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//ANNA MEZHERITSKAYA

B. ARCH - SEGMENT I - JAN 2, 2013


// INTRODUCTION This portfolio represents my work from the past two years at the BAC and a few years prior. The work is divided into four categories and presented chronologically in order to demonstrate the evolution of my technical and design skills, and point of view as a designer. Through my architectural education, I have become increasingly interested in the process and the storytelling of design. Each semester I learned a new approach to design and visual communication and have tried to capture this in my portfolio for both record and reflection.

charcoal shirt study [ 18� x 24� - 72 hours]

Through this drawing I learned about charcoal drawing techniques in capturing more than five values. But most importantly, I gained the skill of freehand capture of a complex object onto a flat surface through observation and recording of shapes and shadow.

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Anna Y. Mezheritskaya

// RESUME

anna.mezheritskaya@the-bac.edu (408) 656-9016

Objective

A part-time or full-time internship position in an architectural firm, where I can contribute my passion for problem solving, sustainability, and learning.

01.2011 - Present Boston, MA 08.2006 – 06.2011 Saratoga, CA

06.2012 – 08.2012 06.2011 – 08.2011 06.2009 – 12.2010 San Jose, CA

09.2011 – 05.2012 Somerville, MA

03.2008 – 12.2010 Sunnyvale, CA

Education

Boston Architectural College B.Arch Candidate, Expected Graduation May 2015 West Valley College A.A. in Liberal Arts

Employment

AEDIS Architecture & Planning Architectural Intern •Drafting and detailing for various project phases in Revit •Modeled existing school campus for SD phase •Conducted site verifications •Attended client meetings •Coordinated drawings with consultants •Compiled conform sets •Composed color boards for various projects •Compiled master planning presentation set •Aided with cost estimate production •Scanned, archived, mailed construction administration and as-built drawings EarthOS Institute Intern – DND Grove Hall Integrated Study •Participated in a team conducting integrated site analysis •Applied global sustainability strategies to community master planning •Created a multimedia presentation for the clients illustrating team vision U.S. Computer Software Graphic Designer •Surveyed and modeled property of Company Owner in SketchUp •Created fonts and templates for hardware barcode labels •Designed custom shipping packaging

09.2012 12.2011 01.2011 05.2010

08.2007 - Present

08.2008 – 05.2010 04.2009 – 04.2010 08.2008 – 05.2010

Awards and Acomplishments

BSA Student Design Showcase Competition Exhibitor LEED Green Associate Certification BAC Creative Exercise Scholarship Recipient AIA Santa Clara Valley Portfolio Scholarship Recipient

Professional Affiliations

American Institute of Architecture Students (AIAS) •Boston Architectural College BSA Liaison (2011-2012) •West Valley Chapter President (2009 – 2010)

Volunteer Work

Habitat for Humanity San Francisco Rebuilding Together Silicon Valley Graphics Chair for Van Meter Elementary School Plays

Skills

Digital •Autodesk Revit and AutoCAD •Rhino •Google SketchUp •Adobe Photoshop, Illustrator and InDesign, •Microsoft Office •FileMaker •Laser Cutting Analog •Orthogonal and Perspective Drafting •Sketching and Painting in Multiple Media •Model Making •Woodworking Languages •Fluent in Russian

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//TABLE OF CONTENTS Studio 2 6 10 14 20 26 34 42 48 58 70 80

A1

Apartment Planning Cube House The Hanselmann House

A2

The Cardboard Chair The Passage The Ritual

B1

Building Analysis Urban Analysis The Boat House

B2

Project 0 - Tectonics Project 1 - Apparatus on a Slope Project 2 - Urban Anchor

Practice 93 94 122 128

Visual Studies PORTFOLIO WORDLE [ SOURCE: WWW.WORDLE.NET ]

The word diagram on the left illustrates the words that appear most frequently throughout my portfolio. This is a graphic representation of the primary focus of this portfolio generated using the Wordle online engine and customized by me.

140 144 148

Independent

152 156

Practice Essay AEDIS Architecture & Planning U.S. Computers EarthOS Institute

Freehand Drawing Design Principles Sketch Problem 1 Woodworking Student Organizations

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//SPACE PLANNING

Fall 2007 - Soroush Ghahrahmani - Eight Weeks

The first exposure I received to architectural drafting and representation was through courses at West Valley College. I learned about space planning, orthographic drafting, and most importantly about graphic standards in architectural drawings and representation. This understanding was supported by my extended exposure to freehand drawing in high school and my affinity for problem solving. The opportunity to design spaces excited me and I was hooked on exploring architecture further.

three-bedroom apartment floor plan

This hand-drafted floorplan is one of the first space-planning designs I completed. I drew the inspiration for the aparment layout based on the given program requirements and person experience and preferences based on years of living in various apartments.

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TOWNHOUSE DEVELOPMENT

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Fall 2007

Ghahrahmani Space Planning

townhouse development site plan

Four bedroom tOWNHOUSE TYPICAL UNIT FLOOR PLANS

This is the first site plan I drafted to illustrate the complex and landscaping surrounding the typical townhomes I designed.

I enjoyed the problem solving aspect of accomodating a set of program requirements within specified area and floor parameters. I learned the art of orthographic drafting and the virtues of lineweights. I now always apply this knowledge in studio and at work in producing clear plans, sections, and elevations.

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// CUBE HOUSE

Spring 2008 - Soroush Ghahrahmani - Six Weeks

During this project I learned to develop a whole house using two-dimensional drawings and produce a model to communicate my final design to my instructor and classmates. The introduction of making to the design process opened my eyes to a new dimesion of architectural thinking and challenged me to think three-dimensionally instead of only in plan.

cube house perspective rendering

I completed this rendering as an assignment for a perspective course at the BAC. This drawing communicates the human occupation and context of the Cube House.

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CUBE HOUSE: PLANS AND MODELS

cube house plans and elevations

I drafted the final plans by hand after working the spatial relationships out in measured sketches. I discovered the need to work in both plan and elevation simultaneously to understand the effect of the internal spatial layout on the exterior facades. I began to understand the threedimensional complexity of buildings that designers have to navigate.

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Spring 2008

Ghahrahmani Cube House

cube house model

This is the very first architectural model that I made with many mistakes in the process. I learned how to handle various modeling materials, to represent various elements of the building, and to translate two-dimensional drawings into three dimensions. Most importantly, I realized that I loved model-making and wanted to keep practicing.

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//HANSELMANN HOUSE ADDITION

Summer 2009 - Robert Smith - Eight Weeks

This summer modeling intensive focused on formally designing an addition to a 20th century modern house exclusively through a sequence of models. The key was that the addition should be executed in an architectural language reflective of the original building through research and model-making. I learned to read plans and sections in order to create a three dimensional representation of a building and to understand the architectural language of Michael Graves. I grasped the difference between modeling scales and how they can be used effectively through different stages of the design process. I understood that architecture doesn’t happen in a vacuum and that often designers have to adapt to preceding aesthetics and contexts.

fINAL MODEL OF HANSELMANN HOUSE WITH ADDITION [ SCALE: 1/4” - 1’-0” ]

Through this model I communicated the final design of the addition and the siting of the house. I learned to plan and execute a presentation model.

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HANSELMANN GUEST HOUSE ADDITION

first iteration model [ scale: 1/16” = 1’-0” ]

second iteration model [ scale: 1/8” = 1’-0” ]

Sketch and process models

In my research and analysis of the Hanselmann house plans, I decided to design a guest house addition that emphasized the visual and physical connections to the river on the site. I worked with Graves’ established grid and formal language through two iterations in order to distill a balanced composition with the addition. This exercise challenged me to adopt another designer’s building order and aesthetic in order to develop new spaces.

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original site plan

original floor plans


Summer 2009

Smith Hanselmann Addition

final model of hanselmann house and addition [ Scale: 1/4” = 1’-0” ]

The final model was a challenge in craftsmanship, material choice, and critical judgement on the level of detail in representation. Under the guidance of my intructor, I achieved a more abstract architectural presentation model that portrayed the original house and my addition in symbiosis.

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//STUDIO A2 This studio was my introduction to studio culture and abstract design. I learned the importance of human scale, collaboration, sectional drawings and abstraction as a design concept generation tool. I experienced guest critic reviews for the first time and the demands of presenting my design idea and process.

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//PROJECT 1: THE CARDBOARD CHAIR

Spring 2011 - Joshua Ayares - Four Weeks

The goal of this project was to design a cardboard chair based on research of chair precedents, human scale and occupation studies, and material explorations in a team of two. I learned that the structural and aesthetic properties of the building material - specifically cardboard - deeply affect the design possibilities. Therefore, it is best for the architect to be aware of material properties early in the design process. Secondly, I discovered how the human body occupies space in a seated position, and how chairs reciprocate the human body in different ways. This project increased my awareness of human scale and experience of design. Lastly, I realized that there are challenges and benefits to designing as a team. Collaboration rendered decisionmaking difficult, but execution easier.

wrc II - third iteration model

This half human-scale model represents the ideal chair design that my partner and I aimed to achieve. Here the chair is literally a slit joint that we explored manipulated to create supportive surfaces and occupiable sittng space.

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CHAIR AND CARDBOARD STUDIES GRID ORDER

SCORING

STRIPPING

FOLDING ALONG CORRUGATION

FOLDING

FOLDING CHAIR STUDY

OFFICE CHAIR STUDY CHAIR precedent studies

Prior to attempting to design a chair, I studied two precedents. The goal was to understand how the human body occupies and interacts with a chair and to define what a chair is.

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STRENGTH OF CARDBOAD RELATIVE TO CORRUGATION

WETTING, TWISTING, HEATING CARDBOARD exploration

These images illustrate some of the cardboard testing that I conducted. I explored cardboard’s properties to understand how it can best be used structurally and aesthetically.


Spring 2011

WEAVING JOINTS

Ayares

A2 Project 1

SLIDING INTERLOCK JOINT

TENDON/POCKET JOINT

COILING INTERLOCK JOINT

TAB INTERLOCK JOINT

BOX JOINT

LAYERED PENETRATION JOINT

“s” SLIT JOINT CARDBOARD JOINTS STUDY

After determining cardboard’s structural and aesthetc properties, I tested and documented various joint systems to understand how cardboard can be manipulated to construct a chair.

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THE WAITING ROOM CHAIR - WRC

WRC I - WEAVING AND SCORING

WRC DESIGN CRITERIA CHAIR CRITERIA AND DESIGN DEVELOPMENT

My partner and I developed the list of design requirements that we aimed for our chair to achieve, and I created the diagrams to illustrate them. In the process we learned to effectively define and communicate project parameters and goals. We then developed four different design options - the two that I designed are shown here. Each option explored different joining methods. Each joining system yielded a different aesthetic and overall structure of the chair. I understood that material and structural choices have strong implications on design.

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wRC II - FOLDING AND SLOTTING

WRC II DESIGN DEVELOPMENT


Spring 2011

WRC ii - DEVELOPMENT SKETCHES

Ayares

A2 Project 1

WRC II ASSEMBLY PLAN

WRC ii - FINAL FULL SCALE MODEL

The final iterations of WRC II involved testing the chair as a replicating system, building the chair at half human-scale, and at full scale. We encountered assembly challenges as we tried to scale up our joint system. We had to compromise on certain design goals and the aesthetic to make the fullscale chair strcturally sound when occupied. However, the chair was comfortable, supported our weight, and still had a pleasing form.

WRC II - SECOND ITERATION

wrc ii - tHIRD ITERATION

I learned that material properties change with scale and will affect product and building design.

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//PROJECT 2: THE PASSAGE

Spring 2011 - Joshua Ayares - Five Weeks

A passage can be a composition of words on a page, a sequence of physical experiential spaces, or a spiritual and mental transition. This project focused on design inspiration by the equivocal term - passage. I began with two short passages from Calvino’s Invisible Cities - “Cities of the Dead” and “Thin Cities” - producing a graphic response to them and then deriving abstract concepts and ideas for a spatial sequence in a given landscape. Through this project, I learned to build and modify a contour model, communicate visually and verbally abstract ideas, and to think spatially and in section. I continued to practice an iterative design process through diagrams and models to translate ideas into a sequence of spaces and forms. I began to consider the experiential and abstract, rather than simply utilitarian. characteristics of spaces and learned to address the site landscape to emphasize these characteristics.

EMERGENCE LANDFORM FINAL MODEL

This was the site landform model that I prepared for the final review. The site offers a spatial experience based on literary passages and formed by carving into the landscape in syntesis with minimal sculptural installations.

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PASSAGES AND ABSTRACTION

initial response to the two cities five layer drawing based on passages

The passages I chose described two different cities - one an underground tunnel city of death and darkness, the other a transparent oasis of pipes and plumbing fixtures in the middle of a scorching desert. Depicting the passages graphically enabled me to visualize my spatial responses to the words and brainstorm a unifying abstract concept of emergence. I imagined the underground tunnels can emerge as the thin pipes and transform dark constricted spaces into bright open expanses.

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symbolic analysis of two cities

human experiences of the two cities


Spring 2011

contemporary theme interpretations from personal experiences

Ayares

A2 Project 2

synthesis of two cities Concept diagrams and models

From the variety of meanings of the word emergence I chose to focus on the aspects that were most closely related to spaces and movement. I distilled appearance and state transition between opposites as the main spatial ideas to be incorporated on the site.

appearance diagram

positive/negative space and light

This is the critical point when I translated verbal ideas into abstract graphic representations, and into forms.

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THE EMERGENCE LANDFORM

site landforming strategy diagram

first model iteration of landform

second model iteration of landform

site strategy and formal translation

With the concept of emergence and opposite spatial qualities in mind, I decided to dig into the site rather than build on it. I went through a set of site iterations in order to translate my formal concept models into spaces and minimal structure. The iterations transitioned from solid buried structure to translucent metal pipes snaking in and out of the ground, to a constructed tunnel culminating in an open space sculpted by linear structures suggesting occupiable subspaces. condensed landform longitudinal section

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Spring 2011

Ayares

A2 Project 2

a B

C

D

A. Descent moment - invitation

E

Final landform site model

open landform site model

e. ascent moment - emergence emergence landform experience

The emergence experience invites visitors underground to briefly let go of the visually stimulating surroundings and get in touch with their other senses - hearing and touch. The visitors are guided by a faint slit of light in the ground above them though an undulating corridor that expands and squeezes to control the speed of their movement.

b. entrance moment - submersion

C. pause moment - revelation

d. exit moment - squeeze

Through the development of this experintial spatial sequence, I learned that architecture is about manipulation of the natural environement and not just built form.

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//PROJECT 3: THE RITUAL

Spring 2011 - Joshua Ayares - Five Weeks

A ritual is a cyclical sequence of actions that are set in temporal and spatial environments. The goal of this project was to develop a program for a market space based on analysis of a ritual. I researched the return of the swallows to San Juan Capistrano and derived temporal, spatial, and metaphysical concepts based on the annual ritual. I then abstracted the information into diagrams, models, and finally a program concept that generated a design for a skate market. This is the first project to introduce a site context into the design process. My site observations affected the design concept and the program layout.

Return of the swallows research poster

The research and documentation of the annual return of the swallows provided a broad information base for analysis and abstraction into a design concept.

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THE RITUAL

ritual diagrams

After conducting research, I diagrammed a spectrum of the ritual aspects and information. These diagrams helped me analyze the ritural and distill key concepts and relationships and explore various ways to visually communicate information.

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Spring 2011

population excitement

migration movement

population cycles [ human and bird]

Ayares

A2 Project 3

population density relative to parade

ANTICIPATION AND EXCITEMENT OVER TIME

concept models

Upon completing initial diagrams of the ritual, I chose to depict certain relationships in a model form. This was a useful exercise in that it broadened my modeling vocabulary to diagrams and abstract ideas.

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SITE AND CONCEPT

view of project site

view from project site

site observations

Documentation of the site and its context was a driving factor in the program layout and final design. The site circulation and views were particularly crucial in establishing occupant anticipation of the skate market.

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The fact that the project site was surrounded by schools led me to the idea of a skate park. A new place of after school rituals of aniticipation and excitement for the neighborhood’s youth.


Spring 2011

excitement and anticipation zones on site

Ayares

A2 Project 3

anticipation and excitement relative to movement

program diagram

concept illustration site concept: cycles of anticipation and excitement A skate market emerged as a symbiosis of the site analysis and the concept of a place that would promote temporal and physical cycles of anticipation and excitement for its users. The program then evolved based on related retail functions that would activate the site beyond skating hours and accomodate the adjacent residents and basketball court users.

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THE SKATE MARKET

the skate market program

My design is a building that functions simultaneously as retail space and a skate park. Borrowing from the landforming approach of the previous project, the site is carved out to maximize skating surfaces. The roofs of the skate shops serves as a half-pipe for tricks and competitions, while the large windows allow customers to become skating voyeurs. The site is landscaped primarily in concrete to maximize skating and sitting surfaces for the intended occupants.

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Spring 2011

initial iteration sketch model

final skate market model

Ayares

A2 Project 3

view of the grand cafe staircase

the skate market experience

The anticipation of heading to the skate market after school evolves into the excitement of meeting friends and learning a few new tricks before heading home. The anticipation of taking the jump, riding the rails, picking up new equipment, and reading the new comic edition is converted into excitement with the landing, the purchase, and the flipping of the pages.

view of shops and half-pipe from grade level

Though visually minimal, linear, and horizontal, the skate market’s beauty lies in its experiential qualities and the rituals created and carried out here.

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//STUDIO B1 This studio expanded my understanding of design through execution of building and site documentation and analysis. The key idea was distilling and developing logic and rationality in design. I learned that documentation and analysis are crucial steps in the understanding and development of a project. These steps added another layer of complexity to the design process in addition to scale and abstraction.

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//PROJECT 1: BUILDING ANALYSIS

Spring2012 - Steingeiser - Three Weeks

Project 1 was an exercise in building documentation and analysis of Palladio’s Palazzo Porto in Vicenza, a 16th Century High Renaissance villa. Through this project I identified the critical point at which documentation yields the basis for analysis and understood the difference between the two modes of thinking. The process of understanding the logic behind an existing building through production and examination of multi-layered documentation - x-ray models and drawings, as they were introduced by my instructor yielded material for analysis. This process was enlightening and provided a variety of lenses to look through when exploring existing projects and developing my own designs in the future.

x-ray model of palazzo porto’s structure, grid system, and facade

This model illustrates the transition between documentation and analysis, where the overlay of various building information yielded analytical understanding of its inherent logic.

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BUILDING DOCUMENTATION

location and context studies

Through documentation and study of the building’s exterior and context I found the Palazzo to be an unexpected island of order directly connected to the chaotic city of Vicenza.

GRID ORDER

FACADE EVOLUTION SKETCHES

SITEPLAN

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SECTION A

flow of public spaces on grond floor of palazzo


Spring 2012

REAR ELEVATION

GROUND FLOOR PLAN

Steingeiser

B1 Project 1

QUARTER AXIS SECTION

FIRST FLOOR PLAN

SECOND FLOOR PLAN

PLAN -TO-SECTION-TO-FACADE AXON

plans to elevations to sections studies

Through documentation and study of the Palazzo plans, sections, and elevations I discovered patterns of order within their complexity and seeming disorder.

FRONT ELEVATION

CENTRAL AXIS SECTION

Documentation thus revealed relationships between different parts and provided a primary basis for my building analysis.

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BUILDING DIAGRAMS structure to grid order

Through drawing grids over the documentation drawings, I distilled the underlying three-dimensional organization grid of the Palazzo. This Palladian grid affected all aspects of building from structure, to fenestrations, to programmatic order.

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volumes to program hierarchy

I discovered that the volumetric progression was tied to the tri-partite Palladian grid and the programmatic hierarchy of the Palazzo. The building increases in privacy with ascending levels while the volumes are progressively less spatious and grand.


Spring 2012

Steingeiser

B1 Project 1

plans to elevations to sections studies

I noticed that the structure became thinner and lighter with each ascending level, increasing the number of interior spaces. Secondly, I noticed that fenestrations were located based on the Palladian grid and in response to the structure and the location of interior spaces. I learned that the structural order of building is intimately related to the size, number, and quality of interior spaces and the openings in the building’s skin.

private level

piano nobile

ground [public] level

structure to envelope

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X-RAY DRAWINGS AND MODELS OF PALAZZO PORTO concept: order within disorder

Palladio’s Palazzo Porto is a contrast in a sea of irregularity; it creates an island of order in the city by the implementation of the Tripartite Palladian grid. The grid is a threshold between the urban site and the interior.

ordered grid within disorder

concept: grid order to interior volumes

pALLADIAN grid

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The grid functions as a doorway from the public into the private by controlling the fluctuation of space from large to small.


Spring 2012

Steingeiser

B1 Project 1

concept: structural order as dictator

The tripartite grid dictates the organization of structural walls, faรงade, columns, fenestrations, and interior spaces, both in section and in plan.

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//PROJECT 2: URBAN ANALYSIS

Spring 2012 - Steingeiser - Six Weeks

Through Project 2 I learned the basics of abstract urban analysis and the concept of “x-ray� drawings. I explored a new vocabulary of diagramming and derived an urban concept from my analysis to fuel the next project of the semester.

EDGES DEFINE PUBLIC SPACES

In the process I gained an understanding of the concepts of mapping and typology as they apply to the urban fabric and design. These ideas became useful tools in my design process in preparation for B2 studio.

DENSITY CREATES EDGES

x-ray urban drawing of boston

This drawing summarizes the transition between documentation and analysis that illustrates the urban relationships between density, edges, and public spaces. Through this drawing I learned to combine layers of information to represent complex analytical concepts.

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URBAN DOCUMENTATION

DENSITY OF PARTY WALLS BETWEEN ADJACENT BUILDINGS

OPEN NATURE SPACES

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FIGURE GROUND

GRIDS AND THE THRESHOLDS BETWEEN THEM


URBAN ANALYSIS

Spring 2012

Steingeiser

B1 Project 2

X-RAY DRAWING of boston waterfront

This drawing of the waterfront sectional conditions and views covers several layers of urban information that I observed as its related to the boat house site at Lovejoy Wharf. This drawing revealed a pattern of sectional conditions connecting existing public green spaces and inspired the site concept for the boat house.

x-ray model of boston waterfront

Through this model I abstracted the urban relationships between density (light blue), publc spaces (cardboard), city edges (chipboard), and waterfront views (black cones) .

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X-RAY URBAN MODELS

sketch model of sectional edge stitching

sectional conditions sketches

These sketches illustrate the evolution of the boathouse site analysis concept. The sketches allowed me to explore the sectional edge connections formally as potential architectural features.

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This model was the first iteration of illustrating the edge stitching by sectional modules discovered in the x-ray drawing. Through this model I explored the formal aspects of the urban sectional modules more clearly in preparation for the design of the boathouse.


Spring 2012

Steingeiser

B1 Project 2

x-ray model of waterfront sectional edge connections

This model illustrates the idea of public space and urban edges being connected, stitched together, by the series of four sectional modules. Through this model I practiced my model making skills and abstraction on an urban scale.

x-ray model of waterfront sectional edge conditions [top view]

x-ray model of waterfront sectional edge conditions [oblique view]

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//PROJECT 3: THE BOATHOUSE

Spring 2012 - Steingeiser - Six Weeks

During the course of designing a boathouse based on my urban analysis, I understood the invaluable benefits of the iterative process. The primary goal of this project was translation of urban analysis into a spatial composition, which would accomodate a loose program for a boathouse. In the process, I challenged my model making skills and learned to distinguish whether to use models or drawings during different phases of design development.

diagram boathouse site model [ scale: 1/16” = 1’-0”]

This model illustrates the site concept for the boathouse as the sectional urban hub - it connects two major existing public space axes - and introduces a human-friendly scale to the industrial Lovejoy Wharf site.

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BOATHOUSE CONCEPT: SECTIONAL URBAN CONNECTION SITE CONCEPT: Boathouse as connection between public green spaces

On the urban scale, the boathouse site is an intersection between four public green space systems in Boston. I focused on the potential of the delapitated and industrial scale site to provide an engaging public building and space that would link the surrounding parks.

SITEPLAN

boathouse general SITE CONCEPT diagram

sectional edge connection sketch model

specific boathouse site - axes diagram

boathouse site edges and sections model

boathouse site model - first iteration


Spring 2012

Steingeiser

B1 Project 3

x-ray drawing of waterfront sectional conditions

This drawing is a reiteration of the x-ray urban anlysis and served as the basis for the sectional module vocabulary and the boathouse site concept.

SECTIONAL MODULE DEVELOPMENT

After testing the original sectional modules on site, I decided to simplify them and strip the idea of corresponding views. I derived a modular architectural vocabulary that I then introduced to the boathouse site through several iterations. I discovered the value of introducing an architectral vocabulary and of modular thinking during design.

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BOATHOUSE: FORMAL EVOLUTION

partial section model - first iteration boathouse formal iterations

The first iteration of the section modules on the site was clumsy and too massive. Taking the first model into account, I abandoned the exaggerated edge wall idea and implemented the module vocabulary in three width types along the water’s edge instead. I learned that testing ideas through models aides better design choices.

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site model - second iteration


Spring 2012

Steingeiser

B1 Project 3

final review boathouse model [ scale: 1/8� = 1’-0� \ initial site plan and sections

Exploring this boathouse iteration in section allowed me to depict the intended uses of the spaces I designed and their relation to the human scale. During the final review, the critics suggested I resolve the corner of the boathouse in a more continuous way and produce a plan demonstrating the use of the spaces that I created.

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BOATHOUSE: PROGRAM AND FORMAL ITERATIONS

boathouse: second and third iterations

1 - boat docks 2 - dock administration offices 3 - spaces for individual reflection and cleansing 4 - outdoor spectation spaces 5 - outdoor collective bathing/gathering space 6 - cafes and group gathering spaces 7 - boathouse storage and visitor center 8 - indoor collective bathing spaces 9 - outdoor audience and gathering spaces 10 - nautical library

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The drawing and models demonstrate iterations of the spatial composition in an effort to address critics’ comments from the final review. In the process of resolving the corner condition, I found that working back and forth between drawings and models was very helpful.


Spring 2012

Steingeiser

B1 Project 3

boathouse corner composition iterations

By manipulating movable modular pieces on a site model, I developed several iterations addressing the corner of the boathouse. The iterative process led me to a cohesive and clear option of interwoven modules at the corner, which also reflected the two existing perpendicular public space axes.

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BOATHOUSE: THE URBAN CONNECTION final boathouse model on site

Having worked through smaller scale sketch iterations, I developed the final building model at a larger scale and matched the boathouse program elements with the resulting spaces. This boathouse introduces a human -scale architecture to the intimidating industrial context and offers dynamic spaces to be activated by the public. In the process of this project I understood how an abstract idea can generate a formal exploration and lead to an architectural design.

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Spring 2012

Steingeiser

B1 Project 3

final boathouse site plan

The site plan and model communicate the relationships between and uses for the variety of indoor and outdoor spaces that make up the boathouse.

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//STUDIO B2 This was the semester where everything came together. The focus of this studio was to understand, develop, and design with, architectonic relationships. Additionally, I discovered a reciprocal relationship between site analysis and building program and scale. Building on considerations for human scale and experience, abstraction, site documentation and analysis, tectonics and integrated programming completed the complex framework of the fudamental elements of the building design process. I finally understood the iterative and complex process that is design thinking and how it can produce valuable additions to the built environment.

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//PROJECT 0: TECTONICS

Fall 2012 - Sullivan & Slozak - Four Weeks

An architectonic is an organizing principle, a set of relationships, for elements of a unified system that can generate architectural forms and spaces. Project 0 focused on tectonic strategies and conceptualization with the goal to develop an architectonic apparatus that would be used as the basis of design explorations in subsequent projects. Through this project I learned to develop an architectonic language and to consider both structural and spatial relationships In the process I expanded my diagramming and modeling skills, learned how to use the laser cutter, and understood the importance of considering tectonics in design.

final apparatus model

The final tectonic apparatus begins to enclose and suggest occupiable spaces and surfaces.

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TECTONIC RELATIONSHIPS & ABSTRACTION

original detail 1

detail diagrams and models

I focused on analyzing two different details through multiple diagram and model interpretations. I distilled each detail into a kit of parts and defined the tectonic relationships between them. This exercise pushed me to expand my diagramming and modeling skills.

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interpretation I - layering by penetration

interpretation II - layering by clamping


Fall 2012

original detail 2

Sullivan & Slozak

Project 0

interpretation I - sliding layering

interpretation II - siding interlock

tectonic concepts

Each diagrammatic interpretation illustrates a different tectonic relationship of elements. I chose both of the first interpretations to explore further and develop tectonic building systems.

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TECTONIC ASSEMBLY AND SPATIAL TRANSLATION

parti - layering through penetration

system components

component movement

tectonic system model

tectonic assembly

I examined ways that each detail can be assebled and how that assembly can be transformed and translated to create a system. Then I studied how each system can behave and translate to begin to enclose space. These explorations provided me with a tectonic language to use later on.

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component rotation

layers as spatial volumes


Fall 2012

vertical reflection

Sullivan & Slozak

Project 0

horizontal reflection

spatial translation

Translation generated an expanding tectonic system that could now be implemented to create walls, ceilings, and other occupiable surfaces.

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TECTONIC ASSEMBLY AND SPATIAL TRANSLATION

parti - interlocked suspension

system translation

tectonic assembly, translation, and transformation

I examined the assembly of the interlocked suspension tectonic and developed a building system vocabulary through translation and transformation of the system elements.

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Fall 2012

Sullivan & Slozak

Project 0

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TECTONIC TRANSFORMATION AND HUMAN OCCUPATION

+

=

combination a: horizontal layering through stacking and penetration

+ combination b: vertical layering through suspended penetration tectonic combinations After studying the two tectonics as systems, I now had a vocabulary that could be employed later in designing. I now tested two possible combinations of the two developed tectonic systems. I found combinaion B to be more versative and scalable to enclosing occupiable space.

65

=


Fall 2012

tectonic systems occupied at different scales

Sullivan & Slozak

Project 0

final tectonic system axon

tectonic occupation and concept

I visualized how each of the two tectonic combinations could be occupied by users at three different scales at once: a handheld object, a piece of furniture, and a building. The final tectonic concept developed into suspended layering through penetration.

66


THE ARCHITECTONIC APPARATUS

side view - monolithic

tectonic apparatus typical section

oblique view - textured

front view - open The first iteration of the tectonic apparatus demostrates the spatial characteristics of the assembly. The apparatus system has a dynamic appearance that changes as the approach and view angle changes.

67

nighttime lighting from outside

daytime lighting from inside


Fall 2012

Sullivan & Slozak

Project 0

final tectonic apparatus - defining spaces The resulting apparatus is able to enclose a variety of spaces - from small private areas to large open areas. The structure filters views based on the orientation to the viewer, acts as walls, fenestrations, and sitting surfaces, and takes on a rhythmic aesthetic role in the apparatus.

68


//PROJECT 1: APPARATUS ON A SLOPE

Fall 2012 - Sullivan & Slozak - Five Weeks

The goal of this project was to adapt the tectonic apparatus from Project 0 to a site at the Arnold Arboretum in Boston, and accommodate a small educational pavillion program. This project challenged me to define a clear attitude toward the site and merge it with the tectonic strategy to design a building. The resulting building weaves around the trees on the site and showcases them as the primary exhibit elements and remains open to the surrounding environment.

apparatus on a slope site model

The tectonic apparatus adapts to the sloped site and accommodates the program of an educational pavilion.

70


CONTEXT DOCUMENTATION AND ANALYSIS

Peter’s hill map - 3 possible sites

Peter’s hill sites - observation diagrams

arboretum site documentation I began the project by visiting Peter’s Hill in the Boston Arboretum and documenting my observations of the tree cover, sun path, circulation, noise and edge conditions on the three proposed sites.

71

site 2 - view from northeast path


Fall 2012

site 2 topography and sections

site 2 diagram

Sullivan & Slozak

B2.Project 1

site 2 documentation After documenting the three site options, I chose to focus on site 2 - a steep hill opening onto a field and the commuter rail line and one of the roads bordering the Arboretum.

site 2 - view from middle of the site

In order to identify the location for the new exhibition pavilion, I mapped the privacy levels of existing sub-spaces on the site.

72


SITE CONCEPT AND PROGRAM

site 2 - existing spatial layering

site and building concept In order to identify the best way to adopt the tectonic from Project 0 to the site, I studied existing spatial layering and the associated qualities. I derived a site approach concept for the exhibition pavillion - spatial layering through structural penetration - in order to highlight the existing spatial conditions on the site.

73

site parti - spatial layering through penetration


Fall 2012

program adjacencies diagrams - plan and section

program and circulation parti

Sullivan & Slozak

B2.Project 1

initial program diagram

final program diagram

site and program The site program for the education pavillion includes an entrance area , a staff office area, restrooms, utilities, and the exhibit space.

concept parti - preserving trees through tectonic implementation

The program layout on site corresponds to the similar levels of privacy of existing spaces on site. The smaller and more private staff and utility spaces are located nearest main pathways, in the smaller existing site openings.

74


TECTONIC AND MATERIALITY

exhiition pavilion initial site plan and section

relationship to trees

pavillion spatial quality The exhibiion pavilion interacts with the existing trees on the site through the application of the structural tectonic. The structure exists in balance with the existing site’s vegetation and the slope, while providing open spaces with varying fenestrations to reflect the level of required privacy. The pavilion brings visitors up into the canopies of the trees and brings their attention to the beauty and serenity of the surrounding site. facade studies

75

facade precedents

spatial ambience


Fall 2012

Sullivan & Slozak

B2.Project 1

pavillion materiality Taking the tectonic structure into consideration, I chose natural wood and corten steel as the primary building materials for the exhibition pavilion. The materials would create a rich texture and color juxtaposition to the rest of the site during various seasons.

76


THE EDUCATION PAVILLION

education pavillion plan

arboretum exhibition and education pavillion The education pavillion adapts to the steep site near Peter’s Hill and offers a unique treetop experience for the visitors. The tectonic system allows for circumnavigation of existing trees on site and highlights them as the focus of the education pavillion. The primary circulation corridors serve as important structural components and a distinct formal building element.

77

education pavillion on site

education pavilion top view


Fall 2012

Sullivan & Slozak

B2.Project 1

section model - circulation view

education pavillion - tectonic section

tectonics of the pavillion Through the application of the tectonic system developed in Project 0, the educational pavillion adapts to the steep slope of the site and navigates inbetween and around the magestic trees of the Arboretum. The pavillion’s stucture is suspended over the step terrain through the steel circulation corridors that support the layered floor and ceiling modules that make up the interior and exterior spaces.

pavillion entrance

78


//PROJECT 2: URBAN ANCHOR

Fall 2012 - Sullivan & Slozak - Six Weeks

This project was a culmination of the entire foundation studios and architectonics. Through this project I learned to synthesize considerations for human scale and experiences, address a sloping site and its complex urban context, develop a program concept and layout, and unify the design with a unified tectonic language and building system.

urban anchor site model

The urban anchor activates an empty lot in the Mission Hill neighborhood with a marketplace, a new gallery, and a public plaza.

80


SITE DOCUMENTATION AND OBSERVATIONS

NEIGHBORHOOD MATERIALITY

SITE VIEWS

[TYPES AND PROPORTIONS]

[ILLUSTRATED MAP]

TETRAD PALETTE

WOOD

ANALOGOUS PALETTE

MASONRY CONCRETE

2

1

COMPLIMENTARY PALETTE

3

STEEL GLASS

4

6

OLD MEETS NEW 5

7

9

8

81

site views documentation

site materiality

I began by documenting the views from and onto the site to understand how it is visually connected to the rest of the neighborhood and Boston in general. These observations guided my building orientation and views.

I examined the existing building materiality within the neighborhood surrounding the project site. This information gave me clues as to which building materials may be appropriate for my building.


Fall 2012

DEMOGRAPHICS AND POLITICAL BOUNDARIES ZIP ECONOMY

POLITICAL BOUNDARIES

Sullivan & Slozak

B2.Project 2

SITE SHADOW STUDY [TYPES AND PROPORTIONS] DECEMBER 22 [WINTER SOLSTICE]

MARCH 23 [SPRING EQUINOX]

The surrounding areas lack art, entertainment, recreational, educational and retail services. Consequently, this site could provide all of the above mentioned amenities to the community.

DEMOGRAPHICS

JUNE 22 [SUMMER SOLSTICE]

SEPTEMBER 23 [FALL EQUINOX]

All three census tracks surrounding the project site display an overall gender balance.

The three census tracts are dominated by younger populations between the ages of 20 and 34, which suggests that the neighborhood is economically accessible to them.

The neighborhood is made up of primarily white residents, yet there is cultural diversity injected into the community by African American, Black, Asian and other ethnicities.

The fact that over 80 percent of the neighborhood rents or leases their housing suggests a semitransient neighborhood and that the neighborhood will likely fluedly transform in the next ten to twenty years.

* Sources: Boston Redevelopment Authority - www.mapjunction.com, Census Tracts publication; U.S. Fact Finder website for census information.

site views documentation

demographics and geography

I began by documenting the views from and onto the site to understand how it is visually connected to the rest of the neighborhood and Boston in general. These observations guided my building orientation and views.

I focused on complex demographic and political information as one of the influencing factors on the programmatic and formal design of the urban center.

82


MARKET PRECEDENTS AND TECTONIC ITERATIONS

copley square market - urban uses and circulation

la nolli site access and edges

pike place market [seattle, wa] market precedents

To understand the spatial and programmatic needs of a marketplace I looked at three precedents - two in Boston and one in Seattle. Analyzing the precedents helped me distill typical spatial organization, circulation patterns, and relationships to urban scale uses. Looking at precedents was helpful in understanding markets and influenced my focus on designing an urban landmark.

83

haymarket [boston, ma]

market uses and circulation


Fall 2012

Sullivan & Slozak

B2.Project 2

tectonic evolution

In parallel to site and program analysis, I continued to develop my tectonic concept. I aimed to apply the tectonic of suspended layering through penetration to the macro scale of the building, while maintaining the tectonic relationship on the micro level of the building system. The tectonic system is derived from the Project 0 apparatus, which is a manifestation of suspended layering through penetration. The overall building form expresses the tectonic of layering through penetration, while the structural system used to generate the forms is also based on the same tectonic, creating a sort of fractal architecture. The wall, floor, and ceiling system was further developed to enclose space and address a steep slope in Project 1, and now adapted for the larger scale of the Brigham Circle program. The tectonic creates a structural system that serves as the primary space enclosure and decorative faรงade system by implementation of changes in materiality.

84


PROGRAM AND SITE ANALYSIS

program analysis and development

In order to better understand the market program requirements, I examined all of the suggested subspaces in axonometric and plan format. This exercise helped me better understand the size of the spaces when I transitioned into scaled models, which resulted in architecture that was scaled appropriately for the program and the neighborhood.

program adjacencies

85


Fall 2012

urban use diagram relative to site

Sullivan & Slozak

B2.Project 2

site urban stitching human fabric site concepts: Stitching, layering, and sequence

During site analysis I identified urban relationships that related to my tectonic concept of suspended layering through penetration. I wanted the building to embody this architectonic both physically and metaphysically. The project site stitches together different human fabrics and urban uses through its programmatic and formal relationships. The site penetrates layers of urban uses and zones, at once separating and unifying them. The site’s axis is parallel to a sequence of urban massing from small to large buildings, which parallel the urban use layers. site axis urban massing diagram

86


PROGRAMMATIC AND TECTONIC CONCEPT DEVELOPMENT

87

project site axon

program parti I

project site edges diagram

program parti II


Fall 2012

Sullivan & Slozak

B2.Project 2

program concept parti i program parti I - sketch sections

The program reflects the progression from private to public spaces in response to the site conditions. Formally, the market relates to the volumetric gradation on the urban scale along the site axis.

program parti Ii - sketch sections

program concept parti ii

The program is formally expressed through suspended layering and penetration to reflect the existing layering of spatial uses – from the private residential to the public institutional – and to respond to the surrounding skyline and the grade of the site.

88


THE URBAN ANCHOR - FINAL DESIGN

MASSING ITERATIONS [SCALE: 1/32” = 1’0”]

FINAL MASSING ON SITE [SCALE: 1/32” = 1’0”]

89

FINAL MASSING ON SITE [SCALE: 1/32” = 1’0”]

FINAL DESIGN MODEL [SCALE: 1/16” = 1’0”]


Fall 2012

Sullivan & Slozak

B2.Project 2

cladding and fenestration detail

FINAL DESIGN SECTION MODEL [SCALE: 1/4” = 1’0”]

90


THE URBAN ANCHOR: COMMUNITY MARKET CENTER

91


Fall 2012

Sullivan & Slozak

B2.Project 2

THE COMMUNITY MARKET CENTER EXPERIENCE

The urban anchor activates an empty lot in the Mission Hill neighborhood with a marketplace, a new gallery, and a public plaza. Residents and visitors are invited to shop at the market on the hill, relax or listen to a live performance in the urban room, discover local artists at the iconic gallery space, or participate in a community workshop while suspended above the site with sweeping views of Mission Hill. The community market center serves as an architectonic urban anchor through integration of neighborhood analysis, satisfaction of programmatic requirements, and a unique structural aesthetic.

92


//PRACTICE ESSAY Parallel to my academic growth as a designer I developed professionally. My practice experiences have ranged from free-lancing, to gateway involvement, to an internship in an architectural firm. As my professional experiences have evolved to be more focused on architecture, I find my learning to be increasingly symbiotic between work and school. I found myself constantly learning both at work and at school, and often these were different lessons, but sometimes similar. For example, working on a real project with a budget I found that there is little time for the pristine design process that I was taught in studio, but I found that time management skills are important both in academics and in the office. Through working on construction documents I understood why our studio instructors ask us to produces certain types of drawings – they are preparing us to clearly and concisely explain our designs so that someone else can actually construct them. Academic classes have equipped me with basic visual and verbal communication skills, which I will continue to develop throughout my career. While firm tours and the internship experiences have exposed me to the realities of the profession so that I have developed an optimistically pragmatic understanding of the industry and given me tracks to consider as I design my career. I have learned that design and communication skills can be applied in many other fields and that networking and critical thinking are the most valuable to professional development and success. I am still in the process of choosing a path within the profession, but I feel confident that I will find it soon by continuing in the concurrent curriculum at the BAC.

93


//AEDIS ARCHITECTURE AND PLANNING

June 2009 - August 2012

AEDIS Architecture and Planning is a midsize architectural firm in San Jose, California, that focuses on public school projects. The firm provides services ranging from masterplanning, to design and constuction administration on various sizes of projects, which range from interior renovations, to entire school district modernizations and multi-phase campus expansions. I began working as an intern for AEDIS in June 2009. I started out scanning, archiving and filing construction administration submittals and as-built drawings. Gradually, I had the opportunity to work on small presentation sets for clients, picking up redlines, make color board, lay out and keynote construction drawings, conduct site verifications, attend client meetings and design details for a small renovation project. Over the cumulative two and a half years of working at AEDIS I gained many technical skills related to project production, but I have also learned about how an architectural firm is structured and about all the players involved in the execution of a single project. Most importantly, I learned that architecture is a team effort., no matter the scope and complexity of a project.

94


CEDAR GROVE ELEMENTARY SCHOOL MASTER PLAN - PROPOSAL SET [08.2010]

CEDAR GROVE ELEMENTARY SCHOOL MASTER PLANNING 2702 SUGARPLUM DRIVE, SAN JOSE, CA 95148

LOCATION MAP

SCOPE OF SITE WORK

INDEX OF DRAWINGS

-

T1

TITLE SHEET

PR-1

SITE ANALYSIS & SOLAR STUDY

PR-2

OVERALL PROGRAM

PR-3

PROGRAM SPACES & SITE AREAS

PR-4

PROGRAM RELATIONSHIPS: MASTERPLANNING STRATEGIES & CONSIDERATIONS

PR-5

PROGRAM RELATIONSHIPS: ADMINISTRATION AND MEDIA CENTER

PR-6

PROGRAM RELATIONSHIPS: KINDERGARTEN

PR-7

CIRCULATION AND PROGRAM SITE PLAN

PR-8

GRADING AND PLANNING STRATEGY

PR-9

FIRST FLOOR PROGRAM

SITE GRADING STORM DRAINAGE SITE UTILITIES PARKING AND DROP-OFF BUS LANE PAVED AREAS PLAY APPARATUS AREAS COURTYARDS AND CONCRETE FLATWORK BIKE ENCLOSURE TRASH ENCLOSURE FENCING LANDSCAPING ALLOWANCE SITE FURNISHINGS

SCOPE OF PROGRAM -

TITLE SHEET

This was the firts active project that I had the opportunity to take part in. I worked with one colleague to complete the set under direction from a principal.

95

KINDERGARTEN GRADES 1 - 6 CLASSROOMS MUSIC / RSP CLASSROOMS SPECIAL EDUCATION CLASSROOM (K-2) SPECIAL EDUCATION CLASSROOM (3-6) CHILDCARE ROOM SPEECH AND LANGUAGE PSYCHOLOGIST ELD, PIP ADMINISTRATION FACULTY LUNCH ROOM FACULTY WORK ROOM MEDIA RESOURCE CENTER - LIBRARY STUDENT RESTROOMS CUSTUDIAL, ELECTRICAL STORAGE FOOD SERVICE MULTI PURPOSE STORAGE MULTI-PURPOSE BUILDING (EXISTING)

PR-10 SECOND FLOOR PROGRAM PR-11 MASTERPLAN PR-12 ENLARGED PARTIAL 3D MASTERPLAN: NORTHWEST PR-13 ENLARGED PARTIAL 3D MASTERPLAN: WEST PR-14 MULTI-USE CONVERSION PR-15 EXISTING VS NEW SITE PLAN

CEDAR GROVE ES MASTER PLANNING EVERGREEN ELEMENTARY SCHOOL DISTRICT

A E D I S

FILE NO.: ARCHITECTURE & PLANNING JOB NO.

1494 Hamilton Avenue

tel: (408) 264 - 2000

San Jose, CA., 95125

fax: (408) 264 - 2500

I laid out all of the sheets in the set, while my colleague took care of part of the graphics and text.

DATE

43-15 2010026 07/06/2010

SHEET

T1


AEDIS ARCHITECTURE & PLANNING

SUSTAINABLE STRATEGIES IN ADDRESSING SITE CONDITIONS

1) SLOPING AND NATURAL TOPOGRAPHY a. UTILIZING NATURAL WIND CONDITIONS FOR VENTILATION AND COOLING b. MINIMIZING BUILDING FOOTPRINT 2) SOLAR ORIENTATION AND BUILDING SHAPE a. NORTH-SOUTH ORIENTATION TO CAPTURE NATURAL DAYLIGHTING b. LIMIT SOLAR HEAT GAIN FOR LOWER HVAC ENERGY LOADS 3) ANALYSIS OF EXISTING UTILITIES AND BUILDINGS a. ADAPTATION AND REUSE OF MULTIUSE b. ANALYZE EXISTING UTILITIES FOR POSSIBLE REUSE

ESTIMATED DATE OF CONSTRUCTION: 2014 NEW REQUIREMENTS AND CODE IMPLICATION OF (C3) CHANGES THROUGH F.E.M.A. AND WATER CONTROL BOARD 4) CLEANING RUNOFF WATER AND SITE WATER RETENTION a. CAPTURING WATER RUN OFF INTO BIOSWALES DURING STORMS b. CONTROLLED RELEASE OF WATER IN BASINS c. CLEAN ROOFS d. ALL RAIN WATER LEADERS MUST BE DIRECTED TO LANDSCAPE 5) HYDRO MODIFICATION CALCULATIONS a. WATER QUALITY ANALYZED FOR TODAY VERSUS TOMORROW 6) INCLUDES ALL RUNOFF FOR BUILDINGS, PARKING LOTS, AND PLAY AREAS

CEDAR GROVE ES MASTER PLANNING EVERGREEN ELEMENTARY SCHOOL DISTRICT

A E D I S SITE ANALYSIS & SOLAR STUDY

FILE NO.:

43-15

JOB NO.

2010026 05/17/10

ARCHITECTURE & PLANNING

1494 Hamilton Avenue

tel: (408) 264 - 2000

San Jose, CA., 95125

fax: (408) 264 - 2500

DATE

SHEET

PR - 1

I created the solar and wind diagram for the project site through a combination of satellite imagery, a wirefram model and Photoshop editing.

96


* **

USE AS COLOR GUIDE TO PR-4 SITE AREA FIGURES PER "GUIDE TO SCHOOL SITE ANALYSIS AND DEVELOPMENT"- 2000 EDITION CEDAR GROVE ES MASTER PLANNING EVERGREEN ELEMENTARY SCHOOL DISTRICT

A E D I S OVERALL PROGRAM

I created a spreadsheet listing all of the projected program spaces based on precedents of similar scope designed by the firm.

97

FILE NO.:

43-15

JOB NO.

2010026 05/04/10

ARCHITECTURE & PLANNING

1494 Hamilton Avenue

tel: (408) 264 - 2000

San Jose, CA., 95125

fax: (408) 264 - 2500

DATE

SHEET

PR - 2


AEDIS ARCHITECTURE & PLANNING

1ST GRADE

2ND GRADE

3RD GRADE

4TH GRADE

5TH GRADE

6TH GRADE

4025 sq ft.

4025 sq ft.

4025 sq ft.

4025 sq ft.

4025 sq ft.

4025 sq ft.

FIELD AREA A 120' X 90'

FIELD AREA A 120' X 90'

7 Classrooms Grades 1-2

14 Classrooms Grades 3-6

KINDERGARTEN

INSTRUCTIONAL SPACES

5400 sq ft.

4,540 sq ft.

FIELD AREA A 120' X 90'

HARD-COURT AREA B 75' X 60'

HARD-COURT AREA B 75' X 60'

HARD-COURT AREA B 75' X 60'

HARD-COURT AREA B 75' X 60'

HARD-COURT AREA B 75' X 60'

HARD-COURT AREA B 75' X 60'

MEDIA CENTER & FACULTY

5,150 sq ft.

9 Instructional Spaces (Non-Classroom) MISCELLANEOUS SUPPORT

APPARATUS APPARATUS AREA C AREA C 64' X 50' 64' X 50'

APPARATUS AREA C 64' X 50'

APPARATUS APPARATUS AREA C AREA C 64' X 50' 64' X 50'

APPARATUS AREA C 64' X 50'

FIELD AREA E 180' X 120'

ADMINISTRATION

2,123 sq ft.

FIELD AREA E 180' X 120'

FIELD AREA D 180' X 180'

14 Administrative Spaces

ALTERNATIVE EDUCATION CENTER

FIELD AREA D 180' X 180'

3,670 Sq.Ft. 10,330 Sq.Ft.

2

14 Media Resource Center & Faculty Spaces

APPARATUS AREA C 64' X 50'

HARD-COURT AREA B 75' X 60'

FIELD AREA D 180' X 180'

4 Kindergarten Classrooms

APPARATUS APPARATUS AREA C AREA C 64' X 50' 64' X 50'

FIELD AREA D 180' X 180'

HARD COURT AREA F 100' X 80'

HARD COURT AREA F 100' X 80'

HARD COURT AREA F 100' X 80'

HARD COURT AREA F 100' X 80'

HARD COURT AREA F 100' X 80'

HARD COURT AREA F 100' X 80'

SITE AREAS PER CBC 1" = 100'-0"

15 Support and Service Spaces CEDAR GROVE ES MASTER PLANNING EVERGREEN ELEMENTARY SCHOOL DISTRICT

14 Alternative Education Spaces

A E D I S PROGRAM SPACES 1 1" = 100'-0"

FILE NO.:

43-15

JOB NO.

2010026 05/04/10

ARCHITECTURE & PLANNING

1494 Hamilton Avenue

tel: (408) 264 - 2000

San Jose, CA., 95125

fax: (408) 264 - 2500

DATE

SHEET

PR - 3

I created scaled forms of the program elements to illustrate their relative sizes and associations. These shapes were used by my colleague in adjacency diagrams.

98


CONCRETE PAVING / BUILDING PADS - SLOPE AT 0.5% - 2.0%

TURF - GRASS AND LANDSCAPE SLOPE AT 1.5% - < 4.0%

USES AND ACTIVITIES: BUILDING FOUNDATIONS, PEDESTRIAN CIRCULATION

USES AND ACTIVITIES: BIO SWALES, PLAYFIELDS SOCCER, RECREATIONAL ACTIVITY CONCRETE PAVING / BUILDING PADS SLOPE AT 0.5% - 2.0% USES AND ACTIVITIES: BUILDING FOUNDATIONS, PEDESTRIAN CIRCULATION

ASPHALT PAVEMENT SLOPE AT 0.5% - 2.0% USES AND ACTIVITIES: PARKING AND VEHICLE CIRCULATION

ASPHALT PAVING, RUBBER PLAY MATTING, SLOPE AT 1.0% - 2.0% USES AND ACTIVITIES: HARDCOURTS - BASKETBALL COURTS, APPARATUS AREA, KINDERGARTEN PLAY AREAS

GRADE CHANGE OBJECTIVES FOR CAMPUS

ASPHALT PAVEMENT SLOPE AT 0.5% - 2.0%

TURF FIELDS 105,000 SQ.FT.

ALTERNATIVE EDUCATION PROGRAM

1) BALANCE CUT AND FILL ON SITE a. LIMITING GRADING WITH NEW FILL OR SOIL REMOVAL b. PRESERVING ECOLOGICAL BALANCE OF SITE c. ECONOMIZING BY BUILDING ON PRE-ENGINEERED SOIL

USES AND ACTIVITIES: PARKING AND VEHICLE CIRCULATION

2) MINIMIZATION OF BUILDING FOOTPRINT a. BUILDING TWO STORY CLASSROOM BUILDINGS b. CLUSTERING BUILDING LAYOUT c. REPROGRAMING OF (E) MULTIUSE BUILDING 3) CONFORM WITH NATURAL SITE TOPOGRAPHY a. PRESERVING EXISTING WATER RUNOFF PATTERN b. MEETING NEW FEMA / WATER CONTROL BOARD STANDARDS FOR 2014

PAVED PLAY AREA 39,000 SQ.FT. MAIN ELEMENTARY SCHOOL PROGRAM BUS AND KINDERGARTEN DROP OFF & STAFF PARKING

DROP OFF AND SHORT TERM PARKING NEW MEDIA CENTER

CEDAR GROVE ES MASTER PLANNING EVERGREEN ELEMENTARY SCHOOL DISTRICT

A E D I S

tectonic assembly GRADING AND PLANNING STRATEGY

I modeled the site terrain in SketchUp and created the exploded diagram that was labeled by my colleague.

99

FILE NO.:

43-15

JOB NO.

2010026 06/11/10

ARCHITECTURE & PLANNING

1494 Hamilton Avenue

tel: (408) 264 - 2000

San Jose, CA., 95125

fax: (408) 264 - 2500

DATE

SHEET

PR - 8


AEDIS ARCHITECTURE & PLANNING

EXISTING MULTIUSE TO BE MODERNIZED AND REPROGRAMED TO BECOME NEW MEDIA CENTER 1)

EXISTING MULTIUSE SQUARE FOOTAGE 11,200SQ.FT. UTILIZED TO HOUSE: a. NEW MEDIA CENTER b. FACULTY WORK AND LUNCH ROOMS c. RESOURCE SPECIALIST PROGRAM

2)

CENTRALIZED LOCATION ADJACENT TO NEW ADMINISTRATION a. SHARE RESOURCES AND SPACE

EXTERIOR ELEVATION - WEST

MULTIUSE TO BE MODERNIZED

S18

CLASSROOM BLDG B (TO BE DEMOLISHED)

READING AREA

S14 S21

S17

S17

STACKS

STACKS

FACULTY LUNCH ROOM

L1 S21 STUDY ISLANDS

S16

S19

WORKROOM

RESOURCE SPECIALIST PROGRAM

NEW ADMIN

S16

S20

S23

S16

FACULTY RESTROOMS

S15

CHECK OUT

STUDENT RESTROOMS

EXTERIOR ELEVATION - SOUTH

FACULTY WORKROOM

S23 STUDENT RESTROOMS

EXTERIOR ELEVATION - NORTH

CEDAR GROVE ES MASTER PLANNING EVERGREEN ELEMENTARY SCHOOL DISTRICT

EXTERIOR ELEVATION - EAST

spatial translation MULTI-USE CONVERSION 1

A E D I S

FILE NO.:

43-15

JOB NO.

2010026 05/18/10

ARCHITECTURE & PLANNING

1494 Hamilton Avenue

tel: (408) 264 - 2000

San Jose, CA., 95125

fax: (408) 264 - 2500

DATE

SHEET

PR - 14

1" = 20'-0"

I overlaid the new program of the existing multi-use, which would be renovated for administrative and library uses.

100


FREMONT HIGH SCHOOL CAFETERIAL RENOVATION - 3D CAMPUS MODEL

VIEW OF FREMONT HS [LOOKING SOUTH]

VIEW OF FREMONT HS [LOOKING NORTH-WEST]

VIEW OF FREMONT HS SKETCH-UP MODEL [LOOKING NORTH-WEST]

I modeled a portion of an existing high -school campus using Sketch-Up for use during schematic design for a new cafeteria by the firm’s design team.

SATELLITE VIEW OF FREMONT HS

101

top VIEW OF FREMONT HS sketch-UP model

I modeled the campus based on archived as-built drawings and satellite imagery from Google Maps.


SAN JOSE CITY COLLEGE MATH & ARTS BUILDING - COLOR BOARDS

AEDIS ARCHITECTURE & PLANNING

RENDERING OF THE NEW MATH AND ARTS BUILDING

RENDERING OF THE NEW MATH AND ARTS BUILDING

I chose interior finish options and compiled color boards based on the project master specifications for the client to choose from. I expanded my knowledge of specificatio naviation, the product library and communication with product representatives during this project.

option 1 interior color boards

option 2 interior color boards

102


PRODUCED BY AN AUTODESK STUDENT PRODUCT BURRELL FIELD RENOVATION - DESIGN DEVELOPMENT SET LAYOUTS A6.02 9

19 TYP.

TYP.

17

16

13 TYP.

11 TYP.

14

17

16

19 TYP.

3

2

4

7

AEDIS

30' - 0"

ARCHITECTURE & PLANNING 10' - 0"

10' - 0"

www . aedi sgroup . com 1494 Hamilton A v e, San Jose, CA 9 5 1 2 5 tel: (408)-264-2000 fax: (408)-264-2500

10' - 0" 11"

67"

PROJECT 8 3/8"

1

9 TYP.

5' - 0"

1

42"

7

TYP.

15

3

4 TYP.

TYP.

8 TYP.

34"

6"

18"

18" 6"

12 TYP.

10

60"

8

TYP.

35 1/8"

2

WOMEN'S - EAST 1/4" = 1'-0"

28"

CLEAR

7

TYP.

7

35 1/8"

1

1

7 TYP. 42"

78 1/2"

60"

10

32"

40"

34" 8

9

WOMEN'S - NORTH 1/4" = 1'-0"

12"

58"

CLEAR

65 1/4"

2 2

6

12"

23

A

BURRELL FIELD PACIFIC SPORTS COMPLEX

34"

EQ EQ

TYP.

2 TYP.

60" MIN. DIAMETER CLR

16

17

19 TYP.

32"

18"

SEMI-AMBULATORY TOILET STALL

8 TYP. 36"

19 TYP.

60" MIN. 42"

36' - 0"

A6.02

4

12

8

10

2

8 TYP.

WOMEN'S - SOUTH 1/4" = 1'-0"

9

10

6

3

A3.02

13

7 30" X 48" D.A. CLR

WOMEN'S - WEST 1/4" = 1'-0"

30" X 48" D.A. CLR

WOMEN'S

12

MEN'S 12 TYP.

1

STORAGE 17

11 TYP.

2

3

16 9' - 9 1/2"

17

11

A3.02

5

19 7

A6.02

2 TYP. 8

8

CONSULTANT

DIAMETER CLR

6 TYP. 2

9 4

20 TYP.

12"

15

72" TYP.

11

16

5

A3.02

ELEC.

2

30" X 48" D.A. CLR

3

3 15

4

4

TYP. 11 TYP.

4 12 TYP.

18

4 TYP.

2' - 2"

14 36"

STAMP 36"

B 4' - 3"

1

10

8

15

9

MEN'S - NORTH 1/4" = 1'-0"

11

23

4' - 0"

4' - 0"

22

MEN'S - EAST 1/4" = 1'-0"

3 STATE A6.02 DSA FILE NUMBER

17

13 TYP.

11 TYP.

19 TYP.

9 TYP.

IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECT

16

1 17

16

TOILET ROOM - ENLARGED FLOOR PLAN 1/4" = 1'-0"

APPL # AC ______ FLS ______ SS______ DATE

REVISIONS 17

17

21

21

17

21

17

21

No.

34" 12 TYP.

12

MEN'S - SOUTH 1/4" = 1'-0"

13

4 TYP.

Date

3

5

6

20 TYP.

TYP.

8

TYP.

2 TYP.

7

1

MEN'S - WEST 1/4" = 1'-0"

NAME

NUMBER

FLOOR

BASE

WAINSCOT

WOMEN'S MEN'S STORAGE ELEC.

1 2 3 4

TILE TILE SEALED CONCRETE SEALED CONCRETE

TILE TILE RWB RWB

TILE TILE FRP

FINISH SCHEDULE WALL

CEILING

COMMENTS 18

3/19/2012 10:17:38 AM D:\My Documents\Practice 2011-1012\2011 Summer - AEDIS\2011013 - Burrell Field Renovation\Burrell Field-Restrooms-LOCAL.rvt

Description

40"

12

GYP. BD. PAINTED GYP. BD. PAINTED GYP. BD. PAINTED GYP. BD. PAINTED

GYP. BD. PAINTED GYP. BD. PAINTED GYP. BD. PAINTED GYP. BD. PAINTED

2

STORAGE - NORTH 1/4" = 1'-0"

3

STORAGE - EAST 1/4" = 1'-0"

18

4

STORAGE - SOUTH 1/4" = 1'-0"

5

STORAGE - WEST 1/4" = 1'-0"

N

MILESTONES

SD DD 25% CD 50% CD 75% CD DSA SUB

GENERAL SHEET NOTES

ENLARGED PLAN NOTES

GRAPHIC KEY

A.

REFER TO FINISH SCHEDULE FOR INTERIOR FINISHES NOT SHOWN ON ELEVATIONS. PROVIDE 6" CONCRETE CURB AT ALL EXTERIOR WALLS AND TOILET ROOM WALLS.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

WALL TYPES:

B.

C. ALL TOILET ROOM STUD WALLS SHALL HAVE NEW SOUND ATTENUATION INSULATION. D. PROVIDE WALL BLOCKING AT ALL TOILET FIXTURE AND ACCESSORY MOUNTING LOCATIONS. SEE TYPICAL BACKING AND BLOCKING DETAILS. E.

FOR TOILET ROOM FIXTURE MOUNTING HEIGHTS, SEE TYPICAL FIXTURE MOUNTING HEIGHTS DETAIL.

F.

FOR SHOWER STALL FIXTURE MOUNTING HEIGHTS, SEE FIXTURE MOUNTING HEIGHTS @ ACCESSIBLE SHOWER STALL DETAIL.

G. WATER SUPPLY AND DRAIN PIPES ACCESSIBLE UNDER LAVATORIES SHALL BE INSULATED OR OTHERWISE COVERED. THERE SHALL BE NO SHARP OR ABRASIVE OBJECTS OR SURFACES UNDER LAVATORIES, TYP.

WALL MOUNTED D.A. WATERCLOSET WALL MOUNTED WATERCLOSET D.A. LAVATORY LAVATORY WALL MOUNTED D.A. URINAL WALL MOUNTED URINAL GRAB BAR TOILET PAPER DISPENSER TOILET SEAT COVER DISPENSER SANITARY TRASH SOAP DISPENSER PAPER TOWEL DISPENSER AND SEMI-RECESSED TRASH RECEPTACLE MIRROR 20" X 30" MIRROR 24" X 30", W/METAL SHELF DIAPER CHANGING STATION CERAMIC TILING GYP. BD., PAINT TYP. MOP SINK TOILET PARTITION URINAL SCREEN SANITARY WALL PANELS (FRP) D.A. HIGH-LOW DRINKING FOUNTAIN RAIN WATER LEADER, PAINT TYP.

SHEET

EXISTING WALL TO REMAIN. WALL TYPE. REFER TO SHEET XX/AXX.XX FOR WALL TYPE DESCRIPTION, FIRE RATING LISTING, AND SOUND RATING WHERE APPLICABLE, TYP. W1

W1 STUD WALL.

1HR CORRIDOR WALL.

2HR AREA SEPARATION WALL.

CMU WALL.

DATE

XX/XX/XX JOB #

SEMI RECESSED FIRE EXTINGUISHER CABINET. SURFACE MOUNTED FIRE EXTINGUISHER CABINET.

FIRE EXTINGUISHER CABINETS.

I rearranged the restroom plan to comply with ADA 2010 standards. I learned a lot about accessibility requirements in the process.

PRODUCED BY AN AUTODESK STUDENT PRODUCT

I keynoted all finishes and fixtures.

ENLARGED RESTROOM PLANS & INTERIOR ELEVATIONS

1HR OCCUPANCY SEPARATION WALL.

FIXTURE TYPES:

I laid out the sheets in Revit by generating views from a model that a senior co-worker created.

103

SAN LEANDRO UNIFIED SCHOOL DISTRICT

19 TYP.

44"

9 TYP.

16 24' - 0 1/2"

17

2011013.00

SHEET #

A3.02

PRODUCED BY AN AUTODESK STUDENT PRODUCT

PRODUCED BY AN AUTODESK STUDENT PRODUCT

1

1


PRODUCED BY AN AUTODESK STUDENT PRODUCT

AEDIS ARCHITECTURE & PLANNING

A.

ROOM NAMES OR NUMBERS MAY NOT BE CONSISTANT BETWEEN DEMOLITION AND NEW FLOOR PLANS.

B.

REFER TO STRUCTURAL, MECHANICAL, PLUMBING, AND ELECTRICAL DRAWINGS FOR EXTENT OF STRUCTURAL, MECHANICAL, PLUMBING, AND ELECTRICAL WORK.

1

1 1

1

24

2

23

3

30' - 0"

21

3' - 1"

10' - 0"

9' - 8"

20

18

9' - 3"

9

17

13

E.

ALL EXTERIOR STUD WALLS SHALL HAVE MIN. R-21 FOIL BACKED INSULATION.

7

F.

ALL TOILET ROOM STUD WALLS SHALL HAVE NEW SOUND ATTENUATION INSULATION.

A

I.

FOR SHOWER STALL FIXTURE MOUNTING HEIGHTS, SEE FIXTURE MOUNTING HEIGHTS @ ACCESSIBLE SHOWER STALL DETAIL.

J.

WATER SUPPLY AND DRAIN PIPES ACCESSIBLE UNDER LAVATORIES SHALL BE INSULATED OR OTHERWISE COVERED. THERE SHALL BE NO SHARP OR ABRASIVE OBJECTS OR SURFACES UNDER LAVATORIES, TYP.

23

24

22

23

6' - 9"

30" x 48" D.A. CLR 60" MIN.

41"

43"

19"

24

4

25

DIAMETER CLR

11

DIAMETER CLR 30" x 48" D.A. CLR

6

44"

1

A3.01

9

2

A6.01

FLOOR PLAN NOTES

10

STORAGE

49"

CONSULTANT

12

6' - 3"

14

15

A3.01

CONCESSIONS

7

11

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

30" x 48" D.A. CLR

25

B 22 6

4

5

3

2 10

17

13

11

12

19

9

13

22

2

4' - 0" 3

10

STORAGE INTERIOR ELEVATION - C SCALE : 1/4" = 1'-0"

11 STORAGE INTERIOR ELEVATION - D SCALE : 1/4" = 1'-0"

1

CONCESSION BUILDING - FLOOR PLAN SCALE : 1/4" = 1'-0"

3 A6.01

16

13

20

9

24

23

13

13

13

23

7

13

Finish Schedule FLOOR

BASE VINYL COVE BASE VINYL COVE BASE

WAINSCOT FRP FRP

WALL

CEILING

COMMENTS

GYP., PAINTED GYP., PAINTED

S.S. WIRE SHELVING S.S. WIRE SODA RACK SHELVING MOP SINK D.A. HANDWASH SINK SOAP DISPENSER PAPER TOWEL DISPENSER WALL MOUNTED STAFF LOCKERS, 1 D.A. AND 3 STANDARD 3-COMPARTMENT SINK ROLL UP SERVICE WINDOW W/S.S. COUNTER S.S. WORK TABLE 24" x 72" S.S. WORK TABLE 24" X 60" S.S. WORK TABLE 24" X 48" S.S. WALL SHELF REFRIGERATOR FREEZER ELECTRIC WARMER ICE AND BEVERAGE DISPENSER HOT DOG MACHINE MICROWAVE NACHO CHEESE WARMER COFFEE MAKER WATER HEATER SANITARY WALL PANELS (FRP) GYP. BD., PAINT TYP. RAIN WATER LEADER, PAINT TYP.

STAMP

9

9' - 1"

SHEET VINYL SHEET VINYL

10' - 8"

ROOM NUMBER

10"

ROOM NAME

CONCESSIONS 11 STORAGE 12

BURRELL FIELD PACIFIC SPORTS COMPLEX SAN LEANDRO UNIFIED SCHOOL DISTRICT

60" MIN. DIAMETER8CLR

4 60" MIN.

15' - 0"

STORAGE INTERIOR ELEVATION - B SCALE : 1/4" = 1'-0"

A6.01

2

3

A3.01

44"

9

6' - 9 1/2"

6' - 3" STORAGE INTERIOR ELEVATION - A SCALE : 1/4" = 1'-0"

2' - 6"

8

2 5

PROJECT

H. FOR TOILET ROOM FIXTURE MOUNTING HEIGHTS, SEE TYPICAL FIXTURE MOUNTING HEIGHTS DETAIL.

1

13 16

www . aedi sgroup . com 1494 Hamilton A v e, San Jose, CA 9 5 1 2 5 tel: (408)-264-2000 fax: (408)-264-2500

G. PROVIDE WALL BLOCKING AT ALL TOILET FIXTURE AND ACCESSORY MOUNTING LOCATIONS. SEE TYPICAL BACKING AND BLOCKING DETAILS.

8

9' - 0"

12

AEDIS ARCHITECTURE & PLANNING

D. PROVIDE 6" CONCRETE CURB AT ALL EXTERIOR WALLS AND TOILET ROOM WALLS.

40' - 0"

8' - 0"

10' - 7"

C. REFER TO STRUCTURAL DRAWINGS FOR ALL FRAMING AND STRUCTURAL MEMBER SIZES.

STATE 13 DSA FILE NUMBER

5' - 0"

2' - 10"

5 8

IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECT

APPL # AC ______ FLS ______ SS______

21

2

8

12

6

CONCESSIONS INTERIOR ELEVATION 1 - A SCALE : 1/4" = 1'-0"

4

DATE

CONCESSIONS INTERIOR ELEVATION 1 - B SCALE : 1/4" = 1'-0"

3

REVISIONS

No. 17

19

18

17

Description

Date

15

15

14

23

24

16

13

21

7

4

12

11

14

12

CONCESSIONS INTERIOR ELEVATION 1 - C SCALE : 1/4" = 1'-0"

MILESTONES

CONCESSIONS INTERIOR ELEVATION 1 - D SCALE : 1/4" = 1'-0"

5

3/14/2012 9:07:50 PM D:\My Documents\Practice 2011-1012\2011 Summer - AEDIS\2011013 - Burrell Field Renovation\Burrell Field-Concessions-LOCAL.rvt

GRAPHIC KEY 17

18

19

13

17

23

24

9

13

14

WALL TYPES:

EXISTING WALL TO REMAIN. WALL TYPE. REFER TO SHEET XX/AXX.XX FOR WALL TYPE DESCRIPTION, FIRE RATING LISTING, AND SOUND RATING WHERE APPLICABLE, TYP.

SD DD 25% CD 50% CD 75% CD DSA SUB

SHEET

W1

W1

STUD WALL.

1HR CORRIDOR WALL. 6 1HR OCCUPANCY SEPARATION WALL.

2HR AREA SEPARATION WALL. 14

11

12

4

7

10

FLOOR PLAN & INTERIOR ELEVATIONS

CMU WALL. 6

CONCESSIONS INTERIOR ELEVATION 2 - A SCALE : 1/4" = 1'-0"

7

CONCESSIONS INTERIOR ELEVATION 2 - C SCALE : 1/4" = 1'-0"

FIXTURE TYPES: SEMI RECESSED FIRE EXTINGUISHER CABINET. SURFACE MOUNTED FIRE EXTINGUISHER CABINET. F.E.C.

F.E.C. FIRE EXTINGUISHER CABINETS.

DATE

XX/XX/XX JOB #

2011013.00

PRODUCED BY AN AUTODESK STUDENT PRODUCT

SHEET #

A3.01

I generated, laid out and keynoted the views on the sheet and added ADA notes to the plan.

PRODUCED BY AN AUTODESK STUDENT PRODUCT

PRODUCED BY AN AUTODESK STUDENT PRODUCT

GENERAL SHEET NOTES A6.01

104


SAN JOSE CITY COLLEGE - INTERIOR PAINTING GUIDE [12.2011] AEDIS

AEDIS

ARCHITECTURE & PLANNING

SAN JOSE CITY COLLEGE MD & ARTS BUILDING - INTERIOR PAINTING GUIDE

FIRST FLOOR

SECOND FLOOR

ARCHITECTURE & PLANNING

SAN JOSE CITY COLLEGE MD & ARTS BUILDING - INTERIOR PAINTING GUIDE

THIRD FLOOR

FACULTY RESTROOM

TYP. FACULTY OFFICE

P-1

P-1

DEWC

P-1

PT-3 PT-1

WEST

NORTH

WEST

NORTH

P-1

P-1

P-1

PT-2 P-3

PT-1

RWB-1 EAST

PAINTING KEY PLAN

AEDIS

PG 0.1

SOUTH

MD BLDG - TYP. FACULTY OFFICE AND RESTROOM

AEDIS

ARCHITECTURE & PLANNING

EAST

SOUTH

PG 1.4

ARCHITECTURE & PLANNING

SAN JOSE CITY COLLEGE MD & ARTS BUILDING - INTERIOR PAINTING GUIDE

SAN JOSE CITY COLLEGE MD & ARTS BUILDING - INTERIOR PAINTING GUIDE

P-1 P-6

P-5

AWP-1

P-6

PLAM-1

P-5

OPEN

RWB-1

WEST

NORTH SSC-1

RWB-1

WEST

NORTH RWB-2

RWB-2

AWP-1

P-1 P-5

AWP-1

P-6

P-6

P-1 PLAM-1

EAST

EAST

SOUTH

SOUTH RWB-1

SSC-1

RWB-2

RWB-2

RWB-1 RCF

MD BLDG - FACULTY BREAK ROOM (212)

105

PG 1.6

ARTS BLDG - MUSIC CLASSROOM (119)

PG 2.1


AEDIS ARCHITECTURE & PLANNING

I created an interior painting guide to be provided to the contractors during the finishing phase of the project construction. The sheets were laid out in Revit. The elevations were exported from a Revit model and rendered in Photoshop.

While working on the painting guide, I had the opportunity to accompany the project manager on a visit of the project construction site. The site visit taught me about interaction between the architect and the contractors, and that unforeseen problems often arise during construction.

106


CAMPBELL UNION SCHOOL DISTRICT - FIRE EXIT DIAGRAMS [06.2012] CANYON HEIGHTS ACADEMY

FOREST HILL ELEMENTARY SCHOOL

775 WALDO ROAD, CAMPBELL, CA 95008

15 14 50 57 GB

51 MIDDLE SCHOOL

56

24

33 32

41

40

LOWER SCHOOL

46

45

UNION SCHOOL DISTRICT

G

42

25

13 10

9

6

12 11

8

7

W

WATER MAIN

E

ELECTRICAL MAIN

FH

B

11

12

GIRLS’ LOWER SCHOOL

13

43

14

15

W

MULTI USE ROOM

10 17 GB

40 39 38

16

PRESCHOOL

G

GAS MAIN

W

WATER MAIN

TURF

E

ELECTRICAL MAIN

FH

20

33 34 PRESCHOOL

G B

26 25

22 21

27 28

23 24

FH

FH

CAMPBELL CARE

FIRE HYDRANT

E

G

18 19

32

FIRE HYDRANT

G

31 30

29

EMERGENCY EVACUATION AREA PRESCHOOL

17 16

37 36 35

LEGEND

2

1

ADMIN

W

SPEECH

KITCHEN

44

STAFF

KNOWLEDGE CENTER

OFFICE

UNION SCHOOL DISTRICT

KITCHEN

2

E

G MULTI-USE

1

3

26

EMERGENCY EVACUATION AREA

G

4

27 G B

LEGEND

GAS MAIN

5 B G

34 CHAPEL

47 G B

20

ATHLETIC BLDG.

23

53 54

55

21

22

52

MCCOY AVE

4450 MCCOY AVE, SAN JOSE, CA 95130

TURF

WALDO ROAD FH

CAMPBELL UNION SCHOOL DISTRICT OFFICE

NORMAN AVE

155 NORTH 3RD STREET, CAMPBELL, CA 95008

1970 WILLOW ST, SAN JOSE, CA 95125

G

OFFICES

35 36

1

34

OFFICES

37

ADMIN OFFICE

U OFFICE

LOUNGE

OFFICES

LEGEND W M

W

WATER MAIN

E

ELECTRICAL MAIN

FH

FIRE HYDRANT

OFFICE

OFFICE OFFICE BOARD ROOM

30 E

5

7

6

8

9

10 LIBRARY

B G RSP

UNION SCHOOL DISTRICT UN

ADMIN

FACULTY WORK RM.

12

18

23

25

13

19

22

24

31

MUSIC

CAFETERIA

LEGEND

B G

EMERGENCY EVACUATION AREA

OFFICE

RECEPTION BUSINESS OFFICE

B G

4

EDUCATION BUILDING OFFICE OFFICE

TURF

G

GAS MAIN

W

WATER MAIN

E

ELECTRICAL MAIN

FH

G B MULTI-USE

14

14.5

MECH. ROOM UNION SCHOOL DISTRICT

HERITAGE VILLAGE WAY

3 OFFICES

OFFICE

OFFICE OFFICE OFFICE

GAS MAIN

32 31

CONF. ROOM

EMERGENCY EVACUATION AREA

2

OFFICES

EDUCATION OFFICE

G

33

15

16

20

26

28

17

21

27

29

FIRE HYDRANT TURF

FH

W

LEIGH AVE

107

N THIRD STREET

FH

W

BLACKFORD LN

BLACKFORD ELEMENTARY SCHOOL

FH


AEDIS ARCHITECTURE & PLANNING

CAMPBELL MIDDLE SCHOOL 295 CHERRY LANE CAMPBELL, CA 95008

B-7

STAFF WORK ROOM

A-4

A-5

G

A-3

B

A-2

A-1

A-6

B-8 DN

A-7 MOD-1

A-8

A-9

US TEC TRIAL H.

A-10

A-11

E

DN

B-11

B-10

IND

MOD-2

B-9 B-12

A-12 STAFF LOUNGE

ACTIVITY ROOM STORAGE

GIRLS’ LOCKER ROOM

B G

B-1

G

GYM

B-2 MEDIA/TECH CENTER

STORAGE

STAFF WORK ROOM

BOYS’ LOCKER ROOM

B-3

B

B-6

BG MULTI-USE ROOM

FH UNION SCHOOL DISTRICT

STAGE

C-5

EMERGENCY EVACUATION AREA

W

WATER MAIN

E

ELECTRICAL MAIN

FH

C-3 C-2 C-1

C-4

LEGEND

GAS MAIN

G KITCHEN

B-4 UP

B-5

G

ADMIN. OFFICE

UP

P.E. STORAGE

STORAGE

W FH

SERVERY

DN

MUSIC STORAGE

STAFF WORK ROOM

C-6

C-7

C-8 C-9

C-10

FH C-13

C-11 C-12

C-14

FIRE HYDRANT TURF

ROSEMARY ELEMENTARY SCHOOL

17

STAFF LOUNGE

401 WEST HAMILTON AVE. CAMPBELL, CA 95008

B G COMPUTER RM

DN

14

13

G B

FH

20

FH

19 11 10 12

STAFF WORK RM

9

5 6

8

7

LIBRARY

B

W

E

MULTI-USE RM

3 2

I produced these diagrams as part of a district-wide campus plan an evacuation diagram project.

UP

HALL

UP

G B

4

1

G B

OFFICE

HEALTH

UNION SCHOOL DISTRICT

EDEN AVE

21

KITCHEN

PRESCHOOL

15

HALL

DN

22

16

18

LEGEND EMERGENCY EVACUATION AREA

G

GAS MAIN

W

WATER MAIN

E

ELECTRICAL MAIN

FH

FIRE HYDRANT

FAMILY LEARNING CENTER

G

TURF

FH

W HAMILTON AVE

I created these diagrams in collaboration with a colleague. She designed the color scheme and set up the layer system while I implemented it to maintain a cohesive look.

108


CAMPBELL UNION SCHOOL DISTRICT PROJECTOR MOUNTS - CDs [07.2011] (E) BUILDING 'D' CLASSROOMS DSA #23186

GENERAL SHEET NOTES

(E) BUILDING 'B' KNOWLEDGE CENTER DSA #20988, 32507

3

A. CONTRACTOR TO VERIFY THAT ALL BARRIERS IN THE PATH OF TRAVEL HAVE BEEN REMOVED OR WILL BE REMOVED UNDER THIS PROJECT AND PATH OF TRAVEL COPMPLIES WITH CBC 1133B.

1 DUMPSTER

(E) BUILDING 'G' CLASSROOMS DSA #01-69970

AEDIS

ARCHITECTURE & PLANNING

www . aedisgroup . com 1494 Hamilton A v e. San Jose, CA 9 5 1 2 5 tel: (408)-264-2000 fax: (408)-264-2500

B. REFER TO ELECTRICAL DRAWINGS FOR EXTENT OF ELECTRICAL WORK.

DUMPSTER

C. CONTRACTOR SHALL MAINTAIN FIRE LANE ACCESS THROUGHOUT PROJECT. (E) BUILDING 'F' CLASSROOMS DSA #24235, 01-112538

(E) BUILDING 'E' CLASSROOMS DSA #23186, 01-112538

B

(E) BUILDING 'C' CLASSROOMS DSA #23186, 01-112538

G

(E) PARKING LOT PROJECT

D.A. DSA #101267

U

U

D.A. DSA #106744

U

D.A.

102.46

NEW SITE PLAN KEYNOTES

9"OAK

D.A.

M

(E) BUILDING 'A-2' ADMINISTRATION DSA #20988, 32507, 106744

W

MCCOY AVENUE

D.A. DSA #106744

D.A. HI-LO DF DSA #106744

U

1 2 3 4

PROJECTOR MOUNTS @ FOREST HILL ELEMENTARY SCHOOL

(E) TOW AWAY SIGNAGE. (E) FIRE HYDRANT (E) D.A. ACCESSIBLE PARKING SPACE. (E) D.A. VAN ACCESSIBLE PARKING STALL.

CAMPBELL UNION SCHOOL DISTRICT

D.A. (E) BUILDING 'A-1' MULTI-USE DSA #20988, 32507, 106744

CONSULTANT

D.A. (E) MODULAR BUILDING CLASSROOMS DSA #01-106140

(E) BUILDING 'S' CLASSROOMS DSA #01-106140

(E) BUILDING 'H' CLASSROOMS DSA #20988, 01-112538

(E) BUILDING 'L' CLASSROOMS DSA #80089

(E) BUILDING 'Q' CLASSROOMS DSA #01-103147

D.A.

3

D.A.

D.A.

(E) BUILDING 'J' CLASSROOMS DSA #20988, 106744

G

G

B

B

(E) BUILDING 'R' CLASSROOMS DSA #01-105253

D.A. DSA #106744 D.A. HI-LO DF DSA #106744

(E) PARKING LOT DSA #01-105777

2

D.A. (E) BUILDING 'K' CLASSROOMS DSA #20988, 01-112538

(E) BUILDING 'P' CLASSROOMS DSA #01-105253

(E) F.H

1

STAMP

(E) F.H

AT

N.

1 03 /31 /

3

IA

NO. C-018915 RE

RN

DA

IT

S

ER

ST E

A R CH

A . HUN

EL

T

NI

SED

AK

LIC

EN

EC

2

D.A.

OF CA L I FO

3 STATE 4 DSA FILE NUMBER

43-12

IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECT

APPL # AC ______ FLS ______ SS______

(E) PARKING LOT DSA #01-105777

DATE

REVISIONS

No.

PARKING COUNT:

1

REQUIRED

ACTUAL

PARKING STALLS

-

77

D.A. PARKING STALLS

4

4

VAN D.A. PARKING STALLS

1

1

Date

Site 1" = 40'-0" MILESTONES

GRAPHIC KEY

BUILDING ANALYSIS (E) BLDG D - CLASSROOMS

(E) BLDG H - CLASSROOMS

(E) BLDG M - CLASSROOMS

(E) BLDG S - CLASSROOMS

DSA APP. NO. 20988, 32507, 106744 CONSTRUCTION TYPE: V-A ONE STORY, NOT SPRINKLERED BLDG AREA: 4,162 S.F. OCCUPANCY TYPE: A-2

DSA APP. NO. 23186 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 869 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 20988, 01-112538 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,840 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 29037, 01-112538 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,840 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 01-106140 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 2,880 S.F. OCCUPANCY TYPE: E

EXISTING BUILDING WITH ARCHITECTURAL WORK.

(E) BLDG A-2 - ADMINISTRATION

(E) BLDG E - CLASSROOMS

(E) BLDG J - CLASSROOMS

(E) BLDG P - CLASSROOMS

(E) MODULAR BLDG - CLASSROOMS

PROPERTY LINE

DSA APP. NO. 20988, 32507, 106744 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 1,967 S.F. OCCUPANCY TYPE: B

DSA APP. NO. 23186, 01-112538 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,840 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 20988, 106744 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 1,554 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 01-105253 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 1,920 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 01-106140 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 2,880 S.F. OCCUPANCY TYPE: E

(E) BLDG K - CLASSROOMS

(E) BLDG Q - CLASSROOMS

DSA APP. NO. 20988, 01-112538 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,840 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 01-103147 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 940 S.F. OCCUPANCY TYPE: E

(E) BLDG B - KNOWLEDGE CENTER (E) BLDG F - CLASSROOMS

11/4/2012 10:00:16 PM

I laid out the entire construction set, including the title sheet, site plan, floor plans and detail sheets. Backgrounds of plans from previous projects were used to show projector locations

DSA APP. NO. 20988, 32507 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,070 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 24235, 01-112538 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,840 S.F. OCCUPANCY TYPE: E

(E) BLDG C - CLASSROOMS

(E) BLDG G - CLASSROOMS

(E) BLDG L - CLASSROOMS

(E) BLDG R - CLASSROOMS

DSA APP. NO. 23186, 01-112538 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,840 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 01-69970 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 1,920 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 80089 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 1,920 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 01-105253 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 2,880 S.F. OCCUPANCY TYPE: E

EXISTING TOILET ROOM. NO ARCHITECTURAL WORK.

SHEET

ASSUMED PROPERTY LINE D.A

D.A. PATH OF TRAVEL

D.A. PATH OF TRAVEL AS INDICATED ON PLAN IS A BARRIER FREE ACCESS WITHOUT ABRUPT LEVEL CHANGES EXCEEDING 1/2" BEVELED AT 1:12 MAXIMUM SLOPE OR VERTICALLEVEL CHANGES NOT EXCEEDING 1/4" MAXIMUM AND AT LEAST 48" WIDE. SURFACE IS SLIPRESISTANT, STABLE, FIRM, AND SMOOTH, CROSS SLOPE DOES NOT EXCEED 2% AND SLOPE IN THE DIRECTION OF TRAVEL IS LESS THAN 5% UNLESS OTHERWISE INDICATED.

SITE PLAN

FIRE TRUCK ACCESS FIRE DEPARTMENT ACCESS IS 20'-0" WIDE AND RATED FORE 96,000 LBS. WITH 14FT. VERTICAL CLEARANCE AND 30FT. INSIDE TURNING RADIUS.

EXISTING FIRE HYDRANT (E) F.H

DATE

JOB #

2012021.00

SHEET #

I conducted research on the Department of State Architects certification status of each building on the campus to determine whether new work can be done on them. PRODUCED BY AN AUTODESK STUDENT PRODUCT

109

EXISTING BUILDING. NO ARCHITECTURAL WORK.

(E) BLDG A-1 - MULTI-USE

SD DD 25% CD 50% CD 75% CD DSA SUB BACKCHECK

A1.1

PRODUCED BY AN AUTODESK STUDENT PRODUCT

(E) BUILDING 'M' CLASSROOMS DSA #29037, 01-112538


AEDIS ARCHITECTURE & PLANNING

MUSIC CLASSROOM

1

STOR.

MECH.

MECH.

5 STOR.

2

BOOK ROOM

3

SPEECH CLASSROOM

MECH.

READING NOOK

FLOOR PLAN SHEET NOTES 1.

REFER TO ELECTRICAL DRAWINGS FOR ALL ELECTRICAL WORK.

2.

REFER TO DETAILS FOR ANY DEMOLITION WORK. WHERE DEMOLITION OCCURS, FINISHES ARE TO BE REPLACED, PATCHED, REPAIRED, AND PAINTED TO MATCH ADJACENT EXISTING SURFACES.

3.

REFER TO DETAIL 12/A9.1 FOR PENETRATIONS AS REQUIRED TO ROUTE ELECTRICAL ITEMS AS NOTED IN ELECTRICAL DRAWING.

2

UNISEX 5

UNISEX

LIBRARY BOYS

GIRLS

SPEECH CLASSROOM

CAMPBELL UNION SCHOOL DISTRICT

ENLARGED PLAN KEYNOTES FLOORPLAN - BUILDING D 1/8" = 1'-0"

1

PROJECT

PROJECTOR MOUNTS @ FOREST HILL ELEMENTARY SCHOOL

ELEC.

CLASSROOM

4

www . aedisgroup . com 1494 Hamilton A v e. San Jose, CA 9 5 1 2 5 tel: (408)-264-2000 fax: (408)-264-2500

3

UNISEX

MECH.

AEDIS

ARCHITECTURE & PLANNING

FLOORPLAN - BUILDING B 1/8" = 1'-0"

1 2 3 4 5

(N) CEILING MOUNTED PROJECTOR. SEE 1/A9.01 AND ELECTRICAL DRAWINGS. APPROXIMATE LOCATION OF TEACHER'S DESK (NIC). (N) SLIDING DRAWER, TYP. SEE 8/A9.2 AND ELECTRICAL DRAWINGS. (DOCUMENT CAMERA N.I.C.) (N) CEILING MOUNTED PROJECTOR. SEE 2/A9.01 AND ELECTRICAL DRAWINGS. (N) CEILING MOUNTED PROJECTOR. SEE 14/A9.01 AND ELECTRICAL DRAWINGS.

CONSULTANT

2 2

CLASSROOM

CLASSROOM

13

10

CLASSROOM

CLASSROOM

4

1

(FACULTY LOUNGE)

1

1

1

2

11

N.

1 03 /31 /

3

IA

RE

RN

DA

1

CLASSROOM

12

AT

1

CLASSROOM

E

IT

S

NO. C-018915

OF CA L I FO

2

2 2

ST

3

3

ER

3

3

A R CH

A . HUN

EL

T

NI

SED

EC

EN

AK

LIC

STAMP

STATE

1

CLASSROOM

CLASSROOM

3

2

DSA FILE NUMBER

43-12

IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECT

APPL # AC ______ FLS ______ SS______ DATE

REVISIONS

GRAPHIC KEY 5

FLOORPLAN - BUILDING F 1/8" = 1'-0"

2

No.

Date

FLOORPLAN - BUILDING C 1/8" = 1'-0"

PRODUCED BY AN AUTODESK STUDENT PRODUCT

3

3

CEILING MOUNTED PROJECTOR (EPSON POWERLITE 84+)

SLIDING DRAWER (TO HOUSE DOCUMENT CAMERA) 2 2

CLASSROOM

CLASSROOM

9

6 1

EXISTING WALL TO REMAIN.

1 MILESTONES

2

3

3

3

3

SD DD 25% CD 50% CD 75% CD DSA SUB BACKCHECK

2

3

3

4

BUILDING KEY

4

CLASSROOM

CLASSROOM

15

14

1

G

1

F

E

CLASSROOM

CLASSROOM

8

7

A S Q R

3

FLOORPLAN - BUILDING E 1/8" = 1'-0"

L M

FLOOR PLANS BUILDINGS B, C, D, E, F, G

H J K

DATE

JOB #

2012021.00

SHEET #

A3.1

I laid located and keynoted the new projectors and accompanying equipment on plans per site verifications of classroom layouts.

PRODUCED BY AN AUTODESK STUDENT PRODUCT

11/4/2012 10:01:34 PM

P FLOORPLAN - BUILDING G 1/8" = 1'-0"

B

2

2

MOD

6

SHEET

D C

I drafted key legends for every sheet in the set.

110


1" MIN.

5"

BRACE WIRE. JOIST OR RAFTER

HANGER WIRE.

5"

(B) WOOD JOIST OR RAFTER

SADDLE TIE HAS DOUBLE LOOP AT SUPPORT.

HANGER WIRE.

1-1/2" DIA. EXTENSION, SECURED TO CMA-440 PLATE, USING MANUFACTURER RECOMMENDED BRACKET. LENGTH VERIFIED IN FIELD.

(4) SELF TAPPING PHILLIPSHEAD SCREWS, SECURED INTO CEILING RUNNER.

SCREW EYE.

(C) WOOD JOIST OR BLOCKING

9 GA. HANGER WIRE, SEE DETAIL 11/A9.1 FOR CONNECTION TO WOOD FRAMING

9 GA. BRACE WIRE @ EACH CORNER, TYP. SEE DETAIL 11/A9.1

HANGER WIRE WITH (3) TIGHT TURNS, OR BRACING WIRE WITH (4) TIGHT TURNS.

SADDLE TIE, SEE (F).

2x BLOCKING WITH (2) 16d COMMON NAILS AT EACH END.

BRACING WIRE.

JOIST OR RAFTER

(A) WOOD JOIST OR RAFTER

(E) TYPICAL SADDLE TIE

(D) AT BOTTOM OF JOIST

(N) CMA-440 REINFORCING PLATE. SEE DETAIL 15/A9.1.*

(E) SUSPENDED T-BAR CEILING SYSTEM

(E) 10 WF 33 BEAM STRUCTURAL STEEL MEMBER.

HANGER WIRE. TEST FOR 200 LBS.

HANGER WIRE WITH (3) TIGHT TURNS, OR BRACING WIRE WITH (4) TIGHT TURNS.

(N) CMS SERIES EXTENSION COLUMN***

L/3 MIN

L/3 MAX 1/2"

** RPA-000 MOUNTING BRACKET (MAX WEIGHT ALLOWED: 50 LB)

TURNBUCKLE (4) TYP., W/ SUPPORT WIRE

(N) CMA-440 REINFORCING PLATE. SEE DETAIL 15/A9.1.*

1. D = DEPTH OF JOIST OR BEAM L = CLEAR SPAN

CL JOIST & HOLE

2. PREDRILL CORNERS OF NOTCHES

NOTE:

3. NOTCH MAY OCCUR TOP OR BOTTOM, NOT BOTH.

HEIGHT > 80"

(N) 3" DIA. PREFINISHED (WHITE) ESCUTCHEON PLATE (N) PROJECTOR MOUNTING BRACKET. CMA-440 LIGHT WEIGHT SUSPENDED CEILING KIT, (MAX WEIGHT ALLOWED: 50 LB) (N) PROJECTOR (7 LB, SEE CUT SHEET)

VERIFY PROPER CLG. SUSPENSION KIT AND MOUNTING BRACKET W/ DISTRICT (TO INSURE COORDINATION W/ PROJECTOR) PRIOR TO ORDERING AND INSTALLING.

STAMP

TO PROJECTION SCREEN, (F. V. PRIOR TO INSTALLATION)

* CMA-440 LIGHT WEIGHT SUSPENDED CEILING KIT (MAX WEIGHT ALLOWED: 50 LB)

NI

SED

(E) 3/4" PLYWOOD SHEATHING

(E) 6X10 BEAM AT 7'-10" O.C.

(N) CONDUIT, SURFACE MOUNTED ON (E) BEAM. SEE ELEC. DWGS.

(N) CMS0203 EXTENSION COLUMN

PASS THROUGH FOR AV CABLES, ELEC. WIRING TO BE CONCEALED IN MOUNTING BRACKET AND EXTENSION ROD

AC SIGNAL CONNECTIONS (N) CMS0203 EXTENSION COLUMN

(N) EPSON POWERLITE 84+ ROJECTOR, MAX WT=6.9 LB PER STRUCTURAL CALCULATIONS

AC/AV SIGNAL CONNECTIONS

(E) 5 1/8" X 16 1/2" GLB @ 48" O.C.

(N) J-BOX, SURFACE MOUNTED ON CLG. TILE AND FURRING. SEE ELEC.DWGS.

(N) CMA395 ANGLED CEILING PLATE, INSTALLED PARALLEL TO SLOPED (E) BEAM W/ 2 3/8" X 2-1/2" LAG SCREWS

(N) CONDUIT, SURFACE MOUNTED ON (E) BEAM. SEE ELEC. DWGS.

(N) RPA-000 MOUNTING BRACKET*

(E) 3/4" PLYWOOD SHEATHING

(E) 4 - 16d NAILS @ EA. END, TYP.

(E) 5 1/8" X 16 1/2" GLB @ 48" O.C.

(E) 2 X 4 ROOF FRAMING @ 60" O.C.

AC ______ FLS ______ SS______

REVISIONS

No.

(E) 2 X 8 HANGERS @ 96" O.C.

(E) 2 X 6 @ 48" O.C. (N) RPA-000 MOUNTING BRACKET*

(E) 2 X 3 FURRING STRIPS @ 12" O.C., TYP.

(E) 2-10d TO EA. (E) 2X8 HANGER, TYP.

HEIGHT > 80"

VERIFY PROPER CLG. SUSPENSION KIT AND MOUNTING BRACKET W/ DISTRICT (TO INSURE COORDINATION W/ PROJECTOR) PRIOR TO ORDERING AND INSTALLING.

MILESTONES

(E) 2 X 6 TYP.

(E) SOFFIT BEYOND

(N) 1X CEILING TILES ATTACHED W/ 2" FINISH NAILS, ALL SIDES

CLG. MOUNT PROJECTOR ANCHORAGE @ T&G CEILING 1 1/2" = 1'-0"

MAX 48"

(N) CMS 115 MOUNTING PLATE* W/ 4 - 3/8" Ø X 2" EMBED LAG SCREWS INTO (N) 3X8 BLKG

(E) HVAC CONTINUOUS REGISTERS W/AIR VENTS KNOCKOUTS FOR ELECTRICAL OUTLET BOXES . AND ANTENNA LEADS.

1 1/2"

5 1/8"

(N) 3X8 BLKG, LENGTH TO MATCH WIDTH OF (E) SOFFIT STRUCTURE, W/ 4 - 3/8 Ø X 2" EMBED LAG SCREWS INTO (E) 2X6 10 A9.1

PASS-THROUGH FOR AV CABLES, ELEC. WIRING TO BE CONCEALED W/ IN MOUNTING BRACKET AND EXT. ROD

REMOVE (E) 1X FINISH AS NEEDED

2 3/8" 3 1/4"

(N) PROJECTOR, MAX WT = 7 LBS, SEE STRUCTURAL CALCS

16 1/4"

* CMS 115 MOUNTING PLATE (MAX WEIGHT ALLOWED: 500 LB)

(N) 3X8 BLKG, LENGTH TO MATCH WIDTH OF (E) SOFFIT STRUCTURE, W/ 4 3/8 O X 2" EMBED LAG SCREWS

SD DD 25% CD 50% CD 75% CD DSA SUB BACKCHECK SHEET

(N) TELESCOPING CMS SERIES EXTENSION COLUMN***

(N) RPA-000 MOUNTING BRACKET**

(N) MOUNTING PLATE W/ 4 - 3/8" O X 2" EMBED LAG SCREWS

DETAILS

HEIGHT > 80"

** RPA-000 MOUNTING BRACKET (MAX WEIGHT ALLOWED: 50 LB) *** CMS SERIES EXTENSION COLUMN (MAX WEIGHT ALLOWED: 550 LB)

NOTE:

CMA-440 CEILING MOUNT REINFORCING PLATE.

VERIFY PROPER MOUNTING PLATE, EXTENSION ROD, AND MOUNTING BRACKET W/ DISTRICT (TO ENSURE COORDINATION W/ PROJECTOR) PRIOR TO ORDERING AND INSTALLING.

DATE

11/4/2012 9:59:12 PM

JOB #

15

T-BAR CLG. MOUNT REINFORCING PLATE 1 1/2" = 1'-0"

10

CLG. MOUNTING PLATE & BLOCKING @ SOFFIT VENT 1 1/2" = 1'-0"

I designed this detail based on the structural as-built drawings and projector mount specifications provided by the assistant project manager.

5

CLG. MOUNT PROJECTOR ANCHORAGE @ SOFFIT VENT 1 1/2" = 1'-0"

I designed this detail as well. [enlarged at right, Detail 5] PRODUCED BY AN AUTODESK STUDENT PRODUCT

[enlarged at right, Detail 17]

Date

(E) 2 X 8 HANGERS @ 96" O.C.

(E) CEILING TILES NOTE:

ALTERNATE BRACKET ATTACHMENT POINT (FOR USE IF NEEDED FOR DESIRED PROJECTOR LOCATION.)

43-12

APPL #

(E) 2 X 6 EA. SIDE OF HANGERS, 3 16d EA. END

* RPA-000 MOUNTING BRACKET (MAX WEIGHT ALLOWED: 50LB)

BRACKET ATTACHMENT POINT.

3

IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECT

(E) 2 X 4 ROOF FURRING @ 48" O.C.

(E) 4-10d TO EA. (E) 2X8 HANGER, TYP.

(N) EPSON POWERLITE 84+ ROJECTOR, MAX WT=6.9 LB PER STRUCTURAL CALCULATIONS

HEIGHT > 80"

14

1 03 /31 /

DATE

(N) J-BOX, SURFACE MOUNTED ON (E) GLUEUP CLG. TILES AND FURRING. SEE ELEC. DWGS.

PASS-THROUGH FOR AV CABLES, ELEC. WIRING TO BE CONCEALED W/ IN MOUNTING BRACKET AND EXTENSION ROD

N.

OF CA L I FO

36" MAX

CLG. MOUNTING PLATE & BLOCKING @ SOFFIT 3" = 1'-0"

IT

S

STATE

2 1/2"

(N) CMA395 ANGLED CEILING PLATE, INSTALLED PARALLEL TO SLOPED (E) BEAM W/ 2 3/8" X 2-1/2" LAG SCREWS

(N) CMS 115 MOUNTING PLATE W/ 4-3/8" Ø X 2" EMBED LAG SCREWS

36" MAX

17"

(E) 3/8" PLYWOOD

A R CH

A . HUN

EL

NO. C-018915 RE

DSA FILE NUMBER

7 1/2"

(N) 3X8 FLAT BLOCKING W/ 2-3/8" Ø X 2" EMBED LAG SCREW @ EA (E) 2X12

8 1/2"

(E) 2X T&G S.S

(E) 1'X1' GLUE-UP CEILING TILES O/ 1X FURRING STRIPS

EDGE OF BLOCKING = EDGE OF (E) 2X12

2 7/8"

E

(E) 1' GLUE-UP CEILING TILES O/ 1X FURRING STRIPS

(E) 1X FURRING STRIPS AT 12" O.C.

(E) 2X T&G S.S.

3 3/4"

(N) 1 1/4" Ø HOLE FOR CABLES, DRILLED THROUGH (N) 3X8 BLKG AND (E) 2X4 BLKG

(E) 3/8" PLYWOOD

(E) 6X10 BEAM AT 7'-10" O.C.

CENTERLINE OF (E) 2X12 = CENTERLINE OF SCREWS, TYP.

EQ EQ TYP.

1 1/2"

(E) 1X MDF FINISH ON ALL SIDES OF SOFFIT

18

111

EN

DA

(E) 1X FURRING STRIPS AT 12" O.C.

CLG. MOUNT PROJECTOR ANCHORAGE - T-BAR @ STEEL FRAMING 1 1/2" = 1'-0"

ER

2

T

HOLES AND NOTCHING IN RAFTER, JOIST OR BEAM 1 1/2" = 1'-0"

AK

12

AT

CLG. MOUNT PROJECTOR ANCHORAGE @ SOFFIT 1 1/2" = 1'-0"

ST

17

EC

LIC

*** CMS SERIES EXTENSION COLUMN (MAX WEIGHT ALLOWED: 550 LB)

CONSULTANT

1-1/2" DIA. EXTENSION, SECURED TO CMA-440 PLATE, USING MANUFACTURER RECOMMENDED BRACKET. LENGTH VERIFIED IN FIELD.

(E) SUSPENDED T-BAR CEILING SYSTEM ELEC. WIRING TO BE CONCEALED W/IN MOUNTING BRACKET AND EXTENSION ROD.

CAMPBELL UNION SCHOOL DISTRICT

9 GA. HANGER WIRE, SEE DETAIL 11/A9.1 FOR CONNECTION TO FRAMING

(4) SELF TAPPING PHILLIPSHEAD SCREWS, SECURED INTO CEILING RUNNER.

NOTES:

PROJECTOR MOUNTS @ FOREST HILL ELEMENTARY SCHOOL

I laid out the detail sheet and corrected the other details to match existing

2012021.00

SHEET #

A9.1

PRODUCED BY AN AUTODESK STUDENT PRODUCT

RAFTER, JOIST OR BEAM

* CMA-440 LIGHT WEIGHT SUSPENDED CEILING KIT (MAX WEIGHT ALLOWED: 50 LB)

CLG. MOUNT PROJECTOR ANCHORAGE - ANGLED T-BAR @ WOOD FRAMING 1 1/2" = 1'-0"

9 GA. BRACE WIRE @ EACH CORNER, TYP. SEE DETAIL 11/A9.1

2" MIN

VERIFY PROPER CLG. SUSPENSION KIT AND MOUNTING BRACKET W/ DISTRICT (TO INSURE COORDINATION W/ PROJECTOR) PRIOR TO ORDERING AND INSTALLING.

TO PROJECTION SCREEN, (F. V. PRIOR TO INSTALLATION)

LOCATION OF (2) J-BOXES FOR: POWER, VIDEO PROJECTOR NETWORK INTERFACE AND CONTROL, AND VIDEO INPUT CABLE, SEE ELEC. DWGS.

D

HEIGHT > 80"

D/10 MAX

D/5 MAX

(N) PROJECTOR, MAX WT = 7 LBS, SEE STRUCTURAL CALCS

D MIN

L/2 MAX

L/3 MAX

VERIFY PROPER CLG. SUSPENSION KIT AND MOUNTING BRACKET W/ DISTRICT (TO INSURE COORDINATION W/ PROJECTOR) PRIOR TO ORDERING AND INSTALLING.

* CMA-440 LIGHT WEIGHT SUSPENDED CEILING KIT (MAX WEIGHT ALLOWED: 50 LB)

1

(N) RPA-000 MOUNTING BRACKET**

AC SIGNAL CONNECTIONS

NOTE:

WIRE CONNECTIONS @ FRAMING 1 1/2" = 1'-0"

(N) CMS 115 MOUNTING PLATE* W/ 4-3/8" Ø LAG SCREWS WITH 2" MIN EMBEDMENT INTO (N) 3X8 FLAT BLOCKING

PASS THRU FOR AV CABLES, ELEC. WIRING TO BE CONCEALED W/IN MOUNTING BRACKET AND EXTENSION ROD.

BRACE WIRE.

(G) AT OPEN-WEB STEEL JOIST

2" MIN

(E) 2 X 4 BLOCKING

(N) 3X8 FLAT BLKG W/ 4-3/8" Ø LAG SCREWS WITH 2" MIN EMBEDMENT INTO EA (E) 2X12

11

HEIGHT > 80"

PROJECTOR (7 LB, SEE CUT SHEET)

D/3 NOT TO EXCEED 2"

18

HANGER WIRE.

(N) PROJECTOR MOUNTING BRACKET. CMA-440 LIGHT WEIGHT SUSPENDED CEILING KIT, (MAX WEIGHT ALLOWED: 50 LB)

ELEC. WIRING TO BE CONCEALED W/IN MOUNTING BRACKET AND EXTENSION ROD.

SADDLE TIE HAS DOUBLE LOOP AT SUPPORT.

BOTTOM CHORD.

(F) AT STEEL BEAMS

(E) 2 X 12 FURRING W/ (E) 3-10d TOENAILS TO (E) 6X10 EA END, TYP A9.1

PRODUCED BY AN AUTODESK STUDENT PRODUCT

WEB MEMBER.

SADDLE TIE. (E) 1X MDF ON (3) SIDES OF SOFFIT

(N) HOLE FOR ELEC. AND A.V. CABLES

NOTE:

1/4" SELF TAPPING SCREWS

BRACE WIRE. TEST FOR 440 LBS.

LOCATION OF (2) (N) J-BOXES FOR: POWER, VIDEO PROJECTOR NETWORK INTERFACE AND CONTROL, AND VIDEO INPUT CABLE, SEE ELEC. DWGS.

MAX 48"

WIRE CLIP. SEE WIRE CLIP ATTACHMENT DETAIL.

(E) 6 X 10 @ 8' - 0" O.C.

PROJECT

IA

(E) 2X FURRING STRIPS @ 12" O.C., TYP.

www . aedisgroup . com 1494 Hamilton A v e. San Jose, CA 9 5 1 2 5 tel: (408)-264-2000 fax: (408)-264-2500

(N) 3" DIA. PREFINISHED (WHITE) ESCUTCHEON PLATE

(E) 1X1 GLUE- UP CEILING TILES

VERIFY W/ MANUFACTURER

(E) 2" TONGUE & GROOVE

AEDIS

ARCHITECTURE & PLANNING

TURNBUCKLE (4) TYP., W/ SUPPORT WIRE

RN

(E) 3/8" PLYWOOD

LOCATION OF (2) (N) J-BOXES FOR: POWER, VIDEO PROJECTOR NETWORK INTERFACE AND CONTROL, AND VIDEO INPUT CABLE, SEE ELEC. DWGS.

1/4" DIA. DRILLED HOLE. SEE 13/A9.1

1/4" DIA. SCREW EYE WITH FULL THREAD EMBEDMENT (1-1/4" MIN.), TYP. INSTALL IN DIRECTION OF BRACING WIRE, TYP. WIRE.

2" MIN.

5"

(3) 1-1/2" X 9 GA. STAPLES OR (3) STRONG HOLD "J" NAILS AT EACH WIRE LOOP.

3" MAX.

(3) 1-1/2" X 9 GA. STAPLES OR (3) STRONG HOLD "J" NAILS AT EACH WIRE LOOP.


AEDIS ARCHITECTURE & PLANNING

112


x

A. CONTRACTOR TO VERIFY THAT ALL BARRIERS IN THE PATH OF TRAVEL HAVE BEEN REMOVED OR WILL BE REMOVED UNDER THIS PROJECT AND PATH OF TRAVEL COPMPLIES WITH CBC 1133B.

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x x x

8 D.A

x

x

x

x

x

x

x

x

x

x

x x

x

x

x

PARKING LOT DSA # 01-105293

CAMPBELL UNION SCHOOL DISTRIC

x

x

x

x

M

x

x

D.A

(E) BLDG BB DSA # 01-105293

x

(E) BLDG K DSA # 23659

U

1

8

7

CONSULTANT

x

W

x

x

2

x

x

x

D.A

8

5

x

x

x

6

4

x

x

RESTROOMS DSA # 01-105293

x

(E) BLDG A DSA # 12497

B G

x

x

x

x

x

(E) BLDG H DSA # 14029 D.A

6

x

x

x

RESTROOMS DSA # 63354

x

x

6 RESTROOMS DSA # 01-105778

4

F.E.

(E) F.H.

x

x x x

RESTROOMS DSA # 01-105778

x

(E) BLDGS O-R DSA # 50298

x

D.A

(E) BLDG F DSA # 12497

x

D.A

B G

RESTROOMS DSA # 01-105778

x

D.A

(E) BLDGS U-X DSA # 53667

PROJECTO MOUNTS @ MONROE MIDDLE SCHOOL

x

W M

8

x

x x

x

1

8

x

x

7

2

1

(E) F.H.

x

D.A

7

PARKING LOT DSA # 01-105293

x

x x

x

(E) BLDG D DSA # 12497

C. CONTRACTOR SHALL MAINTAIN FIRE LANE ACCESS THROUGHOUT PROJECT.

x

x

x

(E) BLDG G DSA # 14029

PROJECT

B. REFER TO ELECTRICAL DRAWINGS FOR EXTENT OF ELECTRICAL WORK.

3

x

x

x

PARKING LOT DSA # 01-105293

x

x

x

x

x

x

x

x

x

(E) BLDG Y DSA # 23659

www . aedis 1494 Ham San Jose, tel: (408 fax: (408

GENERAL SHEET NOTES

x

MONROE ST

x

x

x

CLOVER AVE

3 x

x

A

ARCHITECTURE & P

x

BAYWOOD AVE

PRODUCED BY AN AUTODESK STUDENT PRODUCT

G

RESTROOMS DSA # 01-105778

D.A

(E) BLDG B DSA # 12497

D.A

D.A

x

RESTROOMS DSA # 01-105778

x

D.A

U B

G

NEW SITE PLAN KEYNOTES

x

D.A

B

x

x x x x

D.A

1 2 3 4 5 6 7 8 9 10

x

x

x

(E) BLDG L DSA # 63354

G

x

B

(E) BLDG I DSA # 14029

x

D.A

D.A

6

x

x

x

x

x

x

6

x

x

x

x x

x

D.A

(E) BLDG CC DSA # 01-105293

x

x

PRODUCED BY AN AUTODESK STUDENT PRODUCT

x

x

D.A

10

STAMP

x

x

9

(E) D.A. ACCESSIBLE PARKING SPACE. (E) D.A. VAN ACCESSIBLE PARKING STALL. (E) TOW AWAY SIGNAGE. (E) 1 HOUR OCCUPANCY SEPARATION. (E) D.A. ACCESSIBLE DRINKING FOUNTAIN DSA APP# 23659. (E) D.A. ACCESSIBLE DRINKING FOUNTAIN DSA APP# 01-105778. (E) BLUE STRIPING AROUND PERIMETER OF D.A. ACCESS LOADING AISLE. (E) D.A. ACCESSIBLE PARKING AND "MINIMUM FINE $250" SIGNAGE. (E) D.A. ACCESSIBLE DRINKING FOUNTAIN DSA APP# 01-105293. (E) D.A. ACCESSIBLE DRINKING FOUNTAIN DSA APP# 01-106323.

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(E) BLDG EE DSA # 01-106323

4

ST

D.A

RESTROOM DSA # 01-105293

x

x x

(E) BLDG DD DSA # 01-105293

A

4

U

x

x

RESTROOM DSA # 01-105293

(E) F.H. x

x

10

G

B

x

STATE

x

x

B

x

x

G

x

DSA FILE NUMBER

x x

x

APPL #

x

x

x x

DATE

PARKING COUNT:

REVISIONS

x

x

x

01-11

AC ______ FLS ______

x x x

4

IDENTIFICATION DIV. OF THE STATE A

x

x

x

RESTROOMS DSA # 01-106323

ACTUAL

-

114

D.A. PARKING STALLS

5

5

VAN D.A. PARKING STALLS

1

1

No.

Da

x

x

x

x

x

x

x

x

x

x

x

x

x

x

REQUIRED PARKING STALLS

x

x

x

x

x

x

x

x FH

(E) F.H.

(E) F.H. MILESTONES

(E) F.H.

GRAPHIC KEY 4

DSA SUBMITTAL - SITE PLAN 1" = 40'-0"

EXISTING BUILDING. NO ARCHITECTURAL WORK. EXISTING BUILDING WITH ARCHITECTURAL WORK.

BUILDING ANALYSIS

11/8/2012 12:58:44 PM

113

I was responsible for documenting ADA compliance and DSA certification for the campus parking lots and drinking fountains in order for new work to be approved by the State.

(E) BLDG F - STAFF ROOM

(E) BLDG I - CLASSROOMS

(E) BLDGS O-R: DAYCARE

(E) BLDG BB - CLASSROOMS

(E) BLDG EE - MULTIUSE

DSA APP. NO. 12497 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 6,012 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 12497 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 1,394 S.F. OCCUPANCY TYPE: B

DSA APP. NO. 14029 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 5,523 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 50298 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,840 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 01-105293 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,681 S.F. OCCUPANCY TYPE: B

DSA APP. NO. 01-105293 CONSTRUCTION TYPE: V-A ONE STORY, SPRINKLERED BLDG AREA: 15,570 S.F. OCCUPANCY TYPE: A-2

(E) BLDG B - CLASSROOMS

(E) BLDG G - CLASSROOMS

(E) BLDG K - CLASSROOMS

(E) BLDG U-X: DAYCARE

(E) BLDG CC - CLASSROOMS

DSA APP. NO. 12497 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 5,496 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 14029 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,680 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 23659 CONSTRUCTION TYPE: V-A ONE STORY, NOT SPRINKLERED BLDG AREA: 9,310 S.F. OCCUPANCY TYPE: A-3

DSA APP. NO. 53667 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,840 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 01-105293 CONSTRUCTION TYPE: V-B TWO STORIES, SPRINKLERED THROUGHOUT BLDG AREA: 8,077 S.F. OCCUPANCY TYPE: E

(E) BLDG D - CLASSROOMS

(E) BLDG H - CLASSROOMS

(E) BLDG L - CLASSROOMS

(E) BLDG Y - CLASSROOMS

(E) BLDG DD - CLASSROOMS

DSA APP. NO. 12497 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 4,619 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 14029 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 4,670 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 63354 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 2,273 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 23659 CONSTRUCTION TYPE: V-B ONE STORY, NOT SPRINKLERED BLDG AREA: 3,633 S.F. OCCUPANCY TYPE: E

DSA APP. NO. 01-105293 CONSTRUCTION TYPE: V-B TWO STORIES, SPRINKLERED BLDG AREA: 12,679 S.F. OCCUPANCY TYPE: E

DSA SUBMITTAL - A1.1_BUILDING ANALYSIS 3 12" = 1'-0"

4/0

SHEET

PROPERTY LINE ASSUMED PROPERTY LINE D.A

D.A. PATH OF TRAVEL

D.A. PATH OF TRAVEL AS INDICATED ON PLAN IS A BARRIER FREE ACCESS WITHOUT ABRUPT LEVEL CHANGES EXCEEDING 1/2" BEVELED AT 1:12 MAXIMUM SLOPE OR VERTICALLEVEL CHANGES NOT EXCEEDING 1/4" MAXIMUM AND AT LEAST 48" WIDE. SURFACE IS SLIPRESISTANT, STABLE, FIRM, AND SMOOTH, CROSS SLOPE DOES NOT EXCEED 2% AND SLOPE IN THE DIRECTION OF TRAVEL IS LESS THAN 5% UNLESS OTHERWISE INDICATED.

SITE PLAN

FIRE TRUCK ACCESS FIRE DEPARTMENT ACCESS IS 20'-0" WIDE AND RATED FORE 96,000 LBS. WITH 14FT. VERTICAL CLEARANCE AND 30FT. INSIDE TURNING RADIUS. DATE

EXISTING FIRE HYDRANT (E) F.H

JOB #

8/20/12

20120

SHEET #

A1.1 PRODUCED BY AN AUTODESK STUDENT PRODUCT

Another projector project that I helped with was Monroe Middle School.

EXISTING TOILET ROOM. NO ARCHITECTURAL WORK.

(E) BLDG A - CLASSROOMS

SD DD 25% CD 50% CD 75% CD DSA SUB BACKCHECK


PRODUCED BY AN AUTODESK STUDENT PRODUCT AEDIS ARCHITECTURE & PLANNING PRODUCED BY AN AUTODESK STUDENT PRODUCT 18" WING DEPTH

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fax: (408) 264 - 2500

2012002.00

PRODUCED BY AN AUTODESK STUDENT PRODUCT

11/5/2012 4:12:57 AM D:\My Documents\03 - 2012 Summer Practice\2012 Internship\2012002 - Monroe MS Proj Mounts\2012002 - Drawings\Monroe MS Projector Mounts - 2012002-CENTRAL.rvt

San Jose, CA., 95125

01-112632

JOB NO.

EN

1494 Hamilton Avenue

tel: (408) 264 - 2000

San Jose, CA., 95125

fax: (408) 264 - 2500

APPL NO.:

43-12 01-112632

JOB NO.

2012002.00

DATE

08/20/12

SHEET

A9.3-a2

PRODUCED BY AN AUTODESK STUDENT PRODUCT

tel: (408) 264 - 2000

SHEET

D.A. DRINKING FOUNTAIN 1 @ BLDG K - DETAILS (DSA#23659)

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1494 Hamilton Avenue

43-12

(ADA 27" MIN - OK )

ST

13 03 /31 /

APPL NO.:

6" O.C. WING BRACE HEIGHT (ADA 6" MAX - OK )

27 3/4" D.A. FIXTURE HEIGHT A.F. CONCRETE

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35" TO CENTER OF DRINKING SPOUT ABOVE FINISHED CONCRETE (ADA 36" MAX - OK )

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(ADA 18"-19" MAX - OK )

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PRODUCED BY AN AUTODESK STUDENT PRODUCT

D.A. DRINKING FOUNTAIN 1 @ BLDG K (DSA#23659)

1

DRINKING FAUCET 2" FROM FIXTURE EDGE (ADA 6" MAX - OK )

PRODUCED BY AN AUTODESK STUDENT PRODUCT

PRODUCED BY AN AUTODESK STUDENT PRODUCT

(ADA 18" MIN - OK )

This is a detailed example of the documentation I produced for the DSA review prior to the approval of the projector mount upgrades.

114


CAMPBELL UNION SCHOOL DISTRICT CENTRAL KITCHEN - SCHEMATIC DESIGN [08.2011] CUSD CORPORATION YARD Aprox. Dim.

Aprox. SF

Adjacency Req'd

Relocation Plan

1

14' x 16.5'

231 sf

OK - Same

Doug's Office; desk, meeting table, files.

2

2nd floor

2

19.5' x 18'

351 sf

Narrower

2nd floor

14' x 26'

364 sf

OK - Same

Conference Room; seat 12 ppl, table 12'x4', projector and screen. Dave Radke's Office (O&M Super) + 1 other staff; 9 filing cabinets, 3 desks, shelves.

1

3

4,5, schedule boards

Into Warehouse Bldg.

5,3

might not be needed? Into Warehouse Bldg.; Need another break room

Space #

4

20' x 8'

160 sf

Smaller (128 sf)

5

14.5' x 31'

450 sf

OK - Same

Plan Room; blueprints, as-builts, 2 tables, storage shelf. Break Room; accommodate about 15ppl; eating, meetings, fridge, microwaves,

4,3

6

14' x 10'

8,9,10

2nd floor

12' x 12' (14' x 15') + (12' x 13') 8 7

10

6' x 22' (14'x10') + (13'x18')

9

Site map - campbell, ca

Aprox. SF Needed Function Description

140 sf

OK - Same

Randy's Office (IT Head); desk, meeting room for 5ppl.

144 sf

OK - Same

Copy Room; STAR test storage; IT receiving storage; need copy space.

366 sf

OK - Same

IT Equipment Room; inventory, comp. parts, work area.

6,9,10

2nd floor Combine receiving, storage, and imaging.

132 sf

Double (264 sf)

6,8,10

2nd floor

374 sf

OK - Same

IT Hallway; primary comp. setup; accommodate a palette IT Office; desk space for 4 ppl, screen, want carpet, meeting table, kitchenette for breaks.

6,8,9

11

(6' x 8') x 2

100 sf

OK - Same

Restrooms; 1 men, 1 women.

12

12' x 10'

120 sf

Bigger (150 sf)

13

7' x 5'

35 sf

OK - Same

14 15

15' x 18' 12' x 8'

270 sf 96 sf

OK - Same OK - Same

O/T Supervisor's Office; desk, casework, shelves, chairs. Dispatcher's Desk; cubicle-sized space, cabinets, shelves (1 part-time employee). Chrissy's Office (Transportation); desk, filing cabinets, space to receive public visitors. Trainer/Driver's Office; desk, chairs, storage closet.

16

4' x 4'

16 sf

OK - Same

17

10' x 9'

90 sf

OK - Same

310 sf

Bigger (420 sf)

2500 sf

OK - Same

20' x 15.5' 50' x 50' (20'x50' for P&E) 19

18

7,13,2,5

want NW corner of new bldg. combined w/ 17

12, 13, 15, 16, 17, 2,5

Storage/Closet Mystery Desk (across from Dispatcher); cubicle-sized space, desk, cabinet for paperwork. Custodial Storage; cleaning equipment and supplies; 1/3 is stored at Monroe MS currently . Electrical, Plumbing, HVAC Storage & Work Room; 2 truck bays, storage shelving, large work table (6' x 12'). 3,5

2nd floor 2nd floor (not used all the time)

combined w/ 13 In Warehouse In Warehouse

CUSD CORPORATION YARD

satellite view of project site - campbell, ca

This project involved adapting the design of the school district’s central kitchen to a new site at the district’s corporate yard. One of the first steps was taking spatial inventory of the existing uses at the new site in order to accommodate the client’s needs in the new building.

115

20

40' x 40'

1600 sf

OK - Same

21

40' x 40'

1600 sf

OK - Same

22

3'x 7'

21 sf

Bigger (40 sf)

23

10' x 14'

140 sf

Smaller (120 sf)

24

22' x 35'

770 sf

OK - Same

O&M Woodshop; 1 truck bay, vending machines, tools, woodworking machines (table saw, miter saw, planer, etc.), flammables cabinets, casework for tool storage, lumber storage, lockers. Auto Repair Shop; wash sink, hydraulic lift, tools and storage, welding equipment, space for two (2) cars to drive in.

In Warehouse

In Warehouse

30

45' x 26'

1170 sf

OK - Same

31 32

40' x 22' 40' x 22'

880 sf 880 sf

OK - Same OK - Same

Unisex Restroom (not D.A.). Mechanic's Office; closet/casework for file and tool storage, desk, files, keys storage and cutting equipment. O&M Landscape Shed; 1 truck bay, mowing equipment, sprinkler/plumbing equipment, shovels, pipes. O&M Landscape Storage Room; plastic fencing/chicken wire; fire extinguishers. Landscaping Shed 2; shovels, picks, cutters, pesticides, lockers, hoses, lawnmowers, irrigation equipment. Measure G Storage Shed; whiteboards, painting supplies, lumber, scaffolding, quickrete, etc. Measure G Woodshop Shed; woodworking power equipment, carepentry storage. Measure G Supply Storage; whiteboards, electrical supplies and tools, lumber, ladders, insulation. O&M Furniture Storage Shed; chairs, tables, overflow interior finishes (ceramic tiles, VCT, rubber wall base, carpet), cabinets, old woodworking machines, flood lights. Dave's Office (Measure G); Desk, cabinets for files, lawnmowers, tackboards, overflow interior finishes. O&M Storage Room; carpet, clean HVAC filters (above 31).

33 34

see dwg. see dwg.

-

OK - Same OK - Same

District Warehouse; food storage, school supplies and file storage. Food Prep Room; clean room for food processing.

35

see dwg.

-

OK - Same

Bus Shelter; parking for 12 school busses.

36

see dwg.

-

OK - Same

BUS Repair Building.

37

see dwg.

-

-

Kitchen administration offices.

Kitchen

(N) Central Kitchen Bldg.

38

see dwg.

-

-

Storage Shed (didn't see inside - was locked).

Landscape Maint.

Furniture Shed.

39

see dwg.

-

-

Warehouse Management Structure/shed.

General Notes:

1) Need dedicated (preferrably) STAR storage room.

25

6' x 18'

108 sf

Smaller

26

26.5' x 22'

583 sf

Narrower

27

48' x 22'

1056 sf

OK - Same

28

40' x 22'

880 sf

OK - Same

29

20' x 22'

440 sf

OK - Same

2) O&M worker staff is +-13 ppl 3) 3 Dumpsters total: 2 for garbage, 1 for yard waste. 4) 7 trailers that need parking/storage space.

20, 21 21

In Warehouse

25, 26 24, 26 24, 25 31, 28, 29

remain

27

remain remain

In Warehouse 27, 28, 29

remain

(N) Central Kitchen Bldg. (N) Central Kitchen Bldg. Bus Washing Pad

Remain Remain


AEDIS ARCHITECTURE & PLANNING

CLIENT MEETING TO DISCUSS SPACE NEEDS

I participated in a few programming client meetings where space needs and layouts were discussed.

SITE VISITS TO INVENTORY EXISTING SPACES

I helped to inventory the existing spaces on the project site to account for them in the proposed new design. I worked closely with my project manager and assistant project manager to conduct several site visits and the shown photographic documentation.

22

[see space matrix at left]

116


EXISTING SITE PLAN KEYNOTES

7 8 9 10

43 29 33 42

42

11 12

42

13

44

14 41

28

43

34

15 16 17 18

39

40

19 20 21

31 27 32

36

22 23 24

35

25 26 45

27 38

28

35 36 24

38

112' - 0"

19' - 8"

12

31' - 4"

14

22' - 0"

6

11

13 15

1

3

87' - 6"

16

8

19

40' - 1"

11 19' - 8"

17

23

8 4

2

19

20

7

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STATE DSA FILE NUMBER

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IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECT

APPL # AC ______ FLS ______ SS______ DATE

REVISIONS

No.

Date

EXISTING PARKING COUNT 47

22

10

REQUIRED 230' - 10"

ACTUAL 55

- PARKING STALLS: - D.A. PARKING STALLS:

3

2

- VAN D.A. PARKING STALLS :

1

0

- TRUCK PARKING STALLS:

TO HARRISON AVENUE

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39 40 41 42 43 44 45 46 47

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CONSULTANT

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CAMPBELL UNION SCHOOL DISTRICT

AK

30

PROJECT

CAMPBELL USD CENTRAL KITCHEN @ CORP YARD

EC

29

www . ae di s gro up . com 1494 Hamilton A v e, San Jose, CA 9 5 1 2 5 tel: (408)-264-2000 fax: (408)-264-2500

IA

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30

AEDIS

ARCHITECTURE & PLANNING

RN

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I

3

(E) OFFICE OF DOUG WILLIAMS. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) CONFERENCE ROOM. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) OFFICE OF DAVE RADKE. TO BE RELOCATED TO (E) WAREHOUSE BUILDING. (E) PLAN ROOM. TO BE RELOCATED TO (E) SHARED BREAK ROOM. TO BE RELOCATED TO (E) WAREHOUSE BUILDING. (E) OFFICE OF IT SUPERVISOR. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) COPY ROOM AND STAR TEST STORAGE. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) IT EQUIPMENT STORAGE ROOM. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) IT STAGING HALLWAY. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) IT STAFF OFFICE. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) RESTROOMS. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) OFFICE OF OPERATIONS & TRANSPORTATION (O/T) SUPERVISOR. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) DESK OF TRANSPORTATIO DISPATCHER. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) OFFICE OF TRANSPORTATION SUPERVISOR. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) OFFICE OF DISTRICT DRIVER & TRAINER. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) STORAGE CLOSET. (E) DESK OF O/T OFFICE ASSISTANT. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) CUSTODIAL STORAGE. TO BE RELOCATED TO (E) WAREHOUSE BUILDING. (E) ELECTRICAL, PLUMBING, HVAC, AND LANDSCAPING STORAGE & WORK ROOM. TO BE RELOCATED TO (E) WAREHOUSE BUILDING. (E) WOODSHOP. TO BE RELOCATED TO (E) WAREHOUSE BUILDING. (E) AUTO REPAIR & METAL SHOP. TO BE RELOCATED TO (E) WAREHOUSE BUILDING. (E) UNISEX RESTROOM. (E) OFFICE OF MECHANIC. TO BE RELOCATED TO (E) WAREHOUSE BUILDING. (E) LANDSCAPE MAINTENANCE EQUIPMENT SHED. TO BE RELOCATED TO (E) FURNITURE SHED (SEE 1/A1.02). (E) LANDSCAPE MAINTENANCE STORAGE ROOM. TO BE RELOCATED TO (E) FURNITURE SHED (SEE 1/A1.02). (E) LANDSCAPE MAINTENANCE SUPPLIES SHED. TO BE RELOCATED TO (E) FURNITURE SHED (SEE 1/A1.02). (E) COVERED MEASURE "G" STORAGE SHED. TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) MEASURE "G" WOODSHOP AND CARPENTRY STORAGE. TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) COVERED AND GATED MEASURE "G" SUPPLY STORAGE SHED. TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) OPERATIONS & MAINTENANCE FURNITURE STORAGE SHED. TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) MEASURE "G" SUPERVISOR'S OFFICE AND STORAGE BUILDING (GROUND LEVEL). TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) OPERATIONS & MAINTENANCE STOGARE BUILDING (SECOND LEVEL). TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) OPERATIONS & MAINTENANCE SUPPLY AND FOOD PREPARATION WAREHOUSE. TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) FOOD PREPARATION CLEAN ROOM. TO BE CONVERTED TO (N) BREAK ROOM (SEE 1/A1.02). (E) BUS PARKING SHELTER. TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) BUS REPAIR BUILDING. TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) KITCHEN ADMINISTRATIVE OFFICE. TO BE RELOCATED TO (N) CENTRAL KITCHEN BUILDING. (E) STORAGE SHED. TO BE RELOCATED TO (E) FURNITURE SHED (SEE 1/A1.02). (E) WAREHOUSE MANAGEMENT SHED. (E) WAREHOUSE FOOD REFRIGERATOR. (E) WAREHOUSE FOOD FREEZER. (E) WAREHOUSE STORAGE RACKS,TO BE RECONFIGURED. (E) GARBAGE AND YARD WASTE BINS. (E) CMU GARBAGE ENCLOSURE. TO REMAIN IN CURRENT LOCATION ON THE SITE (SEE 1/A1.01). (E) FIRE HYDRANT. (E) GAS PUMP. (E) KEY ROOM. TO BE RELOCATED TO (E) WAREHOUSE BUILDING.

LIC

2

DA N

1

5

MILESTONES

SD DD 25% CD 50% CD 75% CD DSA SUB

6/17/11 9/23/11

SHEET

1

EXISTING SPACES SITE PLAN 1/16" = 1'-0"

EXISTING SITE PLAN

This is the existing site plan for the new corp yard project location. I drafted this plan in Revit based on 1960s hand drawn plans of the office building and warehouse plans from a recent project that the firm had completed there.

117

DATE

JOB #

07/11/12

2010040.01

SHEET #

A1.00


AEDIS ARCHITECTURE & PLANNING GENERAL SHEET NOTES

(E) SHED

A.

CONTRACTOR TO VERIFY THAT ALL BARRIERS IN THE PATH OF TRAVEL HAVE BEEN REMOVED OR WILL BE REMOVED UNDER THIS PROJECT AND PATH OF TRAVEL COPMPLIES WITH CBC 1133B.

B.

REFER TO CIVIL, PLUMBING, ELECTRICAL AND LANDSCAPE DRAWINGS FOR EXTENT OF CIVIL, PLUMBING, ELECTRICAL AND LANDSCAPE WORK.

C.

CONTRACTOR SHALL MAINTAIN FIRE LANE ACCESS THROUGHOUT PROJECT.

D.

CONTRACTOR TO COORDINATE WITH LOCAL FIRE MARSHALL, CITY, AND DISTRICT FOR THE INSTALLATION OF FIRE HYDRANTS AND FIRE SPRINKLER SYSTEMS. NEW FIRE HYDRANTS ARE TO BE INSTALLED AND OPERATIONAL PRIOR TO STORING COMBUSTIBLE MATERIAL ON SITE PER CFC SECTION 1412. AN APPROVED TEMPORARY WATER SUPPLY FOR FIRE PROTECTION SHALL BE PROVIDED IF PERMANENT SOURCE IS NOT AVAILABLE.

E.

SEE IRRIGATION DEMOLITION PLAN FOR REMOVAL AND SALVAGE OF EXISTING IRRIGATION SYSTEM.

F.

SEE ROOF PLANS FOR EXTENT OF CANOPY DEMOLITION.

G.

SEE STRUCTURAL DRAWINGS FOR EXTENT OF ALL COVERED WALKWAY STRUCTURAL STEEL DEMOLITION.

1

1

AEDIS

ARCHITECTURE & PLANNING

www . ae di s gro up . com 1494 Hamilton A v e, San Jose, CA 9 5 1 2 5 tel: (408)-264-2000 fax: (408)-264-2500

PROJECT

CAMPBELL USD CENTRAL KITCHEN @ CORP YARD CAMPBELL UNION SCHOOL DISTRICT

(E) GARBAGE AREA

(E) WAREHOUSE BUILDING 3

2

(E) SHED

(E) F.H.

(E) BUS REPAIR

(E) BUS BARN

DEMO SITE PLAN KEYNOTES (E) SHED

4

1 2 3 4 5

(E) WAREHOUSE STORAGE RACKS,TO BE RECONFIGURED. (E) WAREHOUSE MANAGEMENT SHED. (E) WAREHOUSE FOOD REFRIGERATOR. (E) WAREHOUSE FOOD FREEZER. (E) GAS PUMP.

CONSULTANT

(E) F.H.

A RCH

SED

A . HUN

IT

S

T

ER

DA N

EL

AK

I

EN

EC

LIC

STAMP

AT

(E) SHED

E

RE

N.

1 0 3 /31 /

3

RN

ST

5

IA

NO. C-018915

OF CA L I F O

STATE DSA FILE NUMBER

43-12

IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECT

APPL # AC ______ FLS ______ SS______ DATE

REVISIONS

No.

(E) FACILITIES BUILDING

Date

GRAPHIC KEY EXISTING BUILDING TO BE DEMOLISHED MILESTONES EXISTING STRUCTURE TO BE RELOCATED

TO HARRISON AVENUE EXISTING LOADING RAMPS TO BE FILLED

1

SD DD 25% CD 50% CD 75% CD DSA SUB

6/17/11 9/23/11

EXISTING BUILDING TO REMAIN

DEMO SITE PLAN 1/16" = 1'-0"

SHEET

PROPERTY LINE

OVERHANG / EAVE

I drafted the plans and laid out this sheet illustrating the required demolition and use relocation (see keynotes) for the client.

(E) WOODEN FENCE TO REMAIN

DEMO SITE PLAN

(E) CHAIN LINK FENCE TO REMAIN

(E) CHAIN LINK FENCE TO BE DEMOLISHED

(E) F.H.

EXISTING FIRE HYDRANT

DATE

JOB #

9/23/11

2010040.01

SHEET #

This plan would later be used in construction phase planning.

A1.01 118


GENERAL SHEET NOTES

1 A3.0-b3 A3.0-b1 A3.0-b2 A3.0

(E) WAREHOUSE BUILDING

1

A.

CONTRACTOR TO VERIFY THAT ALL BARRIERS IN THE PATH OF TRAVEL HAVE BEEN REMOVED OR WILL BE REMOVED UNDER THIS PROJECT AND PATH OF TRAVEL COPMPLIES WITH CBC 1133B.

B.

REFER TO CIVIL, PLUMBING, ELECTRICAL AND LANDSCAPE DRAWINGS FOR EXTENT OF CIVIL, PLUMBING, ELECTRICAL AND LANDSCAPE WORK.

C.

CONTRACTOR SHALL MAINTAIN FIRE LANE ACCESS THROUGHOUT PROJECT.

D.

CONTRACTOR TO COORDINATE WITH LOCAL FIRE MARSHALL, CITY, AND DISTRICT FOR THE INSTALLATION OF FIRE HYDRANTS AND FIRE SPRINKLER SYSTEMS. NEW FIRE HYDRANTS ARE TO BE INSTALLED AND OPERATIONAL PRIOR TO STORING COMBUSTIBLE MATERIAL ON SITE PER CFC SECTION 1412. AN APPROVED TEMPORARY WATER SUPPLY FOR FIRE PROTECTION SHALL BE PROVIDED IF PERMANENT SOURCE IS NOT AVAILABLE.

10

(N) SECURE TRUCK PARKING

7 11 15

6

(N) CENTRAL KITCHEN BUILDING

5

13

(N) TEXTBOOK STORAGE AREA

14

3

9

16 8 (E) F.H.

CONSTRUCTION TYPE: II-B ONE STORY, SPRINKLERED BLDG AREA: 12,073 S.F. OCCUPANCY TYPE: S-1, F-1, B ALLOWABLE AREA (PER C.B.C. TABLE 503., MOST RESTRICTIVE): 15,500 S.F. 12,073 S.F. < 15,500 S.F. OK

AEDIS

ARCHITECTURE & PLANNING

www . aedisgroup . com 1494 Hamilton A v e, San Jose, CA 9 5 1 2 5 tel: (408)-264-2000 fax: (408)-264-2500

PROJECT

CAMPBELL USD CENTRAL KITCHEN @ CORP YARD CAMPBELL UNION SCHOOL DISTRICT

(E) CUST. STORAGE CONSULTANT

4

NEW SITE PLAN KEYNOTES

2

STAMP

A . HUN

IT

S

DAN

ER

E

II-B YES 1 30'-0" 12,073 SQ. FT.

RE

N.

1 03 /31 /

3

OF CA L I FO

STATE

- FIRE FLOW REQUIRED: - REQUIRED FIRE FLOW 2,250 GPM FOR 2 HOURS - FIRE SPRINKLER SYSTEM (XX% REDUCTION) XXX GPM ------------------------------------------------------------------------------------- TOTAL FIRE FLOW REQUIRED X,XXX GPM - FIRE FLOW PROVIDED: - NUMBER OF FIRE HYDRANTS REQUIRED: - NUMBER OF FIRE HYDRANTS PROVIDED:

EL

T

AT

(Per California Fire Code, Appendices B and C, Tables B105.1 and C105.1) - CONSTRUCTION TYPE: - FIRE SPRINKLERED: - STORIES: - BUILDING HEIGHT: - BUILDING FIRE AREA:

A R CH

SED

NO. C-018915

ST

(N) PARKING LOT

(N) 2-STORY CENTRAL KITCHEN / OFFICE / STORAGE BUILDING

EN

AK

REQUIRED FIRE FLOW:

EC

HARRISON AVENUE

16

IA

12 13 14 15

I

12

RELOCATED LANDSCAPE MAINTENANCE EQUIPMENT. RELOCATED (E) GAS PUMP. REMAINING MEASURE "G" STORAGE AND WOODSHOP. (E) TWO-STORY STORAGE SHED, FUNCTION TO REMIAN. (E) GARBAGE AND YARD WASTE BINS. REMAINING (E) CMU GARBAGE ENCLOSURE. (N) AUTO REPAIR & METALSHOP AREA (900 SF). (N) ELECTRICAL, PLUMBING, HVAC WORK AREA (1050 SF). (N) WOODSHOP AREA (980 SF). (N) PAINTING AREA AND STORAGE (140 SF). (N) BREAK AND MEETING ROOM (1ST LEVEL) AND DAVE'S OFFICE (2ND LEVEL). (N) KITCHEN TRASH AND POWER WASHING ENCLOSURE. RELOCATED MECHANIC OFFICE AND RECORD STORAGE (160 SF). (N) KEY SHOP (150 SF). (N) CUSTODIAL STORAGE IN RELOCATED (E) WAREHOUSE MANAGEMENT SHED. (N) BOOK STAGING ROOM (190 SF).

RN

(E) F.H.

1 2 3 4 5 6 7 8 9 10 11

LIC

(E) BUS BARN (E) BUS REPAIR

DSA FILE NUMBER

43-12

IDENTIFICATION STAMP DIV. OF THE STATE ARCHITECT

APPL #

X,XXX GPM 2 2

AC ______ FLS ______ SS______ DATE

REVISIONS

PARKING COUNT:

REQUIRED

ACTUAL

- PARKING STALLS:

No.

Date

88

- D.A. PARKING STALLS:

4

0

- VAN D.A. PARKING STALLS :

1

0

- TRUCK PARKING STALLS:

0

GRAPHIC KEY NEW CONSTRUCTION

EXISTING CONSTRUCTION TO REMAIN

PROPERTY LINE

1

NEW SITE PLAN 1" = 20'-0"

OVERHANG / EAVE

(E) WOODEN FENCE

(N) CHAIN LINK FENCE

(E) CHAIN LINK FENCE

MILESTONES

SD DD 25% CD 50% CD 75% CD DSA SUB

6/17/11 9/23/11

SHEET

FIRE DEPARTMENT ACCESS

FIRE DEPARTMENT ACCESS IS 20'-0" WIDE AND RATED FOR 96,000 LBS.

DA

I laid out and prepared this sheet of the new site plan, showing the layout of the warehouse, plus site additions and changes.

D.A. PATH OF TRAVEL D.A. PATH OF TRAVEL AS INDICATED ON PLAN IS A BARRIER FREE ACCESS WITHOUT ANY ABRUPT LEVEL CHANGES EXCEEDING 1/2" BEVELED AT 1:2 MAXIMUM SLOPE OR VERTICAL LEVEL CHANGES NOT EXCEEDING 1/4" MAXIMUM AND AT LEAST 48" WIDE. SURFACE IS SLIP RESISTANT, STABLE, FIRM, AND SMOOTH. CROSS SLOPE DOES NOT EXCEED 2% AND SLOPE IN THE DIRECTION OF TRAVEL IS LESS THAN 5% UNLESS OTHERWISE INDICATED. D.A. PATH OF TRAVEL SHALL BE MAINTAINED FREE OF OVERHANGING OBSTRUCTIONS TO 80" MINIMUM HEIGHT AND PROTRUDING OBJECTS GREATER THAN 4" PROJECTION FROM WALL ABOVE 27" AND BELOW 80". ARCHITECT SHALL VERIFY THAT THERE ARE NO BARRIERS IN THE PATH OF TRAVEL.

(N) F.H.

LOCATION OF NEW FIRE HYDRANT, SEE CIVIL DRAWINGS FOR ADDITIONAL INFORMATION

(E) F.H.

EXISTING FIRE HYDRANT

NEW SITE PLAN

DATE

JOB #

9/23/11

2010040.01

SHEET #

A1.02

119


AEDIS ARCHITECTURE & PLANNING 140' - 1" 50' - 8"

57' - 1"

32' - 0" 33' - 0"

3' - 0"

AUTO SHOP

12' - 9"

8' - 11"

These were space planning options for the book room that I designed based on a visit to the client’s existing book room and an interview with the textbook technician that would be using the new space.

37' - 9"

6' - 2"

19' - 10"

5' - 0"

WOODSHOP OPEN WORKSHOP 11' - 9"

14' - 0"

8' - 0"

0' - 10" TYP.

4' - 6"

18' - 0"

KEY ROOM

3' - 8"

5' - 0"

3' - 0"

BOOK ROOM

14' - 2"

2' - 10"

13' - 6"

26' - 5"

12' - 0" TYP.

59' - 11"

60' - 1"

7' - 7"

BREAK ROOM

50' - 4"

The district superintendent requested that we include a space for textbook sorting and preparation in the remodeling plans for the warehouse building.

3' - 0"

8' - 11"

15' - 9"

6' - 7"

3' - 0"

6' - 0" TYP. 10' - 0"

18' - 1"

3' - 0" 21' - 10"

25' - 1"

25' - 0"

20' - 0"

20' - 0"

25' - 0"

25' - 1"

ENLARGED WAREHOUSE PLAN - BOOK ROOM OPTION 1 3/32" = 1'-0"

1

CAMPBELL USD CENTRAL KITCHEN @ CORP YARD

140' - 1"

8/8/2012 9:19:19 AM C:\Users\annam\Desktop\Campbell

50' - 8"

57' - 1"

A E D I S

32' - 4" FILE NO.:

A R C9'H -I 2" TECTURE & PLANNING

1494 Hamilton Avenue San Jose, CA., 95125

8' - 11"

10' - 0"

10' - 0"

JOB NO.

fax: (408) 264 - 25003' - DATE 0"

7' - 0"

15' - 9"

3' - 0"

6' - 0" TYP.

tel: (408) 264 - 2000 3' - 0"

CAMPBELL UNION SCHOOL DISTRICT

APPL NO.:

43-12 19' - 7"

33' - 0"

10' - 9"

9' - 0"

7' - 9"

BREAK ROOM

BOOK ROOM OPTION 2

The three options were approved by my project manager and then shown to the clients during one of the planning meetings.

12' - 9"

20' - 3"

12' - 0" TYP.

59' - 11"

60' - 1"

A3.0-b1

32' - 0"

AUTO SHOP 18' - 1"

SHEET

2010040.01 08/07/12

7' - 7"

PAINT STORAGE 6' - 7"

8' - 9"

12' - 0" TYP.

11' - 10"

Central Kitchen - (LOCAL-ANNA) 2010040.01.rvt

19' - 7"

3' - 0" PAINT STORAGE

11' - 10"

8' - 9"

12' - 0" TYP.

10' - 0"

BOOK ROOM OPTION 1

32' - 4" 9' - 2"

8' - 11"

37' - 9"

6' - 2"

14' - 2"

WOODSHOP

26' - 5"

22' - 1"

OPEN WORKSHOP

14' - 0"

8' - 0"

0' - 10" TYP.

3' - 0"

3' - 0"

5' - 0"

50' - 4"

KEY ROOM

3' - 0"

11' - 9"

3' - 0"

13' - 6"

BOOK ROOM

3' - 0"

18' - 0"

25' - 1"

25' - 0"

20' - 0"

20' - 0"

25' - 0"

25' - 1"

ENLARGED WAREHOUSE PLAN - BOOK ROOM OPTION 2 3/32" = 1'-0"

140' - 1"

CAMPBELL USD CENTRAL KITCHEN @ CORP YARD

50' - 8"

32' - 4"CAMPBELL UNION SCHOOL DISTRICT

57' - 1"

A E D I S 1494 Hamilton Avenue

12' - 0" TYP.

San Jose, CA., 95125

fax: (408) 264 - 2500

JOB NO. 3' DATE - 0"

2010040.01 08/07/12

SHEET

BOOK ROOM OPTION 3

A3.0-b2

7' - 7"

8' - 11"

6' - 0" TYP. 10' - 0"

32' - 0"

18' - 1"

AUTO SHOP

10' - 0"

3' - 0"

10' - 0"

tel: (408) 264 - 2000

3' - 0"

19' - 7" 43-12

APPL NO.:

15' - 9"

6' - 7"

3' - 0"

11' - 10"

8' - 9"

PAINT STORAGE

FILE NO.:

9' - 2" ARCHITECTURE & PLANNING

33' - 0"

1

8/8/2012 9:18:38 AM C:\Users\annam\Desktop\Campbell

Central Kitchen - (LOCAL-ANNA) 2010040.01.rvt

21' - 10"

12' - 9"

20' - 3"

12' - 0" TYP.

59' - 11"

60' - 1"

6' - 9"

8' - 11"

BREAK ROOM

37' - 9"

6' - 2"

3' - 8"

KEY ROOM

3' - 2" 3' - 0"

WOODSHOP OPEN WORKSHOP

8' - 0"

3' - 0"

21' - 10" 25' - 1"

1

25' - 0"

20' - 0"

20' - 0"

These are photographs of the existing textbook room to understand the space requirements for the warehouse retrofit.

14' - 0" 11' - 9"

19' - 10"

5' - 0" 0' - 10" TYP. tral Kitchen - (LOCAL-ANNA) 2010040.01.rvt

18' - 0"

26' - 5"

3' - 0"

50' - 4"

5' - 0"

14' - 2"

13' - 6"

BOOK ROOM

25' - 0"

25' - 1"

ENLARGED WAREHOUSE PLAN - BOOK ROOM OPTION 3 3/32" = 1'-0"

CAMPBELL USD CENTRAL KITCHEN @ CORP YARD

I also interviewed the textbook technician to understand her work needs.

120


//ESTES PROPERTY - INDEPENDENT PROJECT

March 2008 - December 2010

This was one of my first work experiences, where I had the opportunity to apply my graphic design skills and my architectural training as a freelancer. The task where I applied my architectural and analytical skills came in the form of taking a survey of the comany CEOâ&#x20AC;&#x2122;s residence and creating a base SketchUp model of it. The clientâ&#x20AC;&#x2122;s goal was to explore several options of landscaping his property - including front, side and back yards - to provide more private and shaded areas for his elderly parents to enjoy. Through this project I learned how the skills I picked up in architecture courses could be applied to real world situations and projects, no matter how small. I learned about working with a client and what it means to provide a service.

122


ESTES PROPERTY LANDSCAPING

views of front yard of property

Site Map - Saratoga, ca

views of rear yard of property

satellite view of site - saratoga, ca

views of northern sideyard

123

views of Southern sideyard


ESTES PROPERTY

dimensioned property plan

124


dimensioned property landscape plan

The clientâ&#x20AC;&#x2122;s vision for the backyard was a custom pergola to shade the sitting area and potentially a fire pit.

125

The client wanted to transform the front yard into a private garden with tall shrubs and benches.


ESTES PROPERTY

The client was excited to see his vision realized in a digital model , The new frontyard space is much more private and intimate , while the pergolas provide a little more shade all around the site.

sketch-up model view of property - existing conditions

Sketch-up model view of property - with proposed changes

126


//EARTHOS INSTITUTE - BAC GATEWAY PROJECT

September 2011 - May 2012

This was a one-year Gateway Project that I participated in through the BAC. For this project I worked in a team with four other BAC students and two instructors on developing a sustainable vision for Grove Hall - a community neighborhood within Boston. The instructors introduced us to the theory of urban bioregionalism, strives to achieve global sustainability on environmental, economic, and social levels. The project exposed me to urban programming and masterplanning and the related policy issues that affect communities. I learned a lot about collaborative work and I became a defacto team leader - keeping track of schedule, deliverables, and task assignments. However, the most interesting and important concept that I learned was that programming and strategic planning for economic and social sustainability in human communities are the key factors to global sustainability. Sustainability technology is important, but it plays a small part in imroving the enviromental and economic factors, while design for sustainable lifestyles is th key.

128


DEPARTMENT OF NEIGHBORHOOD DEVELOPMENT - GROVE HALL INTEGRATED STUDY

TEAM RESEARCH TASK ASSIGNMENTS

GROVE HALL NEIGHBORHOOD BOUNDARY BASE MAP [PROVIDED BY DND]

pHOTO TAKEN AT UNITY PLAZA IN GROVE HALL DURING NEIGHBORHOOD SITE VISIT

The project began when we began to familiarize ourselves with Grove Hall by doing site visits and researching topics assigned during an early brainstorming session.

129


EARTHOS INSTITUTE

IMAGES THAT I TOOK TO RECORD THE CHARACTERISTICS OF THE NEIGHBORHOOD

130


COMMUNITY MEETINGS - PLANNING, PREPARATION, PRESENTATION

POSTER FOR OUR INITIAL COMMUNITY MEETING

I prepared the flyers and wrote the invitations for our community forums, and made the arrangements with the Grove Hall Community Center to reserve the space for these meetings.

131

PHOTOMONTAGE FOR GROVE HALL VISION AS AN URBAN AGRICULTURAL CENTER

I created the photomontage over a photograph of the official Roxbury neighborhood sign. This image illustrates Grove Hall as the food and agricultural technology center of Boston.


EARTHOS INSTITUTE

THE GATEWA TEAM

PHOTOS FROM THE THREE COMMUNITY FORUMS WE HELD IN SPRING 2012

132


THE NEIGHBORHOOD VISION - THE MOVIE

133


EARTHOS INSTITUTE

134


135


EARTHOS INSTITUTE

136


STILL FRAMES FROM THE GENEVA AVENUE VISION MOVIE

I wrote the script , compiled most of the imagery and edited this short movie to illustrate the teamâ&#x20AC;&#x2122;s vision for the Geneva Avenue corridor.

137


GROVE HALL BLOG

EARTHOS INSTITUTE

I initiated a blog for our project and maintained it throughout the year as a public channel to announce community meetings and introduce people to our project. I updated summaries of our meetings and uploaded links of our multimedia presentations for a broader internet audience.

138


//VISUAL STUDIES Visual study courses have taught me fundamental visual communication skills and strengthened my ability to effectively translate my ideas from elusive thought into states comprehensible by colleagues and clients.

139


//FREEHAND DRAWING AND ART

Summer 2005 - Spring 2008

The work included in this section demonstrates my drawing and painting skills obtained prior to my arrival at the BAC. The drawings, paintings and mixed-media work that follows illustrates my visual communication skills and artistic point of view as a designer. My foundation in drawing and abstraction aided my understanding and visualization of threedimensional objects and spaces in studio and in the architectural office.

charcoal shirt study [ 18â&#x20AC;? x 24â&#x20AC;? - 72 hours]

Through this drawing I learned about charcoal drawing techniques in capturing more than five values. But most importantly, I gained the skill of freehand capture of a complex object onto a flat surface through observation and recording of shapes and shadow.

140


chiaroscuro figure study [ charcoal - 24” x 36” ]

still life in three values [ Tempera paint - 18” x 24” ]

This example illustates my experience in figure drawing and variuos charcoal and conti representation techniques that I learned.

Through this exercise I learned to abstract and represent complex objects and their volume using only three values while preserving a legible composition.

Figure drawing served my understanding of the human form and proportions, which inform my designs now.

141

A Bottle [ thread and nails on spray-painted frame - 18” x 24” ]

This mixed-media piece was inspired my fascination with Calculus and the idea that any curve can be represented by a series of straight lines that are tangent to it at various points. This project was an exploration beyond traditional representation techniques and abstraction.


“tears in paris’ [ oil paint and thread on paper 18” x 24” ]

This is an original abstract painting that explored multi-dimensionality in depiction and expression of the emotional turmoil of losing romantic love.

sunset over the grand canyon [ watercolor - 16” x 20”]

This was a challenging watercolor exercise that took several iterations to master. The painting is a watercolor reproduction of a photograph and taught me patience and technique in handling watercolors .

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//DESIGN PRINCIPLES

Spring 2011 - Richard Griswold - 15 Weeks

This class was an introduction to the complexities of the design process and approaches to visual communication. Through readings, lectures, and the composition of a course sketchbook I understood the various factors that influence and guide the design process and the ways in which successful architects have employed it in their work. The sketchbook was an exploration and learning tool that inspired me to practice drawing, diagramming, writing and composition skills all at once. The visual and written communication challenges of this class improved my performance and understanding in studio and other courses by inspiring me to always be aware of how I communicate my ideas and my thinking process .

midterm design process diagram [ graphic pens - 11â&#x20AC;? x 17â&#x20AC;? ]

This diagram depicts my understanding of the design process as an iterative spiral that is lead by needs, shaped by constraints, and builds upon evolving precedents and ideas.

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rose dissection

Through this exercise I learned to objectively describe a rose verbally and diagrammatically. This process of recording and abstraction became a extremely useful design skill in studios.

NOTRE DAME DE HAUT DIAGRAMS - Le Corbusier

This was a typical exercise in analyzing a design precedent by a famous architect through drawings and diagrams. This helped to understand various rationales behind design.

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BOHAN -KEMP RESIDENCE

Through this exercise I understood the benefits of various architectuctural drawings and how they explain the building at different scales. I applied this understanding later in studio and at the office.

NEWBURY STREET DIAGRAM

This was one of my favorite exercises in that it taught me to look at a street abstractly by applying a graphic vocabulary to document existing conditions and observations. I have applied this idea in my diagrams and analysis in studio and other courses.

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//SKETCH PROBLEM 1 - AN OUTDOOR PAVILLION

Spring 2012 - Ian Taberner - 12 Hours

This was a one-day workshop focused on quickly designing an outdoor performance pavilion based on program requirements of a blind musician that uses a wheelchair. The program was simple, requiring a performance and reading spaces to be connected by an accessible corridor and stairs. The site is flat and is located in the Boston region. The musician requested naturally lit soaring spaces that also have positive acoustical properties. During the course of this one-day charette I learned to quickly generate ideas and to design with ADA regulations and simple spatial qualities in mind.

model of the outdoor pavillion [ scale: 1/2” = 1’-0” ]

This model captures the structure and lighting qualities of the pavillion and how I envisioned it would fit into the surroundings and be occupied by the client.

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OPENNESS FOR NATURAL LIGHT AND VENTILATION

The pavillion highlights the forest site in the columnation of the corridor, which mimicks the tree trunks and serves as a rhythmic and counting wayfinging device for the client. the circulation is designed for universal accessibility and ease of navigation by the client. the roof and walls capitalize on the natural lighting using a combination of direct skylights, light reflection and diffusion. The roof openings create a theatrcal atmosphere on the stage and a spiritual one in the reading room.

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aerial view of pavilion model view of reading space - soaring height and sunlight

approaching by ramp - rhythm

approaching by stairs

plan view of pavillion from above


//INDEPENDENT I always aspire to maintain interest and involvement outside of studio and the office by exploring skills related to design and finding opportunities to develp personally as a leader and and a team player.

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//WOODWORKING

Fall 2010 - Lynn Todaro - 12 Weeks

Woodworking and furniture design always intrigued me and this project was my first attempt to manipulate wood into a designed object. I gained a basic understanding of wood as a building material and developed a new appreciation for furniture design and making. The process of constructing a wooden box turned out to be highly architectural. Working at such a small scale forced me to acute awareness of material and tool capabilites and tolerances (aspects I had not considered before except at construction site visits) and how that affects the design and production. Through woodworking I learned about the importance of detailing and physical limitations of construction in design execution.

wooden tea box

This photograph illustrates the finished tea box as it was meant to be occupied and used. I found it extremely rewarding to see my design from conception to execution and use.

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prepared construction elements main tea compartment and center divider the tea box explained

As a tea-lover, I designed a custom box to hold various kinds of tea and corresponding supplies. The dimensions of the interior compartments and the depth of the box were based on standard tea packaging sizes. For the box I chose to use Vermillion for the body, Tulipwood and Purpleheart for the decorative lid, and Mohogany plywood for dividers and compartment bottoms. In production and assembly I used the table saw, circular saws, routers, drills, sanders, various clamps and custom jigs. The hands-on construction of a tea box forced me to adjust and change the design in the process.

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filter and divider drawer dividers

tea box removable components


tea box closed

customizable tea compartments

lid tulipwood detail

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//STUDENT ORGANIZATIONS Fall 2008 - Fall 2012

Through involvement with student groups forthe past four years I have learned leadership, networking, and career skills while also expanding my understanding of architecture and making new friends. I learned to solve organizational problems and to be proactive through participation in leadership positions and my first attempts at teaching. From reviving and managing an AIAS club at West Valley College, and filling a new role of the AIAS BSA Liason at the Boston Architectural College, I improved my time management skills, picked up an interest in networking and the business side of architecture. I discovered life outside of studio and a passion for organization of events that enrich mine and others’ growth as architecture students and as individuals. My attempts to teach other students proved to be challenging and shed light onto the perspective of the instructors. In the process, I have gained greater confidence in myself and courage in the classroom and the office.

hannah house tour - Fall 2009

I organized an AIAS club trip to Frank Lloyd Wright’s Hannah House in Palo Alto, CA. The first-hand experience of the house gave me great insight into Wright’s aesthetic and attention to detail in residential design.

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AIAS AND NOMAS

VOLUNTEERING WITH HABITAT FOR HUMANITY - DUBLIN, CA

AIAS West Valley College - tour of the salk institute

event planning and marketing

Starting out in club fundraising, I gradually moved on to event planning and graphic design.

BIG FOR A DAY DESIGN CHARETTE

I organized Habitat for Humanity volunteer days for the AIAS West Valley club, regular fundraisers, architectural landmark and firm tours and portfolio workshops.

PLANNING MEETING Saturday, Nov 17

AIAS BAC SPRING BOWLING

Over the past year, I had the opportunity to produce event posters for the AIAS chapter at the BAC and NOMAS and polish my graphic design skills.

FRIDAY, FEB. 24th 5pm @ King’s 50 Dalton St, Boston,MA 02115 (accross from 951 Boylston)

Most importantly, I have learned to manage my time between academic, professional and extracurricular pursuits.

Pin Down and Join Us for Our Annual Night of Bowling! King’s is a 21+ facility after 6pm. Please be prepared to show your ID. Cost: $6/person/game $4 shoe rental Visit our Facebook Page: AIAS BAC aias@the-bac.edu

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AIAS and nomas event posters

Time: 1:00 pm - 2:00 pm Location: RM 507, 320 Newbury BAC NOMAS, AIAS and Big Sister of Greater Boston are looking for 25 female BAC students to serve as “design experts” and mentors for middle & high schoolaged girls during a day-long charette event in March 2013. This meeting will focus on brainstorming activities for the charette and discussing registration details.

Calling all female design students! Give back to the Boston community by introducing young females to a career path in the design field! Learn more about the charette by attending one of the next NOMAS General Body Meeting. BACNOMAS General Body Meeting – Friday 11/2 (6:30pm, Fishbowl)

Be a Big Sister for a Day.

Interested? Want to know more? Contact BACNOMAS (bacnomas@the-bac.edu) or AIAS (aias@ the-bac.edu). To find out more about Big Sister, or the Big For A Day program, visit www.bigsister.org


introducing the bsa to students at an aias meeting

teaching presentation model making techniques for nomas

presenting and teaching to fellow students at the BAC

290 COngREss st, suitE 200 BOstOn , MA 02210

JOBS

NETWORKING

Regularly updated open position listings by local architecture and design firms. Resume listing service.

www.architects.org/jobs

MEMBERSHIP

Dozens of interest-based groups that meet and host events montly. Opportunity to make professional connections and learn outside the classroom.

www.architects.org/committees

I composed and delivered presentations introducing the BSA, covering extracurricular events, and providing networking tips to fellow students during monthly AIAS meetings.

EVENTS Professional development courses, public lectures and discussion on current industry issues.

In the fall of 2012, I volunteered to teach two sessions in the biannual NOMAS Model Making Workshop. I taught sketch and presentation modeling and found teaching to be both challenging and rewarding.

Engage with Bostonâ&#x20AC;&#x2122;s architectural community.

www.architects.org/events

Through these experiences , I improved my public speaking and networking skills, which have proven useful in class and professionally.

$25/Academic Year FREE for AiAs and nOMAs Members

www.architects.org/membership/student-affiliate

nov.14 - 16

FREE Exhibit Hall Pass

[ before 10/31 ]

BSA infographic for students

www.abexpo.com

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Mezheritskaya BAC Segment I Portfolio