Ali Johnston Interior Architecture Senior Comprehensive Project 2015 Westlake High School by Ali Johnston

WESTLAKE HIGH SCHOOL

The New American Urban Public High School Alexis K. Johnston

COMPREHENSIVE PROJECT

Interior Architecture Program Department of Architecture University of Oregon, Eugene

SUBMITTED FOR COMPLETION OF A BACHELORS OF INTERIOR ARCHITECTURE DEGREE JUNE 2015

Alexis K. Johnston

FALL TERM COMPREHENSIVE PROJECT PREPARATION AND PLANNING Alison Snyder

WINTER TERM STUDIO DESIGN PROFESSOR Alison Snyder

SPRING TERM STUDIO DESIGN PROFESSOR

Linda Zimmer

III

TABLE O

PROJECT PROPOSAL 3 Abstract Statement of Intent 4 Project Proposal 5 Introduction To Westlake, Los Angeles

FINAL DESIGN 10 Guiding Principles 12 Final Design Documentation

F CONTENTS

RESEARCH Programming of Westlake High School 34 Investigative Thesis Question 36 Curriculum Outline 38 Programming Diagrams 42 Short Program 44 Detailed Long Program 50 Codes Summary

Inspirational Research 52 Scenarios 54 First Person Interviews 61 Case Studies Site + Building Analysis 72 Building Information 73 Building + Site Description Summary 74 Existing Conditions Summary

PROCESS ARCHIVE Winter Term Design Process 82 Existing Conditions Boards 84 1/4 Review Analysis 86 1/4 Review Documentation 90 2/4 Review Analysis 92 2/4 Review Documentation 98 End of Term Synthesis

BIBILIOGRAPHY + RESOURCES 120 122 126 128 139

Appendix FF&E Specifications HVAC Approach Codes Resource Special Thanks

Spring Term Design Process 102 3/4 Review Analysis 104 3/4 Review Documentation 114 Final Design Analysis 116 Final Design Documentation

“PREVENTING CON THE WORK OF POL ESTABLISHING PEA THE WORK OF EDU

NFLICT IS LITICS, ACE IS UCATIONâ&#x20AC;?

PROJECT PROPOSAL Abstract Statement of Intent

-Maria Montrossori, founder of the Montrossori Method of education, 1936

Comprehensive Project | University of Oregon 2015

Westlake High School | Abstract

| ABSTRACT |

y comprehensive project is concerned about the UrbanSuburban High School Graduation Gap that is evident in the Los Angeles County as outlined by The Los Angeles Times’ article “Urban vs. Suburban: The High School Graduation Gap” and the effect this education gap is having on inner-city youth and neighborhoods. I will explore in this project the potential positive effects designing smaller urban high schools will have on attendance and overall graduation rates, as well as the overarching importance of education, and eventual higher education, students of low-income urban families feel towards school. I will also investigate classroom types and designs for a technologically advanced and rapidly changing world. Partnering with LA’s Promise, a non-profit based out of Los Angeles focused on school reform and neighborhood revitalization, and the Los Angeles Unified School District (LAUSD), I am proposing a new public urban high school in the Westlake District of Los Angeles that is committed to building a smaller learning community and a program based on a new, unique curriculum and methodology. The program of this new public high school will be a fusion of traditional subject matter and current events to encourage interdisciplinary understanding and a comprehensive learning of material. For this project, I propose the use of a medium to mediumhigh road building as outlined by Stewart Brand because the Westlake District is a historically architecturally-rich neighborhood and as stated by Heidi Early of Noble High School in North Berwick, Maine, “What schools look like, tells students what they are worth” (Sizer, Horace’s Compromise). My project will be a prototype for the new American Public High School, acting as a case study for education reform and the programming and design of public secondary education in urban areas.

Comprehensive Project | University of Oregon 2015

I. PROJECT PROPOSAL

STATEMENT OF INTENT | STATEMENT |

n the United States, the many levels of disparity among its’ citizens is bewildering. From financial to educational, there is nothing equal about the way this country operates, discusses Sam Dillon in his New York Times article “Large Urban-Suburban Gap Seen in Graduation Rates”. Education is considered one of the most important foundations to a persons’ social and cultural life. In the U.S. we invest substantial amounts of money into the public school systems, but expect little in return of them (Sizer, Horace’s Compromise). There were 49.4 million students in the Fall of 2014 in grades K-12 in the public school system who had 3.1 million teachers working with them. 15.5% of the U.S. population is in a K-12 public school—it is a huge part of American life (NCEF Data & Statistics). However, most secondary schools have made no changes to their curriculum or their physical space since the Baby Boomer Generation was attending school (NCEF - Data & Statistics). The outlandish size of the average American high school (number of students as well as physical size), I believe, leaves little room for wholesome teaching and results in many students being left behind to struggle. Placing schools directly into neighborhoods, reducing their enrollment numbers and physical size, allowing for a more direct and personal education, I believe, will have a serious impact on the number of high school dropouts and the general attitude towards educations most American teenagers have; which in turn will bring greater economic growth to currently struggling neighborhoods. Partnering with LA’s Promise, a non-profit based out of Los Angeles focused on school reform and neighborhood revitalization, and the Los Angeles Unified School District (LAUSD), I am proposing a new public urban high school in the Westlake District of Los Angeles that is committed to building a smaller learning community and a program based on a new, unique curriculum for approximately 300 students ages 14-18, plus educators and staff. The program of this new public high school will be a fusion of traditional subject matter and contemporary topics to encourage interdisciplinary understanding and comprehensive learning of material. LA’s Promise’s unique operating system is based on performance contracts with Los Angeles Unified School District (LAUSD). The shared leadership between LA’s Promise and LAUSD is a model of teamwork between private and public sectors for public school operation that I will be implementing for Westlake High School (laspromise.org). The Westlake High School project will make a commitment to small— physically downsizing the footprint of the school, reducing the number

of students, shrinking the ratio of students to teachers, lessening the number of subjects taught independently—building the whole school culture around small learning communities. Westlake High School will act as a prototype for a New Urban American High School. As a case study for education reform, neighborhood revitalization, and the redesign of educational spaces to accommodate changing technologies in and out of the classroom, the school will focus on issues effecting low-income urban neighborhoods. Maria Montrossori, founder of the Montrossori Method of education, famously said in 1936, “preventing conflicts is the work of politics, establishing peace is the work of education” (amshq.org). With the guidance of LA’s Promise, I pose the question of how education can be socially responsible and academically rigorous at the same time. The goal of this architecturally and programmatically smaller approach to public secondary education is to connect with students on a more intimate level, ultimately reducing the high dropout rates of the Westlake District. Through design and architecture I propose that a smaller public high school can influence students to be active, contributing members in their urban community and beyond, ultimately effecting entire socio-economic divisions. According to an article published on Diverse titled “At Inner-city Los Angeles High, Nearly 6 in 10 Drop Out.”, more than half of inner city youth will not graduate from high school in four years— most of these students will dropout entirely before graduation. The Urban-Suburban graduation gap in this country continues to divide our country between the wealthily and the poor. Socio-economic issues cause great amounts of stress on low-income students and their families, which often result in a lower importance placed on secondary and higher education. Studies show that children growing up in low-income families facing financial or job related stresses are often reported to be more distracted in school than children from more affluent families (Sizer, Horace’s Compromise, 35-36). Eric Jenson backs this up in his book “Teaching with Poverty in Mind” when he states the following about High School age students, contributing frustration to misunderstanding, leading to high dropout rates in low-income regions: “…students with emotional disregulation may get so easily frustrated that they give up on a task when success was just moments away. And social dysfunction may inhibit students’ ability to work well in cooperative groups […] Some teachers may interpret students’ emotional and social deficits as a lack of respect or manners, but it is more accurate and helpful to understand that the students come to school with a narrower range of

Westlake High School | Statement of Intent

appropriate emotional responses than we expect” Designing a school that acts as a source of mental and emotional refuge for these youths, while academically challenging and stimulating them, presents many challenges from space planning and layout, to materiality and quality. LA’s Promise in partnership with LAUSD will allow a greater flexibility in design experimentation than has been allowed in the traditional American Public School System. This proposed project is solely focusing on a self-contained educational facility (one building). The building in itself will play host to numerous learning spaces including collaborative classroom spaces and flex spaces for group meetings as well as small office spaces for teachers to prepare material and collaborate on lesson plans. The small size of the school will reduce the amount of “wasted” programmatic spaces such as a designated lunchroom or auditorium. The majority of square footage in the building will be dedicated to collaborative learning space because the most important programmatic element for this new type of high school will be the blending of subject matter into comprehensive learning goals. Ann Cook, the Co-Director of Urban Academy in Albany New York wrote the following when asked about designing small urban high schools: “Before you do anything, make a commitment to small. Decide educationally that it is important to have small learning communities. Build the whole school culture. Then you can figure out how to support it architecturally, after you know what you are doing programmatically.” (Sizer, Horace’s Compromise) The radically new curriculum and program for the school requires spaces not typically seen in traditional American High Schools; transitional spaces that play host to work spaces for both students and teachers, offices that function as much as a private space as they do a teaching space, or outdoor spaces that act as much as a place for fresh air as they do for additional education spaces. Committing to a smaller learning community means no waste of space. One of the many issues facing inner-city high schools is location of the school in relation to low-income neighborhoods. More often than not in Los Angeles, high schools are surrounded by singlefamily detached homes and higher density housing is tucked closer to industrial or commercial areas. In the Westlake District of Los Angeles, 95% of housing is rental property with the highest density in multi-family housing complexes (Maps. LA. Westlake).

For a radically smaller public school system to work effectively, the location of the schools themselves is paramount to their success in keeping kids actively engaged in their immediate neighborhoods. The National Household Travel Survey released a survey looking at transportation modes and distance for students in the United States. They recorded that “over three-quarters (76.9 percent) of all trips to school for children ages 16-18 are by private vehicle” and that “this age group travels further to school than younger children, with an average distance of 6 miles”. For students of low-income families this distance and dependency on vehicular transportation can be more than an economic strain, for many it is downright impossible. Developing smaller, centrally located, local schools will eliminate yet another reason many students dropout. Revitalization of neighborhoods is one of the fundamental goals in developing smaller local schools. Westlake has a rich historic background, but sadly many architectural treasures in the area have been left to deteriorate. By making this project an adaptive reuse project, not only is the neighborhood’s history being preserved, but students and families will become part of the new story of these buildings. Buildings are living entities and are meant to adapt and change with the changing world—just as education is. With the goal of drastically reducing the size of the traditional public high school, the program will remain under 35,000 square serving only 300 students and 42 teachers, administrators and support staff. | A BRIEF INTRODUCTION TO THE NEIGHBORHOOD | The rich history of the Young’s Market Building on 7th and Union in the Westlake District of Los Angeles plays dutifully into the semiotics of the buildings new life as an urban high school for at risk students. Built in 1924 by of entrepreneurial Young brothers as their central market, distribution center, and headquarters of the once mighty Young’s Market grocery store chain, the building served the elite shoppers who once occupied the Westlake neighborhood. From the late 1800s until the mid-1940s, Westlake was a well-respected area with a fair percentage of the gross Los Angeles financial wealth. The neighborhood began to fall into it’s first of many declines after at the end of World War II in 1945 as Southern California infamously saw an overnight explosion of suburban development. With a comprehensive freeway plan to move white-collar working people in and out the city quickly in ’47, those left in the area where left with very little financial support. Eric Brightwell, an avid blogger and self-proclaimed neighborhood

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Comprehensive Project | University of Oregon 2015

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“Only about half of the nation's high schools have fifteen or fewer students per teacher, the ratio some explorer of Los Angeles, compiled a well researched, and at times research has suggested is architecturally witty, history of the Westlake neighborhood. He necessary to support attempts in his post to explain the downfall of the region. The state-of-the-art high school reforms” -The Future following are his thoughts: of Children The Cold War Era and the obscene violence that engulfed Central America resulted in a mass exodus of refugees to the US, which transformed Westlake and Pico-Union into the largest concentration of Central Americans in the country, which it remains today. At 2.3 million, WESTLAKE, LOS ANGELES Salvadorans now make up the second largest group of Latinos in theWHAT US andTHIS four inACTUALLY ten live in California. MEANS: […] Los Angeles‘s Westlake neighborhood is home to more people than the entire populations of well-known California cities like Berkeley, Inglewood, Burbank, ETHNICITY HOUSEHOLD SEPERATE & UNEQUAL: POVERTY Compton, SantaCONCENTRATED Monica, and Santa Barbara. In fact, 74% Latino INCOME neighborhood and Pico-Union are together home n the U.S., of alltheAfrican American and Latino students, to the largest population of Central Americans in the $26 K 6 out of 10 attend whereWestlake 40% isofthethe student entireaUS.school After Koreatown, second mostdensely populated neighborhood within lunches. the most-densely population is elligable for free or reduced populated urban area in the country. 38,214 PEOPLE PER SQUARE MILE NATIONAL AVG. $50.5 K

THE URBAN30

Gang andCounty: police violence hit the national news STUDENTS cycles with the 1992 n the Los Angles 66.2% OF ALL Los Angeles riots, also known as the Rodney King riots. A series of ARE ELLIGABLE FOR FREE OR REDUCED LUNCHES riots, lootings, arsons and civil disturbance following the acquittal of police officers on trial regarding a videotaped and widelycovered police brutality incident, left many parts of Los Angeles destroyed. They were “the largest riots seen in the United States since the 1960s and the worst in terms of death toll after the New York City draft riots in 1863” (The L.A. 53). By the time of the 1992 riots, Young’s Market Building was home to the Andrew Hardware and Metal Company and suffered from looting and a large fire. The building survived the fire astonishingly due in part to its concrete structure. In 2004 it was converted into live-work lofts and a Michael’s but currently it seems to be undergoing yet another AVERAGEBehind NEW the BUILD HIGH and SCHOOL IN THE U.S. IS one conversion. scaffolding construction equipment can still make out the marble columns and ceramic polychrome frieze that help make it worth preserving.

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PER 10,000 PERSONS

EDU RATES 59% LESS THAN G.E.D.

WESTLAKE HIGH SCHOOL: UNDER 60,000 S.F.

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Westlake High School | Statement of Intent

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38,214

In the Los Angles County: 66.2% OF ALL STUDENTS ARE ELLIGABLE FOR FREE OR REDUCED LUNCHES

AVERAGE NEW BUILD HIGH SCHOOL IN THE U.S. IS

â&#x20AC;&#x153;What schools look tells students they are worthâ&#x20AC;?

look like, what ”

FINAL DESIGN Guiding Principles Final Design Documentation

-Heidi Early of Noble High School in North Berwick, Maine, Sizer, “Horace’s Compromise”

Comprehensive Project | University of Oregon 2015

GUIDING PRINCIPLES OF DESIGN

THINK BI GOING SMALL IN A BIG WAY

ELIMINATION OF THE GAP

Lost in an era of large educational developments, many at risk students simply fall through the cracks in larger high schools. Westlake High School acts as one of a future series of smaller, localized, high schools in the Westlake Neighborhood, and throughout the greater Los Angeles area. The school focuses on the principals of smaller learning communities with connections to the community itself. The programming of the school reflects this interaction through smaller workspaces that continue the theme of smaller learning communities (group work zones).

The design for Westlake high will address issues involved in the Urban-Suburban Gradation Gap that exists in the greater Los Angeles area of California by designing the school around the idea of smaller learning communities and focused learning environments. Westlake High School is designed to ensure the feeling of security and belonging to youth and community members from stressful low-income familial life with the ultimate goal to increase learning outcomes and ultimately eliminate the graduation gap. The school will act as a safe environment for these students to learn in because, “if they don’t feel safe, they cannot learn” (Lori Wilson). This place is to be a symbol of a better future, not only for the youth of the neighborhood, but also for the neighborhood itself.

DESIG 10

Westlake High School | Guiding Principles

G, REFLECTION OF CULTURE

FORWARD LOOKING

The design of Westlake High School reflects the neighborhood, the community, and the culture, which exists in the Westlake district of Los Angeles today. Facing fears of gentrification, the design of the school is for the students who live in the area today and in the future. The design emphasizes a clear understanding and analysis of the Latin culture present in the neighborhood, as well the culture of Los Angelinos and the neighborhoods future growth, applied in detail through signage, color, lighting, and material.

Westlake High School is a representation of the future of American Urban Public Schools, which means that Westlake High School is addressing issues of today, and solving them for tomorrow, not what is accepted as traditional. The design of the school is what is needed to be to fit the near future user, but also adapt to generations to come through integrating current technologies while designing for future technologies, creating adaptable spaces that will grow and flex with the school.

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Comprehensive Project | University of Oregon 2015

] Westlake High School |Final Design Documentation

Comprehensive Project | University of Oregon 2015

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THE URBAN SUBURBAN GRADUATION GAP

II. FINAL DESIGN DOCUMENTATION

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WESTLAKE, LOS ANGELES

ETHNICITY 74% Latino

HOUSEHOLD INCOME $26 K

38,214 PEOPLE PER SQUARE MILE

NATIONAL AVG. $50.5 K

WEEKLY CRIME 6.2

EDU RATES 59%

In the Los Angles County: 66.2% OF ALL STUDENTS ARE ELLIGABLE FOR FREE OR REDUCED LUNCHES

PER 10,000 PERSONS

LESS THAN G.E.D.

AVERAGE NEW BUILD HIGH SCHOOL IN THE U.S. IS

WESTLAKE HIGH SCHOOL: UNDER 60,000 S.F.

320,000 SQUARE FEET

82% REDUCTION IN SIZE

A NETWORK OF SMALL SCHOOLS who use community resources and amenities to supplement needs

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by creating core subjects that are interdisciplinary and comprehensive

12 34

COLLEGE PREP & CAREER DEVELOPMENT TECHNOLOGY & INNOVATION STUDENT GOVERNMENT

INNOVATION LAB

INQUIRY & EXPRESSION

SCIENCE & MATHEMATICS

LITERATURE & THE ARTS

PHILOSOPHY & HISTORY

FINE ARTS STUDIO TECHNICAL SKILLS SHOP

COMMUNITY OUTREACH & CIVIC RESPONSIBILITY URBAN DEVELOPMENT & CHANGE

BECAUSE ITS REALLY ALL ABOUT

STUDENTS

“What schools look like tell students what they are worth”-Heidi Early of Noble High School

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My comprehensive project is concerned about the Urban-Suburban High School Graduation Gap that is evident in the Los Angeles County as outlined by The Los Angeles Times’ article “Urban vs. Suburban: The High School Graduation Gap” and the effect this education gap is having on inner-city youth and neighborhoods. I explored in this project the potential positive effects designing smaller urban high schools will have on attendance and overall graduation rates, as well as the overarching importance of education, and eventual higher education, students of low-income urban families feel towards school. I also investigated classroom types, spaces, and designs for a technologically advanced and rapidly changing world. Partnering with LA’s Promise, a non-profit based out of Los Angeles focused on school reform and neighborhood revitalization, and the Los Angeles Unified School District (LAUSD), I am proposing a new public urban high school in the Westlake District of Los Angeles that is committed to building a smaller learning community and a program based on a new, unique curriculum and methodology. The program of this new public high school will be a fusion of traditional subject matter and current events to encourage interdisciplinary understanding and a comprehensive learning of material. For this project, I propose the use of the 1926 Young’s Market Building that stands out as a jewel box—special in its appearance and history—and I wanted to play up on this as an idea of insertion, pulling and pushing from the buildings historic container to express the balance between new and old—creating the new story of the building. By expressing voids in the building and pulling major community spaces away form the facades of the building, there becomes a conversation about preservation and permanence. Heidi Early of Noble High School in North Berwick, Maine said, “What schools look like, tells students what they are worth” (Sizer, Horace’s Compromise), no where is this more critical than in low-income urban districts where stress levels and economic struggles for youth are far beyond their years. My project is a prototype for the new American Public High School, acting as a case study for education reform and the programming and design of public secondary education in urban areas.

URBAN S CHOOLS HAVE 500 STUDENTS OR LESS

ABSTRACT

10% OF

S IN ENT TUD S YEAR LS OO IN 4 CH UATE URBAN D F SUB ER O RA

] Westlake High School |Final Design Documentation

BUILDING VOIDS Pulling and pushing from the buildings historic container to express the balance between new and old--creating the new story of the building.

NORTHERN (STREETSCAPE) EXPOSURE

LIBRARY INTERACTION WITH FACADES

EASTERN (STREETSCAPE) EXPOSURE STUDENT DRIVEN INTERACTION

CIRCULATION AND DAYLIGHTING INTERACTION WITH BUILDING SHELL

ACTIVATION OF BUILDING CORE FROM STEET LEVEL TO ROOFTOP

BUILDING DRIVEN INTERACTION

BUILDING USAGE Dividing the building into three with classrooms and school common spaces flanking a central heart that hosts administration, cirrulation, and student commons.

EAST - STREET SIDE

FLANKING CLASSROOMS WITH ADMINISTRATION

Creating strong classroom neighborhoods for each Core subject and increasing administation’s postive interactions.

NORTH-STREET SIDE

JEWEL BOX STREET CORNER

Creating community access and exposing the new life of the building.

WEST- BUILDING PARTITION

SOUTH- MAIN ENTRANCE

STRONG ADMINISTATIVE CORE

STUDENT-CENTRIC

CLASSROOMS ADMINISTATION STUDENT FOCUSED COMMONS

Anchoring each floor with a central administative presence, keeping a consistant language for wayfind.

Stacking classrooms to create spatial focus and greatest use of daylighting.

SCHOOL COMMON SPACES

SCIENCE & MATHEMATICS FIRE STIAR (E.) DN

Comprehensive Project | University of Oregon 2015

INQUIRY + EXPRESSION

440 S.F.

INQUIRY + EXPRESSION

CORE CLASSROOM

550 S.F.

LAB STORAGE

623 S.F.

THIRD FLOOR

FIRE STIAR (E.) DN

SCALE: 1/8” = 1’-0” N

THIRD FLOOR SCALE: 1/8” = 1’-0”

WESTLAKE HIGH SCHOOL

SECOND FLOOR

OPEN TO BELOW EXISTING BUILDING CONDITION

N.T.S. • • • • • • •

UP WOMEN’S R.R.

RESOURCE DEPUTY’S OFFICE

COUNSELORS’ OFFICE RESOURCE DEPUTY FINE ARTS LAB WOOD/TECH SHOP STUDENT LOUNGE LIBRARY COMPUTER LAB

COUNSELOR’S COUNSELOR’S OPEN TO BELOW OFFICE EXISTING BUILDING CONDITION OFFICE

165 S.F.

100 S.F.

105 S.F.

135 S.F.

675 S.F.

COUNSELOR’S OFFICE

165 S.F.

SM. ART GALLARY

OPEN COMPUTERS

WOMEN’S R.R.

RESOURCE DEPUTY’S OFFICE

DECK ADDITION

COUNSELOR’S OFFICE

100 S.F.

105 S.F.

COMPUTER LAB UP

MEN’S R.R.

135 S.F.

515 S.F.

DN FIRE STIAR (N.)

FACILITY SERVICES

COMPUTER LAB

OPEN COMPUTERS

260 S.F.

WOOD & TECH. SHOP

DN FIRE STIAR (N.)

FACILITY SERVICES

WOOD & TECH. SHOP 1860 S.F.

MEN’S R.R.

515 S.F.

UPPER LIBRARY

1860 S.F.

1597 S.F.

OPEN TO BELOW

DECK ADDITION

SM. ART GALLARY

675 S.F.

260 S.F.

STUDENT LOUNGE UP

UPPER LIBRARY

570 S.F.

1597 S.F.

FINE ARTS LAB

OPEN TO BELOW PRINT STATION

STUDENT LOUNGE

1280 S.F.

UP FINE ARTS LAB

FINE ARTS LAB

570 S.F.

FIRE STIAR (E.) DN PRINT STATION UP

1280 S.F.

SECOND FLOOR

FIRE STIAR (E.) DN

SCALE: 1/8” = 1’-0” N

SECOND FLOOR SCALE: 1/8” = 1’-0”

SERVING KITCHEN 355 S.F.

WESTLAKE HIGH SCHOOL

OUTDOOR DINING SPACE

CAFE

LIBRARY STORAGE

FIRST FLOOR

FIRE STIAR (N.)

INDOOR QUAD

355 S.F.

N.T.S.

OUTDOOR DINING SPACE

500 S.F.

400 S.F.

SERVING KITCHEN

3125 S.F.

DINING HALL

CAFE

LIBRARY STORAGE

1460 S.F.

500 S.F.

400 S.F.

FIRE STIAR (N.)

FOOD LINE

INDOOR QUAD 3125 S.F.

• • • • • • •

MAIN ENTRY ATTENDANCE OFFICE DINING HALL INDOOR QUAD NURSES OFFICE LIBRARY CAFE

LOWER LIBRARY

DINING HALL

2271 S.F.

1460 S.F.

LIBRARIAN’S DESK

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

AFTER HOURS/ WEEKEND ENTRANCE

FOOD LINE DINING HALL ENTRY

LOWER LIBRARY 2271 S.F.

DINING HALL ENTRY COVERED OUTDOOR SPACE

STUDENT ENTRY

2400 S.F.

COVERED OUTDOOR SPACE

SECURITY DESK

STUDENT ENTRY

HEALTH CENTER

508 S.F.

FIRE STIAR (E.)

ATTENDANCE OFFICE

DN TO PARKING GARAGE

400 S.F.

2400 S.F.

MEDIA WALL

STREET LEVEL SECURITY DESK

ATTENDANCE OFFICE

SCALE: 1/8” = 1’-0”

508 S.F.

FIRE STIAR (E.) DN TO PARKING GARAGE

400 S.F.

MEDIA WALL

STREET LEVEL SCALE: 1/8” = 1’-0”

ALLEY ACCESS

54,935 GROSS S.F.

56,250 GROSS S.F.

25'-0" 107'-7 "

143'-0”

S. UNION AVE N

SITE PLAN SCALE: 1/16” = 1’-0”

153'-0”

WESTLAKE HIGH SCHOOL RECLAIMED PARKING LOT INTO OUTDOOR QUAD AND MAIN ENRTY

7TH ST

RENTABLE TENANT SPACE

] Westlake High School |Final Design Documentation

WESTLAKE HIGH SCHOOL UNISEX R.R.

UNISEX R.R.

UNISEX R.R. UNISEX R.R.

BOYS’ LOCKER ROOM

FLEX STUDIO #1 1084 S.F.

496 S.F.

P.E. DIRECTOR’S OFFICE

GIRLS’ LOCKER ROOM 520 S.F.

255 S.F.

520 S.F.

TEACHER’S LOCKERS DN DN

496 S.F.

P.E. DIRECTOR’S P.E. DIRECTOR’S OFFICE OFFICE 255 S.F.

GIRLS’ LOCKER ROOM GIRLS’ LOCKER 520 S.F. ROOM

1084 S.F.

FIRE STIAR (N.) FIRE STIAR (N.)

255 S.F.

WOMEN’S R.R. WOMEN’S R.R.

MEN’S R.R. MEN’S R.R.

FLEX STUDIO #2

TEACHER’S LOCKERS TEACHER’S LOCKERS

OUTDOOR ATTRIUM

807 S.F.

1695 S.F.

FLEX STUDIO #2 FLEX STUDIO #2 807 S.F.

FIFTH FLOOR N.T.S.

FIRE STIAR (N.)

BOYS’ LOCKER BOYS’ LOCKER ROOM ROOM 496 S.F. MEN’S R.R.

WOMEN’S R.R.

FLEX STUDIO #1 FLEX 1084 STUDIO S.F. #1

• • • •

LOCKER ROOMS FLEX STUDIOS TEACHER’S LOUNGE DAYCARE

OUTDOOR ATTRIUM OUTDOOR 1695 ATTRIUM S.F.

807 S.F.

1695 S.F.

FLEX STUDIO #3

STORAGE

FLEX STUDIO #3 FLEX 1114 STUDIO S.F. #3

STORAGE STORAGE 174 S.F.

1114 S.F.

174 S.F.

TEACHER’S LOUNGE 1594 S.F.

FIFTH FLOOR LANDING

FIFTH FLOOR FIFTH FLOOR LANDING LANDING

DN DN

CUBBIES / CHECK IN

TEACHER’S LOUNGE TEACHER’S 1594 S.F. LOUNGE 1594 S.F.

DAY CARE

CUBBIES / CHECK IN CUBBIES / CHECK IN

774 S.F.

EATING AREA

PLAY AREA CONFERENCE ROOM

1114 S.F.

DAY CARE DAY 774CARE S.F.

FIRE STIAR (E.)

174 S.F.

774 S.F.

EATING AREA EATING AREA

PLAY AREA PLAY AREA NAP AREA CONFERENCE ROOM CONFERENCE ROOM

FIRE STIAR (E.) FIRE STIAR (E.)

FIFTH FLOOR

N N

FIFTH FLOOR SCALE: 1/8” = 1’-0”

NAP AREA NAP AREA

DN DN

SCALE: 1/8” = 1’-0”

LITERATURE + THE ARTS

CORE CLASSROOM

COMMUNITY OUTREACH + CIVIC RESPONSIBILITY

ELECTIVE CLASSROOM 550 S.F.

COMMUNITY OUTREACH + CIVIC RESPONSIBILITY COMMUNITY OUTREACH + CIVIC RESPONSIBILITY

ELECTIVE CLASSROOM ELECTIVE550CLASSROOM S.F. 550 S.F.

65 S.F.

412 S.F.

URBAN DEVELOPMENT + CHANGE

LA’S PROMISE OFFICE

URBAN DEVELOPMENT + CHANGE ELECTIVE CLASSROOM ELECTIVE412CLASSROOM S.F.

65 S.F.

TUTORING CENTER

247 S.F.

412 S.F.

440 S.F.

LA’S PROMISE LA’S PROMISE OFFICE OFFICE 247 S.F. 247 S.F. TUTORING OFFICE

CORE NEIGHBORHOOD #3 625 S.F.

153 S.F.

FLEX

ELECTIVE FLEX CLASSROOM ELECTIVE440CLASSROOM S.F. 440 S.F.

65 S.F. #3 #3 65 S.F. 65 S.F.

#4 65 S.F. #5 #5 65 S.F.

#2 65 S.F. 65 S.F.

TUTORING CENTER TUTORING CENTER INDIVIDUAL

#1 75 S.F. 75 S.F.

#4 65 S.F. 65 S.F.

WOMEN’S R.R.

INDIVIDUAL

TUTORING BAR 135 S.F.

153 S.F.

GROUP TUTORING

TUTORING BAR TUTORING 135 S.F. BAR

MEN’S R.R.

PHILOSOPHY + HISTORY 550 S.F.

PHILOSOPHY + HISTORY

PHILOSOPHY + HISTORY CORE CLASSROOM CORE CLASSROOM 550 S.F. 550 S.F.

PHILOSOPHY + HISTORY

FLEX

407 S.F.

625 S.F.

FLEX

FOURTH FLOOR COMMONS

ELECTIVEFLEX CLASSROOM ELECTIVE407CLASSROOM S.F. 407 S.F.

UP UP

FOURTH FLOOR FOURTH FLOOR COMMONS COMMONS

FLEX

PHILOSOPHY + HISTORY

PHILOSOPHY + HISTORY CORE CLASSROOM CORE CLASSROOM 623 S.F.

DN DN

• • • •

TUTORING CENTER L.A. PROMISE’S OFFICE PHILOSOPHY & HISTORY LANGUAGE & THE ARTS

LITERATURE + THE ARTS

ELECTIVE CLASSROOM

CORE CLASSROOM

FLEX ELECTIVE FLEX CLASSROOM

LITERATURE + THE ARTS LITERATURE + THE ARTS CORE CLASSROOM

440 S.F.

775 S.F.

440 S.F.

775 S.F.

ELECTIVE440CLASSROOM S.F.

623 S.F.

FOURTH FLOOR N.T.S.

ELECTIVE CLASSROOM

CORE NEIGHBORHOOD #4 CORE NEIGHBORHOOD #4 625 S.F.

623 S.F.

WESTLAKE HIGH SCHOOL

625 S.F.

GROUP TUTORING GROUP140 TUTORING S.F.

135 S.F.

CORE CLASSROOM

600 S.F.

DN DN

140 S.F.

CORE CLASSROOM

LITERATURE + THE ARTS

LITERATURE + THE ARTS CORE CLASSROOM CORE CLASSROOM 600 S.F.

FIRE STIAR (N.) FIRE STIAR (N.)

MEN’S R.R. NEIGHBORHOOD #4

140 S.F.

TUTORING TUTORING OFFICE OFFICE 153 S.F.

FIRE STIAR (N.)

UP UP WOMEN’S R.R. WOMEN’S R.R. CORE

CORE NEIGHBORHOOD #3 CORE NEIGHBORHOOD #3 625 S.F. 625 S.F.

MEN’S R.R.

75 S.F. #2

INDIVIDUAL

FLEX

ELECTIVE CLASSROOM

600 S.F.

65 S.F.

URBAN DEVELOPMENT + CHANGE

ELECTIVE CLASSROOM

CORE CLASSROOM 775 S.F.

UP FIRE STIAR (E.) DN UP UP FIRE STIAR (E.) FIRE STIAR (E.)

FOURTH FLOOR

N N

FOURTH FLOOR SCALE: 1/8” = 1’-0”

DN DN

SCALE: 1/8” = 1’-0”

CORE CLASSROOM 600 S.F.

TECHNOLOGY + INNOVATION

ELECTIVE CLASSROOM 550 S.F.

TECHNOLOGY + INNOVATION

TECHNOLOGY CLASSROOM + INNOVATION ELECTIVE ELECTIVE550CLASSROOM S.F. 550 S.F.

STUDENT GOVERNMENT

ELECTIVE CLASSROOM 440 S.F.

STUDENT GOVERNMENT

STUDENT GOVERNMENT ELECTIVE CLASSROOM ELECTIVE440CLASSROOM S.F. 440 S.F.

COLLEGE PREPERATION

ELECTIVE CLASSROOM

COLLEGE PREPERATION

COLLEGE PREPERATION ELECTIVE CLASSROOM ELECTIVE412CLASSROOM S.F.

ASSITANT DIRECTORS’ OFFICE 270 S.F.

412 S.F.

CORE NEIGHBORHOOD #1 625 S.F.

625 S.F.

235 S.F.

154 S.F.

CONFERENCE ROOM MAIN OFFICE CONFERENCE ROOM 235 364S.F. S.F.

CENTRAL CENTRAL STORAGE STORAGE 154 S.F.

ASSITANT DIRECTORS’ ASSITANT DIRECTORS’ OFFICE DIRECTOR’S OFFICE 270 S.F. 270 S.F. OFFICE

DIRECTOR’S DIRECTOR’S OFFICE OFFICE 153 S.F.

MEN’S R.R.

MAIN OFFICE

MEN’S R.R.

DN DN

CORE CLASSROOM CORE CLASSROOM 600 S.F. 600 S.F.

SCIENCE + MATHEMATICS

SCIENCE + MATHEMATICS SCIENCE + MATHEMATICS

SHARED LAB

CORE NEIGHBORHOOD #2 CORE NEIGHBORHOOD #2 625 S.F.

407 S.F.

625 S.F.

192 S.F.

SHARED LAB SHARED 407 S.F.LAB 407 S.F.

INQUIRY + EXPRESSION

CORE CLASSROOM 550 S.F.

INQUIRY + EXPRESSION

CORE CLASSROOM 623 S.F.

THIRD FLOOR COMMONS

UP UP

THIRD FLOOR THIRD FLOOR COMMONS COMMONS

INQUIRY + EXPRESSION

SCIENCE + MATHEMATICS

CORE CLASSROOM

• • • • •

STUDENT COMMON MAIN OFFICE SCIENCE & MATHEMATICS EXPERIMENTATION LAB INQUIRY & EXPRESSION

775 S.F. SCIENCE & MATHEMATICS

SCIENCE + MATHEMATICS SCIENCECLASSROOM + MATHEMATICS CORE

LAB STORAGE

CORE CLASSROOM 775 S.F.

440 S.F.

S.F. SCIENCE 775 & MATHEMATICS SCIENCE & MATHEMATICS

DN DN

LAB STORAGE LAB 440 STORAGE S.F. 440 S.F.

INQUIRY + EXPRESSION

INQUIRY + EXPRESSION CORE CLASSROOM CORE CLASSROOM 623 S.F.

623 S.F.

UP UP

THIRD FLOOR

DN DN

N N

THIRD FLOOR SCALE: 1/8” = 1’-0”

550 S.F.

N.T.S.

UP FIRE STIAR (E.)

INQUIRY + EXPRESSION CORE CLASSROOM CORE CLASSROOM 550 S.F.

THIRD FLOOR

625 S.F.

192 S.F.

REGISTRAR’S REGISTRAR’S OFFICE OFFICE 192 S.F.

WESTLAKE HIGH SCHOOL

FIRE STIAR (N.) FIRE STIAR (N.)

MEN’S R.R. NEIGHBORHOOD #2

REGISTRAR’S OFFICE

SCHOOL MAIN 364OFFICE S.F. 364 S.F. SECRETARY

DN FIRE STIAR (N.)

UP UP WOMEN’S R.R. WOMEN’S R.R. CORE

SCHOOL SCHOOL SECRETARY SECRETARY

153 S.F.

WOMEN’S R.R.

154 S.F.

235 S.F.

153 S.F.

CORE NEIGHBORHOOD #1 CORE NEIGHBORHOOD #1 625 S.F.

CENTRAL STORAGE

CONFERENCE ROOM

412 S.F.

FIRE STIAR (E.) FIRE STIAR (E.)

SCALE: 1/8” = 1’-0”

OPEN TO BELOW EXISTING BUILDING CONDITION UP

RESOURCE DEPUTY’S OFFICE 165 S.F.

RESOURCE RESOURCE

WOMEN’S R.R.

OPEN TO BELOW OPEN TO BELOW EXISTING BUILDING CONDITION EXISTING BUILDING CONDITION

COUNSELOR’S OFFICE 100 S.F.

COUNSELOR’S OFFICE 105 S.F.

MEN’S R.R.

FACILITY SERVICES

UP UP

135 S.F.

WOMEN’S R.R. WOMEN’S R.R.

OPEN COMPUTERS MEN’S R.R. MEN’S R.R.

FIRE STIAR (N.)

DN DN FIRE STIAR (N.) FIRE STIAR (N.)

COMPUTER LAB 515 S.F.

Comprehensive Project | University of Oregon 2015

CONCEPTUAL D E S I G N T H I N K I N G MACRO TO MICRO: THE BUILDING •

CREATING PHYSICAL SHIFTS AT MAJOR POINTS OF PROGRAMMING CHANGES

•

EMPHASIZING THE NEW STORY OF THE BUILDING BY INSERTING A NEW MASS ON THE MAJOR PUBLIC CORNER

•

PRESERVING PORTIONS OF THE BUILDING BY PULLING INWARD FROM THE EXISTING SHELL

•

CREATING DIRECT AND INDIRECT CONNECTIONS BETWEEN: COMMUNITY + SCHOOL STUDENTS + TEACHERS CLASSROOM + CLASSROOM

MATERIAL & FURNISHING CONSIDERATIONS DURABILITY ADAPTABILITY CONTINUING METAMORPHOSIS COMMUNITY/ LOCAL BRANDING

Inspired by drought resistant plants as a response to the serious ongoing drought in California, the material and color pallet of Westlake High School will strike notes of natural longevity and community responsibility. All fixtures, furnishings, and equipment shall respond to the needs of students and faculty now (as well as those in the coming decades) in durability, adaptability, and continuing metamorphosis. As we design schools for the future, the seamless integration of technology and the natural environment are a must, so material and equipment choices must be chosen carefully to respond to the rapidly changing world. To create healthy learning environments for students, furniture and finishes shall all be environmentally friendly and contribute to the betterment of the natural environment. As a result of the small size of this school, there is a criticality in multi-use furnishings and materials to achieve truly flexible spaces.

Westlake High School |Final Design Documentation

FLEXIBILITY

COLLABORATION

Comprehensive Project | University of Oregon 2015

CONCEPTUAL ENTRY ADDITION • NEW ENTRY ADDITION ON SOUTH FACING SIDE OF EXISTING BUILDING • GOAL IS TO CREATE A MORE CONTEMPORARY AND STUDENT FRIENDLY ENTRY SEQUENCE • PULLS STUDENTS OFF OF THE STREET AND INTO A PROTECTED COURTYARD • NEW STRUCTURE TO PROVIDE SHADE FOR SOUTH FACING SIDE street level circulation route OF EXISTING BUILDING student lounge

WOOD & TECH. SHOP 1860 S.F.

WOMEN’S R.R.

RESOURCE DEPUTY’S OFFICE

COUNSELOR’S OFFICE

165 S.F.

COUNSELOR’S OFFICE

100 S.F.

MEN’S R.R.

FIRE STIAR (N.)

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS

SM. ART GALLARY

675 S.F.

515 S.F.

DECK ADDITION

260 S.F.

UPPER LIBRARY 1597 S.F.

STUDENT LOUNGE

LIBRARIAN’S DESK

570 S.F.

FINE ARTS LAB

PRINT STATION

1280 S.F.

FIRE STIAR (E.)

street level circulation route floor commons CORE CLASSROOM 600 S.F. SCIENCE & MATHEMATICS

ELECTIVE CLASSROOM

550 S.F.

CONFERENCE ROOM

412 S.F.

EXTERIOR QUAD

SHARED OFFICE

235 S.F.

206 S.F.

ASSITANT DIRECTORS’ OFFICE

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.)

MAIN OFFICE

270 S.F.

364 S.F.

CORE NEIGHBORHOOD #2 CORE NEIGHBORHOOD #1

ELECTIVE CLASSROOM

625 S.F.

OFFICE

625 S.F.

440 S.F.

140 S.F.

153 S.F.

SHARED LAB 407 S.F.

THIRD FLOOR COMMONS

CORE CLASSROOM 775 S.F. SCIENCE & MATHEMATICS

CORE CLASSROOM

LAB STORAGE

CORE CLASSROOM

550 S.F.

440 S.F.

623 S.F.

FIRE STIAR (E.)

detatchment from historic facade CORE CLASSROOM

65 S.F.

ELECTIVE CLASSROOM

550 S.F.

600 S.F.

65 S.F.

ELECTIVE CLASSROOM

412 S.F.

65 S.F.

WOMEN’S R.R.

65 S.F.

LA’S PROMISE OFFICE

MEN’S R.R.

FIRE STIAR (N.)

TUTORING CENTER

247 S.F.

75 S.F.

INDIVIDUAL

CORE NEIGHBORHOOD #4 625 S.F.

CORE NEIGHBORHOOD #3

ELECTIVE CLASSROOM

625 S.F.

440 S.F.

URBAN GARDEN GREEN HOUSE

OFFICE

TUTORING BAR

153 S.F.

135 S.F.

ELECTIVE CLASSROOM

GROUP TUTORING

407 S.F.

140 S.F.

550 S.F.

PARKING GARAGE DRIVEWAY DOWN

CORE CLASSROOM

550 S.F.

FOURTH FLOOR COMMONS

CORE CLASSROOM

ELECTIVE CLASSROOM

CORE CLASSROOM

440 S.F.

623 S.F.

775 S.F.

RENTABLE TENANT SPACE 54,935 GROSS S.F.

URBAN GARDEN GREEN HOUSE

FIRE STIAR (E.)

BRINGING STUDENTS AND STAFF TOGETHER 550 S.F.

WOMEN’S R.R.

PARKING GARAGE DRIVEWAY DOWN

enclosed-private

MEN’S R.R.

open-public

RENTABLE TENANT SPACE 54,935 GROSS S.F.

355 S.F.

FIRE STAIR (N.)

lock down division line

SERVING KITCHEN

LIBRARY STORAGE

semienclosed

400 S.F.

OUTDOOR DINING SPACE

security point

CAFE

500 S.F.

FIRE STIAR (N.)

WOMEN’S R.R.

STUDENT GATHERING 3125 S.F.

DINING HALL

BOYS’ LOCKER ROOM

1460 S.F.

FLEX STUDIO #1 1084 S.F.

MEN’S R.R.

496 S.F.

P.E. DIRECTOR’S OFFICE

GIRLS’ LOCKER ROOM

FOOD LINE

520 S.F.

FIRE STIAR (N.)

255 S.F.

WOMEN’S R.R.

LOWER LIBRARY

MEN’S R.R.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

2271 S.F.

SERVING KITCHEN

FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

OUTDOOR DINING SPACE

CAFE

500 S.F.

FLEX STUDIO #2

OUTDOOR ATTRIUM

807 S.F.

STORAGE

FIRE STIAR (N.)

1875 S.F.

STUDENT GATHERING

1594 S.F.

3125 S.F.

COVERED OUTDOOR SPACE

STUDENT ENTRY DINING HALL

2400 S.F.

1460 S.F.

FIRE STIAR (E.)

SECURITY DESK

HEALTH CENTER FIFTH FLOOR 508 S.F. LANDING

FOOD LINE

ATTENDANCE OFFICE

LOWER LIBRARY

400 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

2271 S.F.

MEDIA WALL

FLEX STUDIO #3

STORAGE

1114 S.F.

174 S.F.

DAY CARE 774 S.F.

FIRE STIAR (E.)

COVERED OUTDOOR SPACE

STUDENT ENTRY

2400 S.F.

BLURRING THE LINES BETWEEN ADMINISTRATION SPACES AND STUDENT SPACES TO ENCOURAGE DIRECT AND INDIRECT INTERACTIONS THROUGHOUT THE DAY HEALTH CENTER 508 S.F.

FIRE STIAR (E.)

SECURITY DESK

ATTENDANCE OFFICE 400 S.F.

MEDIA WALL

WOOD & TECH. SHOP 1860 S.F.

WOMEN’S R.R.

RESOURCE DEPUTY’S OFFICE

COUNSELOR’S OFFICE

165 S.F.

100 S.F.

COUNSELOR’S OFFICE

MEN’S R.R.

FIRE STIAR (N.)

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS

SM. ART GALLARY

675 S.F.

515 S.F.

DECK ADDITION

260 S.F.

UPPER LIBRARY 1597 S.F.

WOOD & TECH. SHOP 1860 S.F.

STUDENT LOUNGE

RESOURCE DEPUTY’S OFFICE

100 S.F.

COUNSELOR’S OFFICE

165 S.F.

FINE ARTS LAB

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.) LIBRARIAN’S DESK

570 S.F.

COUNSELOR’S OFFICE

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS PRINT STATION

1280 S.F.

SM. ART GALLARY

675 S.F.

515 S.F.

FIRE STIAR (E.)

DECK ADDITION

260 S.F.

UPPER LIBRARY 1597 S.F.

STUDENT LOUNGE

LIBRARIAN’S DESK

570 S.F.

FINE ARTS LAB

PRINT STATION

1280 S.F.

URBAN GARDEN GREEN HOUSE

FIRE STIAR (E.)

550 S.F.

PARKING GARAGE DRIVEWAY DOWN

RENTABLE TENANT SPACE 54,935 GROSS S.F.

WOMEN’S R.R.

MEN’S R.R.

SERVING KITCHEN FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

OUTDOOR DINING SPACE

CAFE

500 S.F. FIRE STIAR (N.)

STUDENT GATHERING 3125 S.F.

DINING HALL 1460 S.F.

FOOD LINE

LOWER LIBRARY UP

2271 S.F.

COVERED OUTDOOR SPACE

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

STUDENT ENTRY R RY

2400 S.F.

HEALTH CENTER 508 S.F.

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE A ATTEN DANCE D ANCE OFFICE 400 S.F.F.F

MEDIA WALL W

lock down division line direct circulation route staff interaction

MAIN ENTRY SEQUENCE

Westlake High School |Final Design Documentation

3'-0"

2'-8"

2'-112"

7'-23 4"

2'-0"

11"

1'-03 4"

TAC BOARD

3'-0"

3'-6"

6'-0"

MEDIA WALL: LCD MONITORS

2'-8"

3'-6"

6'-0"

11"

URBAN LANDSCAPE RENEWAL

LASER ETCHED SECURITY GLASS: TOPOGRAPHY OF LOS ANGELES

2'-112"

7'-23 4"

2'-0"

1'-03 4"

DETAIL | ATTENDANCE & ENTRY DESK SCALE: 1/4” = 1’-0” MARKER BOARD MULTI-USER TOUCH INTERACTIVE MONITOR LARGE COMPACITY CHARGING STATION

TAC BOARD LASER ETCHED SECURITY GLASS: TOPOGRAPHY OF LOS ANGELES

Comprehensive Project | University of Oregon 2015

STUDENT FOCUSED COMMON SPACES •

USING ALL AVAILABLE CIRCULATION SPACES TO DOUBLE AS STUDENT GATHERING AND WORK SPACES

•

CONCENTRATING STUDENT MOVEMENT AND GATHERING SPACES TO EAST (FACADE) SIDE OF BUILDING TO MAXIMIZE DAYLIGHTING

•

OPENING THE BUILDING UP ON THE FIFTH FLOOR TO ACCENTUATE UPWARD MOVEMENT AS DICTATED BY MAIN STAIRS

SECOND FLOOR LANDING

DETAIL | LOUNGE & STAIR CONNECTION

STAIR CONNECTION | SEC

11"

SCALE: 1/4” = 1’-0”

7'-23 4"

2'-0"

1'-03 4"

3'-0"

11" 2'-112"

6'-0"

MEDIA WALL: LCD MONITORS

3'-6"

2'-8"

6'-0"

MEDIA WALL: LCD MONITORS

Westlake High School |Final Design Documentation

STUDENT LOUNGE | SECOND FLOOR

CTION PERSPECTIVE

FIFTH FLOOR ATRIUM

3'-

2'-8

2'-112"

7'-23 4"

2'-0"

3'-0"

3'-6" 11"

7'-23 4" 1'-03 4"

2'-8"

Comprehensive Project | University of Oregon 2015

2'-0"

3'-0"

2'-8"

3'-6"

6'-0"

1'-03 4"

2'-112"

7'-23 4"

2'-0"

TAC BOARD

1'-03 4"

CLASSROOM DESIGN FOR A CHANGING LEARNING ENVIRONMENT

MARKER BOARD TAC BOARD

RESEARCH POINTS TO THE FACT THAT LEARNING IS ENHANCED WHEN IT IS SOCIAL AND ACTIVE.

•

WOOD & TECH. SHOP 1860 S.F.

WOMEN’S R.R.

RESOURCE DEPUTY’S OFFICE

COUNSELOR’S OFFICE

165 S.F.

COUNSELOR’S OFFICE

100 S.F.

MEN’S R.R.

LARGE COMPACITY CHARGING STATION

FIRE STIAR (N.)

OFFICE 135 S.F.

COMPUTER LAB

OPEN COMPUTERS

515 S.F.

INDIVIDUAL CLASSROOM

260 S.F.

UPPER LIBRARY 1597 S.F.

STUDENT LOUNGE

LIBRARIAN’S DESK

570 S.F.

FINE ARTS LAB

PRINT STATION

1280 S.F.

FIRE STIAR (E.)

street level circulation route floor commons

DESIGNING THE NEW STORY OF THE BUILDING

CORE CLASSROOM 600 S.F. SCIENCE & MATHEMATICS

ELECTIVE CLASSROOM

550 S.F.

CONFERENCE ROOM

412 S.F.

SHARED OFFICE

235 S.F.

206 S.F.

ASSITANT DIRECTORS’ OFFICE

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.)

MAIN OFFICE

270 S.F.

364 S.F.

CORE NEIGHBORHOOD #2

CORE NEIGHBORHOOD #1

ELECTIVE CLASSROOM

625 S.F.

OFFICE

625 S.F.

440 S.F.

140 S.F.

153 S.F.

SHARED LAB 407 S.F.

THIRD FLOOR COMMONS

CORE CLASSROOM 775 S.F. SCIENCE & MATHEMATICS

CORE CLASSROOM

LAB STORAGE

CORE CLASSROOM

550 S.F.

440 S.F.

623 S.F.

FIRE STIAR (E.)

detatchment from historic facade

CORE CLASSROOM

ELECTIVE CLASSROOM

65 S.F.

ELECTIVE CLASSROOM

550 S.F.

600 S.F.

65 S.F.

412 S.F.

65 S.F.

WOMEN’S R.R.

65 S.F.

LA’S PROMISE OFFICE

MEN’S R.R.

FIRE STIAR (N.)

TUTORING CENTER

247 S.F.

75 S.F.

INDIVIDUAL

CORE NEIGHBORHOOD #4 625 S.F.

CORE NEIGHBORHOOD #3

ELECTIVE CLASSROOM

625 S.F.

440 S.F.

URBAN GARDEN GREEN HOUSE

OFFICE

TUTORING BAR

153 S.F.

135 S.F.

ELECTIVE CLASSROOM

GROUP TUTORING

407 S.F.

140 S.F.

550 S.F.

PARKING GARAGE DRIVEWAY DOWN

CORE CLASSROOM

550 S.F.

FOURTH FLOOR COMMONS

CORE CLASSROOM

ELECTIVE CLASSROOM

CORE CLASSROOM

440 S.F.

623 S.F.

775 S.F.

RENTABLE TENANT SPACE 54,935 GROSS S.F.

URBAN GARDEN GREEN HOUSE

FIRE STIAR (E.)

550 S.F.

WOMEN’S R.R.

PARKING GARAGE DRIVEWAY DOWN

enclosed-private MEN’S R.R.

open-public

RENTABLE TENANT SPACE 54,935 GROSS S.F.

355 S.F.

FIRE STAIR (N.)

lock down division line

SERVING KITCHEN

LIBRARY STORAGE

semienclosed

400 S.F.

OUTDOOR DINING SPACE

security point

CAFE

500 S.F.

FIRE STIAR (N.)

WOMEN’S R.R.

STUDENT GATHERING 3125 S.F.

DINING HALL

BOYS’ LOCKER ROOM

1460 S.F.

FLEX STUDIO #1 1084 S.F.

MEN’S R.R.

496 S.F.

P.E. DIRECTOR’S OFFICE

GIRLS’ LOCKER ROOM

FOOD LINE

520 S.F.

FIRE STIAR (N.)

255 S.F.

WOMEN’S R.R.

LOWER LIBRARY

MEN’S R.R.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

2271 S.F.

SERVING KITCHEN FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

OUTDOOR DINING SPACE

CAFE

500 S.F.

FLEX STUDIO #2

OUTDOOR ATTRIUM

807 S.F.

STORAGE

FIRE STIAR (N.)

1875 S.F.

STUDENT GATHERING

1594 S.F.

3125 S.F.

COVERED OUTDOOR SPACE

STUDENT ENTRY DINING HALL

2400 S.F.

1460 S.F.

HEALTH CENTER FIFTH FLOOR 508 S.F. LANDING

FOOD LINE

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE OFFICE

LOWER LIBRARY R RY

400 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

2271 S.F.F.F

MEDIA WALL

FLEX STUDIO #3

STORAGE

1114 S.F.

174 S.F.

DAY CARE 774 S.F.

FIRE STIAR (E.)

COVERED OUTDOOR SPACE

STUDENT ENTRY

2400 S.F.

HEALTH CENTER 508 S.F.

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE OFFICE 400 S.F.

MEDIA WALL

WOOD & TECH. SHOP 1860 S.F.

WOMEN’S R.R.

RESOURCE DEPUTY’S OFFICE

COUNSELOR’S OFFICE

165 S.F.

100 S.F.

COUNSELOR’S OFFICE

MEN’S R.R.

FIRE STIAR (N.)

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS

SM. ART GALLARY

675 S.F.

515 S.F.F.F

DECK ADDITION

260 S.F.

UPPER LIBRARY R RY 1597 S.F.F.F

WOOD & TECH. SHOP 1860 S.F.

STUDENT LOUNGE

RESOURCE DEPUTY’S OFFICE

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.) LIBRARIAN’S DESK

570 S.F.

100 S.F.

COUNSELOR’S OFFICE

165 S.F.

FINE ARTS LAB

COUNSELOR’S OFFICE

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS PRINT STATION STA TATION TA ATION

1280 S.F.

SM. ART GALLARY

675 S.F.

515 S.F.

FIRE STIAR (E.)

DECK ADDITION

260 S.F.

UPPER LIBRARY 1597 S.F.

STUDENT LOUNGE

LIBRARIAN’S DESK

570 S.F.

FINE ARTS LAB

PRINT STATION

1280 S.F.

URBAN GARDEN GREEN HOUSE

FIRE STIAR (E.)

550 S.F.

PARKING GARAGE DRIVEWAY DOWN

LIBRARY ADDITION

RENTABLE TENANT SPACE 54,935 GROSS S.F.

WOMEN’S R.R.

MEN’S R.R.

SERVING KITCHEN FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

OUTDOOR DINING SPACE

CAFE

500 S.F. FIRE STIAR (N.)

STUDENT GATHERING 3125 S.F.

DINING HALL 1460 S.F.

FOOD LINE

LOWER LIBRARY 2271 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

STUDENT ENTRY

2400 S.F.

HEALTH CENTER 508 S.F.

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE OFFICE 400 S.F.

MEDIA WALL

lock down division line direct circulation route staff interaction

COVERED OUTDOOR SPACE

LARGE COMPACITY CHARGING STATION

MULTI-USER TOUCH INTERACTIVE MONITOR

105 S.F.

SM. ART GALLARY

675 S.F.

MULTI-USER TOUCH INTERACTIVE MONITOR

MARKER BOARD

EDUCATORS ARE TURNING TO MULTIPLE PEDAGOGIES level circulation route TO SUPPORTstreetMULTIPLE student lounge LEARNING STYLES.

DECK ADDITION

MARKER BOARD

LARGE COMPACITY CHARGING STATION

A SINGLE APPROACH TO TEACHING IS NO LONGER ENOUGH.

•

LASER ETCHED SECURITY GLASS: TOPOGRAPHY OF LOS ANGELES

THE CLASSROOM HAS TO CHANGE: •

TAC BOARD

Westlake High School |Final Design Documentation

COMBINED CORE CLASSROOMS

LIBRARY ADDITION | SECTION PERSPECTIVE

Comprehensive Project | University of Oregon 2015

EL. 62’-3” T.O. PARAPET EL. 50’-5” T.O. 5TH FLOOR EL. 62’-3” EL. 36’-4” T.O. PARAPET T.O. 4TH FLOOR EL. 50’-5” EL. T.O. 22’-9” 5TH FLOOR T.O. 3RD FLOOR EL. 36’-4” 10’-9” T.O. 4TH 2ND FLOOR EL. 62’-3” 0’-0” EL. 22’-9” T.O. PARAPET STREET LEVEL T.O. 3RD FLOOR EL. 50’-5” EL. 10’-9” EL. -11’-8” T.O. FLOOR T.O. 5TH 2ND FLOOR B.O. BASEMENT 0’-0” EL. 36’-4” STREET LEVEL T.O. 4TH FLOOR EL. 62’-3” T.O. PARAPET EL. 22’-9” -11’-8” T.O. 3RD FLOOR B.O. BASEMENT EL. 50’-5” T.O. 5TH FLOOR EL. 10’-9” T.O. 2ND FLOOR EL. 62’-3” 36’-4” EL. T.O. 4TH FLOOR T.O. PARAPET EL. 0’-0” T.O. STREET LEVEL EL. 50’-5” 22’-9” EL. T.O. 3RD FLOOR FLOOR T.O. 5TH EL. -11’-8” B.O. BASEMENT EL. EL. 62’-3” 10’-9” T.O. PARAPET EL. T.O. 36’-4” 2ND FLOOR T.O. 4TH FLOOR 0’-0” EL. 50’-5” STREET LEVEL T.O. 5TH FLOOR EL. 22’-9” T.O. 3RD FLOOR EL. 62’-3” EL. 36’-4” -11’-8” T.O. PARAPET EL. EL. B.O.10’-9” BASEMENT T.O. T.O. 4TH 2ND FLOOR FLOOR EL. 50’-5” T.O. 5TH FLOOR EL. EL. 22’-9” 0’-0” T.O. FLOOR T.O. 3RD STREET LEVEL EL. 36’-4” EL. 10’-9” T.O. 4TH EL. T.O. -11’-8” 2ND FLOOR FLOOR B.O. BASEMENT EL. EL. 22’-9” 0’-0” T.O. FLOOR T.O. 3RD STREET LEVEL EL. 10’-9” EL. CROSS SECTION PERSPECTIVE: T.O. -11’-8” 2ND FLOOR

BASEMENT SPACES EXPRESSING HOW THE CENTRAL B.O. CIRRCULATION ARE PULLING IN FROM THE SHELLEL.OF0’-0” THE BUILDING TO T.O. STREET LEVEL CREATE NATURAL LIGHTING AND VENTILATION SYSTEMS. EL. -11’-8” B.O. BASEMENT

Westlake High School |Final Design Documentation

Comprehensive Project | University of Oregon 2015

LONGITUDINAL SECTION PERSPECTIVE: EXPRESSING THE CENTRAL HEART OF THE BUILDING & STACKED CLASSROOM ZONES.

Westlake High School |Final Design Documentation

Comprehensive Project | University of Oregon 2015

II. FINAL DESIGN DOCUMENTATION

FINAL PRESENTATION | WRITTEN PRESENTATION | Part One: The Project Growing up in suburbia, attending the stereotypical suburban public school system, outside of Los Angeles, I had this unsettling feeling that what I experienced, what I knew to be normal, to be what school was, the expectations my parents had for me, was not universal—I was privileged and “others” were not so. The older I got, the older I get still, this growing gap has only become more evident and the socio-economic, political, and environmental issues have begun to strike me as a design thinking problem perhaps more so than I had ever thought before. Looking at Los Angeles as an urban demographic with an extremely low high school graduation rate, I wanted to explored in this project the potential positive effects designing smaller urban high schools will have on attendance and overall graduation rates, as well as the overarching importance of education, and eventual higher education, students of low-income urban families feel towards school. I also investigated classroom types, spaces, and designs for a technologically advanced and rapidly changing world. Partnering with LA’s Promise, a non-profit based out of Los Angeles focused on school reform and neighborhood revitalization, and the Los Angeles Unified School District (LAUSD), I am proposing a new public urban high school in the Westlake District of Los Angeles that is committed to building a smaller learning community and a program based on a new, unique curriculum and methodology. The program of this new public high school will be a fusion of traditional subject matter and current events to encourage interdisciplinary understanding and a comprehensive learning of material. I choose to work with the Westlake district of Los Angeles,

because of the neighborhoods low-income (26K per year average), high minority population numbers (primarily South-American), and low graduation rate. Part Two: The Building For this project, I propose the use of the 1926 Young’s Market Building that stands out as a jewel box in the neighborhood. Built as an upscale grocery store during the 1920s Los Angeles glamor days, the building is a mix between an ornate façade with floor to ceiling glazing and applied detailing, and a concrete warehouse structure. As an adaptive reuse project I was focused on finding a building that fell between the need to be open and flexible on the interior, and a public monument expressing importance and permanence on the exterior—the Young’s Market Building was a great choice. Built on a 25’ bay system with massive 3’ diameter columns, the buildings feeling of permanence goes beyond its classical appearance and into a structurally overbuild feeling. In a age where structures are built quickly and cheaply, this building does not feel like its going anywhere—a place for students and the community that is not going away. Part Three: Programming The program of this new public high school will be a fusion of traditional subject matter and current events to encourage interdisciplinary understanding and a comprehensive learning of material. The challenge I faced was designing an entire school that emulated the interdisciplinary and comprehensive goals of the educational program. The organizational structure of Westlake High School was dictated by collaboration and efficiency. Early in initial schematic programming of the school, it became crucial to organize the four core departments around small “neighborhoods” that will act as a unifying center, as well as a create universal spaces for teachers and students to use during class times.

Westlake High School |Final Design Documentation

One of the most significant decisions, and perhaps what created the largest impact on the schematic plans, was locating the administration and core functions against the main partition wall (West) side of the building and opening up the East side of the building to student circulation space. This allowed me to play up on the existing building conditions and the historic qualities of the building. The building, as a neighborhood entity, stands out as a jewel box—special in its appearance and history—and I wanted to play up on this as an idea of insertion, pulling and pushing from the buildings historic container to express the balance between new and old— creating the new story of the building. By expressing voids in the building and pulling major community spaces away form the facades of the building, there becomes a conversation about preservation and permanence. With this focus on permanence and preservation, the schematic concept for the library (a major element in the programming of Westlake High School) presented itself the opportunity to showcase the projects adaptive reuse qualities. Partially infilling an existing void, the library became a new structure inside of the building to act as the “new jewel” box to be viewed from the street. By pulling the same angle that is present in the entry sequence of the street level, as well as the physical form of the monolithic mass that now marks the front of the school, into the library’s new second floor, there is a continuity in the plans that denotes major common spaces.

access, providing educational and nutritional benefits to the community through the library and the dining hall. The central three floors are student-centric in their use, preserved for students and their formal education. The final floor is therefore the most private space, reserved for the most personal needs of the students. This includes a school sponsored daycare facility and locker rooms with showers and changing spaces. With the addition of an open-air atrium on the fifth floor, there is a statement about the importance of this private space. Part Four: Finishing Inspired by drought resistant plants as a response to the serious ongoing drought in California, the material and color pallet of Westlake High School will strike notes of natural longevity and community responsibility. All fixtures, furnishings, and equipment shall respond to the needs of students and faculty now (as well as those in the coming decades) in durability, adaptability, and continuing metamorphosis. As we design schools for the future, the seamless integration of technology and the natural environment are a must, so material and equipment choices must be chosen carefully to respond to the rapidly changing world. To create healthy learning environments for students, furniture and finishes shall all be environmentally friendly and contribute to the betterment of the natural environment. As a result of the small size of this school, there is a criticality in multi-use furnishings and materials to achieve truly flexible spaces.

A final major change to the building was the addition of a central atrium to the fifth floor. I wanted to express the importance of vertical ascension through the building and the division of public versus private spaces. One of the most important goals of this new school is for the school to act as a community resource center for its’ students and community, addressing their very specific needs. The ground floor is more public in its

â&#x20AC;&#x153;Before you do anything a commitment to small. D educationally that it is important to have small learning communities Build the whole school you can figure out how to architecturally, after you you are doing programmatically

anything, make Decide important communities. culture. Then to support it you know what programmatically.” -Ann Cook, the Co-Director of Urban Academy in Albany New York, Theodore Sizer, “Horace’s Compromise”

RESEARCH Programming of Westlake High School Inspirational Research Site + Building Analysis

Comprehensive Project | University of Oregon 2015

I. PROGRAMMING OF WESTLAKE HIGH SCHOOL

PROGRAMMING OF W.H.S. | INVESTIGATIVE THESIS QUESTIONS | SOCIO-ECONOMIC This project depends on the critique on the Urban-Suburban Graduation Gap in Los Angeles, California -Investigate how the atmosphere of a smaller learning community can affect the phycology of students learning and developing tendencies -Research how to design space that creates the feeling of security and belonging to youth from stressful low-income familial life as to increase focus and learning in the classroom. -Mitigating distractions and stimulating concentration ECONOMIC This project depends on the analysis of how low-income effects youth enrollment and participation in secondary school -Investigation of the positive effects of well maintained spaces -Emotional & physiological response to industrial spaces vs. new spaces, familiarity and symbiotic AGE | CULTURE This project aims to discredit the belief that all high school youth are an “undifferentiated blob of people, as a Client Group or an Age Cohort” (Sizer, Horace’s Compromise, 33) -Generalizations being replaced by understanding of specific user group, specific design needs -Investigating how to designing for a “more experience” group of students both spatially and materially MEDIA | TECHNOLOGY This project aims to integrate current technologies and ideas into the school while designing for future technologies and ideas -Exploration of technology in the classroom and integration in design -Influence of technology in the classroom—conceal vs. reveal?

Westlake High School | Programming of W.H.S.

Comprehensive Project | University of Oregon 2015

| CIRRICULUM OUTLINE AND EDUCATIONAL PROGRAM |

ow does Westlake differ from other public high schools? How will Westlake operate day to day? What new technologies or teaching devises will be incorporated in the classrooms? How will the school remain flexible for changes in the future—technology and socially? These are all important questions to understand the guiding principles in the design of the physical space. HOW WESTLAKE HIGH SCHOOL WORKS: The school’s Core Curriculum is divided into four main departments: 1. Inquiry & Expression: communication and writing 2. Mathematics & Science: real and abstract worlds of certainty 3. Literature & The Arts: human expression 4. Philosophy & History: the search for values Additional “Elective” classes act as supplemental courses to core departments, these include (but are not limited to): -Fine Arts Studio -Technical Skills Shop -College Prep & Career Development -Technology & Innovation -Community Outreach & Civic Responsibility -Urban Development & Change -Student Government -Urban Farm Day-to-day: Students are required to take two Core courses and three Elective courses per term. Each student also is scheduled a “work” period two days a week during the day that allows students a chance to collaborate with other students, teachers, and staff on projects or assignments. This break period allows a chance for students to take a mental break from class during the day and work through coursework independently. Alternatively, students can take additional Core or Elective Classes during this time. -Graduation Requirements are based on completion of required courses and demonstration comprehensive learning. -Counter to traditional California State Public School age based grades, Westlake determines grade levels on completion and mastering of Core Curriculum subjects—students are able to move independently through each grade level. -Following traditional work and public school schedules, Westlakes’ school day will begin at 8:00 am and conclude at 3:20. Before

school and after school activities will also be available BRIEF COURSE DESCRIPTIONS: INQUIRY & EXPRESSION: communication and writing Core Curriculum: Focus on varying levels of communication, but above all is written expression. Expression through visual communication is included, as are gestures and physical nuances of ton, those tools used so powerfully by the master of communication. MATHMATICS & SCIENCE: real and abstract worlds of certainty Core Curriculum: Mathematics is the language of science, the language of certainties. Science is on the other hand full of uncertainties. Basic arithmetic, algebra, some geometry and statistics, physics and biology is the key to understanding the real and abstract worlds of certainties LITERATURE & THE ARTS: human expression Core Curriculum: Aesthetic expression and learning from others attempts to find meaning are paramount to developing critical thinking skills. Human expression cuts across written and spoken language, theater, song, and visual arts. PHILOSOPHY & HISTORY: the search for values Core Curriculum: The abstraction of time. Engagement through autobiography and then through biography, proceeding finally to the ‘biographies’ of communities, which make up most conventional history. Pushing students to understand why things were as the were and how from these incidents evolve concepts in geography, economics, and sociology. Political philosophy, essentially that associated with American Constitutionalism, is the bedrock of enlightened democratic citizenship, and adolescence, more than any other stage of life, is filled with the search for values. STUDY HALL: Open time for students to work on homework or projects. A rotating staff is available for help or advise. Study hall is mandatory for all students, but can be replaced with an additional elective course. FINE ARTS STUDIO Studio courses are focused on hand and digital media with different levels offered for a wide range of skill levels. Students are expected to demonstrate learned skills

Westlake High School | Programming of W.H.S.

access to locally grown food and a way of reintroducing the public to the many aspects of food that we have lost as a culture. How food grows, what grows regionally and seasonally are all-important lessons and make a betterinformed urban consumer. Urban farm will be a hands on learning experience for students—who’s’ efforts will be enjoyed by the whole school through the Urban Farm to Café program **Based off of ideas gathered from Quaker Schools, Montessori Schools, traditional California State Public Schools, LA’s Promise, and theories on education present by Theodore R. Sizer of those...

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COLLEGE PREP & CAREER DEVELOPMENT TECHNOLOGY & INNOVATION STUDENT GOVERNMENT

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through a portfolio review at the end of each term— visual, written, and verbal presentation requirements. TECHNICAL SKILLS SHOP: Shop classes are designed to teach students the importance of connections and detailed thinking, as well as a vocational and technical skill. Students are expected to challenge themselves through experimentation and skill development. Different levels are offered for a wide range of skill levels. COLLEGE PREP & CAREER DEVELOPMENT: Westlake High School and LA’s Promise are a college prep school; all students are expected to seek higher education or an equivalent post graduation. This course main focus is to prepare graduating students for college applications and aiding them in their search for schools and scholarships. TECHNOLOGY & INNOVATION: A combination of a computer class and a product design class, this course aims at innovation through technology through CAD, BIM, and 3D Modeling based computer programs. This course is designed to challenge students’ creativity and technological skills. COMMUNITY OUTREACH & CIVIC RESPONSIBILITY: Students at Westlake High School are expected to be contributing members of their community. This course’s aim is to bridge the gap between school life and community life. Students will work together to plan community events and volunteer opportunities while learning the importance of civic responsibility. URBAN DEVELOPMENT & CHANGE: Students at Westlake High School are to be well versed in current events both locally and globally. This course aims at creating an educational environment where students can openly discuss current events and issues that matter to them. Students are expected to be actively involved in global news as well local news. STUDENT GOVERNMENT: Student Government is a small group of elected officers with a range of responsibilities. One of the groups’ main goal is to continue to bridge the gap between students, staff, and the surrounding community though event planning and fundraising. Moreover, the overarching goal of the student government (course) is to teach the importance of democracy and leadership. URBAN FARM: Urban agriculture has become a means to increase

**see enlarged programming diagram on following pages

Comprehensive Project | University of Oregon 2015

of those...

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Comprehensive Project | University of Oregon 2015

MID CITY ADULT LEARNING CENTER

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by creating core subjects that are interdisciplinary and comprehensive

12 34

COLLEGE PREP & CAREER DEVELOPMENT TECHNOLOGY & INNOVATION STUDENT GOVERNMENT

INQUIRY & EXPRESSION

SCIENCE & MATHEMATICS

LITERATURE & THE ARTS

PHILOSOPHY & HISTORY

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BECAUSE ITS REALLY ALL ABOUT

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“What schools look like tell students what they are worth”-Heidi Early of Noble High School

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Westlake High School | Programming of W.H.S.

PHILOSOPHY & HISTORY

COMMUNITY OUTREACH & CIVIC RESPONSIBILITY URBAN DEVELOPMENT & CHANGE

BECAUSE ITS REALLY ALL ABOUT

STUDENTS

“What schools look like tell students what they are worth”-Heidi Early of Noble High School

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SUP PO

Comprehensive Project | University of Oregon 2015

I. PROGRAMMING OF WESTLAKE HIGH SCHOOL

SHORT PROGRAM WESTLAKE HIGH SCHOOL : THE NEW AMERICAN URBAN HIGH SCHOOL

SPACE/ROOM QTY. STUDNETS STAFF CLASSROOMS | CORE DEPARTMENTS25 300 25 INQUIRY & EXPRESSION 2 30 4 MATHEMATICS & SCIENCE 2 30 4 EXPERIMENTATION LAB 1 LITERATURE & THE ARTS 2 30 4 PHILOSOPHY & HISTORY 2 30 4 STUDY HALL 1 75 CLASSROOMS |ELECTIVES FINE ARTS STUDIO 1 12 1 TECHNICAL SKILLS SHOP 1 10 1 COLLEGE PREP & CAREER DEV. 1 15 1 TECHNOLOGY & INNOVATION 1 15 1 COMMUNITY OUTREACH & CIVIC RESP. 1 20 2 URBAN DEV. & CHANGE 1 15 1 STUDENT GOVERNMENT 1 10 1 FLEX CLASSROOM 1 1 FLEX CLASSROOM 2 1 FLEX CLASSROOM 3 URBAN FARM (CLASSROOM) 1 8 1 AFTER / ALT. PROGRAM SPACES SM. ART GALLERY FLEX STUDIOS 3 36 3 LOCKER ROOMS 2 20 25 ADMINISTRATION SPACE: MAIN OFFICE 1 3 DIRECTOR'S OFFICE 1 1 [RECEPTIONIST] 1 1 ASSISTANT DIRECTOR'S OFFICE 2 2 [RECEPTIONIST] 1 1 COUNCILOR'S OFFICE 2 2 [RECEPTIONIST] 1 1 LA'S PROMISE OFFICE 1 2 ATTENDANCE OFFICE 1 2 REGISTRAR'S OFFICE 1 2 SCHOOL RESOURCE DEPUTY 1 1 TUTORING OFFICE 1 1 DAY CARE [STUDENT & STAFF] 1 [10-20 KIDS] 3 FACILITY SERVICES OFFICE 1 1 PE DIRECTOR'S OFFICE 1 2 CONFERENCE ROOM 2 COMMON SPACE | GATHERING 480 10 STUDENT LOUNGE 1 36 INDOOR QUAD 1 300 FLOOR COMMONS 3 SERVING KITCHEN 1 6 4 THE CAFÉ | RETAIL 1 2 1 DINING HALL 1 54 COMPUTER LAB 1 19 1 LIBRARY 1 25 1 TUTORING CENTER 1 18 3 CORE NEIGHBORHOODS 4 20 SUPPORT SPACES 26 STUDENT RESTROOMS 4 STAFF RESTROOMS 2 GENDER NUETRAL RESTROOM 1 HEALTH SERVICES 1 TEACHER'S LOUNGE 1 26 HALLWAYS | TRANSITION SPACES ENTRY STORAGE ADMIN. OFFICE: CENTRAL STORAGE 1 CUSTODIAL CLOSET 3 EXPERIMENTATION LAB STORAGE 1 AV STORAGE 1 LIBRARY STORAGE 1 PHYSICAL ED (EQUIPMENT) 1 MECHANICAL | ELECTRICAL JANITORIAL | MAINTENANCE 5 OFFICE | REPAIR SHOP 1 5 EGRESS | EXITS GREEN SPACE URBAN FARM 1 OPEN AIR ATTRIUM 1 EXTENDED WORK DECK HARD SURFACE 1 SOFT SURFACE 1

LOAD FACTOR APPROX. TOTAL S.F. ICC 1004.1 10850 20 S.F. NET 850 20 S.F. NET 850 20 S.F. NET 800 20 S.F. NET 850 20 S.F. NET 850

50 S.F. NET 50 S.F. NET 20 S.F. NET 20 S.F. NET 20 S.F. NET 20 S.F. NET 20 S.F. NET 20 S.F. NET 20 S.F. NET 20 S.F. NET 20 S.F. NET

650 700 400 400 550 400 275

5 S.F. NET 50 S.F. NET 50 S.F. NET ICC 1004.1 100 S.F. GROSS 1OO S.F. GROSS

250 1800 1000 3185 400 125 50 200 50 200 50 200 200 200 100 125 800 125 200 160 9580 540 1750

100 S.F. GROSS 100 S.F. GROSS 100 S.F. GROSS 100 S.F. GROSS 100 S.F. GROSS 100 S.F. GROSS 100 S.F. GROSS 35 S.F. NET 100 S.F. GROSS 100 S.F. GROSS 15 S.F. NET ICC 1004.1 15 S.F. NET 5 S.F. NET 5 S.F. NET 200 S.F. GROSS 60 S.F. GROSS 15 S.F. NET 20 S.F. NET 100 S.F. GROSS 20 S.F. NET 15 S.F. NET 1 PER 50 1 PER 50 ADA 1OO S.F. GROSS 15 S.F. NET

ICC 1004.1

ICC 1004.1 100 S.F. GROSS

50 S.F. NET 5 S.F. NET 20 S.F. NET 5 S.F. NET 5 S.F. NET

TOTAL NET SQUARE FOOTAGE APPROX. GROSS AVAILABLE SQUARE FOOTAGE TOTAL NET SQUARE FOOTAGE USED TOTAL OCCUPANT LOAD FOR BUILDING

225

2000 200 1200 640 2500 450 300 1700 800 120 80 200 500 15-20% 500 1125 200 75 200 250 200 200 500 400 400 7108 2000

3108 2000

41,938 56,250 62,723 2310

WHS NET S.F. 17122 1,173 1,375 407 1,375 1,173

MAX OCCUPANCY 718 59 43 42 69 59 0

MAJOR ADJACENCIES

EST. TOTAL S.F. 10850

SCIENCE BASED CLASSROOMS

HEARTH, QUAD, CAFÉ, ETC.

1,280 1,860 412 550 550 412 440 440 404 440 550

26 37 20 28 40 21 22 22 20 22 28

TECHNICAL SKILLS SHOP FINE ARTS STUDIO

260 3,005 1,016 3768 364 153

52 60 51 80 5 2

ART/WOOD SHOP LOCKER ROOMS DANCE/THEATER AREA

270

205

247 400 192 165 135 774 135 255 473 15461 570 3125 1812 355 500 1460 515 3868 610 2646 3133 1330 201 HEALTH CENTER 508 1094 20-25%

2 4 2 2 1 22 1 3 32 1408 38 625 362 2 8 97 26 43 31 176 99 20 3 1 2 73

COMPUTER LAB

MAIN OFFICE

ROOF | GREEN SPACE

3185

9580 LIBRARY | COMPUTER LAB? MAIN ENTRY | MAIN OFFICE MAIN CIRCULATION WORK STUDY W/ URBAN FARM WORK STUDY W/ CAFÉ OUTDOOR DINING TECHNOLOGY & INNOVATION PUBLIC ACCESS LA'S PROMISE ADJACENT TO CLASSROOMS

1700 HEALTH CENTER DINING HALL

5568 500 1125

1216 154 48 440 BASEMENT 400 174

INCIDENTAL USE INCIDENTAL USE INCIDENTAL USE INCIDENTAL USE INCIDENTAL USE INCIDENTAL USE

LIBRARY GREEN SPACE

0 BASEMENT

4 4

TECHNICAL SKILLS SHOP

9478 2000 1695 675 2400 2708

339 34

MAIN OFFICE HALLWAYS

500 400 7108 URBAN FARM CLASSROOM

41937.6

Westlake High School | Programming of W.H.S.

I. PROGRAMMING OF WESTLAKE HIGH SCHOOL Building usage diagramming

BUILDING USAGE Dividing the building into three with classrooms and school common spaces flanking a central heart that hosts administration, cirrulation, and student commons.

EAST - STREET SIDE

FLANKING CLASSROOMS WITH ADMINISTRATION

Creating strong classroom neighborhoods for each Core subject and increasing administationâ&#x20AC;&#x2122;s postive interactions.

NORTH-STREET SIDE

JEWEL BOX STREET CORNER

Creating community access and exposing the new life of the building.

WEST- BUILDING PARTITION

SOUTH- MAIN ENTRANCE

STRONG ADMINISTATIVE CORE

STUDENT-CENTRIC

CLASSROOMS ADMINISTATION STUDENT FOCUSED COMMONS

Anchoring each floor with a central administative presence, keeping a consistant language for wayfind.

Stacking classrooms to create spatial focus and greatest use of daylighting.

SCHOOL COMMON SPACES

Comprehensive Project | University of Oregon 2015

I. PROGRAMMING OF WESTLAKE HIGH SCHOOL

DETAILED LONG PROGRAMS | CORE CLASSROOMS |

of desks and chairs to allow for one-on-one deskwork.

Sub Space: Inquiry & Expression (2), Mathematics & Science (2), Literature & The Arts (2), Philosophy & History (2)

Teacher Work Space: Each Core Class is taught by two teachers; therefore there needs to be two desking options for teachers with shared storage space. These teachers will be working together to teach their class and therefore their workspaces should be set-up to allow for quick interaction and communication.

Floor Area: 20 SF/ STD ICC 1004.1 Total Net: 3,400 SF

Ideal: Core Subject located adjacent to similar elective subject area; i.e. Core: “Science & Mathematics” should be located near Elective: “Innovation & Technology”.

Design & Use Qualities: Core Classrooms are the fundamental learning spaces at Westlake High School and should act as a type of “Home Base” for students. These classrooms need to be adaptable to allow for quiet, focused work as well as louder group work. These classrooms should express a high level of permanence but allow for personalization by teachers and students. Each Core Classrooms should be a combination of flexible and permanent furnishings. The walls between classrooms shall be acoustically sound, bi-folding, pin boards that allow for Core Classrooms to expand for larger classroom activities or special program needs.

Ideal: All classrooms have direct access to controllable natural day lighting.

Furniture, Fixtures and Equipment: Non-fixed Student tables with non-fixed chairs (15-20)

Occupants: Max Occupancy: 172 Persons Typical: 15 Students + 2 Teachers/ Classroom Adjacencies: Ideal: Each Core subject area should be located in the same smaller “Learning Community”.

Critical: Core Classrooms must be adjacent to semiprogrammed “break out” spaces that are visually monitored by Teachers and Administrative Staff. Isolated: All Core Classrooms should be removed from Public areas and main entry sequences

Illumination and View: Core Classrooms should have a high level of natural light with operable shading and light control systems. Ambient electric lighting shall be dimmable. Access to exterior views is ideal for classrooms, but not critical. Ideally all views will be above street level.

Not Required: No direct access to outdoors required Description of Activities: Instruction: Students will have two Core Classes each semester; these Core subjects will act as a base for other classroom curriculums. Each Core Class is taught simultaneously by two teachers—each teacher having a more formal background in one of the main subject areas (i.e. Mathematics vs. Sciences). The goal of these Core Classes is to reduce the quantity of subject areas to increase the quality of knowledge gained. Teacher-Student Interaction: Instructional time as well as oneon-one interaction between student and teacher will occur in these classrooms. Space should allow for flexible arrangement

Safety and Security: HIGH SECURITY: These spaces are private and meant for students and staff only. There should be minimal contact, use, or experience with outsiders in these zones. Any visitors to the school will have to check in at main office before being allowed to move up into the classroom zones. Each classroom will have a window in the door as well as a re-light adjacent to the door to provide visibility into the classroom as well as into the common spaces outside of the classroom. All classrooms must be capable of a full lock-down in case of an emergency. All re-lights and windows in the door must have a blackout blind available for lock-down procedures.

Westlake High School | Programming of W.H.S.

Acoustics: Classrooms need to dampen sound internally to prevent noise transfer between classrooms and hallways. Level of Finish/Finish Requirements: Classrooms will be bright and neutral in fixed furnishings with customizable surfaces for teachers and students. Accent colors will exist in details and furnishings. All furniture must be highly durable, easy to clean, and etch proof. Desks and nonfixed furniture must be light and easy to quickly rearrange. Spatial Needs: -Each classroom needs to have minimum of one ADA desk available

| LIBRARY | Sub Space: Library, Computer Lab, Student Café, Floor Area: Library: 100 SF/STD ICC 1004.1 Computer Lab: 20 SF/STD ICC 1004.1 Total Net: 3,868 SF Occupants: Max Occupancy: 43 Persons Adjacencies: Critical: Secondary entry from North side of building, restrooms, fire stairs Critical: Street Level for direct visual and physical interaction with the public. Ideal: Daycare, Nurses office, Security Office for reasons of before and after hours use on ground floor. Ideal: Direct access to natural daylighting Description of Activities: Students: Students will have access to the library’s resources and study spaces throughout the school day as well as before and after school hours. The library will act as a place for independent work as well as collaborative work in smaller break out rooms. A variety of seating options should allow for independent studying or working as well as for group work. Public Access: The library will be available after school and on weekends for the general public. This space should act as a community amenity creating opportunities for independent study, classes, and a study space. Café: Students will run the café as an exercise in commerce and entrepreneurship. The seating shall be separate from the library physically, but evoke a similar language. Computer Lab: Acting as the main digital media commonplace for the school, the computer lab shall be attached to the library to serve dual uses with the students and the general public.

Comprehensive Project | University of Oregon 2015

There should be a minimum of [20] computers available. A staff person will monitor all use of computer lab. Design & Use Qualities: The Library will act as an intermediary between the public and the school, between the existing structure and new construction, and the historic ornate faรงade and the new purpose the building will host. As a transitional component, the space should feel special and host detail elements of the existing building as well as details from the new construction. This space shall have an attitude of permanence to the community, but respectfully interact with the historic nature of the building. Furniture, Fixtures and Equipment: Books. Illumination and View: The library should be day lit as much as possible with supplemental ambient electric lighting. A secondary layer of electrical lighting should exist for focal glow, or focused lighting. A third layer of lighting shall exist as a decorative element, a play of brilliance, to denote this space as being of particular specialness with in the school. The library shall be visible from the exterior of the school (the public) as well as from with in the school. Safety and Security: HIGH SECURITY: This space is open to public after school and on weekends through a main north entrance off of the 7th Ave. This door shall remain locked during the school day and during non-operation hours, but remain on an electric lock set for emergency purposes. A staff person will be located near this door acting as a first line of security. There shall be no areas with-in the space that are not visible to a staff person, the administration, and other students. The entrances to spaces beyond the library zone shall remain locked during after school and weekend operations and no access shall be granted to non-students beyond this zone. This zone shall be able to go into full lockdown mode in the case of an emergency. Acoustics: The library shall act as an acoustically quite space with ceiling and wall panels to aid in the dampening of noise. In zones of heavy traffic, flooring material needs to act as a noise dampening material.

Level of Finish/Finish Requirements: This space shall act as a gemstone of the school for students and for the public. For this reason, the library will be zoned as a high finish level space. The space shall be bright and neutral with additions of accent colors and accent materials. Furniture shall be softer and of a higher grade than other zones while remaining durable and easily cleanable. Furnishing shall not be easily moved around, but remain in a general arrangement. Spatial Needs: -study spaces that accessible to disabled patrons -clear signage and way finding in a multitude of languages for community members and students -direct access to fire stairs and elevator

Westlake High School | Programming of W.H.S.

| DINING HALL | Sub Space: Main Entry, Serving Kitchen, Urban Farm, Indoor Quad Floor Area: Dining Hall: 15 SF/STD ICC 1004.11 Total Net: 1,460 S.F. Occupants: Max Occupancy: 97 Persons Adjacencies:

from indoor quad are also important for creating a user friendly spaces. The dining hall shall be as naturally lit as possible by the south facing side, while taking into consideration the heat gain from the south facing side. Safety and Security: Medium Security: Security needs to be heavily considered in this space, with open views for both students and staff/security personnel. There needs to be a semi-secured entry into the food line to control the number of students entering the space at a time. Acoustics: The dining hall does not require specifically quite acoustical values, but shall use ceiling panels to damped noise levels.

Critical: Outdoor Quad for spill over space Critical: Indoor Quad for additional gathering space Ideal: Direct daylighting Description of Activities: Community: The dining hall serves as much as a student dining facility as a community-dining hall. The dining hall will be open up to public use during non-school hours/program specific hours.

Level of Finish/Finish Requirements: This is a more public space and shall be treated with a higher level of finish that other student spaces in the building. The tables and chairs shall be non-affixed furniture and allow for flexibility in use. The tables shall be rectilinear to allow for the combination of tables.

Student: The indoor dining hall acts as a primary eating place, although not the only place to eat meals. The dining hall will be open in the morning and after school for additional dining needs. Design & Use Qualities: The design Dining Hall will be clean and bright, with one major graphic element. There needs to be a food service line attached to the kitchen that flows into the main seating spaces. There needs to be a centralized waste and recycling center located near the service line. The South wall shall open up onto the outdoor deck and have semi-fixed tables. Furniture, Fixtures and Equipment: Seating for 85 inside with non-fixed seating. Chairs shall be light weight and easy to move. Illumination and View: Views from the main entry/attendance office are critical. Views

Comprehensive Project | University of Oregon 2015

| DIRECTORS OFFICE | Sub Space: Main office, head secretary, conference room, A.D. Office’s, Registrars Floor Area: Office: 100 SF Gross ICC 1004.11 153 S.F. Net Occupants: Max Occupancy: 2 Adjacencies: Ideal: Indirect/Direct Daylight Ideal: Major Circulation for student to increase direct interaction between students and faculty Critical: Main Secretary’s desk for quick communication, and to act as a “barrier” between students/parents and head director. Isolated: Removed from Counselor’s offices and teacher’s lounge to allow breathing space between administration. Description of Activities: Private office for Director of Westlake High School, should accompany one full time user, plus seating for students/ parents/staff for brief meetings. Design & Use Qualities: Offices at Westlake High School shall be open, bright, and inviting. Having a direct visual connection to the hallways where students are circulating is critical to create casual interactions. The sizes of offices at WHS do not need host high volumes of storage, but do need to have integrated technologies for meetings, presentations, and office work. Furniture, Fixtures and Equipment: One main semi-fixed L-shaped desk with seating for visitors. Possible small worktable with chairs for informal meetings or additional workspace. Illumination and View: No need for direct daylighting, but indirect daylighting is

required. Views out to main circulation spaces for both visual connections and security are critical to the overall planning of the school. The relights facing the hallway shall be able to be closed off for private meetings, but also for security matters. Safety and Security: HIGH SECURITY: while no direct exit is planned for the director’s office, there does need to be a plan for a secondary means of removal for the director. A automated locking system shall be in places similar to those installed on classroom doors and shall allow for immediate lockdown during emergencies. Acoustics: Offices need to remain acoustically insulated for private conversations, although not required to be sound proof. Dropped ceilings and carpeted floors shall be in all offices to dampen conversational noise levels. Level of Finish/Finish Requirements: The level of finish in the Director’s office shall be greater than those in other administration spaces. The Director’s office is to act as much as a private office as it is a “corner office” for visitors and possible contributors to the school. Visual language shall connect with the main secretary/main office space adjacent to the Director’s office.

Westlake High School | Programming of W.H.S.

| TUTORING CENTER | Sub Space: Tutoring Office, LA’s Promise Office, Student Commons, Classrooms, main circulation space Floor Area: Office: 20 SF Gross ICC 1004.11 610 S.F. Net Occupants: Max Occupancy: 31 Adjacencies: Ideal: Indirect/Direct Daylight Ideal: Major Circulation for student to increase direct interaction between students and faculty Critical: LA’s Promise private office, tutoring director’s office Isolated: main office—no connection needed between the main office/main administration personnel and the tutoring center—creating a more informal teaching space/ Description of Activities: Tutoring Bar: connecting into the main circulation route and mimicking the “shifted” angle used else where in major common spaces, the tutoring bar will be the least formal tutoring space for students, acting similar to a help desk. The idea is to create a space that encourages students to stop and ask questions without the formality of seeking out a personal tutor.

Furniture, Fixtures and Equipment: Lockable file storage, monitors for computer hookups (interactive monitors preferably), bar stools (non-fixed, not easily moved however—need them to remain at bar counter). Electrical plugs built into counter for student laptops and tablets, hooks for backpacks under bar counter, and vanity panel. Illumination and View: No need for direct daylighting, but indirect daylighting is required. Views out to main circulation spaces for both visual connections and security are critical to the overall planning of the school. Tutoring rooms shall have good ambient lighting on a motion sensor. Tutoring bar shall have overhead recessed lighting, shall be on a daylighting sensor for reduced energy usage. Safety and Security: LOW SECURITY: Add security cameras throughout, but no need for lockdown systems. LA’s Promise office and Tutoring Directors’ office will need digital locking systems similar to classroom ands administration offices. Acoustics: Medium to low noise transmission allowed, non-private conversations—dropped gypsum ceiling with insulation required. Level of Finish/Finish Requirements: The level of finish in the Tutoring center shall be greater than those in other open common spaces. The tutoring bar needs to be more of a statement piece while the private tutoring rooms can be relatively plain with lower quality furnishings.

Individual Tutoring Rooms: small one-on-one tutoring spaces for students and tutoring staff. Rooms shall be equipped with a single desk for two, a marker board or digital display monitor with multi-user interface functions. Design & Use Qualities: The tutoring center at Westlake High School shall be open, bright, and inviting. Having a direct visual connection to the hallways where students are circulating is critical to create casual interactions. The tutoring bar’s design shall pull design details from other main desk designs (i.e. main office front desk, attendance office desk, etc.) and be ADA accessible.

Comprehensive Project | University of Oregon 2015

I. PROGRAMMING OF WESTLAKE HIGH SCHOOL

CODES SUMMARY Important code considerations that played a significant role in the programming and design of Westlake High School, and why. 2. Occupancies/Occupant Load and Construction

3. Egress and Fire Rating (always based on Occupancy and Construction)

a. What are the occupant loads for each occupancy groupâ&#x20AC;&#x201D;give examples. *For your own project, develop a list or spreadsheet to relate to your program spaces (if you are unsure, speculate your needs).

c. What is a minimum egress corridor width? *Estimate the minimum for your particular occupancy.

Importance for Westlake High School: Occupancy code was the greatest concern for the programming and design of Westlake High School because the correlation between student/faculty numbers, room sizes, and egress requirements. An initial estimate was made for the occupancy of the building with regards to initial student body and staff estimates based on research of ideal school sizes for the proposed project. That number was then re-analyzed with the building gross square footage in mind. Program spaces where shifted in size and refined throughout the schematic design phase. The final occupancy number is pulled from over 75 programmed spaces with specific occupancy code requirements.

Importance for Westlake High School: For the programming and design of Westlake High School, I was heavily concerned with the maximization of the allotted building square footage. Reducing the schoolâ&#x20AC;&#x2122;s overall size significantly from current new school designs, there was a need to make every space multipurpose, and yet highly programmed to insure maximum usage. For this to work effectively, there was the elimination of traditional hallways. Main circulation happens instead in multi-functional corridors where student circulation is combined with common spaces for social interaction and administration spaces. It was very important to ensure proper egress widths in all major circulation/ student commons.

Westlake High School | Programming of W.H.S.

4. Stairs/Ramps/Elevators e. When are stair landings required? On ramps and stairs, how do you size the landings?

Importance for Westlake High School: In the programming and design for Westlake High School it was critical to have an interior stairs connecting all five floors because, for security reasons, the enclosed fire stairs would not be used for student circulation. To accommodate the various ceiling heights, floor to ceiling glazing, and continuous loop of stairs, the codes for “Vertical Rise” where very important to understand. In the final design, I pulled the stairs away from the East façade and allowed for slight variations in stair landing locations to accommodate the floor common spaces with integrated seating and gathering space.

3'-6"

1009.10 Vertical rise. :A flight of stairs shall not have a vertical rise greater than 12 feet (3658 mm) between floor levels or landings. There shall be a floor or landing at the top of the each stairway. The width of landings shall not be less than the width of the stairways they serve. Every landing shall have a minimum dimension measured in the direction of travel equal to the width of the stairway. Such dimension need not exceed 48 inches (1219 mm) where the stairway has a straight run. Doors opening onto a landing shall not reduce the landing to less than one-half the required width. When fully open, the door shall not project more than 7 inches (178 mm) into a landing. When wheelchair spaces are required on the stairway landing in accordance with section 1107.6.1, the wheelchair space shall not be located in the required width if the landing and doors shall not swing over the wheelchair spaces. Exception: Aisle stairs complying with section 28.

2'-8"

MEDIA WALL: LCD MONITORS

2'-112"

7'-23 4" 1'-03 4"

TAC BOARD LASER ETCHED SECURITY GLASS: TOPOGRAPHY OF LOS ANGELES

DETAIL | LOUNGE & STAIR CONNECTION SCALE: N.T.S.

MARKER BOARD MULTI-USER TOUCH INTERACTIVE MONITOR LARGE COMPACITY CHARGING STATION

2'-0

Comprehensive Project | University of Oregon 2015

II. Inspirational Research

FIRST PERSON RESEARCH José Martinez, student, male 17 I walked in the doors of my new high school today; I basically failed out of my last one. My dad threatened to kick me out of the house if I fail or drop out—I’m turning 18 soon. My last school councilor (Mrs. Wilson) said I have potential, but that I’m short nearly two years worth of credits to graduate. She recommended I transfer to Westlake to finish; she said the program is different than normal high schools in the area; smaller, and classes are taught differently there. My family just moved into a new apartment building down the street from my new school. Dad got let off and Mom’s hours were cut again. My older brother said he’d start chipping in more financially, but dad doesn’t want any of the money he makes with his gang. Marcos (my brother) doesn’t want me to join the gang—he never graduated from high school but wants me to. I’m going to find a job soon so that I can help out too. I met with my new school councilor yesterday to sort out my schedule, he said if I work hard and stay focused, I can graduate at the end of the year—he said it would be a lot of work though, and would have to do some independent study to catch up. The school felt really inviting compared to my old school. There aren’t empty hallways between classrooms, but instead the spaces between classes act as workspaces. Kids and teachers were sitting out in the workspaces all day today between classes and during break periods talking and working on things. I sat down to fill out a survey one of my teachers gave me and stuck up a conversation with another guy my age. A teacher joined us, he needed somewhere to organize his binder—he’s my new history teacher. We talked about how my first day was going and what I was excited about. I don’t know if I ever talked to my old teachers unless I was in class and called out to answer a question. The school is a lot smaller than my old school, there is no dedicated lunch space—most kids just found a space in the common areas to eat, some of us ate outside at the tables. Some teachers and administrators walked around some sat down and ate their lunches with students, some just chatted. It felt a little noisy of them, but was kind of cool at the same time—they were new to the school too.

My favorite class is Philosophy and History; it’s a combination of a writing class and a history class. We are going to be focusing on American History and how it affects us today. I have two teachers for this class; Ms. Jones teaches writing and Mr. Hernandez teaches history, together they make a pretty interesting pair. He is really goofy and cracks a lot of jokes (I think I’m going to like him), she is a little more serious (but I bet he breaks her of that). I have never really liked writing classes, but I like that its writing about history and philosophy—it seems more interesting this way. I don’t know if I will be able to finish high school by the end of the year, but I think I’m going to work on taking school more seriously. I think Mrs. Wilson worked hard to get me into Westlake.

Westlake High School | Inspirational Research

Anita Jones, teacher, female 36 The kids came bustling into our classroom bright and early this morning. All but three kids where on time—a major improvement from the usual 10 or so I dealt with everyday teaching at my old school. The girls were busy talking about their summers and work while the boys talked about television shows and the latest score of local professional teams. John (Mr. Hernandez as the kids know him) cracked jokes about all their different LA team hats and half of the boys got into an uproar when he mentioned the recent loss. I had to put an end to it—told John to save the sports broadcast for lunch time, he then all to quickly made plans with the guys to continue the conversation at lunch—he’d come find them. I have been a teacher for the past ten years, starting out as an elementary special education teacher for two years. I enjoyed my job, but couldn’t help but feel like I was losing sight of my dream to make a difference to kids in the inner city. My parents were divorced when my brothers and I were growing up. Mom lived in the suburbs with her new husband but dad lived closer to downtown in a run down apartment building. We lived with our mother so that we could attend the suburban public schools. My brothers and I were always looked at as outsiders when we went to stay with our dad. I tried to tell kids in the neighborhood that we weren’t that different. That small difference became a huge difference by the time I had started high school. While I was getting my teaching degree at USC I vowed to make a difference to the kids who lived in my dad’s old neighborhood. I started teaching at an inner-city high school in the area—and what I had started out intending to do, the big difference in these kids’ lives I was going to make, became nothing more dignified than living in survival mode. Janet Wilson, one of the schools councilors, a founding member of Westlake, had approached me nearly two years ago about joining her and several others at this “new” school they were trying to start. Feeling like one more challenge and I would crumble into a million pieces of unpaid student loans and lost hopes, she urged me to sit in on one planning meeting. I went, and I signed up. Westlake was the philosophical high school I had dreamed of in grad school. The plan was chaotic and at every turn our little group of teachers was faced with another restriction from the district, from the city, from the state, hell…

even the national government got involved at some point. Every conservative in the greater Los Angeles area gave their opinion; every traditionalist told us we were kidding ourselves if we thought we could make a difference in these kids’ lives. I walked in the front door this morning, 7:15 am, cup of coffee in hand and my college backpack. To my surprise, John was already in the room hanging up a banner that said “Philosophy & History: the philosophy of history” –turns out John has a background in graphic design… the banner was pretty dang cool. An old work buddy had printed it for him as a gift. We have spent nearly every waking minute together for the past two weeks trying to pull together last minute thoughts on the class—however, no planning past the first few days was made. One of the philosophies of Westlake goes something like every student starts somewhere, just perhaps not on chapter one of the textbook… you can’t plan for kids you haven’t met yet. Slowly killing me inside, John and I have not made lesson plans beyond Wednesday. The students all left at 2:30, some hanging around in the ‘hallways’ and the common spaces talking about their schedules, teachers, and after school plans. I hung out there for a bit, catching up with other faculty and saying bye to the last of the kids who lingered around the door with no further plans for the day. I told them to go read a book, they laughed and walked out the door. John and I met back in the classroom at 3 to debrief from the day—thoughts and concerns, which students we thought might be ahead or behind, made edits to tomorrows lesson plan and notes for Wednesdays plans. John wanted to rearrange the classroom again, I told him he should have stuck to his designer life—he chuckled. All staff meeting at 4:30 in the main common room. Everyone piled on the couches and gathered around the tables. Principal Gortez sat on the edge of the stage, she told us all to breathe, day one was over, schedules were almost all resolved. I left school by 5:30—just in time for bingo night with the girls.

Comprehensive Project | University of Oregon 2015

JOHN AHART 27 years experience Los Angeles, California Q1: As a faculty member who has worked on the planning and implementation of a new educational facility, what were some key elements you felt were the most important (regardless of final results) and worth pushing for? Was there a particular programming element that you felt was the most important part of the new facility (that perhaps was missing before)? Notes from interview: • Hart Science Department got everything on their wish list as a result of the down turn the building industry was facing at the time. But there were three major elements or themes that were the most important and crucial to the success of the new building: - Flexibility: ability to switch programs around easily to accommodate changing class sizes or disciplines. - Safety: science and safety. Key to remodel. Nothing left to chance - Workable surface: every surface needed to be useable, no wasted space • Reason for external hallway, didn’t want to pay for any inside hallway space, aka wasted space • While they got everything they wanted, it was a long process, about four years start to finish. Began planning process in 2006, moved in 2010. Building now celebrating its 5th year of occupancy with no problems so far.

Q2: From an teacher’s perspective, what changes would you like to make to the organizational or layout of your school (i.e. more collaboration spaces, connecting classrooms, separate classrooms, more flex space for changing programs, etc. Notes from Interview: • Hart is working on trying to get same departments in the same building, allowing teachers to have direct access to one another and have shared facilities or material. • The ability to actually collaborate, having the same planning periods as one another. Student

schedules to actually line up to allow serious time to plan material and discuss progress of student education. • Thoughts on internal shared space: at West Ranch they are not being used, turned into storage space. Teachers don’t play well together. Give them time to collaborate and they would though… mostly.

Q3: Keeping students interest I assume can be a challenge. What are strategies you or your fellow teachers use to keep learning relevant to students? Do you discuss current world topics or subjects that they a have particular interest in? If so, does your school find it challenging to keep subjects relevant to your student body? Is there a cost to this, be it financial or educational? Notes from Interview: • •

Hands on activities, not possible with large class sizes, but if you can work one on one with students, their understanding and interest peaks immensely. Physical examples, be that in the classroom or out in the community: - How is what they are learning about applied out in the community, where are there examples of this happening in their community - New experiences: showing them something, or doing something, that they have never seen/done before and would not be able to elsewhere, make school and learning special - Common Core era: the issue of finding the space to input new content and additional material/ learning exercise…. Issue for most teachers

Q4: I am proposing a radically new approach to secondary education, particularly in urban districts, that combines subject matter such as “ Inquiry & Expression: communication and writing” or “Philosophy & History: the search for values”, with the goals of creating a more comprehensive curriculum. In your professional opinion, would the combination of subject matter work better or worse in keeping students engaged and interested in education?

Westlake High School | Inspirational Research

Notes from Interview: • Team Teaching: it just takes the planning time to make it work successfully - Administration needs to allow teachers to work together, then it would work just fine

Q5: This proposed “Westlake High School” would be less than 25% of the sizes of traditional “new build” public high schools in the U.S. (300 students, 30,000 square feet) With this in mind, what amenities do you think future urban public high schools should include? Notes from Interview: • • •

• •

1. Open in the morning to eat breakfast, lunch and then dinner there, needs to be a place that they can rely on getting a decent meal. - Remove the stress of hunger for them 2. Library/research/computer lab is open before, during, and after school, late into the evening for students to use. Give them a dedicated place to study and learn and they will. They need access to technology that they don’t have at home, so this needs to be easy to access. 3. Safe Zone: - safe for students, a stress free place that cares for them - flexible hours for the public, bringing community in will bring a sense of pride in education to the community 4. WIFI: whole building needs to hooked into the WIFI, this creates endless flexibility for teachers and students 5. Day Care for teen moms, and pregnant teens. Keep them in school even if they are young mothers. Take away the shame of teenage motherhood, and keep them in school. Let them learn how to take care of their kids, either through working in the day care or classes on nursing/ care taking/ etc.

(grouped, circled up, traditional rows, etc.)? Would you prefer a more fixed layout, or furniture that allows for continual rearrangement? Notes from Interview: • PODS: tables better than desks, easier to rearrange tables than desks. • More flexibility in the arts and English departments, less so in sciences and history: o Old ways and ways the material is taught • New project based teaching changing the ways classrooms are used

Q7: The design of interior spaces for students is often ignored. How would you describe the ideal overall look and feel of a small high school? What features of great classroom design have you seen or thought about that would aid teachers in the classroom? Notes from Interview: • Connection to the community - Fits the community both on a personal level as well as aesthetics, make it belong, don’t ignore history • Strong Surfaces: - Anti-graffiti - Anti-etching - In many ways this means raising the height of the windows…. • Calm environment: - Natural lighting • not distracting, higher up What an urban high school in LA really needs: • Day Care facility, provided by the school, run by a small staff and teen parents. • ROP classes- 2 year technical training in addition to schooling, come out with a certificate of traning/ knowledge • All-campus WiFi

Q6: Class sizes will be small, fifteen students to two teachers, and most likely connect through a partitioned wall of sorts. If you were to teach a class of this size, with another teacher, what type of furniture layout would work best for you

Comprehensive Project | University of Oregon 2015

LORI WILSON Counselor Bowman High School 1999 – Present (16 years) Q1: As a councilor and academic advisor to at-risk high school students, what do you find your students struggle with the most? Are these struggles more socio-economic, language, lack of interest, or personal? Note: • Ali Q: Im getting the impression that security is going to be a major challenge for this project, can you talk a bit indepth on security measures taken by your school and how that effects students? -Security: “if students don’t feel safe, they cannot learn” -One in, one out—all (most) of the conflicts that take place, the inncidents, take place during dismissal times—you have to have a secure and safe entry and exit place that either eliminates the conflict zone or is at minimum prepared to handle it quickly. You have to have a security guard (or something like that stationed there at all times. -Green space: they need security cameras that are filming at all times, helps keep students and staff responsible for their actions. -Should also have cameras throughout the school—although it may seem prison like, it’s a solid way to keep trouble down and students feel safer knowing this • Ali Q: I am working at bringing the community into the space, possibly even during the day—what would it take to make that happen? Is it a good idea? -Yes, it’s a great idea, getting the community involved throughout the day puts a priority on education for their youth—think parents of younger kids, not high school age kids • Issues: students and community can never come in contact with one another during the school day, so any area that is available to the public, must be shut down for the students at that time—if you can figure out a cycle to make that work it would be awesome

Q2: Keeping students interest I assume can be a challenge. What are strategies you or your fellow teachers use to keep learning relevant to students? Do you discuss current world topics or subjects that they a have particular interest in? If so, does your school find it challenging to keep subjects relevant to your student body? Is there a cost to this, be it financial or educational? Note: • Ali Q: Going to gloss over this question and move our focus to programming spaces Lori: okay, but yes, relevance is everything for our students, if its not relevant they aren’t interested—can be said for all of us.

Q3: I am proposing a radically new approach to secondary education, particularly in urban districts, that combines subject matter such as “ Inquiry & Expression: communication and writing” or “Philosophy & History: the search for values”, with the goals of creating a more comprehensive curriculum. In your professional opinion, would the combination of subject matter work better or worse in keeping students engaged and interested in education? Q4: Many schools have had to cut technical courses (i.e. woodshop, auto shop, art classes) for budgetary reasons. My proposed school is radically smaller in scale than the traditional public high school and I am trying to assess the hierarchical importance of subject matter offered. In your opinion and experience, are technical classes worth the generally large use of space required, or are there more important program elements? Q5: From an administrator’s perspective, what changes would you like to make to the organizational or layout of your school (i.e. more collaboration spaces, connecting classrooms, separate classrooms, more flex space for changing programs, etc.) Note: • Ali Q: lets talk in depth about administrative programming and how schools are actually run -Need: more meeting spaces, there are never enough meeting spaces Admin Office: Offices:

Westlake High School | Inspirational Research

Councilors: you would have one councilor, but plan for two because that would be awesome -Located near main admin office, but not with in—eye sight— serve different functions, not associated -Closed offices, windowed doors -Waiting room/space/seating -Councilors secretary space -No authority desks, there should be nothing between councilors and students -Seating for two students max -School deputy needs an office -Flex office spaces for visiting guests/ admin -School Receptionist -Located downstairs on this case, with in attendance office -Registrars office -Locked storage room for files -Attendance Office -Located for ease of access to parents and students -AD/AP + Secretary -Needs a waiting room -Principle + Secretary -Need waiting area -The “corner” office—public relations -Conference room located near -Nurses Station -Not isolated in the event of an emergency or event, but private enough to protect studentprivacy • All the administration should feel open to students, open doors, open rooms make students at ease with “authority” and allows a casual relationship between staff and students. Allow students to say hi when passing by—super important to create a community

-Blank slates with built in storage and fixed amenities, but plenty of display space is key -Technology in the classroom -Charging stations for Chrome books -Personal storage for teachers in the classroom— lockers essentially -White boards and smart boards -No more textbooks—design for a textbook-less school -Teachers need workspaces -Smaller private workspaces -Mini copy centers near classrooms -Staff restrooms- multi person is totally fine, need to be close to the classroom for quick use Additional notes: -Unisex youth restroom for transgendered youth -Should be near the admin offices, probably the councilors office -Night School Four classes in one night, students are full time employed otherwise Independent study program -Mostly consists of teen moms or pregnant teens -Day care would be awesome! Have girls drop out completely because there’s no one at home who can watch the kid for even an hour once a week

Goals for interview: Understand from an administrator’s perspective the struggles at-risk students face in their educational journey, and how as a continuation high school they motivate students to reach their academic goals— Lori is my aunt, so I’m asking her more complicated in-depth questions because I’m not going to scare her off with them.

Note: -Design must reflect the community -Classrooms need to reflect the teachers, the cool teachers are the ones that express themselves to their students

Comprehensive Project | University of Oregon 2015

Teacher Los Angeles, California Q1: As a councilor and academic advisor to at-risk high school students, what do you find your students struggle with the most? Are these struggles more socio-economic, language, lack of interest, or personal? Note: Neighborhood: -MS13 and 18th Street Gangs in the area -Korea town, rampart, huge police scandals in the 90s left bad taste in peoples mouths, never gone away -Gang life is super prevalent to these kids, not all that many are actively involved in gangs yet, but know the life well -50-70% of families are undocumented, more parents than kids, but many kids are undocumented -Moving families because of gentrification of Korea town, Silver lake, Echo Park, etc. -Rents raising out of control forcing families out -Struggle—starts really young, kids in elementary school experiencing fear and stress -Stress levels for these kids is insane -“Carrying the weight of the world on their shoulders knowing what their parents have gone through to get them in the country” -Economic struggles at home -Lack of real meals -Burnt out teachers—“its fucking impossible” -Language barriers

lives in the classroom, creating a visual learning system -Pedagogy: the art of teaching (Pedagogy of the Repressed)

Q4: Many schools have had to cut technical courses (i.e. woodshop, auto shop, art classes) for budgetary reasons. My proposed school is radically smaller in scale than the traditional public high school and I am trying to assess the hierarchical importance of subject matter offered. In your opinion and experience, are technical classes worth the generally large use of space required, or are there more important program elements? Notes: -Real space for kids to have their voices heard -Student dictated classes, students as leaders and teacher---“we make the road by walking” -Voices of the students – on their lives, their experiences, what do they know

Q5: From an administrator’s perspective, what changes would you like to make to the organizational or layout of your school (i.e. more collaboration spaces, connecting classrooms, separate classrooms, more flex space for changing programs, etc.)

Westlake High School | Inspirational Research

Notes: -“Freedom” – “students voice, students choice” (said sarcastically, although concept is serious) -The whole places needs to have a heavy student voice -There has to be a kitchen—for community use as well as morning and evening meals -These kids are not getting real food, they need a safe place to eat -Long working tables, bean bag, couches, things that make working cool -Displays of student work—art work and school work (community news and outstanding community members)

Q6: The design of interior spaces for students is often ignored. How would you describe the ideal overall look and feel of a small urban high school? What features of great classroom design have you seen or thought about that would aid teachers in the classroom? Notes: Answered above Other: -You have to be mindful of your expectations for students – they take failure hard -Also mindful of parents, easy to point blame on the parents, but they are just as afraid as their children -With so many being undocumented, there’s no way they are going to go into a public school with a police presence—they are afraid of being deported -You have to give these families something—community classes or something that makes them want to come in, come back, get involved -Its really all about creating a community

Goals: Sergio has been in talks with others about starting his own smaller high school in the LA area. He taught in Westlake for a few years and knows the area well. Currently working on a social media movement to get people to talk to each other about what they know—sharing knowledge. Major proponent of social education reform.

Comprehensive Project | University of Oregon 2015

W E S T L A K E

H I G H

Westlake High School | Inspirational Research

S C H O O L

A NEW APPROACH TO AMERICAN URBAN PUBLIC SCHOOL DESIGN

A MODEL OF NEW URBAN EDUCATIONAL DEVELOPMENT MEASURING THE POTENTIAL IMPACT SMALLER, LOCALIZED, STUDENT FOCUSED PUBLIC SCHOOLS WOULD HAVE ON URBAN REVITALIZATION AND THE ULTIMATE ELIMINATION OF THE URBAN SUBURBAN GRADUATION GAP.

C A S E S T U D I E S PROJECTS THAT ADDRESS ISSUES RELATED TO URBAN EDUCATION REFORM

EDUCATION DESIGN URBAN NEW ERA / REFORM INTEGRATION OF TECHNOLOGY DESIGNING FOR YOUTH DESIGN FOR AGE INTEGRATION OF SECURITY MATERIAL USAGE/ SUSTAINABLITY

INNER-CITY ARTS

WEST ADAM PREPATORY HIGH SCHOOL

SANDY HIGH SCHOOL

SOCIAL/ SOCIO-ECONOMICS URBAN COMMUNITY “CENTERS” DESIGNING FOR THE UNDERSERVED

URBAN REVITALIZATION/ REDEVELOPMENT

SOS CHILDRENS VILLAGE

JESSOP WEST

URBAN PLANNING SOCIAL ENGAMENT THROUGH ARCHITECTURE & DESIGN JOHNSTON 1

Comprehensive Project | University of Oregon 2015

ARCHITECT: Michael Maltzan Architecture LOCATION: East of downtown Los Angeles, on the edge of Skid Row ICA: Inner-City Arts provides elementary, middle and high school students, many living in Los Angeles’ poorest neighborhoods, with the tools and skills they need to succeed academically and personally. INTEREST: Urban education complex with special focus on community development and urban revitalization in Los Angeles. ICA is making a old statement to the community that they are hear for the long haul through their campus’ design. ARCHITECTURE & DESIGN ANALYSIS: Inner City Arts design is heavily focused around urban re-development goals in an economically torn region of the Los Angeles, similar to the plans for Westlake High School directly east of downtown on the opposite side of the 110 freeway. The architecture and design of ICA is on many levels shocking in its bold commitment to white—a statement to both its attempt at purity as

well as a statement to the surrounding community of care and permanence, a commitment to staying in the neighborhood. While the white will inevitable attract graffiti, ICA’s bold white exterior walls will be cleaned off and repainted, committed to preserving the interior child-sized oasis. Maltzan coined the term “compressed urbanism” to explain how the “form of the spaces between the buildings is at certain points generous and open, at others narrow and intimate -- or even pinched” (Hawthorne). In an attempt to recognize urban scale, the project acts a compressed village of buildings that facilitates the relationship between the community outside the walls and those inside, “between the individual and a broader social relationship” (Maltzan). Weaving together geometry and architecture, ICA’s bleached campus is interrupted by protrusions and folded edges. Each buildings’ folded edge “opens up the campus to the surrounding blocks even as they work to convince the students that they are inside a protected ‘child-sized’ oasis” (Hawthorne).

The project’s use of both new construction and adaptive reuse makes a strong stance on neighborhood revitalization and a strengthening of the commitment to revive urban districts. ICA’s campuses ability to reconfigure itself with pivoting partition walls and large garage doors creates a place for students that will change with them and time. The ICA projects success suggest two key take-aways. First, that bold statements of commitment generate a response from a community, if you are making a commitment, express it. Secondly, that you must view a major project with in it’s context, recognizing urban scale and playing with in small space is crucial to a successful urban project.

Westlake High School | Inspirational Research

SOURCES: Hawthorne, Christopher. “Coming Clean in the Inner City.” Los Angeles Times. Los Angeles Times, 15 Dec. 2008. Web. 02 Feb. 2015. <http://www.latimes.com/entertainment/arts/la-et-inner-city-arts.html>. “Inner-City Arts | Michael Maltzan Architecture.” Michael Maltzan Architecture. N.p., n.d. Web. 02 Feb. 2015. <http://www.mmaltzan.com/projects/inner-city-arts/>. “Small Scale, Big Change: New Architectures of Social Engagement at MoMA.” MoMA. N.p., n.d. Web. 02 Feb. 2015. <http://www.moma.org/interactives/exhibitions/2010/smallscalebigchange/projects/inner_city_arts>.

Comprehensive Project | University of Oregon 2015

W E S T A DA M S P R E P E R ATO RY H I G H S C H O O L : L A’ S P R O M I S E ARCHITECT: Studioworks in collaboration with MLA, LAUSD, and community groups LOCATION: South Los Angeles, California SIZE: 290,000 SF WEST ADAMS: West Adams Preparatory High School made history as the city’s first Partner School, opening its doors to 2,200 students in September 2007. MLA Partner Schools and LAUSD came together in an unprecedented collaboration to provide an entire South Los Angeles neighborhood with the highest quality education. West Adams currently serves close to 2,700 students and their families. INTEREST: LA’s Promise flagship school, high graduation and college acceptance rates, use of college-like campus design. Neighborhood proximity to Westlake High School Project makes it a good comparable in social/ socio-eco64

nomic understanding ARCHITECTURE & DESIGN ANALYSIS: Marked as a new standard for urban public schools, West Adams is bridging the gap between the public and private sector, generating a shared involvement through a leadership structure that will create an innovative and high preforming high school in an urban district suffering from low graduation rates. The initial goal of the project was to design a high school that had the feeling of a communal college campus. Aiding this desire is the schools internal division into six separate schools with individual focuses. By dividing the school, the rather large urban campus begins to break down into manageable sections. The design however is not lost from one building to the next, but is carried from one element into the next, creating a unified feeling throughout the school.

The schools role in the community as a center for education and advancing skills is heightened by their commitment to be a 7am – 7pm campus center. Open before and after school with a range of programs, the school is presenting itself as a safe, engaging, and diverse place in the community. Flexible space inside the building allows for constant use throughout the building. A connection exists and is repeated between the indoor spaces and the outdoor spaces. Graced with a massive track and well-maintained field, the internal circulation spaces with in the courtyard area express cut through to the field. While the lime green draws attention the building, and the buildings street presence attracts attention, there lacks a feeling of connection to the community.

Westlake High School | Inspirational Research

SOURCES: “About Us.” West Adam Prep. N.p., n.d. Web. 02 Feb. 2015. <http://www.westadamsprep.org/about-us.html>. “L.A.’s Promise.” L.A.’s Promise. N.p., n.d. Web. 02 Feb. 2015. <http://www.laspromise.org/media/showmedia.php?id=7>. 65

Comprehensive Project | University of Oregon 2015

SANDY HIGH SCHOOL: A WALK IN THE WOODS ARCHITECT: Dull Olson Weekes Architects 窶的BI Group LOCATION: Sandy, Oregon OVERVIEW: By breaking a large program into a set of components, a Portland firm creates a high school that hugs the land and minimalizes its carbon footprint. INTEREST: Sustainable design response to community/environment

and

ARCHITECTURE & DESIGN ANALYSIS: The challenge of this massive project was to fit the project into its physical, environmental, and social context. The projects architects arranged the building like a Roman townwith two main axes at right angles and the most public space at the intersection. The two axes act as circulation paths and leading elements between separate wings of the school. This centralization of function, circulation, helps create dual purposes of social and practical. Required by the city of Sandy, the new schools design had to respond to its environment. Following a Cascadian design style, the new complex blends in with not

only the natural environment, but pays respects to the architecture of the 8,000 person town small town it sits in. Comprised of saw tooth roofs and wood siding, the building responds visually and symbolically to its surroundings. The Semiotics of the structure has won the project many awards.

Westlake High School | Inspirational Research

SOURCES: Pearson, Clifford A. “Building Types Study: Schools of the 21st Century: A Walk in the Woods.” Architectural Record Jan. 2013: 126-29. Web.

Comprehensive Project | University of Oregon 2015

SOS CHILDRENS VILLAGE: LAVEZZORIO COM MUNITY CENTER ARCHITECT: Studio Gang Architects LOCATION: Chicago, Illinois OVERVIEW: Works with families, communities, partners and other organizations to ensure that every child who has lost parental care, or who is at risk of losing it, can grow up in a loving family, with a good education, healthcare, and every opportunity to reach his or her full potential. INTEREST: Main interest is as a president for community spaces. Buildings main floor acting as a space for the community to gather, socialize, or spend time. Acts as a safe place for youth to go and be, a place for mentoring or guidance.

Due to the project’s limited budget, contributions and in-kind donations were necessary to complete the Center. The building’s main “strata-wall” (made of varying mixes of concrete cast into wavy horizontal layers) preserves and reveals the complex donation system that shaped the project. It also demonstrates the material properties of concrete by exposing its liquid nature.

Inside the building, multi-faceted, naturally lit public spaces encourage a range of learning opportunities and social interaction. An extra-wide bleacher stair in the lobby doubles as classroom seating and ARCHITECTURE & DESIGN ANALYSIS: an impromptu stage for performance, while Thinking of change as a liberating a large community room on the second floor architectural opportunity rather than a serves as classroom, exercise room, and limitation led to the original design of the meeting space. Lavezzorio Community Center. As the central hub of SOS Children’s Village Chicago, an organization in the city’s Auburn-Gresham neighborhood that serves foster care families, the building combines social services and neighborhood amenities under one roof.

Westlake High School | Inspirational Research

SOURCES: “Studio Gang Architects | SOS Children’s Villages Lavezzorio Community Center.” Studio Gang Architects | SOS Children’s Villages Lavezzorio Community Center. N.p., n.d. Web. 04 Feb. 2015.<http://studiogang.net/work/2004/soschildrens-villages-lavezzorio-community-center>.

Comprehensive Project | University of Oregon 2015

JESSOP WEST: URBAN CAMPUS CENTER

soffits and core walls remain exposed to comprises a cladding of stainless steel and maximise the potential of thermal mass for coloured glass. night cooling. There is no screed and the lightning conduits are visible. The whole INTEREST: Urban Campus with focus on building is naturally ventilated. The façade connecting floors through openings and major ciruclation spaces. Focus on concept of ‘Urban Repair’. ARCHITECT: Sauerbruch Hutton Architects LOCATION: Sheffield FUNCTION: education, university

ARCHITECTURAL ANALYSIS: The form of this departmental building for the University of Sheffield emerged from the concept of urban ‘repair’ (in this case concerning the redefinition of street edge and interior space), in combination with a carefully considered relationship with the neighbouring listed Victorian hospital. The building exists of three wings. Each wing is of a different height that responds in scale to its immediate surroundings. The building was designed as a simple and robust structure based on a fully sustainable approach: one that integrates limitations of investment and maintenance costs with technical considerations as well as practical and aesthetic ones. The structure has been pared down to a minimum. Concrete columns,

Westlake High School | Inspirational Research

SOURCES: “Sheffield’s Jessop West by Sauerbruch Hutton and RMJM.” Sheffield’s Jessop West by Sauerbruch Hutton and RMJM. N.p., n.d. Web. 09 Feb. 2015. <http://www.architectsjournal.co.uk/news/sheffields-jessop-west-by-sauerbruch-hutton-and-rmjm/1994403. article>.

Comprehensive Project | University of Oregon 2015

III. SITE + BUILDING ANALYSIS

BUILDING INFORMATION |QUICK BUILDING & SITE INFORMATION |

ADDRESS: 1610 W 7th St Los Angeles, CA 90017 United States LOCATION TYPE: Urban BUILDING NAME: Young’s Market Building CURRENT USE: Ground floor commercial (SWW Shoe Store), 44 artist live work lofts (City View Lofts) BUILDING: “High Road” exterior, “Medium Road” interior spaces remaining (Brand) YEAR: 1924 ARCHITECT: Charles F. Plummer LANDMARKED: Los Angeles Historic-Cultural Monument No. 113, also on the National Register of Historic Places. STRUCTURAL TYPE: Reinforced Concrete and Masonry BUILDING FOOT PRINT: approx. 136’-0” x 148’-0”; approx. 20,128 s.f. EXTERIOR SPACE: 40 car attached parking lot on southern side GROSS AVAILABLE SQUARE FOOTAGE: 84,000 s.f. NUMBER OF FLOORS: 5 floors, approx. 20,000 s.f. each. WESTLAKE NEIGHBORHOOD: Walk Score: 93 Transit Score: 83 Bike Score: 63 Westlake is a high-density, youthful, 73.4% Latino residential and commercial neighborhood in Central Los Angeles, California. It was developed in the 1920s, but many of its elegant mansions have been turned into apartments, and many new multiple-occupancy buildings have been constructed. Westlake has the second highest population density of Los Angeles with 38,214 persons per square mile. Westlake suffered greatly from the abandonment of the numerous streetcar lines serving the district and the construction of Los Angeles’ network of freeways in the 1950s. By the 1960s, virtually all of its white population had decamped to the West Side or the

suburbs, replaced with transients who had been pushed out of Bunker Hill by “urban renewal” in the 1950s, and MexicanAmericans in the 50s and 60s, who themselves in the 70s moved out to suburbs. Most of Westlake’s elegant mansions were subdivided into apartments at this time, and many of its Beaux-Arts apartment buildings became residential hotels. Meanwhile, MacArthur Park became notorious for its gangs, narcotics dealers, heroin addicts, and prostitutes. In the 1980s, Westlake became the home of Los Angeles’ severely impoverished Salvadoran and Guatemalan communities, exiles from the civil wars in Central America at the time. They were drawn to the area’s cheap housing and proximity to Salvadoran and Guatemalan consulates. The concurrent development of adjacent Bunker Hill as a major commercial district provided many of the newcomers with employment in the garment industry and service industries. | BUILDING & SITE DESCRIPTION SUMMARY | SURROUNDING AREA (2 MILES): Located midway between MacArthur Park and the 110 Freeway, the Young’s Market Building stands proudly across the street from Esperanza Elementary School and John H. Liechty Middle School (both who have large sports fields). There are 14 plus schools with in a two-mile radius of the proposed site. The immediate surrounding area is a mix of multifamily housing and smaller commercial buildings—mostly playing host to small local business. 7th St. is a main arterial street to the near by Financial District, while S. Union Ave. is quieter. The majority of housing in the surrounding area is multi-family, with single-family detached homes just skirting the two-mile radius. Dodger Stadium and the Walk Disney Concert Hall are with in the two-mile radius, as is Skid Row. The building is given a walk score of 93 and a public transit score of 87. SOLAR ORIENTATION: 34° 3’ 30.054” N, 118° 16’ 50.509” W; Street facing facades—North-Eastern and South-Eastern Exposure, Morning sun on South-Eastern potion of building (S. Union Ave.), afternoon sun on rear (Southern) portion of the building. Indirect day lighting only for windows facing 7th St. CLIMATE: Avg. Annual Temperature Range is 48°-85°, with a minimal annual rain fall STRUCTURAL SYSTEMS: Based on observation and limited photo documentation, the building has an internal concrete frame structure

Westlake High School | Site + Building Analysis

III. SITE + BUILDING ANALYSIS Building + Site Description Summary

comprised of 25’-0” bays. The interior ground floor appears to be a double height ceiling supported by large (concrete) Doric Columns, with a mezzanine wrapping the parameter of he building. The remaining floors are unknown, however photos show that some of studio apartments have an additional loft space. FAÇADE: The Spanish Renaissance Revival style buildings exterior north-east side still boasts the original thirty-foot tall, 42,000-pound Corinthian columns of granite as well as the intricately stunning wrap-around bronze grill. The rhythm continues onto the south-east side where the columns are replaced with massive granite pilasters. The columns and pilasters divide the two street facing façades into six bays on either side and the large arched openings remaining are filled with glazing. A Della Robbia-style “ceramic polychrome” (three color decorative ceramic artwork) frieze just below the cornice tops the building expressing a fairly traditional upper class building (Bariscale). HISTORY OF THE BUILDING: Built in 1924 by of entrepreneurial Young brothers as their central market, distribution center, and headquarters of the once mighty Young’s Market grocery store chain, the building served the elite shoppers who occupied the Westlake neighborhood in the early 20th century. The exterior north and east sides still boast “thirtyfoot tall, 42,000-pound Corinthian columns of granite as well as a wrap-around bronze grill” while the interior was designed to resemble a Pompeian Market Place. The mezzanine level was the household goods department and a large writing room for the ladies (Bariscale). Of special note were the stenciled concrete supports crossing the ceiling, once fully painted bright colors—remnants of these remain today, 90 years later.

retail portion of the building(Eric’s Blog). Today the building is a mixed-use building with ground floor commercial retail and 44 artist live/work studio apartments above. According to the City of Los Angeles Building and Safety Department the last major renovation to the building occurred in 2003 with the conversation of the upper 4 floors from office to 46 (joint living and work) artist-in-resident units. The basement was also converted from storage to parking for artist-in-resident units. Currently exterior renovation work is being done to the building. The semiotics of the Young’s Market Building is that of early 20th century American opulence, pre-financial downfall and neglect; a time of obscene wealth and lavishness in Los Angeles. While there are several historically significant architectural pieces in Westlake, most have been converted to multi-family homes or private buildings—closed off to the general public. The Young’s Building was designed to be a public gathering place and a source of community development from its onset. The burning of the building during the 1992 riots, while tragic for so many reasons, in many ways emits a strong feeling of community change (both positive and negative). While conditions have improved in the neighborhood since the riots, there still remains conflict between gangs, police, and the community as a whole. By renovating a portion of the building into a new public school, the building is being reopened to the public with a assured heavy use. Beautiful buildings should not only be placed in the hands of those who can afford its detailing, but should be place in the hands of those who can see the future for which it promises.

According to the Young’s Market website, the market was one of the great of its kind and became famous in many ways around the country. From its opening day until sometime in the 1950s, the building was owned by Young’s Market and sold food and spirits. Young’s Market Building was renown for their bakery, shipping cakes across the country for America’s favorites such as Charles Lindbergh. Little was recorded of the life of the building after Young’s sold it until 1992 when the destructive 1992 Los Angeles Riots broke out. The building, occupied by Andrew Hardware and Metal Company at the time, was looted and set fire to. The building was repaired, time frame unknown, and Michael’s Furniture Store took over the

-0"

Comprehensive Project | University of Oregon 2015 17'-81 4"

PARKING GARAGE

III. Site + Building Analysis

JUN 21 SUMMER SOLSTICE

146'-41 4"

Existing Conditions Summary

CED E BEAM

CED CONCRETE

E FLOOR

NE LEVEL

RY REINFORCED E COLUMNS

DEC 21 WINTER SOLSTICE

CED CONCRETE

155'-0" 25'-0"

25'-0"

25'-11"

25'-7"

OPEN TO BELOW

SU NIO N

7TH

ST 161 7TH 0 W ST

BEA CON

AVE

S BU

ST 161 7TH 0 W ST

25'

JOHN H. LIECHTY MIDDLE SCHOOL

LVD

VAL EN

17'-81 4"

MID CITY ADULT MID CITY ADULT LEARNING CENTER LEARNING CENTER 8TH ST

CIA

7TH

ST BR

JOHN H. LIECHTY MIDDLE SCHOOL

CIA

CAM

VAL EN

CAM

8TH

7TH

AVE

AVE SU NIO N

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OPEN TO BELOW

INTERSTATE

Westlake suffered greatly from the abandonment of the numerous streetcar lines serving the district and the construction of Los Angeles’ network of freeways in the 1950s. By the 1960s, virtually all of its white population had decamped to the West Side or the suburbs, replaced with transients who had been pushed out of Bunker Hill by “urban renewal” in the 1950s, and Mexican-Americans in the 50s and 60s, who themselves in the 70s moved out to suburbs. Most of Westlake’s elegant mansions were subdivided into apartments at this time, and many of its Beaux-Arts apartment buildings became residential hotels. Meanwhile, MacArthur Park became notorious for its gangs, narcotics dealers, heroin addicts, and prostitutes.

EAST FACADE

17'-81 4"

BEA CON

AVE

AVE 7TH

INTERSTATE

RLIN GTON

AVE

INTERSTATE

SU NIO N

ESPERANZA ELEMENTARY SCHOOL

PARKING GARAGE

RLIN GTON

LIT TLE

ESPERANZA ELEMENTARY SCHOOL

INTERSTATE

710

WIL SHIR

STREET LEVEL | COMMERCIAL

PARKING GARAGE

SCALE: 1/16” = 1’-0”

0’

10’

20’

40’

80’

0’

20’

40’

80’

160’

NORTH FACADE

SECOND FLOOR | MEZZANINE SCALE: 1/16” = 1’-0”

5 7

In the 1980s, Westlake became the home of Los Angeles’ severely impoverished Salvadoran and Guatemalan communities, exiles from the civil wars in Central America at the time. They were drawn to the area’s cheap housing and proximity to Salvadoran and Guatemalan consulates. The concurrent development of adjacent Bunker Hill as a major commercial district provided many of the newcomers with employment in the garment industry and service industries.

7TH ST.

6 4

YOUNG’S MARKET BUILDING ELEVATION G EAST SCALE: 1/16” = 1’-0” 1610 W. 7TH ST

SCALE: 1/32” = 1’-0”

25'-0"

3PM

25'-7"

153'-6"

25'-0"

12PM

25'-11"

9AM

155'-0"

FIFTH FLOOR | LOFTS

S. UNION AVE.

SCALE: 1/16” = 1’-0”

6PM

OPEN TO BELOW

ADJOINING PARKING LOT

OPEN TO BELOW

143'-11 4"

SCALE: 1/16” = 1’-0”

12PM

SCALE: 1/32” = 1’-0”

SCALE: 1/16” = 1’-0”

3PM

PARKING GARAGE

9AM

SCALE: 1/16” = 1’-0”

FOURTH FLOOR | LOFTS

0’

10’

40’ SITE

PLAN

6PM

80’

SCALE: 1/32” = 1’-0”

153'-6" 25'-7"

25'-0"

25'-11"

0’

20’

40’

80’

160’

23'-73 4"

155'-0" OPEN TO BELOW

25'-0"

OPEN TO BELOW

143'-11 4"

146'-41 4"

25'-0"

23'-73 4"

20’

155'-0"

THIRD FLOOR | LOFTS

WEST ELEVATION

17'-81 4"

SOUTH ELEVATION

25'-0"

The semiotics of the Young’s Market Building is that of early 20th century American opulence, pre-financial downfall and neglect; a time of obscene wealth and lavishness in Los Angeles. While there are several historically significant architectural pieces in Westlake, most have been converted to multi-family homes or private buildings—closed off to the general public. The Young’s Building was designed to be a public gathering place and a source of community development from its onset.

146'-41 4"

25'-0"

DEC 21 WINTER SOLSTICE

25'-0"

NORTH ELEVATION

23'-73 4"

Little was recorded of the life of the building after Young’s sold it until 1992 when the destructive 1992 Los Angeles Riots broke out. The building, occupied by Andrew Hardware and Metal Company at the time, was looted and set fire to. The building was repaired, time frame unknown, and Michael’s Furniture Store took over the retail portion of the building(Eric’s Blog). Today the building is a mixed-use building with ground floor commercial retail and 44 artist live/work studio apartments above. According to the City of Los Angeles Building and Safety Department the last major renovation to the building occurred in 2003 with the conversation of the upper 4 floors from office to 46 (joint living and work) artist-in-resident units. The basement was also converted from storage to parking for artist-in-resident units. Currently exterior renovation work is being done to the building.

ALLEY ACCESS

Built in 1924 by of entrepreneurial Young brothers as their central market, distribution center, and headquarters of the once mighty Young’s Market grocery store chain, the building served the elite shoppers who occupied the Westlake neighborhood in the early 20th century. The exterior north and east sides still boast “thirty-foot tall, 42,000-pound Corinthian columns of granite as well as a wrap-around bronze grill” while the interior was designed to resemble a Pompeian Market Place. Of special note were the stenciled concrete supports crossing the ceiling, once fully painted bright colors—remnants of these remain today, 90 years later. According to the Young’s Market website, the market was one of the great of its kind and became famous in many ways around the country. From its opening day until sometime in the 1950s, the building was owned by Young’s Market and sold food and spirits.

JUN 21 SUMMER SOLSTICE

HISTORY OF THE BUILDING:

25'-0"

NORTH SECTION

25'-0"

SCALE: 1/16” = 1’-0”

EAST SECTION

SCALE: 1/16” = 1’-0”

17'-81 4"

ALI JOHNSTON | 1610 W. 7TH ST LOS ANGELES, CA 90017 | YOUNG’S MARKET BUILDING | WESTLAKE HIGH SCHOOL | COMPREHENSIVE PROJECT 2015 PARKING GARAGE

JUN 21 SUMMER SOLSTICE

25'-0"

25'-0" TYP.

9AM

12PM

3PM

6PM

DEC 21 WINTER SOLSTICE

143'-11 4"

146'-41 4"

25'-0"

9AM

12PM

3PM

6PM

REINFORCED CONCRETE GIRDER

10 10'-8"

25'-0"

17'-81 4"

8'-10"

3'-61 4" TYP.

REINFORCED CONCRETE BEAM

REINFORCED CONCRETE COLUMN 5

CONCRETE FLOOR PLATE

8'-8"

Beautiful buildings should not only be placed in the hands of those who can afford its detailing, but should be place in the hands of those who can see the future for which it promises. MEZZANINE LEVEL

TWO STORY REINFORCED CONGRETE COLUMNS

2'-6"

Beautiful buildings should not only be placed in the hands of those who can afford its detailing, but should be place in the hands of those who can see the future for which it promises.

25'-7"

ENGLARGED SECTION SCALE: 1/8” = 1’-0”

VAL EN CIA

FREIGHT ELEVATOR FIRE STAIRS & ELEVATOR NO ROOF ACCESS MEZZANINE LEVEL

PARKING GARAGE

S BU

WIL SHIR

SU NIO NA VE

160’

OPEN TO BELOW

153'-6"

25'-0"

USC MEDICAL

25'-0"

INTERSTATE

VAL EN CIA

25'-7"

INTERSTATE

710

INTERSTATE

MID CITY ADULT LEARNING CENTER

146'-41 4"

INTERSTATE

80’

25'-0"

INTERSTATE

7TH

INTERSTATE

USC MEDICAL

80’

MID CITY ADULT LEARNING CENTER 8TH ST

FIRE STAIR, ROOF ACCESS 146'-41 4"

CAMINO NUEVO CAMINO NUEVO CHARTER ACADEMY CHARTER ACADEMY 7TH

Westlake is a high-density, youthful, 73.4%SCIENCES Latino residentialSCIENCES 110 RA andDIUcommercial neighborhood in Central Los Angeles, S 10 California. It was developed in the 1920s, but many of10 110 its elegant mansions have been turned into apartments, and many new multiple-occupancy buildings 8have been 8TH TH constructed. Westlake has the second highest population ST ST 10138,214 persons density of Los Angeles with 101per square mile.

110 ILE

7TH

S C H O O L

143'-11 4"

25'-0"

INTERSTATE

8TH

25'-0"

143'-11 4"

DODGER STADIUM 5

PLAN

SCALE: 1/32” = 1’-0”

40’

H I G H

ASSOCIATED ASSOCIATED TECHNICAL COLLEGETECHNICAL COLLEGE

25'-0"

DODGER

20’

110

INTERSTATE

STADIUM Walk Score: 93 Transit Score: 83 101 Bike Score: 63

CAM

A NEW APPROACH TO AMERICAN URBAN PUBLIC SCHOOL DESIGN

WESTLAKE NEIGHBORHOOD: 101

CAM

7TH

IA IA IA ST ST + Building ST Westlake High School | Site Analysis

40’ SITE

155'-0"

0’

25'-0"

W E S T L A K E

CAM

25'-11"

25'-0"

INTERSTATE

7TH

20’

INTERSTATE

SU NIO NA VE

PARKING GARAGE 23'-73 4"

23'-73 4"

1610 W 7th St, Los Angeles, CA 90017 United States Urban Young’s Market Building Ground floor commercial (SWW Shoe Store), 44 artist live work lofts (City View Lofts) BUILDING: “High Road” exterior, “Medium Road” interior spaces remaining (Brand) YEAR: 1924 ARCHITECT: Charles F. Plummer LANDMARKED: Los Angeles Historic-Cultural Monument No. 113, also on the National Register of Historic Places. STRUCTURAL TYPE: Reinforced Concrete and Masonry 110 BUILDING FOOT PRINT: approx. 136’-0” x 148’-0”; 5 5 approx. 20,128 s.f. EXTERIOR SPACE: 40 car attached parking lot on southern side GROSS AVAILABLE SQUARE FOOTAGE: 84,000 s.f. NUMBER OF FLOORS: 5 floors, approx. 20,000 s.f. each.

101

INTERSTATE

ADDRESS:

LOCATION TYPE: BUILDING NAME: CURRENT USE:

10’

25'-0"

17'-81 4"

EXISTING CONDITIONS

SU NIO NA VE

101

INTERSTATE

0’ YOUNG’S MARKET BUILDING

101 INTERSTATE

INTERSTATE

PARKING GARAGE

SCALE: 1/32” = 1’-0”

0’

10’

20’

40’ SITE

PLAN

80’

8TH

MID CITY ADULT LEARNING CENTER 8TH ST

SCALE: 1/32” = 1’-0”

155'-0"

153'-6" 25'-7"

25'-0"

SCALE: 1/16” = 1’-0”

FOURTH FLOOR | LOFTS

17'-81 4"

THIRD FLOOR | LOFTS

20’

40’

80’

160’

25'-0"

153'-6"

25'-11"

25'-7"

23'-73 4"

25'-0"

25'-11"

25'-0"

0’

155'-0"

25'-7" OPEN TO BELOW

25'-0" 146'-41 4"

143'-11 4"

OPEN TO BELOW

25'-0"

OPEN TO BELOW

25'-0" 17'-81 4"

25'-0"

PARKING GARAGE

OPEN TO BELOW

JUN 21 SUMMER SOLSTICE

9AM

12PM

3PM

6PM

DEC 21 WINTER SOLSTICE

REINFORCED CONCRETE BEAM

9AM

12PM

3PM

6PM

3'-61 4" TYP.

10'-8"

REINFORCED CONCRETE COLUMN

12PM

25'-0"

9AM

8'-10"

17'-81 4"

JUN 21 SUMMER SOLSTICE

REINFORCED CONCRETE GIRDER

25'-0"

atino residential Los Angeles, s, but many of to apartments, ngs have been hest population ons per square

143'-11 4"

25'-0"

RHOOD:

25'-0" TYP.

146'-41 4"

25'-0"

143'-11 4"

king lot on

3PM

6PM

DEC 21 WINTER SOLSTICE

PARKING GARAGE

onment of the strict and the reeways in the hite population burbs, replaced f Bunker Hill by an-Americans in 70s moved out mansions were nd many of its sidential hotels. us for its gangs, tutes.

17'-81 4"

8'-8"

CONCRETE FLOOR PLATE MEZZANINE LEVEL

TWO STORY REINFORCED CONGRETE COLUMNS

A L

ENGLARGED SECTION SCALE: 1/8” = 1’-0”

20’

SECOND FLOOR | MEZZANINE

SCALE: 1/16” = 1’-0”

10’

STREET LEVEL | COMMERCIAL

9AM 0’

2'-6"

4,000 s.f. ,000 s.f. each.

146'-41 4"

25'-0"

and Masonry 148’-0”;

12 25'-0"

-Cultural also on the Historic

25'-0"

17'-81 4"

23'-73 4"

ding rcial (SWW st live work ) r, “Medium es remaining

23'-73 4"

Angeles, CA s

40’

12PM

Beautiful buildings should not only be placed inBthe SCALE: hands1/16” of those = 1’-0” who can afford its detailing, but should be place in the hands of those who 3PM can see the future for which it promises. 6PM

80’

ALI JOHNSTON | 1610 W. 7TH ST LOS ANGELES, CA 90017 | YOUNG’S MARKET BUILDING | WESTLAKE HIGH SCHOOL | COMPREHENSIVE PROJECT 2015 0’

20’

40’

80’

160’

of Los Angeles’ d Guatemalan ntral America at ap housing and consulates. The r Hill as a major newcomers with rvice industries.

LDING:

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g after Young’s 92 Los Angeles drew Hardware ed and set fire unknown, and etail portion of is a mixed-use l and 44 artist ding to the City rtment the last n 2003 with the ice to 46 (joint e basement was 13 rtist-in-resident being done to

NORTH ELEVATION SCALE: 1/16” = 1’-0”

EAST ELEVATION

SCALE: 1/16” = 1’-0”

Beautiful buildings should not only be placed in the hands of those who H I can afford its detailing, but should be place in the hands of those who can see the future for which it promises. SOUTH ELEVATION

WEST ELEVATION

SCALE: 1/16” = 1’-0”

g is that of early ancial downfall d lavishness in ically significant been converted —closed off to as designed to of community

| WESTLAKE HIGH SCHOOL | COMPREHENSIVE PROJECT 2015

NORTH SECTION

SCALE: 1/16” = 1’-0”

EAST SECTION

SCALE: 1/16” = 1’-0”

ALI JOHNSTON | 1610 W. 7TH ST LOS ANGELES, CA 90017 | YOUNG’S MARKET BUILDING | WESTLAKE HIGH SCHOOL | COMPREHENSIVE PROJECT 2015

CAM

SU NIO

ST CAM

INTERSTATE

25'-0"

UILDING

INTERSTATE

VAL EN CIA

25'-0"

SU NI

INTERSTATE

Comprehensive Project | University of Oregon 2015 C

TIONS

INTERSTATE

SU NIO

-11 4"

MID CITY ADULT LEARNING CENT 8TH ST

25'-0"

Westlake High School | Site + Building Analysis

25'-0" 143'-11 4" 25'-0"

25'-0" TYP.

REINFORCED CONCRETE GIRDER

10'-8"

25'-0" 17'-81 4"

8'-10"

3'-61 4" TYP.

REINFORCED CONCRETE BEAM

REINFORCED CONCRETE COLUMN

8'-8"

CONCRETE FLOOR PLATE MEZZANINE LEVEL

2'-6"

TWO STORY REINFORCED CONGRETE COLUMNS

ENGLARGED SECTION SCALE: 1/8” = 1’-0”

ALI JOHNSTON | 1610 W. 7TH ST LOS ANGELES, C 77

“I think if I had to put on what I consider a education, a good radical education, it wouldn’ anything about methods techniques. It would people first.”

put a finger good radical ’t be methods or be loving -Myles Horton, “We Make the Road by Walking: Conversations on Education and Social Change”

PROCESS ARCHIVE Winter Term Design Process Spring Term Design Process Final Presentation

WINTER DESIGN PROCES JANUARY - MARCH 2015

R N SS

Comprehensive Project | University of Oregon 2015

EXISTING CONDITIONS: W E S T L A K E

H I G H

S C H O O L

A NEW APPROACH TO AMERICAN URBAN PUBLIC SCHOOL DESIGN

110

8TH

CAM

LE LIT T ST

CAM

MID CITY ADULT LEARNING CENTER 8TH ST

SU NIO NA VE 7TH CAM

MID CITY ADULT LEARNING CENTER 8TH ST

7TH

JOHN H. LIECHT MIDDLE SCHOOL

MID CITY ADULT LEARNING CENTER

155'-0"

25'-7"

153'-6" 25'-0"

25'-0"

25'-11"

ADDRESS:

OPEN TO BELOW

25'-0"

OPEN TO BELOW OPEN TO BELOW

LOCATION TYPE: BUILDING NAME: CURRENT USE:

23'-73 4"

OPEN TO BELOW 25'-0" 143'-11 4"

146'-41 4"

1610 W 7th St, Los Angeles, CA 90017 United States Urban Young’s Market Building Ground floor commercial (SWW Shoe Store), 44 artist live work lofts (City View Lofts) BUILDING: “High Road” exterior, “Medium Road” interior spaces remaining (Brand) YEAR: 1924 ARCHITECT: Charles F. Plummer LANDMARKED: Los Angeles Historic-Cultural Monument No. 113, also on the National Register of Historic Places. STRUCTURAL TYPE: Reinforced Concrete and Masonry BUILDING FOOT PRINT: approx. 136’-0” x 148’-0”; approx. 20,128 s.f. EXTERIOR SPACE: 40 car attached parking lot on southern side GROSS AVAILABLE SQUARE FOOTAGE: 84,000 s.f. NUMBER OF FLOORS: 5 floors, approx. 20,000 s.f. each.

7TH

JOHN H. LIECHTY MIDDLE SCHOOL

25'-11"

EXISTING CONDITIONS

8TH

7TH JOHN H. LIECHTY ST MIDDLE SCHOOL161 7TH 0 W ST

25'-0"

YOUNG’S MARKET BUILDING

ST LE

SU NIO NA VE

LIT T

INTERSTATE

ST 161 7TH 0 W ST

25'-0"

OPEN TO BELOW

WESTLAKE NEIGHBORHOOD: 25'-0"

Walk Score: 93 Transit Score: 83 Bike Score: 63

PARKING GARAGE

K A

PARKING GARAGE

17'-81 4"

Westlake is a high-density, youthful, 73.4% Latino residential and commercial neighborhood in Central Los Angeles, California. It was developed in the 1920s, but many of its elegant mansions have been turned into apartments, and many new multiple-occupancy buildings have been constructed. Westlake has the second highest population density of Los Angeles with 38,214 persons per square mile.

STREET LEVEL | COMMERCIAL SCALE: 1/16” = 1’-0”

0’

10’

20’

40’

80’

0’

20’

40’

80’

160’

SECOND FLOOR | MEZZANINE SCALE: 1/16” = 1’-0”

HISTORY OF THE BUILDING: Built in 1924 by of entrepreneurial Young brothers as their central market, distribution center, and headquarters of the once mighty Young’s Market grocery store chain, the building served the elite shoppers who occupied the Westlake neighborhood in the early 20th century. The exterior north and east sides still boast “thirty-foot tall, 42,000-pound Corinthian columns of granite as well as a wrap-around bronze grill” while the interior was designed to resemble a Pompeian Market Place. Of special note were the stenciled concrete supports crossing the ceiling, once fully painted bright colors—remnants of these remain today, 90 years later. According to the Young’s Market website, the market was one of the great of its kind and became famous in many ways around the country. From its opening day until sometime in the 1950s, the building was owned by Young’s Market and sold food and spirits. Little was recorded of the life of the building after Young’s sold it until 1992 when the destructive 1992 Los Angeles Riots broke out. The building, occupied by Andrew Hardware and Metal Company at the time, was looted and set fire to. The building was repaired, time frame unknown, and Michael’s Furniture Store took over the retail portion of the building(Eric’s Blog). Today the building is a mixed-use building with ground floor commercial retail and 44 artist live/work studio apartments above. According to the City of Los Angeles Building and Safety Department the last major renovation to the building occurred in 2003 with the conversation of the upper 4 floors from office to 46 (joint living and work) artist-in-resident units. The basement was also converted from storage to parking for artist-in-resident units. Currently exterior renovation work is being done to the building.

NORTH ELEVATION

EAST ELEVATION

SOUTH ELEVATION

WEST ELEVATION

NORTH SECTION

SCALE: 1/16” = 1’-0”

EAST SECTION

SCALE: 1/16” = 1’-0”

ALI JOHNSTON | 1610 W. 7TH ST LOS ANGELES, CA 90017 | YOUNG’S MARKET BUILDING | WESTLAKE HIGH SCHOOL | COMPREHENSIVE PROJECT 2015

101

INTERSTATE

7TH

VAL EN CIA

101

ST 161 7TH 0 W ST

LVD

8TH

INTERSTATE

7TH

VAL EN CIA

8TH

INTERSTATE

USC MEDICAL SCIENCES

SU NIO NA VE

110

101 INTERSTATE

INTERSTATE

AVE

S 10 INTERSTATE

110

INTERSTATE

USC MEDICAL SCIENCES

USC MEDICAL SCIENCES 110

DIU

INTERSTATE

WIL SHI

EB LVD ESPERANZA ELEMENTARY SCHOOL

VAL EN CIA

ILE

AVE

S BU

110

DIU

SU NIO N A BEA VE CON AVE

RLIN GTON

ILE

AVE

S BU

110

DIU

WIL SHIR

ESPERANZA ELEMENTARY 710 SCHOOL

INTERSTATE

710

BEA CON AVE

RLIN GTON

ILE

CAMINO NUEVO CHARTER ACADEMY

ESPERANZA ELEMENTARY 710 SCHOOL

INTERSTATE

101

S BU

101

7TH

INTERSTATE

101

LIT T

DODGER STADIUM 5

CAMINO NUEVO CHARTER ACADEMY

SU NIO NA VE

DODGER STADIUM

7TH

SU NIO N A BEACO VE N

7TH

CAMINO NUEVO CHARTER ACADEMY 2

ASSOCIATED TECHNICAL COLLEGE

AVE

2 101

101

ASSOCIATED TECHNICAL COLLEGE

INTERSTATE

RLIN GTON

110 INTERSTATE

INTERSTATE

Westlake High School | Winter Term Design Process

1610 W. 7TH ST LOS ANGELES, CA 90017

W E S T L A K E

H I G H

S C H O O L

A NEW APPROACH TO AMERICAN URBAN PUBLIC SCHOOL DESIGN

FREIGHT ELEVATOR 110

110

DIU

AVE

USC MEDICAL SCIENCES

INTERSTATE

110

8TH 101 INTERSTATE

101

8TH

INTERSTATE

WIL SHIR

ESPERANZA ELEMENTARY SCHOOL

WIL SHIR

LVD

INTERSTATE

7TH ST 161 7TH 0 W ST

CAM

8TH

JOHN H. LIECHTY MIDDLE SCHOOL

7TH CAM

7TH

MID CITY ADULT MID CITY ADULT LEARNING CENTER LEARNING CENTER 8TH ST

JOHN H. LIECHTY MIDDLE SCHOOL

110

INTERSTATE

710

SU NIO NA VE

INTERSTATE

RLIN GTON

110 ILE

DIU

INTERSTATE

710 AVE

S BU

ILE

ESPERANZA ELEMENTARY SCHOOL

INTERSTATE

USC MEDICAL SCIENCES

RLIN GTON

101

EAST FACADE

VAL EN CIA

INTERSTATE

101

7TH

SU NIO NA VE

DODGER STADIUM 5

BEA CON AVE

DODGER STADIUM

7TH

VAL EN CIA

BEA CON AVE

101

S BU

101

LIT T

CAMINO NUEVO CAMINO NUEVO CHARTER ACADEMY CHARTER ACADEMY

FIRE STAIRS & ELEVATOR NO ROOF ACCESS MEZZANINE LEVEL

FIRE STAIR, ROOF ACCESS

ASSOCIATED ASSOCIATED TECHNICAL COLLEGETECHNICAL COLLEGE

SU NIO NA VE

110

INTERSTATE

SU NIO NA VE

INTERSTATE

NORTH FACADE PARKING GARAGE

5 7

7TH ST. 13

6 4

S. UNION AVE.

ALLEY ACCESS

YOUNG’S MARKET BUILDING 1610 W. 7TH ST

SCALE: 1/32” = 1’-0”

155'-0"

FIFTH FLOOR | LOFTS

153'-6" 25'-7"

25'-0"

25'-11"

23'-73 4"

OPEN TO BELOW

25'-0"

ADJOINING PARKING LOT

OPEN TO BELOW

143'-11 4"

146'-41 4"

25'-0"

SCALE: 1/16” = 1’-0”

FOURTH FLOOR | LOFTS

PARKING GARAGE

THIRD FLOOR | LOFTS

17'-81 4"

SCALE: 1/32” = 1’-0”

0’

10’

20’

40’ SITE

PLAN

80’

SCALE: 1/32” = 1’-0”

155'-0"

153'-6" 25'-7"

25'-0"

25'-11"

0’

20’

40’

80’

160’

23'-73 4"

155'-0" 25'-7" OPEN TO BELOW

25'-0"

OPEN TO BELOW

143'-11 4"

146'-41 4"

25'-0"

23'-73 4"

25'-0" 25'-0"

25'-0"

17'-81 4"

PARKING GARAGE

JUN 21 SUMMER SOLSTICE

25'-0"

25'-0" TYP.

9AM

12PM

3PM

6PM

DEC 21 WINTER SOLSTICE

143'-11 4"

146'-41 4"

25'-0"

9AM

12PM

3PM

6PM

REINFORCED CONCRETE GIRDER

10'-8"

25'-0"

17'-81 4"

8'-10"

3'-61 4" TYP.

REINFORCED CONCRETE BEAM

REINFORCED CONCRETE COLUMN 5

8'-8"

CONCRETE FLOOR PLATE MEZZANINE LEVEL

2'-6"

TWO STORY REINFORCED CONGRETE COLUMNS

ENGLARGED SECTION

Beautiful buildings should not only be placed in the hands of those who can afford its detailing, but should be place in the hands of those who can see the future for which it promises.

SCALE: 1/8” = 1’-0”

ALI JOHNSTON | 1610 W. 7TH ST LOS ANGELES, CA 90017 | YOUNG’S MARKET BUILDING | WESTLAKE HIGH SCHOOL | COMPREHENSIVE PROJECT 2015

25'-0"

Comprehensive Project | University of Oregon 2015

I. WINTER TERM DESIGN PROCESS

1/4 REVIEW DOCUMENTATION

Westlake High School | Winter Spring Term Design Process

I. WINTER TERM DESIGN PROCESS 1/4 Review Analysis 13 February 2015 I. MID-REVIEW WRITE UP – SYNTHESIS | REVIEW NOTES | -Reviews were mostly focused on feeling of circulation and community focus of bottom tow floors. Discussion centered around my desire to create a connection between floors, classrooms, and flex spaces. ` -Scheme A: brought up ideas of SoCal vs. other regions of the US—had to explain the use and importance of outdoor spaces in So-Cal school design—indoors are not the norm there. -Ideas of security and movement between the library and the dining hall space. -Good vibes from the entry sequence and the openness it has -Potential for “branding” of the back of the warehouse—how to combine the old with the new. -Transitioning from the existing conditions of the façade to the new back entry sequence

-Scheme B: -Front door entry is a no go—I didn’t think so, they both agreed once discussion of safety and transition was brought up. -The indoor quad didn’t fly well—fully agreed that it was creating an awkward transition space -Classroom Neighborhoods—liking the space for communal use, gives a more personal and intimate feeling

| SYNTHESIS | Selected Investigation Questions: SOCIO-ECONOMIC -This project depends on the critique on the Urban-Suburban Graduation Gap in Los Angeles, California -Investigate how the atmosphere of a smaller learning community can affect the phycology of students learning and developing tendencies -Research how to design space that creates the feeling of security and belonging to youth from stressful low-income familial life as to increase focus and learning in the classroom.

AGE | CULTURE

-This project aims to discredit the belief that all high school youth are an “undifferentiated blob of people, as a Client Group or an Age Cohort” (Sizer, Horace’s Compromise, 33) -Generalizations being replaced by understanding of specific user group, specific design needs

Why: My goal is to design a school that is student centric— meaning that the specific student group who this school is for, the neighborhood in which they live in, and the personal socio-economic, cultural, and educational needs, are addressed experientially and programmatically. The design and organization of the school needs to fit the ethical culture and historic nature of the neighborhood. Understanding the population as heavily firstgeneration (or undocumented) Latin Americans, and what that means in relation to design. How and where do you pull in influences from Mexican, Guatemalan, Salvadorian, and Los Angelenos’ cultures? Westlake as a neighborhood and Downtown Los Angeles as a region are heavily affected by gang life and high poverty levels. The stress that these two fundamental problems have on high school aged youth dictate the need for this school to act and feel like a safe place to be, to learn, to gather, to grow. I am researching the future of American Urban Public Schools specifically, which means that I am looking at issues of today, and solving them for tomorrow, not what is traditional—this is what it needs to be to fit the near future user, but also adapt to generations to come after. | GOALS | Why Westlake? -Westlake has the second highest population density of Los Angeles with 38,214 persons per square mile. -73.4% Latino residential (Salvadoran, Guatemalan, and Hispanic community) -Avg. High School Graduation Rate: 46% M, 56% F -Facing fears and issues associated with gentrification Goals for Westlake High School: 1. SAFETY: creating a safe environment for these students to learn in because, “if they don’t feel safe, they cannot learn” (Lori Wilson). This place is to be a symbol of a better future, not only for the youth of the neighborhood, but for the neighborhood itself. 2. SMALL: school acting as one of a future series of smaller, localized, high schools in the Westlake Neighborhood. The school will focus on the principals of smaller learning communities with connections to the community itself. The physical programming of the space needs to reflect this tightness through smaller work spaces that continue the theme of smaller learning communities (group work zones). 3. REFLECT: design must reflect the neighborhood, the community, and the culture, which exists. This means understanding and analyzing the Latin culture present in the neighborhood. Westlake is facing fears of gentrification—this school is for those who live here, not wealthier families moving back into the city. However, this building, as a school, should reflect the neighborhood now and in the future.

Comprehensive Project | University of Oregon 2015

MID REVIEW SCHEME A

Westlake High School | Winter Term Design Process

Comprehensive Project | University of Oregon 2015

MID REVIEW SCHEME B

Westlake High School | Winter Term Design Process

Comprehensive Project | University of Oregon 2015

I. WINTER TERM DESIGN PROCESS

2/4 FINAL DOCUMENTATION

Westlake High School | Winter Term Design Process

I. WINTER TERM DESIGN PROCESS 2/4 Review Analysis March 12, 2015 | FINAL REVIEW SYNTHESIS| REVIEWER THOUGHTS + COMMENTS: -Overall plan set: -First and second floor have a sense of connection, although weak, lost completely by third floor -Disjointed geometry working conceptually, but is not as evident as perhaps it could be -Entry sequence working for the most part -Top floor use—could those more public spaces be located lower and closer to other public spaces—not really? -Looking Forward: Looking forward with the Westlake High School Project, I want to zoom out briefly to discuss and further define the network of urban high schools I am proposing, showing that this is one of many within close proximity to one another. One of the major issues my project is facing is a lack of identity, and while I have purposely kept it unspecified, or un-themed, the project is lacking a unifying programmatic theme and therefore lacking direction. -Two options for how Westlake High School fits into the network: A: It is one building of many urban campus, much like an urban college campus—this particular building would then have a specific purpose with in the larger network of buildings—giving students the responsibility to move throughout the city. -Pro: give a more defined purpose to the building— science, arts, etc. -CON: Does not play to the smaller urban school idea— it would be a comparable student body size, just broken up into multiple buildings—already being done in many ways. I want to avoid having a one/two subject “themed” project. B: This school is one of many within the network and act individually, but has a particular focus while still catering to all subjects as presently planned. -Pro: Can still focus on the smaller learning communities while overall hosting a particular focus. Can use focus as unifying design element throughout project.

-Con: not sure if it is any more focused than it is currently, or if I just haven’t currently define it this way. -Reviews thoughts included adding more space—be it on the roof or taking over an additional bay… I don’t think I can realistically take on anymore square footage for the scope of this project, but may considered adding more physical education space to the roof— although plans already exist to add skylights to top floor. -Top floor: using the open floor plan to create an open air (or open feeling) by opening up the center of the roof area to create a central atrium space on top floor— could then add additional/move classrooms to top floor PERSONAL THOUGHTS -Struggling with the “design project” aspect of this project—a lot of comments about the lack of architectural moves being made in the design—and while I agree in many aspects, this program in an adaptive reuse setting does not call for great architectural moves, and I think the “big moves” will have to be in the small details. -Need to mentally separate myself from the research in that I know there are things that I cannot solve through design, and there are things that I believe I can solve though design

Comprehensive Project | University of Oregon 2015

PERSPECTIVE RENDERINGS: 92

Westlake High School | Winter Term Design Process

CONCEPTUALIZED EXTERIOR ENTRY & INTERIOR SPACES 93

Comprehensive Project | University of Oregon 2015

YOUNG’S MARKET BUILDING 1610 W 7TH STREET LOS ANGELES, CA 90017

M A R AU D E R S

SCHEME B

CORE SCIENCE & MATHEMATICS 775 S.F

LAB STORAGE 444 S.F MEN'S R.R.

FIRE STAIR (N.)

WOMEN'S R.R.

ELECTIVE 600 S.F

NEIGHBORHOOD WORKSPACE 750 S.F.

Study Hall + Gathering Core Classrooms (2) Elective Classroom (3) Neighborhood Two

ELECTIVE 407 S.F

FLEX ROOM 180 S.F

• • • • • •

Core Classroom (2) Elective Classroom (2) Neighborhood Three Staff Lounge Flex Collaboration Room (2) Core Classroom (2) Elective Classroom (3) Neighborhood Four

• • • • • • • • • •

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

SHARED LAB 407 S.F

NEIGHBORHOOD WORKSPACE 750 S.F.

SCHEME A LAB STORAGE 444 S.F

CORE SCIENCE & MATHEMATICS 775 S.F

SCHEME B

WESTLAKE HIGH SCHOOL

LONGITUDINAL SECTION 1/8” = 1’-0”

WESTLAKE HIGH SCHOOL

• • • • • • •

CORE SCIENCE & MATHEMATICS 600 S.F

DanceOutdoor Studios Space Covered Preforming Arts DIrector’s Urban Garden Green House Office LockerDining Rooms Outdoor Space Large Main EntryGallery Open/Flex Space Attendance Office Blackbox Theater Student + Staff Daycare Assembly Bleachers Dining Hall Kitchen Library Cafe

WESTLAKE HIGH SCHOOL

• • • • • • • • • • • •

• • • • • • •

• • • • • • • • • •

• • • • • • • •

• • • • • •

COMPUTER LAB 450 S.F.

FIFTH FLOOR 1/16” = 1’-0”

FIRE STAIR (N.)

FOURTH FLOOR 1/16” = 1’-0”

WESTLAKE HIGH SCHOOL

ENTRY ELEVATION 1/16” = 1’-0”

MEN'S R.R.

ELECTIVE 600 S.F

Dance Studios Preforming Arts DIrector’s Office Locker Rooms Large Gallery Open/Flex Space Blackbox Theater FIRE STAIR (N.)

SM. GALLERY 260 S.F.

ELECTIVE 407 S.F

NEIGHBORHOOD WORKSPACE 750 S.F.

FLEX ROOM 180 S.F

FLEX ROOM 250 S.F

NEIGHBORHOOD WORKSPACE 800 S.F.

ELECTIVE: 440 S.F.

STUDY SPACE 1025 S.F.

OPEN TO BELOW

COUNCILOR'S OFFICE 510 S.F.

FINE ARTS LAB 1280 S.F.

WESTLAKE HIGH SCHOOL

Core Classroom (2) Elective Classroom (2) Neighborhood Three Staff Lounge Flex Collaboration Room (2) Core Classroom (2) Elective Classroom (3) Neighborhood Four

WOMEN'S R.R.

ELECTIVE: 425 S.F.

ELECTIVE 385 S.F

WOOD & TECH SHOP 1860 S.F.

Core: Science + Mathematics (2) Shared Lab Lab Storage Neighborhood One Admin. Office Admin. Conference Room Study Hall + Gathering Core Classrooms (2) Elective Classroom (3) Neighborhood Two

WESTLAKE HIGH SCHOOL

THIRD FLOOR 1/16” = 1’-0”

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

WESTLAKE HIGH SCHOOL

THIRD FLOOR 1/16” = 1’-0”

MEN'S R.R.

WOMEN'S R.R.

• • • • • •

ADMIN. 957 S.F

• • • • • • • • • • •

WESTLAKE HIGH SCHOOL

SECOND FLOOR 1/16” = 1’-0”

Outdoor Quad Covered Outdoor Space Urban Garden Green House Outdoor Dining Space Main Entry Attendance Office Student + Staff Daycare Assembly Bleachers Dining Hall Kitchen Library Cafe

• • • • • • • •

CORE 775 S.F

WESTLAKE HIGH SCHOOL

OFFICE

LONGITUDINAL SECTION 1/8” = 1’-0”

ENTRY ELEVATION 1/16” = 1’-0” CORE 775 S.F

CORE 625 S.F

STAFF LOUNGE 510 S.F

CORE 623 S.F

CORE 550 S.F.

PARKING GARAGE DRIVEWAY DOWN

URBAN GARDEN GREEN HOUSE 550 S.F.

RENTABLE TENANT SPACE 54,935 S.F. GROSS

CORE SCIENCE & MATHEMATICS 600 S.F

FIRE STAIR (N.)

MEN'S R.R.

WOMEN'S R.R.

ELECTIVE: 412 S.F.

ELECTIVE 550 S.F

25'-0"

CAFE 500 S.F.

MEN'S R.R.

FIRE STAIR (N.)

WOMEN'S R.R.

KITCHEN 614 S.F.

SHARED LAB 407 S.F

CONFERENCE ROOM

ELECTIVE: 440 S.F.

WESTLAKE HIGH SCHOOL

76'-7"

25'-0"

PUBLIC ENTRANCE

DINING HALL 1426 S.F. LIBRARY 2254 S.F.

OFFICE

DAYCARE 810 S.F.

25'-7"

STUDENT ENTRY

SHELTERED OUTDOOR SPACE 2400 S.F.

CORE SCIENCE & MATHEMATICS 775 S.F

LAB STORAGE 444 S.F

ADMIN. 957 S.F

CORE 623 S.F

CORE 550 S.F.

STREET LEVEL 1/16” = 1’-0”

SECOND FLOOR 1/16” = 1’-0”

• • • • • • • • • • • •

• • • • • • •

Outdoor Quad Covered Outdoor Space Urban Garden Green House Outdoor Dining Space Main Entry Attendance Office Student + Staff Daycare Assembly Bleachers Dining Hall Kitchen Library Cafe

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

WESTLAKE HIGH SCHOOL

25'-0" 107'-712"

17'-81 4"

25'-0"

25'-0" 143'-11 4"

25'-0"

23'-73 4"

F 1

ENTRY ELEVATION 1/16” = 1’-0”

STREET LEVEL 1/16” = 1’-0” MEN'S R.R.

WOMEN'S R.R.

OPEN TO BELOW

LOCKER ROOM 281 S.F

PERFORMING ARTS DIRECTOR'S OFFICE 255 S.F

LOCKER ROOM 336 S.F

THEATER STORAGE

WESTLAKE HIGH SCHOOL

CORE 625 S.F

STAFF LOUNGE 510 S.F

CORE 623 S.F

CORE 550 S.F.

CORE DANCESCIENCE STUDIOS & MATHEMATICS 2335775 S.F S.F

LAB STORAGE 444 S.F

WESTLAKE HIGH SCHOOL

WESTLAKE HIGH SCHOOL STREET LEVEL FIFTH FLOOR 1/16” = 1’-0” 1/16” = 1’-0” • Outdoor Quad

CONFERENCE ROOM

Core Classroom (2) Elective Classroom (2) Neighborhood Three Staff Lounge Flex Collaboration Room (2) Core Classroom (2) Elective Classroom (3) Neighborhood Four NEIGHBORHOOD WORKSPACE 800 S.F.

• • • • • • • •

ENTRY ELEVATION 1/16” = 1’-0”

WESTLAKE HIGH SCHOOL

SHARED LAB 407 S.F

NEIGHBORHOOD WORKSPACE 750 S.F.

ADMIN. 957 S.F

FLEX ROOM 250 S.F

ELECTIVE: 425 S.F.

SHARED LAB 407 S.F

Core: Science + Mathematics (2) Shared Lab Lab Storage Neighborhood One Admin. Office Admin. Conference Room Study Hall + Gathering Core Classrooms (2) Elective Classroom (3) Neighborhood Two

ELECTIVE: 440 S.F.

MEN'S R.R.

FIRE STAIR (N.)

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

• • • •

WESTLAKE HIGH SCHOOL

FOURTH FLOOR 1/16” = 1’-0”

ELECTIVE 385 S.F

• • • • • • • • • •

CORE SCIENCE & MATHEMATICS 600 S.F

• • • • • • •

FIRE STAIR (N.)

THIRD FLOOR 1/16” = 1’-0”

LONGITUDINAL SECTION 1/8” = 1’-0”

WESTLAKE HIGH SCHOOL

SECOND FLOOR 1/16” = 1’-0”

• (2) Core: Science •+ Mathematics Core Classroom Dance Studios (2) Elective Classroom (2) Arts DIrector’s Office • Shared Lab •• Preforming Neighborhood Three Locker Rooms • Lab Storage • Large Gallery Staff Lounge Flex Collaboration Room (2) • One Open/Flex Space • Neighborhood Core Classroom (2) • Blackbox Theater • Admin. Office Elective Classroom (3) Neighborhood • Four Admin. Conference Room

SCHEME B CORE 623 S.F

WESTLAKE HIGH SCHOOL

ENTRY ELEVATION 1/16” = 1’-0”

• • • • • • • •

WESTLAKE HIGH SCHOOL

FOURTH FLOOR 1/16” = 1’-0”

1/16” = 1’-0”

CORE 550 S.F.

CORE 775 S.F

ENTRY ELEVATION

MEN'S R.R.

WOMEN'S R.R.

ADMIN. 957 S.F

OPEN/FLEX SPACE 1240 S.F

CORE 623 S.F

CORE 550 S.F.

BLACK BOX THEATER 3325 S.F

WESTLAKE HIGH SCHOOL

1/8” = 1’-0”

Neighborhood Two

WESTLAKE HIGH SCHOOL

WOMEN'S R.R.

CONFERENCE ROOM

LARGE GALLEY 960 S.F.

ELECTIVE: 440 S.F.

Outdoor Quad Covered Outdoor Space Urban Garden Green House Outdoor Dining Space Main Entry Attendance Office Student + Staff Daycare Assembly Bleachers Dining Hall Kitchen Library Cafe

CONFERENCE ROOM

•

WESTLAKE HIGH SCHOOL

THIRD FLOOR WESTLAKE HIGH SCHOOL FIFTH FLOOR = 1’-0” 1/16” = 1’-0”

WESTLAKE HIGH SCHOOL

FOURTH FLOOR 1/16” = 1/16” 1’-0”

SCHEME A NEIGHBORHOOD WORKSPACE 800 S.F.

ELECTIVE: 440 S.F.

ELECTIVE 407 S.F

• • •

WESTLAKE HIGH SCHOOL

THIRD FLOOR

ELECTIVE: 425 S.F.

STUDY SPACE 1025 S.F.

CORE 625 S.F

ELECTIVE: 412 S.F.

ELECTIVE 550 S.F

• • • • • • • • • • • •

CORE 623 S.F

ELECTIVE 385 S.F

ELECTIVE 600 S.F

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

WESTLAKE HIGH SCHOOL

NEIGHBORHOOD WORKSPACE 800 S.F.

CORE 550 S.F.

COMPUTER LAB 450 S.F.

SECOND FLOOR• 1/16” = 1’-0” •

•Outdoor Quad Admin. Conference Room • •Covered Outdoor Study Space Hall + Gathering • Urban Garden Green House • •Outdoor Dining Core Space Classrooms (2) • •Main EntryElective Classroom (3) • Office • •Attendance Neighborhood Two Student + Staff Daycare • Assembly Bleachers Dining Hall Kitchen Library Cafe

WESTLAKE HIGH SCHOOL

1/16” 1’-0” 1/16” == 1’-0”

Quad • • Core: Computer • Outdoor Quad • • Studios Computer Lab Science +Lab Mathematics (2) Core Classroom (2) • Outdoor Dance • Covered Outdoor•Space Covered Outdoor • Study Carrels • Shared Lab Space Study Carrels Elective Classroom• (2) Urban Garden Green • Preforming Arts DIrector’s Office • • Lab House • Councilors’ Offices Storage • • WESTLAKE UrbanLocker Garden Green • • SCHOOL Councilors’OneOffices • SCHOOL Outdoor Dining Space • Rooms OverlookHouse Neighborhood WESTLAKEThree HIGH HIGH SCHOOL WESTLAKE HIGH Neighborhood • Main Entry • Small Art Gallery • Admin. Office • Outdoor Dining Space • Overlook THIRD FLOOR FIFTH FLOOR Staff Lounge • FOURTH Large• FLOOR Gallery • Attendance Office Fine Arts Lab • Admin. Conference Room • • 1/16” Main Open/Flex Entry Small Gallery Flex Collaboration RoomStudent (2) + Staff Daycare Space + Tech Shop • Study HallArt + Gathering 1/16” = •1’-0” =•1’-0”Wood 1/16” =•1’-0” • Assembly Bleachers (2) • • •Attendance Office • • Core FineClassrooms Arts Lab Core Classroom (2) Blackbox Theater • Core: Science +Dining Mathematics Core Classroom (2) • Dance Studios • Hall (2) (3) • + Classroom Staff Daycare • •• ArtsElective WoodClassroom +Office Tech Shop Shared •Lab(3) Kitchen •Student Elective (2) • Preforming DIrector’s Elective• Classroom Neighborhood Two • Lab Storage •Assembly Neighborhood Three • Locker Rooms • Bleachers • Library Neighborhood Four • Neighborhood One • Staff Lounge • Large Gallery • Cafe • • Admin. Office •Dining FlexHall Collaboration Room (2) • Open/Flex Space • Admin. Conference Room •Kitchen Core Classroom (2) • Blackbox Theater • WESTLAKE HIGH SCHOOL WESTLAKE HIGH SCHOOL • Study Hall + Gathering • Elective Classroom (3) • SECTION • Core Classrooms (2) •Library Neighborhood Four LONGITUDINAL ENTRY ELEVATION • Elective Classroom (3) • Cafe

LONGITUDINAL SECTION 1/8”1/16” = 1’-0” = 1’-0”

STREET LEVEL 1/16” = 1’-0”

ELECTIVE: 440 S.F.

DANCE STUDIOS 2335 S.F

OPEN TO BELOW

• • • • • • • • • • • •

• •

WESTLAKE HIGH SCHOOL•

SCHEM

SCHEME B

SCHEMESECOND B FLOOR

STREET WESTLAKE HIGH SCHOOL WESTLAKE HIGH SCHOOL FOURTH FLOOR FIFTHLEVEL FLOOR STREET LEVEL SECOND FLOOR = 1’-0” 1/16” = 1’-0”1/16” = 1’-0”1/16” 1/16” =1/16” 1’-0” = 1’-0”

Core: Science + Mathematics (2) Shared Lab

STREET LEVEL • Neighborhood One • = 1’-0” Admin. Office 1/16”

STAFF LOUNGE 510 S.F

LONGITUDINAL SECTION 1/8” = 1’-0”

FIRE STAIR (N.)

• •

WESTLAKE SCHOOL • HIGHLab Storage

OFFICE

CORE 623 S.F

CORE 550 S.F.

WESTLAKE HIGH SCHOOL

MEN'S R.R.

FLEX ROOM 180 S.F

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

SCHEM

SCHEME A

WESTLAKE HIGH HIGH SCHOOL WESTLAKE SCHOOL

WESTLAKE HIGH SCHOOL

COUNCILOR'S OFFICE 510 S.F.

FLEX ROOM 250 S.F

Outdoor Quad Covered Outdoor Space Urban Garden Green House Outdoor Dining Space Main Entry Attendance Office Student + Staff Daycare Assembly Bleachers Dining Hall Kitchen Library Cafe

SCHEME A

THIRD FLOOR 1/16” = 1’-0”

WOMEN'S R.R.

SM. GALLERY ELECTIVE: 260 S.F. 412 S.F.

• • • • • • •

FINE ARTS LAB 1280 S.F. ELECTIVE: 440 S.F.

• • • • • • • • • • • •

Dance Studios Preforming Arts DIrector’s Office Locker Rooms Large Gallery Open/Flex Space Blackbox Theater

SCHEME B FIRE STAIR (N.)

WESTLAKE HIGH SCHOOL

SECOND FLOOR 1/16” = 1’-0”

• • • • • •

Core Classroom (2) Elective Classroom (2) Neighborhood Three Staff Lounge Flex Collaboration Room (2) Core Classroom (2) Elective Classroom (3) Neighborhood Four

MEN'S R.R.

WOMEN'S R.R.

OPEN TO BELOW

WOOD & TECH SHOP ELECTIVE 1860 S.F. 550 S.F

WESTLAKE HIGH SCHOOL

STREET LEVEL 1/16” = 1’-0”

• • • • • • • •

FIRE STAIR (N.)

LOCKER ROOM 281 S.F

WESTLAKE HIGH SCHOOL

ENTRY ELEVATION 1/16” = 1’-0”

FIFTH FLOOR 1/16” = 1’-0”

PERFORMING ARTS DIRECTOR'S OFFICE 255 S.F

LOCKER ROOM 336 S.F

THEATER STORAGE

LONGITUDINAL SECTION 1/8” = 1’-0”

Core: Science + Mathematics (2) Shared Lab Lab Storage Neighborhood One Admin. Office Admin. Conference Room Study Hall + Gathering Core Classrooms (2) Elective Classroom (3) Neighborhood Two OPEN/FLEX SPACE 1240 S.F

BLACK BOX THEATER 3325 S.F

WESTLAKE HIGH SCHOOL

FOURTH FLOOR 1/16” = 1’-0” MEN'S R.R.

• • • • • • • • • •

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

WESTLAKE HIGH SCHOOL

WOMEN'S R.R.

• • • • • • •

Outdoor Quad Covered Outdoor Space Urban Garden Green House Outdoor Dining Space Main Entry Attendance Office Student + Staff Daycare Assembly Bleachers Dining Hall Kitchen Library Cafe

LARGE GALLEY 960 S.F.

• • • • • • • • • • • •

CORE SCIENCE & MATHEMATICS 600 S.F

WESTLAKE HIGH SCHOOL

THIRD FLOOR 1/16” = 1’-0”

MEN'S R.R.

WESTLAKE HIGH SCHOOL

SECOND FLOOR 1/16” = 1’-0”

WOMEN'S R.R.

ELECTIVE: 425 S.F.

ELECTIVE 385 S.F

WESTLAKE HIGH SCHOOL

STREET LEVEL 1/16” = 1’-0”

Westlake High School | Winter Term Design Process

LONGITUDINAL SECTION 1/8” = 1’-0”

Comprehensive Project | University of Oregon 2015

WESTLAKE HIGH SCHOOL

STREET LEVEL 1/16” = 1’-0”

SECOND FLOOR 1/16” = 1’-0”

THIRD FLOOR 1/16” = 1’-0”

• • • • • • • • • • • •

• • • • • • •

• • • • • • • • • •

Outdoor Quad Covered Outdoor Space Urban Garden Green House Outdoor Dining Space Main Entry Attendance Office Student + Staff Daycare Assembly Bleachers Dining Hall Kitchen Library Cafe

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

WESTLAKE HIGH SCHOOL WESTLAKE HIGH SCHOOL WESTLAKE HIGH SCHOOL

LONGITUDINAL SECTION STREET LEVEL 1/8” = 1’-0” SECOND FLOOR 1/16” = 1’-0” 1/16” = 1’-0” • • • • • • • • • • • •

Outdoor Quad Covered Outdoor Space Urban Garden Green House Outdoor Dining Space Main Entry Attendance Office Student + Staff Daycare Assembly Bleachers Dining Hall Kitchen Library Cafe

WESTLAKE HIGH SCHOOL

LONGITUDINAL SECTION 1/8” = 1’-0”

WESTLAKE HIGH SCHOOL

LONGITUDINAL SECTION 1/8” = 1’-0”

• • • • • • •

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

SCHE

WESTLAKE HIGH SCHOOL

WESTLAKE HIGH SCHO

FOURTH FLOO 1/16” = 1’-0”

Core: Science + Mathematics (2) Shared Lab Lab Storage Neighborhood One Admin. Office Admin. Conference Room Study Hall + Gathering Core Classrooms (2) Elective Classroom (3) Neighborhood Two

• • • • • • • •

Core Classroom (2 Elective Classroom Neighborhood Thr Staff Lounge Flex Collaboration Core Classroom (2 Elective Classroom Neighborhood Fou

SCHE

WESTLAKE HIGH SCHOOL WESTLAKE HIGH SCHOOL

ENTRY ELEVATIONWESTLAKE HIGH SCHOOL THIRD FLOOR FOURTH FLOOR 1/16” = 1’-0” 1/16” = 1’-0” 1/16” = 1’-0” • • • • • • • • • •

Core: Science + Mathematics (2) Shared Lab Lab Storage Neighborhood One Admin. Office Admin. Conference Room Study Hall + Gathering Core Classrooms (2) Elective Classroom (3) Neighborhood Two

WESTLAKE HIGH SCHOOL

ENTRY ELEVATION 1/16” = 1’-0”

• • • • • • • •

Core Classroom (2) Elective Classroom (2) Neighborhood Three Staff Lounge Flex Collaboration Room (2) Core Classroom (2) Elective Classroom (3) Neighborhood Four

Westlake High School | Winter Term Design Process

WESTLAKE HIGH SCHOOL

STREET LEVEL 1/16” = 1’-0”

SECOND FLOOR 1/16” = 1’-0”

• • • • • • • • • • • •

• • • • • • •

Outdoor Quad Covered Outdoor Space Urban Garden Green House Outdoor Dining Space Main Entry Attendance Office Student + Staff Daycare Assembly Bleachers Dining Hall Kitchen Library Cafe

Computer Lab Study Carrels Councilors’ Offices Overlook Small Art Gallery Fine Arts Lab Wood + Tech Shop

WESTLAKE HIGH SCHOOL

LONGITUDINAL SECTION 1/8” = 1’-0”

Comprehensive Project | University of Oregon 2015

I. WINTER TERM DESIGN PROCESS

END OF TERM SYNTHESIS

March 12, 2015 | END OF TERM SUMMARY + QUESTIONS & SHORT PROGRAM| I have been concerned about the “Urban-Suburban High School Graduation Gap” that is evident in the Los Angeles County and the affect this education gap is having on inner-city youth and neighborhoods. The hypothetical project I developed started with looking at the social and economic issues facing high school students in the Westlake district of downtown Los Angeles, California. In my research I looked at the potential positive affects designing smaller urban high schools can have on: attendance and overall graduation rates, the overarching importance of education and eventual higher education, and the students of low-income urban families and how they feel towards school. Partnering with LA’s Promise, a non-profit based out of Los Angeles focused on school reform and neighborhood revitalization, and the Los Angeles Unified School District (LAUSD), I committed to composing a smaller learning community and a program based on a new, unique curriculum and set of teaching methods. The program of spaces and activities for this new public high school will be a fusion of traditional subject matter and current events to encourage multidisciplinary understanding and a comprehensive learning of material. Because the Westlake District is a historically architecturally-rich neighborhood, I chose to work within the 1926 Young’s Market Building. I believe that beautiful buildings should not only be placed in the hands of those who can afford their detailing, but be placed in the hands of those who can see the future for which it promises. As stated by Heidi Early, a major advocate for smaller school reform, of Noble High School in North Berwick, Maine, “What schools look like, tells students what they are worth.” This project is to be a prototype for the new American Public High School, acting as a case study for re-thinking public secondary education in low income urban areas.. Through research and interviews with educators and administrative personnel, I am investigating classroom types and designs for a technologically advanced and rapidly changing world. The Westlake High School project makes a commitment to smaller classrooms and changing the way subjects are taught. The idea is to physically downsize the footprint of the school, reducing the number of students, shrinking the ratio of students to teachers, lessening the number of subjects taught independently. The whole school culture will support small learning communities. Westlake High School will act as a prototype for a New Urban American High School. As a case study for education reform,

neighborhood revitalization, and the redesign of educational spaces to accommodate changing technologies in and out of the classroom, the school will focus on issues effecting low-income urban neighborhoods. Maria Montessori, founder of the Montessori method of education, famously said in 1936, “preventing conflicts is the work of politics, establishing peace is the work of education.” With the guidance of LA’s Promise, I pose the question of how education can be socially responsible and academically rigorous at the same time. The goal of this architecturally and programmatically smaller approach to public secondary education is to connect with students on a more intimate level at the interior, ultimately reducing the high dropout rates of the Westlake District. Through a focus on adaptive reuse and interior architecture I propose that a smaller public high school will influence students to be active, contributing members in their urban community and beyond, ultimately affecting entire socio-economic divisions. Education is considered one of the most important foundations to a persons’ social and cultural life. In the U.S. we invest substantial amounts of money into the public school systems, but expect little in return of them. Revitalization of neighborhoods is one of the fundamental goals in developing smaller, local schools. Westlake has a rich historic background, but sadly many architectural treasures in the area have been left to deteriorate. By making this project an adaptive re-use project, not only is the neighborhood’s history being preserved, but students and families will become part of the new story of these buildings. Buildings are living entities and are meant to adapt and change with the changing world—just as education is. I was heavily influenced by Theodore Sizer, a great educational philosopher and teacher, who wrote a book called Horace’s Compromise: the Dilemma of the New American High School”. I was also greatly influenced by Myles Horton and Paulo Freire, who got together and “talked a book” entitled We Make the Road by Walking: Conversations on Education and Social Change. What stood out to me the most while researching education reform and education design is the importance of creating connections between the students, the staff, and the subjects being taught. Relevance not only educationally, but architectural and design relevance is critical in making the urban high school of the future successful. The best school designs emphasize the greatest qualities of the neighborhood as well as the students. The programming of spaces and rooms for this project is heavily dependent on adjacencies and security issues related to the needs

Westlake High School | Winter Term Design Process

the students and faculty. The program can be broken down into a few important main elements: classrooms, administrative spaces, study and communal workspaces, and social spaces. After subdividing the existing building in half, Westlake High School will occupy 56, 250 gross square feet with a program requiring approximately 52,000 net square feet. The building presents a few basic challenges: a heavy concrete structure with three foot wide columns on a twentyfive foot bay system, a heavily public façade on a major street corner, and lack of connection between floor plates. The overarching ideas I am working with for Westlake High School are based on a central building heart, occupied by student common/ open space and overseen by administrative spaces, flanked by smaller, focused, learning clusters or “learning neighborhoods”. In my first scheme I worked with keeping the “learning neighborhoods” open to the common circulation spaces as well as the administrative offices. This scheme promotes openness and fluidity between classrooms and the common spaces throughout the building. My second scheme talks about what closing off the neighborhoods to the common spaces would do—an issue that I am unsure of the potential downfalls from. This Scheme creates a more intimate neighborhood with greater potential use—but is then disconnected from the heart/core of the school.

SPRING DESIGN PROCES APRIL - JUNE 2015

G N SS

Comprehensive Project | University of Oregon 2015

II. SPRING TERM DESIGN PROCESS

3/4 REVIEW DOCUMENTATION

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Westlake High School | Spring Term Design Process

II. SPRING TERM DESIGN PROCESS 3/4 Review Analysis

PROJECT SCHEME AND DESIGN APPROACH: At this point in my process, I am finalizing the Schematic Planning phase and moving into Design Development. Moving forward from the Winter Final Review, I choose what elements of the plan set were working, and what elements were not. What remained a constant was the clustering of Core Classrooms and Neighborhoods, making certain that the functionality and zoning of the classrooms remained intact. My attention was focused on the continuity of major spaces and fluidity in circulation and usage of the school. One of the greatest change, and perhaps what created the largest impact on the schematic plans, was the reversal of the central heart of the building (administration and common circulation space) from the East side of the building to the main partition wall (West) side of the building. With this major flip in the plan, the ability to play up on the existing building conditions and the historic qualities of the building became a key focus. The building, as a neighborhood entity, stands out as a jewel box—special in its appearance and history— and I wanted to play up on this as an idea of insertion, pulling and pushing from the buildings historic container to express the balance between new and old—creating the new story of the building. By expressing voids in the building and pulling major community spaces away form the facades of the building, there becomes a conversation about preservation and permanence.

and nutritional benefits to the community through the library and the dining hall. The central three floors are student-centric in their use, preserved for students and their formal education. The final floor is therefore the most private space, reserved for the most personal needs of the students. This includes a school sponsored daycare facility and locker rooms with showers and changing spaces. With the addition of an open-air atrium on the fifth floor, there is a statement about the importance of this private space.

Looking Forward: In the final phase of the design process, I will be focusing on the details that will unify the program elements of the school. This will include an in-depth study of classroom designs, material studies, and acoustic and lighting needs throughout. The goal is to express the new story of the building, how it will look now, and how it will function for the next fifty years or more.

With this new focus, the schematic concept for the library (a major element in the programming of Westlake High School) underwent a major planning change. Instead of the previous use of the existing void in the building, bring students up to the building edge and preserving the double height space, I flipped the concept. I am now infilling the void, focusing on creating a new structure inside of the building to act as the “new jewel” box to be viewed from the street. By pulling the same angle that is present in the entry sequence of the street level, as well as the physical form of the monolithic mass that now marks the front of the school, into the library’s new second floor, there is a continuity in the plans that denotes major common spaces. A final major change to the project was an addition of a central atrium on the fifth floor. I wanted to express the importance of vertical ascension through the building and the division of public versus private spaces. One of the most important goals of this new school is for the school to act as a community resource center for its’ students and community, addressing their very specific needs. The ground floor is more public in its access, providing educational

103

Comprehensive Project | University of Oregon 2015

104

Westlake High School | Spring Term Design Process

105

FLEX STUDIO #3

STORAGE

1114 S.F.

Comprehensive Project | University of Oregon 2015

174 S.F.

STORAGE

1114 S.F.

DAY CARE 774 S.F.

THIRD FLOOR SCALE: 1/8” = 1’-0” THIRD FLOOR FLEX STUDIO #3

FIRE STIAR (E.)

174 S.F.

DAY CARE 774 S.F.

FIRE STIAR (E.)

SCALE: 1/8” = 1’-0”

WESTLAKE HIGH SCHOOL

SECOND FLOOR

1860 S.F.

N.T.S.

WOOD & TECH. SHOP ELECTIVE CLASSROOM

550 S.F.

COUNSELOR’S OFFICE

OFFICE #3 #2 135 S.F.

RESOURCE LA’S PROMISE DEPUTY’S OFFICE OFFICE

COUNSELOR’S COUNSELOR’S OFFICE TUTORINGOFFICE CENTER

OFFICE #1 #2 135 S.F.

165 S.F.

1860 S.F.

ELECTIVE CLASSROOM URBAN GARDEN GREEN HOUSE

412 S.F.

65 S.F.

100 S.F.

165247 S.F.S.F.

100 S.F.

675 S.F.

440 S.F.

260 S.F.

PARKING GARAGE DRIVEWAY DOWN ELECTIVE CLASSROOM

OFFICE

260 S.F.

PARKING GARAGE DRIVEWAY DOWN

TUTORING BAR

153 S.F.

CORE NEIGHBORHOODSM. #3ART 625 S.F. GALLARY

440 S.F.

135 S.F.

OFFICE

135 S.F.

515 S.F.

FIRE STIAR (N.)

COMPUTER LAB

OPEN COMPUTERS MEN’S R.R.

515 S.F.

FIRE STIAR (N.)

625 S.F.

75 S.F.

CORE NEIGHBORHOOD #4 UPPER LIBRARY

GROUP TUTORING

1597 S.F.

625 S.F.

ELECTIVE CLASSROOM 407 S.F.

140 S.F.

UPPER LIBRARY

TUTORING BAR

153 S.F.

FIRE STIAR (N.)

CORE CLASSROOM 600 S.F. COMPUTER LAB

CORE NEIGHBORHOOD #4

DECK ADDITION

INDIVIDUAL

600 S.F.

FIRE STIAR (N.)

MEN’S R.R. OPEN COMPUTERS MEN’S R.R.

WOMEN’S R.R.

TUTORING CENTER

550 S.F.

WOMEN’S R.R. WOMEN’S R.R.

247 S.F.

MEN’S R.R.

75 65 S.F. S.F.

105 S.F. INDIVIDUAL

65 S.F.

LA’S PROMISE OFFICE

CORE NEIGHBORHOODSM. #3ART 625 S.F. GALLARY

ELECTIVE CLASSROOM

65 S.F.

105 S.F.

#5 #4

WOMEN’S R.R.

65 S.F.

550 S.F.

URBAN GARDEN ADDITION GREEN HOUSEDECK 675 S.F.

65 S.F.

RESOURCE DEPUTY’S OFFICE

1597 S.F.

GROUP TUTORING

ELECTIVE CLASSROOM 407 S.F.

140 S.F.

STUDENT LOUNGE RENTABLE 570 S.F.TENANT SPACE

LIBRARIAN’S DESK

54,935 GROSS S.F.

CORE CLASSROOM 623 S.F.

550 S.F.

FOURTH FLOOR COMMONS

PRINT STATION ELECTIVE CLASSROOM

775 S.F.

CORE CLASSROOM

440 S.F.

623 S.F.

775 S.F.

FIRE STIAR (E.) FIRE STIAR (E.)

WOMEN’S R.R.

SECOND FLOOR SCALE: 1/8” = 1’-0” SECOND FLOOR

WOMEN’S R.R.

MEN’S R.R.

CORE CLASSROOM

440 S.F.

FIRE STIAR (E.)

CORE CLASSROOM

1280 S.F.

LIBRARIAN’S DESK PRINT STATION ELECTIVE CLASSROOM

54,935 GROSS S.F.

FINE ARTS LAB CORE CLASSROOM

STUDENT LOUNGE FOURTH FLOOR RENTABLE TENANT 570 S.F. COMMONS SPACE

1280 S.F.

550 S.F.

FINE ARTS LAB CORE CLASSROOM

UP UP

COUNSELORS’ OFFICE RESOURCE DEPUTY FINE ARTS LAB WOOD/TECH SHOP STUDENT LOUNGE LIBRARY COMPUTER LAB

412 S.F.

• • • • • • •

ELECTIVE CLASSROOM

550 S.F.

CORE CLASSROOM

WOOD & TECH. SHOP ELECTIVE CLASSROOM

FIRE STIAR (E.)

SCALE: 1/8” = 1’-0”

MEN’S R.R.

SERVING KITCHEN FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

SERVING KITCHEN

OUTDOOR DINING SPACE

LIBRARY STORAGE

WESTLAKE HIGH SCHOOL

STUDENT GATHERING

FIRE STIAR (N.)

STUDENT GATHERING

1460 S.F.

3125 S.F.

FOOD LINE

DINING HALL 1460 S.F.

N.T.S.

FOOD LINE UP

BOYS’ LOCKER ROOM

FLEX STUDIO #1 1084 S.F.

520 S.F.

FLEX STUDIO #1

BOYS’ LOCKER ROOM

255 S.F.

WOMEN’S R.R.

1084 S.F.

520 S.F.

2271 S.F.

LOWER LIBRARY 2271 S.F.

STUDENT ENTRY

COVERED OUTDOOR SPACE

FLEX STUDIO #2 807 S.F. STUDENT ENTRY

FIRE STIAR (N.)

LIBRARIAN’S DESK

AFTER HOURS/ WEEKEND ENTRANCE

MEN’S R.R.

2400 S.F.

OUTDOOR ATTRIUM HEALTH CENTER 1875 S.F.

STORAGE

OUTDOOR ATTRIUM HEALTH CENTER 1875 S.F.

STORAGE

1594 S.F.

508 S.F.

2400 S.F.

FIRE STIAR (E.)

FLEX STUDIO #2 807 S.F.

ATTENDANCE OFFICE 400 S.F.

FIRE STIAR (E.)

400 S.F.

STREET LEVEL SCALE: 1/8” = 1’-0” STREET LEVEL MEDIA WALL

FLEX STUDIO #3

FIFTH FLOOR LANDING FIFTH FLOOR LANDING

ATTENDANCE OFFICE

1594 S.F.

508 S.F.

MEDIA WALL SECURITY DESK

SECURITY DESK

STORAGE

SCALE: 1/8” = 1’-0” FLEX STUDIO #3

STORAGE

ALLEY ACCESS

RENTABLE TENANT SPACE 54,935 GROSS S.F.

153'-3"

WESTLAKE HIGH SCHOOL 56,250 GROSS S.F.

25'-0" 107'-71 2"

143'-11 4"

S. UNION AVE N

SITE PLAN SCALE: 3/32” = 1’-0”

7TH ST

RECLAIMED PARKING LOT INTO OUTDOOR QUAD AND MAIN ENRTY

106

AFTER HOURS/ WEEKEND ENTRANCE

FIRE STIAR (N.)

255 S.F.

WOMEN’S R.R.

COVERED OUTDOOR SPACE

LIBRARIAN’S DESK

496 S.F. MEN’S R.R.

P.E. DIRECTOR’S OFFICE

GIRLS’ LOCKER ROOM

LOWER LIBRARY

496 S.F.

P.E. DIRECTOR’S OFFICE

GIRLS’ LOCKER ROOM UP

MAIN ENTRY ATTENDANCE OFFICE DINING HALL INDOOR QUAD NURSES OFFICE LIBRARY CAFE

CAFE

500 S.F.

3125 S.F.

DINING HALL

FIRST FLOOR • • • • • • •

CAFE

FIRE STIAR (N.)

400 S.F.

OUTDOOR DINING SPACE

500 S.F.

FIRE STAIR (N.)

355 S.F.

Westlake High School | Spring Term Design Process CORE CLASSROOM 600 S.F. SCIENCE & MATHEMATICS

ELECTIVE CLASSROOM

ELECTIVE ELECTIVE550CLASSROOM CLASSROOM S.F.

ELECTIVE ELECTIVE412CLASSROOM CLASSROOM S.F.

550 S.F.

412 S.F.

550 S.F.

412 S.F.

FLEX STUDIO #1 1084 S.F.

FLEX STUDIO #1 FLEX 1084 STUDIO #1 S.F. CORE NEIGHBORHOOD #1 1084 S.F. ELECTIVE CLASSROOM 440 S.F.

625 S.F.

ELECTIVE CLASSROOM CLASSROOM ELECTIVE 440 S.F.

CORE NEIGHBORHOOD NEIGHBORHOOD #1 #1 CORE 625 S.F.

CONFERENCE ROOM

SHARED OFFICE

CONFERENCE ROOM CONFERENCE ROOM 235 S.F.

SHARED SHARED OFFICE OFFICE

235 S.F.

ASSITANT DIRECTORS’ OFFICE

600 S.F. SCIENCE & MATHEMATICS SCIENCE & MATHEMATICS

206 S.F.

235 S.F.

270 S.F. MAIN OFFICE 364 S.F. ASSITANT ASSITANT DIRECTORS’ DIRECTORS’ OFFICE OFFICE GIRLS’ LOCKER ROOM 270 S.F. MAIN OFFICE OFFICE 270 S.F. MAIN 520 S.F. 364 S.F.

WOMEN’S R.R.

ROOM WOMEN’S R.R. WOMEN’S R.R. 496 S.F.

255 S.F.

520 S.F.

OFFICE OFFICE

MEN’S R.R. MEN’S R.R.

WESTLAKE HIGH SCHOOL

FIRE STIAR (N.) FIRE STIAR (N.)

FIRE STIAR (N.)

R.R. COREMEN’S NEIGHBORHOOD #2 CORE NEIGHBORHOOD #2 625 S.F.

FIRE STIAR (N.) FIRE STIAR (N.)

625 S.F.

140 S.F. 140 S.F.

153 S.F. R.R. WOMEN’S 153 S.F. R.R. WOMEN’S

FIRE STIAR (N.)

BOYS’ LOCKER LOCKER BOYS’ ROOM CORE NEIGHBORHOOD #2 ROOM 496 S.F. 496 S.F.

OFFICE PP.E. .E. DIRECTOR’S DIRECTOR’S 140 S.F. OFFICE OFFICE 255 S.F. 255 S.F. OFFICE OFFICE

OFFICEGIRLS’ LOCKER ROOM LOCKER ROOM 153 S.F.GIRLS’ WOMEN’S R.R. 520 S.F.

MEN’S R.R.

BOYS’ LOCKER

206 S.F. 206 S.F.

P.E. DIRECTOR’S OFFICE

364 S.F.

625 S.F.

440 S.F.

CORE CLASSROOM CLASSROOM CORE 600 S.F.

FIFTH FLOOR N.T.S.

MEN’S R.R. MEN’S R.R.

SHARED LAB 407 S.F.

SHARED LAB LAB SHARED 407 S.F. 407 S.F. STORAGE

FLEX STUDIO #2

OUTDOOR ATTRIUM

FLEX #2 FLEX STUDIO STUDIO #2 807 S.F.

OUTDOOR ATTRIUM OUTDOOR ATTRIUM THIRD 1875FLOOR S.F. 1875 S.F. COMMONS

STORAGE STORAGE CORE CLASSROOM 1594 S.F.

THIRD THIRD FLOOR FLOOR COMMONS COMMONS FIFTH FLOOR LANDING

CORE CLASSROOM CLASSROOM CORE 775 S.F.

807 S.F.

1875 S.F.

807 S.F.

CORE CLASSROOM CLASSROOM CORE 550 S.F. 550 S.F. FLEX STUDIO #3

CORE CLASSROOM CLASSROOM CORE 623 S.F. 623 S.F.

1114 S.F.

FIRE STIAR (E.)

LOCKER ROOMS FLEX STUDIOS TEACHER’S LOUNGE DAYCARE

440 S.F.

LAB STORAGE STORAGE LAB 440 S.F. 440 S.F.

STORAGE STORAGE 174 S.F.

1114 S.F.

775 S.F. SCIENCE & MATHEMATICS SCIENCE & MATHEMATICS

• • • •

LAB STORAGE

STORAGE 174 S.F.

FLEX STUDIO STUDIO #3 #3 FLEX 1114 S.F.

DNDN

FIFTH FIFTH FLOOR FLOOR LANDING LANDING

623 S.F.

DN DNDN

CORE CLASSROOM

550 S.F.

775 S.F.1594 S.F. SCIENCE & MATHEMATICS

UPUP

CORE CLASSROOM

1594 S.F.

174 S.F.

FIRE STIAR (E.) FIRE STIAR (E.)

DAY CARE

FIRE STIAR (E.)

DAY CARE DAY CARE 774 S.F.

774 S.F.

FIRE STIAR (E.) FIRE STIAR (E.)

FIFTH FLOOR SCALE: 1/8” = 1’-0” FIFTH FLOOR

N N

SCALE: 1/8” 1/8” = = 1’-0” 1’-0” SCALE:

URBAN GARDEN GREEN HOUSE

550 S.F.

ELECTIVE CLASSROOM

URBAN GARDEN GARDEN URBAN GREEN HOUSE HOUSE GREEN 550 S.F. 550 S.F.

65 S.F.

ELECTIVE CLASSROOM

550 S.F.

412 S.F.

ELECTIVE ELECTIVE550CLASSROOM CLASSROOM S.F.

LA’S PROMISE OFFICE

65 S.F.

LA’S LA’S PROMISE PROMISE OFFICE OFFICE 247 S.F.

65 S.F. 65 S.F.

ELECTIVE CLASSROOM

CORE NEIGHBORHOOD #3

440 S.F.

625 S.F.

ELECTIVE CLASSROOM CLASSROOM ELECTIVE 440 S.F.

CORE #3 CORE NEIGHBORHOOD NEIGHBORHOOD #3 625 S.F.

75 S.F. 75 S.F.

INDIVIDUAL

OFFICE

135 S.F.

OFFICE OFFICE 153 S.F.

TUTORING BAR BAR TUTORING 135 S.F.

153 S.F.

135 S.F.

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.)

WOMEN’S R.R. WOMEN’S R.R.

MEN’S R.R. MEN’S R.R.

FIRE STIAR (N.) FIRE STIAR (N.)

FOURTH FLOOR

625 S.F.

CORE #4 CORE NEIGHBORHOOD NEIGHBORHOOD #4 625 S.F. 625 S.F.

ELECTIVE CLASSROOM 407 S.F.

407 S.F.

CORE CORE CLASSROOM CLASSROOM 623 S.F.

550 S.F.

623 S.F.

550 S.F.

FOURTH FOURTH FLOOR FLOOR COMMONS COMMONS

ELECTIVE CLASSROOM

CORE CLASSROOM

DNDN

CORE CLASSROOM

CORE CORE CLASSROOM CLASSROOM 550 S.F.

CORE CLASSROOM

UPUP

WOMEN’S R.R. WOMEN’S R.R.

WOMEN’S R.R.

N.T.S.

ELECTIVE CLASSROOM CLASSROOM ELECTIVE 407 S.F.

140 S.F.

FOURTH FLOOR COMMONS

WESTLAKE HIGH SCHOOL

CORE NEIGHBORHOOD #4

RENTABLE TENANT SPACE 54,935 GROSS S.F. TUTORING GROUP 140 S.F. RENTABLE RENTABLE TENANT TENANT SPACE SPACE 54,935 GROSS S.F. TUTORING GROUP 54,935 GROSS S.F. TUTORING GROUP 140 S.F.

TUTORING BAR

153 S.F.

625 S.F.

440 S.F.

#1 #1

TUTORING CENTER CENTER TUTORING INDIVIDUAL

247 S.F.

600 S.F.

#2 #2

65 S.F. #1 65 S.F. 75 S.F.

#4 TUTORING CENTER #4 INDIVIDUAL

247 S.F.

PARKING PARKING GARAGE GARAGE DRIVEWAY DRIVEWAY DOWN DOWN

CORE CLASSROOM CLASSROOM CORE 600 S.F.

65 S.F.

412 S.F.

600 S.F.

#3 #3

65 S.F. 65 S.F. #2

#5 #5 65 S.F. #4

ELECTIVE ELECTIVE412CLASSROOM CLASSROOM S.F.

550 S.F.

PARKING GARAGE DRIVEWAY DOWN

CORE CLASSROOM

65 S.F.

ELECTIVE CLASSROOM CLASSROOM ELECTIVE 440 S.F.

CORE CLASSROOM CLASSROOM CORE 775 S.F.

440 S.F.

775 S.F.

440 S.F.

623 S.F.

775 S.F.

• • • •

TUTORING CENTER L.A. PROMISE’S OFFICE PHILOSOPHY & HISTORY LANGUAGE & THE ARTS

MEN’S R.R. FIRE STIAR (E.) MEN’S R.R. MEN’S R.R. FIRE STIAR (E.) FIRE STIAR (E.)

SERVING KITCHEN

N OUTDOOR DINING SPACE

FOURTH FLOOR SCALE: 1/8” = 1’-0” FOURTH FLOOR

LIBRARY STORAGE

SERVING KITCHEN SERVING KITCHEN 355 S.F.

N N

400 S.F.

355 S.F.

OUTDOOR DINING OUTDOOR DINING SPACE SPACE

LIBRARY STORAGE STORAGE LIBRARY 400 S.F. 400 S.F.

SCALE: 1/8” 1/8” = = 1’-0” 1’-0” SCALE:

FIRE STIAR (N.) FIRE STIAR (N.)

STUDENT GATHERING GATHERING STUDENT 3125 S.F. 3125 S.F.

FOOD LINE

1460 S.F.

CORE CLASSROOM FOOD LINE FOOD LINE

LOWER LIBRARY

ELECTIVE CLASSROOM CLASSROOM ELECTIVE 550 S.F.

ELECTIVE CLASSROOM CLASSROOM ELECTIVE 412 S.F.

SHARED OFFICE

CONFERENCE ROOM ROOM CONFERENCE 235 S.F.

SHARED SHARED OFFICE OFFICE

412 S.F.

550 S.F.

412 S.F.

235 S.F.

ASSITANT DIRECTORS’ OFFICE

MAIN OFFICE

ASSITANT DIRECTORS’ DIRECTORS’ ASSITANT OFFICE OFFICE

625 S.F.

OFFICEGIRLS’ LOCKER ROOM

OFFICE P.E. DIRECTOR’S 140 S.F. OFFICE

OFFICEGIRLS’ LOCKER ROOM OFFICE LOCKER ROOM WOMEN’S R.R. 153 S.F. GIRLS’ 520 S.F.

OFFICE DIRECTOR’S OFFICE PP.E. .E. DIRECTOR’S 140 S.F. 140 S.F. OFFICE OFFICE

153 S.F.

520 S.F.

153 S.F.

FLEX STUDIO #3

STORAGE

FLEX STUDIO STUDIO #3 #3 FLEX 1114 S.F.

STORAGE STORAGE 174 S.F.

1114 S.F.

N N

STORAGE STORAGE CORE CLASSROOM CLASSROOM 1594 S.F. CORE 775 S.F. 1594 S.F. 775 S.F. SCIENCE & MATHEMATICS SCIENCE & MATHEMATICS

LAB STORAGE 440 S.F.

THIRD FLOOR SCALE: 1/8” = 1’-0” THIRD FLOOR SCALE: 1/8” = 1’-0”

STUDENT COMMON MAIN OFFICE SCIENCE & MATHEMATICS EXPERIMENTATION LAB INQUIRY & EXPRESSION

LAB STORAGE STORAGE LAB 440 S.F. 440 S.F.

174 S.F.

1114 S.F.

• • • • •

DNDN

FIFTH FLOOR FLOOR FIFTH LANDING LANDING

775 S.F. SCIENCE & MATHEMATICS

FIRE STIAR (E.)

623 S.F.

FIRE STIAR (E.) FIRE STIAR (E.)

SHARED LAB LAB SHARED 407 S.F.

STORAGE CORE CLASSROOM 1594 S.F.

DNDN

550 S.F.

407 S.F.

UPUP

CORE CORE CLASSROOM CLASSROOM 623 S.F.

FIFTH FLOOR LANDING

623 S.F.

N.T.S.

SHARED LAB

407 S.F.

OUTDOOR ATTRIUM THIRD FLOOR 1875 S.F. COMMONS OUTDOOR ATTRIUM OUTDOOR ATTRIUM THIRD FLOOR 1875 S.F. THIRD FLOOR 1875 S.F. COMMONS COMMONS

CORE CORE CLASSROOM CLASSROOM 550 S.F.

THIRD FLOOR

FIRE STIAR (N.) FIRE STIAR (N.)

MEN’S R.R. MEN’S R.R.

508 S.F.

807 S.F.

CORE CLASSROOM

WESTLAKE HIGH SCHOOL

FIRE STIAR (N.)

HEALTH CENTER CENTER HEALTH 508 S.F.

FLEX STUDIO STUDIO #2 #2 FLEX 807 S.F.

550 S.F.

625 S.F. 625 S.F.

MEN’S R.R.

FIRE STIAR (E.) FIRE STIAR (E.)

400 S.F.

CORE CLASSROOM

496 S.F. 496 S.F.

508 S.F.

ATTENDANCE OFFICE ATTENDANCE OFFICE 400 S.F.

MEDIA WALL MEDIA WALL

625 S.F.

UPUP

807 S.F.

FIRE STIAR (N.) FIRE STIAR (N.)

496 S.F.

HEALTH CENTER

ATTENDANCE OFFICE 400 S.F.

FLEX STUDIO #2

MEN’S R.R. MEN’S R.R.

255 S.F. 255 S.F.

FIRE STIAR (E.)

MEDIA WALL SECURITY DESK SECURITY DESK

FIRE STIAR (N.)

WOMEN’S R.R. WOMEN’S R.R.

BOYS’ LOCKER LOCKER BOYS’ ROOMNEIGHBORHOOD #2 CORE ROOM CORE NEIGHBORHOOD #2

255 S.F.

520 S.F.

WOMEN’S R.R. WOMEN’S R.R. SECURITY DESK

MEN’S R.R.

BOYS’ LOCKER ROOMNEIGHBORHOOD #2 CORE

MAIN MAIN364OFFICE OFFICE S.F. 364 S.F.

STUDENT ENTRYFLEX FLEX STUDIO STUDIO #1 #1 1084 S.F. CORE NEIGHBORHOOD NEIGHBORHOOD #1 #1 1084 S.F. ELECTIVE CLASSROOM CLASSROOM CORE ELECTIVE 625 S.F. 440 S.F. 625 S.F. 440 S.F. STUDENT STUDENT ENTRY ENTRY

WOMEN’S R.R.

600 S.F. SCIENCE & MATHEMATICS

AFTER HOURS/ CORE LIBRARIAN’S CORE CLASSROOM CLASSROOM 600 S.F. WEEKEND ENTRANCE DESK 600 S.F. SCIENCE & MATHEMATICS SCIENCE & MATHEMATICS AFTER HOURS/ LIBRARIAN’S AFTER HOURS/ LIBRARIAN’S WEEKEND ENTRANCE DESK WEEKEND ENTRANCE DESK

2400 S.F. 2400 S.F.

2271 S.F.

206 S.F. 206 S.F.

364 S.F.

270 S.F. 270 S.F.

FLEX STUDIO #1 1084 S.F. CORE NEIGHBORHOOD #1 ELECTIVE CLASSROOM

LOWER LIBRARY LOWER LIBRARY 2271 S.F.

206 S.F.

235 S.F.

270 S.F.

440 S.F.

2271 S.F.

CONFERENCE ROOM

UPUP

ELECTIVE CLASSROOM

ELECTIVE CLASSROOM 550 S.F.

2400 S.F.

CAFE CAFE

500 S.F. 500 S.F.

3125 S.F.

1460 S.F.

DINING HALL HALL DINING 1460 S.F.

COVERED OUTDOOR OUTDOOR COVERED SPACE SPACE

CAFE

500 S.F.

FIRE STIAR (N.)

STUDENT GATHERING

DINING HALL

COVERED OUTDOOR SPACE

FIRE STAIR (N.) FIRE FIRE STAIR STAIR (N.) (N.)

355 S.F.

DAY CARE 774 S.F.

174 S.F.

DAY CARE CARE DAY 774 S.F.

FIRE STIAR (E.)

774 S.F.

FIRE STIAR (E.) FIRE STIAR (E.)

SCALE: 1/8” = 1’-0”

1860 S.F.

ELECTIVE CLASSROOM

ELECTIVE CLASSROOM CLASSROOM ELECTIVE 550 S.F.

ELECTIVE CLASSROOM CLASSROOM ELECTIVE 412 S.F.

1860 S.F. 1860 S.F.

550 S.F.

412 S.F.

URBAN GARDEN GREEN HOUSE

RESOURCE DEPUTY’S OFFICE RESOURCE 165 S.F. RESOURCE DEPUTY’S DEPUTY’S OFFICE LA’S PROMISE OFFICE 165 S.F. 165 S.F. OFFICE 247 S.F.

LA’S LA’S PROMISE PROMISE OFFICE OFFICE 247 S.F.

550 S.F.

440 S.F.

CORE NEIGHBORHOODSM. #3ART 625 S.F. GALLARY

DECK ADDITION ADDITION DECK

PARKING GARAGE ELECTIVE CLASSROOM ELECTIVE CLASSROOM

CORE NEIGHBORHOOD NEIGHBORHOODSM. #3ART CORE #3 SM. ART 625 S.F.

260 S.F.

100 S.F. 100 S.F.

153 S.F.

#3 #3 OFFICE 65 S.F. 65 S.F. #2 135 S.F.

105 S.F.

65 S.F.

COUNSELOR’S COUNSELOR’S OFFICE OFFICE 105 S.F.

OFFICE OFFICE #2 135 S.F. #2 135 65 S.F. S.F. #1 65 S.F.

S.F. #4 TUTORING 105 CENTER #4 INDIVIDUAL

75 S.F.

65 S.F. 65 S.F.

#1 #1

TUTORING CENTER CENTER TUTORING INDIVIDUAL

247 S.F.

OFFICE

COUNSELOR’S OFFICE

INDIVIDUAL

TUTORING BAR 135 S.F.

75 S.F. 75 S.F.

DNDN

ELECTIVE CLASSROOM

65 S.F.

COUNSELOR’S OFFICE #5 #5 100 S.F. 65 S.F. 65 S.F. #4 COUNSELOR’S COUNSELOR’S 65 S.F. OFFICE OFFICE

URBAN GARDEN GARDEN URBAN GREEN HOUSE HOUSE GREEN 550 S.F. DECK ADDITION 550 S.F. 675 S.F.

CORE CLASSROOM

WOOD & TECH. SHOP ELECTIVE CLASSROOM 550 S.F. WOOD & & TECH. TECH. SHOP SHOP WOOD

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.)

WOMEN’S R.R. WOMEN’S R.R.

MEN’S R.R. MEN’S R.R.

FIRE STIAR (N.) FIRE STIAR (N.)

WOMEN’S R.R.

OPEN COMPUTERS MEN’S R.R.

FIRE STIAR (N.)

WOMEN’S R.R. WOMEN’S R.R.

OPEN COMPUTERS OPEN COMPUTERS MEN’S R.R. MEN’S R.R.

FIRE STIAR (N.) FIRE STIAR (N.)

CORE NEIGHBORHOOD #4 625 S.F.

CORE NEIGHBORHOOD NEIGHBORHOOD #4 #4 CORE 625 S.F. 625 S.F.

UPPER LIBRARY 1597 S.F.

600 S.F.

CORE CLASSROOM CLASSROOM CORE 600 S.F. 600 S.F.

COMPUTER LAB 515 S.F.

COMPUTER LAB LAB COMPUTER 515 S.F. 515 S.F.

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Comprehensive Project | University of Oregon 2015

BUILDING VOIDS Pulling and pushing from the buildings historic container to express the balance between new and old--creating the new story of the building.

NORTHERN (STREETSCAPE) EXPOSURE

LIBRARY INTERACTION WITH FACADES

EASTERN (STREETSCAPE) EXPOSURE STUDENT DRIVEN INTERACTION

CIRCULATION AND DAYLIGHTING INTERACTION WITH BUILDING SHELL

ACTIVATION OF BUILDING CORE FROM STEET LEVEL TO ROOFTOP

BUILDING DRIVEN INTERACTION

BUILDING USAGE Dividing the building into three with classrooms and school common spaces flanking a central heart that hosts administration, cirrulation, and student commons.

EAST - STREET SIDE

FLANKING CLASSROOMS WITH ADMINISTRATION

Creating strong classroom neighborhoods for each Core subject and increasing administation’s postive interactions.

NORTH-STREET SIDE

JEWEL BOX STREET CORNER

Creating community access and exposing the new life of the building.

WEST- BUILDING PARTITION

SOUTH- MAIN ENTRANCE

STRONG ADMINISTATIVE CORE

STUDENT-CENTRIC

CLASSROOMS ADMINISTATION STUDENT FOCUSED COMMONS SCHOOL COMMON SPACES

108

Anchoring each floor with a central administative presence, keeping a consistant language for wayfind.

Stacking classrooms to create spatial focus and greatest use of daylighting.

Westlake High School | Spring Term Design Process

street level circulation route student lounge

WOOD & TECH. SHOP 1860 S.F.

WOMEN’S R.R.

RESOURCE DEPUTY’S OFFICE

COUNSELOR’S OFFICE

165 S.F.

COUNSELOR’S OFFICE

100 S.F.

MEN’S R.R.

FIRE STIAR (N.)

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS

SM. ART GALLARY

675 S.F.

515 S.F.

DECK ADDITION

260 S.F.

UPPER LIBRARY 1597 S.F.

STUDENT LOUNGE

LIBRARIAN’S DESK

570 S.F.

FINE ARTS LAB

PRINT STATION

1280 S.F.

FIRE STIAR (E.)

street level circulation route floor commons CORE CLASSROOM 600 S.F. SCIENCE & MATHEMATICS

ELECTIVE CLASSROOM

550 S.F.

CONFERENCE ROOM

412 S.F.

SHARED OFFICE

235 S.F.

206 S.F.

ASSITANT DIRECTORS’ OFFICE

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.)

MAIN OFFICE

270 S.F.

364 S.F.

CORE NEIGHBORHOOD #2 CORE NEIGHBORHOOD #1

ELECTIVE CLASSROOM

625 S.F.

OFFICE

625 S.F.

440 S.F.

140 S.F.

153 S.F.

SHARED LAB 407 S.F.

THIRD FLOOR COMMONS

CORE CLASSROOM 775 S.F. SCIENCE & MATHEMATICS

CORE CLASSROOM

LAB STORAGE

CORE CLASSROOM

550 S.F.

440 S.F.

623 S.F.

FIRE STIAR (E.)

detatchment from historic facade CORE CLASSROOM

65 S.F.

ELECTIVE CLASSROOM

550 S.F.

600 S.F.

65 S.F.

ELECTIVE CLASSROOM

412 S.F.

65 S.F.

WOMEN’S R.R.

65 S.F.

LA’S PROMISE OFFICE

TUTORING CENTER

247 S.F.

MEN’S R.R.

FIRE STIAR (N.)

75 S.F.

INDIVIDUAL

CORE NEIGHBORHOOD #4 625 S.F.

CORE NEIGHBORHOOD #3

ELECTIVE CLASSROOM

625 S.F.

440 S.F.

URBAN GARDEN GREEN HOUSE

OFFICE

TUTORING BAR

153 S.F.

135 S.F.

ELECTIVE CLASSROOM

GROUP TUTORING

407 S.F.

140 S.F.

550 S.F.

PARKING GARAGE DRIVEWAY DOWN

CORE CLASSROOM

550 S.F.

FOURTH FLOOR COMMONS

CORE CLASSROOM

ELECTIVE CLASSROOM

CORE CLASSROOM

440 S.F.

623 S.F.

775 S.F.

RENTABLE TENANT SPACE 54,935 GROSS S.F.

URBAN GARDEN GREEN HOUSE

FIRE STIAR (E.)

550 S.F.

WOMEN’S R.R.

PARKING GARAGE DRIVEWAY DOWN

enclosed-private MEN’S R.R.

open-public

RENTABLE TENANT SPACE 54,935 GROSS S.F.

SERVING KITCHEN

lock down division line

FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE

semienclosed

400 S.F.

OUTDOOR DINING SPACE

security point

CAFE

500 S.F.

FIRE STIAR (N.)

WOMEN’S R.R.

STUDENT GATHERING 3125 S.F.

DINING HALL

BOYS’ LOCKER ROOM

1460 S.F.

FLEX STUDIO #1 1084 S.F.

MEN’S R.R.

496 S.F.

P.E. DIRECTOR’S OFFICE

GIRLS’ LOCKER ROOM

FOOD LINE

520 S.F.

FIRE STIAR (N.)

255 S.F.

WOMEN’S R.R.

LOWER LIBRARY

MEN’S R.R.

2271 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

SERVING KITCHEN FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

OUTDOOR DINING SPACE

500 S.F.

FLEX STUDIO #2

OUTDOOR ATTRIUM

807 S.F.

2400 S.F.

STORAGE

FIRE STIAR (N.)

1875 S.F.

STUDENT GATHERING COVERED OUTDOOR SPACE

CAFE

1594 S.F.

3125 S.F.

STUDENT ENTRY DINING HALL 1460 S.F.

FIRE STIAR (E.) SECURITY DESK

HEALTH CENTER FIFTH FLOOR 508 S.F. LANDING

FOOD LINE

ATTENDANCE OFFICE

LOWER LIBRARY

400 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

2271 S.F.

MEDIA WALL

FLEX STUDIO #3

STORAGE

1114 S.F.

174 S.F.

DAY CARE 774 S.F.

FIRE STIAR (E.)

COVERED OUTDOOR SPACE

STUDENT ENTRY

2400 S.F.

HEALTH CENTER 508 S.F.

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE OFFICE 400 S.F.

MEDIA WALL

WOOD & TECH. SHOP 1860 S.F.

RESOURCE DEPUTY’S OFFICE 165 S.F.

WOMEN’S R.R.

COUNSELOR’S OFFICE 100 S.F.

COUNSELOR’S OFFICE

MEN’S R.R.

FIRE STIAR (N.)

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS

SM. ART GALLARY

675 S.F.

515 S.F.

DECK ADDITION

260 S.F.

UPPER LIBRARY 1597 S.F.

WOOD & TECH. SHOP 1860 S.F.

165 S.F.

FINE ARTS LAB

STUDENT LOUNGE COUNSELOR’S OFFICE 100 S.F.

COUNSELOR’S OFFICE

FIRE STIAR (N.) LIBRARIAN’S DESK

OFFICE 135 S.F.

COMPUTER LAB

OPEN COMPUTERS PRINT STATION

260 S.F.

SM. ART GALLARY

515 S.F.

FIRE STIAR (E.)

675 S.F.

MEN’S R.R.

105 S.F.

1280 S.F.

DECK ADDITION

WOMEN’S R.R.

570 S.F.

RESOURCE DEPUTY’S OFFICE

UPPER LIBRARY 1597 S.F.

109

Comprehensive Project | University of Oregon 2015

110

Westlake High School | Spring Term Design Process

detatchment from historic facade CORE CLASSROOM

65 S.F.

ELECTIVE CLASSROOM

550 S.F.

600 S.F.

65 S.F.

ELECTIVE CLASSROOM

412 S.F.

65 S.F.

WOMEN’S R.R.

65 S.F.

LA’S PROMISE OFFICE

TUTORING CENTER

247 S.F.

MEN’S R.R.

FIRE STIAR (N.)

75 S.F.

INDIVIDUAL

CORE NEIGHBORHOOD #4 625 S.F.

CORE NEIGHBORHOOD #3

ELECTIVE CLASSROOM

625 S.F.

440 S.F.

URBAN GARDEN GREEN HOUSE

OFFICE

TUTORING BAR

153 S.F.

135 S.F.

ELECTIVE CLASSROOM

GROUP TUTORING

407 S.F.

140 S.F.

550 S.F.

PARKING GARAGE DRIVEWAY DOWN

CORE CLASSROOM

550 S.F.

FOURTH FLOOR COMMONS

CORE CLASSROOM

ELECTIVE CLASSROOM

CORE CLASSROOM

440 S.F.

623 S.F.

775 S.F.

RENTABLE TENANT SPACE 54,935 GROSS S.F.

URBAN GARDEN GREEN HOUSE

FIRE STIAR (E.)

550 S.F.

WOMEN’S R.R.

PARKING GARAGE DRIVEWAY DOWN

enclosed-private MEN’S R.R.

open-public

RENTABLE TENANT SPACE 54,935 GROSS S.F.

355 S.F.

FIRE STAIR (N.)

lock down division line

SERVING KITCHEN

LIBRARY STORAGE

semienclosed

400 S.F.

OUTDOOR DINING SPACE

security point

CAFE

500 S.F.

FIRE STIAR (N.)

WOMEN’S R.R.

STUDENT GATHERING 3125 S.F.

DINING HALL

BOYS’ LOCKER ROOM

1460 S.F.

FLEX STUDIO #1 1084 S.F.

MEN’S R.R.

496 S.F.

P.E. DIRECTOR’S OFFICE

GIRLS’ LOCKER ROOM

FOOD LINE

520 S.F.

FIRE STIAR (N.)

255 S.F.

WOMEN’S R.R.

LOWER LIBRARY

MEN’S R.R.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

2271 S.F.

SERVING KITCHEN FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

OUTDOOR DINING SPACE

CAFE

500 S.F.

FLEX STUDIO #2

OUTDOOR ATTRIUM

807 S.F.

STORAGE

FIRE STIAR (N.)

1875 S.F.

STUDENT GATHERING

1594 S.F.

3125 S.F.

COVERED OUTDOOR SPACE

STUDENT ENTRY DINING HALL

2400 S.F.

1460 S.F.

FOOD LINE

FIRE STIAR (E.) SECURITY DESK

HEALTH CENTER FIFTH FLOOR 508 S.F. LANDING

ATTENDANCE OFFICE

LOWER LIBRARY R RY

400 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

2271 S.F.F.F

MEDIA WALL

FLEX STUDIO #3

STORAGE

1114 S.F.

174 S.F.

DAY CARE 774 S.F.

FIRE STIAR (E.)

COVERED OUTDOOR SPACE

STUDENT ENTRY

2400 S.F.

HEALTH CENTER 508 S.F.

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE OFFICE 400 S.F.

MEDIA WALL

WOOD & TECH. SHOP 1860 S.F.

WOMEN’S R.R.

RESOURCE DEPUTY’S OFFICE

COUNSELOR’S OFFICE

165 S.F.

100 S.F.

COUNSELOR’S OFFICE

MEN’S R.R.

FIRE STIAR (N.)

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS

SM. ART GALLARY

675 S.F.

515 S.F.F.F

DECK ADDITION

260 S.F.

UPPER LIBRARY R RY 1597 S.F.F.F

WOOD & TECH. SHOP 1860 S.F.

STUDENT LOUNGE

RESOURCE DEPUTY’S OFFICE

100 S.F.

COUNSELOR’S OFFICE

165 S.F.

FINE ARTS LAB

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.) LIBRARIAN’S DESK

570 S.F.

COUNSELOR’S OFFICE

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS PRINT STA STATION TATION TA ATION

1280 S.F.

SM. ART GALLARY

675 S.F.

DECK ADDITION

515 S.F.

FIRE STIAR (E.)

260 S.F.

UPPER LIBRARY 1597 S.F.

STUDENT LOUNGE

LIBRARIAN’S DESK

570 S.F.

FINE ARTS LAB

PRINT STATION

1280 S.F.

URBAN GARDEN GREEN HOUSE

FIRE STIAR (E.)

550 S.F.

PARKING GARAGE DRIVEWAY DOWN

RENTABLE TENANT SPACE 54,935 GROSS S.F.

WOMEN’S R.R.

MEN’S R.R.

SERVING KITCHEN FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

OUTDOOR DINING SPACE

CAFE

500 S.F. FIRE STIAR (N.)

STUDENT GATHERING 3125 S.F.

DINING HALL 1460 S.F.

FOOD LINE

LOWER LIBRARY UP

2271 S.F.

COVERED OUTDOOR SPACE

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

STUDENT ENTRY

2400 S.F.

HEALTH CENTER 508 S.F.

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE OFFICE 400 S.F.

MEDIA WALL

lock down division line direct circulation route staff interaction

111

Comprehensive Project | University of Oregon 2015 CORE CLASSROOM 600 S.F. SCIENCE & MATHEMATICS

ELECTIVE CLASSROOM

WESTLAKE HIGH SCHOOL

ELECTIVE CLASSROOM

550 S.F.

WESTLAKE HIGH SCHOOL The New American Urban Public High School Alexis K. Johnston

THE NEW AMERICAN URBAN PUBLIC HIGH SCHOOL

CONFERENCE ROOM

412 S.F.

SHARED OFFICE

235 S.F.

206 S.F.

ASSITANT DIRECTORS’ OFFICE

WOMEN’S R.R.

364 S.F.

1084 S.F.

520 S.F.

“PREVENTING CONFLICT IS THE WORK OF POLITICS, ESTABLISHING PEACE IS THE WORK OF EDUCATION”

CORE NEIGHBORHOOD #2

255 S.F.

140 S.F.

153 S.F. R.R. WOMEN’S

FIRE STIAR (N.)

625 S.F.

OFFICE

625 S.F.

440 S.F.

496 S.F.

P.E. DIRECTOR’S OFFICE

GIRLS’ LOCKER ROOM CORE NEIGHBORHOOD #1

ELECTIVE CLASSROOM

FIRE STIAR (N.)

BOYS’ LOCKER ROOM

MAIN OFFICE

270 S.F.

FLEX STUDIO #1

COMPREHENSIVE PROJECT Interior Architecture Program Department of Architecture University of Oregon, Eugene

MEN’S R.R.

SHARED LAB 407 S.F.

FLEX STUDIO #2

OUTDOOR ATTRIUM

807 S.F.

STORAGE

1875 S.F.

775 S.F. SCIENCE & MATHEMATICS

FIFTH FLOOR LANDING

CORE CLASSROOM

550 S.F.

CORE CLASSROOM

1594 S.F.

THIRD FLOOR COMMONS

LAB STORAGE 440 S.F.

623 S.F.

FIRE STIAR (E.)

FLEX STUDIO #3

STORAGE

1114 S.F.

174 S.F.

DAY CARE 774 S.F.

FIRE STIAR (E.)

FIFTH FLOOR SCALE: 1/8” = 1’-0”

GUIDING PRINCIPLES OF DESIGN

THINK BIG,

URBAN GARDEN GREEN HOUSE ELECTIVE CLASSROOM

412 S.F.

65 S.F.

ELIMINATION OF THE GAP

REFLECTION OF CULTURE

FORWARD LOOKING

600 S.F.

65 S.F.

ELECTIVE CLASSROOM

550 S.F.

WOMEN’S R.R.

65 S.F.

LA’S PROMISE OFFICE

PARKING GARAGE DRIVEWAY DOWN

GOING SMALL IN A BIG WAY

CORE CLASSROOM

65 S.F.

550 S.F.

FIRE STIAR (N.)

TUTORING CENTER

247 S.F.

MEN’S R.R.

75 S.F.

INDIVIDUAL

CORE NEIGHBORHOOD #4 625 S.F.

CORE NEIGHBORHOOD #3

ELECTIVE CLASSROOM

625 S.F.

440 S.F.

OFFICE

RENTABLE TENANT SPACE 54,935 GROSS S.F. TUTORING GROUP

TUTORING BAR

153 S.F.

135 S.F.

ELECTIVE CLASSROOM 407 S.F.

140 S.F.

CORE CLASSROOM

550 S.F.

FOURTH FLOOR COMMONS

DESIGN SMALL.

CORE CLASSROOM

WOMEN’S R.R.

ELECTIVE CLASSROOM

CORE CLASSROOM

440 S.F.

623 S.F.

775 S.F.

MEN’S R.R. FIRE STIAR (E.)

SERVING KITCHEN

BUILDING VOIDS

FOURTH FLOOR

OUTDOOR DINING SPACE

FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

CAFE

SCALE: 1/8” = 1’-0”

500 S.F. FIRE STIAR (N.)

STUDENT GATHERING 3125 S.F.

Pulling and pushing from the buildings historic container to express the balance between new and old-creating the new story of the building.

DINING HALL 1460 S.F.

FOOD LINE

CORE CLASSROOM 600 S.F. SCIENCE & MATHEMATICS

LOWER LIBRARY ELECTIVE CLASSROOM

550 S.F.

412 S.F.

SHARED OFFICE

235 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

2271 S.F.

CONFERENCE ROOM

ELECTIVE CLASSROOM

206 S.F.

ASSITANT DIRECTORS’ OFFICE

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.)

MAIN OFFICE

270 S.F.

364 S.F.

NORTHERN (STREETSCAPE) EXPOSURE

LIBRARY INTERACTION WITH FACADES

CIRCULATION AND DAYLIGHTING INTERACTION WITH BUILDING SHELL COVERED OUTDOOR SPACE

BOYS’ LOCKER ROOMNEIGHBORHOOD #2 CORE

FLEX STUDIO #1 1084 S.F. CORE NEIGHBORHOOD #1 ELECTIVE CLASSROOM

153 S.F.

496 S.F.

OFFICE P.E. DIRECTOR’S 140 S.F. OFFICE

OFFICEGIRLS’ LOCKER ROOM

625 S.F.

440 S.F.

STUDENT ENTRY

520 S.F.

625 S.F.

FIRE STIAR (N.)

255 S.F.

2400 S.F.

WOMEN’S R.R.

MEN’S R.R. UP

HEALTH CENTER 508 S.F.

SHARED LAB 407 S.F.

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE OFFICE 400 S.F.

MEDIA WALL

FLEX STUDIO #2

OUTDOOR ATTRIUM THIRD FLOOR 1875 S.F. COMMONS

807 S.F.

STORAGE CORE CLASSROOM 1594 S.F. 775 S.F. SCIENCE & MATHEMATICS

CORE CLASSROOM

550 S.F.

FIFTH FLOOR LANDING

623 S.F.

ACTIVATION OF BUILDING CORE FROM STEET LEVEL TO ROOFTOP

440 S.F.

EASTERN (STREETSCAPE) EXPOSURE

LAB STORAGE

FIRE STIAR (E.)

FLEX STUDIO #3

STUDENT DRIVEN INTERACTION

STORAGE

1114 S.F.

BUILDING DRIVEN INTERACTION

174 S.F.

DAY CARE 774 S.F.

THIRD FLOOR

FIRE STIAR (E.)

SCALE: 1/8” = 1’-0”

BUILDING USAGE

EAST -STREET SIDE

NORTH-STREET SIDE

Dividing the building into three with classrooms and school common spaces flanking a central heart that hosts administration, cirrulation, and student commons.

1860 S.F.

RESOURCE DEPUTY’S OFFICE

ELECTIVE CLASSROOM

550 S.F.

412 S.F.

165 S.F.

WEST- BUILDING PARTITION

URBAN GARDEN GREEN HOUSE

65 S.F.

COUNSELOR’S OFFICE 100 S.F.

COUNSELOR’S OFFICE

MEN’S R.R.

FIRE STIAR (N.)

OPEN COMPUTERS MEN’S R.R.

FIRE STIAR (N.)

65 S.F.

600 S.F.

COMPUTER LAB 515 S.F.

TUTORING CENTER

247 S.F.

WOMEN’S R.R.

OFFICE #2 135 S.F.

105 S.F.

65 S.F.

LA’S PROMISE OFFICE

75 S.F.

INDIVIDUAL

550 S.F.

CORE NEIGHBORHOOD #4 DECK ADDITION 675 S.F.

SOUTH- MAIN ENTRANCE

CORE NEIGHBORHOODSM. #3ART 625 S.F. GALLARY

ELECTIVE CLASSROOM 440 S.F.

260 S.F.

PARKING GARAGE DRIVEWAY DOWN

625 S.F.

JEWEL BOX STREET CORNER Creating community access and exposing the new life of the building.

CORE CLASSROOM

WOOD & TECH. SHOP ELECTIVE CLASSROOM

FLANKING CLASSROOMS WITH ADMINISTRATION Creating strong classroom neighborhoods for each Core subject and increasing administation’s postive interactions.

OFFICE

UPPER LIBRARY

TUTORING BAR

153 S.F.

135 S.F.

1597 S.F.

GROUP TUTORING

ELECTIVE CLASSROOM 407 S.F.

140 S.F.

STUDENT LOUNGE RENTABLE 570 S.F.TENANT SPACE

LIBRARIAN’S DESK

54,935 GROSS S.F.

FINE ARTS LAB CORE CLASSROOM

550 S.F.

FOURTH FLOOR COMMONS

1280 S.F.

CORE CLASSROOM

623 S.F.

PRINT STATION ELECTIVE CLASSROOM

CORE CLASSROOM

440 S.F.

775 S.F.

FIRE STIAR (E.)

CLASSROOMS ADMINISTATION STUDENT FOCUSED COMMONS

STRONG ADMINISTATIVE CORE Anchoring each floor with a central administative presence, keeping a consistant language for wayfind.

STUDENT-CENTRIC Stacking classrooms to create spatial focus and greatest use of daylighting.

SCHOOL COMMON SPACES

FIRE STIAR (E.)

WOMEN’S R.R.

SECOND FLOOR SCALE: 1/8” = 1’-0”

MEN’S R.R.

SERVING KITCHEN FIRE STAIR (N.)

355 S.F.

ALLEY ACCESS

LIBRARY STORAGE 400 S.F.

OUTDOOR DINING SPACE

CAFE

500 S.F. FIRE STIAR (N.)

STUDENT GATHERING 3125 S.F.

RENTABLE TENANT SPACE

DINING HALL 1460 S.F.

54,935 GROSS S.F.

FOOD LINE

153'-3"

7TH ST

RECLAIMED PARKING LOT INTO OUTDOOR QUAD AND MAIN ENRTY

BOYS’ LOCKER ROOM

FLEX STUDIO #1 1084 S.F.

GIRLS’ LOCKER ROOM 520 S.F.

LOWER LIBRARY 2271 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

496 S.F.

P.E. DIRECTOR’S OFFICE

FIRE STIAR (N.)

255 S.F.

WOMEN’S R.R.

MEN’S R.R.

WESTLAKE HIGH SCHOOL 56,250 GROSS S.F.

COVERED OUTDOOR SPACE

STUDENT ENTRY

2400 S.F.

OUTDOOR ATTRIUM HEALTH CENTER 1875 S.F.

807 S.F.

508 S.F.

FIRE STIAR (E.)

143'-114"

SECURITY DESK

S. UNION AVE SITE PLAN SCALE: 3/32” = 1’-0”

112

400 S.F.

FIFTH FLOOR LANDING

STREET LEVEL SCALE: 1/8” = 1’-0” FLEX STUDIO #3

STORAGE

ATTENDANCE OFFICE

MEDIA WALL

FLEX STUDIO #2 25'-0" 107'-712"

STORAGE 1594 S.F.

Westlake High School | Spring Term Design Process

STUDENT ENTRY & QUAD PROPOSED BUILDING ADDITION

STUDENT LOUNGE & CIRCULATION SECOND LEVEL + ALL FLOORS

street level circulation route

CORE & ELECTIVE CLASSROOMS SECOND LEVEL + ALL FLOORS GROSS SQUARE FEET

student lounge

WOOD & TECH. SHOP 1860 S.F.

WOMEN’S R.R.

RESOURCE DEPUTY’S OFFICE

COUNSELOR’S OFFICE

165 S.F.

COUNSELOR’S OFFICE

100 S.F.

MEN’S R.R.

FIRE STIAR (N.)

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS

SM. ART GALLARY

675 S.F.

515 S.F.

DECK ADDITION

260 S.F.

UPPER LIBRARY 1597 S.F.

STUDENT LOUNGE

LIBRARIAN’S DESK

570 S.F.

FINE ARTS LAB

PRINT STATION

1280 S.F.

FIRE STIAR (E.)

street level circulation route floor commons CORE CLASSROOM 600 S.F. SCIENCE & MATHEMATICS

ELECTIVE CLASSROOM

550 S.F.

CONFERENCE ROOM

412 S.F.

SHARED OFFICE

235 S.F.

206 S.F.

ASSITANT DIRECTORS’ OFFICE

WOMEN’S R.R.

MEN’S R.R.

FIRE STIAR (N.)

MAIN OFFICE

270 S.F.

364 S.F.

CORE NEIGHBORHOOD #2 CORE NEIGHBORHOOD #1

ELECTIVE CLASSROOM

625 S.F.

OFFICE

625 S.F.

440 S.F.

140 S.F.

153 S.F.

SHARED LAB 407 S.F.

THIRD FLOOR COMMONS

CORE CLASSROOM 775 S.F. SCIENCE & MATHEMATICS

CORE CLASSROOM

LAB STORAGE

CORE CLASSROOM

550 S.F.

440 S.F.

623 S.F.

FIRE STIAR (E.)

detatchment from historic facade CORE CLASSROOM

65 S.F.

ELECTIVE CLASSROOM

550 S.F.

600 S.F.

65 S.F.

ELECTIVE CLASSROOM

412 S.F.

65 S.F.

WOMEN’S R.R.

65 S.F.

LA’S PROMISE OFFICE

MEN’S R.R.

FIRE STIAR (N.)

TUTORING CENTER

247 S.F.

75 S.F.

INDIVIDUAL

CORE NEIGHBORHOOD #4 625 S.F.

CORE NEIGHBORHOOD #3

ELECTIVE CLASSROOM

625 S.F.

440 S.F.

URBAN GARDEN GREEN HOUSE

OFFICE

TUTORING BAR

153 S.F.

135 S.F.

ELECTIVE CLASSROOM

GROUP TUTORING

407 S.F.

140 S.F.

550 S.F.

SCHOOL & COMMUNITY LIBRARY PARKING GARAGE DRIVEWAY DOWN

CORE CLASSROOM

550 S.F.

FOURTH FLOOR COMMONS

CORE CLASSROOM

ELECTIVE CLASSROOM

CORE CLASSROOM

440 S.F.

623 S.F.

775 S.F.

RENTABLE TENANT SPACE 54,935 GROSS S.F.

STREET LEVEL + SECOND FLOOR 5,300 GROSS SQUARE FEET URBAN GARDEN GREEN HOUSE

FIRE STIAR (E.)

550 S.F.

WOMEN’S R.R.

PARKING GARAGE DRIVEWAY DOWN

enclosed-private

MEN’S R.R.

open-public

RENTABLE TENANT SPACE 54,935 GROSS S.F.

SERVING KITCHEN

lock down division line

FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE

semienclosed

400 S.F.

OUTDOOR DINING SPACE

CAFE

500 S.F.

security point

FIRE STIAR (N.)

WOMEN’S R.R.

STUDENT GATHERING 3125 S.F.

DINING HALL

BOYS’ LOCKER ROOM

1460 S.F.

FLEX STUDIO #1 1084 S.F.

MEN’S R.R.

496 S.F.

P.E. DIRECTOR’S OFFICE

GIRLS’ LOCKER ROOM

FOOD LINE

520 S.F.

FIRE STIAR (N.)

255 S.F.

WOMEN’S R.R.

LOWER LIBRARY

MEN’S R.R.

2271 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

SERVING KITCHEN FIRE STAIR (N.)

355 S.F.

LIBRARY STORAGE 400 S.F.

OUTDOOR DINING SPACE

OUTDOOR ATTRIUM

807 S.F.

STORAGE

FIRE STIAR (N.)

1875 S.F.

STUDENT GATHERING

2400 S.F.

CAFE

500 S.F.

FLEX STUDIO #2

COVERED OUTDOOR SPACE

1594 S.F.

3125 S.F.

STUDENT ENTRY DINING HALL 1460 S.F.

HEALTH CENTER FIFTH FLOOR 508 S.F. LANDING

FOOD LINE

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE OFFICE

LOWER LIBRARY R RY

400 S.F.

AFTER HOURS/ WEEKEND ENTRANCE

LIBRARIAN’S DESK

2271 S.F.F.F

MEDIA WALL

FLEX STUDIO #3

STORAGE

1114 S.F.

174 S.F.

DAY CARE 774 S.F.

FIRE STIAR (E.)

COVERED OUTDOOR SPACE

STUDENT ENTRY

2400 S.F.

HEALTH CENTER 508 S.F.

FIRE STIAR (E.) SECURITY DESK

ATTENDANCE OFFICE 400 S.F.

MEDIA WALL

WOOD & TECH. SHOP 1860 S.F.

RESOURCE DEPUTY’S OFFICE 165 S.F.

WOMEN’S R.R.

COUNSELOR’S OFFICE 100 S.F.

COUNSELOR’S OFFICE

MEN’S R.R.

FIRE STIAR (N.)

OFFICE 135 S.F.

COMPUTER LAB

105 S.F.

OPEN COMPUTERS

SM. ART GALLARY

675 S.F.

515 S.F.F.F

DECK ADDITION

260 S.F.

UPPER LIBRARY R RY 1597 S.F.F.F

WOOD & TECH. SHOP 1860 S.F.

165 S.F.

STUDENT LOUNGE

100 S.F.

COUNSELOR’S OFFICE

FIRE STIAR (N.) LIBRARIAN’S DESK

135 S.F.

COMPUTER LAB

OPEN COMPUTERS PRINT STA STATION TATION TA ATION

515 S.F.

FIRE STIAR (E.)

SM. ART GALLARY

675 S.F.

MEN’S R.R.

OFFICE

105 S.F.

1280 S.F.

DECK ADDITION

WOMEN’S R.R.

570 S.F.

COUNSELOR’S OFFICE

RESOURCE DEPUTY’S OFFICE

FINE ARTS LAB

260 S.F.

UPPER LIBRARY 1597 S.F.

STUDENT LOUNGE 570 S.F.

LIBRARIAN’S DESK

SECTION PERSPECTIVES

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II. SPRING TERM DESIGN PROCESS

FINAL REVIEW DOCUMENTATION

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II. SPRING TERM DESIGN PROCESS Final Review Analysis

Final Comprehensive Project Review Friday June 5th, 2015 Lawrence Hall, Rm. 279 Final Reviewers: Haley Blanco Liza Lewellen Karen Williams Feedback received: The project was well received by all three reviewers. The presentation opened up a dialog about the overall planning and use of the building, which was regarded as well thought through and efficiently programmed with a thorough understanding of school safety, security, and locational requirements.

Overall, the review went great. A great discussion about the project, my desires for the project, my connection to the project, and the final presentation of work, as well as places to focus attention on “in the next iteration”. A special thanks to Haley, Liza, and Karen for a great review panel!

The use of building voids, existing and new, were also received well—particular interest with the notion of creating opportunities for passive heating and cooling systems on the east and west sides of the building. I was pleased that the reviewers recognized that many of the major moves, architecturally and structurally, where done with the intent of creating a more open and comfortable interior while still utilizing all available space with in the building. One of the reviewers brought up the use of the angle as a “shift” mechanism, she believed it was working well as a unifying element, and approved the use of it in the main stairs transitioning from the ground floor to the second floor. Questions were raised about the size of the building—one reviewer asking why I choose to sub-divide the building in half and call it “additional rentable commercial space”. We openly discussed the possibility of essentially mirroring the East half of the building (the programmed side I worked on) over on the West half of the building. We talked about ways I had thought about the building expanding into the other half of the building in the future if needed/desired. While I felt that a significant portion of the details were unable to be worked through all the way, the reviewers seemed appreciative that I spent more energy/time/effort on the programming and research end of this project, heavily focusing my design efforts on the schematic programming and space planning of the school than detailing out every space with finalized materiality and furnishings.

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I believe that beautiful should not only be placed the hands of those who afford itsâ&#x20AC;&#x2122; detailing, be placed in the hands who can see the future which it promises.

beautiful building placed in who can but should hands of those future for -Comprehensive Project: Westlake High School, University of Oregon, 2015

BIBILIOGRAPHY + RESOURCES Appendix FF&E Specifications HVAC Approach Codes Resource Special Thanks

Comprehensive Project | University of Oregon 2015

V. BIBILIOGRAPHY + RESOURCES

A P P E N D I X | WORKS CITED |

com/2009/04/22/education/22dropout.html?_r=0>.

ARCHITECTURAL:

“Eric’s Blog.” Web log post. Erics Blog by Eric Brightwell. N.p., 24 Oct. 2014. Web. 09 Dec. 2014. <http://ericbrightwell.com/tag/mideast-side/>. Geib, Richard J. “Los Angeles Unified School District: Inner-City Teacher Blues.” Los Angeles Unified School District: Inner-City Teacher Blues. N.p., early 1990’s. Web. 22 Oct. 2014. <http://www. rjgeib.com/biography/inner-city-blues/innerblu.html>. “The L.A. 53”. By Jim Crogan. LA Weekly. April 24, 2002. “Maps. LA. Westlake.” Mapping L.A. N.p., n.d. Web. 30 Oct. 2014. <http://maps.latimes.com/neighborhoods/ neighborhood/westlake/>. “NCEF - Data & Statistics.” NCEF - Data & Statistics. N.p., n.d. Web. 20 Oct. 2014.< http://www.ncef.org/ds/statistics.cfm#>

Brand, Steward. How Buildings Learn: What Happens after They’re Built. Harmondsworth: Penguin, 1995. Print. EDUCATION DESIGN: Davidson, Jill. “Innovative School Design for Small Learning Communities.” Coalition of Essential Schools. N.p., 2001. Web. 22 Oct. 2014. http://www. essentialschools.org/resources/177 EDUCATION REFORM: Farrington, Camille A. Failing at School: Lessons for Redesigning Urban High Schools. Columbia University: Teachers College, 2014. Print. “Introduction to Montessori.” Home. N.p., n.d. Web. 20 Nov. 2014. <http://amshq.org>. Sizer, Theodore R. Horace’s Compromise: the Dilemma of the American High School. Boston: Houghton Mifflin, 2004. Print. Sizer, Theodore R. The New American High School. San Francisco: Jossey-Bass, a Wiley Brand, 2013. Print. “The Future of Children, Princeton - Brookings: Providing Research and Analysis to Promote Effective Policies and Programs for Children.” -Â The Future of Children -. N.p., 11 Feb. 2013. Web. 13 May 2015. “Urban vs. Suburban: The High School Graduation Gap.” Los Angeles Times. Los Angeles Times, 02 Apr. 2008. Web. 20 Nov. 2014. <http://articles.latimes.com/2008/ apr/02/nation/na-schools2>. “Welcome to L.A.’s Promise: Improving Schools, Empowering Neighborhoods.” L.A.’s Promise. N.p., n.d. Web. <http://www.laspromise.org/>.>. LOS ANGELES/WESTLAKE NEIGHBORHOOD: “At Inner-city Los Angeles High, Nearly 6 in 10 Drop Out.” Diverse. N.p., 18 Aug. 2008. Web. 22 Oct. 2014. <http:// diverseeducation.com/article/11575/>. Dillon, Sam. “Large Urban-Suburban Gap Seen in Graduation Rates.” The New York Times. The New York Times, 21 Apr. 2009. Web. 28 Oct. 2014. <http://www.nytimes.

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SOCIO-ECONOMIC TRENDS: Jenson, Eric. “Teaching with Poverty in Mind.” How Poverty Affects Behavior and Academic Performance. ASCD, 2009. Web. <http://www.ascd.org/publications/ books/109074/chapters/how-poverty-affects-behavior- and- academic-performance.aspx> “Travel to School: The Distance Factor.” NHTS BRIEF (n.d.): n. pag. Http://nhts.ornl.gov/. Jan. 2008. Web. Dec. 2014.<http://nhts.ornl.gov/briefs/Travel%20To%20 School.pdf>. YOUNG’S MARKET BUILDING: Bariscale, Floyd B. “Big Orange Landmarks.” : No. 113. N.p., 10 Feb. 2008. Web. 09 Dec. 2014. <http://bigorangelandmarks.blogspot.com/2008/02/ no-113-youngs-market-building.html> “History - Young’s Market Company.” Youngs Market Company. N.p., n.d. Web. 09 Dec. 2014. <http://www.youngsmarket. com/history/> McGrew, Patrick, and Robert Julian. Landmarks of Los Angeles. New York: H.N. Abrams, 1994. 186. Print.

Westlake High School |Appendix

| TOPICAL RESEARCH INFORMATION | Sizer, Theodore R. Horace’s Compromise: the Dilemma of the American High School. Boston: Houghton Mifflin, 2004. Print. In a refreshingly blunt manner, Theodore Sizer not only calls for a dramatic reform in education, but proposes exactly what he believes to be the future of American education for high school students. While the book is perhaps dated in its publishing, it is far from dated in it’s thinking—in fact, I would argue that his theories on education are, sadly, still exceedingly progressive when discussing the American Public High School System. It is from this initial dive into education reform that I drew my inspiration for the programming and scale of this “New American Urban Public High School”. “Urban vs. Suburban: The High School Graduation Gap.” Los Angeles Times. Los Angeles Times, 02 Apr. 2008. Web. 20 Nov. 2014. <http://articles.latimes.com/2008/apr/02/nation/ na-schools2>. This article focused on the unending, even widening, gap between urban and suburban educational spending and facilities and the direct correlation with the Urban Suburban Graduation Gap and the effects lower levels of education have on neighborhood development and social mobility. This project is about finding a means to an end through design; designing urban high schools to meet the needs of urban students. “Eric’s Blog.” Web log post. Erics Blog by Eric Brightwell. N.p., 24 Oct. 2014. Web. 09 Dec. 2014. <http://ericbrightwell.com/tag/mideast-side/>. Eric Brightwell’s personal blog of his research and writings was invaluable in my research and understanding of the history of Westlake as a neighborhood and as a major marker of the cultural shift that took place in Southern California after World War II. The aftermath of the rapid decline of once mighty neighborhoods of Los Angeles is still prevalent today, and in fact, conditions in such neighborhoods have hit such low economic levels that little can be done to revitalize them without gentrifying them and displacing native residence. Understanding the demographic of the neighborhood from a socio-economic and political side was greatly helpful in my research and programming, as will it in the design phase.

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V. BIBILIOGRAPHY + RESOURCES

FF&E SPECIFICATIONS The classroom has to change.

Research points to the fact that students who are given the opportunity to work in social and active environments do better in school. A single approach to teaching is no longer enough to help students grow and develop as strong thinkers and learners. Educators are turning to multiple pedagogies to support learning styles, and therefore classroom design must reflect these changing needs. Today’s students are comfortable, native technology users, and their classrooms must reflect this desire, while aiding teachers who are less technologically savvy. Integrating technology as a teaching device into the classroom is of the utmost importance, while remaining adaptable for future changes and upgrades. Seating and desking options must be both flexible in use and arrangement—giving an instructor ultimate flexibility in classroom use. The aesthetic qualities of the classrooms are intended to be personalized by the instructors. Built in storage and technology will act as universal among all classrooms, but customizable wall space will provide the “character” of each classroom. Core classrooms are divided by a bifolding acoustic wall system, which will be covered in a large scale, neutral toned fabric, to bring a touch of whimsy into the space. Electric lighting will be general ambient lighting as well as electronically controllable shading devices for the large windows. The goal of the finishing selections throughout the school is to design for longevity and natural aging. Any material or finish that is used as a major element in the design must withstand a minimum of 50 years of wear and tear with minimal need for maintenance. All fixtures, furnishings, and equipment shall aim for the highest levels of sustainability with a focus on local and native elements.

MATERIAL PROPERTIES & CONSIDERATIONS ASTHETICS: The p h i l i n k geometry has a deceivingly simple recipe: three sides of equal length, combined with a 90 degree angle. The fourth side according to golden ratio phi (1,618.../1 or 0,618.../1) delivers either 60, 120, 72 or 144 degree angles, thus resulting in eight unique p h i l i n k shapes. FUNCTION: With over 27 different configuration oppertunities, the Philink Table will allow teachers to rearrange classrooms easily into diffferent groups or rows making each classroom personalized and customized to that teacher/class.

SPECIFICATIONS LOCATION: Classrooms MANUFACTURER: Ahrend DESDIGNER/S: Jeroen Theuns, Caroline Voet PRODUCT NAME/NO.: Philink Table SIZE/DIM.: 58” L X 36” W x 30” H FINSH/ES: tabletop: bamboo--nature waxed, and white lacquered Legs: black-coated steel

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ENVIROMENTAL: The tabletop is made from sustainably-cultivated bamboo DURABILITY: Bamboo as core material ranks as a very high durability product that is resiliant to everyday use and swelling/shrinkage that most wood products experience. The lacqured top is scratch resistant. MAINTENANCE: Clean with water and mild detergent, do not use chemicals to clean CODES REQUIREMENTS: each room shall have desking to meet the needs of students confined to wheelchairs or electric chairs.

Westlake High School | FF&E Specifications

SPECIFICATIONS LOCATION: Classrooms MANUFACTURER: Steelcase PRODUCT NAME/NO.: Node Five-Star Base Mid-Back Option SIZE/DIM.: 16 9/16” SD, 19 1/2” SW, 23 3/4” W, 15 7/8” - 21 7/8” SH, 28 7/8” - 34” BH (mid back option) FINSH/ES: Seat Shell: wasabi (6335) Paint Pallet: platinum (4799) Tripod Base: platinum solid (6249)

FUNCTION: Flexible seat with simple adjustments keeps people comfortable in a variety of postures. Open seat design offers easy access, while arms serve as bag or purse hooks. Swivel seat keeps open sight lines. Casters lend mobility for quick, easy transitions between configurations. ENVIROMENTAL: • McDonough Braungart Design Chemistry (MBDC) • Life Cycle Assessment • MBDC’s Cradle to Cradle™ Silver certification • BIFMA Level ® 2 certification • Indoor Advantage™ Gold from Scientific Certification Systems DURABILITY: Steelcase warranty with elevateddurability testing MAINTENANCE: Comfort without upholstery means easy maintenance. COMPONENTS: Two component system- base and seat shell

MATERIAL PROPERTIES & CONSIDERATIONS AESTHETICS: The Node™ chair is mobile and flexible. It’s designed for quick, easy transitions between room configurations. With Node, a classroom can flex from a lecture-based mode to a team-based mode, and back again, without interruption. Node can take passive space and make it active, supporting individual and team-based learning, even when classroom capacity is important FUNCTION: Flexible seat with simple adjustments keeps people comfortable in a variety of postures. Open seat design offers easy access, while arms serve as bag or purse hooks. Swivel seat keeps open sight lines. Casters lend mobility for quick, easy transitions between configurations. SPECIFICATIONS

ENVIROMENTAL: • McDonough Braungart Design Chemistry (MBDC) LOCATION: Classrooms • Life Cycle Assessment MANUFACTURER: Steelcase • MBDC’s Cradle to Cradle™ Silver certification PRODUCT NAME/NO.: Node Stool Five-Star Base • BIFMA Level ® 2 certification SIZE/DIM.: 16 9/16” SD, 19 1/2” SW, 23 3/4” W, 15 7/8” - 21 7/8” • Indoor Advantage™ Gold from Scientific Certification Systems SH, 40 7/8” - 48 1/4” BH FINSH/ES: DURABILITY: Steelcase warranty with elevateddurability testing Seat Shell: wasabi (6335) Paint Pallet: platinum (4799) MAINTENANCE: Comfort without upholstery means easy maintenance. Tripod Base: platinum solid (6249) COMPONENTS: Two component system- base and seat shell

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MATERIAL PROPERTIES & CONSIDERATIONS AESTHETICS: The Verb instructor station is ideal for instruction, collaboration, and concentrated work. The desk and integrated lectern support teaching – whether standing, perched or seated. FUNCTION: Consists of both a lectern and desk Provides support for multiple postures and work modes Offers storage for materials and tools right where they’re needed

SPECIFICATIONS LOCATION: Classrooms MANUFACTURER: Steelcase PRODUCT NAME/NO.: Verb Teaching Station with Storage Caddy and Modesty Panel SIZE/DIM.: 30” W x 50”–72” L FINSH/ES: • Table: 1 1/8”- thick top, High-Pressure Laminate • 3 mm radius profile edge: plastic • Lectern: urethane edge with laminate • Access legs with non-locking casters: paint group 1 • Storage caddy and lectern arm: paint group 1, if selected • Modesty panel: paint group 1, if selected

ENVIROMENTAL: SCS Indoor Advantage™ and IndoorAdvantage™ Gold certified (depending on options) for indoor air quality in North America Level™ 2 certified to ANSI/BIFMA e3 standard LEED CERTIFICATION: Recycled content Regional materials Certified wood Low-Emitting materials Sustainable purchasing ENVIROMENTAL FACTS: Up to 97% recyclable Up to 68% recycled content

MATERIAL PROPERTIES & CONSIDERATIONS

SPECIFICATIONS LOCATION: Classrooms MANUFACTURER: Promethean PRODUCT NAME/NO.: ActivPanel Touch 84” SIZE/DIM.: 76.9” W x 45.05” H x 3.4” D TECHNICAL: Viewing angle: 178° Weight: 240 lbs

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OVERVIEW: The Promethean ActivPanel Touch range offers a choice of 55”, 65”, 70” Full HD and 84” 4K interactive LED panel displays. Benefits include: • Promethean’s smooth ActivGlideTM 4mm acid etched, anti-glare and anti-reflective, toughened glass surface • Plug and play up to 10-touch points • Support for Windows, Mac OS X, Linux and Chromebook OS • An array of input ports including HDMI, USB 3.0 and open pluggable specification (OPS) • Quick access to presentation function hotkeys to freeze the screen or select a blank screen to support classroom management and presentation efficiency • A licensed copy of ActivInspire Such features make the ActivPanel Touch range a most compelling suite of front-of-class devices to the advantage of every student and teacher who interact with the large, bright screen of Promethean’s classroom solution.

Westlake High School | FF&E Specifications

MATERIAL PROPERTIES & CONSIDERATIONS OVERVIEW: Secure locking cabinet stores and charges up to 20 tablets, iPad devices, and hand-helds. Mount the cabinet to a wall or bolt it to a countertop for extra security. At just 21” wide and 12” deep, the cabinet saves space.

SPECIFICATIONS LOCATION: Classrooms MANUFACTURER: Anthro PRODUCT NAME/NO.: Anthro YES charging cabinet SIZE/DIM.: 22” W x 24” H x 12.75” D FINSH/ES: Comes in mix of Polar White (doors, shelves, and dividers) and Grey Metallic (everything else) MATERIAL: Steel with baked-on powder coat finish. Wood surfaces in the Mobile Devices family are medium-density fiberboard wrapped in a highly durable thermoplastic laminate that resists cracking and stands up to regular cleaning.

Two adjustable shelves install at any height in 2/3” increments along the 21” high installation track. Store devices on their long side, in landscape orientation, or on their short side, in portrait orientation, as dictated by device size and the position of the power inlet and on/ off button. Adjustable bay dividers install at any width in 1/3” increments along the shelf’s 12”-long installation track. Supports devices of any thickness, with and without cases. Separate locking IT area on the side provides 21 power outlets to hold power adapters, cords, and outlets away from users. Cable ties keep area tidy.

MATERIAL PROPERTIES & CONSIDERATIONS PERFORMANCE SPECIFICATIONS

SPECIFICATIONS LOCATION: Classrooms MANUFACTURER: Patcraft PRODUCT NAME/NO.: 5K Modular I0344 COLOR: Interval 00510 CONSTRUCTION: Multi-Level Pattern Loop PRODUCT TYPE: Modular SIZE/DIM.: 24” x 24” FIBER: Solution Q Extreme® Nylon BACKING: EcoWorx® Tile DYE METHOD: 91% Solution Dyed, 9% Yarn Dyed WEAR RATING: Heavy

Traffic Class: Heavy (TARR) Antimicrobial Assessment: Passes (AATCC-174) (When installed using Shaw 5036 adhesive) Methanamine Pill Test: Passes (DOCFFF-1-70) Radiant Panel: Class I NBS Smoke: Less than 450 (ASTM-E-662) Electrostatic Propensity: Less than 3.5 kV (AATCC-134) CRI Green Label Plus Certified GLP9968 ADA Compliance: This product meets the guidelines as set forth in the Americans with Disabilities Act for minimum static coefficient of friction of 0.6 for accessible routes. ENVIRONMENTAL SPECIFICATIONS Recyclability: 100% Recyclable MATERIALS Ingredients: does not contain PVC, phthalates, or PBD/ PBDE Recycled Content Total Recycled Content (by weight) 36.3 % Pre-Consumer 29.7 % Post-Consumer 6.6 % Bio-Based/Rapidly Renewable Content (By Weight)0.0 % Packaging 100% Recyclable Country of Origin (manufacturer) USA

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V. BIBILIOGRAPHY + RESOURCES

HVAC APPROACH While working with in the existing building shell, the goal for Westlake High School is to use Passive Solar Design strategies harnessing solar power from the roof of the entry addition on the south side of the building, as well as the existing roof structure. With a characteristically stable climate, and annual temperatures ranging from lows in the 50’s in the winter to highs in the 80’s in the summers, all new and remodeled school in the Los Angeles basin should be heavily focused on passive and sustainable heating, cooling, and electrical strategies. Dividing the building into three HVAC zones, with a separate fourth ventilation system for the wood/tech shop on the second floor—the design intent is to create separate controllable zones throughout the building to respond to fluctuation in the buildings temperature as the solar angle changes throughout the day. As a result of the over 75% glazing on the facades, mostly associated with the classrooms, allowing this flexibility within the system is critical. While using the roof of the entry addition for solar panels, as well as the existing roof, the main mechanical systems will be located on the roof and use the mechanical chases that run through all five floors of the building. With systems such as SunSource® Commercial Energy System, the “first and only commercial HVAC system that integrates directly with solar power”, the overall planning and design of this school will be to begin to achieve passive electrical needs through solar, with the potential for grey water systems use as well. Aesthetically, the goal for the HVAC approach is to both conceal and reveal ductwork based on usage of a space. The overall ceiling plan for Westlake High School can be summed up as areas of communal circulation and major gathering will remain exposed to the existing structure and painted out white, with dropped cloud systems for acoustical dampening needs, while zones in the

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building that are dedicated to smaller groups, offices, or classrooms will have dropped ceilings of either gypsum wall board or 2’ x 4’ acoustical ceiling tiles. The ductwork that will remain exposed in the communal circulation and major gathering spaces will be painted out white to match the ceiling; same treatment shall be made to sprinklers and other mechanical and electrical needs.

Westlake High School | HVAC Approach

ZONE 3

8'-0" A.F.F.

9'-0" A.F.F.

MECHANICAL CHASE

9'-0" A.F.F.

11'-2 41" A.F.F.

8'-6" A.F.F.

7'-6" A.F.F.

7'-8" A.F.F.

OS OS

ZONE 2

9'-0" A.F.F.

MECHANICAL CHASE

OS OS

MECHANICAL CHASE

7'-8" A.F.F.

E SD

7'-8" A.F.F.

PS OS

11'-2 41" A.F.F.

ZONE 1

11'-2 41" A.F.F.

0'-0" A.F.F.

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V. BIBILIOGRAPHY + RESOURCES

CODES SUMMARY 1. Zoning a. What are the main zones for project types? *What are your site’s “base zones?” Educational (see section 305): Group E b. What are the permitted uses in a zone or zones? If you want to “change occupancy”—like an existing building is in an industrial zone and you want this to be residential, you need to state this. *Does this apply to your project?, explain. Young’s Market Building is currently a Mixed Commercial / Residential (CM) Zone, described below. I wish to change this zoning to E for education to better fit my project.

“The Mixed Commercial/Residential (CM) zone promotes development that combines commercial and housing uses on a single site. This zone allows increased development on busier streets without fostering a strip commercial appearance. This development type will support transit use, provide a buffer between busy streets and residential neighborhoods, and provide new housing opportunities in the City. The emphasis of the nonresidential uses is primarily on locally oriented retail, service, and office uses. Other uses are allowed to provide a variety of uses that may locate in existing buildings. Development is intended to consist primarily of businesses on the ground floor with housing on upper stories. Development is intended to be pedestrian oriented with buildings close to and oriented to the sidewalk, especially at corners.”

c. What are the Design regulations/restrictions? Ex. heights, setbacks, façade design, landscape requirements, historic preservation issues? *Which of these apply to your project, list, give dimensions, etc., and explain. “ The height standard. The height limits for all structures are stated in Table 140-3. Exceptions to the maximum height standard are stated below.

1. Projections allowed. Chimneys, flag poles, satellite receiving dishes, and other items similar with a width, depth, or diameter of 5 feet or less may rise 10 feet above the height limit, or 5 feet above the highest point of the roof, whichever is greater. If they are greater than 5 feet in width, depth, or diameter, they are subject to the height limit. 2. Rooftop access and mechanical equipment. All rooftop mechanical equipment and enclosures of stairwells that provide rooftop access must be set back at least 15 feet from all roof edges that are parallel to street lot lines. Rooftop elevator mechanical equipment may extend up to 16 feet above the height limit. Stairwell enclosures, and other rooftop mechanical equipment which cumulatively covers no more than 10 percent of the roof area may extend 10 feet above the height limit. 3. Antennas, utility power poles, and public safety facilities are exempt from the height limit. 4. Small wind turbines are subject to the standards of Chapter 33.299.

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5. Roof mounted solar panels are not included in height calculations, and may exceed the maximum height limit if the following are met: a. For flat roofs or the horizontal portion of mansard roofs, they may extend up to 5 feet above the top of the highest point of the roof.

b. For pitched, hipped, or gambrel roofs, they must be mounted no more than 12 inches from the surface of the roof at any point, and may not extend above the ridgeline of the roof. The 12 inches is measured from the upper side of the solar panel. Minimum building setbacks. The setback standards apply to all buildings and structures on the site except as specified in this section. Setbacks for exterior development are stated in 33.140.245 below, and for parking areas in Chapter 33.266. 1. Generally. The required building setbacks are stated in Table 140-3. 2. Required landscaping in setbacks. Building setbacks on lot lines that abut lots in residential zones must include a 5-foot deep landscaped area which complies with at least the L3 standard as stated in Chapter 33.248, Landscaping and Screening. Landscaping is not required where buildings abut a lot line. 3. Exceptions to the building setbacks. a. Setback averaging. Outside of Pedestrian Districts and along nontransit streets, the street setback from a street lot line for buildings, decks, balconies, and porches may be reduced to the average of the existing respective setbacks on abutting lots. See Chapter 33.930, Measurements, for more information. b. Split zoning. No setbacks are required from an internal lot line that is also a zoning line on sites with split zoning.

4. Minor projections of features attached to buildings.

a. Minor projections allowed. Minor features of a building, such as eaves, chimneys, fire escapes, water collection cisterns and planters, bay windows, uncovered stairways, wheelchair ramps, and uncovered decks or balconies, may extend into a required building setback up to 20 percent of the depth of the setback. However, in no case may they be less than 3 feet from a lot line. Bays and bay windows extending into the setback also must meet the following requirements: (1) Each bay and bay window may be up to 12 feet long, but the total area of all bays and bay windows on a building façade cannot be more than 30 percent of the area of the façade; (2) At least 30 percent of the area of the bay which faces the property line requiring the setback must be glazing or glass block; (3) Bays and bay windows must cantilever beyond the foundation of the building; and (4) The bay may not include any doors. b. Full projection allowed. In addition to Subparagraph a. above, the following features are allowed to project farther into required building setbacks: (1) Canopies, marquees, awnings, and similar features may fully extend into a street setback; (2) Uncovered stairways and wheelchair ramps that lead to one entrance on the street-facing façade of a building may fully extend into

Westlake High School | Codes Resource

a street setback; (3) Uncovered decks and stairways that are no more than 2-1/2 feet above the ground may fully extend into a required building setback; and (4) On lots that slope down from the street, vehicular and pedestrian entry bridges that are no more than 2-1/2 feet above the average sidewalk elevation may fully extend into a required building setback. c. Projections not allowed. Attached mechanical structures, such as heat pumps, air conditioners, emergency generators, and water pumps, are allowed in a street setback but not a required setback from an abutting residential zone.

5. Detached accessory structures. The setback standards for detached accessory structures are stated in 33.140.270 below. Fences are addressed in 33.140.275 below. Sign regulations are in Title 32, Signs and Related Regulations. Landscaping is required to help soften the effects of built and paved areas. Landscaping also helps cool the air temperature, intercept rainfall and reduce storm water runoff by providing non-paved permeable surface. Landscaping can also provide food for people and habitat for birds and other wildlife. Landscaping is required for all employment and industrially zoned lands abutting R-zoned lands to provide buffering and promote the livability of the residential lands. B. Minimum landscaped area standard. The required amounts of landscaped areas are stated in Table 140-3. Required landscaped areas must be at ground level and comply with at least the L1 standard as stated in Chapter 33.248, Landscaping and Screening. However, up to onethird of the required landscaped area may be improved for active or passive recreational use, or for use by pedestrians. Examples include walkways, play areas, plazas, picnic areas, and unenclosed recreational facilities. Any required landscaping, such as for required setbacks or parking lots, applies towards the landscaped area standard.”

use of a building or structure, or a portion thereof, by six or more persons at any one time for educational purposes through the 12th grade. Religious educational rooms and religious auditoriums, which are accessory to places of religious worship in accordance with Section 508.3.1”and have occupant loads of less than 100, shall be classified as A-3 occupancies. b. What are the occupant loads for each occupancy group—give examples. *For your own project, develop a list or spreadsheet to relate to your program spaces (if you are unsure, speculate your needs).

c. What makes up a mezzanine? *Will you have / or do you have a mezzanine? THERE WILL BE NO MEZZANINES IN THE DESIGN OF WESTLAKE HIGH SCHOOL SECTION 505 MEZZANINES & EQUIPMENT PLATFORMS 505.2 Mezzanines. A Mezzanine or mezzanines in compliance with Section 505.2 shall be considered a portion of the story below. Such mezzanines shall not contribute to either the building area or number of stories as regulated by Section 503.1. The area of the mezzanine shall be included in determining the fire area. The clear height above and below the mezzanine floor construction shall be not less than 7 feet. 24.85.051 Mezzanine “(Added by Ordinance No. 178831, effective November 20, 2004.) A mezzanine addition shall not require seismic strengthening of the entire building when all of the following conditions are met:

d. *Are there any other special requirements applicable to your project’s zone? N/A

A. Entire building strengthening is not required by any other provision contained in this Title; B. The net floor area of the of the proposed mezzanine addition is less than 1/3 of the net floor area of the building; C. The mezzanine addition does not result in an occupant load increase, as defined by the OSSC, of more than 149 people; and D. Subsections 24.85.050 A. - C. shall also apply to mezzanine additions.”

2. Occupancies/Occupant Load and Construction a. what is an occupancy group? Why are these important? *What are the occupancy group[s] in your program? Occupancy Group: SECTION 305 EDUCATIONAL GROUP E305.1 Educational Group E. “Educational Group E occupancy includes, among others, the

What is head height for a mezzanine or any ceiling

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minimum as in under stairs, etc.? 505.2 Mezzanines. “The clear height above and below the mezzanine floor construction shall be not less than 7 feet

3. Egress and Fire Rating (always based on Occupancy and Construction) a. What is maximum travel distance to an exit for occupancy if the space is sprinkled and if it is unsprinkled? *What is the sprinkler code for your project? Occupancy E: Without Sprinkler System: 200 feet With Sprinkler System: 250 feet b. What is a dead end corridor? What are the length limits? Dead End Corridor Lengths Limits: (1016.3) No more than 20’. Exception: Occupancy B Sprinklered: No more than 50’. 1018.4 Dead ends. Where more than one exit or exit access doorway is required, the exit access shall be arranged such that there are no dead ends in corridors more than 20 feet (6096 mm) in length.

Exceptions: 1. In occupancies in Group I-3 of Occupancy Condition 2, 3 or 4 (see Section 308.5), the dead end in a corridor shall not exceed 50 feet (15 240mm). 2. In occupancies in Groups B, E, F, I-1, M, R-1, R-2, R-4, S and U, where the building is equipped throughout with an automatic sprinkler system in accordance with Section 903.3.1.1, the length of the deadend corridors shall not exceed 50 feet (15 240 mm). 3. A dead-end corridor shall not be limited in length where the length of the dead-end corridor is less than 2.5 times the least width of the dead-end corridor.

c. What is a minimum egress corridor width? *Estimate the minimum for your particular occupancy.

d. What is the minimum number of exits required in a building? How is this determined? *How many exits do you need for your occupancy according to your type? Min. Number of Exits Required: (1015.1.1) 4 Exits required based on occupancy of 2000+ 1015.1.1 Three or more exits or exit access doorways. Three exits or exit access doorways shall be provided from any space with an occupant load of 501-1,000. Four exits or exit access doorways shall be provided from any space with an occupant load greater than 1,000 e. When does a room need more than one exit, for what occupancy load? *Do you have these conditions in your program? Rooms with more than one exit: (1004.2.1) A room needs more than 1 exit if there are more than 50 occupants. Therefore, the Cafeteria and Library space will both need 2 exits. f. What is the minimum clear width requirement for an egress door/s? Does it change for different occupancies? Min. Clear Width Requirement for Egress Doors (For specific occupancies): (1008.1.1) No less than 32” g. What is the minimum distance allowed between two exits on upper floors (this will determine lower floors),

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Westlake High School | Codes Resource

on street level/first floor? *What number of egress stairs do you need in your project? Min. Distance Allowed Between Two Exits: (1015.2.1) 1/2 of the length of the maximum overall diagonal dimension of the building: 70.5’ h. What is a minimum stairway width? How is this calculated for specific occupancies? Show diagrams to clarify, if you like. Min. Egress Stairway Width (For Specific Occupancies): (1009.1) No Less than 44” Min. Egress Headroom Clearance: (1009.1) No Less than 80” i. What is a “place of refuge?” Are “places of refuge” required for all projects? “A space or area providing protection from fire and/or smoke where persons who are unable to use a stairway (or elevator) can remain temporarily to await instructions or assistance during an emergency evacuation.” (Harmon 119) j. What is a fire compartment? How do you know if you need to divide your building into fire compartments? *Do you need to? Fire Area. The aggregate floor area enclosed and bounded by fire walls, fire barriers, exterior walls or horizontal assemblies of a building. Areas of the building not provided with surrounding walls shall be included in the fire area in such areas are included within the horizontal projection of the roof or floor next above. (from Chapter 2. Definitions of the Oregon Codes) k. When is an egress stair to be completely enclosed for fire and egress? When can a stair be open at the first level but not above? *How does this apply to your project, list the number of stairs and if they all need to be fireproofed. Enclosed Stairs for Fire and Egress: (1007.3) In order to be considered as an accessible means of egress, an exit stairway should have a clear width of 48” min. between

handrails and incorporate an area of refuge (separated from the remainder of the story by a smoke barrier) or a horizontal exit. IBC: 1009.3 Exit access stairways. Floor openings between stories created by exit access stairways shall be enclosed. Exceptions: 1. In other than Group I-2 and I-3 occupancies, exit access stairways that serve, or atmospherically communicate between, only two stories are not required to be enclosed. 2. Exit access stairways serving and contained within a single residential dwelling unit or sleeping unit in Group R-1, R-2 or R-3 occupancies are not required to be enclosed. 3. In buildings with only Group B or M occupancies, exit access stairway openings are not required to be enclosed provided that the building is equipped throughout with an automatic sprinkler system in accordance with Section 903.3.1.1, the area of the floor opening between stories does not exceed twice the horizontal projected area of the exit access stairway, and the opening is protected by a draft curtain and closely spaced sprinklers in accordance with NFPA 13. 4. In other than Group B and M occupancies, exit access stairway openings are not required to be enclosed provided that the building is equipped throughout with an automatic sprinkler system in accordance with Section 903.3.1.1, the floor opening does not connect more than four stories, the area of the floor opening between stories does not exceed twice the horizontal projected area of the exit access stairway, and the opening is protected by a draft curtain and closely spaced sprinklers in accordance with NFPA 13. 5. Exit access stairways within an atrium complying with the provisions of Section 404 are not required to be enclosed. 6. Exit access stairways and ramps in open parking garages that serve only the parking garage are not required to be enclosed. 7. Stairways serving outdoor facilities where all portions of the means of egress are essentially open to the outside are not required to be enclosed. 8. Exit access stairways serving stages, platforms and technical production areas in accordance with Sections 410.6.2 and 410.6.3 are not required to be enclosed. 9. Stairways are permitted to be open between the balcony, gallery or press box and the main assembly floor in occupancies such as theaters, places of religious worship, auditoriums and sports facilities. 10. In Group I-3 occupancies, exit access stairways constructed in accordance with Section 408.5 are not required to be enclosed. l. What is the typical time span fire rating for: exposed steel columns or beams, for: an enclosed stair, for: a fire demising wall (these can be made from sheet rock or from masonry)? *What are the fire ratings for your project? Typ. Time Span Fire Rating (for exposed steel columns or beams, an enclosed stair or fire): (705.4) Occupancy Groups A and B have a Fire-Resistance Rating of

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3 Hours. m. When do you not need to fireproof major beams, columns or trusses—has to do with time limit for combustibility and also height about inhabited spaces. Give an example or two of spaces/room types that do not need fire proofing. *Does this affect your project?, what rooms? Fireproofing major beams, columns or trusses: (714.2.1)

Columns, Girders, Trusses, beams, lintels, or other structural members that are required to have a fire resistance rating shall be individually protected on all sides for the full length with materials having the required fire-resistance rating.

Columns: The entire column, including its connections to beams or girders, shall be protected. Fire resistance shall be continuous from the top of the foundation or floor/ceiling assembly below through the ceiling space to the top of the column. Truss: The required thickness and construction of fire resistance rated assemblies enclosing trusses shall be based on the results of a full-scale tests or combinations of tests on truss components or on approved calculations based on such tests that satisfactorily demonstrate that the assembly has the required fire resistance. n. Related to m., give an example of fire classes, for wall assemblies. * Relate this to your project needs. (ie. medical, theater, corridors, etc.) 602.2 Types I & II. Building elements listed in table 601 are of noncombustible materials, except as permitted in section 603 and elsewhere in this code. 602.3 Type III. Exterior walls are of noncombustible materials & the interior building elements are of any material permitted by this code. Fire-retardant-treated wood framing complying with section 2303.2 shall be permitted within exterior wall assemblies of a 2-hr rating or less 602.4 Type IV. Heavy Timber 4. Stairs/Ramps/Elevators a. Stairs, what is the maximum Rise and maximum Run allowed (public/commercial, not residential code)? 1. Stairs/Ramps/Elevators: (Source: 2007 OSSC | Chapter 10: Means of Egress | Section 1009 – Stairways)

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Maximum Rise and Run: 1. 1009.4.2 Riser height and tread depth. Stair riser heights shall be 7 inches maximum and 4 inches minimum. Rectangular tread depths shall be 11 inches minimum. Winder treads shall have minimum tread depth of 11 inches and a minimum tread depth of 10 inches within the clear width of the stair Exceptions (only pertaining to possibilities in our projects): • Spiral stairways in accordance with Section 1009.9 • Aisle stairs in assembly seating areas where the stair pitch or slope is set, for sightline reasons, by the slope of the adjacent seating area in accordance with Section 1028.11.2 b. What is the Handrail height for stairs? What are the proper minimum lengths of the extensions at top & bottom of the stairs or at the top or bottom of a ramp? Handrail Height For Stairs: (Source: 2007 OSSC | Chapter 10: Means of Egress | Section 1012 – Handrails) 1012.2 Height. Handrails height, measured above stair tread nosing’s, or finish surface of ramp slop shall be uniform, not less than 34 inches and not more than 38 inches. Proper Minimum Lengths of the Extensions at Top & Bottom of Stairs & Ramp: 1012.5 Handrail Extensions. Handrails shall return to a wall, guard or the walking surface or shall be continuous to the handrail of an adjacent stair flight or ramp run. At stairways where handrails are not continuous between flights, the handrails shall extend horizontally at least 12 inches beyond the top riser and continue to slope for the depth of one tread beyond the bottom riser. At ramps where handrails are not continuous between runs, the handrail shall extend horizontally above the landing 12 inches minimum beyond the top and bottom ramps. Exceptions: 1. Handrails within a dwelling unit that is not required to be accessible need extend only from top riser to the bottom riser. 2. Aisle handrails in Group A occupancies in accordance with Section1025.13. 1009.10 Handrails. Stairways shall have handrails on each side and shall comply with Section 1012. Where glass is used to provide the handrail,

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the handrail shall also comply with Section 2407. Exceptions: 1. Aisle stairs complying with Section 1025 provided with a center handrail need not have additional handrails. 2. Stairways within dwelling units, spiral stairways and aisle stairs serving seating only on one side are permitted to have a handrail on one side only. 3. Decks, patios and walkways that have a single change in elevation where the landing depth on each side of the change of elevation is greater than what is required for a landing do not require handrails. 4. In Group R-3 occupancies, a change in elevation consisting of a single riser at an entrance or egress door does not require handrails. 5. Changes in room elevations of only one riser within dwelling units and sleeping units in Group R-2 and R-3 occupancies do not require handrails

stairway. The width of landings shall not be less than the width of the stairways they serve. Every landing shall have a minimum dimension measured in the direction of travel equal to the width of the stairway. Such dimension need not exceed 48 inches (1219 mm) where the stairway has a straight run. Doors opening onto a landing shall not reduce the landing to less than one-half the required width. When fully open, the door shall not project more than 7 inches (178 mm) into a landing. When wheelchair spaces are required on the stairway landing in accordance with section 1107.6.1, the wheelchair space shall not be located in the required width if the landing and doors shall not swing over the wheelchair spaces. Exception: Aisle stairs complying with section 28. f. What is head height clearance and max. requirement for stairs?

1010.9 Handrails for Ramps. Ramps with a rise greater than 6 inches (152 mm) shall have handrails on both sides. Handrails shall comply with Section 1012 From the OSSC:

1009.5 Headroom. Stairways should have a min. headroom clearance of 80 inches measured vertically from one line connecting the edge of the nosings. Such headroom shall be continuous above the stairway to the point where the line intersects the landing below, one tread depth beyond the bottom riser. The minimum clearance shall be maintained the full width of the stairs.

c. When is guardrail required regarding elevation changes, ie. stair wells, etc.

g. What kinds of elevator types are there? What is the benefit of using one type over another?

1003.5 Elevation Change. Where changes in elevation of less than 12 inches exist in the means of egress, sloped surfaces shall be used. Where the slope is greater than one vertical in 20 units horizontal (5-percent slope), ramps complying with section 1010 shall be used. Where the difference in elevation is 6 inches or less, the ramp shall be equipped with either handrails or floor finish materials that contrast with the adjacent floor finish materials

Elevator Types: Conventional Hydraulic Passenger Elevator An in-ground jack lifts a platform that is guided by rails. The hole is usually drilled before the building is erected. Inside drilling can be arranged for special situations. Mechanically, this is the most balanced hydraulic elevator configuration since the lifting point is centered on the load of the elevator car. Holeless Hydraulic Passenger Elevator A cantilevered platform is lifted by a jack that runs between the guide rails. This configuration cannot have rear entrances.

d. What is the ADA Ramp Rise to Run ratio? ADA Ramp Rise to Run Ratio: Max. slope of a ramp in new construction shall be 1:12â&#x20AC;&#x2122;. Min. Ramp Width: 36â&#x20AC;? and Max Rise: 30â&#x20AC;? e. When are stair landings required? On ramps and stairs, how do you size the landings?

Holeless Dual Cylinder Passenger Elevator Two cylinders situated beside the rails lift a platform guided on the rails. This configuration can have front and rear entrances. The maximum travel is 4500 mm. Oil noise is greater than an in-ground

There shall be a floor or landing at the top of the each

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Roped Hydraulic Passenger Elevator A cantilevered platform is lifted by ropes that pass over a sheave fastened to the top of a hydraulic jack. This configuration cannot have rear entrances. Geared Traction Passenger Elevator A conventional overhead geared machine with the car attached to cables that are counter-weighted over the drive sheave. The motor size and power consumption is significantly lower than hydraulic elevators, but the elevator and building costs are higher. Enclosed Vertical Wheelchair Lifts (Accessibility Lift) A budget-priced lift that meets all applicable codes. It is available is several different cab configurations and cab colors. Conventional Hydraulic Freight Elevator An in-ground hydraulic jack lifts a platform that is guided by rails. These durable units stand up well to rough loading conditions including forklifts and tow motors. Most freight elevator sizes are custom designed to suit the loads being lifted. Freight Platform Lift (FPL) (Material Lift) A more economical way to move freight (5000 mm maximum). These lifts can only penetrate one floor and may carry only one operator. The swing door systems are typically not as durable as in freight elevators.

and % of rooms that need accessible bathrooms (for ex. in hotels and other public situations)? Look for requirement of changing baby station in public bathrooms. Look into the Unisex, or bathrooms for all. Use diagrams as appropriate. List your occupancy maximum and the count.

b. Are there requirements for drinking fountains? *What are they? One per level, five in total. Chapter 29 - general info: 2903.1 General. Drinking fountains shall be provided where required by this section. Drinking fountains shall be accessible as required by Chapter 11. Exception: Drinking fountains are not required when the occupant load is 30 or less. 2903.2 Where required. In Group A occupancies, at least one drinking fountain shall be provided at each floor level in an approved location. Exception: A drinking fountain need not be provided in a drinking or dining establishment. In Group E occupancies, there shall be at least one drinking fountain on each floor of elementary and secondary schools.

6. Accessibility h. If you have an elevator, are they used in time of a fire emergency? Elevators are NOT used in times of an emergency. i. Are elevator enclosures depended upon for major structure bearing?, is this allowed? Elevator enclosures are NOT depended upon for major structure bearing.

5. Plumbing a. *How many Bathrooms are required for your project, based use and occupancy? How many fixtures in each? What are the % of fixtures needed for being HC accessible,

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a. What does clear floor space mean? Clear floor space: The minimum unobstructed floor or ground space required to accommodate a single stationary wheelchair and its occupants. This clear floor space is the space that should be available for functional use that excludes other defined spaces. (eg. Plumbing, fixtures, anterooms, vestibules, toilet rooms, closets, lockers, wardrobes, fixed-based cabinets and wall hung counters) b. What is the required clear floor space needed for door swings: 4.13.5 Clear Width. Doorways shall have a minimum clear opening of 32 in (815 mm) with the door open 90 degrees,

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measured between the face of the door and the opposite stop (see Fig. 24(a), (b), (c), and (d)). c. What are the Front approaches-Pull side & Push side dimensions? 4.13.6 Maneuvering Clearances at Doors. Minimum maneuvering clearances at doors that are not automatic or power-assisted shall be as shown in Fig 25. The floor or ground area within the required clearances shall be level and clear. What are the Hinge side approaches-Pull side & Push side? What are the Latch side approaches- Pull side & Push side?

1003.2 provided a min. headroom of 80 inches shall be provided for any walking surface including walks, corridors, aisles, and passageways. Not more than 50 percent of ceiling area of a means of egress shall be reduced in height by protruding objects. 1003.3.2 Post-Mounted Objects. A free-standing object mounted on a post or pylon shall not overhang the post or pylon more than 4 inches where the lowest point of the leading edge is more than 27 inches and less than 80 inches above the walking surface. Where a sign or other obstruction is mounted between posts or pylons and the clear distance between the posts of pylons is greater than 12 inches, the lowest edge of such sign or obstruction shall be 27 inches maximum or 80 inches minimum above the finished floor or ground. 1003.3.3 Horizontal Projections. Structural elements, fixtures or furnishings shall not project horizontally from either side more than 4 inches over any walking surface between the heights of 27 inches and 80 inches above the walking surface. Exception: Handrails are permitted to protrude 4.5â&#x20AC;? from the wall 1003.3.4 Clear Width. Protruding objects shall not reduce the minimum clear width of accessible routes. e. What is the clear floor space for a lavatory (height)? And from the wall? Do the same for toilets and urinals using centerline dimensions. Lavatory Guidelines (1109.10.7) There needs to be a clear floor space of at least 30 inches by 48 inches.

d. What are the requirements for protruding objects? Give an example of a few of these objects. 1003.3 Protruding Objects. Protruding objects shall comply with the requirements of sections 10003.3.1 through 1003.3.4 1003.3.1 Headroom. Protruding objects are permitted to extend below the minimum ceiling height required by Section

What is the height for a lavatory? The height of the lavatory from the finished floor to the rim/ countertop can be no higher than 34 inches. 1. Where the approach to the water closet is only a forward approach, the clear floor space shall be at least 48 inches (1220 mm) wide and 66 inches (1675 mm) deep. 2. Where the approach to the water closet is only either a left- or right-handed approach, the clear floor space shall be at least 48 inches (1220 mm) wide and 56 inches (1420 mm) deep. 3. Where the approach to the water closet is both a forward and either a left- or right-handed approach, the clear floor space shall be at least 60 inches (1525 mm)

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wide and 56 inches (1420 mm) deep What is the height for a water closet? The water closet height needs to be a minimum of 17 inches and a maximum of 19 inches. What is the distance from the wall? The lateral distance from the centerline of the water closet to the nearest obstruction needs to be 18 inches on one side and no less than 42 inches on the other side. (Urinals 1109.10.6) What is the clear floor space? 1109.10.6 Urinals. A clear floor space measuring 30 inches by 48 inches (762 mm by 1219 mm) shall be provided in front of urinals to allow a forward approach. The clear floor space shall adjoin or overlap an accessible route. Urinal shields that do not extend beyond the front of the urinal rim may be provided with 29-inch (737 mm) clearance between them. Urinals shall be stall type or wall hung with the rim at a maximum of 17 inches (432 mm) above the floor. Flush controls shall be mounted not more than 44 inches (1118mm) above the floor, and shall comply with Section 1109.3.

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Westlake High School | THANK YOU.

Thank you to all who joined me in this journey, to Professors, Advisors, and fellow classmates; it has been a pleasure. To the Happy House, you are my forever family.

A special thanks to my Mumsie, whoâ&#x20AC;&#x2122;s love and passion for design was passed along to me. For the late night rants, the long winded explanations, the encouragement, and the love. I would not have made it through school without you, I love you.

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