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YOUNG ADULT MIXED-USE APRTMENT
ART GALLERY | YOUNG ADULT MIXED-USE APARTMENT
This project was completed alongside a fellow classmate, Joseph Piccininno, during fourth year studio, which had us design a 4+ story residential/commercial space based on research conducted from the surrounding site of Downtown Sudbury. We were able to discover from extensive research that the area houses a large audience of young adults (20 - 35), as well as a lower economic demographic. We had landed on designing for this exact demographic, by providing an affordable apartment involving crucial opportunities for social interactions. We designed four stories of residential spaces with a mix of two bedroom units, one bedroom units, and studio units, centered around the social spaces that fill up the corridors of the units. The first two floors are designed to support an art gallery, which we decided on as we were able to find that there was a large community of artists, yet no spaces to demonstrate their art in a comfortable space. To enhance the art gallery further, we provided artist workshops for the artists to be able to rent out spaces for them to work on their craft, which they may promote their work in the art gallery for compensation. All of these areas—the café, the art gallery, the meeting areas on the residential levels, and the many outdoor amenities—will be able to provide social opportunities, which is essential for a young adult’s development.
Figure 1.1: Site plan showcases the interior context of the main floor, which inhabitats an Art Gallery, Artist Workshops, and Cafe, as well as the site context of the various activities taking place on the site, involving a dog running pen and unique exterior seating space.
Figure 1.2: Small scale site plan shows the roof plan as well as second floor balcany space.
Figure 1.3: Large scale site plan shows the existing conditions of downtown sudbury’s site.
Figure 1.4: Floor 2 accommodates a louge space, workout space, and balcany.
Figure 1.7: Front (East) Elevation showcases how the building balcany spaces are being utalized, as well as the exterior materiality selection, which is concrete for the first two floors (commercial spaces) and cedar wood siding for the remaing 4 floors (residential spaces).
Figure 1.8: Interior perspective showcases the social gathering spaces on each floor, which is a crucial ammenity to the concept.
Figure 1.9: Exterior perspective showcases the site conditions of the various ammenities, as well as the materiality of the building.
Figure 1.5: Floor 3 accommodates 11 residential units (4 two-bedroom units & 7 studio units), residential gathering spaces, and a laundry room
Figure 1.6: Floor 4-6 accommodates 11 residential units (4 two-bedroom units, 6 studio units, and 1 one-bedroom unit) and residential gathering spaces.
1.10: Detailed section shows the wall detailing, HVAC pathways, as well as studio bedroom unit context.
1.12: Detailed Elevation showcases a public furniture designed to boost social interactions, as well as an
to foster further green space natured by the community/residents.
Figure 1.11: Summer Passive Strategy Section shows the methods in which the building is using passive design during the summer, mainly identifying stacked/cross ventilation, solar shading devices, and air quality.
Figure 1.13: The aerial axonometric view highlights the different sections that the mult-use residential building provides for both the community, as well as the residents.
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ENVIROMENTAL EDUCATION CENTRE
The concept that I have chosen to concentrate on for the environmental education centre that will be built on the grounds of Lake Laurentian Conservative Area is the sensation of senses being increased throughout the structure, including a variety of senses like touch, sight, and scent. The structure is manipulating these senses in a number of ways, notably by using materials and shading systems. The numerous overhead shading mechanisms on this structure are a prominent element. A sequence of wood or metal planks scale vertically or horizontally to provide an intriguing shadow effect inside the building. Without exerting any force on the body, the sensation of these many shadows enveloping the body might have an indirect impact on one’s sense of touch. The shadows produced by them can also have an intriguing impact on the eyes, since their frequent shifting in the shade can provide visual distraction. Overall, the building is surrounded by a highly distinctive form created by these passive shading devices, which attracts attention and enhances visitor comfort while also having an impact on human senses. The texture and significance of the materials felt along the building’s journey are another important feature that will be used to highlight the sensory experience. The instruction room and the office are two examples of the rooms where the user can feel the warm, smooth wood texture. Certain rooms, like the lab or lavatory, might give off an air of harshness and coldness that other rooms can absorb. These materials are extremely important to the senses since they each have a unique texture that the user can feel with their hands as they go around the structure and a different fragrance that they can detect. All things considered, the idea of using the senses to experience the rooms is advantageous for the user since it allows them to establish a more intimate connection with each one. The sights, sounds, and textures of the outside provide the senses with their own interpretation even before they enter the structure, which helps them process the new experiences they experience as they move through it. Together, these two moods produce the most fascinating experience when it comes to acknowledging the senses.
Figure 2.1: Floor 1 accommomdates an educational area, laboratory, and watercraft repair area, as well as 4 washrooms.
Figure 2.2: Floor 2 accommomdates a staff office, mechanical room, utility room, storage area, and 3 washrooms, as well as access to an exterior balcany space.
Figure 2.3: Summer Vignette depicts a setting of how the building would present itself during the summer season as locals and tourists will be able to enjoy the forestry setting in the backdrop, as well as the amazing solar shading device provided by the Enviromental Education Centre.
Figure 2.4: Winter Vignette showcases the buildings presence in a snow setting relevant to a winter in Sudbury, Ontario, with locals comfortably moving towards the building for shelter and access to enviroment learning oppurtunities, as well as children playing in the snowy setting.
2.7: The building section showcases the materiality of the wood located on the first floor, as well as the contrasting stone texture located on the second floor. The rooms in which are being showcases within this image is the educational room (bottom left), laboratory (bottom right), and hallway leading to exterior balcany space on the second floor. The solar shading devices on the balcany and north facade are being intersected on this view.
Figure 2.5: The site plan identifies where the Enviromental Education Centre is located on Lake Laurentian Conservation Area, which is directed towards the strait of the land.
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Figure 2.8: The interior perspective view of the second floor showcases the grand hallway leading towards the enterance of the exterior balcany.
Figure 2.9: The interior view showcases the the solar shading device and picnic tables provided to ensure a comfortable social experience for guests at the Enviromental Education Centre.
Figure 2.6: Perspective Section showcases the interior wood materiality of the building to blend in with the heavy wood sensation located on the site, as well as how the educational area will be occupied.
EARLY- AGE CHILD CARE CENTRE
My theoretical framework for my structure is centred on the notion of “synergies,” which refers to the arrangement of several systems or programmes around a central point that forms the overall structure. The pre-school room, toddler room, and baby room are my three primary systems that I have arranged within my structure to provide the three systems access to the courtyard space, which serves as the structure’s focal point throughout the day. Because these systems are centred on the courtyard, I have been able to apply my supporting spaces around the rooms of the three children, which has given the building its general shape. By being able to provide these spcaes to the three age demographics, a sense of learning based on general surroundings will be provided, which will allow for them to learn from each other and develop in sync.
3.2: The site analysis was a crucial aspect to the design process of th Early-Age Child Care Centre as I has plotted different economic systems within the community, heavily focusing on residential, educational, commerical, and forestry/park spaces, which conveyed to me that there is a large demographic of children in this community due to the access of two schools and large portions of housing. This helped me understand that the site of O’Connor Park would benefit the community as a public space for children to gather, beyond the purpose of early-age child care.
Figure 3.1: Interior perspective of the pre-school playspace which shows visual perceptive connections with the other age group playspaces.
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Figure 3.3: The south facade elevation showcases the front entrance of the Early-Age Child Care Centre, which presents the exterior gathering space for the children to play together, which will be cruicial during the summer season. There is also a great perspective of the balcany space, which may be occupied for amazing scenic moments and more educational oppurtunities.
Figure 3.4: The west facade elevation showcases an alternative perspective of the exterior gathering space, as well as the solar panel presence located on the roof of the building, which is intended to provided a passive design strategy powering the electricity of the building.
Figure 3.5: The north facade elevation showcases the prominent curtain wall glazing covering the entire facade, which invites an amazing oppurtunity for natural lighting to illuminate the building, as well as provides amazing views of the community located around O’Connor Park.
Figure 3.6: The south facade section showcases the entry space of the Early-Age Child Care Centre, as well as the hallways space on the second floor, which leads towards the exterior balcany space prioritized for the pre-school demographic.
Figure 3.7: The west facade section showcases the spatial relationship of the pre-school toddler play area, as well as the hallway that leads towards the entrance of the exterior balcany space.
Figure 3.8: The north facade section showcases the hallway connection towards the staircase, which provides direct access to the hallway in which vistors may access the exterior balcany space. the light wood texture located within the interior is a dynamic contrast from the exterior walls, to provide a cool, comfortable atmosphere for the young children.
Figure 3.9: The site plan showcases the unique shape of O’Connor park, which the red dashed line distingushes the perameters of the site we were allowed to design within. As the concept had focused on providing sufficent space for all aged children to spend time on the site after school hours, a heavy presence of playscape equipment can be found to enchance social oppurtunities. Utalizing this site may be crucial for the local citizens of this neighborhood as there are not many play areas within a walking distance, especially near their schools.
Figure 3.10: The first floor of the Early-Age Child Care Centre provides a kitchen, staff lounge, infant play space, toddle play space and gross motor, as well as washroom space for both toddlers and adults.
Figure 3.11: The second floor of the Early-Age Child Care Centre provides a preschool play space and gross motot, maintenance room, office, and exterior balcany space for educational purposes.
EARLY- AGE PLAY STRUCTURE
This was a project conducted recently within a studio group setting of 25 members, which tasked us with the objective to create a structure for children aged 0 - 4 to occupy a safe enviroment, while learning and refining their skills based on what would be necessary for their age. I was able to support a large role for the team, as majority of the ideas implemented to the final form was requested by me, for example the overall curvy form and the balloon interaction objective. I was also given the task to work with two other members to creatively design the instruction manuel, which we had decided to create a foldable instruction pamphlet. Overall, the end product was very interesting as it created an immersive, sociable experience for children to creatively create the experience themselves with what has been provided to them within the structure, nicknaming the playstructure “Portal”. Final Product can be seen on the right side of the next page.
For the overall intentions that the team had throughout this design process, we had desired to provide an open ended space for the children to be able to enter and explore a variety of movements while being immersed in the shell of the space and the lights projected onto the space. By providing a clear, translucent surface on the play structure, there was a sense of connection being provided between children who were both exploring inside and outside the Portal. Providing a sense of freedom and exploration to the children was key as it showed to us that when adequate space is provided to children, they are able to take experience the space to a maximized potential and introduce various activities into the space.
An example of which the children embraced the space was two children had entered the Portal, which they had decided to treat the walls asa goalie net and took a balloon inside to play a game of soccer. This showcases the uniquness and creativity of children, as they can merely take an empty space and provide meaning to it by involving other children an bringing in tools to create activities.
Figure 4.1: The image above represents an initial rendering created for the Portal, which an early idea involved potentially hosting multiple play spaces for children to explore and create their own unique experience based on the bubble that they were surrounded by in the moment. Due to budget and space reasons, we had decided to downsize the play space.
Figure 4.2: This is another angle of the initial design idea the team was able to foster, but due to reasons as discussed in Figure 4.1, this idea was not practical for the assignment. This image shows a much closer impressions of how children could interact with each other from inside and outside the Portal.
Figure 4.3: This is an instruction manual created for the Portal which was designed to become a large-scale foldable pamphlet. The instruction manual showcases the troubleshooting possibilities that the construction of the Portal may encompass, the step by step process; with images provided; of how a user may put together the Portal, as well as how the user may disasseble the Portal.
4.4: This is an exterior image of the final product for the Portal, which had light effects casted upon the shell of the product, to created a euphoric effect inside and outside the Portal.
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Figure 4.5: This is an interior image of the final product for the Portal, which shows how the inside of the Portal will appear with the visual effects being casted upon, with balloons inserted to add an enjoyable objective for children to play with once inside the Portal.
ARCHITECTURAL TECHNOLOGIST WORK EXPERIENCE
After graduating from the McEwen School of Architecture, I had begun my job search in the field of architecture to gain significant real-world experience prior to continuing my educational journey, in hopes of the job experience shaping my mentality and skillset towards the design world of architecture. I was able to find a position as a Junior Architectural Technologist for an architectural firm, Fine Line Drafting & Design, which provided me with the oppurtunity to learn alongside the President/Owner of the company, Rodney Friesen.
Over the course of my time working with Rodney at Fine Line Drafting & Design, I was able to focus my expertise towards a variety of construction and design drawings, but mainly focusing my knowledge towards the development of accessory dwelling units (ADU) and detailed perspective renderings of residential housing. This oppurtunity has been a crucial development process in my pathway of architecture as I’ve had a keen intrest in residential space design, and my time at Fine Line has provided me a closer look at the Ontario Building Code (OBC) relitive to demands based on ADU’s in South Ontario.
The next several pages will highlight key work completed during my time at Fine Line, that showcases the extensive learnings I’ve been able to find and produced for clients, which have been submitted for building permits and approved in progression to making the clients dreams come true! The content will range from perspective 3 dimensionsal renderings, construction existing+new floor plans, as well as detailed elevations.
Figure 5.1: This is a daytime render view of the “Hieubert Residence” project, which shows a direct contrast in relation to Figure 5.2.
Figure 5.3: This is a daytime render view of the “Rebecca Drive” project, which shows a direct contrast in relation to Figure 5.4.
Figure 5.2: This is a dawn time render view of the “Hieubert Residence” project, which shows a direct contrast in relation to Figure 5.1.
Figure 5.4: This is a dawn time render view of the “Rebecca Drive” project, which shows a direct contrast in relation to Figure 5.3.
6'-4". THIS IS TO ENSURE THERE IS NO TRAFFIC UNDERNEATH THIS BULKHEAD.
16 ENSURE BEDROOM DOOR WIDTH IS MINIMUM 30" WIDE.
18 PROVIDE BUILT-IN CABINETS OR STEPS TO MEET ESCAPE WINDOW REQUIREMENTS. 17 REMOVE EXISTING DROP CEILING.
WALL ASSEMBLIES
EX. INTERIOR WALL ASSEMBLY WA1
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WASHER AND DRYER. DRYER VENTED TO EXTERIOR.
8 SHELVING AND COAT ROD TO BE INSTALLED.
9 NEW CABINETRY. LAYOUT/FINISH/COLOUR TBD AND CONFIRMED BY OWNER.
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12 CUT EXISTING CONCRETE TO ALLOW FOR PROPOSED WINDOW.
13 PROVIDE SPRINKLER HEADS TO COVER ALL AREAS WITHIN THE UTILITY ROOM AND AROUND ALL OBSTURCTIONS. REFER TO NOTE 4 IN SECONDARY UNIT NOTES
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