEPTS.

ent throughout; sexual imbing to a higher knowledge

RNING

uld be multiple modes of ucation space to address

ncy

ividual exploration

03 - CLIMBING TO HIGHER KNOWLEDGE

the overarching concept of climbing to higher knowledge through spatial features and sequence of programming allows for movement and rhythm to be present throughout.

IMAGE STRAT

TEGY.

LEARNING MODES.

in order to address the varying needs of students, as well as the rapid changes in our current educational environ temporary learning modes can offer a way to enhance the learning and wellbeing of students through evid teaching.

EXPLICIT - learn from an expert.

??

EXPERIENTIAL - make, explore, investigate.

= student

= teacher

COLLABORATION- learn from others.

... ?

FEEDBACK & REFLECTION - learn

about learning.

nment, implementing condence-informed ways of

...

?

!?

DISCUSSION - talk about learning.

GUIDED - learn with an expert.

?

DEMONSTRATION - present learning.

INDEPENDENT - learn by myself.

Source: NSW Government - School Learning Enivronments and Change

LEARNING MODES SUPP

each learning mode responses differently to space and requires furniture, technology, and de port its function. by utilizing the contemporary learning modes as design drivers, thoughtfully curated spaces each mode or with a combination of modes.

... !? the explicit learning mode can be supported by a more traditional, tiered, social space.

?

?

??

through exploring and purchasing a variety of retail products, users can continue learning on their own time, addressing the learning modes of guided, indepedent, and experiential.

having the ability to create your o collaboration, explicit, discussion, de

... !?

... ?

built in, secluded, and comfortable c for important one-on-one discus discussion and feedback/reflection.

PORTED BY SPACE.

esign elements to supare formed in tandem with

own classroom through means of different furniture arrangements allows for various learning modes to be addressedemonstration. light and easily moveable furniture can arranged to support theese functions.

conversation pods hold space ssions, building upon the modes of .

... !?

...

?

?

a space for conversations that would happen in one’s living room with friends or family, a conversation ‘pit’ creates comfort and supports the modes of discussion, feedback/reflection, and guided..

RAMP UP

FLEXIBLE CLASSR UPPER RETAIL

PLANS.

LIVING ROOM

MEDICAL SUITE

MEDICAL SUITE

RECEPTION

GENDER NEUTRAL RESTROOM

RAMP UP

DN

ROOM

OPEN TO BELOW

GATHERING SPACE

second(ish) floor plan 1/8” = 1’

CONVERSATION PODS

RETAIL / GALLERY OFFICE

UP

GATHERING SPACE

first floor plan 1/8” = 1’

LONGITUDINAL SECTION.

NOT I

IN SCOPE

t t

t

t

t t

t t

t

t t

t

t

t

t

t

t

t

t

t

t

k l a k l a k l a k l a k l a k l a k l a k l a k l a k l a k l a k l a k l a k l a k l a k l a k l a

t

t

t

t

t

t

t

t

t

t

t

t

t

pa ou t a c e. t s t n i g e r g k l tal abo t h e e l s e p h ac s u t a n i s g t r k a l e g e t s e b t . l ta le he pa o h s ut t a ering s c e s k a l e g t b t . l ta e l he pa o h s ut t a n i c g s r k a l e g e s e t b t . l ta e l he pa o h s u t a ering s c e s t k a l e g t b a t . l t e l h e pa o h s u t a ing s c e . t s r t k a l e g e b a t l t le he pa o h s u t n a i g s c e. t s r k t a l e e g b a t l t le he pa o h s ka u n i g s ce t a r s t l e b e a g t t . l t e l p ou h e h a s t a n c i g s t r k a l e g e t s e b t . l ta e l he pa o h s k ut t a ering s c e s a l e g b t a t . l t e l he pa o h s k ut n t a i g s c e. t s r a l e e g b a t l t le he pa o h s lk a u n i g t a r c s t s e b a e g e t t . p l t e l ou h e h ac s n i g t a r k sp e . l e t s l e tal abo t t h e g he ac s u t a n i g sp e . l e t s l e talk abo t t h e g her ac s ka u n i g t a r s t l s e b e a g e t t . l t le pa h e o h s u n i t a g c r s k a t l s e e b g e a t t . l le pa he t o h s lk a u ng s c i t r a s t e b a e g e t t p . l t e l h o h e a

h h h

h h h

h

h

h h

h

h

h

h

h

h

ut ce t abo t h e g a ring spa . l e t s t k abou t ut e l ce a t t g n b s t o abo a i . p ut a h s l r et eg e k ac ut l a abo t h e g a t ring spa e . l e t s t k abou t ut e l c a e g t t n bou s abo t h e g a ri a p . s l k et ac t ut e l abo t h e g a t ring spa e . l e t s ta k abou t ut e l c abo t h e g a t ring spa e . l e t s ta k abou t ut e l c a e g t n t bou s abo t h e g a ri a p . s l k et ac t ut e l a g e n b s t ou t abo t h a i p . r a s l k ac t et ut e g e l a e t g t n b s ou abo t h e g a ri a . p s l e t k ac t ut e l abo t h e g a t ring spa e . l e t s ta k abou t ut e l c a e g t n b t s ou abo t h e g a ri a p . s l k e t ac t ut e l a abou g e n s t abo t h t i p ac . l e t s lk t e g a er ut a abo g e n s t abo t h t i p ut ac . l e t s lk e g a er ut abo t h e g a t ring spa e . l e t s ta k abou t ut e l c a abo g e n s t abo t h t i p u . r a s l k a t e e t g e ut l c a abo e g n t s t a b i t p ut k ou h e g a er ac . l e t s lk t a abou g n e s a t b i t p t k ou h e g a er ac . l e t s lk t t a

CIRCULATION

a group of college students are looking to attend a formal lecture withi the large gathering space. through entering from the front entrance o of Main Street, the group follows a straight circulation path and find them selves taking their seats on the grand stair.

in off m-

a guest lecturer will be giving a presentation to a large class from a local high school on comprehensive sex education. upon arriving to the secondary entrance at the rear of the building, the lecturer stops into the office to checkin with staff and continues through the retail space and stops at grand stair.

GATHERING SPACE - LEA utilizing a social stair, this more traditional learning space creates a playful area for forums.

500 sqft / 20-30 people

DN

program axon

gathering space plan 1/8” = 1’

mode of learning

ARN. circulation stair

counter seating cushion

MATERIAL entry gallery / gathering space

01

05

04

the overall material palette within the retail entry space and the large gathering stair is intended to feel energetic and welcoming, with a neutral backdrop and bold pops of peach and warm tones throughout.

06

01: 02 03 04 05

: peach metal mesh / peach metal rail 2: besos counter stool finish / fabric 3: ‘fempower’ wallpaper by katie stout 4: white washed concrete floor 5: stair seat cushion fabric

02

03

08

07

09

06: peach stair paint 07: frosted acrylic cashwrap 08: miss her (peach)’ by nevine mahmoud 09: pale blue ribbed surface

a

a

p

a

p

a

p

a

p

a

p

a

a

p p

a

p

a

p

p p p

p p

a

a

p p

a

a

a

p

a

p

ou a t s l c t m o t o e c k e a . l e alk r l tal bo t h e s s s t s u a t s lk l room s c e t k a l t e c b t a . le a l t he s o s t s u a t lk ab t s l m o c o k t e c r e l t s . e l ta l h e s a ou s t s ac t m s o l o t k k a l r t e c l b e s a t . e l t l s h e a ou s t s a t s lk l room s c e t k a l t e c b a t . le a l t s he o s t s u a t m s l roo s c e t k k a l t e c l b a t . e l t l s h e a o s t s ut a m t o s l o c k k a l r t e c l b e s t . e l ta l s h e a ou s t s ac m o t o s l k k a t l r l b t e s a c e s t . e l t l h a e ou s t s ac t m s l o o t k k a l t e r c l e b s t . e l ta l h s e a ou s t s a m t alk ab t o s ce s l o k r t e l c t . e l t s l h e a o s t s k ut a m t o s l o c k a l r t e l c b e s t . e l ta s l h e a ou s t s ac m o o t s l k k a l t r l b t s a e c e s t . e l t l a ou h e s t s a m o t s lk l sro k a c l t b t e s a c e t . l e ta l t h e o s s u a t m s lk o l o c t k a l r t e c b e s a t . le a l t s he o s t s u a m o s c t alk ab t o s l k r l t e c e s t . e l t l h a e o s t s u a m o t s l o k k c a t l r t l e b c s a e t s . e l l h e a t ou s om a t s o t s lk k ab t t l sr l c s a t e c e . l e ta l st he o s

s

a

s

a

s

a

s

a

s

a

s

a

s

a

s

a

s

a

s

a

s

a

s

a

s

a

t

s

a

t

a a

t

t t

t t

t

t

t

t

t

t

t

t

t

s

a

t abou k t al abou k t al abou k t al abou k t al abou k t al abou k t al abou k al b t a ou k t al abou k t al abou k t al abou k al ab t k out l a abou k t al abou k al b t a ou k t al abou k al ab t o ut k l a

s

a

ut c a k abo t h e c l room sp e . l e t s ut s c m a o sp e . l e t s k abo t h e c l ro ut s c m o a sp e . l e t s k abo t h e c l ro ut s c m o a sp e . l e t s k abo t h e c l ro ut s c m o e. lets a a s k bo t h e c l ro p ut s c m o e. lets a a s k bo t h e c l ro p ut s ce m o a a s b k o t h e c l ro s p . t l e ut s m c k abo t h e c l a roo sp e . l e t s ut s c m o a sp e . l e t s k abo t h e c l ro ut s c m o a e. lets a s k bo t h e c l ro p ut s ce m o a a s b k o t h e c l ro s p . t l e ut s m c k abo t h e c l a roo sp e . l e t s ut s m c k abo t h e c l a roo sp e . l e t s ut s c m o e. lets a a s k bo t h e c l ro p ut s m c k abo t h e c l a roo sp e . l e t s ut s ce m o a s a b k o t h e c l ro s p . t l e ut s m c k abo t h e c l a roo sp e . l e t s u s c

CIRCULATION PROFILES.

a high school teacher is looking to host a class discussion in the flexibl classroom space. before her students arrive, the teacher wants to manipula the furniture in the room to fit her students needs. she arrives at the front en trance, continues up the circulation stair and into the classroom space.

le ate nm

a group of high school students arrives at the main entrance for a class discussion. after stopping in the retail space to pick up educational resources, the group continues to the elevator and up into the flex space.

‘CLASSROOM’ SPACE - EN the ‘classroom’ space is for informal, unstructured learning, with moveable and flexible furniture.

550 sqft / 15-20 people

program axon

... !?

classroom space plan 1/8” = 1’

mode of learning

NGAGE.

moveable tables

curtain system

light furniture

MATERIAL flexible ‘classroom’ space

01

03

the overall material palette within the flexible ‘classroom’ space is light and comfortable, with sheer curtains allowing for different levels of enclosure. moveable furniture is placed throughout to acommadate varying functions and class sizes.

04

01: 02 03 04

02

05

: red / pink sheer curtains 2: peach metal mesh / peach metal rail 3: white washed concrete floor 4: besos chair / fabric finishes

06

05: peach round side tables 06: moveable / foldable tables

sp

t

t

t

t

t

t

t

t

t

t

t

t

t

t

t

e e l r t ace . a ai r t e ls s p retai p a c e . l e ta r ls s pe retai p a c e . l e ta r ls s pe retai p a c . l e ta r e ls s pe retai p a c . l e ta r e e ls s p retai p a c . l e ta r e ls s pe retai p a . l e ta r s pe e l s c e r tai p a e a r l t e . c e ls s p retai p a c . l e ta r e ls s pe retai p a . l e ta r e c e l s p s e ta retai p a r l pe ret l s c e . s e p a a r l t i a e . c e ls s p retai p a e a r l t e . c e ls s p retai p a c . l e ta r e e ls s p retai p a e ta r l e l s ce. s p retai p a e a r l t e . c e s p ret l s ai p a c . l e ta r e l e s p

t

p p p

p p p

p

p

p p

p

p

p

p

p

p

ou t e l talk abo t t h e u s ut t l e talk abo t h e u s ut t l e talk abo t h e u s u t l e talk abo t t h e u s u t l e talk abo t t h e u s ut t k l e tal abo t h e u s u t l e talk abo t t h e u s ka u t l e tal bo t t h e u s ut t l e talk abo t h e u s k ut t l e tal abo t h e u s k ut t a l e tal bo t h e u s lk a u t bo t t h e u l e ta s ka u t l e tal bo t t h e u s u t l e talk abo t t h e u s ka u t l e tal bo t t h e u s ut t k a l bo t h e u l e ta s lk a u t bo t t h e u l e ta

bo b ls l u u alk ab t t h e per reta p a c e . ts talk a il b p e ou l alk ab t t h e u per reta s p a c e . ts talk a il b p e ou l alk ab t t h e u per reta s p a c e . ts talk a il b p e ou l alk ab t t h e u per reta s p a c e . ts talk a il b p e ou l alk ab t t h e u per reta s p a c e . ts talk a il b p e ou l alk ab t t h e u per reta s p a c e . ts talk a il b p e ou l alk ab t t h e u per reta s p a c e . ts talk a il b p e o alk ab u t t h e u per reta s p a c e . l ts talk a il b p e ou l alk ab t t h e u per reta s p a c e . ts talk a il b p e ou alk ab t t h e u per reta s p a c e . l ts talk a il b p e ou l alk ab t t h e u per reta s p a c e . ts talk a il b p e o l r e r ta s p a e . s talk a alk ab u t t e u pe c et h p il b o l alk ab u t t h e u per reta s p a c e . ts talk a il b p e ou l alk ab t t h e u per reta s p a c e . ts talk a il b p e o l alk ab u t t h e u per reta s p a c e . ts talk a il b p e o l alk ab u t t h e u per reta s p a c e . ts talk a il b p e o l r alk ab u t t e u per eta s p a e . ts talk a c e il h p b o

CIRCULATION PROFILES.

a product representative is hosting an evening event within the uppe retail space to a group of sorority members from a local college. the re enters at the secondary entrance of the building, stops by the office to chec in and ventures up to the upper retail space to begin the event.

er ep ck

having been window shopping all afternoon in the over the rhine district, a young woman arrives into the entry gallery and retail space. after browsing the products in the lower level, the woman hasn’t found quite what she was looking for. she is directed to the upper retail space, where is able to explore more explicit products.

UPPER RETAIL SPACE - E

a secondary retail space containing the more intimate products for users to explore individually or with partners 400 sqft / 6-8 people

RAMP UP

program axon

?

upper retail plan 1/8” = 1’

?

??

mode of learning

EXPLORE.

s.

retail wall retail shelves gathering table

tinted glass

MATERIAL upper retail space

01

02

05

06

the palette within the upper retail space is intended be deeper in tone and feel a bit more sophsticated, as it is intended for older audiences. frosted warm colored glasses encloses this space, concealing what is inside.

01: 02 03 04

: peach metal mesh display 2: red / pink sheer curtains 3: mesh light fixture 4: frosted glass / metal mullions

03

04

07

08

05: white washed concrete floor 06: deep orange floor texture 07: poufs / light oak table 08: ‘peach’ by nevine mahmoud

t

t

t

t

t

t

t

t

t

t

t

v v

v

t

t

t

t

t

v

v

v v v

v

v v

v

v

v

v

v

ou sp t l e talk abo t t h e l i ng room a c e . l e tal i s sp s u t lk a o o r i e t l m a e a l l g b c t . l ta e t h e in o s sp s u t lk ab t o om a c e . l e tal r i e l g t l ta h e in o s sp s u t alk ab t o o r l i e m a a e g l l c t t . l t e h e in o s sp s u t alk ab t o o r l i e m a a e g l l c t t . l t e h e in o s sp s u t alk ab t oom a c l e al r i e g l t t l t e. h e in o s s s u p t o o r l i e k t m a l a a g e l l b a c t t l t e. s h e in o s s ka u pa o o r t l m i e t l a g b e a l l t ce. th e l t n o i s s s u p t lk ab t o om a c e . l e tal r i e g l t l ta h e in o s sp s u t alk ab t oom a r l i e a g e l l c t t . l t e h e in o s sp s u oom a t alk ab t r l i e a g e l l t c t l t e. h e in o s s s u p o o r t alk ab t l m i e a g a e l l t ce. t h e in l t o s s s u p o o r t alk ab t l m i e a g a e l l t c t h e in l t e. o s s s u p t alk ab t o o r l i e m a a e g l l c t t . l t e h e in o s s s u p room a t alk ab t l i e a g e l l t c t l t e. h n e o i s s s u p t alk ab t room a l i e a g e l l t c t l e. he t n o i s s s u p o o r l t alk ab t m a i e g a e t l t o t h e l in s ce. l s

v v

v v

v v v

v

v

v v

v

v

v

v

v

v

ou o sp i lk ab t t h e l ng room a c e . l talk ab s i ou t o s e i p lk ab t t h e l ng room a c e . l talk ab s i ou t o s e i p lk ab t t h e l ng room a c e . l talk ab s i ou t o s e i o lk ab t t h e l ng r om p a c e . l talk ab s i ou t o s e i o r p lk ab t t h e l ng om a c e . l talk ab s i ou t o s e i o r p lk ab t t h e l ng om a c e . l talk ab s i ou t o s e i lk ab t t h e l ng room p a c e . l talk ab s i ou t o s o e r i k l o p a . l ta a lk ab t t e l ng m bo c e ts i ou h sp e talk a i o r o l lk ab t t h e l ng m a . c e bo s i ou t sp e talk a i o r o k l l ab t t h e l ng m a c e . ts bo i ou s i o r p a . le talk a o lk ab t t h e l ng m c e ts bo i ou sp o r e talk a i o lk ab t t g l m l a bo o u h e in o s c e . ets lk ab t t e li ng r om p a c . l talk ab e ts i ou h o s e i o r p lk ab t t h e l ng om a c e . l talk ab s i ou t o s o e r i k l o p k a ab l ab t t e l ng l m t a . c e ts i ou h o s e o i r k p l o m a c e . l s ta ab alk ab t t h e l ing ou t alk o s o r e o i k p l ab m ac e. l s t a ab t t h e l ing o t o s

CIRCULATION PROFILES.

a guest novelist is hosting a reading within the living room space. afte arriving at the secondary entrance at the rear of the building, the author continue up into the elevator, and up the ramps to the ‘living room’ where they pre pare for an intimate gathering around one of their novels.

er es e-

a couple decides to attend a lecture within the large gathering space on non-violent communcation. having arrived at the front entrance off of main street, the couple makes their way to their seats on the stair. after the lecture, the couple attends a breakout session in the living room space to practice what they learned.

LIVING ROOM - DISCOVE a comfortable, intimate space for small group discussions, inspired by conversations had at home.

250 sqft / 6-8 people

program axon

... ?

living room plan 1/8” = 1’

?

... !?

mode of learning

ER. speaker chair laptop tables

comfortable sofa seating conversation ‘pit’

MATERIAL living room space

01

05

the material palette within the living room space is the intended to make the user feel at home - with soft fabrics and shag carpet. with deeper reds and burgandys, the space feels as if it is sunken into the floor - reminiscentof a conversation pit.

06

01: 02 03 04

02

: peach metal mesh / peach railing 2: sofa fabric 3: ribbed red wood at sofa 4: red / pink sheer curtains

03

04

07

08

05: shag red carpet 06: guest speaker chair 07: pillows / pillow fabric 08: light pink side tables

THA YO !

ANK OU !!