THE PROGRAMMATIC ADAPTATION OF EDUCATIONAL ARCHITECTURE
CHRIS RICHARDS
TABLE OF CONTENTS:
SECTION 01: THESIS PAPER
4
SECTION 02: PREDESIGN
30
SECTION 03: SCHEMATIC DESIGNS (DR - 1)
42
SECTION 04: INTRIUM REVIEW (DR - 3)
52
SECTION 05: DESIGN DEVELOPMENT (DR - 2)
60
SECTION 06: FINAL REVIEW (DR - 4)
72
SECTION 01: THESIS PAPER
INTRODUCTION
6
LITERATURE REVIEW
8
PRECEDENT ANALYSIS
16
PROGRAM PRECEDENT
22
SITE SELECTION
26
CONCLUSION
28 5
INTRODUCTION Technology has vastly affected how we learn
improve users’ appreciation of and engagement
and access information today. It has opened out eyes
with their built environment, a reprogramming of
to new ways of seeing, learning, and interacting with
conventional functional design solutions must come
each other. Today our society is one characterized
about. Through adapting typical design responses
by networked connections. This has influenced
to fit the contemporary atypical spatial requirement,
every facet of our existence, especially in how
a relevant architecture will once again emerge. This
we educate ourselves. Education today is student-
thesis examines several literary sources that discuss
centered rather than teacher-centered. Students gain
contemporary implications networked society and
deeper knowledge through sharing with their peers.
emerging technologies have on our culture.
The Internet has become an essential component
6
Through
examination
of
an
array
of
in education due to its openness and accessibility.
architecturally based precedents, a program based
Architecture today fails to successfully engage these
in a reprogramming of public education will emerge.
new technological and social developments. To
Architects should always question generally accepted
program responses. Programing is becoming a lost art in architecture and only through reversing this trend, will it become relevant again.
7
LITERATURE REVIEW The way people share ideas is directly reflected in
education. Castell continues that students today are
the way people socially network. Manuel Castell’s
becoming self-programming.1 A self-programing
“Networked Society” proposes several compelling
student is happy to do his or her own research on
ideas comparing how people connect today against
a subject, but often does not push deeper into the
how people used to connect. Castell attempts not
subject or question what it really means. Instead,
to prescribe a solution, but to analyze how the
they read a broad, general understanding of a
social network affects education and individuality.
subject and then move on. Through networked social
Castell asserts that the Internet does not create virtual
interaction, students can start to ask each other
communities, but rather a network of individuals.
deeper questions that push their research further.
In contrast to the traditional community, social
Castell argues that, with the anonymity of
networking allows users to retain an identity that is
social networks, there is an international code of
unique to them without the requirement of conformity.
conduct. This code of conduct, inherently built into
This retention of identity has a profound effect on
the networked society, is characterized by tolerance. 1 Castells, Manuel . The information age: economy, society and culture.. USA: Black- well, 1996.
8
Castell argues that this tolerance code functions similar to the Golden Rule.2 To successfully function in a networked society that lacks any predetermined and agreed upon opinions, one operates in a tolerant manner. The reason that they operate this way is Figure 1 - Individual Conforming to a Group
due to the lacking knowledge of their peers race, religion, sex, age, or ethnicity. The identity of the user is based in his or her opinion of the topic. This unencumbered collaboration and questioning allows for a deeper connection with and understanding of the educational material.
Figure 2 - Individual within a Group of Individuals
Networked
society
allows
connections
between users that would previously have been 2 Castells, Manuel. Interview by author. Personal interview. University of California Berkley, May 9, 2001.
9
LITERATURE REVIEW impossible. Jed Lipinski, of the New York Times, examines how, through social networking sites like Facebook, digitally connected communities can form. These social networks can gather people based on more than their current physical position. Personal networks are shared and expanded through networked social interaction. Lipinski shares how a Facebook group has reconnected her with the neighborhood in which she grew up. Together, the users form a collective history of the neighborhood and connect in a way that looks to rekindle these relationships. “People shared responsibilities for watching each others’ children, or for keeping an eye Figure 3 - Sharing Ideas to Spark New Ways of Understanding 2 Castells, Manuel. Interview by author. Personal interview. University of California Berkley, May 9, 2001.
10
on the property. And though new trends in urbanism,
to address different learning styles. Technology
(residents) try to recapture those old communal
allows for the integration of more successful teaching
feelings…”3 By sharing personal stories through
methods. One of the new methods being introduced
digitally networked connections, members of the
is online education and online components to the
group educate each other about the neighborhood’s
education curriculum. These new methods allow for
history.
a shift from the traditional teacher-centered learning
Technology is not only changing the way people
to a more successful student-centered learning.4
share stories and information, but also the way
This shift promotes students to actively, rather than
people understand information. In, “Preparing and
passively, learn and seek answers on their own.
Supporting Teachers for 21st Century Expectations
Technology allows for an improvement in both the
through Universal Design for Learning”, the authors
‘what’ and ‘why’ aspects essential to education.5 By
present the idea that education emerging in the twenty-
asking these questions students develop a deeper
first century is defined by the integration of technology
understanding of the material.
3 Lipinski, Jed. “On Facebook, Neighborhoods as They Once Were.” The New York Times, September 30, 2011. http://www.nytimes. com/2011/10/02/nyregion/on-facebook-recalling-neighborhoods-as-theyonce-were.html.
4 Sandholtz, Judith. Teaching with Technology: Creating StudentCentered Classrooms. New York: Teachers College Press, 2000. 5 Warren, Sandra, Jennifer Williams, and Laura King. “Preparing and Supporting Teachers for 21st Century 11
LITERATURE REVIEW Visually active education technology allows students to have access to materials previously unobtainable even in the most prestigious institutions. The Google Art Project, discussed by Nancy Proctor in, “The Google Art Project: A New Generation of Museums on the Web?� exemplifies how access to information can completely reshape how students learn. The Google Art Project provides virtual tours of many noted museums and allow for users to examine gigapixel scans of famous works of art. Proctor looks to promote the benefit of putting such information online, free of charge. She believes that access to this information not only sparks interest, Figure 4 - Example of Google Art Project Level of Zoom Detail
12
but also enhances students’ humanities education.
Millennials are people born between the late
Proctor illustrates that when people view this work
1970s and mid 1990s. A study of the Millennials
in a scale unachievable in real life, users experience
by Robert Burger, called “The Impact of Streaming
the works in new ways. When this occurs, students
Video Tutorials on Undergraduate Students’”, further
gain a newfound respect for the work and can,
examines this phenomenon. While video education
more easily make deep connections with the
is not new, the Millennials dependence on video
information regarding the significance of the work.
based education and Internet based research is a
The presentation of information from this new
new concept. More than 98% of Millennials find
perspective illustrates how technology can foster a
information by using Google first and Wikipedia
new understanding of traditional material.6
second. Further 87% learn from video clips related
One demographic that is highly responsive
to class material. Unfortunately, this is often as far
to technologically integrated education, and in
as the research goes. It is crucial that students cross
particular digital video, is the Millennial generation.
the boundary of awareness and enter into mastery
6 Proctor, Nancy. “The Google Art Project: A New Generation of Museums on the Web?.” Curator 54:2 215, no. 2 (2011).
13
LITERATURE REVIEW and holistic knowledge.7 A reprograming of schools and libraries must occur to respond to the growing trend of students who are unmotivated to dig deeper into a subject, rather than just searching the net. Technologically integrated education encourages active
student-centered
education,
and
active
socially networked discussions that lead to a deeper education that reaches more students.
14
15
PRECEDENT ANALYSIS
16
The first precedent focuses on the creation of
rooms that are peripheral to the large atrium where
a universally open, public institution that encourages
open lectures from chosen artists and professionals
shared discussions between users and the exhibits.
would occur. The third space is a set of three large
The Adobe Museum of Digital Media, designed
wheat-like towers that hold the past presentations
by architect Filippo Innocenti, is a virtual internet-
and noteworthy professionally generated works that
based museum that exists over the web. This allows
can be examined by users for educational purposes.
it to be open to the public twenty-four hours a day,
The museum has a curator who selects speeches
seven days a week, 365 days a year. Innocenti
and presentations of digital art to showcase to the
designed the virtual structure to have three distinctly
public, free of charge. This open, public, and free
programmed spaces, which the user can navigate in
educational network displays how digital museums
third person. The first is a large atrium where users
can contribute value to society. While the structure
could share ideas and learn how to navigate the
will never physically exist, the building was virtually
buildings spaces. The second programmed space is
designed with assigned programmed spaces to
allow users to virtually move through rooms to access data. Unfortunately, it is difficult to critique the successes and failures of this project because the user-controlled navigation aspect of the site was never fully developed and realized. This portion would allow any user with a computer access its digital doorways and the ability to move throughout the spaces and attend lectures. Further, users would be able to interact with other users who were also visiting the virtual museum. A key benefit of the program is that the user would be in control of what he or she sees and can the share their experiences with other users. Innocenti sought to produce an Figure 5 - Rendering of Adobe Museum of Digital Art
17
PRECEDENT ANALYSIS
Figure 6 - Diagram showing Spatial program and Oriented Views of SPL
international, placeless digital building that was always open and would fit into the context of any city. The benefit of this building existing virtually is that it is able to have an openness and accessibility that physical buildings struggle to achieve. Architects should look at the qualities the Adobe precedent sought to achieve, and try to apply these qualities to their work with public institutions.1 The Seattle Public Library, by the Office of Metropolitan Architecture (OMA), was developed upon the premise that the program of the library has not changed since the Carnegie Library’s era. OMA believes that traditional programmatic responses 1 Adobe Museum of Digital Media. Adobe, 24 June 2010. Web. 25 Oct. 2011. http:// www.adobemuseum.com/. Figure 7 - Photo of Seattle Public Library 18
are no longer relevant or valid in modern society.
is conceived as the creation of generic floors on
By breaking down the client’s spatial request and
which almost any activity can occur. Programs are
considering the current functions of the library,
not separated, (and) rooms or individual spaces not
OMA is able to redefine how the library should
given unique characters.”2
function within today’s society. The programmatic
Understanding characteristics
how
library’s
original
are
muddled
through
reconsiderationiss what makes this building such
spatial
a successful achievement. Joshua Prince-Ramus,
time inspired him to separate the program into
founding partner of OMA New York, was inspired
compartments. “In practice, this means that
by the idea that the contents of an entire library
bookcases define generous, though nondescript,
could be stored digitally on a small server; and that,
reading areas on opening day, but, through the
with a large server, a single library could store the
collection’s relentless expansion, inevitably come
digital content of all the libraries in the world. Going
to encroach on the public space.”2 To counteract
further, he says, “Flexibility in contemporary libraries
this waning form of flexibility, Prince-Ramus sought 2 Prince-Ramus, Joshua, and Floris Alkemade. Creating Public Paradise. Apeldoom, Netherlands: NBD Biblion, 2004.
19
PRECEDENT ANALYSIS Figure 8 - Spatial Diagram of Strawberry Vale Elementary School
to compartmentalize spaces whose programmatic function is known from that whose would likely evolve over time. Through redefining the program of the library, Prince-Ramus is able to relevantly respond to the programmatic needs without worry
Figure 9 - Strawberry Vale’s Response to Natural Amenities
that the intended identity of the space would be lost.3 The Strawberry Vale Elementary School, by Patkau Architects, is a rural Canadian school that houses students from grades K through seven. It is made up of sixteen classrooms, administrative offices a circulation spine, and a gymnasium that frames the main entrance to the building. Patkau 3
20
Prince-Ramus, Joshua. REX Architecture. http://www.rex-ny.com/.
Figure 10 - Plan View of Strawberry Vale School
architects sought to build a communal sense
hallway auditorium is an example of a planned
within the building through a central corridor. The
space that exists in the circulation corridor. The
building is environmentally informed through its
multitude of benches in the corridor and the outdoor
spatial organization that appreciatively respects
spaces encourage students to socially connect and
and responds to nature. This was presented in the
interact outside of the classrooms. When space
clustering of the sixteen classrooms into groups of four,
is given for social interaction, students can grow
and staggering them to respond to important existing
beyond the boundaries of the classrooms and form
natural elements.4 This staggering of the classrooms
connections. These networked social connections
gave a unique character to the meandering east-
allow for a freely collaborative learning environment
west circulation hallway. The hallway space took
geared towards student-centered learning.
5,6
on a unique character beyond student circulation to social interaction. The interaction would occur in both planned and unplanned ways. The informal 4 2001.
Crosbie, Michael. Class Architecture. N.p.: Images Publishing,
5 Patkau, John, and Patrica Patkau. Architecture News Plus. http:// www.architecturenewsplus.com/projects/1818. 6 Carter, Brian. “Strawberry Vale.� Architectural Review, August 1997, 34-41. 21
PROGRAM PRECEDENT Figure 12 - Photo of Sendai Mediathique
The first project that influenced a key theoretical and ideological stance was the Sendai Mediathique by Toyo Ito. Ito’s goal of reducing the barriers between the user and the information housed within its structure influenced the program’s need for openness and educational transparency.1 This project will serve to inspire the goals the program’s interface that allow users to access information. By reducing the barriers between the student and the information, an open public access to information will be achieved. The Kahn Academy further explores this
Homework
Lecture
idea. Salman Khan’s online academy provides a 1 Broadcast Architecture Program, Film and Arts. “The Sendai Mediatheque TOYO ITO ARCHITECTURE, ARTS AND FILM .” Accessed September 26, 2011. http://www. youtube.com/watch?v=NZJSjTIm2Uk. 22
Figure 13 - Diagram of How Lecture Time is Swithced to Homework and Homework is Done in Class
free, high quality education to anyone, anywhere,
teachers or peers. Improved results can be achieved
through more than 2700 online micro-lectures and
when the designed program of our educational
video tutorials.2 Through opening his lessons to the
facilities responds and accounts for these new
world, in a multitude of languages, Khan creates a
technological developments.3
truly public education system that, when combined
When examining libraries, it is important to
with doing task work in class, results in a student
recognize the real role of the library in our culture
experience that is more fun, more engaging, and
and how technology programmatically redefines
more
teaching
how we obtain and read books. A close examination
methods often leave behind children who struggle
of the Seattle Public Library reveals a prominent
with particular concepts. By taking advantage of
example of how the program of the library diverges
new technologies, we can flip traditional educational
from the traditional role it plays in our society. One
to provide more time for students who struggle with
third of the program orients strictly towards social
concepts to interact in one-on-one situations with
service. Further, OMA sought to compartmentalize
2 Michels, Spencer (2010-02-22). “Khan Academy: How to Calculate the Unemploy- ment Rate�. PBS NewsHour. PBS. Retrieved 2011-11-05.
3 Khan Academy. http://www.khanacademy.org/about/blog/ post/10243685407/impact-from-us- ing-khan-academy.
socially
interactive.
Traditional
23
PROGRAM PRECEDENT
Figure 14 - Separation of Seattle Public Libraries Programmatic Functions Known Function
the program into two parts, that whose future use is
v.
Unpredictable Function
head quarters reading room
known and that whose future use is unpredictable.
4
Book spiral
Through this practice, OMA is able to implant flexibility into the library so that it develops with current societal need.
mixing chamber meeting
living room staff kids
parking
With the advent of the eBook and the Google Million Books Project, libraries will find it necessary
Figure 15 - Diagram Showing Programitc Restructurings Added Benifits
to embrace digital access to their growing virtual collections. Further, as the use of these growing
Reading Room
Newly Available Program
Traditional Book Storage
Expanded Reading Room
virtual collections increases, the predicted allocation of storage space for the book will also drastically change. The spatial interface will adapt with new developing technologies that alter the interactions 4 Chang, Jade. “Behind The Glass Curtain.� Metropolis Mag. http://www.metropolismag.com/story/20060619/behind-the-glass-curtain.
24
eBook Storage
between the patron and the information they seek.
workplace becomes an essential component in the
The way in which people network and
fostering and manufacturing of creativity ideas.5
share ideas today is vastly different compared to
These projects have led to many strategies that will
how people collaborated twenty-five years ago.
be implemented when addressing the challenges put
Today, the office is not a concrete term. Wireless
forth by this thesis.
technologies allow people to work at home, at coffee shops, or even during daily commutes. The Googleplex is designed with an understanding of this new collaborative business model. Places called
Figure 16 - Diagram of Technology Extending the Workplace Beyond the Boundries of the Office
Home
Drive
Cafe
Office
Office
Office
‘hot zones’ are spaces where informal meetings occur and employee interaction is encouraged. Through informal sharing of varied perspectives, innovative ideas develop. The creation of a dynamic 5 Google. http://www.google.com/about/corporate/company/ culture.html.
25
SITE SELECTION
26
The program for my building is a center
requirements of the site dictate an open space in a
for the cultivation of imagination and a center for
diverse neighborhood that is often used and used
open-public education. The project will also act as a
largely by the locals of the city. The combination of
testing center for new digitally integrated education
these elements results in a site selection within the
products.
boundries of Lincoln Park.
The site for my project will play a crucial role
Lincoln Park is an appropriate setting for
in the cultivation of education and inspiration of
my site, due to its ability to be programmatically
imagination to the site. The ability for open, public
informal, unlike Millennium Park. Millennium Park,
access dictates not only a proximity to public space,
in comparison, is highly planned and formal. Lincoln
but the activation of a public space. The city selection
Park meanders along Lake Michigan with different
was important in selecting a city that was open to
nodes of locally used and programmed spaces, such
new ideas and ways of thinking. A proud city open
as the zoo and informal, unplanned park space that
to modern ideas. A city like Chicago. The program
separates these planned nodes. The areas with a
lack of defined program would be best available spaces for the site. Site
The selected site is south of the intersection of N. Lake Shore Dr. and Belmont. A contrasting population surrounds this site. From one perspective, the site is surrounded by some of Chicago’s most expensive residences and prestigious universities and secondary schools.1 In contrast this perspective, there is a prevalence of nearby homeless shelters that serve the local vagrant population that also use the park.2 The diverse community works in favor of a program, which caters to both populations.(Fig 18)
Figure 17 - Map Showing Sites Relation to Downtown Chicago
1 National Coalition for the Homeless. Accessed November 8, 2011. http://www.na- tionalhomeless.org/publications/crimreport/meanestcities.html.
2 Woolsey, Matt. “The Most Expensive Blocks In The U.S.” Forbes, 2007 Accessed No- vember 8, 2011. http://www.forbes. com/2007/08/30/most-expensive-blocks-for- beslife-cx_mw_0831blocks. html 27
CONCLUSION After close examination of trends in the way
and educators, working in the facility, can use more
people in networked societies interact, with particular
of their time educating students in smaller settings.
attention to Millennials, it has been determined that,
Use of the surrounding qualities of the site will help
even though people collect into groups, they still
to draw in a diverse set of users and promote an
retain their individual attitudes. Using this knowledge
informal learning setting. Its proximity to widely used
the program responds with a space that seeks to
public paths will increase the traffic and public use
cultivate education, creativity, and the sharing of
of the facility. I truly believe that with the integration
ideas. Redefining the programmatic needs of the
of lessons learned from digital technology and the
traditional educational facility to respond to new
trends of the new, networked society, architecture
educational
can once again become a relevant and an accurate
technologies
and
student-centered
teaching methods will allow for increased efficiency and greater academic success among students. With the implementation of online lectures, teachers
28
reflection of our cultural ambitions.
Figure 18 - Map Showing Sites Relationships to Surrounding Area
Art Gallery
Schools
Homeless Shelter
Metro Line
Lincoln Park
Site
29
SECTION 02: PREDESIGN
SITE ANALYSIS
32
PROGRAMMING
34
SPATIAL REQUIREMENTS
38
DEPARTMENT REQUIREMENTS
40
31
SITE ANALYSIS When analyzing the site it is important to look at the surrounding amenities. It is crucial to examine how the project could take advantage these amenities and how the people who frequent these amenities could, in turn, take advantage of the project. To complete this examination I looked at the major surrounding amenities within a five, two, and onemile radius. Some of the furthest amenities include the Shedd Aquarium; some of the closer amenities include Northwestern University and the Lincoln Park Zoo. The next step was relating how these amenities would orient a building on the site and how the public would access the site
32
33
PROGRAMMING There are two primary programmatic challenges
34
technology and how users access that information.
that emerge from the designed precedents and
To engage these challenges, I propose a
literary research conducted. The first is establishing
250,000 sq. ft. public education facility that serves
an alternative educational facility that responds to a
middle school (grades 6 - 8), high school (grades
world defined by networked social connections. The
9 - 12), and collegeit students (freshmen - senior).
second is adapting the programmatic responses of
The library component will be eBook based and
our built environment to new advances in information
reading areas will be accounted for in the informal
35
PROGRAMMING
36
field of study nodes. It will act as an extension of the
place where large classes can meet or presentations
Belmont Ave. Public Library and participate in the
could occur that are open to the public. A large
national eBook interlibrary loan program.
observitory space will provide students and the public
The classrooms will operate under the student-
with access to online lessons, books, internet, and
centered education model, relying heavily on online
computer access. Self-tests allow teachers to monitor
lectures from home and in-class task work. The
student’s progress at home. The lessons put online
circulation space will double function as informal
will be given by the some of the best teachers in the
collaboration space that responds to the networked
nation and made accessible for students who wish to
society model, where open discussions of class topics
work from home. The charts show my examination of
will occur based on the current subjects. There will
local, state and national averages regarding student
be a formal lecture hall that will be used by the video
class size, classroom size, student to teacher ratio,
performing arts classes and double function as a
amenities, and students alternating scheduals.
37
SPATIAL REQUIREMENTS The spatial requirements of my educational
Through making these living room spaces two
building would be broken down into fields of study
stories, it gives them importance and the ability to
and oriented according to best align with the new
share ideas both vertically and horizontally.
educational routine discussed in the programming portion. Since students would have a minimal amount of time in which they would be required to occupy the
project system and be structured to show off student work. This way inspiration can run between years, as well as between fields of study.
building, it was important to bring a relaxed informal
Since there will be no lectures in class
space to each field of study so that student would be
students needed not sit in rows with desks. The new
encouraged to stay after class and socialize.
classroom will be freeform and organic, structured
By creating departmental ‘living rooms’, where students could tutor students and teachers would be at a close proximity. Students will feel free to treat the school as their home away from home.
38
Each of these informal spaces will have a
to have internal nodes that use structure as dividers between undefined classroom groups or pockets.
TYPICAL CLASSROOM
Classrooms 2 Story shared space
Informal Tutor Area Teacher Space
Requirements of each field of study node: Projector Informal Tutoring/Meeting Area Teachers offices Classrooms 2 story space
39
DEPARMENT REQUIREMENTS By allowing teachers to be free from lecturing
from other students rather than adults. This action
students in class it gives them more time to focus on
also teaches students how to communicate with each
students who need one on one attention. Often if a
other and form friendships.
student gets hung up on a concept it is often goes
After class, students who are in the upper
unaddressed and he or she will be unable to move
grades can volunteer as teacher’s assistants and take
past that point to understand concepts further. If the
service hours in the informal gathering spaces to act
problem is realized quickly and dealt with early that
as an asset to younger students who are still struggling
student will not fall behind and will actually excel
with concepts. This vertical integration allows for a
beyond what was previously possible.
community to form within the school and teaches
By moving task work to be done in class, not only can a student receive the personal attention of a teacher but also, students who understand concepts can help students who do not understand these concepts work through problems acting as mentors and tutors. It is often easier for students to learn 40
leadership and service by example to students who may otherwise not have that experience.
“TRADITIONAL TEACHING METHODS OFTEN AVE LEBEHIND CHILDREN WHO STRUGGLE WITH PARTICULAR CONCEPTS. BY TAKING ADVANTAGE OF NEW TECHNOLOGIES, WE CAN FLIP TRADITIONAL ATIONAL EDUC TO PROVIDE MORE TIME FOR STUDENTS WHO STRUGGLE WITH CONCEPTS TO INTERACT IN ONE-ON-ONE ATIONS SITU WITH TEACHERS OR PEERS. IMPROVED LTS RESU CAN BE ACHIEVED WHEN THE DESIGNED PROGRAM OF OURATIONAL EDUC FACILITIES RESPONDS AND ACCOUNTS FOR THESE NEW TECHNOLOGICAL DEVELOPMENTS. ”
TEACHER ASSIST ANT
STUDENT CLAS S
TEACHER
TEACHER ASSIST ANT
STUDENT CLAS S
TEACHER
TEACHER ASSIST ANT
STUDENT CLAS S
AFTER SCHOOL TUTORING
LATER IN THE YEAR
BEGINNING OF YEAR
TEACHER
41
SECTION 03: SCHEMATIC DESIGNS
WRAPPED LINE - SD 1
44
ALTERNATING - SD 2
46
SUNK CUBE - SD 3
48
REVIEW CONCLUSIONS
50
43
WRAPPED LINE - SD1 GOIALS: BRING GREEN ON SITE BRIDGE ROADWAY EXPAND INTO PARK LET PARK EXPAND ONTO SITE
POSITIVES: ACCESSIBLE ROOF CLASSES THAT OVER LOOK THE FIELD SIMPLE CIRCULATION
NEGATIVES: NO SEPARATION OF STADIUM AND SCHOOL SEPARATE CAMPUSES 44
45
ALTERNATING - SD2 GOALS: CLUSTED EDUCATION DEPARTMENTS TEACHER STUDENT WORKSPACE STUDENT STUDENT WORKSPACE KEEP INTERVENTION LARGELY TO SITE
POSITIVES: MINIMAL INTERFEERENCE WITH PARK COURTYARD SPACE CENTRALIZED CAMPUS
NEGATIVES: CRAMPED FEELING FACE VALUE PUBLIC ENGAGEMENT
46
47
SUNK CUBE - SD3 GOALS: CREATE SPACE TO OBSERVE GAME GYM USED AS PUBLIC EVENT CENTER KEEP GREEN ON SITE CREATE A PUBLIC BUILDING
POSITIVES: LANDMARK OBSERVATORY AND STUDENT SPACES GREAT VIEW OF DOWNTOWN SKYLINE
NEGATIVES: INVADES PUBLIC PARK SPACE BREAKS CITY GRID MUST CROSS UNDER ROAD TO USE GYM 48
49
REVIEW CONCLUSIONS ***Schematic Design Three, the ‘sunk cube’,
Some of the positives that were focused on were:
was the design unanimously voted as the design to
SD3 – Public Bleacher Park was Nice
be further developed and explored.
SD3 – Great that it faces Downtown SD3 – Good to separate gym from school SD1 – Pedestrian Bridge allows for student access
**Schematic Design Two was also appreciated
50
SD2 – Classrooms config. and informal nodes
for its utilization of the park space over the primary
SD1 + SD3 – Public accessible roof
site.
SD3 – Landmark building
Questions Raised: SD3 – does it need to be a cube? Or is there a better shape? SD1 – can we consolidate the campus portion? SD2 – Does this engage the park and the public realm enough? SD3 – Orientation to city? Local amenities?
51
SECTION 04: INTRIUM REVIEW
CONCEPT ADJUSTMENT
54
FORM reDEVELOPMENT
56
CONCEPT ANALYSIS
58
53
CONCEPT ADJUSTMENT After the review of the schematic designs it was
The building should recognize the way it is seen
important to reexamine the site and focus on how
and the way it sees. This means that it should address
a building would interact with the public realm and
the traffic of Lake Shore drive, the pedestrian on foot
how it could draw orientation and form from this
or bike, the car on the side street, and the people in
information.
the nearby high-rises. It also means that views should
From this examination several trends became apparent. First, the public path that crossed under Lake Shore Dr. should be maintained and celebrated. The building should have two types of orientations, one to the city, and one to the amenities. The building should be public and act as an amenity itself. The building should provide parking for the school and the public visitors who would use the park and the buildings amenities.
54
be oriented to the soccer field, Lake Michigan, downtown Chicago, and the city grid.
VIEWS TO YATCH CLUB MARINA
VIEWS OF LAKE MICHIGAN
EXISTING PED PATH
VIEWS OF LAKE MICHIGAN
VIEW DOWN BARRY AVE.
NEW PLAYGROUND LOCATION
BARRY AVE.
W. WELLINGTON AVE.
VIEW OF SOCCER FIELD
VIEWS OF LAKE MICHIGAN
VIEW DOWN N. LAKE SHORE DRIVE AND LINCOLN PARK
EXISTING PED PATH VIEW OF DOWNTOWN CHICAGO, WILLIS TOWER, AND LINCOLN PARK
55
FORM reDEVELOPMENT
56
1
2
3
Begin with the box
Tighten Center for views to
Chamfer sides for hillside
lake
seating
4 Step roof and raise center for public foot traffic
5 Orient bridge to city grid
6 Allow access to underground parking
57
CONCEPT ANALYISIS The spaces of the building are divided into fields of study that are organized by subject relationships,
noise
levels,
security,
and access to the roof garden.
spatial
This building functions to blend the public and
requirements, and mechanical systems requirements.
private spaces into a hybrid school. The school is not
After organizing the juxtapositions, the first floor is
designed after a prison, but instead seeks to instigate
comprised of the gym, administration, arts, shop,
a conversation with the public. By establishing this
and music department. The second floor is made
conversation the school will be able to give back as
up of Business and History. The third floor holds
much as it learns and takes home from the community.
the cafeteria, science and math departments. The fourth floor includes the English department, foreign language department, and video and performing arts department. The fifth floor acts and a student computer access and computer science department.
58
The sixth floor acts as a student lounge, observatory
SEMI PRIVATE PUBLIC SPACE PARK SPACE
PRIVATE
PUBLIC
Traditional schools keep the public and private areas highly separated and respond more to prisons than places of learning
PRIVATE
HYBRID SCHOOL
PUBLIC
Personal education is something that extends beyond the classroom. The school should work with the resources of the city and the city should benefit from the school. 59
SECTION 05:
DESIGN DEVELOPMENT 5.4.4
DD 5.4.4 FLOOR PLANS
62
EXTERIOR RENDERINGS
64
INTERIOR RENDERINGS
66
SECTIONS
68
CONCLUSIONS
70
61
SMALL YATCH HARBOR
DD 5.4.4 LAKE MICHIGAN LINCOLN PARK
1
E
K LA E
E
RE
IV
O
DR
SH
RE
O SH
2
K LA
10
E IV
DR
3 4 5 6 7
8
9
LINCOLN PARK
62
1 - - - - GYM / ARENA 2 - - - - ARENA LOBBY 3 - - - - SCHOOL LOBBY 4 - - - - ADMINISTRATION 5 - - - - MUSIC DEPT. 6 - - - - SHOP CLASSES 7 - - - - ART DEPT. 8 - - - - POTENTIAL MIXED USE HOUSING 9 - - - - SOCCER FIELD 10 - - - SHOPS
1
1
2
1
SECOND FLOOR 1 - - - - UPPER STORY SHOPPING 2 - - - - ARENA BOX 3 - - - - SCHOOL PATIO 4 - - - - BUSINESS DEPT. 5 - - - - HISTORY DEPT. 6 - - - - PUBLIC PATIO
1
THIRD FLOOR 1 - - - - CAFETERIA 2 - - - - INTERIOR STAGE 3 - - - - LIBRARY AND COMPUTERS 4 - - - - SCIENCE DEPT. 5 - - - - MATH DEPT.
3 2
FOURTH FLOOR 1 - - - - PERFORMING ARTS 2 - - - - ENGLISH DEPT. 3 - - - - FOREIGN LANG.
FIFTH FLOOR 1 - - - - LOWER ROOF PATIO 2 - - - - COMP. SCIENCE DEPT.
3
2 4
5
2
3
4 5
6
63
EXTERIOR RENDERINGS
64
65
INTERIOR RENDERINGS
66
67
SECTIONS
68
69
CONCLUSIONS Positives
Questions & Concerns
1) Love that it is walk-able
1) Look at getting natural light into the spaces
2) Great form
2) Help us understand what is an office and what
3) Like that gym can be its own separate entity 4) Like the Vertically integrated spaces 5) Love that there are stores and restaurants that are supported by the community and they in turn support the stadium 6) Bridge space looks interesting
is a classroom 3) If you use windows on the south faรงade, make sure you know how they work with the interior spaces 4) Does the path really work as it goes to the top? Can it utilize more accessible space? 5) Rethink entry and student drop off and game access 6) Can this building create a community or a small shopping district 7) Rethink how the plans are organized and make sure the informal spaces are evident.
70
71
SECTION 06: FINAL REVIEW
SITE PLAN
74
FLOOR PLANS
76
PARK & ROOF PLANS
78
SECTIONS & ELEVATIONS
80
EXTERIOR PERSPECTIVES
82
INTERIOR PERSPECTIVES
86
DETAIL SECTIONS
90 73
SITE PLAN After close examination of trends in the way
use more of their time educating students in smaller
people in networked societies interact, with particular
settings. Using the surrounding assets of the site and
attention to millennials, it has been determined that
creating a small local community will help to draw in
even though people collect into groups they still retain
a diverse set of users and its proximity to widely used
their individuals attitudes. Using this knowledge my
public paths will increase the traffic and public use
project responds with spaces that seek to cultivate
of the facility. I truly believe that with the integration
creative and the sharing of ideas. Redefining the
of lessons learned from digital technology and the
programmatic needs of the traditional educational
trends of the new, networked society, architecture
facility to respond to some of the new educational
can once again become a relevant and an accurate
technologies and teaching methods will allow for
reflection of our cultural and educational ambitions.
increased efficient and academic success among students. With the implementation of online lectures teachers and educators working in the facility can
74
75
FLOOR PLANS
76
77
PARK & ROOF PLANS
78
Roof Plan
79
SECTIONS & ELEVATIONS
80
81
EXTERIOR PERSPECTIVES
82
83
EXTERIOR PERSPECTIVES
84
85
INTERIOR PERSPECTIVES
86
87
INTERIOR PERSPECTIVES
88
89
DETAIL SECTIONS
90
91
BIBLIOGRAPHY 1.
2.
3.
4.
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BIBLIOGRAPHY ment Review 52, no. 3: 34-51. 23. Margherita Pagani. Multimedia and Interactive Digital TV: Managing the Opportunities Created by Digital Convergence. Hershey, PA: IRM, 2003. Print. 24. Stuart Reeves. Designing Interfaces in Public Settings: Understanding the Role of the Spectator in Human-Computer Interaction 25. Edward Wegman and Symanzik, Jürgen. 2002. Immersive Projection Technology for Visual Data Mining. “Journal of Computational and Graphical Statistics.” 11, No. 1: 163-188 26. Google. http://www.google.com/about/corporate/company/culture.html. Networked Society 27. Jake Barton and Craig Kellogg. 2009. “Think locally: Jake Barton’s media installations capture the many faces of New York.” Interior design 80, no. 11: 57. 94
28. Manuel Castells. Interview by author. Personal interview. University of California Berkley, May 9, 2001. 29. Manuel Castells. The information age: economy, society and culture.. USA: Blackwell, 1996. 30. Jeffrey Juris. 2005. The New Digital Media and Activist Networking within Anti-Corporate Globalization Movements. “Annals of the American Academy of Political and Social Science.” 597: 189-208 31. Jed Lipinski. “On Facebook, Neighborhoods as They Once Were.” New York Times (New York City ), October 2, 2011. 32. Andres Sevtsuk and Carlo Ratti. 2010. “Does urban mobility have a daily routine? Learning from the aggregate data of mobile networks.” Journal of urban technology 17, no. 1: 41-60. 33. Jan Van Dijk. The network society: social aspects
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38. Trahan Architects. Ed. Victor Trahan. Trahan Architects, n.d. Web. 25 Oct. 2011. http:// www.trahanarchitects.com/. Site Selection 39. Koolhaas, Rem. Delirious New York. New York: The Monacelli Press, 1994. 40. Hilberseimer, Ludwig. The Nature of Cities. 1955. 41. National Coalition for the Homeless. Accessed November 8, 2011. http://www.nationalhomeless.org/publications/crimreport/ meanestcities.html. 42. Woolsey, Matt. “The Most Expensive Blocks In The U.S.” Forbes, 2007 Accessed November 8, 2011. http://www.forbes. com/2007/08/30/most-expensiveblocks-forbeslife-cx_mw_0831blocks. html.
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IMAGE REFERENCES Figure 1 - Chris Richards
Figure 11 - Chris Richards
Figure 2 - Chris Richards
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Figure 3 - Chris Richards Figure 13 - Chris Ricahrds Figure 4 - Botticelli, Sandro. The Birth of Venus. 1483-1485
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Figure 15 - Chris Richards
Figure 8 - Chris Richards -
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