SECTION 01: THESIS PAPER 4
SECTION 02: PREDESIGN 30
SECTION 03: SCHEMATIC DESIGNS (DR - 1) 42
SECTION 04: INTRIUM REVIEW (DR - 3) 52
SECTION 05: DESIGN DEVELOPMENT (DR - 2) 60
SECTION 06: FINAL REVIEW (DR - 4) 72
5
INTRODUCTION 6
LITERATURE REVIEW 8
PRECEDENT ANALYSIS 16
PROGRAM PRECEDENT 22
SITE SELECTION 26
CONCLUSION 28
76
Technology has vastly affected how we learn
and access information today. It has opened out eyes
to new ways of seeing, learning, and interacting with
each other. Today our society is one characterized
by networked connections. This has influenced
every facet of our existence, especially in how
we educate ourselves. Education today is student-
centered rather than teacher-centered. Students gain
deeper knowledge through sharing with their peers.
The Internet has become an essential component
in education due to its openness and accessibility.
Architecture today fails to successfully engage these
new technological and social developments. To
improve users’ appreciation of and engagement
with their built environment, a reprogramming of
conventional functional design solutions must come
about. Through adapting typical design responses
to fit the contemporary atypical spatial requirement,
a relevant architecture will once again emerge. This
thesis examines several literary sources that discuss
contemporary implications networked society and
emerging technologies have on our culture.
Through examination of an array of
architecturally based precedents, a program based
in a reprogramming of public education will emerge.
Architects should always question generally accepted
INTRODUCTION
76
program responses. Programing is becoming a lost
art in architecture and only through reversing this
trend, will it become relevant again.
98
The way people share ideas is directly reflected in
the way people socially network. Manuel Castell’s
“Networked Society” proposes several compelling
ideas comparing how people connect today against
how people used to connect. Castell attempts not
to prescribe a solution, but to analyze how the
social network affects education and individuality.
Castell asserts that the Internet does not create virtual
communities, but rather a network of individuals.
In contrast to the traditional community, social
networking allows users to retain an identity that is
unique to them without the requirement of conformity.
This retention of identity has a profound effect on
education. Castell continues that students today are
becoming self-programming.1 A self-programing
student is happy to do his or her own research on
a subject, but often does not push deeper into the
subject or question what it really means. Instead,
they read a broad, general understanding of a
subject and then move on. Through networked social
interaction, students can start to ask each other
deeper questions that push their research further.
Castell argues that, with the anonymity of
social networks, there is an international code of
conduct. This code of conduct, inherently built into
the networked society, is characterized by tolerance.
LITERATURE REVIEW
1 Castells, Manuel . The information age: economy, society and culture.. USA: Black- well, 1996.
98
Castell argues that this tolerance code functions
similar to the Golden Rule.2 To successfully function
in a networked society that lacks any predetermined
and agreed upon opinions, one operates in a tolerant
manner. The reason that they operate this way is
due to the lacking knowledge of their peers race,
religion, sex, age, or ethnicity. The identity of the
user is based in his or her opinion of the topic. This
unencumbered collaboration and questioning allows
for a deeper connection with and understanding of the
educational material.
Networked society allows connections
between users that would previously have been
2 Castells, Manuel. Interview by author. Personal interview. Univer-sity of California Berkley, May 9, 2001.
Figure 2 - Individual within a Group of Individuals
Figure 1 - Individual Conforming to a Group
1110
impossible. Jed Lipinski, of the New York Times,
examines how, through social networking sites like
Facebook, digitally connected communities can
form. These social networks can gather people
based on more than their current physical position.
Personal networks are shared and expanded
through networked social interaction. Lipinski shares
how a Facebook group has reconnected her with the
neighborhood in which she grew up. Together, the
users form a collective history of the neighborhood
and connect in a way that looks to rekindle these
relationships. “People shared responsibilities for
watching each others’ children, or for keeping an eye
LITERATURE REVIEW
Figure 3 - Sharing Ideas to Spark New Ways of Understanding
2 Castells, Manuel. Interview by author. Personal interview. Univer-sity of California Berkley, May 9, 2001.
1110
on the property. And though new trends in urbanism,
(residents) try to recapture those old communal
feelings…”3 By sharing personal stories through
digitally networked connections, members of the
group educate each other about the neighborhood’s
history.
Technology is not only changing the way people
share stories and information, but also the way
people understand information. In, “Preparing and
Supporting Teachers for 21st Century Expectations
through Universal Design for Learning”, the authors
present the idea that education emerging in the twenty-
first century is defined by the integration of technology
to address different learning styles. Technology
allows for the integration of more successful teaching
methods. One of the new methods being introduced
is online education and online components to the
education curriculum. These new methods allow for
a shift from the traditional teacher-centered learning
to a more successful student-centered learning.4
This shift promotes students to actively, rather than
passively, learn and seek answers on their own.
Technology allows for an improvement in both the
‘what’ and ‘why’ aspects essential to education.5 By
asking these questions students develop a deeper
understanding of the material.
3 Lipinski, Jed. “On Facebook, Neighborhoods as They Once Were.” The New York Times, September 30, 2011. http://www.nytimes.com/2011/10/02/nyregion/on-facebook-recalling-neighborhoods-as-they-once-were.html.
4 Sandholtz, Judith. Teaching with Technology: Creating Student-Centered Classrooms. New York: Teachers College Press, 2000.5 Warren, Sandra, Jennifer Williams, and Laura King. “Preparing and Supporting Teachers for 21st Century
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LITERATURE REVIEW
Visually active education technology allows
students to have access to materials previously
unobtainable even in the most prestigious institutions.
The Google Art Project, discussed by Nancy Proctor
in, “The Google Art Project: A New Generation of
Museums on the Web?” exemplifies how access to
information can completely reshape how students
learn. The Google Art Project provides virtual tours
of many noted museums and allow for users to
examine gigapixel scans of famous works of art.
Proctor looks to promote the benefit of putting such
information online, free of charge. She believes that
access to this information not only sparks interest,
Figure 4 - Example of Google Art Project Level of Zoom Detail
1312
but also enhances students’ humanities education.
Proctor illustrates that when people view this work
in a scale unachievable in real life, users experience
the works in new ways. When this occurs, students
gain a newfound respect for the work and can,
more easily make deep connections with the
information regarding the significance of the work.
The presentation of information from this new
perspective illustrates how technology can foster a
new understanding of traditional material.6
One demographic that is highly responsive
to technologically integrated education, and in
particular digital video, is the Millennial generation.
Millennials are people born between the late
1970s and mid 1990s. A study of the Millennials
by Robert Burger, called “The Impact of Streaming
Video Tutorials on Undergraduate Students’”, further
examines this phenomenon. While video education
is not new, the Millennials dependence on video
based education and Internet based research is a
new concept. More than 98% of Millennials find
information by using Google first and Wikipedia
second. Further 87% learn from video clips related
to class material. Unfortunately, this is often as far
as the research goes. It is crucial that students cross
the boundary of awareness and enter into mastery
6 Proctor, Nancy. “The Google Art Project: A New Generation of Museums on the Web?.” Curator 54:2 215, no. 2 (2011).
1514
and holistic knowledge.7 A reprograming of schools
and libraries must occur to respond to the growing
trend of students who are unmotivated to dig deeper
into a subject, rather than just searching the net.
Technologically integrated education encourages
active student-centered education, and active
socially networked discussions that lead to a deeper
education that reaches more students.
LITERATURE REVIEW
1716 1716
The first precedent focuses on the creation of
a universally open, public institution that encourages
shared discussions between users and the exhibits.
The Adobe Museum of Digital Media, designed
by architect Filippo Innocenti, is a virtual internet-
based museum that exists over the web. This allows
it to be open to the public twenty-four hours a day,
seven days a week, 365 days a year. Innocenti
designed the virtual structure to have three distinctly
programmed spaces, which the user can navigate in
third person. The first is a large atrium where users
could share ideas and learn how to navigate the
buildings spaces. The second programmed space is
rooms that are peripheral to the large atrium where
open lectures from chosen artists and professionals
would occur. The third space is a set of three large
wheat-like towers that hold the past presentations
and noteworthy professionally generated works that
can be examined by users for educational purposes.
The museum has a curator who selects speeches
and presentations of digital art to showcase to the
public, free of charge. This open, public, and free
educational network displays how digital museums
can contribute value to society. While the structure
will never physically exist, the building was virtually
designed with assigned programmed spaces to
PRECEDENT ANALYSIS
1717
allow users to virtually move through rooms to
access data. Unfortunately, it is difficult to critique
the successes and failures of this project because
the user-controlled navigation aspect of the site was
never fully developed and realized. This portion
would allow any user with a computer access its
digital doorways and the ability to move throughout
the spaces and attend lectures. Further, users would
be able to interact with other users who were also
visiting the virtual museum. A key benefit of the
program is that the user would be in control of what
he or she sees and can the share their experiences
with other users. Innocenti sought to produce an
Figure 5 - Rendering of Adobe Museum of Digital Art
18
PRECEDENT ANALYSIS
international, placeless digital building that was
always open and would fit into the context of any
city. The benefit of this building existing virtually is
that it is able to have an openness and accessibility
that physical buildings struggle to achieve. Architects
should look at the qualities the Adobe precedent
sought to achieve, and try to apply these qualities to
their work with public institutions.1
The Seattle Public Library, by the Office of
Metropolitan Architecture (OMA), was developed
upon the premise that the program of the library has
not changed since the Carnegie Library’s era. OMA
believes that traditional programmatic responses
1 Adobe Museum of Digital Media. Adobe, 24 June 2010. Web. 25 Oct. 2011. http:// www.adobemuseum.com/.
Figure 6 - Diagram showing Spatial program and Oriented Views of SPL
Figure 7 - Photo of Seattle Public Library
1918
are no longer relevant or valid in modern society.
By breaking down the client’s spatial request and
considering the current functions of the library,
OMA is able to redefine how the library should
function within today’s society. The programmatic
reconsiderationiss what makes this building such
a successful achievement. Joshua Prince-Ramus,
founding partner of OMA New York, was inspired
by the idea that the contents of an entire library
could be stored digitally on a small server; and that,
with a large server, a single library could store the
digital content of all the libraries in the world. Going
further, he says, “Flexibility in contemporary libraries
is conceived as the creation of generic floors on
which almost any activity can occur. Programs are
not separated, (and) rooms or individual spaces not
given unique characters.”2
Understanding how library’s original
spatial characteristics are muddled through
time inspired him to separate the program into
compartments. “In practice, this means that
bookcases define generous, though nondescript,
reading areas on opening day, but, through the
collection’s relentless expansion, inevitably come
to encroach on the public space.”2 To counteract
this waning form of flexibility, Prince-Ramus sought
2 Prince-Ramus, Joshua, and Floris Alkemade. Creating Public Para-dise. Apeldoom, Netherlands: NBD Biblion, 2004.
2120
PRECEDENT ANALYSIS
to compartmentalize spaces whose programmatic
function is known from that whose would likely
evolve over time. Through redefining the program
of the library, Prince-Ramus is able to relevantly
respond to the programmatic needs without worry
that the intended identity of the space would be
lost.3
The Strawberry Vale Elementary School, by
Patkau Architects, is a rural Canadian school that
houses students from grades K through seven. It
is made up of sixteen classrooms, administrative
offices a circulation spine, and a gymnasium that
frames the main entrance to the building. Patkau
3 Prince-Ramus, Joshua. REX Architecture. http://www.rex-ny.com/.
Figure 8 - Spatial Diagram of Strawberry Vale Elementary School
Figure 9 - Strawberry Vale’s Response to Natural Amenities
Figure 10 - Plan View of Strawberry Vale School
2120
architects sought to build a communal sense
within the building through a central corridor. The
building is environmentally informed through its
spatial organization that appreciatively respects
and responds to nature. This was presented in the
clustering of the sixteen classrooms into groups of four,
and staggering them to respond to important existing
natural elements.4 This staggering of the classrooms
gave a unique character to the meandering east-
west circulation hallway. The hallway space took
on a unique character beyond student circulation
to social interaction. The interaction would occur in
both planned and unplanned ways. The informal
hallway auditorium is an example of a planned
space that exists in the circulation corridor. The
multitude of benches in the corridor and the outdoor
spaces encourage students to socially connect and
interact outside of the classrooms. When space
is given for social interaction, students can grow
beyond the boundaries of the classrooms and form
connections. These networked social connections
allow for a freely collaborative learning environment
geared towards student-centered learning. 5,6
4 Crosbie, Michael. Class Architecture. N.p.: Images Publishing, 2001.
5 Patkau, John, and Patrica Patkau. Architecture News Plus. http://www.architecturenewsplus.com/projects/1818.6 Carter, Brian. “Strawberry Vale.” Architectural Review, August 1997, 34-41.
2322 2322
Homework Lecture
Figure 13 - Diagram of How Lecture Time is Swithced to Homework and Homework is Done in Class
The first project that influenced a key
theoretical and ideological stance was the Sendai
Mediathique by Toyo Ito. Ito’s goal of reducing the
barriers between the user and the information housed
within its structure influenced the program’s need
for openness and educational transparency.1 This
project will serve to inspire the goals the program’s
interface that allow users to access information. By
reducing the barriers between the student and the
information, an open public access to information
will be achieved.
The Kahn Academy further explores this
idea. Salman Khan’s online academy provides a
PROGRAM PRECEDENTFigure 12 - Photo of Sendai Mediathique
1 Broadcast Architecture Program, Film and Arts. “The Sendai Medi-atheque TOYO ITO ARCHITECTURE, ARTS AND FILM .” Accessed September 26, 2011. http://www. youtube.com/watch?v=NZJSjTIm2Uk.
2322 2322
free, high quality education to anyone, anywhere,
through more than 2700 online micro-lectures and
video tutorials.2 Through opening his lessons to the
world, in a multitude of languages, Khan creates a
truly public education system that, when combined
with doing task work in class, results in a student
experience that is more fun, more engaging, and
more socially interactive. Traditional teaching
methods often leave behind children who struggle
with particular concepts. By taking advantage of
new technologies, we can flip traditional educational
to provide more time for students who struggle with
concepts to interact in one-on-one situations with
teachers or peers. Improved results can be achieved
when the designed program of our educational
facilities responds and accounts for these new
technological developments.3
When examining libraries, it is important to
recognize the real role of the library in our culture
and how technology programmatically redefines
how we obtain and read books. A close examination
of the Seattle Public Library reveals a prominent
example of how the program of the library diverges
from the traditional role it plays in our society. One
third of the program orients strictly towards social
service. Further, OMA sought to compartmentalize
2 Michels, Spencer (2010-02-22). “Khan Academy: How to Calcu-late the Unemploy- ment Rate”. PBS NewsHour. PBS. Retrieved 2011-11-05.
3 Khan Academy. http://www.khanacademy.org/about/blog/post/10243685407/impact-from-us- ing-khan-academy.
2524
PROGRAM PRECEDENT
the program into two parts, that whose future use is
known and that whose future use is unpredictable.4
Through this practice, OMA is able to implant
flexibility into the library so that it develops with
current societal need.
With the advent of the eBook and the Google
Million Books Project, libraries will find it necessary
to embrace digital access to their growing virtual
collections. Further, as the use of these growing
virtual collections increases, the predicted allocation
of storage space for the book will also drastically
change. The spatial interface will adapt with new
developing technologies that alter the interactions
4 Chang, Jade. “Behind The Glass Curtain.” Metropolis Mag. http://www.metropolismag.com/story/20060619/behind-the-glass-curtain.
ReadingRoom
TraditionalBook
Storage
ExpandedReadingRoom
Newly AvailableProgram
eBook Storage
Figure 15 - Diagram Showing Programitc Restructurings Added Benifits
head quartersreading room
mixing chamber
Bookspiral
meeting
staff
parkingkids
living room
Known Function v. Unpredictable Function
Figure 14 - Separation of Seattle Public Libraries Programmatic Functions
2524
between the patron and the information they seek.
The way in which people network and
share ideas today is vastly different compared to
how people collaborated twenty-five years ago.
Today, the office is not a concrete term. Wireless
technologies allow people to work at home, at
coffee shops, or even during daily commutes. The
Googleplex is designed with an understanding of
this new collaborative business model. Places called
‘hot zones’ are spaces where informal meetings
occur and employee interaction is encouraged.
Through informal sharing of varied perspectives,
innovative ideas develop. The creation of a dynamic
workplace becomes an essential component in the
fostering and manufacturing of creativity ideas.5
These projects have led to many strategies that will
be implemented when addressing the challenges put
forth by this thesis.
5 Google. http://www.google.com/about/corporate/company/culture.html.
Office
Home
Office
Drive
Office
Cafe
Figure 16 - Diagram of Technology Extending the Workplace Beyond the Boundries of the Office
2726 2726
The program for my building is a center
for the cultivation of imagination and a center for
open-public education. The project will also act as a
testing center for new digitally integrated education
products.
The site for my project will play a crucial role
in the cultivation of education and inspiration of
imagination to the site. The ability for open, public
access dictates not only a proximity to public space,
but the activation of a public space. The city selection
was important in selecting a city that was open to
new ideas and ways of thinking. A proud city open
to modern ideas. A city like Chicago. The program
requirements of the site dictate an open space in a
diverse neighborhood that is often used and used
largely by the locals of the city. The combination of
these elements results in a site selection within the
boundries of Lincoln Park.
Lincoln Park is an appropriate setting for
my site, due to its ability to be programmatically
informal, unlike Millennium Park. Millennium Park,
in comparison, is highly planned and formal. Lincoln
Park meanders along Lake Michigan with different
nodes of locally used and programmed spaces, such
as the zoo and informal, unplanned park space that
separates these planned nodes. The areas with a
SITE SELECTION
2727
lack of defined program would be best available
spaces for the site.
The selected site is south of the intersection
of N. Lake Shore Dr. and Belmont. A contrasting
population surrounds this site. From one perspective,
the site is surrounded by some of Chicago’s most
expensive residences and prestigious universities
and secondary schools.1 In contrast this perspective,
there is a prevalence of nearby homeless shelters
that serve the local vagrant population that also use
the park.2 The diverse community works in favor of a
program, which caters to both populations.(Fig 18)
Site
Figure 17 - Map Showing Sites Relation to Downtown Chicago
2 Woolsey, Matt. “The Most Expensive Blocks In The U.S.” Forbes, 2007 Accessed No- vember 8, 2011. http://www.forbes.com/2007/08/30/most-expensive-blocks-for- beslife-cx_mw_0831blocks.html
1 National Coalition for the Homeless. Accessed November 8, 2011. http://www.na- tionalhomeless.org/publications/crimreport/meanest-cities.html.
2928 2928
After close examination of trends in the way
people in networked societies interact, with particular
attention to Millennials, it has been determined that,
even though people collect into groups, they still
retain their individual attitudes. Using this knowledge
the program responds with a space that seeks to
cultivate education, creativity, and the sharing of
ideas. Redefining the programmatic needs of the
traditional educational facility to respond to new
educational technologies and student-centered
teaching methods will allow for increased efficiency
and greater academic success among students.
With the implementation of online lectures, teachers
and educators, working in the facility, can use more
of their time educating students in smaller settings.
Use of the surrounding qualities of the site will help
to draw in a diverse set of users and promote an
informal learning setting. Its proximity to widely used
public paths will increase the traffic and public use
of the facility. I truly believe that with the integration
of lessons learned from digital technology and the
trends of the new, networked society, architecture
can once again become a relevant and an accurate
reflection of our cultural ambitions.
CONCLUSION
2929
Art Gallery
Metro Line
Schools
Lincoln Park
Homeless Shelter
Site
Figure 18 - Map Showing Sites Relationships to Surrounding Area
3332 3332
When analyzing the site it is important to look
at the surrounding amenities. It is crucial to examine
how the project could take advantage these amenities
and how the people who frequent these amenities
could, in turn, take advantage of the project. To
complete this examination I looked at the major
surrounding amenities within a five, two, and one-
mile radius. Some of the furthest amenities include
the Shedd Aquarium; some of the closer amenities
include Northwestern University and the Lincoln Park
Zoo. The next step was relating how these amenities
would orient a building on the site and how the
public would access the site
SITE ANALYSIS
3534
There are two primary programmatic challenges
that emerge from the designed precedents and
literary research conducted. The first is establishing
an alternative educational facility that responds to a
world defined by networked social connections. The
second is adapting the programmatic responses of
our built environment to new advances in information
technology and how users access that information.
To engage these challenges, I propose a
250,000 sq. ft. public education facility that serves
middle school (grades 6 - 8), high school (grades
9 - 12), and collegeit students (freshmen - senior).
The library component will be eBook based and
reading areas will be accounted for in the informal
PROGRAMMING
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3736 3736
field of study nodes. It will act as an extension of the
Belmont Ave. Public Library and participate in the
national eBook interlibrary loan program.
The classrooms will operate under the student-
centered education model, relying heavily on online
lectures from home and in-class task work. The
circulation space will double function as informal
collaboration space that responds to the networked
society model, where open discussions of class topics
will occur based on the current subjects. There will
be a formal lecture hall that will be used by the video
performing arts classes and double function as a
place where large classes can meet or presentations
could occur that are open to the public. A large
observitory space will provide students and the public
with access to online lessons, books, internet, and
computer access. Self-tests allow teachers to monitor
student’s progress at home. The lessons put online
will be given by the some of the best teachers in the
nation and made accessible for students who wish to
work from home. The charts show my examination of
local, state and national averages regarding student
class size, classroom size, student to teacher ratio,
amenities, and students alternating scheduals.
PROGRAMMING
3736 3736
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3938
The spatial requirements of my educational
building would be broken down into fields of study
and oriented according to best align with the new
educational routine discussed in the programming
portion.
Since students would have a minimal amount
of time in which they would be required to occupy the
building, it was important to bring a relaxed informal
space to each field of study so that student would be
encouraged to stay after class and socialize.
By creating departmental ‘living rooms’,
where students could tutor students and teachers
would be at a close proximity. Students will feel free
to treat the school as their home away from home.
Through making these living room spaces two
stories, it gives them importance and the ability to
share ideas both vertically and horizontally.
Each of these informal spaces will have a
project system and be structured to show off student
work. This way inspiration can run between years,
as well as between fields of study.
Since there will be no lectures in class
students needed not sit in rows with desks. The new
classroom will be freeform and organic, structured
to have internal nodes that use structure as dividers
between undefined classroom groups or pockets.
SPATIAL REQUIREMENTS
3938
Classrooms
Informal Tutor Area
2 Story shared space
Teacher Space
Requirements of each field of study node: Projector Informal Tutoring/Meeting Area
Teachers offices Classrooms 2 story space
TYPICAL CLASSROOM
4140
By allowing teachers to be free from lecturing
students in class it gives them more time to focus on
students who need one on one attention. Often if a
student gets hung up on a concept it is often goes
unaddressed and he or she will be unable to move
past that point to understand concepts further. If the
problem is realized quickly and dealt with early that
student will not fall behind and will actually excel
beyond what was previously possible.
By moving task work to be done in class, not
only can a student receive the personal attention of a
teacher but also, students who understand concepts
can help students who do not understand these
concepts work through problems acting as mentors
and tutors. It is often easier for students to learn
from other students rather than adults. This action
also teaches students how to communicate with each
other and form friendships.
After class, students who are in the upper
grades can volunteer as teacher’s assistants and take
service hours in the informal gathering spaces to act
as an asset to younger students who are still struggling
with concepts. This vertical integration allows for a
community to form within the school and teaches
leadership and service by example to students who
may otherwise not have that experience.
DEPARMENT REQUIREMENTS
4140
“TRADITIONAL TEACHING METHODS OFTEN LEAVE BEHIND CHILDREN WHO STRUGGLE WITH PARTICULAR CONCEPTS. BY TAKING
ADVANTAGE OF NEW TECHNOLOGIES, WE CAN FLIP TRADITIONAL EDUCATIONAL TO PROVIDE MORE TIME FOR STUDENTS WHO
STRUGGLE WITH CONCEPTS TO INTERACT IN ONE-ON-ONE SITUATIONS WITH TEACHERS OR PEERS. IMPROVED RESULTS CAN BE
ACHIEVED WHEN THE DESIGNED PROGRAM OF OUR EDUCATIONAL FACILITIES RESPONDS AND ACCOUNTS FOR THESE NEW
TECHNOLOGICAL DEVELOPMENTS.”
TEACHER TEACHER ASSISTANT STUDENT CLASS
TEACHER TEACHER ASSISTANT STUDENT CLASS
TEACHER TEACHER ASSISTANT STUDENT CLASS
BEG
INN
ING
OF
YEAR
LATE
R IN
THE
YEA
RA
FTER
SC
HO
OL
TUTO
RIN
G
4544
GOIALS:
BRING GREEN ON SITE
BRIDGE ROADWAY
EXPAND INTO PARK
LET PARK EXPAND ONTO SITE
POSITIVES:
ACCESSIBLE ROOF
CLASSES THAT OVER LOOK THE FIELD
SIMPLE CIRCULATION
NEGATIVES:
NO SEPARATION OF STADIUM AND
SCHOOL
SEPARATE CAMPUSES
WRAPPED LINE - SD1
4746
GOALS:
CLUSTED EDUCATION DEPARTMENTS
TEACHER STUDENT WORKSPACE
STUDENT STUDENT WORKSPACE
KEEP INTERVENTION LARGELY TO SITE
POSITIVES:
MINIMAL INTERFEERENCE WITH PARK
COURTYARD SPACE
CENTRALIZED CAMPUS
NEGATIVES:
CRAMPED FEELING
FACE VALUE PUBLIC ENGAGEMENT
ALTERNATING - SD2
4948
GOALS:
CREATE SPACE TO OBSERVE GAME
GYM USED AS PUBLIC EVENT CENTER
KEEP GREEN ON SITE
CREATE A PUBLIC BUILDING
POSITIVES:
LANDMARK
OBSERVATORY AND STUDENT SPACES
GREAT VIEW OF DOWNTOWN SKYLINE
NEGATIVES:
INVADES PUBLIC PARK SPACE
BREAKS CITY GRID
MUST CROSS UNDER ROAD TO USE GYM
SUNK CUBE - SD3
5150
***Schematic Design Three, the ‘sunk cube’,
was the design unanimously voted as the design to
be further developed and explored.
**Schematic Design Two was also appreciated
for its utilization of the park space over the primary
site.
Some of the positives that were focused on were:
SD3 – Public Bleacher Park was Nice
SD3 – Great that it faces Downtown
SD3 – Good to separate gym from school
SD1 – Pedestrian Bridge allows for student access
SD2 – Classrooms config. and informal nodes
SD1 + SD3 – Public accessible roof
SD3 – Landmark building
REVIEW CONCLUSIONS
5150
Questions Raised:
SD3 – does it need to be a cube? Or is there a
better shape?
SD1 – can we consolidate the campus portion?
SD2 – Does this engage the park and the public
realm enough?
SD3 – Orientation to city? Local amenities?
5554
The building should recognize the way it is seen
and the way it sees. This means that it should address
the traffic of Lake Shore drive, the pedestrian on foot
or bike, the car on the side street, and the people in
the nearby high-rises. It also means that views should
be oriented to the soccer field, Lake Michigan,
downtown Chicago, and the city grid.
After the review of the schematic designs it was
important to reexamine the site and focus on how
a building would interact with the public realm and
how it could draw orientation and form from this
information.
From this examination several trends became
apparent. First, the public path that crossed under
Lake Shore Dr. should be maintained and celebrated.
The building should have two types of orientations,
one to the city, and one to the amenities. The building
should be public and act as an amenity itself. The
building should provide parking for the school and
the public visitors who would use the park and the
buildings amenities.
CONCEPT ADJUSTMENT
5554
VIEWS TO YATCH CLUB MARINA
VIEWS OF LAKE MICHIGAN
VIEWS OF LAKE MICHIGAN
NEW PLAYGROUND LOCATION
VIEWS OF LAKE MICHIGAN
VIEW OF
SOCCER FIELD
VIEW OF
DOWNTOWN
CHICAGO,
WILLIS TOWER,
AND LINCOLN PARK
VIEW DOWN BARRY AVE.
EXISTING PED
PATH
EXISTING PED PATH
W. WELLINGTON AVE.
BARRY AVE.
VIEW DOWN
N. LAKE SHORE DRIVE AND
LINCOLN PARK
5756
FORM reDEVELOPMENT
1 2 3Tighten Center for views to
lake
Chamfer sides for hillside
seating
Begin with the box
57
Step roof and raise center
for public foot traffic
Orient bridge to city grid Allow access to
underground parking
4 5 6
The spaces of the building are divided
into fields of study that are organized by subject
relationships, noise levels, security, spatial
requirements, and mechanical systems requirements.
After organizing the juxtapositions, the first floor is
comprised of the gym, administration, arts, shop,
and music department. The second floor is made
up of Business and History. The third floor holds
the cafeteria, science and math departments. The
fourth floor includes the English department, foreign
language department, and video and performing
arts department. The fifth floor acts and a student
computer access and computer science department.
The sixth floor acts as a student lounge, observatory
and access to the roof garden.
This building functions to blend the public and
private spaces into a hybrid school. The school is not
designed after a prison, but instead seeks to instigate
a conversation with the public. By establishing this
conversation the school will be able to give back as
much as it learns and takes home from the community.
58
CONCEPT ANALYISIS
59
SEMI PRIVATEPUBLIC SPACEPARK SPACE
PUBLICHYBRID
SCHOOLPRIVATE
PUBLICPRIVATE
Traditional schools keep the public and private areas highly separated and respond
more to prisons than places of learning
Personal education is something that extends beyond the classroom. The school should work with the resources of the city and the
city should benefit from the school.
6362
1
10 2
3
4
5
6
7
8
9
1 - - - - GYM / ARENA2 - - - - ARENA LOBBY3 - - - - SCHOOL LOBBY4 - - - - ADMINISTRATION5 - - - - MUSIC DEPT.6 - - - - SHOP CLASSES7 - - - - ART DEPT.8 - - - - POTENTIAL MIXED USE HOUSING9 - - - - SOCCER FIELD10 - - - SHOPS
LAKE MICHIGAN
LAKE SHORE DRIVE
LAKE SHORE DRIVE
SMALL YATCHHARBOR
LINCOLN PARK
LINCOLN PARK
DD 5.4.4
63
1
2
3
56
4
SECOND FLOOR1 - - - - UPPER STORY SHOPPING2 - - - - ARENA BOX 3 - - - - SCHOOL PATIO4 - - - - BUSINESS DEPT.5 - - - - HISTORY DEPT.6 - - - - PUBLIC PATIO
1
2
3
54
THIRD FLOOR1 - - - - CAFETERIA2 - - - - INTERIOR STAGE3 - - - - LIBRARY AND COMPUTERS4 - - - - SCIENCE DEPT.5 - - - - MATH DEPT.
FOURTH FLOOR1 - - - - PERFORMING ARTS2 - - - - ENGLISH DEPT.3 - - - - FOREIGN LANG.
1
2
3
2
1
FIFTH FLOOR1 - - - - LOWER ROOF PATIO2 - - - - COMP. SCIENCE DEPT.
7170
Positives
1) Love that it is walk-able
2) Great form
3) Like that gym can be its own separate entity
4) Like the Vertically integrated spaces
5) Love that there are stores and restaurants that
are supported by the community and they in
turn support the stadium
6) Bridge space looks interesting
Questions & Concerns
1) Look at getting natural light into the spaces
2) Help us understand what is an office and what
is a classroom
3) If you use windows on the south façade, make
sure you know how they work with the interior
spaces
4) Does the path really work as it goes to the top?
Can it utilize more accessible space?
5) Rethink entry and student drop off and game
access
6) Can this building create a community or a
small shopping district
7) Rethink how the plans are organized and
make sure the informal spaces are evident.
CONCLUSIONS
73
SITE PLAN 74
FLOOR PLANS 76
PARK & ROOF PLANS 78
SECTIONS & ELEVATIONS 80
EXTERIOR PERSPECTIVES 82
INTERIOR PERSPECTIVES 86
DETAIL SECTIONS 90
7574
After close examination of trends in the way
people in networked societies interact, with particular
attention to millennials, it has been determined that
even though people collect into groups they still retain
their individuals attitudes. Using this knowledge my
project responds with spaces that seek to cultivate
creative and the sharing of ideas. Redefining the
programmatic needs of the traditional educational
facility to respond to some of the new educational
technologies and teaching methods will allow for
increased efficient and academic success among
students. With the implementation of online lectures
teachers and educators working in the facility can
SITE PLAN
use more of their time educating students in smaller
settings. Using the surrounding assets of the site and
creating a small local community will help to draw in
a diverse set of users and its proximity to widely used
public paths will increase the traffic and public use
of the facility. I truly believe that with the integration
of lessons learned from digital technology and the
trends of the new, networked society, architecture
can once again become a relevant and an accurate
reflection of our cultural and educational ambitions.
9392
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