FLASH Ideogram: Vignettes from the ULL School of Architecture and Design

FLASH I D E O G R A M

U N I V E R S I T Y O F L O U I S IANA : LAFAY E T T E

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FLASH

I D E O G R A M

School of Architecture and Design College of the Arts University of Louisiana at Lafayette 104 E. University Ave. Lafayette, LA 70504 www.louisiana.edu Chief Editor Kristopher Simon

Assistant Editor Trent Husser

Design Team Brooke Babin, Cathryn Core, Rachel Harris, Kristin Howell, AnneMichelle Oubre, Zachary Simon, Robert Tarleton Type Editors Cathryn Core, M. Jean Edwards Faculty Advisors Jenny Kivett, M. Jean Edwards

Printed by the University of Louisiana at Lafayette ® ©2014 School of Architecture and Design College of the Arts University of Louisiana at Lafayette All rights reserved All photograph and drawings are courtesy of the contributors and students unless otherwise noted. All efforts have been made to obtain lawful permission to reprint copyright images. No part of this may be used or reproduced in any manner without written permission from the publisher, except for copying permitted by sections 107 and 108 of the U.S. Copyright Law and except for reviewers for the public press. Every effort has been made to see that no inaccurate or misleading data, opinions or statements appear in this Journal. The data and opinions appearing in the articles herein are the

®

responsibility of the contributors concerned.

The Flash Ideogram presents a representation of the creative talents, hard work and dedication of the faculty and students of the School of Architecture and Design. Flash is a series of vignettes that presents an insight into the School’s traditions, emerging initiatives and new faces. Flash reveals the School’s pedagogical position regarding teaching and its influence on student-centered learning. The School’s belief systems are woven throughout the vignettes thus revealing how design can impact the environment and community; the faculty is committed to engaging students in a rigorous study of how the design disciplines affect everyday lives and how collaboration and fostering networks need to exist among peers and colleagues.

The School’s foundation studios provide students with an introduction to the design professions by teaching critical thinking skills and building skills sets. The end result is students intilled with the much needed confidence to continue their design education. The annual design student Fashion Show, considered more Lowes than fabric shop, continues to gain popularity with the public. Second year projects explore fundamentals of architecture through a kit of parts, landscape, and space.

Third and fourth architecture studios are the professional studies, integrating urban design and the complexities of making architecture in the city. These professional studies studios, anchored by the comprehensive design, continue to be the basis for the School’s NAAB accreditation visit and professional development. The architecture graduate school is comprised of three Institutes of study and concentrates on a varying range of issues including Thomas C. Sammons Director/School of Architecture and Design Professor/Director, Community Design Workshop Contractors Educational Trust Fund/Professorship

urban design, design build and coastal restoration. These Institutes include the Community Design Workshop which has been in operation for almost 20 years, the Building Institute which has completed six houses in Lafayette, and the Coastal Community Resilience Studio that focuses on critical issues of restoration for the Louisiana Gulf coastline. The culmination of the architecture graduate student’s education is with the thesis project which allows students to research and explore a wide range of contemporary issues confronting the built environment.

The CIDA and NASAD-acreddited Interior Design program continues to thrive evidenced by student projects winning two national awards at the spring 2014 IDEC conference. Second year studio introduces the students to interior design as it is influenced by the larger world context. Third year students continue to grow their professional skills incorporating textures, materials, and space layouts on a larger commercial scale. The fourth year senior work culminates with a final project that allows each student to showcase the professionalism, research and design skills required to produce a self-selected comprehensive design project.

The NASAD-accredited Industrial Design program incorperates second year project that emphasize the use of craft through the toy and tong projects. Third year product designs build on the skill sets required for research and three-dimensional design. Fourth year thesis projects allow the students to design a range of projects including automobiles, tents, and boats. The Industrial Design program graduates are being placed in companies that have included NASA, Boeing, and Bell just to name a few. The transportation studio continues to work on campus issues including biking as an alternative form of transportation and light-weight public transit systems.

A major change to the School of Architecture and Design is the 20,000 square foot renovation to Fletcher Hall. This addition will provide valuable studio, classroom, office, and gallery space, which will help the School continue to expand its programs. The first phase of the project is scheduled to be completed in early spring 2015 to be followed by additional renovation phases.

INTRODUCTION A L E T T E R F R O M T H E D I R E C T O R O F --------- i i T H E S C H O O L O F A R C H I T E C T U R E A N D D E S I G N ---------

The University has had course-work in the arts since its inception. All arts courses were taught in the oldest college in the University, the College of Liberal Arts. While the Department of Art has a long history, its progression to the College of the Arts is tied inexorably with Architecture.

In 1949, the University of Louisiana at Lafayette (then Southwestern Louisiana Institute) established a two-year pre- architecture program within the Department of Art. Demands to expand the architecture program were met with the addition of a third year in 1956. In 1957, the program title was changed from ‘PreArchitecture’ to ‘Architecture,’ and the Department of Art became the Department of

Art and Architecture within the College of Liberal Arts. By 1958, the department was divided into three sections: Architecture, Fine Arts and Applied Arts. UL Lafayette was officially recognized as one of the state’s three architectural degree-granting institutions under the newly revised Louisiana Architects License Law in 1964.

Shortly thereafter, each of the three sections under the School of Art and Architecture was designated as a department of the School of Art and Architecture under the College of Arts, Humanities, and Behavior Sciences. At this time, the Interior Design Program was established.

The School of Art and Architecture moved into Fletcher Hall in 1977.

In 1983, the School of Art and Architecture attained the organizational status of a college. In 1986, the School’s departments were re-organized to include the departments of Architecture, Performing Arts and Visual Arts. The Board of Regents approved a new degree in the Department of Architecture - the Industrial Design degree – in 1994. In 1995, the School of Art and Architecture became the College of the Arts.

In 1996, the School of Architecture established a community outreach program – the Community Design Workshop (CDW).

Moreover, the Community Design Workshop secured facilities in downtown afayette through Lafayette Consolidated Government in 2001. That same year, the School of Architecture was renamed the School of Architecture and Design to accurately reflect the interdisciplinary and collaborative nature of the three programs.

The Board of Regents approved the conversion of the five-year Bachelor of Architecture degree to the four-year Bachelor of Science in Architectural Studies degree and the Master of Architecture as the professional architecture degree. In 2002, the School of Architecture and Design established the Building Institute to give students hands-on construction experience. In 2003, the Interior Design program established the Facility Design Management Studio (now the University Interior Design Studio), and the Industrial Design program initiated The Transportation Studio in response to Hurricanes Katrina and Rita.

In 2006, the Interior and Industrial Design programs

in the School of Architecture and Design and the Visual Art Department received continuing accreditation from NASAD after a successful site visit. In 2009, the School of Architecture and Design, the College of Engineering and the Building Institute competed in the Solar Decathlon in Washington D.C. The competition submission – the BeauSoleil House – won two awards, The People’s Choice Award and the Marketing Viability Award. In 2011, the School of Architecture and Design partnered with the School of Engineering, the Department of Sociology and the History Department to create the Coastal Community Resiliance Studio.

The history of the College of the Arts and the School of Architecture and Design is a product of the ideas and goals of its faculty, students, administrators and alumni. It is rooted in the recognition of the needs and interests of the region and its students.

HISTORY

O F T H E C O L L E G E O F T H E A R T S A N D --------- i v T H E S C H O O L O F A R C H I T E C T U R E A N D D E S I G N ---------

studiEAUX VI Wetland Hike

FOUNDATION STUDIO 002 INDUSTRIAL DESIGN 012 INTERIOR DESIGN 038 ARCHITECTURE 060 GRADUATE PROGRAM 086 INSTITUTES 100 FACULTY 112

CONTENTS --------v i i ---------

Design 101 Studio Critique

The Foundation studios are sequential; their main focus is to arouse, nurture, and challenge the creative process of each student. The Foundation studios engage all students enrolled in our three majors: Architecture, Interior Design, and Industrial Design. Our educational objective is to formulate projects that are oriented around a singular theme, subdivided into three or four

projects per semester, the conclusion of each generating the next. This way, inquiry about essential design issues is dealt with gradually and progressively within carefully chosen parameters. This serves the purpose of limiting and focusing each project’s content to insure that master of basic skills takes place prior to introducing more complex ideas.

DSGN 101 SELF PORTRAIT MASK SONG POSTER SONG MAP DSGN 102 FASHION FURNITURE MEMORIAL

F O U N DATI O N

STUDIO --------0 0 2 ---------

The theme for this year was Self Reflection: offering an opportunity for our students to consider their personal convictions, passions, and aspirations. The Collage is based on adjectives identified by the students as words that convey aspects of their own personality. The Mask project expands those aspects with the intention to express, via a wearable feature, what was manifested within the collage.

DSGN 101 FA2012

--------0 0 4 ---------

To conclude the 101 semester students were given a list of rock and roll songs, from which they selected a tune that resonates with their personality; the didactic challenge was to translate graphically the emotive content of the song graphically. Students depicted this in

a Song Map that analyzed and expressed the song’s full-time length through graphic means.

Then, students selected a palette of materials no larger than 1/2� that they worked within the grid in order to evoke the song’s emotional flavors and intensities.

--------0 0 6 ---------

Each student designed and crafted a fashion garment based on the song of the previous semester.

The intention and design challenge for this semester is the translation of emotive and cultural content from one medium to another. All students auditioned in order to participate in the Annual Fashion Show, which is attended by over two hundred people.

DSGN 102 SP2013

--------0 0 8 ---------

As a final project, students intending to major in Industrial Design were asked to find an object of value that had been discarded, then generate from it a piece of furniture. Students choosing to major in Architecture or Interior Design were asked to design a ‘Monument for the American Rebel’ of their choice - anyone

from William Penn to Steve Jobs, from Abigail Adams to Harper Lee. Sited on the National Mall, the Monument project offered students an opportunity to reflect and convey the unique spirit, determination, and courage that are emblematic of all those individuals who have contributed to making us a vibrant and unique nation.

--------0 1 0 ---------

Celebratory Seniors

The Industrial Design program is known for its hands-on, team-development approach and its innovative thinking and problem solving nature. Our faculty shares a common vision of design education excellence, and has diverse professional and educational experiences and interests. They emphasize sensitivity towards the environment, user needs, professional

behavior, innovative thinking, and technical expertise. Students are encouraged to collaborate inside and outside of class and partake in rich studio culture and collaboration. Our graduates include those employed as Industrial Designers in diverse multi-national coorperations as well as those whose entrepreneurial skills and education have led them to form thier own businesses.

SECOND YEAR TONGS PRODUCT PACKAGING TOY HEALTH & WELLNESS THIRD YEAR SPEAKER HUMAN INTERACTION POWER TOOL FOURTH YEAR TRANSPORTATION STUDIO SENIOR THESIS

INDUSTRIAL

DESIGN --------0 1 2 ---------

Ben Soileau Jason Mosery

The fall semester 2nd year Industrial Design studio emphasizes the making process, whether it is drawing or model making to stimulate questions and possible solutions inherent to an identified design problem.

Importance is placed on the dialogue between class participants, and what is reaped from this interaction.

The excitement of problem solving and self-discovery is at the very center of this design studio.

INDN 201 FA2012

--------0 1 4 ---------

Historical connections, user needs, ergonomic factors, environmental and social concerns, the search of form thru function, the understanding of product in relation to its production, are all areas of investigation and research. Each student will create a unique web of information and insights relevant

to his or her design convictions and based on research. The final challenge of this course is for students to take this complex often contradictory information web and, through the process of 3-D drawing and a hands-on model making approach, arrive at a unique and elegant product solution.

Long Le

--------0 1 6 ---------

Mica Moncrief

The Spring semester 2nd year Industrial Design studio builds on the design knowledge gained in the previous semester. At this stage there is an emphasis on preparing students for the discipline that is required for the professional world and more directly required for 3rd year. Importance is placed on the graphic communication of ideas and the skill sets that allow students to be competitive in the design field. 65 universal principles of design are reviewed and studied as supplemental information to enhance a better understanding of the cognitive make-up of the human species.

INDN 202 SP2013

--------0 1 8 ---------

There is a continued emphasis on craftsmanship and a hands-on approach to design in this studio. The approach is investigative in nature and emphasizes questions asked and answered rather than focusing exclusively on the end product.

Students are required to design a process

book that supplements their projects. Included in this book is a problem statement, market and user research, ideation drawings, identification of the target market, 2d drawing exploration, images of 3d-exploration, orthographic measured drawings, an exploded view drawing, and finally an appearance model money shot.

Silvana Zaldivar

--------0 2 0 ---------

Nicolas Garcia

The fall semester 3rd year Industrial Design studio continues to develop, explore, and expand on the skills and abilities gained from the 2nd year studios.

The studio further progresses the craft skills acquired in previous semesters, the development of visualization skills and learning of advanced three-dimensional digital modeling techniques.

INDN 301 FA2012

--------0 2 2 ---------

The students address a variety of design issues and learn to apply state of the art analytical research and benchmarking methodologies in the development of problem statements whose solution is a product. Students are introduced to basic rapid prototyping techniques in the creation

of two and three-dimensional prototypes and appearance models that must interact with the human form. At the end of the semester, the students develop a physical-appearance model, visual presentation, and comprehensive documentation of the development of the project and process taken to achieve the final form.

Zach Dubois

--------0 2 4 ---------

Brad Harris

The spring semester 3rd year Industrial Design studio expands on the skills and abilities gained from the previous semester’s studio.

In this course, students address a variety of design issues and learn to apply ethnographic research methodologies and analysis in the development of products that are designed for users. Students learn advanced digital visualization techniques and build a comprehensive portfolio showcasing their body of work that will be ready for internship applications come summer.

INDN 302 SP2013

--------0 2 6 ---------

The students also learn parametric modeling and a combination of hands-on craft skills and advanced rapid prototyping techniques through an iterative modeling process. At the end of the semester, the

students develop a physical-appearance model, visual presentation, and comprehensive documentation of the development of the project and process used to achieve the final form.

Silvana Zaldivar

--------0 2 8 ---------

Michael Martin Simon Broussard

The Fall semester involves collaborations with industry and/or government through the Transit Design Studio.

The TDS has worked with The Metropolitan Planning Organization of Lafayette, University Parking and Transportation Department, Red Cross, Louisiana Emergency Medical Units Inc. among other agencies and various local industries.

Furthermore, exciting collaborative ventures have been formed with diverse University programs: Ragin’ Marketing, Mechanical Engineering, Architecture, and Computer Sciences.

INDN 401 FA2012

--------0 3 0 ---------

Projects have ranged from Human Powered Transportation, Autonomous DARPA Vehicle, LNG Bus Design, Hurricane Shelters, and Survival Gear among others. The Ultra Light Elevated Autonomous Rail System was a joint project with the city of Lafayette and the

University. The studio emphasizes sustainability, health and wellness, and user input, as well as improving the physical environment through the investigation of way-finding and mobility systems in the movement of people within the University campus and Lafayette city.

Senior Class 2013

--------0 3 2 ---------

Rafael “Max” Alvergue

The spring semester 4th year Industrial Design studio concentrates on project descriptions, aesthetics, product development, materials and processes, design mechanics, universal and sustainable design.

Goals and objectives of the course encourage students to develop a single project that represents their particular interest and that employs all they have learned about product description, ideation, design development, manufacturing, marketing, presentation and researching phenomena relative to the design objective.

INDN 402 SP2013

--------0 3 4 ---------

Digital and hand built systems are employed in 2 D and 3 D models. Some projects require the prototypes to be made to demonstrate the function of the product and may require part production outside the university. Students are expected to work in and with the senior thesis

committee members and interface with real world conditions. This major research provides the bases for the senior thesis project. This activity will act as a segue into the design and development of the senior exhibit installed at the University Art Museum at the end of the semester.

Joshua Williams

--------0 3 6 ---------

Interior Studio Culture

A professional interior designer is qualified by education, experience, and examination to enhance quality of life and productivity in interiors.

The Interior Design program offers a four-year professional curriculum leading to the Bachelor of Interior Design degree. Accredited by the Council for Interior Design Accreditation (CIDA) and by the National Association of Schools of Art

and Design (NASAD), the program mission is to prepare our students to be responsible contributors to the critical, ethical, and aesthetic dialogue as design professionals in the world community. We stress the importance of evidence-based design and the value of collaboration through projects applying technical and code require-ments while addressing aesthetic concerns.

SECOND YEAR 3 CUBE HOTEL THIRD YEAR COMMUNITY CENTER LEARNING ENVIRONMENT LIVE/WORK FOURTH YEAR BONOBOS SENIOR PROJECT

INTERIOR

DESIGN --------0 3 8 ---------

Aubrie Parker Taylor Prudhome

Interior Design students share the 1st year 1st semester studio with Architecure. In the 2nd semester studio students explore spatial organization through the research historic residential examples and a study of ‘Form, Space, and Order’ by Ching. Within a basic 3 cube form, students design a residential space in plan and section simultaneously.

They explore the movement of natural light and shadow, horizontal and vertical circulation, and spatial relationships through the placement of planes, openings, stairs and access points.

Students develop their designs in a 3d model and in 2d drawings where emphases is placed on the role of line quality in ex-pressing spatial relationships.

INDS 202 SP2013

--------0 4 0 ---------

INDS 202 students also conduct a study of hotel rooms in Italy with a focus on room layout, the surface treatment of floors, walls, and ceilings, and on the furnishings and equipment that are typical in this local. Students are introduced to the application of mechanical systems, and fire and egress codes.

In the context of a historic building in Italy, students design both a typical room and one floor of a hotel that meets code requirements and provides necessary services and circulation. Students are required to use metric dimensioning.

Taylor Prudhome Kaitlin Dooley

--------0 4 2 ---------

Lori Aguillard Rae Ann Famiglio Kyle Stachowiak

The 3rd year studio undertook the Interior Design Educators Council Student Design Competition requiring the investigation of learning environments. Institutions of higher learning are no longer defined by their physical boundaries. The ‘virtual campus’ demonstrates a growing need for environments that support the generation of knowledge by students themselves. This student design competition provided students the opportunity to imagine and create learning spaces that emphasize independent and peer-based learning.

INDS 301 FA2012

--------0 4 4 ---------

The Community Center project: ‘community’ refers to a group of people with common characteristics or interests living together within a larger society. This project required the creatiomn of space where the community can congregate for social, educational, or recreational activities. Students conducted research into

the programmatic requirements for a community center, and what elements were to be featured in the design. The space planning, circulation, finish and furnishing selection all contributed to establishing a relationship between community and design.

Rachel Harris Gabe Andrews

--------0 4 6 ---------

Gabe Andrews

This Live/Work Environment builds upon the residential rebirth in downtown Lafayette. The project involves a group of 8 townhomes that allow for work below and living above, all within walking distance of Lafayette’s city center.

The site is located at the corner of W. Congress and S. Washington Streets on the border of an established residential neighborhood, and steps from the downtown public library.

INDS 302 SP2013

--------0 4 8 ---------

The target market for the live/work space is entrepreneurs who want to establish businesses that will reach the downtown community and who will live above these businesses to enjoy the relaxed lifestyle

afforded there. This development aims to enhance the lives of its residents, provide services and products for those living in the area, and enhance the growth of downtown Lafayette.

Kyle Stachowiak

--------0 5 0 ---------

Jeanne Vidrine

A significant trend in contemporary retailing is the idea of the temporary or “pop-up� store as an alternative to both the traditional brick and mortar store and the strictly online retailer. Bonobos is a premium, web-driven men’s apparel brand and e-tailer founded on the notion that guys want to look good but hate to shop.

INDS 401 FA2012

--------0 5 2 ---------

Bonobos is now the largest U.S. apparel brand ever launched solely over the web. As part of the PAVE (Planning and Visual Education Partnership) Student Design Competition

students were challenged to create a “popup� shop that successfully communicates the Bonobos brand. Design proposals were submitted in a 12 page bound booklet.

Kylie Dold

--------0 5 4 ---------

Kylie Dold

In the final studio of senior year, each interior design student conducts a senior project of choice. Students program these projects the semester before, and then design the project in INDS 402. These projects have run the gamut from hospitality projects to healthcare, from retail to resort.

Kylie Dold’s Our Lady of the Bayous Retreat Center is located in Abbeville, LA. As Kylie explains, the Center “is a dichotomy of sharing and contemplation, solitude and community. The rich simplicity and naturalism of the interior create a setting that is peaceful and intimately connected to the outdoors.

INDS 402 SP2013

--------0 5 6 ---------

Natural light strengthens this connection to nature and unifies the interior, which transitions from open, communal spaces to enclosed individual quarters. The retreat center offers flexible gathering spaces able to accommodate the needs of large and small retreats.

Extensive porches join the retreat center to

an enclosed courtyard, framing the beautiful grounds in a peaceful, quiet setting that encourages contemplation. The use of natural finishes and a muted, nature-inspired palette throughout the interior create an environment that is calm and understated yet rich in texture and warmth.�

--------0 5 8 ---------

Architecture Studio Culture

Second Year explores the relationship between architectural thinking, media experimentation and the phenomenological dimension of architecture. Through an intensification of existing conditions, mixed-media probes slowly develop into architectural responses as they engage the many layers of the site: social, cultural, dimensional, experiential and tectonic. Third

Year is the beginning of the Professional Studios containing Urban Studio’s 20-Year Master Plan for Lafayette’s blighted neighborhoods and the design of catalytic urban buildings. Fourth year holds the most comprehensive projects: from sketches to construction details, from extensive climatic assessments to compliance with building codes. and participation in national and international design competitions.

SECOND YEAR PHENOMENOLGY SYSTEMS THIRD YEAR MIX-USE FOURTH YEAR COMPREHENSIVE STUDIO BUCKMINSTER FULLER CHALLENGE FORT PICKNEY PRESERVATION

ARCHITECTURE --------0 6 0 ---------

Josh Gramlich Thomas Mouton Olivia Almeida Allysa Favrot

The ARCH 201/202 sequence of studios is an open & dynamic group environment that encourages the development of a critical way to ask and answer questions using visual language. By asking critical questions students exercise judgment and through this, learn the value and rewards of prioritizing. Thus, a design process develops.

By engaging these critical questions students develop criteria for judgment that in turn develop a systematic means of inquiry.

ARCH 201 FA2012

--------0 6 2 ---------

The structure of the studio is open and dynamic because the design work the students pursue is complex and collaborative. Through trial and error and the critical but supportive feedback of peers and faculty, students learn that this work is about

more than what a single individual wants or thinks is good. Part of making something critical is making it relevant beyond one’s own subjective desires.

Jolee Bonneval Allysa Favrot

--------0 6 4 ---------

Jessica Prejean Thomas Mouton Nick Lott

The subject of design studio ranges from the material to the social to the perceptual.

The designs students pursue are about putting a sense of measure to perception and experience. To do this students must put forward questions in an iterative fashion while engaging their curiosity and imagination.

ARCH 202 SP2013

--------0 6 6 ---------

The goal is to exhaust the possibilities. This takes time, and it is slow work. Over the course of the second year studios students begin to see things anew, to be curious about their own work and constantly ask...‘what if?’

As they become comfortable with uncertainty, communicating visually, and translating the abstract exercises of the foundations studios into an architectonic form they come to know they are on the path.

Thomas Mouton Andrew Simpson Katie Leleaux

--------0 6 8 ---------

Greg Keys

Imagine Downtown Logo:

makemade Allison Bohl DeHart & Peter DeHart

As a part of the Imagine Downtown competition, students developed mixeduse, multi-story buildings on critical sites in and around downtown Lafayette, Louisiana. The connection of the urban fabric through ground floor retail establishments and the provision of adequate housing above were crucial issues.

ARCH 301 FA2012

--------0 7 0 ---------

Students demonstrated an awareness of exterior skin/fenestration, structural, mechanical, and electrical systems in their designs as well as addressing building code issues. In addition, the

students utilized the most advanced computermodeling and rendering technology in the development of their designs. The projects were exhibited at the Acadiana Center of Arts.

John Heinemann Nicholas Lott

--------0 7 2 ---------

Nick Arcuri Olivia Almeida

The third year is oriented towards the urban dimension of architecture; thus, our students participated in the ‘Imagine Downtown Competition.’ The first task of each project was to identify existing parking lots within our downtown, then for each participant to propose a suitable program, and subsequently design a building for the selected site.

The process of designing a building moved from a comprehensive site analysis to formulating a site strategy; one that was the most responsive to site conditions and the programmatic requirements.

ARCH 302 SP2013

--------0 7 4 ---------

In the next stage students generated a building scheme that grew in complexity as it gradually, progressively, and judiciously incorporated more of the programmatic content. This exploration was undertaken in a variety of media, from

sketches and models to digital. Each studio day, students submitted their latest design iteration; the faculty then assessed their progress, with progress defined as clarity of intention and the growing complexity of each resolution.

Benjamin Magallon

--------0 7 6 ---------

Garrett Armentor

The 401 Architecture studio comprises the first comprehensive project undertaken by an architecture student in the School of Architecture and Design. Projects explore the relationship of building to the city. The students explore fundamentals of urbanism, architecture, and architectural detail through their drawings and models. The studio is centered on pertinent urban and architectural issues such as how a mixeduse building operates within the urban fabric and how its program activates a fragmented city through formal and spatial compositions.

ARCH 401 FA2012

--------0 7 8 ---------

The analysis of city, space, place, street, and materiality develops concepts on which students can base their buildijg designs. Test case studies of urban building allow students to integrate best practices into their conceptual designs. Study of the wall section, plan, elevation,

building code review, and egress, help students to build a complexity of architecture within their design solution. Professional architects are integrated into the studio critiques to review student projects for accuracy, detailing, choice of materials, and integration of building systems.

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Site Sections

Cycle & Plant Structural Diagram

floating marsh plants filter waste produced

G ulf ki

sun and water produce micro algae

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Proposed

Taylor Savoy Melissa Poche Mark Whiley

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s h ri m p

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shrimp, nutrients, and oxygen from the Gulf

Proposed Site HWY

Freshwater Points of Entry 82

Facility

Gulf of Mexico saltwater from Rollover Bayou Existing Access Road

Bamboo

1 Acre Fish Pond Marsh Growth Floating Marsh 8 mos.

16 mos.

24 mos.

Transportation Canals Water Flow

Boardwalk Road

Water filtered by marsh, pumped out to Rollover Bayou

The Architecture 402 capstone class designed interventions for the Louisiana coastal zone.

The process of converting marshland to dry land followed by conversion to open water is a common occurrence across Louisiana’s south-western coast. Louisiana’s coastal communities must adapt their current practices to respond to the changing environmental conditions and landscape.

ARCH 402 SP2013

Facility Model

1 Acre Fish Pond

--------0 8 2 ---------

The repurposing of these former agricultural farms into aquaculture farms allows landowners to adapt to the region’s aquatic conditions, rather that attempting to control them, and creates a sustainable economic

solution for the people. Restoring not only the environmental productivity of these sites, but also their former economic productivity, can simultaneously help Louisiana’s coastal communities and reverse its coastal land loss.

John Welcher Garrett Armentor Jacob Thibodeaux

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ARCH 502 Studio Critique

The graduate architecture studios in the SoAD are the cornerstone of the Master of Architecture program and provide our students with hands-on experience helping cities, small towns, and neighborhoods visualize their potential as communities; design and build sustainably-designed, market-rate homes;

and work in the Louisiana coastal territory to reduce environmental vulnerability, enhance ecosystem resilience, and promote cultural sustainability. The graduate architecture program offers a broad range of design research through our community-outreach topic-based Institutes.

ARCH 501 TNC FIELD STUDY HOUSE COURHOUSE HABITAT HOUSE ARCH 502 N UNIVERSITY CORRIDOR ARCH 509 MASTER’S PROJECT

G RAD UATE

SCHOOL --------0 8 6 ---------

Trent Husser Maria Flores Emily Quebedeaux

In the cont continuing Building partnership with the Institute pa Lafayette Affi A liate of Habitat Humanity, three graduate for Human architecture students worked architectur directly with wit the homeowner single-mother with six - a single-m children - to t design her home.

The home is much larger typical Habitat plan than the ty due to her family size. It incorporates three porches for including one this large family, f mother to get-away! for the mo The shifted wing of the home responds to t the program need smaller kitchen relative to for a small and it opens the living room, r views and grants access to natural light. ligh The home was to LEED designed according a started criteria. Construction Co in June 2013 20 with homeowner 2013. move-in December D

ARCH 501 FA2012

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PHO PHOTOVOLTAIC PH T P PANELS 2 GA 2" GALVANIZED LVANIZED LV VANIZED STEEL TUBING

SS

BASE CAP ASSEMBLY L WITH SPROCKET LOCK

WS 3/4" /4" 4" CORRUG C ORRUGA ORRUG ATED CORRUGATED META T L SIDING METAL 3/4" CORRUG METAL T 2"x12" WOODEN RAFTER 2"x6" WOODEN

ALUMINUM TRANSOM WINDOW

DRIP EDGE

SPRAY FOAM INSULATION 1/2" PLYWOOD

SPR SPRAY RAY AY FOA FOAM AM INS SULATIO A ON INSULATION

3/4" CORRUGATED METAL SIDING

2" TUBULAR STEEL

1/2"x6" CY CYPRESS SIDING METAL VENT

CORRUGATED PERFORATED METAL PANEL

5/8" RFX POLYGAL 5/8

METAL 2"x4" RAFTER 31'

2 - 2"x12" TOP PLATE RECYCLED WINE BOTTLES

2"x12" WOODEN STUD

FIXED ALUMINUM WINDOW

1/2" PLYWOOD BOTTLE HOLDER ALUMINUM FASTENER

1"x 1"x6" x6" C CYPRESS YPRESS FL LOORING FLOORING

AIR SPACE

1//2" PLYWOOD L 1/2" SU UBFLOOR SUBFLOOR

ALUMINUM BASE 5/8" RFX POLYGAL

FOAM TION 2 - 2"x12" SILL PLATES 2"x4" 2"x x4" WOO WOODEN ODEN N FLOOR JOIST

3 - 2"x12" FLOOR JOIST

4 - 2"x12" GIRDER

24'

4 - 2"x12" WOODEN BEAM STEEL PLATE STEEL CAP

2"x12" WOODEN RETAINING WALL

4" TUBULAR STEEL

4"x4" WOODEN POST 4 - 2"x12" GIRDER 2' PRECAST CONCRETE COLUMN

METAL JOIST HANGER 1" RECLAIMED CYPRESS DECKING

STEEL COLLAR

2"x4" FOOR JOIST

13'

STEEL SUPPORT PLATE 4 - 2"x12" WOODEN BEAM

The Nature Conservancy desired a program for a field study house to be based in the Atchafalaya Basin completely off the grid in the swamplands of South Louisiana, and used for research, education, and entertainment. The desired construction was to exemplify the environmental uniqueness of site, act as a base for educational outreach

8'x8' WOODEN POST

within the Basin, and express the cultural experience of landscape and people. Five goals were set to accomplish these criteria: To promote regionalism in local conservation and understanding, sustainability through introduction of natural systems, materiality as an aspect of place, resilience in an everchanging landscape, and education through building.

MAXIMIZE SOLAR GAIN SS

WS

RIDGE SITE ABOVE FLOOD PLAIN

WORST CASE

EL 25’

OPEN TO SUMMER BREEZES

LOWE R LEVEL THERMAL MASSING

SUMMER WATER

EL 9’

WINTER WATER

EL 6’

NATURAL NORTHERN WIND BLOCK

Kristopher Simon Josh Franks

D

WATER WALL

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Prejean Rd.

ARCENEAUX RD.

W ST. PETER

E St. PETER

JOHN B ST. SIS LN.

ST. ANNE ST.

RUE BORDEAUX

STEMMANS RD.

TRIPPLE CROWN CIR.

TRIPPLE CROWN CIR. KENTWOOD DR.

CVS

GLORIA SWITCH

Cullin LeBeauf Kristopher Simon Tina Rodkey Mitchell Broussard Emily Quebedeaux

GLORIA SWITCH

Graduate students in the 502 studio work in the Community Design Workshop, one of the Institutes located in the SoAD that offers expertise in urban design, planning, architecture and housing.

The CDW employs these students throughout the semester, providing them with experience in community interaction and professional design for actual clients.

The Workshop establishes a collaborative studio within the community that conducts charrettes and other public meetings. By collaborating with public and private organizations, the graduate students are able to effectively integrate the ideas of the community into their designs for the larger context.

ARCH 502 SP2013

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The 502 studio in collaboration with the CDW is committed to the rebuilding of neighborhoods and downtown areas; and to that end, it establishes, within its projects, clearly defined public spaces: streets, squares, and parks. A primary focus of the studio is to create a greener and more sustainable built environment.

The 502 studio designed a new neighborhood for Habitat for Humanity integrating public space with affordable housing. In addition, the studio redesigned a major arterial along University Avenue including a sustainable mixed-use development.

Made-Up Street

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BB ---

1

2

3

4

5

6

A

B UP

Cafe University Avenue

60’ 70’

AA

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Lobby

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50’

Office Lobby Cashier

Mech

F

Back of House

Prep Freezer Station

UP

G Section 2

Storage

80’ H

Section 1

Section 3

BB

Section AA Scale 1’=3/32”

Tina Rodkey Emily Quebedeaux

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Alyssa Duck

A graduate student’s academic investigation comes to fruition through the Master’s Project. The faculty perceives the terminal project as the opportunity for graduate students to deliniate the initial and intentional grounding of a particular direction in their work within the discipline of architecture.

LAKE PONTCHARTRAIN

NEW ORLEANS

The French Quarter

Consuming Food

The Central Business District

Mississippi River

Creating

Circulation

Studio

Port of New Orleans

Distributing Loading Dock

Toward Uptown

Rejuvenating Music

Connection to Context: Generating Relationships within the Temporal Sequences of Architecture Within an historical urban environment, architecture should generate relationships within the temporal sequences of architecture in order to emphasize cultural connectivity.

ARCH 509 FA2012

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This thesis investigation began with a comparison between regional music and regional architecture.

Through that comparison, I was interested at the moment of inversion between these two activities.

The goal for the site is to create architecture of thresholds to promote the joining of surrounding programs, while creating an architecture that

dissolves exterior and interior space and transfers the activity into an architecture that acts as a threshold for the city. The site for the project is 800 Magazine Street in the Warehouse District in New Orleans, Louisiana.

The existing building on site provided a rich history for the neighborhood and played a role

for the design of this investigation. The exisitng brick facade and wood columns provided necessary contraints, while providing opportunities to enrich the project. The program is a community center that includes a fresh market, artist studios and gallery, offices, a small music venue with a bar. Overall, the project created three scales that the human interacts within and allows the building to reflect the character of the city.

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Planning the Day

Integrated into the undergraduate and graduate studions, the Insitutes engage with small towns, neighborhood groups, government agencies, and non-profits. The Community Design Workshop is an urban design studio that collaborates with small towns, neighborhood groups, the University, and the City of Lafayette to provide a vision for development and redevelopment.

The Building Institute is an integrated project delivery, design-build studio. Students work in the local community thereby becoming agents of change. The Coastal Community Resilience Studio is a University cross-discipline research center allowing faculty and students to investigate issues pertinent to the coastal Louisiana environment.

COASTAL COMMUNITY RESILIENCE STUDIO EPA CAMPUS RAINWORKS CHALLENGE BUILDING INSTITUTE

COURHOUSE COMMUNITY DESIGN WORKSHOP APOLLO ROAD

INSTITUTES --------0 9 8 ---------

Locations of Intervention

Faculty: Kari Smith, LEED AP Whitney P Broussard III, Ph.D. Jo Anne DeRouen, Ph.D. Thomas Michot, Ph.D. Michael McClure FAAR, AIA

Students: Clair Coussan Mitch Broussard Phillip Breaux Christina Rodkey

Ian Renoux C J Sellers Samantha Simmons Jackie Tidwell

The Coastal Community Resilience Studio is a crossdisciplinary educational and research initiative.

Collaborators in the Resilience Studio include: the SoAD, the Departments of Sociology, Anthropology, and Child & Family Studies, the School of Geosciences, the Institute for Coastal Ecology and Engineering, and the Regional Application Center.

Together, we address the complexities of restoration and preservation in the Louisiana coastal area with a focus on the Chenier Plain in southern Louisiana.

Resilience Studio --------1 0 0 2012 - 2013 ---------

University of Louisiana at lafayette

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The Resilience Studio uses systems principles in landscape, coastal, and human ecology to reduce environmental vulnerability, enhance ecosystem resilience, and promote cultural sustainability. Since the summer of

2012, the program has been creating a new framework to provide an integrated home for collaboration to find solutions to critical real-world problems associated with coastal protection and restoration in Louisiana.

Natural Coulee Condition

Flow-Through Planter

Improved Drain Condition

Disconnect

Disconnect

Response

Disconnect

Response

Response

Disconnect

Response

3

10’

5’

2’

12’

2’

5’

5’

5’

10’

50’

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Faculty: W. Geoff Gjertson, Professor Jenny Kivett, Assistant Professor

Design Team: Nicholas Clesi Abigail Comeau Liran Timiansky Barrett Bertrand Jennifer Young Daniel Ferg

FLOORPLAN

In 2009, the Building Institute competed in the Solar Decathlon and won 1st place in market viability and people’s choice with the BeauSoleil Home, proving that green design can be affordable, constructible and livable.

Architecture students have now designed and built three homes: the EVENThouse, the NEXThouse, and in 2013, the COURhouse (design pictured here). All of these homes have set a precedent for green, affordable housing and are helping to revitalize their respective neighborhoods.

They represent a unique public/private model that unites market forces with social-consciousness. The students get hands-on servicelearning and interdisciplinary experience with contractors and the real estate market.

BI 2012 - 2013

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The “COURhouse” name comes from the home’s prominent feature, a centralized courtyard connecting the living room and kitchen to the outdoors, offering residents a sense of openness. The courtyard is accessible through a large 10’ x 7’ glass roll up door from the kitchen, two sliding

glass doors from the living room, and French doors to the master bedroom. Clerestory windows and sliding glass doors allow light to flood into the spacious living room and the kitchen’s 16’ vaulted ceilings. Sustainability features of the home include its urban infill site, a small footprint, and a 4kw solar array.

Students: Garrett Armentor Mitch Broussard Emily Quibedeaux Kelley Courville Chance Gray

Trent Husser Rafael Alvergue Joseph Artall Brooke Babin Sommer Geraci Greg Ybos

John Heinemann Maria Flores John Welcher Candace Richard Cullen Leboeuf Charles Bates

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Faculty: Thomas Sammons, Director Todd St. Julien, Assistant Director

Students: Trent Husser Benjamin Magallon Candace Richard Liran Timiansky Mark Wiley Jennifer Young

Garrett Armentor Barrett Bertrand Karla Contreras Kelley Courville Maria Flores Josh Franks Chance Gray

The Community Design Workshop provides expertise in urban design, planning, and landscape design, as well as architecture and housing. The CDW, as a design studio, helps cities, small towns, and neighborhoods visualize their potential as communities.

The Workshop has been operating within the community for eighteen years and has completed over eighty funded projects that range from the urban design of a major interstate to small town planning.

Among the workshops completed project throughout the state of Louisiana are plans for small towns like Cameron and Delcambre that were impacted severely

by Hurrican Rita.

CDW 2012 - 2013

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The Workshop has also worked closely with Lafayette Consolidated Government and the comprehensive plan to develop streets, such as Johnston Street and Ambassador Caffery South, to be more urban and pedestrian friendly. The CDW has also completed projects

that enhance neighborhood development.

Freetown and the Oil Center are projects in which landscape, housing, and compact building design are all issues explored within the Workshop studio.

SIDEWALK

SIDEWALK

SIDEWALK

PLANTER VARIES

SIDEWALK

REQ’D. UTILITY SERVITUDE

6’

15’

2’

4’

VARIES

4’

TRAVEL LANE

TRAVEL LANE 4’

2’- 5”

24’ 6”

PARKING 18’

PLANTER 4’

4’

96’ 11”

REQ’D. RIGHT OF WAY

96’ 11”

SIDEWALK SIDEWALK 2’

VARIES

4’

4’

2’- 5”

100’

24’ 6”

24’ 6”

2’- 5”

4’

4’

4’

VARIES

2’

VARIES

114’

114’

REQ’D. RIGHT OF WAY

TRAVEL LANE

TRAVEL LANE

TRAVEL LANE

TRAVEL LANE 4’

SIDEWALK

PLANTER

SIDEWALK

PLANTER VARIES

228’

REQ’D. RIGHT OF WAY

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H Gordon Brooks II, Dean, College of the Arts Michael McClure, Associate Dean Thomas C Sammons, Director, SoAD M Jean Edwards, Assistant Director Susan T Barnett, Administrative Assistant AD M I N I STRATI V E

Jerome J Malinowski, Professor Andreas F Loewy, Associate Professor Adam Feld, Assistant Professor Benjamin M Bush, Assistant Professor INDUSTRIAL

Brian L Powell, Professor M Jean Edwards, Professor Andrew T Sammataro, Instructor Mollie S Daniels, Adjunct Studio Instructor INTERIOR

W Geoff Gjertson, Professor Hector M Lasala, Professor Corey L Saft, Associate Professor Kari J Smith, Assistant Professor Dan Burkett, Assistant Professor Sarah M Young, Assistant Professor Ashlie G Latiolais, Assistant Professor Jennifer Kivett, Assistant Professor Kiwana T McClung, Assistant Professor Annika H Miller, Assistant Professor Karen McKinney, Instructor ARCHITECTURE

FACULTY --------OF THE SCHOOL OF ARCHITECTURE AND DESIGN 1 1 2 ---------

IDEOGRAM

U N I V E R S I T Y O F L O U I S IANA : LAFAY E T T E

Connor Rohrer Battilana . Hanna Michelle Escoyne . Jessie Kate Brown . Philip Grego .. Connor Rohrer Battilana . Hanna Michelle Escoyne . Jessie Kate Brown . Philip Gregor ccLoren Faber . Zachary Tyler Dubois . Jarrod Anthony Dufour . Shade Joseph Gaspard . C ccBradford Harris . Joshua Hibbs . Tiffany Mae Louviere . James Frank . Sarah Elizabeth Ma ccGautier . Taylor Chase Pryor . Nhan Thanh Mai . Jasmine Maria Griffin . Benjamin Bronisla ccMica Janel Moncrief . Kayla Louise Kebodeaux . Roberto Linares . Elijah Woods Marceau ccEileen Mackey . Krysten Andre Cangiamilla . Walker Ross Powell . Peyton Riley Nutt . Devi cc. Benjamin Todd Soileau . Robert Eugene Pecaut . Eulogio Salazar . Zachary Thomas S ccSylvester . Tabetha Michelle Lee . Morgan Lynne Breaux . Robert Keith Tarleton . Renee Paige cc. Michael Anthony Cormier . Nicolas Garcia . Michael Breton Cormier . Kelby John Dardeau ccMurrell . Christina Faith Rodkey . Kristopher James Simon . Anne-Michelle Oubre . Lily Kat ccHelen Marie Poe . Hallie Renee Cheramie . Aaron Christopher DePino . Celicia Nicole Ducote . ccSunnie Rose Diaz . Emma Elisabeth Gaiennie . Justin Michael Segura . Taylor Renee Glorioso . ccHebert . Long Bao Le . John Duncan Isiminger . Lindsey Claire Taylor . Maria Alexandra Flore cc. Meghan Gabrielle Virgin . Keenan Jamaal Wright . Ryan Letulle . Philip Daniel Artall . Evan Joh ccKathleen Prudhome . Dane Francis Rito . Harrison Shafeat Dorsey . Mia Frances Sapienza . An ccChandler Elizabet Anderson . Nicholas Jason Clesi . Jarvis Donte Anderson . Brennan Jude ccMelissa Poche . Adam Lewis Beazley . Hugo Chacon . William Brandon Finley . Andrew Robert Ar ccCourtright . John William Welcher . Lauren Malbrough . Blair Elizabeth Begnaud . Jarrett Gil ccAnn Comeaux . Nicholas A Knighten . Megan Nicole Tagesen . Mark Damon Wiley . Jacob Evan Th ccCeline Foti . Derek Michael Legendre . Tayler Madison Mitchell . Junior Phouripud Riengxay . S ccRenee Core . Lauren Elizabeth Lambert . Olivia Faye Almeida . Sommer Lynn Geraci . Kirsten Ma Chad Anthony Nicholas . Hailee Ann Thomas . Loan Reagan Trahan . Jeff Stanton Abshier . Ann ccTrent Matthew Husser . Kaitlyn Perrodin . Liran Timiansky . Jennifer Young . Ronnie Uhle Co cc. Devin James Catalon . William Dupuy . Jorge Edgar Felipe . David J Hebert . Kelsey Marie Kel ccMenard . Ava Celeste Landry . Mariah Adelle Meyers . Paige Victoria Langlois . Thaddaus And ccVarino . . John Cullen LeBoeuf . Ashley Taylor Picciola . Laporshe Sha’dana Washington . Rya cc. Ezekiel Grant Stevens . Whitney Burkholder . Aaron Michael Vilar . Lindsey Morgan Tayl ccElizabeth Babin . Derek John Broussard . Lavell Johnson . Quoc Minh Bang . Lauren Miche ccArcuri . Andrew Robert Lindsey . Dominick Kenneth Jones . Lubna Al Balushi . Kimberly Anne L ccE Simar . Kaelyn Nichelle Thompson . Joseph P Artall . Darrell Landry . Charles Bates . Aar ccTrisa Alexis McClaughlin . Breanna Hinton . Samantha Paige Bella . Regis Ide Tene . Lea Cla ccCaleb Michael Boulet . Amy Renee Williams . Brooke Alyssa Leblanc . Morgan Elizabeth Conne Mack . Matthew Joseph Deblieux . Mitchell Louis Broussard . Kathleen Alexis Gardner . Br ccThomas Jacob Mouton . Morgan Caroline Hebert . Matthew Gentry Netterville . Walter Ch ccRyan Michael Roussel . Robert Dale Kirby . Jacob Stanley Odom . Adrien Jean Salvador . Chl cct J Sereal . Benjamin Magallon . Jairus L Vinnett . Shamsa Sulaiman Al Mani . Nicholas Steven T ccCanale . Patrick Michael Flynn . Andre Jude Carr . Trisha Foulk . John Martin Heinemann . Ch cc. Holdton Braddock Jones . Aaliyah Arieon Martin . Shelby Lynn Kitchen . Nicholas John Milt ccSimpson . Raven Renee Readoux . Monique Angelle Holiere . Elizabeth Neil Robin . Greg Robe cc. Huyen Tran Nguyen . Trevor Wade Payne . Christopher Sinclair Rush . Andre Matthew Simon