EcoFashion Academy
Annie Muller
3.30.2008
of
Portland
IARC 488 Comprehensive Studio: Ecofashion Academy of Portland and Retail Outlet
PROJECT PROPOSAL Abstract Statement of Intent PROGRAM Problem Statement Program Summary Activity Diagram Detailed Program Building Code Analysis RESEARCH First Person Research Precedent Studies SITE AND BUILDING ANALYSIS Site Context and Documentation Building Description and Documentation
Table of Contents
SCHEMATIC DESIGN Pinup and Critique: Feb 1 Midterm Review: Winter Term Pinup and Critique: Feb 27 Final Review: Winter Term DESIGN DEVELOPMENT Pinup and Critique Midterm Review: Spring Term Pinup and Critique FINAL DESIGN BIBLIOGRAPHY
Table of Contents
Part One: The Project
PROJECT PROPOSAL
Abstract The
Ecofashion Academy of Portland
(EFA) is a small,
specialized college for sustainable fashion learning. The college provides undergraduate programs for seventy-five selected students. Formed in response to the recent Ecofashion Movement, EFA will focus on the intense study of environmentally sensitive mat erials and responsible production techniques. Students will be encouraged to create unique and artful pieces that push the boundaries of ecofashion. An affiliated retail outlet,
“No Preservatives,” will function to educate
the public about the schools philosophies of fashion. In addition, it will not only display professional ecofashion designers collections, but also provide opportunities for students to sell and exhibit their creations. Fashion shows and other events will be housed in an exhibition space serving as another means of public interaction. When the exhibition space is not being used for events, it will function as an informal presentation area in which students can rehearse shows and critique one another’s work. Other major programmatic elements include: design studios, technical labs, fashion and textile library and student common space.
Project Abstract
Statement of Intent Main Issues
and Investigations
Fashion affects us every day. It is our
second skin. It is universal, but takes many forms. It is a
tool of expression, a reflection of individuals, culture and history. Fashion communicates without words. It gives impressions. It makes us stand out and makes us fit in. Similarly, buildings function as our
third skin.
We are affected by them daily. Buildings are the
places we dwell, we learn, we work and we visit. These spaces evoke emotion. Comfort, grandeur, togetherness, isolation, power. These emotions can be manipulated through materials, architectural form and function. Among the innumerable
parallels between fashion and architecture,
this thesis
proposal aims to investigate the relationship between these skins. Our first skin, which serves to protect our insides and hold our bodies together. Our second skin, clothing, which protects us from the elements, keeps us warm, keeps us cool, makes us comfortable (and uncomfortable). The way clothing is layered on our bodies affects our behavior. It affects the way we move, the way we feel and the way we look. This project studies how this idea can be translated architecturally into the third skin: the building. Through means of layering by zoning, flexibility, visual connection and material, how can built space affect human behavior? How can layering space affect our perceptions, the way we learn, how we move through space, and how we are engaged. The Ecofashion Academy of Portland also explores ecological ideas. The proposed project stems from the sustainable movement that is at the forefront of today’s political climate. Global issues such
Statement of Intent
as pollution, excess consumption and global warming have begun to shift the mind-set of many American’s. Although efforts have been made to better these issues, the problems signify an urgent need for sustainability education. “The goal of sustainability education is to develop in young people and their teachers new knowledge and new ways of thinking needed to achieve economic prosperity, participate democratically, secure justice and equity, and all the while regenerate the health of the ecosystems, the gift upon which all life and all production depend.” The Cloud Institute for Sustainability Education
Similar needs are apparent in the fashion education. In an ephemeral industry by nature, clothing comes into fashion just as quickly as it goes out. The inherent qualities of the industry feed our addiction of consumption, creating excess waste and pollution.
We, as humans, need to take a step back and
look at the effect of the fashion world on the environment. The seedlings of sustainable fashion have been planted, but we need to continue to feed and watch them grow. Positive changes in growth and harvesting processes of natural fibers are happening, including the reduction of harmful pesticides. The use of petrochemicals in synthetic fabric production has also greatly decreased. Some top designers have begun to recognize the need for change and have helped pioneer what is now being termed as the “Ecofashion Movement.” High fashion designer, Linda Loudermilk, is one of these designers. By using organic and eco-friendly materials in all of her clothing lines, Loudermilk has shown consumers that “green design” can be cutting edge and couture. Designers in Portland are following suit. Nationally recognized as a leader in environmental awareness, the city of Portland launched the first ever “Green” Fashion Week in October of 2007. The show
statement of intent
featured sixteen nationally and internationally recognized “eco-designers” and thirty-five local and independent designers showed their Spring/Summer 2008 collections. In addition to featuring ecodesigners, the fashion week was produced sustainably. The event featured a bamboo runway, energy efficient lighting, recycled fabric for event draping, eco-friendly products, and organic food and wine. Set in the context of Portland, an already environmentally conscious city, the Ecofashion Academy strives to bring the next level of environmental awareness to the forefront. Although sustainable practices are beginning to be taught in some fashion schools, Portland’s Ecofashion Academy will be the first college to specialize in sustainable fashion learning through intense design studios and curriculum addressing environmentally sensitive fabrics, responsible production techniques and case studies of exemplary sustainable designers and products.
Spatial Considerations
and
Users
One major goal of this project is to promote education of the school’s philosophies by mixing two user groups (the students and the public). Therefore, the Ecofashion Academy of Portland blends education and mercantile typologies, combining learning spaces with retail and exhibition areas. The public spaces (retail and exhibition) will serve as a public beacon for the Ecofashion movement. High visibility and dynamism within these spaces will engage the community and draw them into the space. Although the project is segregated into “public” and “educational” zones, a central zone will function as a flexible and multi-use space, layering both public and educational functions. This zone will be the hub for social interaction between students and public, providing overflow space for classrooms and exhibition areas. Educational spaces are situated so they can be locked off, allowing the entire Academy to function as an event space. Another strategy to promote the education of the Ecofashion Movement is to allow the public to see the students at work. For this reason, all of the spaces in which students are designing, sewing
Statement of Intent
and pattern-making are placed on the ground level for high visibility to the public. The creation of layered space to enhance user experience is a multi-faceted design goal that is addressed through multiple means. The first means is through zoning. As discussed in the previous goal, layering is created through the division of major programmatic elements. Public and educational spaces are segregated, yet each spills out into a casual corridor. The second layering strategy happens through physical spaces. Flexible glass partition walls are incorporated in many of the classrooms, allowing them to get bigger or smaller and become more open or less open, depending on the needs of the students. Thirdly, layers are integrated through visual connections. Many visual connections are created through the use of transparent materials, allowing views to be extended and manipulated. An operable facade, comprised of translucent panels with various colors and can be rearranged to manipulate light and visibility to the interior. This incorporation of a “second skin” on the facade, retains the building’s character and the use of translucent materials allows the user to see the “bones” of the facade. Also comprised on translucent material, the runway visually connects the retail and exhibition spaces through light and movement. Visual connections are also created vertically. Large double height spaces in the public realm connect the retail and exhibition spaces through a series of ceremonial stairs. A third goal of the project is to reinforce the views of the school by means of example. Therefore, sustainability will be a major element in the project. It will be addressed through the project by means of flexibility, material and construction. A focus on creating multi-purpose area, the integration of flexible spaces and use of modular elements will allow the user to manipulate space and rearrange furniture and other elements to suit their needs.
Flexible elements will include portable, collapsible, rollable
and stackable qualities. Sustainably produced building and surface materials will be used wherever possible.
statement of intent
Site
and
Building Summary
Nationally recognized as a leader in environmental awareness, the city of Portland’s eco-friendly attitude is apparent in lifestyle choices, business practices, architecture and fashion. Through the intense study of sustainable fashion materials and practices, the erection of a progressive and sustainably minded school, such as EFA will further the city of Portland as a voice for environmental awareness. The Pacific Metalwork Factory Building was selected for its central downtown location and adjacency to the Northwest Park Blocks. The building itself was selected for its challenging, yet interested structural systems, modest size and integration of long span and short span spaces. The building features two separate structural systems. The building features a metal foundry, approximately a third of size of the total building, which is comprised of solid brick walls, steel truss system and concrete floor plate. This space has a span of over 30’ providing a great space for programmatic elements such as the exhibition space. The remainder of the building is post and beam wood construction provides opportunities for vertical connections and daylighting.
Scope
of
Project
Because the selected building has been abandoned for over 20 years, cosmetic and structural renovations will take place on both the exterior and interior. Many of these renovations will strive to improve the energy efficiency of the building. Major structural changes will happen in the public realm. The second floor of the foundry will be completely removed and rebuilt introducing a large stair. The second floor in the public entry will also be removed to allow light into the first floor and emphasis the verticality and connection between the retail and exhibition space. Daylight will be introduced on the second floor through a series of skylights. Due to the environmentally sensitive nature of the project and the client, the historical character of the building will be retained where possible. The design will pay homage to its previous use as a metal factory and foundry by utilizing the existing structural elements in new ways.
Statement of Intent
PROGRAM
problem statement
problem statement
Public Spaces
Occup
Type
Quant
Sqft
Total Sqft
No. of Users
Adjacencies
Light Quality
Activity Description
Entrance/ Lobby
A-3
Flexible/ Flowing
1
500
500
75
Welcome Desk Exhibition
Natural/Electric
Accommodate visitors and students and lead them through the facility.
Welcome Desk
B
SemiEnclosed
1
150
150
2
Entrance Lobby Exhibition
Natural/ Controlled
Provide information for and orient users to the facility.
Exhibition
A-3
Flexible/ Flowing
1
1500
1500
75
Entrance Lobby Open Circulation Bathrooms
Controlled
Showcasing Student work, Fashion shows, Public events
Retail
M
Flexible/ Flowing
1
2000
2000
25
Street/Storage
Natural/ Controlled
The viewing and purchase of student collections and likeminded designers
Mercantile Storage
B
Enclosed
1
300
300
1
Retail
Electric
Storing Merchandise
Public Bathroom
B
Enclosed
2
80
160
3
Public Spaces
Natural / Electric
N/A
program summary
Mixed Spaces
Occup
Type
Quant
Sqft
Total Sqft
No. of Users
CafĂŠ
B
SemiEnclosed
1
300
300
Dining Area
B
SemiEnclosed
1
600
Student Lounge
B
SemiEnclosed
1
Student/Staff Bathroom
B
Enclosed
3
program summary
Adjacencies
Light Quality
Activity Description
2
Dining
Natural / Electric
Students and faculty purchasing small food items and beverages
600
25
CafĂŠ/Lounge
Natural / Electric
Space where student and faculty can meet, socialize, study, eat, etc.
750
750
25
Student Common
Natural / Electric
Spaces where student and faculty can meet, socialize, study, eat, etc.
80
240
3
Design Studios, Classrooms
Natural / Electric
N/A
Educational Spaces Occup
Type
Quant
Sqft
Total Sqft
No. of Users
Adjacencies
Light Quality
Activity Description
Fashion Library
B
SemiEnclosed
1
1000
1000
25
N/A
Natural / Electric
The gathering of information for research, case studies, etc.
Material Resource Center
B
SemiEnclosed
1
500
500
5
N/A
Electric
Gather materials, research, fabric cutting
Student Services
B
Enclosed
1
500
500
5
N/A
Electric
Check out materials & equipment, research, presentation work
Fashion Design Studios
B
SemiEnclosed
2
600
1200
10
Pattern Labs
Natural / Electric
Interactive spaces for working, creating and learning
Sewing Lab
B
SemiEnclosed
1
600
600
20
Pattern Labs
Natural / Electric
Sewing, garment construction, cutting and measuring fabric, ironing
Pattern Lab
B
SemiEnclosed
1
600
600
20
Sewing Labs
Natural / Electric
Draping, pattern making, sketching, ironing
Multi-purpose classrooms
B
SemiEnclosed
2
600
1200
20
N/A
Natural / Controlled
Learning, taking notes, discussions, presentations, fashion sketching
program summary
Occup
B
Student Lockers
Type
Quant
N/A
Sqft
75
Total Sqft
4
No. of Users
300
75
Adjacencies
Student Work Spaces
Light Quality
Activity Description
N/A
Storing personal belongings
Conference Room
B
Enclosed
1
600
600
8
Employee Offices Natural / Electric
Working, Meeting
Employee Offices
B
Enclosed
7
150
1050
2
Conference Room
Working, Coordinating, Meeting
Natural / Electric
Support Spaces Occup
Type
Quant
Sqft
Total Sqft
No. of Users
Adjacencies
Light Quality
Activity Description
Student/Staff Circulation
n/a
Flexible / Flowing
N/A
4000
4000
100
N/A
Natural / Electric
Movement throughout learning and gathering spaces.
HVAC
n/a
Enclosed
N/A
500
500
n/a
N/A
Electric
N/A
TOTAL: 18,750 sqft program summary
lobby
public
educational
GATHER (mixed)
adjacency diagrams
PUBLIC
Entrance & Lobby Retail Exhibition Space
MIXED
Public Bathrooms Cafe Dining Area Student Lounge Staff & Student Bathroom EDUCATIONAL
Fashion Library Material Resource Center Student Services Fashion Design Studios Technical Labs
EMPLOYEE
Multi-purpose Classrooms Student Lockers Conference Rooms Employee Offices
Direct Adjacency General Vicinity No Adjacency Necessary Distinct Distance
adjacency matrix
design studios
multi-purpose classrooms
Students independently develop prototypes and final samples in a focused studio setting. Projects are reviewed through exhibition and event shows.
Students develop illustration skills, thorough knowledge of textiles and business practices in the fashion industry.
AD 270 Introduction to Studio
AD 219 Fashion Sketching & Illustration I: Illustration & Rendering Techniques
AD 272 Studio: Activewear AD 372 Studio: Men’s Wear
AD 220 Fashion Sketching & Illustration II: Illustration & Rendering Techniques
AD 373 Studio: Women’s Ready Wear
AD 225 Digital Presentation for Apparel
AD 374 Studio: Children’s Wear
AD 229 Concept & Development I
AD 375 Studio: Outerwear
AD 230 Concept & Development II
AD 376 Studio: Luxurywear
AD 330 Apparel Design Concept & Development III
AD 377 Studio: Lingerie
AD 240 Fashion Buying & Merchandising
AD 378 Studio: Accessories
AD 267 Textiles I: Fiber & Yarns
AD 379 Studio: Refashion
AD 268 Textiles II: Structures, Dyes & Finishes
AD 471 Senior Collection I
AD 269 Sustainable Textiles
AD 472 Senior Collection II
AD 277 Foundation Portfolio AD 325 Fashion Event Production AD 342 Fit Engineering for the Apparel Industry AD 347 Apparel Product Development AD 348 Apparel Development Practices
academic curriculum
pattern lab
sewing lab
Students develop skills for draping and pattern making through hand and computer aided drafting techniques.
Students develop technical skills for complex garment construction and assembly.
AD 217 Draping I
AD 205 Apparel Construction I
AD 218 Draping II
AD 206 Apparel Construction II
AD 233 Pattern making I
AD 260 Introduction to Knitwear
AD 234 Pattern making II
AD 303 Advanced Techniques for Construction
AD 250 Computer Pattern making I
AD 329 High Fashion/Couture Techniques
AD 332 Apparel Pattern Grading
AD 355 Experimental Design in Clothing
AD 341 Principles of Fit
AD 358 Sustainable Techniques for Construction
AD 350 Computer Pattern making II
AD 371 Tailoring
AD 353 Computer Technical Sketching AD 418 Advanced Draping II AD 432 Computer Pattern Grading and Marking AD 433 Advanced Pattern making
academic curriculuM
Entrance Lobby Floor Area 500 Occupants 50 - students 1 - admin Activities The entrance lobby will serve multiple functions. Its main purpose will be an information center. Students and visitors will use it to:
Visual adjacency to the street will be required for clarity and wayfinding. Design Qualities The central space will be design as a lively hub for gathering and interaction by students and visitors. Since entrances are often “first impressions,� strong brand identity is required. Behavioral Qualities
- enter and exit the building - orientation - browse collection of fashion memorabilia - gather/socialize/meet/wait
Wayfinding and signage will be essential as this space will direct students and visitors throughout the building. Preview before entry a necessity. FF&E
Duration in the space will be from several minutes to an hour depending on the activity the user is engaged in. Many students will occupy the space momentarily on their way to other spaces.
Furniture - Unfixed, soft group seating for 6 - Fixed, hard seating for 10
Adjacencies Major: Retail Welcome Desk Public Restroom Exhibition Minor: Student Common Space
Other - Exterior large print signage - Interior directional signage - Community/Student Display Space - 400 cbft transparent display space for memorabilia - 100 cbft open display space - Internet access - Trash receptacle [2]
detailed program
umination and
View
Provide natural daylight, ambient lighting and display lighting to spotlight memorabilia. View to exterior prominent. Safety & Security Space zoned for public use and will remain locked when not in use. Electronic systems to deter and detect theft and vandalism. Acoustics Insulate lecture hall and surrounding learning spaces from lobby noise. Finish Requirements Provide durable materials, non-slip flooring surface. Finishes need to be easily cleanable and resistant to wet conditions.
detailed program
Welcome Desk Floor Area 150 sqft (included in entrance lobby)
FF&E
Occupants
Furniture - 36 sqft horizontal work surface w/ storage - 6 linear ft file storage - 2 task chairs
1 - admin 1 - assistant
Activities The welcome desk’s main purpose is to aid in orienting students and visitors to the facility. Other activities include: -
customer service scheduling activities distributing information managing flow of space
Equipment - 2 computer terminals - telephone/internet access - printer/fax - task lighting Illumination
and
View
Adjacencies Major: Entrance Lobby Public Restroom Public Lecture Hall Minor: Offices Design Qualities
Provide 20-40 fc ambient lighting with task lighting as needed. Natural daylight desired. Safety & Security Provide physical barrier to zone public from private work space. File and desk storage must be fit with locks. Computer system will require security.
The administration desk will be designed as a formal information center with visual access and adjacency to the entry. Integration of branding desirable.
Acoustics
Behavioral Qualities
Finish Requirements
This space should be highly approachable, but provide a public/private boundary. Signage designation required.
Provide high end materials, visual interest through branding. Durable task seating and storage.
detailed program
Provide adequate protection for carrying phone or personal conversation.
Exhibition Floor Area 1500 sqft [exhibition space] 1000 sqft
Major: Entrance/Lobby Restroom Minor: Cafe/Dining
[dressing room] 200 sqft [Storage] 100 sqft [approx circulation] 260 sqft
Design Qualities This space will be a hub for interaction between students, professionals and visitors. The displayed work should be the focal point of the room. Flexibility in furniture and lighting will be important. Behavioral Qualities
Occupants
75
Activities The exhibition area will be a multi purpose space to accommodate a variety of functions. Activities include: - student exhibition displays - small fashion shows/ designer showcases - presentations - lectures - pin up - informal lectures - meet/gather/socialize
Signage and clarity is important within this space. Duration of stay will range from 10 minutes to several hours. Students will highly manipulate this space during exhibitions. FF&E Furniture - 10 modular pinup panels 100 sqft per - 50 stackable chairs - modular stackable display tables totaling 320 sqft - 300 sqft modular wood flooring at 8’ wide maximum for runway
Adjacencies
detailed program
Equipment - digital projector Dressing Room: - 2 00 sqft - 2 clothing racks - 15 linear ft of mirror - 40 sqft of work surface - sink Storage - 100 sqft closet to house furniture and equipment not in use. Illumination
and
View
Provide adjustable track lighting in addition to dimmable ambient lighting. Provide highly controlled system to allow dimming, program settings, etc. Natural daylight if possible. Safety & Security Minimal security. Provide door locks for room and storage space.
detailed program
Acoustics Insulate surrounding “learning� spaces from noise within. Since y occupants will be carrying on simultaneous conversations, sound dampening material to reduce sound from within. Finish Requirements Highly durable materials, sound dampening, tactile surfaces for pinup.
Retail Outlet & Mercantile Storage Floor Area 900 sqft retail 300 sqft storage [see details]
and near fitting rooms.
Occupants
Major: Mercantile Storage [essential] Minor: Lobby [desirable]
25 1 1 1 -
- students store msnager cashier sales associate
Activities
Adjacencies
The cash wrap will have visual adjacency to floor area and entry for security purposes. Mercantile storage area will have adjacency to exterior loading area.
This space will be used by the public for purpose of: Design Qualities - purchasing clothing and accessories - trying on clothing - learning about Livewear philosophy - viewing student installations and educational displays
The retail outlet will be a lively and informal space that caters to a younger crowd. Therefore; visual stimuli is and a strong brand identity is required. The retail area will be open and flowing, while fitting rooms and storage areas will be kept private. Behavioral Qualities
This space will be used by retail employees for the purpose of: - customer service - assisting customers in the purchase of products - setting up store displays - inventory management - teaching customers about Livewear philosophy The majority of the customers will not be familiar with the space. Therefore, clarity in wayfinding and signage is essential. Duration of customer stay will be short to moderate [5min - 1hr]. Queues may form at front desk
Display spaces containing regular merchandise will be fixed, while student displays will be modular and flexible to accommodate rotating merchandise. Exterior and interior signage and wayfinding will be important in the space since many customers will be unfamiliar with surroundings. Visibility from the street will be essential to attract customers. FF&E Cash Wrap - 20 sqft of work surface for transactions - 20 cbft of closed storage
detailed program
- 1 computer terminals - internet and telephone hookups - bagging station to accommodate bags of 3 sizes, tissue paper & trash receptacle hidden from the customer Retail “Floor Area� - fixed display system to accommodate regular merchandise - modular/flexible display system to accommodate [400 sqft] - rotating merchandise [150 sqft] - adjustable track lighting Dressing Rooms - 2 private dressing rooms [36 sqft each] - 2 clothes hooks per room - 1 chair per room - 2 guest chairs - provide attractive diffused lighting Private Office - work surface to accommodate 1 computer, printer/copy machine, fax machine - linear ft of file storage - internet & telephone access - 1 task chair - 1 guest chair
detailed program
Illumination and View Visual access from street essential. Natural daylight required. High level of light control necessary to create flexible lighting conditions. Provide 20-30 fc for general lighting. Provide 60-90 fc for most merchandise and 150-300 fc for primary displays. Safety & Security Space zoned for public use. High level of security [electronic and visual] to prevent theft. Provide mechanical security such including locks and alarm system. Acoustics Provide protection against street noise. Finish Requirements Provide slip resistent flooring resistant to wet conditions from street traffic. Durable materials required due to high level of traffic/wear. Tactile and graphic materials are desirable to create visual stimuli. Special Needs Reference [IGS, pg 346-347] Diagrams/Photos
Diagrams/Photos
cash wrap
[cash wrap] 100 sqft
student retail display
[student retail] 150 sqft [retail] 336 sqft
entry
[dressing rooms] 100 sqft [private office] 64 sqft
dressing rooms
[appox circulation] 150 sqft [storage] 300 sqft
storage
private space public space
loading
retail display office
educational entry
detailed program
Public Bathrooms (2) Floor Area 160 sqft Occupants 3 Activities These restrooms will be in use by both visitors and students occupying public lecture hall, exhibition space and entry lobby. Adjacencies Major: Entry Lobby Public Lecture Hall Exhibition Space Minor: Cafe/Dining Lounge Design Qualities The restrooms will be easily accessible, clean, well marked and provide room for forming queues.
- 2 wall mount toilets - 2 lavs [1 accessible] - dispensers [tp, towels, soap] - baby changing station - 10 linear ft of mirror - 2 water closet trash receptacles - 1 large trash receptacle Male - 1 accessible water closets w/ grab bars - 2 urinals - 2 wall mount toilet - 2 lavs [1 accessible] - dispensers [tp, towels, soap] - 10 linear ft of mirror - 1 large trash receptacle Illumination and View Space needs to be will lit for visibility.
Behavioral Qualities Safety & Security This space should be designed with a sense of visual privacy to public spaces and maintain privacy within.
Latchable water closet doors. Visual security from public spaces.
FF&E Finish Requirements Female - 2 water closets [1 accessible w/ grab bars] - 1 accessible water closet w/ grab bars [specify]
detailed program
Durable materials, non-slip flooring, resistance to moisture.
Cafe Floor Area 300 sqft
FF&E
Occupants Activities
Storage - cash wrap counter w/ 12 sqft transaction space and storage - 40 cbft dry storage - 60 cbft cold storage - 20 cbft packaging storage
1 - barista 1 - cashier
The cafe will provide students with coffee, other beverages and pre-made meals and snacks. Although duration of stay will be short, lines will form near the counter. Activities include: - purchasing/selling of food and beverages - cash/check/credit card transactions - queueing
Equipment - menu board w/ large lettering - espresso machine - register - sink - soda machine w/ ice
Adjacencies Illumination Major: Cafe Dining Restroom Minor: Design Studios [desirable] Design Qualities Signage and clarity is important within this space and should be a focal point. The cafe should be approachable by students but maintain a physical barrier between the private/public spaces.
and
View
Provide 20-40 fc for work space and spot lighting on menu board. Safety & Security Although dining space will remain open, cafe will be locked securely at night. Finish Requirements Highly durable work surfaces impervious to wetness, non-slip flooring.
Behavioral Qualities Signage and clarity is important within this space and should be a focal point.
detailed program
Dining Floor Area 600 sqft
FF&E
Occupants
Furniture - hard seating for 25 - communal tables to accommodate 25 diners - 12 sqft horizontal surface for condiment station w/ storage
25 students/ faculty
Activities The function of this space is the encourage student interaction. Duration of stay will very widely. Students will know this space intimately. Daily activities will include: -
gathering/meeting social interacting studying relaxing eating/drinking
Other - trash receptacle [2] - recycling station - microwave - sink - drinking fountain
Adjacencies Illumination Major: Cafe Living Restroom
and
View
Natural daylight desired. Safety & Security
Design Qualities The focus will be to create a comfortable and informal environment to accommodate various size groups.
Low security. Will remain open to public and student activities. Acoustics
Behavioral Qualities Provide protection into adjacent “learning� spaces. This space will be designed as a social hub for students to gather and relax in between classes. Furniture will remain fixed, but be accommodating to various size groups.
Finish Requirements Durable materials. Resistant to stains and wetness. Nonslip flooring.
detailed program
Student Lounge Floor Area 750 sqft
FF&E
Occupants
Furniture - Soft group seating for 20 - soft solitary seating for 5 - 5 end tables - 4 low tables accompanied by group seating Other - internet access - trash receptacle
25 students/ faculty
Activities The function of this space is the encourage student interaction. Duration of stay will very widely. Students will know this space intimately. Daily activities will include: -
gathering/meeting social interacting studying relaxing eating/drinking
Illumination
and
View
Natural daylight desired. Safety & Security
Adjacencies Low security. Will remain open Major: Dining Cafe Restroom
Acoustics Provide protection into adjacent “learning� spaces.
Minor: Design Studios Finish Requirements Design Qualities The focus will be to create a comfortable and informal environment with varying levels of privacy vs openness.
Durable, comfortable materials. Resistant to stains and wetness.
Behavioral Qualities This space will be designed as a social hub for students to gather and relax in between classes. Furniture will constantly be moved around to accommodate various size groups or individuals.
detailed program
Student/Staff Bathrooms (2) Floor Area 80 sqft
FF&E
Occupants 3
Equipment - 2 wall mount toilets - 1 accessible wall mount toilet - grab bars - 1 accessible lav - dispensers [tp, towels, soap] - 4 linear ft of mirror - 1 small trash receptacle - 1 large trash receptacl
Activities These restrooms will be mailing used by staff and students. During events and fashion shows, they will be accessible to the public Adjacencies Major: Employee Offices Minor: Tech Labs Small Classrooms
Illumination
Design Qualities
Space needs to be will lit for visibility.
The restrooms will be easily accessible, clean, well marked and provide exterior room for forming queues.
Safety & Security
and
View
Latchable doors. Visual security from public spaces. Behavioral Qualities Finish Requirements This space should be designed with a sense of visual privacy to public spaces and maintain privacy within.
detailed program
Durable materials, non-slip flooring, resistance to moisture.
Fashion Library Floor Area 500 sqft Occupants 10 - students Activities This space will be used by students and faculty for the purpose of: -
information gathering research [book/internet] viewing archival material reference look up checking out books returning books studying [alone/groups]
Although many students will be familiar with the space, new students will need clarity. Duration of stay may vary from short to long term. Queues may form at front desk and in copy center. Adjacencies Major: Material Resource Center [essential] Minor: Design studios, Tech Labs and Classrooms, Public Bathroom [desirable] The reception area will have direct adjacency to the archival space, and visual adjacencies to the copy center and computer lab. Private study spaces will be distanced from gathering areas. Design Qualities
The library will be a quiet and private place for students to study and perform research. A range of seating spaces from group to private will be employed to accommodate different user needs. A combination of open and closed shelving will be used to house books and periodicals. Behavioral Qualities Furniture will be flexible and provide a variety of seating options for studying and research. Students will be required to return books to the student services desk before exiting the space. Wayfinding and signage will be essential for new users are unfamiliar with the space. FF&E Reception - see “Student Services� Archival Space - 10 linear ft of transparent cases to house professional design work - 50 linear ft of storage for archived work, valuable texts Computer Lab - Work surface to accommodate 5 computers and 1 scanner [8.5x11 & 24x36] - Internet Access - 5 task chairs Studying - Unfixed Hard Seating for 12 for communal study spaces
detailed program
- Fixed Hard Seating for 6 students for individual study spaces - Work surface for 20 students at 6 sqft per - 12 sqft accessible work space
Acoustics This space will need to be protected from outside noise through use of acoustical surfaces and materials. Private study spaces will need to be protected from noise from gathering spaces.
Book Storage - 200 linear ft of open shelving to house books - 1 step stool per aisle
Finish Requirements
Periodical Storage - 75 linear ft of open shelving to house non-current periodicals - 50 linear ft of open shelving to house current periodicals - 1 step stool per aisle
Special Needs
Durable materials, tactile surfaces, ‘no dust’ shelving and storage for easier maintenance.
Reference [IGS, pg 391-394] for accessibility requirements, aisle widths, stack dimensions [typ]. Diagrams/Photos reception
Illumination & View Daylight is important in this space to provide a healthy study environment. Daylight on 2 sides desired, accompanied by ambient electric lighting and task lighting for individual work spaces. Indirect lighting required for ambient lighting.
reception
Safety & Security This space is zone for private use by students and faculty. Students and staff must present ID before checking out items. Books and periodicals will be secured after closing. Detectors will be placed inside entry to assure that books are checked out before exiting.
reception copy archival
seating
computer lab
periodical storage book storage
detailed program
Material Resource Center (MRC) Floor Area 500 sqft FF&E Occupants
10 - students
Activities The MRC will house material and fabric samples for student use. Students will get to know this space intimately over time. Duration of stay may be anywhere from 1/2 hour to 2 hours. Activities include: - searching for fabric - cutting fabric - research Adjacencies
Furniture - 30 sqft of horizontal work surface - 12 stackable/foldable chairs Storage - 100 linear feet of display racks to accommodate hanging fabric samples - Storage containers for smaller fabric samples Illumination
and
View
Provide 20-40 fc for work space and 50 fc for display areas to reduce shadows.
Major: Fashion LIbrary Safety & Security Minor: Design Studios [desirable] Design Qualities The design should focus on maximizing storage and creating clarity and organization of materials.
Visual security from student services. Space will remain unlocked for unlimited student access. Check out system required to ensure all materials and equipment returned. Finish Requirements Highly durable work surfaces and seating.
Behavioral Qualities Students will be required to clean up after themselves. Work areas will be fixed.
detailed program
Student Services Floor Area 500 sqft
Behavioral Qualities
Occupants 20 - students 2 - front desk
Students will be required to return books to the student services desk before exiting the space. This area must have defined public and private zones, but still be approachable.
Activities This space will be used by students and faculty for the purpose of: -
checking out materials and equipment checking out books returning books large format printing / copying / scanning
Although many students will be familiar with the space, new students will need clarity. Queues may form at desk. Adjacencies Major: Material Resource Center [essential] Minor: Design studios, Tech Labs and Classrooms, Public Bathroom [desirable] The student services area will have direct adjacency to the archival space, and visual adjacencies fashion library and computer lab. Design Qualities This area must be approachable and have clarity, since it is meant to serve a variety of functions such as printing, checking out materials, etc.
FF&E Reception - 10 sqft of work surface per desk clerk [2] - 10 cbft of closed storage - 1 computer terminals - 1 cash register - internet and telephone hookups - 2 counter height stools - trash receptacle Copy Center - Color Printer [1] - Black/White Printer [1] - 1 Large Format Printer - Copy Machine - 12 sqft of work surface for equipment and student use - 6 cbft of storage for paper and other office equipment - Paper Cutter - Recycling Bins [4 sqft] - Trash Receptacle
detailed program
Storage - 20 linear ft of storage for heavy equipment [sewing machines, sergers] - 15 linear ft of storage for school supplies Equipment - 10 sewing machines - 10 sergers - 10 rulers/scissors for measuring fabric - 5 digital cameras - other school supplies such as pens, sketching paper, etc. Illumination & View Electric and task lighting required. Safety & Security This space is zone for private use by students and faculty. Students and staff must present ID before checking out items. The space will need to be locked up after closing. Security will be provided mechanically through locks. Detectors will be placed inside entry to assure that books are checked out before exiting. Finish Requirements Durable materials, tactile surfaces, ‘no dust’ shelving and storage for easier maintenance.
detailed program
Fashion Design Studios Floor Area 500 [2] Adjacencies Floor Area per studio [student work space] 400 sqft [shared work space] 100 sqft [group gathering space] 100 sqft Occupants 10 - students 1 - instructor
Major: Restroom [essential] Living/Dining [desirable] Minor: Tech Labs Design Qualities The design studios will be lively and informal spaces, full of social interaction. Therefore, open space for gathering/ socializing is essential. Student work spaces may also have an open configuration to encourage sharing/collaboration. However, students will have individual work modules.
Activities Behavioral Qualities This space will be used by students for the purpose of: -
listening learning/studying gathering/socializing eating presenting work to instructor and classmates drawing/sketching [by hand/computer] prototype construction sewing/measuring/cutting fitting/draping
Design studios will function as “hot� studios, in which each studio will serve 2 groups of students a day. Although students will have individual work stations during their studio hours, these spaces will be shared between studios. Duration of stay will be several hours 3 times a week, plus extended periods of time outside class hours. Therefore, they will know this space intimately. Since the design studios are shared, students will be responsible for picking up after themselves.
The work space systems will be unfixed, although they will often remain in the same configuration. Furniture in group areas will be flexible and unfixed allowing reconfiguration. FF&E Student Work Space [10] - 18 sqft of horizontal work surface - 24 cbft of open storage - 12 cbft of closed storage [2 per work space] - 6 linear ft pin up space - internet hookup / outlets - 1 counter height stool - 1 sewing machine [student provided] - 1 draping mannequin [student provided] - built-in ruler for measuring fabric - 1 task light
detailed program
Shared Work Space - 20 linear ft of pin up space - light table - 20 sqft horizontal work surface - trash/recycling station Group Gathering Space - table and chairs to accommodate 10 students+ instructor - soft seating for 5 - audio/visual equipment - projection screen - dry-erase board Illumination
and
Finish Requirements Provide durable materials, ample tactile surfaces to pin up work. Diagrams/Photos
private space public space educational
View
Natural daylight required, preferably from two sides. Provide 20-40 fc of ambient lighting [indirect or diffused desirable]. Task lighting required per student work space. Safety & Security
cafe
living
Space zoned for student use and must be accessible 24 hours a day. A code entry will provide accessibility after hours.
dining restrooms
Acoustics Provide noise protection from design studios into learning areas such as classrooms, lecture halls, tech labs, library, etc. Provide acoustical barriers between studios to increase ability to have conversation despite ambient noise.
accoustical barrier
design studio
detailed program
design studio
Sewing Lab Floor Area 600 sqft [1]
FF&E
Occupants 18 - students 1 - instructor Activities
Furniture - task seating for 18 - communal tables to accommodate 18 with approx 6 sqft worksurface per w/ storage - 12 linear ft dry-erase board - 12 sqft instructor work surface
The sewing labs will be focused on helping students develop the technical skills and knowledge needed for apparel construction and fitting. Activities will include: -
garment construction/sewing cutting and measuring fabrics draping ironing
Adjacencies
Equipment - sewing machines and tables on casters [18] - sergers [2] - mannequins [5] - 2 ironing boards/irons - internet access - digital projector - trash receptacle
Major: Pattern lab Design Studios
Illumination
Design Qualities
Natural daylight and street view desired.
The sewing lab will be mainly used for individual tasks such as sewing and garment construction. Shared space will be required for cutting and measuring fabric, and pin up areas.
Safety & Security
and
View
Tech labs will be open for students to work in after school hours. Entry will require security code to ensure student use only.
Behavioral Qualities Acoustics Work surfaces will unfixed with unfixed seating to allow the classrooms to be easily reconfigured. This space will occupied during school hours for a 1-2 hour period. Signage will be necessary to familiarize students with location of equipment.
Provide noise protection from to surrounding areas. Finish Requirements Durable materials. Non-slip flooring.
detailed program
Pattern Lab Floor Area 600 sqft Occupants
18 - students 1 - instructor
- communal tables to accommodate 18 with approx 6 sqft work surface per w/ storage - 12 linear ft dry-erase board - 30 sqft instructor work surface
Activities The tech labs will be focused on helping students develop the technical skills and knowledge needed for apparel construction and fitting. Activities will include: - pattern-making - draping - fashion sketching & illustration Adjacencies Major: Design Studios Sewing Lab
Other - 5 computers - 2 printers - 1 copier - 2 scanners - mannequins [10] - ironing boards/irons [2] - hookups for lap tops - digital projector - trash receptacle Illumination
and
View
Natural daylight and street view desired. Design Qualities Safety & Security Tech labs will promote teamwork between students, encourage applied learning and focus on student teacher interaction.
Tech labs will be open for students to work in after school hours. Entry will require security code to ensure student use only.
Behavioral Qualities Acoustics Work surfaces will remain unfixed unfixed seating. This space will occupied during school hours for a 1-2 hour period. Signage will be necessary to familiarize students with location of equipment. FF&E Furniture - Stackable/foldable seating for 18
detailed program
Provide noise protection from surrounding areas. Finish Requirements Durable materials. Non-slip flooring.
Multi-purpose Classrooms Floor Area 500 sqft [2]
FF&E
Occupants 18 - students 1 - instructor
Furniture - unfixed seating w/ 2 sqft of writing surface for 18 - 1 accessible seating option - Podium w/ storage
Activities This space will be privately zoned for student and staff use. It would mainly be used for lecture formatted curriculum. Activities of instructor include: - presenting [verbally & digitally] - asking/answering questions - interacting w/ students Duration of stay will be approximately 1-2 hours. Activities of students and visitors include: -
note taking [hand/laptop] listening participating in discussions fashion sketching and illustration
Equipment - 10 linear ft of vertical writing surface - digital projector - audio/video equipment Illumination
and
View
Provide high level of electric light control adjacent to podium and upon entry to the space. Fixtures required to be dimmable, and zoned. Safety & Security Space zoned for students and staff and will remain locked when not in use.
Adjacencies
Acoustics
Minor: Employee offices
Provide noise protection from surrounding areas and appropriate acoustics for presentations. [Reference IGS].
Design Qualities Finish Requirements The private lecture hall will informal. The focus of the space will be directed toward the presenter. Behavioral Qualities
Provide durable materials, non-slip flooring surface. Acoustical and sound dampening material required on exterior walls.
The majority of seating will be unfixed and movable by occupants to accommodate group discussions, lectures, etc.
detailed program
Student Lockers Floor Area 75 sqft Illumination
and
View
Sqft per unit [6] Activities
Provide high level of electric light control adjacent to podium and upon entry to the space. Fixtures required to Safety & Security
Lockers will provide private storage for students personal belongings and school work. Duration of stay will be a short. 1-5 minutes.
Although the floor area will remain open, each locker will have room for a lock
Activities include:
Finish Requirements
- socializing - gathering/dropping off belongings Adjacencies Major: Design Studios Minor: Student Common Space Other classrooms Design Qualities The design of this area will be functional and convenient. Behavioral Qualities This space will be casual and provide a hub for communication between students. Students will visit the lockers several times a day to drop of and pick up belongings.
detailed program
Provide durable materials.
Conference Room Floor Area 600 sqft
FF&E
Occupants Activities
Furniture - task seating [8] - table to accommodate 8 employees in a group setting accommodate 20 with approx employees - 10 linear ft dry-erase board
1 director 1 assist. director 1 receptionist 4 faculty
The conference room will be a central meeting space for the staff. Activities include: - presenting [verbally &digitally] - group discussions
Equipment - internet access - audio/visual equipment - projection screen
Adjacencies
Illumination and View
Major: Restroom Employee offices
Natural daylight desired. High level of light control required for presentations.
Minor: Classrooms
Safety & Security
Design Qualities
Conference room is zoned private for faculty use only. It will be locked up at all times when not in use.
The character of the space will be private and formal. A branded identity is ideal to represent the facility. Behavioral Qualities This space should be designed as a group meeting space. Furniture will remain relatively fixed throughout the space. Visual adjacency to one another is required.
Acoustics Provide noise protection from surrounding offices, public areas. Finish Requirements High end materials, tactile objects, sound dampening materials.
detailed program
Private Employee Offices (2) Floor Area 100 sqft [2]
FF&E
Occupants
Furniture - work space with 30 sqft of surface with storage - 4 linear ft of file storage - 15 linear ft of book storage - 1 task chair - 1 guest chair
1 director/assistant director 1 guest
Activities This space will be privately zoned for staff use. Its main function is providing work space for employees, and meeting with students and other faculty. Activities include: -
preparing class materials organizing/scheduling meeting with students answering phone calls
Space will be in use much of the day except when occupant is teaching. Adjacencies Major: Other Offices Conference Room
Equipment - internet access - computer - telephone - trash receptacle Illumination
and
View
Daylight desired. Task lighting required in addition to 20-40 fc of ambient lighting. Safety & Security
Minor: Classrooms
Space will be personally secured by occupant by means of key.
Design Qualities
Acoustics
Employee offices will be private and informal.
Provide noise protection from surrounding offices, conference room, etc.
Behavioral Qualities Finish Requirements Offices will be highly personalized by occupants. Provide high end, yet durable materials, and tactile surfaces for pinup.
detailed program
Open Offices (4) Floor Area 60 sqft [4]
FF&E
Occupants
Furniture - work space with 10 sqft of surface with storage - shared 6 linear ft of file storage - shared 15 linear ft of book storage - 1 task chair
1 faculty
Activities This area will be privately zoned for staff use. Offices will be semi-private with individual work space in an open setting. Activities include:
Space will be in use much of the day except when occupant is teaching.
Equipment - internet access - computer - telephone - trash receptacle - 1 shared printer - 1 shared copy machine
Adjacencies
Illumination
Major: Other Offices Conference Room
Daylight desired. Task lighting required in addition to 20-40 fc of ambient lighting.
Minor: Classrooms
Safety & Security
Design Qualities
Space will be personally secured by occupant by means of key.
- preparing class materials - organizing/scheduling - answering phone calls
and
View
Employee offices will be semi-private and informal. Acoustics Behavioral Qualities Offices will be highly personalized by occupants. Communication will be encouraged between faculty, but each occupant will have a sense of privacy and personal work space.
Provide noise protection conference room, etc.
from
surrounding
offices,
Finish Requirements Provide durable materials and tactile surfaces for pinup.
detailed program
Circulation Floor Area 4,000 sqft
FF&E
Occupants 1-75 - students and visitors
Furniture - variety of seating options from lounge-like to task seating
Activities The circulation bridges the public and educational zones to create interaction between two separate user groups. Duration in the space will be from several minutes to an hour depending on the activity the user is engaged in. Many users will occupy the space momentarily on their way to other spaces, while others will occupy it for lengthy periods of time as a place to study and gather. Activities include: - orientation - navigation - gather/socialize/meet/wait
Other - Signage for wayfinding - Community/Student Display Space - Internet access - Trash receptacles [2] illumination and
View
Provide natural daylight, ambient lighting and display lighting to spotlight memorabilia. View to exterior prominent. Safety & Security
Design Qualities Instead of being a place to pass through, the design of the circulation will be engaging a place to interact, socialize and meet. The circulation will function as a tool for wayfinding, so signage and clarity will be important to navigate users through the space. Behavioral Qualities Circulation space will be used as overflow space for both public use during events and educational use during school hours. These areas will be informal, flexible and engaging.
detailed program
Space zoned for public use and will remain locked when not in use. Electronic systems to deter and detect theft and vandalism. Acoustics Insulate lecture hall and surrounding learning spaces from lobby noise. Finish Requirements Provide durable materials, non-slip flooring surface. Finishes need to be easily cleanable and resistant to wet conditions.
BUILDING CODE ANALYSIS
Zoning
The site is zoned CX: Central Commercial* [source: www.portlandmaps.com] *The Central Commercial [CX] zone is intended to provide for commercial development within Portland’s most urban and intense areas. A broad range of uses is allowed to reflect Portland’s role as a commercial, cultural and governmental center. Development is intended to be very intense with high building coverage, large buildings, and buildings placed close together. Development is intended to be pedestrian-oriented with a strong emphasis on a safe and attractive street scape. This proposal combines both business and mercantile occupancies in the form of an education center and affiliated clothing retail outlet. The focus of the design will need to be oriented toward street traffic with an aesthetically pleasing façade.
zoning
Occupancy Groups Occupancy Groups: [The Codes Guidebook for Interiors, 42-43] Nearly every interior code and regulation is based on the buildings occupancy.
Occupancy
Description
Spaces
Business – B
Education facilities above 12th grade, Offices
[design studios, learning spaces, employee offices]
Assembly – A3
Gathering of people for worship, recreation or amusement
[public assembly hall, exhibition space]
Mercantile – M
Open to public, used for display and sale of merchandise
[clothing retail]
Space
Description
Occupancy Factor
Educational
[classroom]
20 net
Business
[offices]
100 gross
Assembly
[not fixed]
7 net
Library
[stack area]
100 gross
Mercantile
[grade floor]
30 gross
Mercantile
[storage]
300 gross
occupancy
Occupancy Factors [IBC, 1004.1.2]
Space
Description
Occupancy Factor
Educational
Design studios, technical labs, classrooms
20 net
Business
Offices
100 gross
Assembly
Exhibition space [unfixed seating]
7 net
Library
Stack area
100 gross
Mercantile
Grade floor
30 gross
Mercantile
Storage
300 gross
Name
Estimated # of ppl
Approx Net Sqft
Occupancy Allowable
Design Studio [2]
10/ea
600/ea [1200]
30/ea
Tech/Product Labs [2]
10/ea
600/ea [1200]
30/ea
Classroom [2]
18/ea
500/ea [1000]
25/ea
Exhibition
150
1500
214/ea
Fashion Library
15
500
15
Retail
25
2000
66
Mercantile Storage
1
300
1
occupancy
Construction Construction Type of Existing Building [CGI, 99-102] Type I and II: Noncombustible Type IV: Heavy Timber These two construction types must be separated by a fire wall.
Finish Class Rating [Table 803.5] Interior wall and Ceiling Finish Requirements By Occupancy.
Group
Sprinklered
Nonsprinklered
Vertical Exits & Exit Passage ways
Exit Access corridors and other exitways
Rooms and enclosed spaces
Vertical exits and exit passage ways
Exit access corridors and other exitways
Rooms and enclosed spaces
A-3
B
B
C
A
A
C
B, M
B
C
C
A
B
C
Maximum Aggregate Area for Mezzanine [IBC, 1004.1.2] Total area of mezzanine must be greater than or equal to 1/3 of the total area of the space. Head height for mezzanine must be greater than or equal to 7’.
Construction
Egress Maximum Travel Distance to an Exit [Table 1015.1] Exit Access Travel Distance
Occupancy
Unsprinkled [ft]
Sprinkled [ft]
A-3 - Assembly
200 ft
250 ft
M - Mercantile
200 ft
250 ft
B - Business
200 ft
300 ft
Dead End Corridor Lengths [1015.1]
- A hallway in which a person is able to travel in only one direction to reach an exit. - Not more than 20’. - If occupancy B & Sprinklered, not more than 50’.
Minimum Egress Width Minimum is 36”, unless this is superceded by occupant load.
Occupancy
Sprinklered
Nonsprinklered
Stairways (inches/occupant)
Other egress Components (inches/occupant)
Stairways (inches/occupant)
Stairways (inches/occupant)
A-3, B & M
.2”
.15”
.3”
.2”
100 occupants
36”
36”
36”
36”
EGRESS
Maximum Number of Exits
- The building needs a minimum of 2 exits. - A room needs more than one exit for occupancies [A-3, B & M] if there are more than 50 occupants.
Minimum Distance Between Two Exits [1014.2.1]
- The distance must be less than or equal to 1/2 of the greatest overall diagonal dimension within the building area the exits are serving. - Some codes allow minimum distance to be 1/3 if spinklered.
Minimum Stair Width [CGI, 4.6]
- 44” min typ. - 36” min if O.L. less than 50 - 48” if area of refuge
Head Requirement for Stairs [CGI, 4.6]
- 80” minimum
EGRESS
Stairs Maximum Rise/Run [CGI, 4.5] Rise 4-7” , Run 11”
Handrail Height and Extensions [CGI, 4.5] Height: 34”-38” Extensions: 12” min horizontally beyond top riser & continue to slope for depth of one tread beyond bottom riser.
Landings [CGI, pg 125-127]
- Typ, width of landing must be at least as wide as width of stair - Each run of stairs must have a landing at top & bottom - Stairs must have a landing every 12’ rise
stairs/ramps
Ramps Maximum Rise/Run [CGI, 4.9] Rise/Run Ratio: 1:12 For every vertical rise of 1 inch, the horizontal run of the ramp must extend 12 inches Width: 36” min [measured to the inside of the handrail]
Handrail Height and Extensions [CGI, 4.9] Height: 34”-38” Extensions: 12” min horizontally beyond top riser & continue to slope for depth of one tread beyond bottom of the ramp.
Landings [CGI, pg 130-131] Minimum Width: 60” min - Typ, width of landing must be at least as wide as width of ramp - Required at top and bottom of every ramp and must take into account any adjacent doors.
stairs/ramps
Plumbing Requirements User Group A-3 [Assembly]
B [Business]
M [Mercantile]
Water Closet
Drinking Fountain
Other
1/200 [1]
1/500 [1]
1 service sink [1]
1/25 for first 50, 1 per 60 for remainder exceeding 1500 [2]
1/40 for first 50, 1 per 80 for remainder exceeding 50 [2]
1/100 [1]
1 service sink [1]
1/500 [1]
1/750 [1]
1/1000 [1]
1 service sink [1]
M
F
1/75 [1]
1/65 [1]
Lavs M
F
plumbing
General Accessibility Requirements Clear Floor Space [ADAAG 3.5] The minimum unobstructed floor or ground space required to accommodate a single, stationary wheelchair and occupant.
Hinged Doors in a Series [1008.1.7]
48” min
Protruding Objects [ADAAG 3.5] When leading edges are between 27”-80” AFF cannot protrude more than 4”. Objects protruding above or below this range may protrude any amount.
accessibility
Bathroom Accessibility Requirements Clear Floor Space in Lavatory [ADAAG 4.19.3] The minimum unobstructed floor or ground space required to accommodate a single, stationary wheelchair and occupant. 30� x 48�
Clear Floor Space for Waterclosets [ADAAG 4.16.2] For a front transfer to the water closet, the minimum clear floor space at the water closet is a minimum 48 inches (1220 mm) in width by a minimum of 66 inches (1675 mm) in length. For a diagonal transfer to the water closet, the minimum clear floor space is a minimum of 48 inches (1220 mm) in width by a minimum of 56 inches (1420 mm) in length. For a side transfer to the water closet, the minimum clear floor space is a minimum of 60 inches (1525 mm) in width by a minimum of 56 inches (1420 mm) in length. (4.16.2, A4.22.3)
ACCESSIBILITY
FIRST PERSON RESEARCH
Tour: Art Institute of Portland Date: 2.2.2008
Time: 11am-1pm
Description: Toured through facility with a focus on classrooms and spaces used in the Apparel Design program. Methods of observation included observing and recording behavior without interfering with people or activities. • • • • • • • • • • •
Pattern Lab Sewing Lab Multi-purpose classrooms Materials Center Library Computer Lab Exhibition Space Print Center Student Store Cafeteria Display
what was studied:
• Overall organization of facility • Spatial arrangement of classrooms and relative size for each • Required equipment for technical classrooms • Student work habits • Academic Curriculum (what courses were held in each classroom) • Hours of classroom operation and security
key takeaways:
• Sewing labs have individual work stations, yet they are shared between many students. After hours they function on a “first come, first serve” basis. • Fashion learning spaces were grouped together within the larger facility. Most of the classes were held in either the pattern or sewing labs and not in traditional classrooms. • There were no studios which focused specifically on the whole process of design from concept to finished product. This work was done typically after hours in the sewing and pattern labs. • Sewing and pattern labs had a large amount of equipment such as, sewing machines and supplies, sergers, ironing stations, fabric cutting/measuring stations, computers, printing equipment, fabric storage and racks, mannequins. • Technical classrooms remained open until 11:45pm for student access. They are then locked up. • Many of the classrooms seemed too small relative to the amount of equipment and number of students in each. • Corridors were filled with student work displays.
aRT INSTITUTE OF PORTLAND
general classrooms
materials center
ART INSTITUTE OF PORTLAND
sewing lab
pattern lab
exhibition and display
Staff & Student Interviews
Date: 2.2.2008
Time: 1pm-2pm
Description: Surveys were handed out to staff members and students of the Apparel Design program at the Art Institute of Portland. Each participant was asked a series of questions related to their experiences with the program. Interviews were also conducted and based off the same questions. key takeaways:
• Room to stretch out and work is really important in technical labs. This works best with large pattern tables. Students commented that many of the classrooms were too small and crowded. • Personal storage is not provided at the institute. The students that I talked to both commented that they disliked the lack of lockers, etc. • After school hours, students take over the classroom spaces, which turn into production spaces. Here they work independently on their projects. • More space is required to be able to construct on the body. Your “capacity” essentially doubles because you have students plus dressforms. • Classrooms that are too specialized for lab work are often not conducive to a studio atmosphere where group interaction, lecture and physical work take place. •
aRT INSTITUTE OF PORTLAND
Describe your typical day at school. Be sure to describe the spaces you occupy And the people you interact with.
Describe favorite
your spaces
Explain what in each.
favorite to
and
least
work/learn
in.
works and what doesn’t
do you have personal work spaces, lockers or storage at your facility? please describe these spaces.
Participant
1
(Survey):
No
personal
Participant 1 (Survey): I get to school
Participant 1 (Survey): My least favorite
work spaces or storage. I have a studio
early + go into one of the labs to
room to work in is the sewing lab. It
set up at my house. There I have a
work on some garments, pop in my
has no ventilation, is too small and has
storage cabinet, garment rack, ironing
ear phones and listen to music. The
no room to stretch out my projects. My
board, pattern table, sewing machine
room
dilled
favorite room to work in is the pattern
and a desk.
computers,
lab as it is full of tables, computers
large plotter printer, mirrors and ironing
and dressforms. Although, it too could
Participant
surfaces. Classes are small and no
be larger. Sometimes we compete for
have lockers are anything. I have a
more than 15-17 people. We ask each
space.
huge back that I drag back and forth
with
is
small,
compact
dressforms,
tables,
and
other questions for help. In the sewing
2
(Interview):
We
don’t
every day to school and back and in
room, the machines are at their own
Participant 2 (Interview): Most of the
between classes. I would love some
tables with two larger cutting tables
spaces are too crammed full of stuff
personal storage space. We share all
in the middle of the room & irons and
and people to really have a comfortable
of our work spaces. Each of us tend
boards all around.
working atmosphere. The pattern lab is
to pick our favorite work stations like
better than the sewing lab because its
sewing machines, but if someone else
a
got a lot of tables to spread out on. And
is on them, you’re out of luck. We all do
couple classes daily, but I do most of
sometimes its inconvenient to run back
a pretty good job of working together
my work after school hours in the labs.
and forth between the classrooms if
and sharing as best we can.
They are open until midnight. There are
you need mannequins or to use the
no personal work spaces, so all of us
computer, but at least they are close
have to share on a first come, first serve
together.
Participant
2
(Interview):
I
attend
basis. Sometimes we run out of room to work, or sewing stations but for the most part, they are ok. We don’t have a cafe, so I typically get something in the vending machine midday and eat in the dining hall with a few friends.
ART INSTITUTE OF PORTLAND
Student Reflections
What
Apparel Program, at AI? How does this in?
is uniique about teaching in the
relative to other programs offered affect the physical space you teach
Describe
your typical work day.
occupy and the people you
Describe interact with.
the spaces you
Design Instructor: (Survey) Design Instructor (Survey):
Interact with faculty: office desk, computer phone for class
You need more space to be able to construct on the body
prep, cubicle. Interact with students: studio class, drafting
(multiply bodies - models and students). Natural and good
desks, large tables, pinnable wall space.
lighting is essential. Pinnable wall surface as well as tables, light tables, appropriate machines, etc. Storage space is
Assistant Director of Apparel Program (Survey):
also important. We also need a materials library.
A typical work day for me will include administrative and teaching.
The administrative part takes place in a cubicle.
Assistant Director of Apparel Program (Survey):
It is about 6’ x 12’.
The Apparel Program includes a wide variety of skill sets.
a computer and file drawers.
These include conceptualizing, illustration, patternmaking/
which actually offer nice privacy (the student waiting area
draping, fitting, sewing, computer technical skills, business…..
is right on the other side of my cubicle).
It is different from Graphic Design for example, which is
areas to hang garments which would be nice – but there is
taught primarily on the computer.
no room and my cubicle cannot be locked.
It has a long L shaped desk with It has 3 overhead cabinets I do not have any In the faculty
work room there is a rack for garments. Because
of
industrial
sewing
equipment,
large
pattern
making tables, dress forms, bolts of fabric for storage, and
In the classroom I am usually in a computer lab.
computer technology, space is always a challenge.
The
approximately 20 students. There is an overhead projector
workspaces are tight – especially when there are large class
which projects onto a screen behind me so everyone can
sizes.
follow along.
It can be difficult for students to see demonstrations
I have
There are 24 computers, a scanner, printer,
and maneuver around the classroom. We are budgeting for
and dry erase board.
cameras to be installed which will project demonstrations on
area for critique presentations.
screens above the sewing machines. We have also reduced
that projects can be pinned to, but the area is long and
class sizes from 18 to 15 in order to make the rooms more
narrow, making it difficult for 20 people to see the projects.
Missing in these rooms is a suitable There is a homosote wall
accommodating. There is constant discussion and work on arranging the rooms in the most productive manner.
Staff Reflections aRT INSTITUTE OF PORTLAND
Describe your favorite and least favorite spaces to teach/ work in. Explain what works and what doesn’t in each. Design Instructor: (Survey) Smaller rooms, rooms only set up for digital design. If rooms are too specialized for lab work, they are not hospitable for lecture and physical work. They are not conducive to a “studio” atmosphere. Assistant Director of Apparel Program (Survey): Room 203 (computer lab) has more room for group critiques if you lean the projects against the dry-erase board. There is no board to pin the projects into which can make it difficult to look at a series of boards, but is easier for groups to gather around. Room 214 (computer lab) has the homosote wall to pin into which is suitable for displaying many projects, but it is hard for everyone to see because it is a narrow gap from wall to computer row.
ART INSTITUTE OF PORTLAND
PRECEDENT STUDIES
Responding to Context A case study of the Clive Wilkinson’s minimalist FIDM DESIGN STUDIO in downtown L.A. Who: Fashion Institute of Design & Merchandising [FIDM] is a private school with 4 campuses specializing in fashion, graphic, interior and film-set design. What: A Design Studio featuring student work and study spaces, and technical resources for students. The studio provides a combination of group and individual study spaces, drafting tables, and computer lab. Where: Downtown L.A., FIDM Campus. The 11,400 sqft renovation occupies the 1st floor of the 1926 industrial Standard Oil Building. This space is a portion of the larger L.A. campus, which occupies two city blocks to accommodate a student body of 4,000. Why: To supply individual and community studio and study areas for student body; areas in which the FIDM campus was lacking. How: Though a strong sense of branding and minimalist design, Wilkinson developed a space to invigorate the schools identity and inspire creativity within the student body. The schools image is formed by responding to the “fashion conscious” student body with a stylish and cutting edge interior. Investigations: Response to context through design, working with building constraints, innovative study and work spaces The FIDM project was studied to explore how design can respond to regional and cultural context. Wilkinson achieved this objective in three ways: 1) a “wave” shaped three dimensional elevated group work space inspired by the surfing culture, 2) use of textures, materials inspired by the sunny L.A. location, such as supergraphic palm trees, cactuses patterned pop motifs and a sky blue color palette, 3) the use of modern forms, innovative materials and clean lines to create a space worthy of a renowned Design School. In addition, this case study explores creatively working within the context of a given structural system. Wilkinson utilized the warehouse efficiently through the use of elevated pods to create dramatic focal points and utilize the full height of the building.
fidm dESIGN STUDIO
zoning
The space is zoned into 3 parts. The West studio is reserved for group activities, while the East studio is used for individual study. Support spaces are unobtrusive but accessible for students and staff. photographs left to right: computer lab; the
circulation
group
7. Wave 8. Pool lamp shade 9. Drafting space 10. Tank
FIDM DESIGN STUDIO
group work space
support
zoning
Building lobby Studio West Studio East Pool Office space Support space
“pool”
individual
parti diagrams
1. 2. 3. 4. 5. 6.
group work space; lounge chair laptop stations; the
The circulation is simply design through a series of central corridors, but a large open space upon entry.
Both parti’s feature the elevated pods as a focal point intermittently placed through out the studio. They also designate unconventional group work spaces.
“wave”
interior elevation of west studio
circulation
plan parti
section parti
Reinventing the Retail Experience A study of REm Koolhaa’s PRADA FLAGSHIP STORE, in Manhattan’s Soho.
Who: Prada (Italian Fashion Company with retail outlets world wide) What: Prada New York Epicenter Where: Manhattan’s SoHo District, New York City Why: The design of the Epicenter was a beginning tool to refresh the Prada image in hope to “regain its preeminence” in the fashion world. How: By creating a multidimensional and experiential shopping experience, the Flagship store has become a symbol for high design. The unconventional retail experience focuses on user experience, the renowned store has brought customers in flock. By blurring the lines between retail and exhibition, users flock to the store to “view” it like a gallery. Investigations: Retail as Exhibition, Retaining the “old,” while adding the “new The Livewear store will be an interactive and educational retail space utilizing a combination of exhibition and retail design strategies. The study of the Prada New York Epicenter explores solutions to fuse these typologies by means of user interaction. Koolhaas achieved this objective in several ways: 1)
Architecture as Art: The focal point of the space is a
curving “wave” functions as a “stage” and an art piece itself. It folds out, opposite the bleachers (also used for display) to create an interactive space. 2) Technology: High tech devices are used throughout the design to develop multiple points of user interaction. The glass dressing rooms are equipped with technology to turn from opaque to transparent and technology to browse product information, and display screens to view shopping experience of others while in the dressing room. Display screens are also placed throughout the space for the same function. 3) Display systems: Metal cages housing mannequins run on a track through the store, creating moving exhibitions throughout the space. Koolhaas also investigates creative ways to fuse old with new with new, while minimizing structural intervention. The addresses this issue by installing poly carbonate panels over an existing masonry wall. The glowing panels allow minimal intervention and the retention and visibility of its original quality.
PRADA FLAGSHIP STORE
blurring retail
&
exhibition
introducing new materials while respecting the old
parti diagrams
The parti describes the partly transparent outer wall along the central display space, major circulation paths and the focal point symbolizing the focal point of the space (the “wave”). circulation
The circulation has both a direct path (adjacent to the display space) and a meandering path through the retail space. The direct circulation is sandwiched in between the display and service areas.
zoning
The space is zoned into 3 parts. Yellow represents circulation, blue represents retail/display space and gray is service and support spaces. In plan, the zones are simply divided linearly, with the largest zone designated to the display.
section
PRADA FLAGSHIP STORE
AA
1. Broadway entry vestibule 2. The “wave” 3. Hidden Stage 4. Circular Elevator 5. Display area with 6. Mercer Street entrance 7. Built-in displays 8. Accessories 9. Mechanical room 10. Dressing room
Learning the Trade A case study exploring WORKING CLASSROOMS that combine technical learning and creativity.
What: Various classrooms in which students engage in hands-on learning. These “technical� classrooms provide spaces for learning and practicing skills through group and individual work. Investigations:
Zoning,
Circulation,
Spatial
Organization
and
Requirements To the left is an inspirational image taken from Inffeldgrund Study Centre, Tu Graz designed in 2001 by Szyszkowitz + Kowalski. This design solution explores simple organization and spacious learning environments with ample natural light; qualities in which the proposed facility will strive to embody. To the right are images taken from Greenwich Community College in London, UK. This space was chosen to study a typical classroom used specifically for technical fashion learning, where students learn and practice constructing garments. This case study is directly related to the learning spaces found in the proposed facility and will inform the project by analyzing user and spatial requirements, and social interaction between students. Activities are separated into group, individual and learning zones. Special equipment includes sewing machines and tables, sergers, tables for cutting and measuring fabric, group work tables, ironing boards, mannequins and ample pin up space.
Working classrooms
technical classroom for fashion design
1
2
- 360
4
3
degree view
5
6
individual tasks group tasks
1
staff tasks
6
6
6
circulation
4
1. 2. 3. 4. 5. 6.
Cutting + Measuring Station Serging Station Sewing Tables Staff Area Group Work Tables Pin-up + Presentation Space
2
5
3 organization
working classrooms
zoning
circulation
BUILDING AND SITE ANALYSIS
Site Description CONTEXT The proposed site is located in Portland, OR on the corner of Park and Everett. This downtown location has a direct adjacency to the
North Park Blocks, located across the street from the site. This
adjacency was important when selecting the site, as it gives students of the Ecofashion Academy a nice view from the classrooms and a green space to meet, gather and relax. A close adjacency to the green space also reinforces the sustainability, which is the foundation of the Ecofashion school. ADJACENCIES Because of the variety of spaces within the context of the site, street traffic is relatively heavy. Since the educational spaces are located on the street level, it also provides opportunities for the public to view the students at work, which will help promote the Academy’s philosophies on fashion. This site has adjacent retail stores and an abundance of street traffic, making it an appropriate location for the “No Preservatives” retail outlet. In addition to retail, the surrounding context also includes eateries, condominiums, rentals and office buildings. It is less than a mile from other academic facilities such as the Art Institute of Portland. The mixed-use nature of the surrounding buildings gives the site liveliness and culture. TRANSPORTATION Both rail and bus stops are located within a block of the site, providing several means of public transportation for both the students and the public. Metered and hourly street parking is also located next to the facility
site analysis
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303 NW PARK AVE - PEARL - PORTLAND
System Pla
Transit | Paving | Snow & Ice | Transportation System Plan
Transit
Transit
Site Maps
Bus, Light Rail, and Park Ride locations, closest to furthest. Bus, Light Rail, and& Park & Ridesorted locations, sorted closest to furthest.
PortlandMaps Detail Report
http://portlandmaps.com/detail.cfm?action=Zoning&propertyid=R140546&state_id=1N1E3...
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303 NW PARK AVE - PEARL - PORTLAND
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Summary | Elevation | Garbage | Hazard | Natural Resources | Photo | Property | Water | Sewer | Tax Map | UGB | Watershed | Zip Code | Zoning
Zoning
CITY PLAN
BLOCK PLAN
TRANSPORTATION
ZONING
Zone CX (Central Commercial) Overlay d Comp Plan CX
1 of 3
Comp Plan Overlay
0
300 FT
Plan District Central City NRMP District Historical Resource Type Historic District
Zoning Map 3029 Urban Renewal Area Downtown Waterfront
1/8/2008 9:12 PM
Conservation District Wellhead Protection Area No
1 of 3
1/8/2
1 of 2
site PLAN
site analysis
1/8/2008 9:07 PM
AERIAL PHOTO
Solar Orientation The buildings East Facade faces the Northwest Park Blocks. It’s South facade faces Everett. The North and West facades are butt up against adjacent buildings. The images below analyze the light quality at different points in the day.
massing model
EIGHT am
noon
five pm
Site Context Below is a 360 degree view of the site context showing the downtown location, adjacent buildings and North Park Blocks.
site analysis
Building History HISTORICAL DESCRIPTION Built in 1910, this building was originally erected as a metal factory and foundry for Pacific Metal Works. It has since been used as an automotive shop and dance club. However, it has been abandoned for nearly 20 years. CONDITION OF BUILDING The Pacific Metal Works Building is in need of seismic updating because of the age in which it was built. In addition, because it has been abandoned for a long period of time, the building has fallen into disrepair. Many of the window panes need to be replaced. For energy efficiency, the windows need to be replaced with double pane glass for insulation. The exterior needs cleaning because of grime and graffiti. The mortar in the masonry walls has begun to rot out and many bricks are missing. The wood flooring on the main floor needs to be completely replaced. The treatment on the exposed members needs to be refinished and re-treated.
BUILDING ANALYSIS
Building Description STRUCTURAL SYSTEM This building is comprised of two separate structural system. The first is located in the foundry portion of the building, which is two stories. Each foundry floor measures 30 x 70’ or 2100 sqft. The foundry is comprised of solid masonry walls, featuring 3 brick chimney flues extended two stories. The foundry has concrete floor plates and a steel truss system, culminating on the second story where skylights have been introduced. The span in this area of the building is 37’. The remainder of the building is a one way system of post wood and beam construction with girders running north to south and wood trusses running from east to west. The column grid is 16’ O.C. from East to West, and 19’ on center North to South. The exterior walls are masonry and separated into 5 bays. The two outer bays measure 15’ O.C. and the interior bays measure 16’ O.C. BUILDING FOOTPRINT The building is a quarter city block, with a footprint of 100’ x 100’ with a non-daylit basement, a ground floor and a second floor. The total square footage is 30,000 sqft. Only a small portion of the basement will be used in this proposal, mainly for storage. The basement level measures 10’-3” in height with heavier structural members. The ground level 12’-3” in the foundry and 11’ in the remainder. The second story measures 11’4”, except in the foundry, where the height is 15’6” Although there are no level changes, there are variances in the thickness of the floor plates between the foundry and the remainder of the building, accounting for the height changes.
building analysis
building details Building Details PACIFIC METAL WORKS BUILDING Address
303 NW Park Ave, Portland OR
Year Built
1910
Previous use
Metal factory & foundry
Current Use
Vacant
Footprint
100 x 100
Stories
2 + basement
Sqft
20,000 + 10,000 basement
Construction [main]
Type IV: Heavy Timber Frame, Combustible/Non Combustible
Materials [main]
Brick ext walls, wood truss, wood columns, wood floors, glass
Construction [foundry]
Type I/II: Non Combustible
Materials [foundry]
Brick ext & int walls, steel truss, concrete floors, glass skylight
BUILDING ANALYSIS
Building Diagrams
CONSTRUCTION SYSTEMs
circulation
vertical connections
daylight
building analysis
Building Plans
BB
BB
AA
1st floor plan
BB
AA
2nd floor plan
AA
roof plan
N
BUILDING ANALYSIS
Building Sections + Elevations
SECTION AA
SECTION BB
SOUTH ELEVATION
EAST ELEVATION
building analysis
Building Photos TOP TO BOTTOM:
TOP TO BOTTOM:
TOP TO BOTTOM:
exterior south and east facade
Ground Ground Second
Ground Second Second
exterior south facade exterior east facade
BUILDING ANALYSIS
floor floor story structural system
floor post and beam, story foundry entry story foundry
Part Two: Design Process
CLASS PIN-UP: 2.1.2008
Sketch Models
SKETCH MODEL 1
SKETCH MODEL 2
SKETCH MODEL 3
pinup 2.1.2008
Schematic Diagrams Annie Muller
Schematic Design
2.6.08
scheme 1 Annie Muller
Schematic Design
2.6.08
Scheme 1 concentrates on the division of public and private spaces. Public sapces are located on the ground level, while
scheme 1
student and employee space are located on the upper level. A Schemeatrium 1 concentrates on the the division of public and private central punches through 2nd floor, allowing light Public sapcesfloor. are located on of thecatwalks ground level, andspaces. views to the first A series bridgewhile the student and employee space are upper located on the upper level. A staff and student spaces on the level. central atrium punches through the 2nd floor, allowing light and views to the first floor. A series of catwalks bridge the staff and student spaces on theand upper level. Scheme 2 creates a grand entrance flowing spaces for stu-
dent activities and interaction. It also focuses on the foundry as a focal point, by separating it from the rest of Scheme 2 creates a grand entrance and flowing spaces for stuthe building, allowing it to be its own entity. Public and dent activities and interaction. It also focuses on the staffing spaces are located on the first flor. A diagonal foundry as a focal point, by separating it from the rest of corridor allows circulation and houses service stations the building, allowing it to be its own entity. Public and ranging from cafe to student services. The upper level houses staffing spaces are located on the first flor. A diagonal all education spaces. By taking advantage of the upper story, corridor allows circulation and houses service stations all learning spaces can utilize natural light by introducing ranging from cafe to student services. The upper level houses skylights. all education spaces. By taking advantage of the upper story,
ground floor
2nd floor
SCHEME 1 ground floor
scheme 2
2nd floor Scheme 1 concentrates on the division of public and private spaces. Public sapces are located on the ground level, while
scheme 2
student and employee space are located on the upper level. A
all learning spaces can utilize natural light by introducing
central atrium punches through the 2nd floor, allowing light
skylights.
and views to the first floor. A series of catwalks bridge the staff and student spaces on the upper level.
vertical circulation
public
horizontal vertical circulation circulation
education public
Scheme 2 creates a grand entrance and flowing spaces for student activities and interaction. It also focuses on the foundry as a focal point, by separating it from the rest of horizontal circulation social
the building, allowing it to be its own entity. Public and
education staff + support
staffing spaces are located on the first flor. A diagonal corridor
social
staff + support
allows
circulation
and
houses
service
stations
ranging from cafe to student services. The upper level houses all education spaces. By taking advantage of the upper story,
ground floor
2nd floor
all learning spaces can utilize natural light by introducing skylights.
ground floor
2nd floor
SCHEME 2
pinup 2.1.2008
vertical circulation
public
horizontal circulation
education
social
staff + support
s
WINTER TERM: MIDTERM REVIEW
Historical Distinction Major Move: Respecting the historical qualities of the building by minimizing modification. Focus on working within existing structure and adapting program to what the building offers. Concept Statement: The focus of the Historical Distinction scheme is to conserve as much of the original building as possible. In this scheme, public, staff and educational spaces are intermixed to create more opportunities for interaction between staff and student. Student work spaces are lined around the perimeter of the second story to provide vies and natural daylight, while other educational spaces are more internally focused. The placement of the exhibition space in the upper floor of the foundry gives it special importance. Pros: - Retention of historical character - Low building modification - Mixed zoning to create opportunities for social interaction - Natural light in work + lab spaces Cons: - Low daylighting opportunity on 1st floor - No daylight in retail - Low retail visibility from street
FEEDBACK: ++ Distinct zoning between public and private and concentration of public spaces in foundry ++ Minimal modification to building ++ Axis of vertical circulation with school entry -- Overscaled and awkward entry sequence in public zone -- Offices to segregated from one another. Difficult for communication and no daylight -- Multi-purpose rooms don’t have much activity (liveliness) and therefore should be placed on the upper floor -- Experiment with opening up connection between retail and school. Too segregated in this scheme -- Concept is purely addressing building rather than thesis questions
HISTORICAL DISTINCTION
Diagrams
public
educational
public
educational
ZONING
PARTI
HISTORICAL distinction
Plans
C
C
MAIN ENTRY
WELCOME
A
SEWING LAB
A
ADMIN OFFICES EXHIBITION
RETAIL
MULTI PURPOSE
CAFE
DESIGN STUDIO
PATTERN LAB
MULTI PURPOSE
STUDENT COMMONS RESOURCE ROOM B
RETAIL ENTRY
GROUND FLOOR PLAN
B
CONF ROOM
DESIGN STUDIO
2ND FLOOR PLAN
HISTORICAL DISTINCTION
Sections
education
exhibition
education
staff
design studios
secondary
vertical
vertical
retail
welcome
resource room
SECTION B
SECTION A
educational
staff
main vertical circulation rest rooms
cafe
SECTION C
HISTORICAL distinction
restrooms
circ.
circulation main entry
staff
main
student commons
student commons
retail entry
Cultivating Community Major Move: A central atrium punches through the facade and second floor allowing daylight and views into the first floor. Concept Statement: Cultivating Community focuses on making the facility accessible to the public for educational and retail purposes. The public spaces are concentrated on the lower level of the building giving the community full access. Student and employee spaces are located on the upper level, with restricted public access. The student spaces are zoned separately, yet bridged by a series of catwalks overlooking the atrium. Pros: - Dynamic + visible entry - Public accessibility to spaces - Natural light in educational spaces - Private staff zone - Desirable corner retail location [high visibility] Cons: - Minimal light in resource center - Extreme structural modification
FEEDBACK: ++ ++ ++ --
Staffing area has own “wing” Catwalks bridging staff and educational zones Good overall spatial organization Central atrium is too grand and ceremonial and lacking function -- Second entry has a lot of empty space -- Concept is purely addressing building and organization rather than thesis questions -- Public access to fashion library isn’t practical
cultivating community
Diagrams
educational
public
educational
public
ZONING
PARTI
cultivating community
Plans
D
D
C
RESOURCE ROOM
C
OFFICES DESIGN STUDIO
CIRC. DESK
CONF ROOM
ADMIN WELCOME EXHIBITION
A
A
DESIGN STUDIO
B
CAFE
STORAGE
B
MULTI PURPOSE STUDENT COMMONS
GROUND FLOOR PLAN
RETAIL
MULTI PURPOSE
PATTERN LAB
SEWING LAB
2ND FLOOR PLAN
cultivating community
Sections
central atrium
catwalk
design studios educational
exhibition
retail
suppoert
design studios
student commons
exhibition
SECTION B
SECTION A central
central
atrium
atrium
staff
educational
staff
educational
main vertical circulation resource
SECTION C
cultivating community
retail
resource
SECTION D
support
student commons
Student Life Major Move: Features a large double height space housing all student common programmatic elements and highlights the brick foundry as a focal point through its visual separation. Concept Statement: This scheme is centered around creating healthy spaces to encourage learning, work ethic and social interaction. It features a dynamic entrance and series of flowing spaces devoted to student activities. Overlooking the student spaces, a corridor runs the length of the building and houses service stations ranging from a cafe, student services and all staff related spaces. The upper level houses strictly educational spaces to utilize the maximum amount of natural light. Visible catwalks are used to bridge the studio spaces housed in the foundry to the rest of the building.
Pros: - Flowing + flexible spaces - Maximized daylight in all educational spaces - Private staff zone - Desirable corner retail location [high visibility] - Retains existing facade Cons: - Minimal Light in Staff Offices - Major Structural Modifications
FEEDBACK: ++ ----
Catwalks into design studio provide visual interest Organization and circulation too complicated Awkward angles Spaces that are opened up as double height spaces don’t serve a purpose. Purely visual. -- Concept is purely addressing building and organization rather than thesis questions
student life
Diagrams
educational
public
educational
support
ZONING
PARTI
student life
Plans
D
D
C
C
DESIGN STUDIO
OFFICES A EXHIBITION
COMMONS
MULTI PURPOSE
A
STUDENT CAFE
MULTI PURPOSE RESOURCE
DESIGN STUDIO
ROOM
WELCOME
RETAIL
B
GROUND FLOOR PLAN
PATTERN LAB
B
SEWING LAB RESOURCE ROOM
2ND FLOOR PLAN
student life
Sections
catwalk
educational
design studios
educational
resource
main vertical
welcome
staff
+ support
circulation
student
exhibition
commons
retail
retail
entry
SECTION B
SECTION A
catwalk
educational
resource
secondary vertical circulation staff
student
welcome retail
SECTION C
student life
commons
SECTION D
resource
retail
CLASS PIN-UP: 2.27.2008
Diagrams
Study of exhibition space
pinup 2.27.2008
Plans + Sections
pinup 2.27.2008
Sections
WINTER TERM: FINAL REVIEW
Winter Term: Final Presentation Concept Statement: The focus of this design is to emulate the parallels between fashion and architecture through the layering of skins. The design studies our first skin, the second skin (clothing) and the third skin (the building). These system of layering is translated into the design through multiple vehicles such as: mixed zoning of public and educational spaces, physical elements that incorporate flexibility as a means of spatial manipulation, vertical connections to connect or disconnect space and visual elements including the manipulation of materials (solid, translucent, transparent, heavy, light, etc) to affect views, light and color. Zoning Strategies: • Public and Educational zones are connected through a casual corridor to mixer user groups Architectural Strategies: • Sliding glass partitions allow classrooms and labs to spill out into corridor • Flexible/Folding glass partition system on track allows classrooms to join together or separate depending on user needs • Vertical connections in public realm connect retail and exhibition space
FEEDBACK: ++ Concept is strong, related to thesis investigations and is reinforced in multiple ways. Keep pushing it. ++ Good zoning and overall organization of programmatic elements ++ Integration of existing architectural elements, contrasted with light, modern materials. -- Size of classrooms seems cramped with furniture. Consider expanding them. -- Facade idea interesting, but needs more experimentation -- Consider inverting tiered seating system in exhibition so runway is elevated (functional and structural reasons) -- Strengthen brand identity of retail and school
Material Strategies: • New facade comprised of sliding translucent panels of various colors and textures can be manipulated on exterior to create various visual effects. Existing facade can still be seen through this new layer. • Use of glass partition systems to lengthen views and visually connect spaces.
FINAL PRESENTATION
Diagrams
public
education
circulation
zoning
public
parti
education
social interaction
vertical connection
building modification
final presentation
Plans
OPEN TO BELOW CAFE CEREMONIAL STAIR FOR RUNWAY USE
STUDENT SERVICES FLEXIBLE DISPLAY SYSTEM HOUSING ROTATING STUDENT MERCHANDISE AND EXHIBITION
TEXTILE LIBRARY TIERED BUILT IN SEATING FOR EVENTS
DRESSING ROOMS DINING
SEWING CHAIRS
FASHION LIBRARY SEWING LAB
AA
AA
DISPLAY TABLES OPEN WORK SPACE CENTER AISLE RUNWAY PATTERN LAB
STACKABLE AND FOLDABLE GROUP WORK CHAIRS
BUILT IN SHELVING AND CLOTHING RACKS FOR PROFESSIONAL DESIGNERS
EXHIBITION MULTI PURPOSE ROOM MODERNFOLD OPERABLE GLASS PARTITIONS
CASH WRAP
MOBILE MANNEQUINS ON CASTERS
OPEN WORK SPACE
LOUNGE
STUDIO
STACKABLE AND FOLDABLE GROUP WORK CHAIRS
EXPOSED ELEVATOR
LOCKERS MODERNFOLD OPERABLE GLASS PARTITIONS
MULTI PURPOSE ROOM WELCOME DESK
OPEN TO BELOW
RETAIL
CONF ROOM
ECOGLAS FLOORING
ADMIN CEREMONIAL STAIR STUDIO
OPEN OFFICE
N 2ND LEVEL FLOORPLAN
SCALE
BB
1/8" = 1'
FASHION LIBRARY W/ LOCKING SLIDING DOORS
BB
GROUND FLOORPLAN
SCALE
1/8" = 1'
FASHION SHOWS AND OTHER EVENTS GLASS PANELS HOUSING ROTATING MANNEQUIN DISPLAYS
EXHIBITION FASHION LIBRARY COMP LAB
OFFICE
FREE-STANDING CUBE WITH SUPERGRAPHIC
ADMIN
COMP LAB
OPEN TREAD WOOD STAIR
SLIDING GLASS DOORS
PIN-UP SPACE OPEN WORK SPACE TEXILE LIBRARY
MULTI PURPOSE ROOM
SEWING LAB
ROTATING STUDENT DISPLAYS
LOCKERS
SECTION AA
SCALE
PIN UP AREA
PIN UP AREA
RETAIL
SEWING LAB
1/8" = 1'
PATTERN LAB STUDIO
SECTION BB
STUDIO
final presentation SCALE
1/8" = 1'
FOR PROFESSIONAL DESIGNERS
EXHIBITION MULTI PURPOSE ROOM MODERNFOLD OPERABLE GLASS PARTITIONS
CASH WRAP
Sections + Elevations MOBILE MANNEQUINS ON CASTERS
OPEN WORK SPACE
LOUNGE
STUDIO
STACKABLE AND FOLDABLE GROUP WORK CHAIRS
EXPOSED ELEVATOR
LOCKERS MODERNFOLD OPERABLE GLASS PARTITIONS
MULTI PURPOSE ROOM WELCOME DESK
OPEN TO BELOW
RETAIL
CONF ROOM
ECOGLAS FLOORING
ADMIN CEREMONIAL STAIR STUDIO
OPEN OFFICE
N 2ND LEVEL FLOORPLAN
SCALE
BB
1/8" = 1'
FASHION LIBRARY W/ LOCKING SLIDING DOORS
BB
GROUND FLOORPLAN
SCALE
1/8" = 1'
FASHION SHOWS AND OTHER EVENTS GLASS PANELS HOUSING ROTATING MANNEQUIN DISPLAYS
EXHIBITION FASHION LIBRARY COMP LAB
OFFICE
FREE-STANDING CUBE WITH SUPERGRAPHIC
ADMIN
COMP LAB
OPEN TREAD WOOD STAIR
SLIDING GLASS DOORS
PIN-UP SPACE OPEN WORK SPACE TEXILE LIBRARY
MULTI PURPOSE ROOM
SEWING LAB
ROTATING STUDENT DISPLAYS
LOCKERS
SECTION AA
SCALE
PIN UP AREA
PIN UP AREA
RETAIL
SEWING LAB
STUDIO
1/8" = 1'
OPERABLE FACADE COMPOSED OF SLIDING TRANSLUCENT PANELS OF VARIOUS COLORS AND TEXTURES TO MANIPULATE LIGHT ON INTERIOR
PATTERN LAB
SECTION BB
STUDIO
SCALE
1/8" = 1'
EXPOSED BRICK COLUMNS
OLD ENTRY
EGRESS DOOR
SOUTH ELEVATION
SCALE
1/8" = 1'
WEST ELEVATION
SCALE
1/8" = 1'
ECOFASHION ACADEMY + RETAIL OUTLE
final presentation
Model exhibition
central corridor
library/mrc
SECOND FLOOR
retail
central corridor
labs/studios
GROUND FLOOR
final presentation
Perspective Sketches
Ecofashion Academy of Portland (central corridor)
final presentation
No Preservatives Retail Outlet
Part Three: Bibliography + Resources
Fashion Fausch, Deborah; Paulette Singly, Rudolphe El-Knoury, Zvi Effrad, Ed. Architecture in Fashion. Princeton Architectural Press, New York, NY 1994 Braddock, Sarah E. and Marie O’Mahony, Techno Textiles: Revolutionary Fabrics for Fashion & Design. Thames and Hudson, New York, NY 1999 Portland Fashion Week – October 17, 2007. Informal interviews with local designers. Observation of Fashion show. Event Literature.
Education Art Institute of Portland. Open House, February 2, 2008. Behavioral + Observational Research. Photo Documentation Student Interview. Art Institute of Portland, Apparel Design Program. February 2, 2008. Survey for Students + Faculty in Apparel Design Program at Art Institute of Portland. Goldman, Steve; Ronald Engeldinger, Kristin Benson, Allena Baker Ed. The Art Institute of Portland 07-08 Catalog. Vol. 1, No 9 Bridgetown Printing Co, Portland, OR 2007 The Art Institute of Portland, www.artinstitutes.edu/portland BauHaus. http://www.bauhaus.de/english/
bibliography + resrources
Sustainability Britta Belli, The Eco Fashion Revolution: You are what you wear. E Magazine, Sept 17, 2007 www.yesmagazine.org/article.asp?ID=1342 www.sustainablestyle.org/
Site King, Bart. An Architectural Guide To Portland. Gibbs-Smith Publisher, Salt Lake City, UT 2001 Portland Maps www.portlandmaps.com Site visits. January 18, 2008, February 2, 2008. Observational Research and Photo Documentation.
Codes Harmen, Sharon Koomen IIDA, Kathrin E Kennon AIA. The Codes Guide Book for Interiors 3rd Edition. John Wiley & Sons Inc, Hoboken, NJ 2005 McGowen, Maryrose; Kelsey Kruse. Interior Graphic Standards, Student Ed. John Wiley & Sons Inc, Hoboken, NJ 2004 ADA Accessibility Guidelines for Buildings and Facilities (ADAAG). http://www.access-board.gov/adaag/html/adaag.htm
bibliography + resources