The Village at 7 Sohier

the

llage

at 7 sohier

FI NAL I D

49 0

SA RA H

P R E S E N TA T I O N SPRI NG JAN E

2 020

VISN ICK

ov e rv i e w SCH E MA TIC

DESIGN

M E E T T H E V I L L A G E ( S U M M A RY O F R E S E A RC H ) S I T E A N A LY S I S U S E R P RO F I L E S B U B B L E D I AG R A M S PA R T I & C O N C E P T M O D E L P R E L I M I N A RY S K E T C H E S

DESIGN

DEVE LOP M E N T

TERMS OF CRITICISM D E S I G N I CO N S F LO O R P L A N S PE RSPEC TIVES SEC TION MA TE RIA L SE L EC TIONS

FOCA L

A REA

WA Y S W E WO R K : T H E T O P 1 0 E N L A RG E D P L A N S PE RSPEC TIVES

CUSTOM

OBJEC T

DRA WI NGS

SC H E MA TIC DESIGN

full priced lunch student

'09

'11

'13

'15

ssttuudde ennttss oof f l loowwe err ssoocci o i oe eccoonnoommi c i c ssttaattuuss sshhooww vvaarryyi inngg tte esstt ssco corre ess aass e eaarrly ly aass tthhe e tthhi irrdd ggrraadde e. .

HISPANIC FAMILIES

WHITE FAMILIES

AFRICAN AMERICAN FAMILIES

l u n c h THE VILLAGE AT 7 SOHIER

WH ITE

78%

A SIA N

OTHER NON-WHITE FAMILIES

LOW INCOME FAMILIES IN THE US BY RACE/ETHNICITY

72%

A F R I CA N A M E R I CA N H I S PA N I C

so what ' s goi ng on i n 1 9 4 3 , A BRA HA M m a s low O U T L I N E D a h i e r a rc h y o f b a s i c h u m a n n e e d s , s tat i n g t h at o n e l e v e l ca n n ot b e r e ac h e d without fulfi llment of th e for m e r . st u d e n ts w h o b e l o n g t o fa m i l i e s o f low e r s e s ( soc i o eco n o m i c s tat u s ) s u f f e r f ro m f o o d a n d housi ng i nsecu ri ty .

of which q ua l i fy for

IN GRADE SCHOOL.

high school graduation rates by race/ethnicity Greene, J. P., & Winters, M. A. (2006).

'07

BUT THESE TRENDS

53%

'05

NUMBER ONE FOR SOME, AS CITED IN THESIS 1 RESEARCH PAPER

55%

IN THE US

'03

"should we be satisfi ed wh en the level of education that black and lati no students receive in ma is more similar to that of the average student i n the lowest performing states?"

#1

reduced price lunch student

students

50.8

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP) reading SCORES FOR FOURTH GRADERS

https://www.nationsreportcard.gov/reading_math_2015/#reading/gaps?grade=4

THERE ARE

?

S E L F AC T UA L IZA T I O N

E ST E E M E D U CA T I O N ( G OA L S & A T TA I N M E N T )

LOV E & B E LO N G I N G SA F E T Y

P H YS I O LO G I CA L N E E DS h o w w i l l i e at t o d ay ?

WH ERE wi ll i SLEEP to N I G H T ?

A M I H E A LT H Y ? D O I F E E L W E L L P H Y S I C A L LY ?

D O I H A V E C L E A N C LOT H E S TO W E A R ?

DESIGN DEVELOPMENT PRESENTATIONS

WITHOUT TH E F U L F I L M E N T OF FOOD A N D S H E LT E R, ST U D E N TS CA N N OT FO C U S O N E D U CA T I O N A L G OA L S . T H E Y B E CO M E W I T H DRA WN, DI SRU PT I VE O R C H RO N I C A L LY A BS E N T D U E TO UNADDRESSED H E A LT H I SS U E S

ID 490 | SPRING 2020

HOW CAN THE BUILT ENVIRONMENT FULFILL BASIC HUMAN NEEDS TO SUPPORT EDUCATIONAL ACHIEVEMENT IN CHILDREN AGED K-12?

how can the built environment fulfill basic humans needs to support educational achievement in children aged k-12? disguise build a sense of community

financial differences

bui ld a sense of create commun ity opportunity for social mobility

close the achievement gap

expose users to alternate careers

expose users to alternate careers

balance attention & restoration

balance attention & restoration

increase overall wellness

nutrition, m e n to rs h i p , h e a lt h ca r e , & p h ys i ca l r e so u rc e s

begi n to close th e ach i evement gap

disguise fi nancial begindi to fferences

create opportun ity for social mobi lity

i ncrease overall welln ess

Healthcare, nutrition,TO mentorship physical WILL WORK TOGETHER FULFILL THEand CONCEPTS OF resources will work together to fulfill MA S LOWthe ' S Hconcepts I E RA RC H YofSOMaslows T HA T T HHierarchy E E N D US Eso RS that the end users will be better toD the in traditional educational Wequipped I L L B E B Eto T T Eperform R EQ U I P PE TO height PE R FO Rof M their TO T Habilities E H E I G H T O F T H E I R A B I L I T I E S I N T R Asettings.

DITIONAL EDUCATIONAL SETTI NGS.

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

located in suburban beverly, ma, briscoe middle school was shut down for good at the end of 2018. erected over 100 years ago, the buliding shows styles of its time, while also having undergone slight renovations along the way. Close to major highway rt-128, downtown beverly, the cummings center industrial park, and a middle, high, and elementary school, the location gives the user access to both education and job opportunities of the area. a basement and 3 floors flaunt nearly 150,000 sf, including a 2 floor auditorium to seat 800.

site location downtown cummings center nearby schools train stations

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

Ch i ldren

The primary user group for this project is children, specifically aged k-12 in schooling years, and coming from or belonging to a family with lower socioeconomic status.

parents

The secondary user group for this project is parents, specifically adults coming from or belonging to a family with lower socioeconomic status. this user group is a combination of adults and children.

adults

another secondary user group for this project is adults from the community, both who support the functions of this building, and those with a lower socioeconomic status who utilize the resources.

educators

the tertiary user group for this project is educators, who will help facilitate the educational programming which is predominantly focused onto the second floor. teachers may be higher education students or volunteers.

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

BASEMENT

LEGEND

mens locker

existing gymnasium to remain

womens locker

activity & opportunity Risk x Play COMMUNITY building basic needs traditional EDUCATION

transition

OTHER SPACES OPEN TO ABOVE

electrical / mechanical

excavated space

ACOUSTIC SEPARATION VERTICAL CIRCULATION DAYLIGHT

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

FLOOR ONE cafe LEGEND elevators

activity & opportunity

BOH

Risk x Play

URGENT CARE

OFFICES

COMMUNITY building basic needs

EXISTING AUDITORIUM TO REMAIN

TOILETS

TOILETS

DE NT AL

ERY OC GR

CLI

NIC

traditional EDUCATION

community hub

office

THE VILLAGE AT 7 SOHIER

OPEN TO ABOVE

ACOUSTIC SEPARATION VERTICAL CIRCULATION

PHARMACY ENTRY

OTHER SPACES

DAYLIGHT

recep

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

FIRST FLOOR

FLOOR TWO dance studio

dance studio

LEGEND

arts studios huddle

huddle

audio studios

activity & opportunity

OFFICES

open to below

entrepreneur’s corner

locker rooms

huddle

huddle

locker rooms

Risk x Play COMMUNITY building basic needs

huddle

huddle

traditional ed.

huddle

life & the trades

huddle

elevators toilets

computer lab

toilets

2nd floor “reception” communal hub

traditional EDUCATION OTHER SPACES OPEN TO ABOVE

ACOUSTIC SEPARATION

OFFICES

VERTICAL CIRCULATION DAYLIGHT

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

FLOOR THREE

1 bedroom

3 bedroom

LEGEND

2 bedroom

activity & opportunity

huddle

Risk x Play 1 bedroom

1 bedroom Laundry

2 bedroom

huddle

huddle

2 bedroom

COMMUNITY building

huddle

huddle

Laundry

basic needs

open to below

traditional EDUCATION

huddle

3b

ro o

m

huddle

m

3b

ed

oo edr

elevators

toilets

community

toilets

OTHER SPACES OPEN TO ABOVE

ACOUSTIC SEPARATION

2 bedroom

2 bedroom

VERTICAL CIRCULATION DAYLIGHT

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

BELONGING: ALTHOUGH BELONGING IS A COMPONENT OF MASLOW'S HIERARCHY OF NEEDS, THE EMOTIONAL CONNOTATION OF THE WORD ENCOMPASSES THE IDEALS OF THIS PROJECT BY HELPING THE END USER FEEL SAFE, SECURE, AND ABLE TO CLIMB TO HIGHER ACHIEVEMENTS BY DRAWING ENERGY FROM THEIR COMMUNITY. SHAPES IN THE DRAWN PARTI CORRELATE TO THE FORMS IN THE CONCEPT MODEL, MIMICKING THE LEVELS OF MASLOW'S HIERARCHY. IN THE 3D MODEL EACH FORM IS INTERTWINED WITH ANOTHER, PROVING THAT EACH LAYER OF THE HIERARCHY IS NECESSARY AND RELATED TO THE OTHERS.

SELF ACTUALIZATION ESTEEM

LOVE

SAFETY

physiological needs

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

acoustic ceiling clouds aim to reduce noise in space designed for learning

EXPLORATION : FOCUS AND SEPARATION investigation into workplace strategies resulted in the need for both private and social spaces, but the need for sunlight asked for minimal walls. hubs may be color coated to denote louder versus quieter spaces, or occupied versus available for use.

lighting within hubs gives user opportunity for choice, feeling of indepdendence within the space.

glass panel dividers allow sunlight to come through into space while still creating privacy for focus

singular booth design to encourage focus and privacy in both traditional education and expressive spaces THE VILLAGE AT 7 SOHIER

variety in seating to allow user choice flooring pattern mirrored in ceiling soffit

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

EXPLORATION : UNCONVENTIONAL SEATING the importance of creativity and risk taking resulted in a deeper investigation of traditional seating methods. risk, mediation, and organization are essential components to the development of proper socialization skills.

VARIED STEP HEIGHT TO ACCOMMODATE BOTH ADULTS AND CHILDREN UNIVERSAL ACCESSIBILITY

VERTICAL CIRCULATION THAT ENCOURAGES RISK AND COLLABORATION TO BUILD COMMUNITY

large structure allows seating to hang off, can host up to 6 seats similar to a dining table table encourages users to sit with one another, but also incorporates an aspect of enjoyment

CREATING "LEISURE" SPACE BUILDS THIRD PLACE CONNECTION

mild to moderate movement during education can help many young children focus THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

EXPLORATION : VERTICALITY

THIRD FLOOR RISK X PLAY INDIVIDUAL ROOMS

an inspiration image resulted in an exploration of sightlines from one level to another. by allowing different levels of the building to have visual access to one another, the space was able to function as more of a whole.

small rooms allow for the sensation of discovery, peaks interest in young children creating stairs with integrated design elements allowed the upwards movement from floor to floor to conceptually represent the movement through maslow's hierarchy

THE VILLAGE AT 7 SOHIER

venturi - complexity of architecture

FIRST FLOOR STAGE, AUDITORIUM EXISTING TO REMAIN

SECOND FLOOR EDUCATIONAL HUDDLE ROOMS

SIGHTLINES AVAILABLE FROM ROOM TO ROOM, FROM STAGE TO ROOMS, CREATES INTEREST, BUILDS COMMUNITY

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

D E S I G N D E V E LO P M E N T

how can the built environment fulfill human needs to support educational achievement in children aged k-12?

Does the building provide access to fulfillment of physiological needs?

Does the infrastructure disguise socioeconomic differences to encourage an atmosphere of emotional safety?

Does the building provide access to resources which enrich traditional education?

Does the building provide exposure to non-traditional careers/paths?

Does the building encourage a sense of community and help users create place attachment?

Is there space for free play among children?

Is there a balance of social versus personal spaces in public areas?

Are there opportunities for non-directed attention, so as to refresh the directed conscience?

Is there a balance of ease and complexity in architecture?

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

USE space : play

research is able to support that children suffer from a lack of play. play specifically involves both joy and risk taking. through play, children learn to develop relationships, to organize activities, and to assess risks.

use space : exploration of i nte rests

children are often exposed to a select channel of opportunity through traditional schooling, and without support from mentors, they are not able to access other career paths such as the trades.

use space : tradi tional e ducation

children from lower socioeconomic households fall behind substantially in traditional education settings. lack of resources, mentors, and support results in the development of the achievement gap - a high 25% in beverly ma.

th eory : place attach m e nt

place attachment explains the connection between human and space. place attachment has positive benefits, but is often seen at a deficit in children with lower socioeconomic status in accordance with their often transient housing.

th eory : atte ntion restoration

this theory outlines the concepts of directed attention, which says that learning requires an active focus, while enjoyment is focus as well, but voluntary. this voluntary engagement allows the brain to rest and recharge.

th eory : complexi ty i n arch i tec ture

VENTURI WRITES ABOUT THE ALLURE OF A SPACE WHICH IS BOTH ABLE TO BE NAVIGATED, BUT ENCOURAGES A LEVEL OF DISCOVERY. FOR CHILDREN ESPECIALLY, THE ABILITY TO HAPPEN UPON A SPOT CREATES A SENSE OF PRIDE, AS WELL AS REINFORCING THE IDEA THAT EXPLORATION BRINGS JOY. THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

th eory : maslow / physiological

for children to have the ability to learn to the best of their ability, their physiological needs must be met. in this project, this will be fulfilled through the inclusion of groceries, a cafe, dental care, primary care, & housing.

Th eory : Maslow / saftey & securi ty

the second step to maslows pyramid is safety and security. by creating an environment that is open to all local children, the use of the space can be emotionally safe, as well as being a physical safe place for community.

th eory : maslow / love & be longi ng

the integration of communal hubs throughout the building, as well as the open policies of the building will allow users to build strong and meaningful relationships which will build the community.

th eory : maslow / este e m

the support of mentors and programming throughout the building will help children build their skills both in traditional educational models, and in other areas. in turn, they can build their self esteem.

th eory : maslow / self ac tualization

the final step to the pyramid is self actualization. the goal of this building would be to inspire students to develop ideas for their future, to build skills and interests and be prepared to move forward. students will build human and cultural capital and have a fair chance at social mobility.

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

AUDITORIUM NETWORK GROCERY CAFE

ME NTA L H EA LTH

THE THE THE THE

FACULTY THE NETWORK RECEPTION

FILE STORAGE

COMMUNITY HUB

UNISEX BATHROOMS

THE AUDITORIUM DENTAL HEALTH

THE GROCERY

FAC ULT Y

THE COURTYARDS

THE COURTYARDS

PRIMARY CARE THE STAGE

O T T NO

LE SCA

BACKSTAGE

BOH

SERVING

THE CAFE

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

THE STUDIOS DRAWING STUDIO

CERAMICS STUDIO MOVEMENT

KILN

CO MP UTE R

MEDIA STUDIO

MOVEMENT STUDIO

STUDIO

PAINTING STUDIO

COMMUNITY HUB LAB

G DIN OR S REC UDIO T S

MENS

WOMENS

THE CONFERENCE

THE CONFERENCE THE GAME ROOM

LIB RA RY

OPEN TO ABOVE & BELOW

THE WAR ROOM

THE WAR ROOM

COURTYARD

COURTYARD

THE OFFICE

DIO AU DIO STU

THE FOCUS ROOM

THE INFORMAL

THE HUDDLE

G DIN OR S REC UDIO ST

THE HUDDLE THE BOOTH

MENS

THE 1 V 1

NS

ME WO

E RAG STO

THE PHONE ROOM THE LOUNGE

THE LOUNGE

FAC ULT Y

Y LOG ETO IO SM CO STUD

OPEN TO BELOW

INFORMAL LOUNGE

STUDY STUDIOS

DRY UN LA

RY NT RPE CA

COMMUNAL CONFERENCE

DIO STU

N HIO FAS

DIO STU

O T T NO

LE SCA

Y AR LIN CU UDIO ST

OPEN TO BELOW

PANTRY

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

1

Section 1 1/8" = 1'-0"

THE VILLAGE AT 7 SOHIER

SCALE : 1/8" = 1'

DESIGN DEVELOPMENT PRESENTATIONS

No.

Description

ID 490 | SPRING 2020 Date

11x17 B

1. cpt-1 2. existing brick 3. concrete 4. wd-1 5. p-1 6. p-2 7. p-3 8. p-4 9. p-5 10. p-6 11. p-7 12. p-8 13. bolon 1 14. bolon 2 15. ss-1 16. wt-1 17. bolon 3 18. lvt-1 19. turf 20.wc-1 21. uf-1 22. uf-2 23. uf-3 24. uf-4 25. uf-5 26. uf-6 27. uf-7 28. p-9 29. p-10 30. p-11 31. p-12 THE VILLAGE AT 7 SOHIER

1

2

5 6 7 8 9 10 11 12

20

18

19

13

21

22

14

23

24

28 10

3

29

15 4 16 DESIGN DEVELOPMENT PRESENTATIONS

17

25

30

26

31

27

9 ID 490 | SPRING 2020

FO CA L A R E A WO R K P L A C E S T R A T E G I E S E X P L O R A T I O N E N L A RG E D P L A N E N L A RG E D RC P PE RSPEC TIVES

legend ACTIVITY & OPPORTUNITY (war rooms) RISK X PLAY (conference rooms) COMMUNITY BUILDING (informal rooms) FULFILLING BASIC NEEDS (private rooms) TRADITIONAL EDUCATION (formal rooms) OTHER SPACES (huddle rooms)

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

USERS : 2 USERS : 1

USERS : 2

INTENT : DISCUSS

INTENT : FOCUS

INTENT : DISCUSS

PRIVACY : MAX

PRIVACY : MAX

PRIVACY : MODERATE

SOUND :

SOUND : LOW/NONE

SOUND : LOW/SOME

LOW/NONE

TECH : NONE

TECH : NONE

TECH : NONE

LIGHTS : CONTROLLED

LIGHTS : CONTROLLED

LIGHTS : CONTROLLED

T H E

T H E P H O N E ROO M

T H E

1

O N

T H E

BOOT H

O F F I C E

USERS : 2

USERS : 3

INTENT : COLLABORATE

INTENT : COLLABORATE

PRIVACY : MODERATE

PRIVACY : MODERATE

SOUND : LOW/SOME

SOUND : MEDIUM

TECH : NONE

TECH : AV

LIGHTS : UNCONTROLLED

LIGHTS : CONTROLLED

T H E

1

FOC US

ROOM

ACTIVITY & OPPORTUNITY

COMMUNITY BUILDING

TRADITIONAL EDUCATION

RISK X PLAY

FULFILLING BASIC NEEDS

OTHER SPACES

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

T H E

USERS : 4

USERS : 5

INTENT : COLLAB.

INTENT : COLLAB.

PRIVACY : LOW

PRIVACY : MEDIUM

SOUND : HIGH

SOUND : MEDIUM

USERS : 6-7

TECH : NONE

TECH : AV

INTENT : PLAN

LIGHTS :

LIGHTS :

PRIVACY : MEDIUM

UNCONTROLLED

CONTROLLED

SOUND : HIGH

I N FO R MA L

T H E

TECH : NONE

H U D D L E

LIGHTS : CONTROLLED

T H E

USERS : 8 INTENT : PLAY

INTENT : ENJOY

SOUND : HIGH

PRIVACY : LOW

TECH : NONE

SOUND : HIGH

LIGHTS :

TECH : AV

CONTROLLED

F U N

O N E

ROOM

USERS : 10+

PRIVACY : MED.

T H E

WA R

LIGHTS : UNCONTROLLED

T H E

LO U NG E

ACTIVITY & OPPORTUNITY

COMMUNITY BUILDING

TRADITIONAL EDUCATION

RISK X PLAY

FULFILLING BASIC NEEDS

OTHER SPACES

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

LEGEND

THE CONFERENCE

THE CONFERENCE

THE GAME ROOM

ACTIVITY & OPPORTUNITY (war rooms) RISK X PLAY (conference rooms)

THE FOCUS ROOM

THE OFFICE

COMMUNITY BUILDING (informal rooms)

OPEN TO ABOVE & BELOW

THE WAR ROOM

FULFILLING BASIC NEEDS (private rooms)

OUTDOOR COURTYARD

THE INFORMAL

THE HUDDLE

TRADITIONAL EDUCATION (formal rooms) OTHER SPACES (huddle rooms)

THE WAR ROOM

THE HUDDLE THE BOOTH

THE 1 ON 1 THE PHONE ROOM

THE LOUNGE

OPEN OFFICE

THE VILLAGE AT 7 SOHIER

OPEN TO BELOW (STAGE)

DESIGN DEVELOPMENT PRESENTATIONS

NOT TO SCALE

THE LOUNGE

ID 490 | SPRING 2020

LEGEND ACTIVITY & OPPORTUNITY (war rooms) RISK X PLAY (conference rooms) COMMUNITY BUILDING (informal rooms) FULFILLING BASIC NEEDS (private rooms)

OUTDOOR COURTYARD

TRADITIONAL EDUCATION (formal rooms) OTHER SPACES (huddle rooms)

recessed can round pendant light

THE VILLAGE AT 7 SOHIER

NOT TO SCALE

linear pendant light

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

C U STO M O BJ E C T PE RSPEC TIVE C O N S T R U C T I O N D E TA I L S E L E VA T I O N S

what if a conference table could engage the users in movement? can chairs be replaced with swings? can engaging the body postively affect focus?

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

scale : 1/2" = 1'

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

scale : 1/2" = 1'

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

scale : 1/2" = 1'

THE VILLAGE AT 7 SOHIER

DESIGN DEVELOPMENT PRESENTATIONS

ID 490 | SPRING 2020

RE F L EC TION GETTING TO BE THE TELLER OF THIS STORY HAS BEEN ONE OF THE MOST REWARDING EXPERIENCES OF MY LIFE. OVER ONE CALENDAR YEAR AGO, I DECLARED MY IDEA, LOUD AND PROUD TO AN EMPTY ROOM. TODAY, AT 4 AM, AS I BRING THIS PROJECT TO IT'S CLOSE, I HAVE EARNED MY WAY TO THE LARGEST AUDIENCE I COULD FIND. I HOPE THIS PROJECT FINDS A WAY TO CONVEY ALL THE EMOTION I FELT THROUGH THIS PROCESS : HORROR, FEAR, HOPE, AND JOY. BECAUSE THE JOB OF THE DESIGNER IS TO FIND NEW WAYS TO FRAME DAILY LIFE, TO SHARE INFORMATION, AND TO LEARN, ALWAYS. THIS PROJECT WAS MET WITH A UNIQUE SPEEDBUMP. I CAN'T SAY THAT I IMAGINED A PANDEMIC BEING MY BIG CHANGE OF 2020. I ALSO CAN'T BELIEVE HOW UNPREPARED THE WORLD IS FOR SUCH A SITUATION. AS A DESIGNER, IT POSES THE GREATEST CHALLENGE. NOW WHAT? DO WE REVERSE OUR OPEN OFFICE TRENDS, AND SEE AN INCREASE IN SQUARE FOOTAGE PER PERSON FOR THE FIRST TIME IN 10 YEARS? DO WE RESUME WORKING REMOTELY INDEFINITELY - DOES THE OFFICE BECOME OBSOLETE? ARE CONFERENCE ROOMS A THING OF THE PAST? AND DID ANYONE REMEMBER THE KIDS WHO WERE DEPENDING ON SCHOOL LUNCH? THE STUDENTS WHOSE STORies are TOLD IN THIS PROJECT ARE STRUGGLING JUST AS MUCH AS ANYONE THROUGH THIS CHANGE. THESE STUDENTS ARE MORE LIKELY TO BE ON INDIVIDUALIZED EDUCATION PLANS - AND THOSE ARE NOT BEING FULFILLED. THESE KIDS ARE LESS LIKELY TO OWN TECHNOLOGY - AND SCHOOL IS ONLINE. THESE KIDS DEPEND ON SCHOOL FOR FOOD - AND THE BUILDINGS ARE CLOSED. THEIR PARENTS ARE LIKELY WORKING MINIMUM WAGE JOBS - MANY OF WHICH ARE ESSENTIAL - AND so THEY ARE ALONE. THE INSPIRATION FOR THIS PROJECT CAME FROM MY MOM, WHO WORKS TIRELESSLY FOR THE BEVERLY SCHOOL DISTRICT. I'VE OVERHEARD MEETING AFTER MEETING, LISTENED TO HER PACE LATE AT NIGHT, WATCHED HER STARE INTO THE DISTANCE, PLANNING, WISHING SOMEONE WOULD THINK ABOUT THIS USER GROUP. MOM - FOR THE LOVE OF GOD, I HEAR YOU. CHEERS TO MY OWN EDUCATION FROM ENDICOTT, THE HOPEFUL EDUCATION OF MY SO-REAL-USER-GROUP, THE EDUCATION OF ALL WHO TAKE THE TIME TO READ THIS NOVEL, AND THE EDUCATION I AM SO LUCKY TO CONTINUE TO PURSUE ELSEWHERE IN THE FALL. MY LAST FOUR YEARS AT ENDICOTT HAVE TAUGHT ME MORE THAN CAN BE COUNTED IN CREDITS. MAY WE ALWAYS ASK "WHAT IF?" AND MAY WE REMAIN BRAVE ENOUGH TO KEEP SEARCHING FOR NEW ANSWERS.

"EDUCATING THE MIND WITHOUT EDUCATING THE HEART IS NO EDUCATION AT ALL" - ARISTOTLE SJ V