Portsmouth Success Academy: Thesis Research + Design

PORTSMOUTH SUCCESS ACADEMY STEM school for students grades 9-12.

PORTSMOUTH SUCCESS ACADEMY STEM school for students grades 9-12.

Thesis Research + Design Thesis Research + Design Virginia Tech Interior Design Lila De La Rosa | Spring Lila2021 De La Rosa | Spring 2021

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PORTSMOUTH SUCCESS ACADEMY STEM school for students grades 9-12.

Thesis Research + Design Virginia Tech Interior Design Lila De La Rosa | Spring 2021 2

CONTENTS

VOLUME 1 - RESEARCH STAT E M E N T S THESIS SUMMARY THESIS STATEMENT PROBLEM STATEMENT GOALS + OBJECTIVES USER GROUPS

06 07 08 09 10 11

RESEARCH + CONTEXT SOCIOECONOMIC + CULTURAL RESEARCH PORTSMOUTH POVERTY STUDY ENVIRONMENTAL PSYCHOLOGY THEORIES SITE ANALYSIS BUILDING + PROGRAMMING CASE STUDIES

12 13 18 24 26 28 30

VOLUME 2 - DESIGN DESIGN INSPIRATION + CONCEPT PARTI + FLOOR PLAN PROCESS WORK DESIGN DEVELOPMENT

31 38 44 46 48

SOURCES

66 3

VOLUME I

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RESEARCH

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PORT SMOUTH SUCCESS ACADEMY

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THESIS FOCUS The focus of this thesis is to study how a well-designed school that fosters a safe and accessible learning environment can help student’s mental health and wellbeing, and help them avoid a poverty-stricken future with hope of a better life for themselves. The City of Portsmouth has a high concentration of residents of low socioeconomic status, which puts the city’s image and quality of life at risk, and creates potential for its communities to enter an endless cycle of poverty. 30% of children in Portsmouth live in poverty, with many poor effects on brain development showing as early as infancy. Along with poverty, these kids face high crime rates, food insecurity and hunger, infringement of their safety, and bullying, which leads them to have worse academic, social, and economic outcomes than their more fortunate peers.

After a public input forum and receiving recommendations for the Portsmouth City Council, the highest priority is the children and the quality of their education and schools. This high school branch of the Portsmouth Success Academy will serve students in grades 9-12, focusing on providing a sense of community and belonging to the students through design, addressing their emotional and physiological security, and allowing access to programs and services so they can prioritize their education and well-being. Design research will focus on human behavior and how a child living in poverty may need a different approach to their education, as well as providing distinct spaces for every type of learner and designing for STEM focused spaces.

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T H E S I S STAT E M E N T

Well designed schools in Portsmouth that give children of all backgrounds a safe place to learn and a quality, well-rounded education will improve not only their mental and physical health and well-being, but lead them to find stable employment or achieve a post-secondary education and help break the cycle of poverty that onethird of them live in currently.

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P R O B L E M STAT E M E N T

This high school will be designed and constructed on a 20 acre plot of land adjacent to the elementary and middle charter schools focusing on science, technology, math, engineering, and other trades for students living in the City of Portsmouth in the Commonwealth of Virginia. In Portsmouth, children are the most likely to be impacted by poverty, and nearly 1 in 3 children under 18 live in families below the poverty level. As an impact of this, children experiencing poverty are 4.5 times more likely to drop out of school than children from high-income families. Education attainment levels in Portsmouth are much lower than the rest of their surrounding region and the commonwealth. Because of these factors, there is a desperate need to provide the underprivileged, low income, and abused children of Portsmouth an equal chance to succeed, and a safe place to receive an education. These schools will provide students in-need with a high quality education and the opportunity to obtain a trade to better prepare them for employment in Portsmouth or a chance at a post-secondary education to beat the endless cycle of poverty and one day obtain stable employment with a living wage. The client of these schools is the City of Portsmouth, in hopes of strengthening their relationship with the local education system, to attract and retain families in the city.

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GOAL

This school will be a secure place where students can get a good education and obtain a trade if they wish.

O B J E C T I V E Use of sight lines, secure entry and exit doors, accessible placement of SRO and administrative offices will address major security concerns. Designing school to be a center for the community will also instill a sense of pride and ownership, which in turn will secure additional support and funding to prioritize the school’s safety and need for qualified teachers.

Trade shops will include a detached car garage and auto shop, welding room, and wood shop.

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GOAL

School will fulfill the need to provide the low income, abused, and underprivileged kids of Portsmouth a chance to succeed, helping break the cycle of poverty that they are at risk for.

O B J E C T I V E Giving students hope that they can control their futures by providing skill-building opportunities and encouraging them to explore their passions. Socializing students in a positive environment to keep educational attainment levels high, and give them a sense of place and security where they might not have at home. School will also provide students with 2 meals a day, tutors and after-school programming to build community.

Extra spaces are programmed within school to provide different psychologists, counselors, and career specialists.

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GOAL

Space will accommodate for different types of learners, specifically in STEM centered classrooms.

O B J E C T I V E Classrooms are designed for maximum flexibility, interchangeability, and adaptability to meet the objectives of each course and needs of its current students. Separations allow for a hierarchy of instructional spaces and ease when planning for the different types of learners- visual, auditory, reading/writing, and kinesthetic.

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THE COMMUNITY

FACULTY + STAFF

HIGH SCHOOL STUDENTS

THE USER GROUPS

+ residents of Portsmouth grades 9-12

+ teachers + administration + counselors + nurse’s staff

+ custodial staff + lunch staff + technical support

+ parents and family + visiting teams or guests + other residents of Portsmouth 11

R E S E A R C H + CO N T E X T Socioeconomic + Cultural Research Poverty Study Environmental Psychology Theories Site Analysis Building + Programming Case Studies 12

S O C I O E CO N O M I C + C U LT U R A L RESEARCH Site: Portsmouth, Virginia Portsmouth was founded as a town over 250 years ago in 1752, originally on 65 acres of land on the shores of the Elizabeth River. The town was founded by a ship owner and wealthy merchant, William Crawford, and was named after the English naval port of that name, along with many other streets named referencing the town’s English heritage. It currently sits at the center of the busy Hampton Roads metropolitan area with a population of 94,398 (U.S.. Census 2019), but with a quaint, small town feel in the tree lined, picturesque downtown waterfront. This historic area is an economic hub for industries of all types, but also the heart of the city being the center of activities and events. The city is a global transportation hub, being accessible from all 4 directions and located within a 30 min drive of the entire region.

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NEWPORT NEWS HAMPTON

PORTSMOUTH VIRGINIA BEACH CHESAPEAKE

RACE + HISPANIC ORIGIN 40.2% White (Non-Hispanic) 1.5% Asian (Non-Hispanic) 1.5% Asian (Non-Hispanic) 4.7% White (Hispanic) 54.5% Black or African American (Non-Hispanic)

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54.5%

65 years old

23.1%

18.5%

median household income population in poverty

18 years old

7.3%

5 years old

median age

$52,175

15.1%

HOUSING In some areas, Portsmouth has an urban character, but most buildings remain un-updated, with most of their housing including single family homes and lowend suburban style apartments. The homeownership rate in Portsmouth is 54.3%, which falls behind the national average of 63.9%.

Houses have an average of 2.51 persons per household, but most middle-class families with children have moved elsewhere to enroll their kids in school, keeping Portsmouth’s median income and educational attainment behind the rest of Hampton Roads. This rate of married couples or single parents with children has fallen past 50% since 1990, besides near the water and the historic downtown, with the recent demographic being made up of young adults in their 20s, and late middle-age residents likely to be empty-nesters or retirees. By capitalizing on affordable housing options that have attracted those two population groups, and prioritizing new housing options for families right outside of the historic center, Portsmouth will experience economic growth.

LOCAL ATTRACTIONS + HISTORIC PLACES 01 02 03 04

THE COMMODORE THEATRE - Opened in 1945 as a classic example of the streamline Art Deco style.

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OLDE TOWNE HISTORIC DISTRICT Portsmouth’s historic seaport village of 250+ years.

ATLANTIC UNION BANK PAVILION - 6,500 capacity outdoor venue hosting live local and national musicians.

LIGHTSHIP PORTSMOUTH - National historic landmark and one of the only surviving lightships, fitted with uniforms and artifacts of that period.

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INDUSTRIES + ECONOMY According to the U.S. Census in 2019, the total number of persons employed was 25,499, but during the recent recession and average trends, the unemployment rate constantly trended higher than in the surrounding Hampton Roads area, but has grown closer to the metro area’s rate. Factors that contribute to this rate include education dropout levels in the area and a low age distribution in the years of the population when workers tend to be at the peak of their careers. The Portsmouth area has more jobs than working residents, so has a significant number of workers commuting into Portsmouth from the surrounding area.

MOST COMMON JOBS: 1. Office + Admin Support 2. Sales + Related 3. Construction + Extraction

LARGEST INDUSTRIES: 1. Health Care + Social Assistance 2. Retail Trade 3. Manufacturing

PRODUCTS + SERVICES WITH TOP DOMESTIC PRODUCTION: 1. Mixed Freight 2. Motorized Vehicles 3. Electronics

HIGHEST PAYING INDUSTRIES: 1. Utilities 2. Manufacturing 3. Professional, Scientific, and Technical Services

NORFOLK NAVY SHIPYARD The Norfolk Naval Shipyard, often called the Norfolk Navy Yard is located in Portsmouth and is the oldest and largest industrial facility to belong to the U.S. Navy, dating back to 1767. It continues to drydock, upgrade, remodel, and repair ships of the U.S. Navy and one of the only facilities globally capable to drydock nuclear aircraft carriers.

Located 0.6 miles away from the site, a 12 minute walk and 1 minute drive.

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EMPLOYMENT + ECONOMY (cont.)

GROWTH OCCUPATIONS:

DECLINING OCCUPATIONS:

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Occupational Therapy (54.17% growth)

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02

Home Health Aides (47.37% growth)

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Physical Therapists (46.37% growth)

Postal Service Mail Carriers + Clerks (-32.08% decline)

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Switchboard Operators + Answering Service (-29.84% decline)

Postal Service Mail Sorters, Processors, +Machine Operators (-39.2% decline)

EMPLOYMENT BY INDUSTRY:

A

*

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Government Total: 19,319

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Federal Government: 13,941

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Health Care + Social Assistance: 6,710

COMMUTING PATTERNS: C

8,369 People who live and work in the area 24,085 In-Commuters

B

31,158 Out-Commuters

PLACES RESIDENTS COMMUTE TO:

PLACES WORKERS COMMUTE FROM:

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(B) Chesapeake city, VA: 6,992

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(B) Chesapeake city, VA: 6,089

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(A) Norfolk city, VA: 6,679

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(C) Virginia Beach city, VA: 4,571

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(C) Virginia Beach city, VA: 5,360

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(A) Norfolk city, VA: 3,633

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PORTSMOUTH POVERTY STUDY

FINANCIAL HARDSHIPS have significant effects on individuals health and wellbeing and academic/professional success

DISABILITY, HEALTH, + LACK OF TRANSPORTATION are reasons some individuals cannot work

FOOD INSECURITY rate for children living in poverty is 40%

SCHOOL DROP OUT rate is 4.5x higher among children in poverty than children from high-income families

POVERTY AFFECTS ANYONE regardless of age, socioeconomic background, and education, however, some communities experience poverty at disproportionate levels

1 in 3 CHILDREN UNDER 18 LIVE IN FAMILIES BELOW THE POVERTY LEVEL

POVERTY affects children more harshly: + lack of nutrition + relocation + unsafe physical environment

$60,593 IS THE ANNUAL COST FOR FOOD, CHILDCARE, MEDICATION, HOUSING, TRANSPORTATION, AND TAXES (indicates 18 disparity between wages and cost of living)

+ unsafe air quality + crime + brains still developing

A “CONCENTRATED DISADVANTAGE”

CREATING A LEGACY: EXPLORING AND UNDERSTANDING EDUCATION CHALLENGES IN PORTSMOUTH, 2017 [A report examining national trends in poverty, local trends in education and poverty risk factors, and a survey about school climate and school violence] + Some communities have a high concentration of residents of low socioeconomic status, risk factors include public assistance, poverty rate, unemployment rate + Portsmouth had higher percentages than national and state levels, affecting 16,000 adults and children, which has the potential for an endless cycle of poverty, threatening overall quality of life and image of the city

10.6% 13.4%

CITY OF PORTSMOUTH POVERTY RATE

18%

VIRGINIA

UNITED STATES

LOCAL ALLEVIATION EFFORTS PARTNERING WITH TIDEWATER COMMUNITY COLLEGE (TCC) Campus opened in Portsmouth, collaborating with their K-12 schools (dual enrollment programs), as well as local industry partners (certificate programs) Bridge Plus Program: helping students achieve GED or full time jobs post-grad, as well as credential opportunities including welding, medical records, nurse’s aides, and computer technology Many students struggle transitioning to college, as well as other issues including housing, transportation, and hunger, despite being enrolled in school.

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EDUCATION + POVERTY IN PORTSMOUTH CREATING A LEGACY: EXPLORING AND UNDERSTANDING EDUCATION CHALLENGES IN PORTSMOUTH, 2017

POVERTY REDUCTION: EDUCATION AND YOUTH DEVELOPMENT IN PORTSMOUTH, 2018

In spite of poverty levels, the report showed:

Top risk factors for crime in the city:

+ Portsmouth has a positive high school climate

+ Parental drug use + Availability of alcohol and drugs

+ Dropout rates have declined over time

+ Unemployment rates

+ 2/3 of graduating seniors pursued a post-secondary education

PUBLIC INPUT FORUM - WHAT DID THE COMMUNITY SAY? [Public input process used to identify systems in place currently addressing poverty in the city and what the public considers most important in alleviating and preventing poverty. Taken place on June 21, 2018, with 26 members of the general public.] + Ensure all kids are educated by hiring high quality teachers + Acknowledge that students face additional issues such as poverty, crime, safety, and bullying + Train and prepare students to work in prevalent industries/jobs that exist in the city, preparing students in high school and community college + Year-round school in all grade levels

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+ More accessible education as it is a requirement to obtain stable employment with a living wage + Mentor and motivate young people to continue their education, offer short term trades training + Focus on other types of education like sexual health or financial education

THE COMMUNITY’S HIGHEST PRIORITIES TO ADDRESS POVERTY:

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90.6% - VIOLENT CRIME

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84.2% - K-12 EDUCATION QUALITY

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81.2% - SCHOOL SAFETY

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EDUCATION + POVERTY IN PORTSMOUTH RECOMMENDATIONS FOR PORTSMOUTH POVERTY TASK FORCE:

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Improve access to high quality early care and education. + Generates significant economic and individual benefits in cognitive skills, academic achievement, socio-economic wellbeing + Increase training through early education systems

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Increase student access to socio-emotional counselors in schools. + Has a correlation to lower student absenteeism, higher standardized test scores, higher graduation rates, fewer suspensions + Addressed through policy, financial incentives, grants, or partnerships

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Promote school attendance among students, parents, and other family members + Chronic absenteeism begins in early years and correlates with lower achievement in reading, math, and general skills + In high school, chronic absenteeism is negatively associated with high school graduation.

Increase student access to socio-emotional counselors in schools. + Release regular messages to parents about the value of education

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Increase availability of CTE programs that focus on in-demand jobs in Portsmouth. + There is a disconnect to the jobs Portsmouth residents are prepared for and the ones available in the city + Introduce middle and high school students to pathways programs for high-paying and locally available careers

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22,490 RECOMMENDATIONS FOR PORTSMOUTH CITY COUNCIL:

CHILDREN AGES 0-17 LIVE IN PORTSMOUTH

Strengthen city’s relationship with Portsmouth public schools

30% LIVE IN POVERTY

+ Low participation and engagement among students and families + Portsmouth reached close to the top for chronic absenteeism

>1/2 ARE ECONOMICALLY DISADVANTAGED

Effects of poverty on brain development can start early, and can be found in infancy

Children that grow up in poverty have worse academic, social, and economic outcomes than their peers

Students’ socioeconomic needs aren’t being met in Portsmouth

Providing social and educational opportunities for students can lessen the effect of poverty on kids’ lives

Physical and emotional safety for students + teachers needs to be addressed

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R E L E VA N T H U M A N B E H AV I O R + E N V I R O N M E N TA L PY S C H O LO GY T H E O R I E S 3 TYPES OF CONTROL OVER OUR ENVIRONMENTS:

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BEHAVORIAL CONTROL: ability to change the environmental event

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COGNITIVE CONTROL: change the way in which we think abt the

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DECISIONAL CONTROL: ability to choose a response

+ Our perceived or actual control directly affects our feelings within and about our environments + Attempt to establish personal control using the psychological mechanisms of personal space and territoriality + Without control over our environment, it’s easy to feel disempowered because of lack of social or environmental control

BEHAVIOR SETTING THEORY + Public spaces or occasions evoke particular behavioral patterns + People + physical objects arranged in such a way to carry out more routine actions within a specified time and place

+ People can’t control distressing factors within their environments + Repeated failed efforts to establish or regain control + May create physical or psychological barriers + eventually give up

TRANSACTIONAL THEORY

ADAPTION LEVEL THEORY

+ The human-environment relationship is mutually supportive

+ As a person becomes accustomed to a variable within an environment, it’s influence reduces

+ Focuses on relationship patterns and supports the idea that environments affect users just as users affect environments

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LEARNED HELPLESSNESS

AROUSAL THEORY + Environment itself causes automatic phsyiological responses

OPTIMUM AROUSAL: important factor in successful learning + productivity, overarousal can lead to cognitive chaos, underarousal can lead to inaction [design can’t affect arousal directly]

+ “SPARK” is the arousal --> prompts the person to pursue the next step to satisfy that curiosity EXCITED STUDENT

+ Level of arousal we experience is often correlated to the level of stimulation provided by the environment

OVER AROUSED

+ A bored child is more likely to act out in school + If the stimulation produced is pleasant, it may add to memorization skills

BORED STUDENT UNDER AROUSED

ATTENTION RESTORATION THEORY + Based on voluntary and involuntary attention + Situations requiring mental effort cause us to engage in directed attention (voluntary, intention, or goal based attention) which requires more exertion over time + Like overworked muscles, directed attention can fail, causing attentional deficit, or an inability to concentrate (we need more time and energy to understand, retain, and recall information) + A period of involuntary effortless attention such as a walk in the woods or along the beach can be a powerful and effective way to restore attention capacity + The presence of nature in our enviornment has a profound effect on reducing levels of stress, helping to restore attentional capacity

LYNCH’S ELEMENTS OF LEGIBILITY + Predominating qualities or elements that enhance its legibility to the average person

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PATHS

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EDGES

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DISTRICTS

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NODES

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LANDMARKS

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S I T E A N A LY S I S

SITE 1601 Effingham Street Portsmouth, VA 23704

BUILDING SHELL HIGH SCHOOL 160,000 SF Adjacent to the Portsmouth Fire Station

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BUILDING + PROGRAMMING

UNDERLYING GRID STRUCTURE

MAIN + SECONDARY EXITS / EGRESS

+ APPROX. SQUARE FEET: 160,000 + 1 LEVEL + OCCUPANCY: 1000 STUDENTS + FACULTY Square footages, spatial planning, and design elements based off of DODEA [Department of Defense Education Activity] Education Facilities for High Schools [Version 5 Issued February 2017] 21st Century Key Themes -- Used to frame how school is to be designed and constructed, also promoting best practices and promising new trends that promote student success

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FLEXIBLE + ADAPTABLE FACILITY

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FACILITY AS A TEACHING TOOL AND TEACHING ENVIRONMENT

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DIFFERENTIATED LEARNING

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MULTIPLE MODALITIES

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MULTIDISCIPLINARY TEACHING

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REAL-WORLD SKILLS DEVELOPMENT

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general classrooms science labs art classrooms choir room band room administration front lobby / reception main offices nurse’s office auditorium cafeteria gymnasium gym locker rooms concessions weight training trainers room detached car garage welding room wood shop common rooms / lounges media center / library restrooms

ADJACENCY MATRIX must should would be nice not necessary

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CASE STUDY 01 21ST CENTURY MUSEUM OF CONTEMPORARY ART - KANAZAWA Designer: SANAA | Sejima and Nishikawa Architects and Associates| Ryue Nishizawa, Kazuyo Sejima Address: Hirosaka 1-2-1, Ishikawa, Kanazawa, Japan Completion: 2004 Area: 186,893 SF OVERVIEW The 21st Century Museum is located adjacent to the Kenrokuen, noted the most beautiful and famous garden in Japan. The building is located on an irregularly shaped plot of land, with a circular shell design of 112.5 meters in diameter. The building uses a simple geometry and minimalism to explore the permeability of public space, using multiple levels of transparency.

CONCEPT + DESIGN IMPLEMENTATION + Blurring the boundaries between public and private areas + Mixed-use layout organized around 4 courtyards + Circulation itself acts as exhibition areas + Museum is a series of boxes of different area, level of opacity, and height + Offering visitors freedom to define own path and interaction with space

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01

02

OVERALL PLAN

SITE PLAN

INSPIRATION / APPLICATION TO THESIS + Grouping of spaces that feel independent from building shell, accessible from any direction + Allow for users’ curiosity to guide spatial experience + Moment of relief around courtyard and differing levels of transparency

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CASE STUDY 02 NEW UPPER SCHOOL - MOUNT VERNON PRESBYTERIAN SCHOOL Designer: Collins Cooper Carusi Architects Address: 510 Mount Vernon Hwy, Atlanta, GA 30328 Completion: 2019 Area: 60,000 SF OVERVIEW The Upper School was designed in hopes to completely transform typical learning spaces into ones that better support inquiry-based learning and student-centered activities. The client’s vision was for a school that fosters innovation through flexible and collaborative spaces.

CONCEPT + DESIGN IMPLEMENTATION + Classroom design and every piece of furniture is flexible to allow the space depending on the needs of the students and lesson plans of faculty + Each floor hosts 2 community rooms and a makerspace, with technical tools for building and creating + Power sources wired through ceiling to allow for different room configurations

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INSPIRATION / APPLICATION TO THESIS + Use of garage doors and foldable walls to allow for maximum flexibility and flux in classroom sizes based on number of students or lesson plan + Modular furniture pieces that can rearrange based on needs, stackable chairs, all tables on casters + Common spaces that connect classrooms and students with a variety of collaborative workspaces, open sightlines and signage to allow users to orient themselves

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VOLUME I I

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DESIGN

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DESIGN Inspiration + Concept Parti + Floor Plan Process Work Design Development 36

MAIN ENTRY - PSA

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I N S P I R AT I O N + CO N C E P T NORFOLK NAVY YARD LOCATED IN PORTSMOUTH, VA The inspiration for this thesis is the Norfolk Navy Yard, the oldest, most multifaceted, and largest industrial facility that belongs to the U.S. Navy, located in Portsmouth, Virginia. The mission of the shipyard is to repair, overhaul, refuel and modernize ships and submarines. Although it is the oldest U.S. Naval shipyard, it still hosts the most technologically advanced warships in the world, and has been a symbol of America’s strength throughout history and into the future.

One process at the shipyard that has carried on through many years of new technology and innovation is dry-docking, where the country’s watercraft can be brought to dry land to be cleaned, inspected, or repaired. For a brief amount of time, the ship is taken under special care with many moving parts involved to operate most efficiently.

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1781

1851

2021

CONCEPTUAL COLLAGE Maps of the coastline of Portsmouth were collaged with a series of photos from the Norfolk Navy Yard over the years to symbolize subtle changes to make the historical process more efficient, but overall the same basic processes.

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CONCEPT DIAGRAMMING: THE PROCESS OF DRYDOCKING Breaking down the historical process of drydocking, used for construction, repairs, and maintenance of vessels.

This process relies on the same basic steps, some even with the same built drydock, but with new technologies to make the process more efficient and successful.

The design of this high school will pull inspiration from this facility, instilling pride in it’s students to represent Portsmouth and the legacy of the area. The Portsmouth Success Academy will take in kids in need, and similarly to the process of dry-docking, students will “dock” at the academy for 4 years, becoming the best versions of themselves through individual attention, allowing them to change in many ways to later fulfill their niche later post-graduation. Like the shipyard, in order to stay competitive, the school will provide a high quality learning environment with resources and technologies that better serve it’s students and give them a chance for success.

PARTI DEVELOPMENT

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1 | vessel in water (entering school)

2 | maneuver vessel into lock (entering wing)

3 | vessel shifted in drydock + close gate (entering classroom)

4| critical period: stern (back) makes contact with blocks at an angle to bear entire weight of ship (in classroom)

5| crew can now explore all angles of ship that cannot be explored underwater (unlocking student potential)

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CONCEPT DIAGRAMMING: APPLYING CONCEPT TO EXPERIENCE OF STUDENTS + SCHOOL BUILDING

01

ENTERING SCHOOL student | first impression of the school, allows them to get a visual idea of wings of space/different paths school | larger lobby/atrium around main entrance/exit for congregation, higher ceilings + width, branding moment

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ENTERING WING student | focus on well-being and security with each wing being monitored, students immersed into zone to excite them for type of learning school | entering distinct zone, height of ceiling and width from lobby narrows, strong directional path carved from form

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ENTERING CLASSROOM student | focus on comfort , spending brief amount there, gives students sense of place

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school | to represent water level going down in dock, ceiling lowers to focus on more centralized learning

[CRITICAL PERIOD]

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student | the way teachers angle their curriculum and teaching to be STEM oriented school | classroom is unconventionally designed + flexible to maximize learning opportunities

UNLOCKING STUDENT POTENITAL student | sense of ownership of the space, given individual attention and hope for the future

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school | students are individually supported with furniture + resources that meet their needs

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FINAL PARTI

Breaking down the historical process of drydocking, used for construction, repairs, and maintenance of vessels.

This process relies on the same basic steps, some even with the same built drydock, but with new technologies to make the process more efficient and successful.

[SPORTS + REC] 5 NEIGHBORHOODS

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+ GYM + CONCESSIONS + WEIGHT TRAINING + TRAINER’S ROOM + GYM LOCKER ROOMS + CAFETERIA

[SUPPORT SPACES]

+ ADMIN + FRONT LOBBY / RECEPTION + MAIN OFFICES + NURSE’S OFFICE + MEDIA CENTER

FLOOR PLAN: LEVEL 1 NTS (160,000 SF)

[FINE ARTS]

[TRADE SPACES]

[GENERAL ED]

+ AUDITORIUM + CHORUS + BAND + ART + RECORDING ROOMS

+ DETACHED CAR GARAGE + WELDING + WOOD SHOP + GREENHOUSE

+ SCIENCE LABS + GENERAL CLASSROOMS + MAKERSPACES

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PROCESS SKETCHES ENVISIONING THE SPACE IN 3D

RECEPTION SKETCH

MEDIA CENTER + FINE ARTS CORRIDOR 46

CAFE / RECEPTION CORRIDOR

CAFE / RECEPTION CORRIDOR 47

DESIGN DEVELOPMENT

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RECPETION [ welcome to Portsmouth Success Academy! ]

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07

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FLOOR PLAN - RECEPTION + ARTS ENTRY - NTS

01 - RECEPTION DESK + SEATING 02 - CAFE / COMMONS ENTRY 03 - FACULTY LOUNGE + OPEN WORKSPACE 04 - ADMINISTRATION OFFICES 05 - CONFERENCE 06 - RESTROOMS 07 - CHOIR ROOM + PRACTICE ROOMS 08- AUDITORIUM 09 - CONTROL ROOM

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10 - STAGE 11 - THEATER STORAGE 12 - MECHANICAL 13 - DRESSING ROOMS 14 - MUSIC STORAGE 15 - ELECTRIC 16 - ORCH / BAND + PRACTICE ROOMS 17 - RECORDING ROOMS 18 - MUSIC LIBRARY

RECEPTION : AFTER SCHOOL The reception space is an important welcome to the students, parents, and community members.

This evening render shows how the space elevates throughout the day to serve different after-school activities, like a student organization meeting or the rehearsal for a play.

ELEVATION - AWARDS DISPLAY FOR THE ARTS - NTS 49

02 + 03

CAFETERIA / COMMONS [ what’s for lunch? ]

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08 FLOOR PLAN - CAFE - NTS

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01 - CAFE/COMMONS 02 - SERVING 03 - FREEZER/COOLER 04 - DISHWASH/KITCHEN 05 - DRY STORAGE 06 - RECEIVING 07 - CAFE + JANITORIAL OFFICES 08 - RESTROOMS 09 - TREATMENT AREA 10 - SCREENING ROOM 11 - NURSE’S WORKSPACE 12 - WAITING ROOM 13 - CAREER EXPLORATION 14 - PSYCHOLOGISTS 15 - COUNSELORS 16 - OUTDOOR DINING

RCP - CAFE - NTS

CAFE / COMMONS ENTRANCE 51

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53 CAFETERIA SEATING

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GYMNASIUM [ go knights! ]

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FLOOR PLAN - GYMNASIUM - NTS

01 - BASKETBALL COURT 02 - BLEACHERS 03 - CONCESSIONS 04 - P.E. STORAGE 05 - SPORTS STORAGE 06 - HEALTH CLASSROOM 07 - DRIVERS ED CLASSROOM 08 - WEIGHT ROOM / TRAINERS 09 - JANITORS 54

10 - P.E. OFFICE 11 - GIRLS SPORTS 12 - COACH’S OFFICE 13 - WELLNESS ROOM 14 - LAUNDRY + SHOWERS 15 - GIRLS P.E. LOCKERS 16 - BOYS P.E. LOCKERS 17 - BOYS SPORTS 18 - EXTERNAL STORAGE

GYMNASIUM

AXON - GYMNASIUM - NTS The gym serves as not only a place to promote fitness, well-being, and team building skills, but it serves as an integral part in uniting the community. In difficult times, sports can bring people hope, and this new gym can be that for the surrounding community members.

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05 + 06

LEARNING SPACES [ don’t be late! ]

03 07 02

09 04

04

08 05

01 04

06

04

07

FLOOR PLAN - FLEXIBLE CLASSROOMS - NTS

01 - COURTYARD 02 - MEDIA CENTER ENTRY 03 - MEDIA CENTER STUDY ROOMS 04 - FLEXIBLE CLASSROOMS 05 - OPEN LEARNING SPACES

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06 - TEACHER WORKROOM [KITCHEN, CONFERENCE, WORKSPACE] 07 - OPEN STUDY LOUNGE 08 - RESTROOMS 09 - GROUP STUDY ROOMS

CLASSROOM CONFIGURATIONS AXONS - NTS

CONFIGURATION 1: Small group work, groups of 2-5

CONFIGURATION 3: Seminar table settings with break-out tables adjacent

CONFIGURATION 2: COVID work settings, each desk has plexiglass dividers

CONFIGURATION 4: Traditional lecture style arrangement with teacher at the front of the classroom

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AXON - OUTDOOR COURTYARD - NTS

AXON - MEDIA CENTER STUDY ROOMS - NTS

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*COVID/Post-Pandemic Design* The courtyard allows for safe, distanced, and well-ventillated group meeting space.

CLASSROOMS + COURTYARD CORRIDOR The courtyard brings in ample natural light to the middle of the space that is completely blocked off by any windows on the exterior of the building. Many students that will attend this school are struggling with the day-to-day effects of poverty, so even something as minor as connection to the outdoors can bring some relief to the stress they may be experiencing. This space also gives students a space to pause and restore their attention for the day.

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OPEN CLASSROOM / LEARNING SPACES 60

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07

WOODSHOP / TRADE SPACE [ what are you going to build today? ]

04

03

06 05 04 02

02 07

08 01 11

09 10

FLOOR PLAN - WOODSHOP - NTS

01 - WOODSHOP 02 - TRADE CLASSROOMS 03 - TEACHER PLANNING 04 - SCIENCE LAB 05 - PREP ROOM 06 - CHEM STORAGE

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07 - RESTROOMS 08 - WELDING SHOP 09 - SMALL GROUP TRADE CLASSROOM 10 - TRADE OFFICES 11 - AUTOMECHANICS 12 - DETACHED CAR GARAGE

WOODSHOP

RCP - WOODSHOP - NTS The woodshop serves as a resource to students to develop basic construction skills and allows them to have hands-on experience in a trade and build something they can take ownership of.

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FINISH SELECTIONS

01

04

07

10

13

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02

05

08

11

14

17

03

01 - INTERFACE LVT STARGAZING COLLECTION: ARIES SILVERLIGHT 02 - STEELCASE WOOD: CLEAR MAPLE 03 - LIGHT WOODEN PLANKS

06

04 - INTERFACE LVT STARGAZING COLLECTION: ARIES YELLOW 05 - INTERFACE LVT WALK ON BY: YELLOW 06 - FILZFELT YELLOW

09

07 - INTERFACE LVT STARGAZING COLLECTION: ARIES RED 08 - INTERFACE LVT WALK ON BY: RED 09 - STEELCASE PLASTIC: TOMATO

12

10 - INTERFACE LVT STARGAZING COLLECTION: ARIES ROYAL BLUE 11 - INTERFACE LVT WALK ON BY: ROYAL BLUE 12 - STEELCASE UPHOLSTERY: GALAXY

15

13 - INTERFACE LVT STARGAZING COLLECTION: ARIES DARK GREEN 14 - INTERFACE LVT WALK ON BY: DARK GREEN 15 - BLACK CORRUGATED EXPOSED METAL

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16 - INTERFACE LVT STARGAZING COLLECTION: ARIES AQUA 17 - STEELCASE LEATHER / VINYL: AZURE 18 - INTERFACE NET EFFECT CARPET: BLACK SEA

FURNITURE SELECTIONS

01 - VS AMERICA: PANTOMOVE LUPO STAR FOOT CHAIR 02 - VS AMERICA HOKKI HEIGHT ADJUSTABLE STOOL 03 - VS AMERICA PANTOSWING- VF

01

02

03

04 - VS AMERICA COMPASS SOFT 4 LEGGED CHAIR 05 - VS AMERICA SHIFT+ THUMB PRINT STACKABLE TABLES 06 - VS AMERICA SHIFT+ FUSION FLIP

04

05

06

07 - VS AMERICA SHIFT+ BASE STATION SEMI-CIRCULAR 08 - VS AMERICA PUZZLE TABLE 09 - VS AMERICA LIBRO STEEL RACK

07

08

09

10 - HERMAN MILLER PLEX LOUNGE OTTOMAN 11 - NELSON PEDESTAL TABLE 12 - EAMES MOLDED SIDE CHAIR PLASTIC - WIRE BASE

10

11

12

13 - HAWORTH OPENNEST CHICK POUF W/ BACKREST 14 - STEELCASE TURNSTONE CAMPFIRE BIG TABLE 15 - STEELCASE TURNSTONE SCOOP STOOL

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14

15

16 - STEELCASE TURNSTONE CAMPFIRE LOUNGE 17 - NAUGHTONE NOBNN BOUNCE CHAIR 18 - HAWORTH JIVE TABLE

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17

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SOURCES Research + Design 66

RESEARCH + DESIGN Archiweb - 21st Century Museum of Contemporary Art Kanazawa. (n.d.). Retrieved April 23, 2021, from https://www.archiweb. cz/en/b/21st-century-museum-of-contemporary-art-kanazawa Aries summary: LUXURY VINYL tile: Interface. (n.d.). Retrieved April 23, 2021, from https://www.interface.com/US/en-US/ detail/aries-mushroom-A01814099020102XX0#partNumber=A01810099020102XX0&page=summary&size= 01&configuration=03&installation=us_openoffice Celebrating 250 Years of Excellence – Norfolk Naval Shipyard. (n.d.). Retrieved April 23, 2021, from https://www.navsea.navy. mil/Home/Shipyards/Norfolk/About-Us/History01/ D. (2015, June). Portsmouth Demographic Study. Retrieved from https://www.portsmouthva.gov/DocumentCenter/ View/751/Portsmouth-Demographic-Study-PDF?bidId= Department of Defense Education Activity (DODEA) Education Facilities Specifications High School. (2017, February).

Retrieved from https://www.dodea.edu/edSpecs/upload/20170208_V5_HS.pdf History: Portsmouth, VA. (n.d.). Retrieved April 23, 2021, from https://www.portsmouthva.gov/474/History Jennings, P. A. (2021). Trauma-Sensitive Classroom: Building resilience with compassionate teaching. S.l.: W W Norton.

Kennon, K. E., Harmon, S. K., & Harmon, S. K. (2018). The codes guidebook for interiors. Hoboken, NJ: John Wiley & Sons.

Kusnetz, N., & News, I. (2018, November 19). Rising seas Threaten Norfolk NAVAL Shipyard, raising fears of ‘CATASTROPHIC DAMAGE’. Retrieved April 23, 2021, from https://www.nbcnews.com/news/us-news/rising-seasthreaten-norfolk-naval-shipyard-raising-fears-catastrophic-damage-n937396 New upper school. (2020, April 07). Retrieved April 23, 2021, from https://collinscoopercarusi.com/projects/new-upperschool/ Norfolk Naval Shipyard. (n.d.). Retrieved April 23, 2021, from http://www.virginiaplaces.org/military/norfolknavalshipyard. html Portsmouth | Hampton Roads. (n.d.). Retrieved April 23, 2021, from https://www.hrchamber.com/page/portsmouth/ Portsmouth, VA. (n.d.). Retrieved April 23, 2021, from https://datausa.io/profile/geo/portsmouth-va/ Ship Design Procedure. (n.d.). Retrieved April 23, 2021, from https://www.britannica.com/technology/naval-architecture/ Ship-design-procedure Shipyards: Norfolk: History: Roots. (n.d.). Retrieved April 23, 2021, from https://www.navsea.navy.mil/Home/Shipyards/ Norfolk/About-Us/History/Roots/ T. (n.d.). City of Portsmouth, VA Poverty Study. Retrieved from https://www.portsmouthva.gov/DocumentCenter/ View/7385/City-of-Portsmouth-Poverty-Study United States Census Bureau. (n.d.). Retrieved portsmouthcityvirginiacounty/PST120219#PST120219

from

https://www.census.gov/quickfacts/fact/dashboard/

Well Health Safety Rating For Facility Operations & Management. (n.d.). Retrieved April 23, 2021, from https://a. storyblok.com/f/52232/x/09e73e142f/well-health-safety-rating-overview.pdf

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ACKNOWLEDGEMENT S

First of all, I’d like to thank my parents for fully supporting me in my studies at Virginia Tech, and always being on the other end of the phone to give advice and listen to me stress about every deadline. To my mom who is my biggest cheerleader, and my dad who loves to remind me that “perfect is the enemy of good.”

Looking back at my time in this program, I remember looking at upperclassmen work and the confidence they had and thinking to myself “I’m never going to get there.” Thankfully, I’ve had some of the greatest professors along the way to help me become the designer and person that I am now-- Brad, Elif, and Lisa, thank you from the bottom of my heart for all that you do. I would also not be where I am today without the support of my studio best friends, I love that we share this passion and some of the greatest memories these past 3 years. (Too many to count from the ITDS Florence Study Abroad Program) Special thanks to all of the professionals that have given the most invaluable advice in all phases of this thesis: Shawn Gehle, Fiona Grandowski, Caroline Alexander, Greg Galford, Riley King, Kelly St. Clair, and Hansoo Kim. Your comments have made all the difference in the quality and presentation of my work.

Lastly, I’d like to thank my fellow interior design students for believing in me enough to lead IDEAS. It has been the most rewarding and outstanding experience. I am so grateful for the connections and confidence this organization has given me over the past 4 years.

Go Hokies!

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Thesis Research + Design Virginia Tech Lila De La Rosa | Spring 2021