Comprehensive Design Studio Semester Book by Brad Postian

Building Landscape

Brad Postian

Roger Williams University Brad Postian Comprehensive Design Studio Professor Nathan Fash Arch 513_02 August - December 2015

Special thanks to: Roberto Viola Ochoa

Contents Table of Contents

Introduction Designing for Wellesley

Context

Contextual Information | History

Site Analysis

Site Information | Diagrams

Conceptual Framework Thought Process | Schematic Work

Technical Solutions

Code Review | Sustainable Solutions | Structural | Mechanical

Appendix

Black and White Set | Additional Research/Information

Introduction Designing for Wellesley

Designing for Wellesley By the year 2025 Wellesley College hopes to reinvigorate and renew its campus through a multiyear project which will update and renovate inconic builings around the campus. Included in this is the addition of a new building which will fuse together the art and music programs at Wellesley. The two programs have been separated at the school due to their location within the Jewett Center in separate areas of the building. This new building will serve as a link between the two programs as well as provide a connection to the studio spaces at Pendleton Hall which is also receiving renovations. The incorporation of this merging of programs is important to Wellesley College as a whole. The building will be situated adjecent to the Academic Quad which is the academic heart of the campus. This merging will strengthen the bond between the two programs as well as increase the presence of the arts on campus. Wellesley College is a historical insitution with a carefully planned landscape. The school has done well in maintaining this aspect and bringing the college into the 21st century. “Wellesley 2025” will honor the past work and continue to expand and improve the prestige of Wellesley College. “We have inherited these buildings from those who came before us, and we must take care of our spaces, anticipating future needs, so that they serve Wellesley well into the future” Wellesley has the ambition and drive to achieve a plan of this magnitude and this new building will serve to aid in that outcome.

Wellesley College | Wellesley, MA

Context

Contextual Information | History

Wellesley MA The town of Wellesley is located in Eastern Massachusetts, West of Boston. The city was settled in the 1630s with Wellesley College being founded in 1870. The town of Wellesley is home to a number of universities such as Babson and Olin College which contribute to the younger population in the the area. The school itself is deansely forested through a rigorous masterplanning of the landscape in a series of iterations as the school expanded. These masterplans encompass the 500 acres of the schools land, taking into account the deciduous and coniferous forests and open meadows. The surrounding land rises and falls with a series of plateaus and meadows. Part of the grounds exist as marshlands as well which make building difficult. The school carries on the idea of a natural landscape, similar to an English garden. To go along with this typology, many of the buildings follow a collegiate gothic style of architecture. As the college grew and expanded, so did the style of architecture, leading to more modern buildings by notable architects such as Raphael Moneo and Paul Rudolph. Many of the buildings on the campus take advantage of the drastic changes in slope, incorporating the site through level changes, circulation opportunites as well as an underground parking structure.

Wellesley College | Wellesley, MA

Wellesley Culture Women choose Wellesley because it offers one of the best liberal arts educations available anywhere. They will graduate with more than a highly regarded degree and four years of memories. They leave as “Wellesley women,” uniquely prepared to make meaningful personal and professional contributions to the “real world” and to be major influences in it. As the world’s preeminent college for women, Wellesley is known for intellectual rigor, its belief in the enduring importance of service to others, and its cultivation of students in an inclusive, pragmatic approach to leadership. Standing behind Wellesley is a long history of successful alumnae. What makes these women different is the values which were instilled in them during their early academic careers at Wellesley College. “What I learned at Wellesley was not a specific skill set, but a lifelong attitude and appetite,” Sripakdeevong wrote in an email. “Attitude toward problems, being confident that any problems can be conquered if you try hard enough. Appetite to keep learning, taking risks, and always throwing yourself in an unfamiliar territory.” Will Sripakdeevong ’13

Wellesley is dedicated to diversity throughout the campus, interdisciplinary learning, community values, and sustainability in all things. The recent renovation of the campus chapel to include a multi faith center extends their beliefs to campus architecture. A strong focus of the campus future planning is maintaining their community values which were present in the campus master plan by landscape architect Frederick Law Olmstead. In 2014 the campus approved the Wellesley College Green Building Standards as a response to the college’s long standing commitment to integrating environmental sustainability into all institutional decisions. These are just a few of the ways the campus culture affects not only the students who attend Wellesley, but affect the decision making and planning of all building projects on campus as well.

Wellesley College | Wellesley, MA

The Wellesley College Class of 2015 takes their group photo in their senior year.

Wellesley College | Wellesley, MA

Wellesley Culture | Traditions When Wellesley College was first founded, it was believed that college-educated women were considered more likely to be engaging wives and better mothers, who would raise informed citizens. Over time, women’s colleges became more committed to preparing their students for careers. From the time Wellesley College opened in 1875 until the 1950s, members of the student body lived in off-campus dormitories. The Wellesley Inn was opened in the fall of 1897 and quickly became an attraction not only for residents of the town, but also for Wellesley women. After the off-campus dorms closed, the Wellesley Inn’s popularity died down, and students started to become trapped in what’s known as the “Wellesley Bubble”. Students and town residents no longer had reasons to interact with each other, despite their proximity. The school and town have made, and continue to make large efforts to be on good terms. Through ‘Taste of Wellesley’ and ‘Wellesley Night Lights’ (along with other outreach programs) the relationship is being nurtured. Wellesley College also recently sold over 40 acres of land to the town, despite receiving higher offers due to the proposal’s responsiveness to the issues of open space, sustainability, and impact on neighbors.

Community Partnerships -Wellesley Community Children’s Center -Wellesley College Child Study Center -Weston Road Garden Club -ABC House -World of Wellesley -Wellesley Bee Arts and Culture -Free public lectures -Music Department sponsored performances -The Davis Museum -Public Theater performaces -Margaret Clapp Library open to residents Educational Opportunities -Wellesley Town Scholars -Auditing privileges Campus Sharing -Residents utilize campus open space -Botanic Gardens and Greenhouses -Nehoiden Golf Club -Town use of campus fields and facilities Sustainability -Five-year institutional environmental goals for landscape, water, energy use, and waste management -”Green Power Community” -LEED campus buildings -Sustainable landscapes -Reduced water, electricity, and oil consumption -Recycling efforts Community Service -Wellesley Education Foundation -Wellesley’s Wonderful Weekend -Wellesley Foundation -Wellesley Club -A Day to Make a Difference -Chinatown and Mission Hill After School Programs -Wellesley METCO -Wellesley Volunteers -Let’s Get Ready -Girl Scouts

Wellesley College | Wellesley, MA

A notable tradition on the Wellesley campus is Flower Sunday. This is a ceremony which welcomes incoming freshman into the Wellesley family. This serves to strengthen the bond between upperclassmen and lowerclassmen.

As a way for students to immerse themselves into the natural ideologies on campus, Tree Day was established as a way to strengthen this connection. This began with Henry Durant and consists of the class year planting a tree and commemorating the spot with a rock. The rock is also engraved to bear the year of graduation.

Graduation at Wellesley, like all colleges around the nation, is the culmination of the students four years at the university. Recognizable alumni such as Hillary Clinton are invited back regularly to be commencement speakers for the ceremony which is held on the academic quad. “Women’s colleges argued that they offered a unique environment where every student leader was a woman, where female role models were abundant, where professors were far more likely to be women and where the message of women’s empowerment pervaded academic and campus life. All that seemed to foster students’ confidence.” Hillary Clinton ‘69

In keeping with the ideas of sisterhood, one of the most cherished traditions on campus is Hoop Rolling Day. On this day near the end of the academic year, graduating seniors get together to race hoops across the great lawn. This is a tradition that reaches back to the inception of the school.

In bringing back their notable alumni to speak, Wellesley College constantly reminds their students of the achievements of past alumni and the oppurtunity to succeed in the future.

Wellesley College | Wellesley, MA

Wellesley Culture | Demographics The gates of Wellesley College have been open to women from all over the world for 140 years. One of the main points that Wellesley Women pride themselves on is that they received a top education while meeting people of all races and nationalities. As stated on Wellesley’s student life webpage, “It’s [diversity] a common theme at Wellesley: Solutions to complex modern problems require a broad liberal education and an ability to consider many different perspectives. The Wellesley student welcomes multiple perspectives teaching and learning are seen as investigative, collaborative acts, requiring a mutually respectful exchange of ideas. In an increasingly complex world, an important part of leadership development is to consider many and often opposing points of view to calibrate and then sustain the balance between assertiveness and reserve, between drive and restraint. Accordingly, students are required to take at least one unit of coursework focusing on a multicultural theme. There are dozens to choose from, including study of people, cultures, and societies around the world, or in minority America.” The learning doesn’t stop in the classroom. With over 50 nations represented on campus, Wellesley College is one of the most diverse campuses in the United States. Wellesley’s diversity doesn’t just impact the campus as many, up to 90 percent, of their students take part of their junior year to study abroad. Also, a number of students enter into an exchange program with sister schools around the world. This allows students to experience the diversity of the world while studying one or multiple of Wellesley 56 established majors.

Wellesley College | Wellesley, MA

CLASS OF 2019 STATISTICS: 4,623 APPPLICATIONS 29% ADMMITTED PAST SCHOOLING 62% PUBLIC 25% PRIVATE 2% PAROCHIAL SCHOOL STUDENTS FROM 48 STATES AND D.C. 50 NATIONS OF CITIZENSHIP WHITE/CAUCASIAN ASIAN TWO OR MORE RACES OTHER INTERNATIONAL HISPANIC/LATINO BLACK/AFRICAN AMERICAN

KEY - CONTINENTS NORTH AMERICA SOUTH AMERICA AFRICA EUROPE OCEANIA ASIA

Wellesley College | Wellesley, MA

Wellesley Masterplan 1921 Master Plan

Composition of the building and landscape layout of the progressing campus under the role of Frederick Olmsted and architect Ralph Adams Cram, designed to have the buildings work with the changing slopes of the site. Main highlights of significance were the residential halls and the building of a science center in the east of campus. The campus had a heavy influence on maintaining a forested aesthetic and creating paths that would have optimal views of trees and landscape. Many locations of buildings were relocated from being on marsh lands to the higher terrain and ridges of the campus.

1998 Master Plan

The master plan compiled by Michael Van Valkenburgh addresses the locations of best land use for future programs that would counter the locations of the original 1921 master plan and incorporate building within the hilly terrain. Much of the plan focuses on the buildings in need of renovations: Green Hall, Pendleton Hall, and the Clapp Library. A new restructured landscape was put in place for the future for the Science building and for the Green Hall courtyard. A campus center with adjacent parking lot for the Davis Museum was also a larger-scale project designed for the campus linking between the residential, sports center to the rest of the campus.

1921 Master Plan

2025 Master Plan

In response to Wellesleyâ&#x20AC;&#x2122;s initiative to rebrand and reinvigorate the campus as a whole, the project team VSBA, LLC designed a fast paced renovation and addition program with the hopes of reestablishing a revamp of the college campus. Large projects include a new dining facility to be added to Munger Hall, a third addition to the science center, and a building linking Pendleton West and the Jewett Arts Center. Several of the older and frequently visited building plan to undergo some renovations as well. The proposal will accommodate for missing ADA infrastructure resulting in simplified campus circulation.

Wellesley College | Wellesley, MA

Frederick Law Olmsted

1998 Master Plan

2025 Master Plan

Michael Van Valkenburgh Michael Van Valkenburgh Associates Inc.

Dan McCoubrey VSBA Architects

Wellesley College | Wellesley, MA

Wellesley Climate Wellesley climate is typicalof the New England region of the United States. The town experiences a hot and a cold season as well as two intermediate seasons throughout the year. Snow is common in the region as well. As indicated by the charts on the right, humidity rarely stays for an extended period of time in the comfort level zones. Humidity rests in the comfort zone in the months of June-September. Dew and frost points for winter can dip as low as ten degrees fahrenheit and averages out at around 60 degrees for the summer months. Temperature in Wellesley, MA fluctuates throughout the year. During the summer,the temperature reaches an average high of 84 degrees fahrenheit and in the winter can dip down to an average of 15 degrees fahrenheit. During the warmer months, the sky coverage is much lower, with a range from 65% to 75% of the sky being free of clouds. However in the rest of the year, the average sky coverage shows to be about 50% Also seen to the right are the psychrometric charts which dictate what systems will aid in creating a comfortable living environment within the building. As the charts dictate, without any additional systems, only 667 hours out of the year will be comfortable. Overall, one of the biggest concerns from a mechanical standpoint is the heating and cooling. In terms of the psychrometric chart, heating is going to account for 4,654 hours of the mechanical whereas only 279 hours are dedicated to the heating of a building in this region.

Humidity

March

Wellesley College | Wellesley, MA

June

September

December

Wellesley College | Wellesley, MA

Wellesley Diagrams Site Location

Circulation

Views/Focal Points

Gathering Spaces

The site is located centrally on the campus adjacent to the academic quad. The site is a triangular space flanked by the Jewett Center, Pendleton Hall and the Davis Museum. Across the road from the site is a low-lying field in a marshy portion of the campus. The topography slopes up 1722 feet across the site. The highest point of this occurs between the Jewett and Pendleton buildings allowing access to the academic quad above.

The circulation across the campus, while easy to navigate by car, is predominantly pedestrian. Branching from the main road, two way roads navigate the campus allowing direct access to most of the buildings. Parking occurs in parking lots throughout campus or the large parking garage connected to the Lulu Chow Wang Center. Pedestrian pathways connect the buildings in an organic layout, lending to the landscaped feel of the campus. Walking pathways extend past the campus, allowing for trails to occur following the lake shore adjacent to the campus.

Views across the campus allow for the landscape of the campus to be emphasized. Buildings sited on hills gain vistas of the campus as well as views to the lake beyond. Conversely areas which sit in lower elevations have views of the buildings above as is seen in the views to Tower Court as well as the science center. The site in consideration for the project is in direct view from the Wang center and from the road that runs along Pendleton Hall and Paramecium Pond to the North.

The main gathering spots of the campus are located at Tower Court and the dorms Beebe, Cazenove, Pomeroy and Shafer Halls which collectively form a quad. One of the major student hubs on campus is the Lulu Chow Wang Center. Down near the shore of Lake Waban, there is a gathering space between the hill of Tower Court and the Margaret Clapp Library. The Academic Quad adjacent to the site remains a significant gathering point on campus, acting as the main academic center of campus. The quad is the location of graduation ceremonies, yoga classes, dance performances as well as a place of study and relaxation.

Wellesley College | Wellesley, MA

Layered Campus Plan Wellesley College | Wellesley, MA

Wellesley Geography Overview Wellesley’s 500 acres include a private lake, a golf club, groves of conifers and hardwoods, and winding paths through open meadows. The landscape has always been central to the identity of Wellesley College and to the experience of its students.

Waterways Morses Pond

Morses Pond covers about 100 acres between Routes 135 and 9 in the northwest corner of Wellesley. A large area of the pond is less than 10-feet deep; its average depth is about 8 feet and its maximum depth is 23 feet. Water enters the north end of the pond from Bogle Brook, Boulder Brook, and Jennings Brook. Water exits the pond through the damn on Route 135 and continues on to Paintshop Pond, Lake Waban, and eventually the Charles River.

Lake Waban

One of the most tranquil spots on the Wellesley campus, Lake Waban offers limitless opportunities for recreation, sports, or simple contemplation. A hiking path surrounding the lake is home to many track and field events as well as recreational visitors.

Charles River

The Charles River is fed by about 80 streams and several major aquifers as it flows 80 miles (129 km), starting in Hopkinton, passing through 23 cities and towns in eastern Massachusetts before emptying into Boston Harbor.

Wellesley College | Wellesley, MA

Wetlands Situated around 100-150 feet above sea level, the campus contains many marsh areas. The recent restoration of 8 acres of wetlands is one way the campus is giving back to the environment which it occupies.

Wooded Hillsides The landscape is experienced through a maze of naturally wooded hillsides and meadows. Landscape Architect Frederick Law Olmsted, Jr. believed that glacial topography gave the campus “its peculiar kind of intricate beauty.”

Morses Pond

Paintshop Pond

Lake Waban

Charles River

Wellesley College | Wellesley, MA

Wellesley Green Space The Wesley College Campus is a biodiverse ecology. There are nearly three thousand different types of grasses, flowers, shrubs, and trees located around the grounds. Much of this biodiversity is split between the Arboretum, Botanical Garden, and Greenhouses. Thisvegetation has grown beyond the edges of the campus as well into the surrounding woodland. The most common tree is the Red Oak, of which there are almost eight thousand on campus. The oldest tree native to the campus is the White Oak which is most notably seen on the Academic Quad. The vegetation of the campus varies in how it is grouped. Some of these grouping are the product of meticulous landscaping, while others are patches of forest and swamp that have been left to grow with minimal maintenance.

Wellesley College | Wellesley, MA

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Wellesley College | Wellesley, MA

Site Analysis

Site Information | Diagrams

Wellesley Academic Quad Wellesleyâ&#x20AC;&#x2122;s Academic Quad is a prominant location on campus, having mixed architectural styles demonstrating the progression of the campus. The quad is in the heart of Wellesley campus, with bordering buildings, Green Hall, Pendelton and the Jewett Center. The quad serves as a peaceful location, moderately forested and secluded from outside distractions, making it an ideal spot for study and reflection.

Although the central quad itself is relatively flat, the outside perimeter is steeply sloped, creating a sense of character for the site itself. The buildings in the surrounding quad have built into the gradual slopes, leading to the flat grass quad. Maintaining the slopes of the campus, the buildings in the quad have found ways in approaching the steep slopes; the Jewett notably succeeded with a monumental stair leading gracfully into the quad. The Academic Quad was always intended dating back to the original master plans of Olmstead in 1921 and wasnâ&#x20AC;&#x2122;t completely completed until the construction of the Jewett Center in 1958. For the past 50 years the quad has since been a projecting location on campus and any future construction that continues on the campus must maintain the splendor of the Academic Quad.

Green Hall Day and Klauder

Davis Museum Rafael Moneo

Wellesley College | Wellesley, MA

Pendelton Hall Day and Klauder

1936

1931

1993

Jewett Art Center Paul Rudolph

1958

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Wellesley College | Wellesley, MA

Wellesley Academic Quad | Green Hall After the great fire, Wellesley College created an academic quad at the center of its campus. Architects Day and Klauder designed Founder Hall and Green Hall from the late 1920â&#x20AC;&#x2122;s to 1931. The designers chose to use the gothic revival style for many reasons. The organic details were very unique and showed ideas of flexibility and irregular forms, which was also mimicked the natural forms the buildings needed to take. The gothic revival architecture also placed viewers in the mind set of academia, like many old European buildings. Day and Klauder took advantage of building on the academic quad. Situating the building on the east side of the quad helps define the space within. Looking towards the building, Galen Tower could be easily seen coming out of Green Hall. This iconic motif creates a hierarchy with on the campus. Even when approaching the building, there are winding paths that go through the Gothic arches that lead to spectacular views of the landscape. This journey simulates an experience of approaching a strong community that evoke education and power. A challenge that Day and Klauder had with the site was arranging the buildingâ&#x20AC;&#x2122;s program. Building on the side of the hill made the lower floor only half; the program in the basement level was on the west side while the corridor was built next to the wall. All the following floors above were able to have office, meeting rooms, and open common spaces on either side of the central corridor.

Wellesley College | Wellesley, MA

Axonometric

Path to Building

Typical Floor Plan

Partial Elevation

Elevation

Galen Tower

Wellesley College | Wellesley, MA

Wellesley Academic Quad | Pendleton Hall After the completion of Green Hall, Pendleton Hall was constructed, also by architects Day and Klauder in . Pendleton Hall was originally two academic buildings, housing the chemistry department on one side and the psychology and physics department on the other. When construction began on Pendleton Hall, the college wanted to combine the two buildings and be detached from Green Hall. This freestanding notion away from Green Hall gave a better definition of the north side of the site. Pendleton Hall also contains a lot of Gothic detail for the same reason Green has these features. Day and Klauder also wanted to highlight the landscape of Wellesley with Pendleton Hall. Having an â&#x20AC;&#x153;Lâ&#x20AC;? shaped building gave views to the surrounding fields and trees on the site. The building bent at an angle, creating a prominent entrance for the students to enter. This entrance piece also separated the two departments. Although separated the west and the east side of the buildings have a fairly similar floor plan but have different details in the elevation. The west wing is regular with gables over the windows that break through the roof line while on the east wing faĂ§ade the windows are free and end at the gable. Over time the organization of Pendleton hall has changed as the needs of the college have changed. The east wing now contains the social science department of the college, and the west wing houses the art department.

Wellesley College | Wellesley, MA

Axonometric

Pendleton West

Pendleton East

Typical Floor Plan

Elevation

Wellesley College | Wellesley, MA

Wellesley Academic Quad | Jewett Arts Center The Jewett Arts Center was an early modernist work by American architect Paul Rudolph. The building was to be the replacement for the Farnsworth Art building which had reached its capacity in early 1900. Rudolph’s plan consisted of two wings, The Mary Cooper Jewett Art Building and the Margret Weyerhaeuser Jewett Music Building. The two wings were “bridged” by the exhibition gallery. The building perhaps one of Rudolph’s most successful works because of its attempted harmony with its neighbors. Paul Rudolph’s intentions for the Jewett Center were that it enhance and contribute to the already established character of the existing adjacent buildings. His challenge was to design a modern building that fit the neo-Gothic campus. He used height, scale and proportion in his design to relate to the existing campus features. In plan, the building wraps the corner of the quad, essentially closing it off and making it its own space. As sense of arrival to the quad and a recognition of the gothic predecessors is created through the buildings section. By traveling under the building and emerging into a small sunken courtyard, your view is of the gothic tower, not the Jewett Center. He used a width of 15’ on the brisesole on the Arts wing of the building to correspond with the existing bays on Green Hall. The repetitive skylights echo the shape of the dormers on the same building. The angular shape of the windows and their sills on the Music wing also responds to the gothic themes of the surrounding buildings. Rudolph also made it a point to match the color and size of the bricks for the Jewett Center to its closest neighbor, Pendleton Hall. The Jewett Center served to highlight the historical centerpiece of the college, the neo-Gothic tower across the quad. By following these conceptual principals Rudolph was able to design a building that related to its context

Wellesley College | Wellesley, MA

Axonometric

Music

Art

Gallery

Typical Floor Plan

Section Through Stairs

Wellesley College | Wellesley, MA

Wellesley Academic Quad | Davis Museum Holding a collection of over 11,000 objects, The Davis Museum is the first project in North America to be designed by Rafael Moneo in 1993. The program includes permanent galleries, temporary exhibition spaces, a small screening room, and a snack bar. Because of the narrow site, the program rises vertically across five floors. A physical connection in the form of a bridge exists between the Davis and adjacent Jewett Center. Moneo acknowledges that the austere facades are intentionally sparse. The museum is meant to be seen as whole object; the facades allow the building to be viewed as a coffer or treasury. The art collection is made up of objects acquired at the founding of the college in 1885 as well as donations from alumnae. Moneo wanted the building to be seen as a protector of the art that is held in such high regard. This design intent results in the Davis Museum reading as a divergent architectural language from the connected Jewett Center and the collegiate Gothic buildings encompassing the academic quadrangle. The creation of the Davis Museum allowed for a continuation of the monumental stair designed by Rudolf, although interrupted by a plaza, and is the only real acknowledgment of the sloping topography. The plaza creates a moment of pause and allows for gathering or simply an appealing pass-though.

Wellesley College | Wellesley, MA

Axonometric

Typical Floor Plan

Wellesley College | Wellesley, MA

Wellesley Climate Sun lighting conditions changes throughout the seasons and because of the orientation of the site, there are certain points of the day when it is covered in shadows. Most notably, during the morning hours, the site is covered in shadows along the East side. However, in the afternoon and evening hours, the site remains relatively free of shadows, with the exception being in December when the sun is at a lower angle to the site. Additionally, Jewett Art Centerâ&#x20AC;&#x2122;s shadow extends significantly longer in the afternoon hours. Not pictured for the sake of clarity are tree locations. Shadows casted by the trees onto the site would be relatively minimal as the only dense foliage located in proximity to the site is the North of Pendleton Hall, but the number of trees present is not of a significant number. The sun exposure changes in New England significantly, in the months of December and winter, sun exposure is drastically reduced, due to a combination of cloudy days and reduced hours of sun during the day. However in the months of summertime, the exposure of sunlight becomes more significant, reaching around 50% in some months. With respect to the environmental conditions, Wellesley sits in an area that is cold for most of the year, the cloud coverage is higher in the areas of New England then it is in most places. Amount of sunlight which is accessible to Wellesley varies based on the seasons. During the winter time, this amount drops off significantly due to Daylight saving, and during the summer, it is at a normal ratio due to longer days.

Wellesley College | Wellesley, MA

8:00 A.M

12:00 P.M

4:00 P.M

March 21st

June 21st

September 21st

December 21st

Wellesley College | Wellesley, MA

Wellesley Analysis The paths that lead students from building to building on the campus of Wellesley College traverses hills and valleys that allows students scenic trails that have been one of the most cherished qualities of the small college grounds. The existing major trails near the site include a passage extending through the site from the interior of the major quad, cutting down in-between Jewett and Pendleton extending down to the corner of college road and the roadway adjacent to the Davis Museum. A sidewalk also hugs the southern side of College Road that begins in front of the Lulu Chow Wang Center extending down to pass the Davis Museum and Jewett Center as well as wrapping around the norther side and western side of Pendleton Hall and Green Hall respectively. Crisscrossing paths on the northern side of College Road begin to extend the site out to the northern part of the campus. Other site access points includes a passage under the connection between the David Museum and the Jewett center as well as a side walk on the west of the Davis Museum that extends out to the southern part of the campus.

Pedestrian Circulation

The major vehicular access to the site is mainly just College Road as it diagonally crosses the entire campus, passing the site on the north side. All other secondary road branch off of College Road.

Vehicular Circulation

Wellesley College | Wellesley, MA

Pedestrian Vehicular

Wellesley College | Wellesley, MA

Wellesley Analysis Drainage The rain water from the site of the proposed building flows north down the slope of the hill. After passing over the site, the runoff then flows towards the east where there are two stowm drains within the street. Water that is not caught by these sewers continues east towards the wetland located on the north side of College Road.

Travel Distance

The Wellesley campus, while expansive has a condensed immediate campus. To walk across the academic quad takes around three minutes wo walk across and in order to get to the Lulu Chow Wang Student Center, it takes five minutes. The campus itself expands beyond with a trip from the academic quad to the furthest building taking ten minutes. Walking paths extend to the campus beyond.

Topography The site is predominantly composed of a hill sloping to the North and West away from the academic quad. There is roughly a thirty foot difference in grade between the top and bottom elevations which varies along the length of the site. The existing paths that connect the lower and upper areas slope up the hill culminating in a short staircase to bridge the last ten feet of the difference.

Wellesley College | Wellesley, MA

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A Wellesley College | Wellesley, MA

Wellesley Analysis

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Conceptual Framework Thought Process | Schematic Work

Wellesley 2025

Wellesley College | Wellesley, MA

Wellesley 2025 in the next iteration of the evolving Masterplan of the Wellesley College Campus. It involves a series of renovations and additions to existing buildings on campus. The piece that this project will focus on the the Pendleton West renovation and addition. The idea of the masterplan through its development has been the importance of open space and landscape in the plan. Olmsted paid great attention to the planning of the site in order to ensure that the buildings would occur at strategic locations in relationship to one another. This allowed for the green spaces to be highighted in the plan. The buildings would then be designed withe a strong connection to the natural landscape. The connection is strengthened with views of the landscape as well as level changes within the buildings. With the Pendleton West addition at the center of campus on the academic quad, the new building should reflect the ideals that were set forth by the masterplan. The attention to landscape and the integration with nature are crucial in any building that is built on the Wellesley campus.

Map produced by VSBA Architects

Wellesley College | Wellesley, MA

Wellesley As Landscape

Wellesley College | Wellesley, MA

Wellesley As Landscape As seen in the masterplan, landscape is an important element to the Wellesley campus. When walking through the campus, it becomes evident that the planning was driven by natural forms. This culminates in the academic quad in the heart of the campus. With a blend of collegiate gothic and contemporary buildings flanking the edges, the quad becomes isolated from the rest of the campus giving the space a calm, serene sense. Tall trees which fill the quad bring a natural feel into the separated quad space. The trees have tall trunks which give the appearace of a striated forest at eye level. With this new intervention on the site, the building should share the same characteristics as the landscape. As illustrated in the collage to the right, the quad is iconic to Wellesley and that should be preserved in this new intervention. Layered on top of this is the idea of nature which provides an overlay for the campus. Highlighted in the collage is the importance of the students.

An important aspect to the Wellesley campus are the views and vantage points that the masterplan creates. The views are quite spectacular, regardless of if they are towards the lake, a field or a grove of trees. This project should maintain the importance of views through its use and position on the Wellesley Campus.

The site is currently utilized as a pedestrian connection between the campus student center and the academic quad. There is little there in terms of site design aside from a small cluster of trees. This new building should maintain that circulation path and focus on the student needs.

The quad itself has a different feel to the rest of campus. Its secluded nature make it more serene and becomes a quiet place for study and reflection. With this new building, it is important to maintain the feel of the quad and to keep in touch with the character and use of the space.

Wellesley College | Wellesley, MA

Wellesley Diversity Part of what gives Wellesley its identity is its diversity and cultural dispersion. At this college, there is an emphasis on diversity. This new intervention on the campus should follow the same characteristics. By creating spaces and areas that foster a feeling of comfort and ease, it allows for a more universal understanding and use of the space. The building should utilize spaces and internal relationships to strengthen the bond between the art and music departments. Currently, the art department is divided between Pendleton West and a bar shaped portion of Jewett while the music department lies in the pentagonal portion of Jewett. There is a separation between the two disciplines that can be solved by this building. In creating integrated spaces that allow for connections between the two areas of study, a stronger bond can be formed. The public should have a strong presence in the building as well. The arts have a way of reaching out to people and by incorporating public function into the building, the general student body will be more inclined to delve into the arts and discover the work being produced in the building.

Wellesley College | Wellesley, MA

Wellesley Schematics | Form Study

Wellesley College | Wellesley, MA

Addition to Pendleton

Passageway

Fill the Space

Courtyard

Intersecting Bars

Tower Wellesley College | Wellesley, MA

Wellesley Schematics | Two Schemes

Wellesley College | Wellesley, MA

In beginning to look at the site, there were several iterations of placing the building that stood out. One option that seemed to work particularly well was the idea of stepping up and highlighting both the landscape and the existing circulation through the site. What followed this initial selection was two options for a similar idea. Both would achieve the same results of delivering a pedestrian from one side of the site to the other as well as to create a connection with the landscape. Both had benefits that appeared as though they would be the clear victor. The first option dealt with an exterior circulation path. By mimicking Modeo and Rudolphâ&#x20AC;&#x2122;s progression to the upper quad, a parralel could be drawn between the two, solidifying the buildingâ&#x20AC;&#x2122;s presence on the quad. By having the circulation cut directly through the center of the building, a clear connection to nature and the site could be drawn. The second option dealt with a more subtle approach to the site. The connection to the upper and lower area would be internalized. The building would serve to replace the excavated landscape. Instead ofplacing a new building on the site, the building would become the landscape. Ultimately,the decision was made to proceed with option two. This was due to the qualities of the building that aligned well with the masterplan intentions. In additionto that, after an initial pass at program layout, the organization of the building form allowed for more flexibility in the latter option.

Wellesley College | Wellesley, MA

Wellesley Schematics | Two Schemes

Wellesley College | Wellesley, MA

Wellesley Schematics | Parsing Program

Circulation Music Rehearsal Classroom and Studios Public Space Services

Wellesley College | Wellesley, MA

Music

Music Rehersal Instrument Storage Group Pratice Room Music Classroom Senior Studio

Student Services Cafe Student Lounge

Administration

Art

Technicianâ&#x20AC;&#x2122;s Office

Critique Space Multiurpose Exhibition Woodworking Studio Dust Collection Tool Storage Materials Storage Metals and Welding Multi-Media Room Spray Booth Ceramics Studio Plaster Studio Senior Studio

2500 SF 400 SF 300 SF 500 SF 1000 SF

200 SF 200 SF

150 SF

800 SF 1000 SF 900 SF 200 SF 150 SF 200 SF 900 SF 900 SF 200 SF 500 SF 500 SF 1000 SF

Composing the program for this scheme came relatively simply in its organization. It was clear that the path through the building should exist in its original location hugging Jewett. The atrium space would follow along that path connecting all the levels as well. The public spaces such as the exhibition space, the lounge and the cafe would be directly linked to this main circulation vein. Storage areas would not need light so they were pushed to the rear of the building and classroom spaces would line Pendleton since they shared a programmatic relation. The rehearsal hall was a challenge due to the volume required yet placing it near the front of the building gave the space a prominence in the building. As the building progressed and developed, one of the main characteristics of the space that evolved was the idea of an internal landscape. This idea began with the intention of bridging the levels in Jewett and Pendleton. As this idea progressed, it became more about bringing the ideas of Wellesley and the masterplan into the internal spaces of the building. By introducing the theme of the internal landscape, the levels began to order themselves and the integration of the program became more clear and hierarchical. An intermingling of music and art spaces occurs throughout the building, highlighting the link between the two disciplines. The development of the interior spaces helped to guide the development of the exterior landscape as well.

Wellesley College | Wellesley, MA

Wellesley Schematics | Design Strategies In looking at how the buildingis situated on the site,it is important to note some important guiding thoughts. The form of the building does not come from a random assortment of lines. It draws axes from both Pendleton and Jewett in a crossing grid which the building takes its angles and masses from. This helps to createa stronger relationship between the buildings as well as tie the new intervention in with the existing fabric of the Wellesley campus. Environmental strategies played a large role in the development of the building. By placing the buildingdirectle adjacent to the surrounding buildings on the site, thermal barriers are created. This means that the only areas that require a continuity of insulation are the North and East facades and the roof. In order to ensure maximum efficiency of the mechanical systems however, continuity of insulation will occur on all sides of the building. In order to assist with the thermal value of the roofscape, green roofs will be implemented across the building. This also aids in the buildingâ&#x20AC;&#x2122;s argument as a landscape with greenspace covering the roofscape. This also brings up the question of accessability onto the roof. This brings a new dimension to the thought behind the site strategy.

Axes

Environmental Strategy

Wellesley College | Wellesley, MA

Wellesley Schematics | Site Strategy From the beginning it was clear the the building should read as a landscape. The first hurdle to achieving this was developedearly and that was the basic massing. By abstracting topography lines, the building became more in tune with its natural underpinnings. As this idea progressed, combined with the green roofs brought up earlier, the need to access the green roofs became key. In order to experience the building as a landscape on the interior as well as the exterior, both would need to work as their own methods of circulation. A series of pathways was developed which would allow for pathways of access from multiple directions of travel through the site. On the roofscape, areas of rest occur where people can rest, view art or utilize outdoor space for art or music making. The roofscape follows the ideas brought forth in the original massing with the abstraction of the pathways and open spaces. One important feature of the building is the perception from above and below. The intervention takes a different stancein howit is perceived from the two vantage points. From below, the building takes on the visage of a modernized building base. It utilizes terracotta panels to mimic the brick color that appears around the campus and with the cutting lines appearing as the building steps back, the building takes on a human scale. From above, the building has a more subtle quality. The extrance to the building is at a level lower than the quad in order to preserve the view out to the rest of the campus. The roof utilizes a ha-ha wall technique which allows for the green edge of the roof to meet the horizon line without a railing obstructing the view.

Wellesley College | Wellesley, MA

Wellesley Schematics The guiding thought behind the main circulation of the building has always been continuity and fluidity of space. The constant flow and unity of the main atrium space was what tied the building together. Visual connections through the public space and a clear circulation path was what helped to achieve this. In developing this open space,it was first necessary to develop the levels. The entry level for the building rests at elevation 130 feet and would need to rise to quad level at elevation158 feet. The inital explorations looked at both Pendleton and Jewett foor levels for reference. Ideally this building would have linked the two and bridged the gaponevery level. This was not an option in order to achieve the main goals of the building. After looking at the benefits of lining up with the levels in each building, Pendletonâ&#x20AC;&#x2122;s alignments were closest to and best suited the needs of the building. In addition, the program within Pendleton worked better with the needs of the new building. Jewettâ&#x20AC;&#x2122;s portion mainly contained offices and storage spaces while Pendleton originally contained studio spaces. The Pendleton West renovation is going on as well which implies that with the program of this building in place, the layout of Pendleton West may adapt to better suit the needs of the students using the space. The resulting levels allowed for the final design to have an entry at grade below which branches off to the lowered exhibition space, the downstairs studios, the mainlevel studios on an elevated level and the main circulation route up to the quad above. The level changes are subtle which allow for a greater appreciation of the composition of the space.

Wellesley College | Wellesley, MA

28'

23'

24'-2 1/4"

Wellesley College | Wellesley, MA

Wellesley Schematics

UP Elev. 119'

Metals and Welding Studio Music Classroom Multi-Media Room

Rehearsal Space

Tool Storage

Elev. 119' UP

2'-6"

Wellesley College | Wellesley, MA

Mechanical

Wellesley College | Wellesley, MA

Wellesley Schematics

Wellesley College | Wellesley, MA

Wellesley Schematics

Elev. 132'

DN DN UP

Elev. 119' DN

Elev. 127'

Elev. 150' UP

Elev. 145'

SILLHT

Elev. 130' Senior Art Studio

Lobby DN

Elev. 144'

Elev. 145'

Elev. 143' DN Elev. 145'

Senior Music Studio

Elev. 149'

Wellesley College | Wellesley, MA

Wellesley Schematics

Elev. 132'

Elev. 127'

Elev. 143' DN UP

Elev. 119' DN

Elev. 127'

Elev. 150' DN

Elev. 145'

Elev. 130'

Elev. 162'

Elev. 158'

Elev. 143' DN Elev. 145'

Elev. 161'

Elev. 158' DN

Wellesley College | Wellesley, MA

Wellesley Schematics

20'

Wellesley College | Wellesley, MA

25'-6"

10'

18'

15'-6"

15'-10"

16'-8"

16'

22'

28'

23'

24'-2 1/4"

Wellesley College | Wellesley, MA

Wellesley Schematics

Wellesley College | Wellesley, MA

Technical Solutions Code Review | Sustainable Strategies Structural | Mechanical

Wellesley College | Occupancy

Wellesley College | Wellesley, MA

Music

Music Rehersal Instrument Storage Group Pratice Room Music Classroom Senior Studio

Student Services

Cafe Student Lounge

Administration

Art

Technicianâ&#x20AC;&#x2122;s Office Critique Space Multiurpose Exhibition Woodworking Studio Dust Collection Tool Storage Materials Storage Metals and Welding Multi-Media Room Spray Booth Ceramics Studio Plaster Studio Senior Studio

357 1 15 25 67 10 1 8 40 67 9 2 1 1 9 18 2 5 5 67

= 10 People

Wellesley College | Wellesley, MA

Wellesley College | Program & Fixtures 3

5 6

7 13

8 9

15 16

31 21 30

32 Circulation Music Rehearsal Classroom and Studios Public Space Services

Wellesley College | Wellesley, MA

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

Rehearsal Space

UP Elev. 119'

Metals and Welding Studio Music Classroom Multi-Media Room

Rehearsal Space

Tool Storage

2'-6" Elev. 119' UP

2'-6"

Mechanical

Wellesley College | Wellesley, MA

Wellesley College | Egress

Wellesley College | Wellesley, MA

Elev. 132'

DN DN UP

4’

Elev. 119'

UP Elev. 119'

28’ Elev. 127'

Elev. 150'

20’

15’ 7’

8’

5’

26’

Elev. 145'

Multi-Media 21’ Room

13’

Rehearsal Space

UP Metals and Welding Studio

27’

22’

24’

Tool13’ Storage

SILLHT

42’

Elev. 130'

’

Senior Art Studio

21’

48’

Music Classroom

Continued Above

UP UP

23’

Elev. 119' UP

Lobby DN

7’

Elev. 145'

23’

10’

Elev. 144'

Elev. 145'

Senior Music Studio

21’

’

9’

5’

Elev. 149'

17’

40’

17’

Mechanical

8’

16’

Elev. 143'

16’

2'-6"

16’

14’

8’

4’

5’

4’

2’

14’

8’

5’

34’

8’

10’

Lower Plan 2 Doors at 36” ea. 90’ Maximum travel distance

Exit # 2

2 Doors at 36 ea. 37’ Maximum travel distance

Exit # 3

4 Doors at 36 ea. 153’ Maximum travel distance

Exit # 4

4 Doors at 36 ea. 88’ Maximum travel distance

Exit # 5

2 Doors at 36 ea. 53’ Maximum travel distance

Exit # 6

2 Doors at 36 ea. 46’ Maximum travel distance

Exit # 7

1 Doors at 36 ea. 171’ Maximum travel distance

Exit # 8

1 Doors at 36 ea. 126’ Maximum travel distance

Exit # 9

2 Doors at 36 ea. 26’ Maximum travel distance

Exit # 10

4 Doors at 36 ea. 82’ Maximum travel distance

19’

15’

8 24’

21’

20’

7 21’

5’

4’ 4’

Exit # 1

7’

Second Floor Plan

30’ 17’

25’

9’

6’

12’

11’

8’

18’

8’

9’

15’

12’

13’

4 3

66’

6’

16’

8’

19’ 24’

15’

14’

50’ 15’

10’

32’

18’

24’

17’

8’

7’

19’

First Floor Plan

Wellesley College | Wellesley, MA

Wellesley College | Structural Concept The structure in this building is a suporting character. It is a behind the scenes element that serves to achieve the buildingâ&#x20AC;&#x2122;s architectural roles while downplaying the physical presence of the structure. It is concealed in clean planes and expressive forms which serves to achieve the buildings goals of acting as a landscape as well as a circulation path for the campus. Ringed by a series of retaining walls, the steel frame fits into this structural outline In the front facade of the building, the retaining wall follows the groundline of the building. Alongside the Jewett Arts Center and Pendleton Hall, the foundation actes as a bearing wall for the building which beams are able to rest on. Soldier piles are used along the face of Pendleton in order to build directly adjacent to the structure. In the classroom and studio areas of the building, the structure is concealed in the cieling as well as in the wall cavity with a double stud wall occuring in order to hide the column grids. In the public spaces, deeper girders are used in order to achieve clear, unobstructed spaces in the main atrium. The majority of the load in the building is derived from the dead load of the green roofs. Lateral bracing is achieved in the wall cavity surrounding the rehearsal space as well as in moment connections on the Northwest facade.

Wellesley College | Wellesley, MA

96 Wellesley College | Wellesley, MA

Lower Plan 2x

w16 x 26 26

w12x 26

w16 x 26

15'-6"

w16 x 26

15'-11"

First Floor Plan

w16 x 26

4 w16 x 26

18' w16 x 26

w16 x 26

T.O.D.

w12x 26

w16 x 26

w12x 26

w16 x 26

D.B. w16 x 26

w16 x 26

T.O.D.

w14 x 30

w1 6x 26

7 w1 6x

w12x 26

T.O.D. Elev. 150'

w16 x 26 w12x 26

w16 x 26

23'

w12x 26

w16 x 26

w12x 26

8'-11"

w16x 26

w12x 26

14'-1"

w12x 26

w24 x 64

w12x 26

w8 x 10

1" 25'-24

w12x 26

w16 x 26

10'

w12x 26

w16 x 26

10'-33 4"

w12x 26

17'-2"

w12x 26

w12 x 26

1" 9'-102

w12x 26

T.O.D. Elev. 145'

w12x 26

8'-13 4"

w12x 26

8'-4"

w12x 26

w12 x 26

x 64

w12 x 26

w24

w12x 26

20'

w12x 26

w16x 26

16'

w12x 26

w12 x 26

w16 x 26

w12 x 26

w8 x 10

w16 x 26

22'

w8 x 10

w12 x 26

w16 x 26

w12 x 26

w8 x 10

w16 x 26

w8 x 10

w16 x 26

w8 x 10

w33 x 125

w12 x 26

w16 x 26

28'

w16 x 26

w12 x 26

w16 x 26

w12x 26

w16 x 26

w12 x 26

w12 x 26 w8 x 10

w8 x 10

w16 x 26

w12 x 26

w8 x 10

w12 x 26

w8 x 10

w33 x 130

w12 x 26

w14 x 30 w12 x 26

w16 x 26

23'

w12 x 26

w14 x 30 w8 x 10

w14 x 30

w12 x 26

w14 x 30 w8 x 10

T.O.D. Elev. 143' w12 x 26

D.B.

w12 x 26

x 26

w12 x 26

w14 x 30

w16 x 26

20'

w12 x 26

w14 x 30

w12 x 26

w14 x 30 w12

w33 x 130

w16 x 26

w14 x 30

x 26

10'

w12

w14 x 30 w16 x 26

x 26

w12 x 26

8'-11"

w12 x 26

w16 x 26

w16

w8 x 10

w12 x 26

7 17'-2"

w12 x 26

15'-11"

T.O.D.

14'-1"

w12 x 26

15'-6"

1" 25'-24

w12 x 26

w16 x 26

w33 x 130

w12 x 26

w16 x 26

10'-33 4"

w12 x 26

x 26

Elev. 132'

w12 x 26

18'

1" 9'-102

w12 x 26

w16 x 26

w33 x 130

w12 x 26

8'-13 4"

w16 x 26

w16

8'-4"

w12 x 26

2 4'

w12 x 26

w8 x 10

x 26

w12 x 26

w16 x 26

20'

w16

w16 x 26

w12 x 26

w16 x 26

16'

w8 x 10

w12 x 26

w8 x 10

w16 x 26

w8 x 10

w16 x 26

22'

w8 x 10

w12 x 26 w8 x 10

w12 x 26

w12 x 26 w12 x 26

28'

w8 x 10

w12 x 26 w16 x 26

w12 x 26

w8 x 10

5 w8 x 10

w12 x 26

18' w12 x 26

w16 x 26

23'

w8 x 10

w12 x 26 D.B. w12 x 26 w8 x 10

17'-2"

w12 x 26

w8 x 10

20'

w8 x 10

w12 x 26

4 w12 x 26

w12 x 26

8'-11"

w8 x 10

w12 x 26

14'-1"

w8 x 10

1" 25'-24

w8 x 10

w12 x 26

10'-33 4"

w16 x 26

w12 x 26

1" 9'-102

w8 x 10

15'-11"

w8 x 10

6 8'-13 4"

D.B.

10' w8 x 10

D.B.

15'-6"

w16 x 26

w8 x 10

w12 x 26

D.B.

w8 x 10

Wellesley College | Structure b

E 28'

F 22'

G 16'

H 20'

20'

8'-4" w30 x 45

w16 x 26

Elev. 162' w16 x 26

w16 x 26

Second Floor Plan

Wellesley College | Wellesley, MA

Wellesley College | Multiframe The multiframe analysis confirmed that the building would achieve its structural goals. With the addition of moment connections along the perimeter and diagonal cross bracing around the rehearsal space, the building is able to resist loads safely. The members utilizedinthe building are selected to withstand the greater loads fromthe green roofs as well as the larger spans that are used in the main atrium spaces. As the model indicates, these aspects are resolved in the member selection. The loads in the building are higher than the surrounding buildings due to the vast amount of green roofs that are utilized in the building. Not displayed in the model is a concrete bearing wall which follows the back perimeter of the building which contributes to the irregular moment occurring in the rear of the building.

Member Sizing

Wellesley College | Wellesley, MA

Loads

Shear

Deflection

Moment

Wellesley College | Wellesley, MA

Wellesley College | Sustainable Strategies Green Roofs The incorporations of green roofs in this project began as an idea from the inception of the project. In order to represent the building as landscape, this became a large part of the design. From a sustainable standpoint, the green roof provides additional thermal value to the roof as well as provides additional green space for the building.

Ventilation A majority of the spaces in the building are allowed operable windows in order to increase ventilation. In the main atrium space, clerestory windows above allow for increased ventilation as well.

Daylighting One of the main goals of the building was to provide as much natural daylight to as much of the building as possible. With the majority of the spaces receiving Northern exposure, the spaces are provided with ambient light which is ideal for art production.

Thermal Mass By setting the building into the hill, a portion of the building is facing both Jewett and Pendleton which will allow for a rediced heating load on the building since those walls face a heated mass. This, combined with the green roofs means that the only areas with exposure are on the North and West facades.

100

Wellesley College | Wellesley, MA

101

Wellesley College | Mechanical Concept The mechanical ideas follow closely to those expressed in the structural concept. The mechanical is completely hidden in the building in order to preserve the clean lines of the spaces and not to have obstructive ductwork exposed. Part of the challenge in doing the mechanical layout for this building was the acessibility of the roof. This prevented much of the roofspace from being used for mechanical equipment or direct exhaust pipes. In order to accommodate the wide variety of programmatic spaces, a VAV all-air system was put in place. Chilled water and hot water lines run adjacent to the site so it is possible to tap into the universityâ&#x20AC;&#x2122;s supply, eliminating the need for a boiler or a chiller in the building. Air intake and return are delivered under the building in a concrete shaft which allows for air intake adjacent to the site, near Pendleton at grade. The ductwork moves through the building in a treelike fashion where all ducts run through one main supply and return shaft and branch out to the different areas of the building. In order to accommodate the wide variety of program spaces used in the building, four air handlers are utilized. One for the rehearsal hall, one for the main circulation space, one for the classroom spaces and one for the support spaces. In areas such as the circulation space where there is a large air volume, supply is delivered along the Western facade and drawn up and through the spaces to the return above.

102

Wellesley College | Wellesley, MA

103

Wellesley College | Mechanical

104

Wellesley College | Wellesley, MA

hanical Calculations

Total NSF Cooling Capacity

Mechanical Calculations 12500 SF

35 Tons

Water PlantSpace for Boiler and Chilled 250Water SF Plant

ged Unit

Air Handler 1

12500 SF

Space for Cooling Tower 33 SF Dimensions L 20'-6"ofxSingle W 7'-3"Packaged x H 4'-11"Unit Cooling Air Volume 11,500 CFM

250 SF

Air Handler 1

4x3x8

Net Area (SF)

Air Volume (CFM)

Net AreaDuct (SF) Velocity Air(FPM) Volume (CFM) Duct(in) Velocity Round Round Round DuctRound Diameter Duct (FPM) Dimensions (in) Duct Diameter Notes (in) Duct Dimensio

Level 2

Atrium Space

Level 2

Atrium 1250 Space

1250

975

1250

975

10 x 20

Level 1

Atrium

Level 1

Atrium 1860

1860

1100

1860

17.5

1100

10 x 27

17.5 From Below Supply

10 x 27

Exhibition Space

Exhibition Space 1775

1775

1100

1775

1100

10 x 26

17 From Below Supply

10 x 26

Circulation

Circulation 2380

2380

1150

2380

1150

10 x 35

19 From Below Supply

10 x 35

Review Spaces

Review 820 Spaces

820

900

820

900

10 x 15

Vestibule 1.1

Vestibule 1.1 90

530

5.5

530

10 x 3

990 Circulation

990

925

990

925

10 x 17

2400 Rehearsal Space

2400

1150

2400

1150

10 x 35

33 SF L 20'-6" x W 7'-3" x H 4'-11"

10 x 20

10 x 15

5.5 From Below Supply

10 x 3

11,500 CFM

eturn DuctsTotal Area of Main Supply/Return 10SF Ducts

10SF

/Return Ducts 17 SF Ducts Total Area of Branch Supply/Return

17 SF

Total Area of Fan Room 600 SF

600 SF

res

36 SF Total Area of Fresh Air Louvres

36 SF

33 SF Total Area of Exhaust Louvers

33 SF

Level -1 Air Handler 2

2x3x4 Level -1

Air Handler 3

3x3x7 Level 2

Circulation

Air Handler 2 Rehearsal Space

Air Handler 3 Senior Art Studio

Level -1 2x3x4 Level -1 3x3x7 Level 2

Senior Music Studio Level 1

Dust Collection

Level 1

Wood Studio Ceramics/Plaster Studio

Level -1

11.5

825

10 x 11

11.5

10 x 11

590

11.5

825

10 x 11

11.5

10 x 11

80 Collection Dust 720 Studio Wood

440

5x3

720

850

720

850

10 x 13

1180

970

1180

970

10 x 19

520

800

520

800

10 x 10

5.5

530

10 x 3

5.5

10 x 3

530

475 Classroom Music 580 Lab Media

475

775

475

10.5

775

10 x 9

10.5

10 x 9

580

825

580

825

10 x 11

870 Shop Metal 110Storage Tool

870

900

870

900

10 x 16

110

475

110

4.5

475

6x3

4.5

6x3

40 Bathroom 2.1 90 Bathroom 2.2

440

Music Classroom

Level -1

Air Handler 4 Bathroom 2.1

2x3x4 Level 2

Closet 2

35 2 Closet 130 Vestibule 2

Vestibule 2 Spray Booth Tech Office

Level 1

Materials Storage Bathroom 1 Fire Stair Closet -1 Electrical Room Bathroom -1.1 Bathroom -1.2

80 Booth Spray 150Office Tech

130 Materials Storage 230 Instrument Storage 40 Bathroom 1 92 Fire Stair

Instrument Storage

Level -1

600

825

85 Vestibule 1.2

Bathroom 2.2

Level 1

825

590

Vestibule 1.2

Tool Storage

Level 2

600

590

Group Practice Room

Metal Shop

2x3x4

600

1180 Ceramics/Plaster Studio1180 520 Practice Room 520 Group

Media Lab

Air Handler 4

600 Art Studio Senior 590 Music Studio Senior

Level -1

70 Closet -1 130 Electrical Room 400 Bathroom -1.1 630 Bathroom -1.2

90 35 130 80 150 130 230 40 92 70 130 400 630

90 35

530 440

90 35

5.5 4

130

580

130

6.75

530

5.5

150 130 230 40 92 70 130 400 630

580 500 675 440 530 440 500 750 825

150 130 230 40 92 70 130 400 630

6.75 5 8 4 5.5 4 5 9.75 11.5

530 440

5x3 10 x 3 5x3

580

10 x 4

530

10 x 3

580 500 675 440 530 440 500 750 825

10 x 4 5x4 10 x 5.5 5x3 10 x 3 5x3 5x4 10 x 8 10 x 11.5

5x3

5.5

10 x 3

4 Supply 6.75 From Below

5x3 10 x 4

5.5

10 x 3

6.75

10 x 4

5x4

10 x 5.5

5x3

5.5

10 x 3

5x3

5x4

9.75

10 x 8

11.5

10 x 11.5

Wellesley College | Wellesley, MA

105

Wellesley College | Mechanical

106

Wellesley College | Wellesley, MA

23'

8'-11"

28'

16'

22'

20'

WELLESLEY COLLEGE

14'-1"

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

20'

2 10" x 9"

10" x 11"

20"

Dia.

8'-4"

10" x 15"

17'-2"

8'-13 4"

1" 9'-102

10'-33 4"

1" 25'-24

14'-1"

8'-11"

23'

22'

28'

16'

CENTER FOR AND STUDIO

1" 25'-24

20'

WELLESLEY COLLEGE

10'-33 4"

1" 9'-102

20'

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

8'-13 4"

CENTER FOR MUS AND STUDIO AR

2 8'-4"

17'-2"

VAV BOX

10" x 18"

10" x 29"

10'

10" x 38"

10" x 8"

10" x 25"

20" x 40"

20" x 49"

Air Handler 1

10" x 39"

8'-13 4"

1" 9'-102

10'-33 4"

C 1" 25'-24

14'-1"

C1 8'-11"

23'

22'

28'

16'

20'

SCALE : 1/8" = 1'

10" x 11"

15'-11"

WOOD

SHOP

7 10" x 9"

VA BO V X

20'

2 8'-4" 10" x 3"

10" x 3"

10" x 6"

17'-2"

10" x 16"

10" x 9"

10" x 3"

10" x 15" 10" x 37"

VAV BOX

10" x 9"

10" x 60"

10" x 39"

x 50

10" x 60"

10" x 21"

10" x 15" "

10" x 16"

10" x 4" 10" x 10"

15'-11"

x 24

20" x 10"

10" x 19"

10"

VAV BOX

10" x 23"

10" x 32"

15'-6"

10" x 8"

VAV BOX 10" x 5" 10" x 10" VAV BOX

DE DE

10" x 4"

M1.02

10"

SCALE : 1/8" = 1'

10" x 3"

DE DE 10" x 19"

18'

10" x 3"

Level 1 Mechanical plan

13" x 10"

10" x 3"

10" x 35"

VAV BOX

10" x 19"

10'

DATE : December 19, 2015

10" x 6"

Brad Postian

10" x 18"

10" x 3"

WELLESLEY COLLEGE

10" x 11"

TER

Lower Mechanical Plan

Air Handler 4

15'-11"

DRY

10" x 15"

10" x 30" 10" x 23"

M1.01

VAV BOX

10" x 11"

FOUN 10" x 15"

PLAS

15'-6"

CENTER FOR MUSICAL AND STUDIO ARTS

10" x 19" 10" x 11"

AND

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Dia.

10" x 17"

15'-6"

Air Handler 3

Air Handler 2

20" x 35"

30"

WAX

M1.03

10" x 19" 10" x 8"

DE DE DE DE DE DE

DATE : December 19, 2015

SCALE : 1/8" = 1'

10'

4 18'

10" x 35"

10" x 18"

4 18'

Brad Postian

10" x 11"

VAV BOX

DATE : December 19, 2015

10" x 15" 10" x 29"

10" x 9"

10" x 3"

Level 2 Mechanical Plan

10" x 6"

Brad Postian

10" x 3"

Wellesley College | Wellesley, MA

107

Wellesley College | Building Envelope The envelope of the building is dealt with in a way that pays respect to the surrounding context. Utilizing a terracotta panel system manufactured by Boston Valley TerraCotta, the building takes the shades of brick that appear on the surrounding buildings. This allows for a stronger connection to the Wellesley context. The panel developed is a custom striated panel utilizing six panel sizes. The striation mimics the trunks of trees in a forest as well as the facade of the parking garage to the Northwest of the site. The panel is used on all faces of the building in order to create continuity in the stepping of the building. As the building steps up, the size of the panel diminishes in order to demonstrate the heaviness of the base. The wall assembly is treated as a rain screen system. The three inch custom panels are suspended off of the wall leaving room for a two inch air space and two inches of rigid insulation. The exterior wall is a six inch metal stud wall in order to better resist wind and lateral loads. Depending on the wall location, there is a double stud wall assembly in order to conceal the exterior column line within the wall cavity. The wall assembly study develops the condition along the studio wing. The study details the condition where the wall meets the ground at a grate in order to allow for the facade to extend for the full length of the wall. The ceramics and plaster studio demonstrates the use of daylighting in the building through the use of a clerestory window following a ramp on the roof of the building.

108

Wellesley College | Wellesley, MA

109

Wellesley College | Building Envelope 5

9 11

3 4

4 5

6 2

4 5

12 13

4 5 8 6

12 13

110

8 3 1

8 1

9 4

Wellesley College | Wellesley, MA 5

6 11

12 10

Wellesley College | Wellesley, MA

111

Wellesley College | Building Envelope

112

Wellesley College | Wellesley, MA

113

Appendix

Black and White Set Additional Research/Information

Wellesley | MA

CENTER FOR MUSICAL AND STUDIO ARTS

Building Landscape | Collegiate Cross Pollination

116

Plumbing Diagram

A1.01

Site Plan

A1.02

Localized Site Plan

A2.01

Lower Level Plan Local

A2.01.1

Lower Level Plan

A2.02

First Floor Plan Local

A2.02.01

First Floor Plan

A2.03

Second Floor Plan Local

A2.03.1

Second Floor Plan

A2.04

Roof Plan Local

A2.04.1

Roof Plan

A4.01

North Elevation

A4.02

West Elevation

A5.01

Section A

A5.02

Section B

A5.03

Section C

A5.04

Site Section

A6.01

Wall Section

A6.02

Assembly Axon

S1.00

Structural Axon

S1.01

Lower Level Structural Plan

S1.02

First Floor Structural Plan

S1.03

Second Floor Structural Plan

M1.00

Mechanical Axon

M1.01

Lower Level Mechanical Plan

M1.02

First Floor Mechanical Plan

M1.03

Second Floor Mechanical Plan

Wellesley College | Wellesley, MA

DATE : December 19, 2015

A0.03

A0.00

Egress Diagram

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Occupancy, Egress, Mechanical Charts

A0.02

Brad Postian

A0.01

SCALE : N/A

Table of Contents

A0.00

WELLESLEY COLLEGE

Schematic Design Set

Wellesley College | Wellesley, MA

117

A0.01

Occupancy, Egress, Mechanical Charts

DATE : December 19, 2015

SCALE : N/A

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

118 Wellesley College | Wellesley, MA

A0.02

Egress Code Diagrams

DATE : December 19, 2015

SCALE : N/A

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

Wellesley College | Wellesley, MA

119

A0.03

Fixture Code Diagrams

DATE : December 19, 2015

SCALE : N/A

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

120

Wellesley College | Wellesley, MA

121

A2.01

Lower Level Context

UP Music Classroom

2'-6"

122 Wellesley College | Wellesley, MA Metals and Welding Studio

Multi-Media Room

Elev. 119'

Mechanical

Tool Storage

DATE : December 19, 2015

Rehearsal Space

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Brad Postian

Elev. 119'

SCALE : 1/16" = 1'

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

2'-6"

Music Classroom

Rehearsal Space Multi-Media Room

Elev. 119' UP

Tool Storage

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Metals and Welding Studio

DATE : December 19, 2015

Brad Postian

WELLESLEY COLLEGE

Elev. 119'

A2.01.1

SCALE : 1/8" = 1'

Lower Level Plan

Mechanical

Wellesley College | Wellesley, MA

123

CENTER FOR MUSICAL AND STUDIO ARTS

CENTER FOR MUSICAL AND STUDIO ARTS WELLESLEY COLLEGE UP

Elev. 119'

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Elev. 132'

Woodworking Studio

Ceramics and Plaster Studios

DN Exhibition Gallery

Elev. 127'

Materials Storage Technician's Office DN

Spray Booth

Dust Collection

Brad Postian

Elev. 127'

Elev. 130'

Lounge Space

Elev. 132'

Review Rooms

Instrument Storage

SCALE : 1/16" = 1'

UP Cafe

DATE : December 19, 2015

Elev. 130'

Group Practice

A2.02

Level 1 Context

Elev. 137'

124

Wellesley College | Wellesley, MA

Elev. 119'

Elev. 127'

Woodworking Studio

Ceramics and Plaster Studios

DN Exhibition Gallery

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

Elev. 132'

Materials Storage Technician's Office DN

Elev. 130'

Spray Booth

Dust Collection

Brad Postian

Elev. 127'

Elev. 132'

DATE : December 19, 2015

Elev. 130'

Lounge Space

Review Rooms

Instrument Storage

Group Practice Elev. 137'

A2.02.1

Cafe

Level 1 Plan

SCALE : 1/8" = 1'

Elev. 130'

Wellesley College | Wellesley, MA

125

CENTER FOR MUSICAL AND STUDIO ARTS WELLESLEY COLLEGE DN

DN DN UP

Elev. 119' DN

Elev. 127'

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Elev. 132'

Elev. 150' UP

Brad Postian

Elev. 145'

Elev. 130' Senior Art Studio

Elev. 144'

Elev. 145'

DN Elev. 145'

Senior Music Studio

UP UP

A2.03

Level 2 Context

Elev. 149'

SCALE : 1/16" = 1'

Elev. 143'

DATE : December 19, 2015

Lobby DN

126

Wellesley College | Wellesley, MA

CENTER FOR MUSICAL AND STUDIO ARTS

Elev. 132'

WELLESLEY COLLEGE

Elev. 119'

Elev. 127'

Elev. 150' UP UP

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Elev. 130' Senior Art Studio

Lobby DN

Elev. 144'

Elev. 145'

DATE : December 19, 2015

SCALE : 1/8" = 1'

Brad Postian

Elev. 145'

Elev. 143' DN Elev. 145'

Elev. 149'

A2.03.1

Level 2 Plan

Senior Music Studio

Wellesley College | Wellesley, MA

127

CENTER FOR MUSICAL AND STUDIO ARTS WELLESLEY COLLEGE Elev. 127'

Elev. 143' DN UP

Elev. 119'

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Elev. 132'

Elev. 127'

Elev. 145'

Elev. 130'

Brad Postian

Elev. 150'

SCALE : 1/16" = 1'

Elev. 158'

Elev. 143' DN Elev. 145'

DATE : December 19, 2015

Elev. 162'

Elev. 161'

A2.04

Roof plan Context

Elev. 158' DN

128

Wellesley College | Wellesley, MA

Elev. 127'

Elev. 143'

CENTER FOR MUSICAL AND STUDIO ARTS

Elev. 132'

WELLESLEY COLLEGE

Elev. 119'

Elev. 127'

Elev. 150' DN

DN DN

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Brad Postian

Elev. 145'

Elev. 130'

DATE : December 19, 2015

Elev. 158'

SCALE : 1/8" = 1'

Elev. 162'

Elev. 143' DN

Roof Plan

Elev. 145'

Elev. 161'

Elev. 158'

A2.04.1

Wellesley College | Wellesley, MA

129

130 Wellesley College | Wellesley, MA

A4.01

Northern Elevation

DATE : December 19, 2015

SCALE : 1/8" = 1'

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

Wellesley College | Wellesley, MA

131

A4.02

Western Elevation

DATE : December 19, 2015

SCALE : 1/8" = 1'

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

132 Wellesley College | Wellesley, MA

A5.01

Section A

DATE : December 19, 2015

SCALE : 1/8" = 1'

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

Wellesley College | Wellesley, MA

133

A5.02

Section B

DATE : December 19, 2015

SCALE : 1/8" = 1'

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

134 Wellesley College | Wellesley, MA

A5.03

Section C

DATE : December 19, 2015

SCALE : 1/8" = 1'

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

Wellesley College | Wellesley, MA

135

A5.03

Site Section

DATE : December 19, 2015

SCALE : 1" = 40'

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

Typical Interior Wall Assembly Gypsum Board 4" Metal Stud Wall Structure Cavity 4" Metal Stud Wall 5 8" Gypsum Board 5 8"

Typical Foundation Assembly 8" Drainage Grate Waterproof Membrane 2" Rigid Insulation 18" Concrete Footing 2" Polished Concrete Topping Slab 4" Concrete Slab 2" Rigid Insulation 4" Gravel Bed

136

Wellesley College | Wellesley, MA

CENTER FOR MUSICAL AND STUDIO ARTS WELLESLEY COLLEGE DATE : December 19, 2015

Typical Floor Assembly 2" Polished Concrete Topping Slab 2" Acoustic Insulation 2" Corrugated Decking With 3" Concrete Slab Structural System Ceiling Cavity 1" Gypsum Ceiling on 2' x 4' Rails Suspenders Every 4'

A6.01

Typical Roof Assembly Walkable Surface 2" Drainage Mat Waterproof Membrane 2" Concrete Topping Slab 2" Rigid Insulation 2" Corrugated Decking With 3" Concrete Slab Structural System Ceiling Cavity 1" Gypsum Ceiling on 2' x 4' Rails Suspenders Every 4'

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

Typical Exterior Wall Assembly 3" TerraCotta custom panel on tracks 2" Airspace Waterproof Membrane 2" Rigid Insulation Exterior Sheathing 6" Metal Stud Wall Structure Cavity 4" Metal Stud Wall 5 8" Gypsum Board

Brad Postian

Custom Steel and Glass Railing

SCALE : 3/8" = 1'

Typical Parapet Assembly 3" TerraCotta custom panel on tracks 2" Airspace Waterproof Membrane to Wrap 2" Rigid Insulation 4" HSS Support Railing 1" Wood Sheathing Custom Wood Coping

Wall Section

Custom Built-In Bench

Wellesley College | Wellesley, MA

137

A6.02

Assembly Axon

DATE : December 19, 2015

SCALE : N/A

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

138 Wellesley College | Wellesley, MA

S1.00

Structural Axon

DATE : December 19, 2015

SCALE : N/A

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

w12 x 26 w12 x 26

w12 x 26

w16 x 26

w12 x 26

WELLESLEY COLLEGE

H 20'

2 8'-4"

w12 x 26

CENTER FOR MUSICAL AND STUDIO ARTS

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

w16 x 26

16'

w8 x 10

22'

w16 x 26

w8 x 10

w12 x 26

w8 x 10

w16 x 26 w16 x 26

w16 x 26

28'

w8 x 10

w16 x 26

Brad Postian

w16 x 26 w8 x 10

w8 x 10

w16 x 26

w12 x 26

DATE : December 19, 2015

SCALE : 1/8" = 1'

w12 x 26

w8 x 10

w12 x 26

w16 x 26

23'

w8 x 10

w12 x 26

18' w8 x 10

w12 x 26

w8 x 10

w12 x 26

17'-2"

w12 x 26

w8 x 10

D.B.

w12 x 26

20'

w8 x 10

w12 x 26

8'-11"

w8 x 10

w12 x 26

w8 x 10

w16 x 26

14'-1"

w8 x 10

w12 x 26

w8 x 10

10'

w16 x 26

1" 25'-24

Lower Level Structural Plan

10'-33 4"

S1.01

15'-11"

w8 x 10

1" 9'-102

w8 x 10

15'-6"

8'-13 4"

w8 x 10

w12 x 26

1 A1

D.B.

w8 x 10

Elev. 132'

w12 x 26

Wellesley College | Wellesley, MA

139

140 Wellesley College | Wellesley, MA w16 x 26

w16 x 26

w8 x 10 w16 x 26

w12 x 26

WELLESLEY COLLEGE

16' 20'

w12 x 26

8'-4"

w12 x 26

CENTER FOR MUSICAL AND STUDIO ARTS

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

w16 x 26

w12 x 26

w8 x 10

w16 x 26

22'

w8 x 10

w12 x 26

w16 x 26

w12 x 26

w8 x 10

w16 x 26

w8 x 10

w16 x 26

w8 x 10

28'

Brad Postian

w16 x 26

DATE : December 19, 2015

SCALE : 1/8" = 1'

w12 x 26

w16 x 26

Level 1 Structural plan

w12 x 26

w8 x 10

w16 x 26

S1.02

w16 x 26

w12 x 26

w8 x 10

w33 x 130

w12 x 26

w16 x 26

23'

w12 x 26

w8 x 10 w12 x 26

w12 x 26

w8 x 10

w14 x 30

w12 x 26

w14 x 30

w16 x 26

20'

w12 x 26

D.B.

w8 x 10

w12 x 26

w8 x 10

T.O.D. Elev. 143' w12 x 26

w12 x 26

x 26

w16 x 26

8'-11"

w12 x 26

w14 x 30

w16 x 26

w12 x 26

w16 x 26

14'-1"

w12 x 26

w14 x 30

w12 x 26

w14 x 30 w12

w14 x 30

x 26

10'

w12

w33 x 130

w12 x 26

w14 x 30

w16 x 26

x 26

1" 25'-24

w12 x 26

w14 x 30 w16 x 26

17'-2"

w12 x 26

w33 x 130

w14 x 30

w12 x 26

w16 x 26

T.O.D.

w12 x 26

w16 x 26

w16

10'-33 4"

w8 x 10

w12 x 26

x 26

w16 x 26

w16

w8 x 10

5 w33 x 130

w12 x 26

w8 x 10

w12 x 26

w8 x 10

w12 x 26

1" 9'-102

w8 x 10

w12 x 26

8'-13 4"

w12 x 26

15'-11"

w12 x 26

6 w8 x 10

15'-6"

D.B.

18' x 26

w16

T.O.D. Elev. 145'

w16 x 26

w14 x 30

7 6x

w16 x 26

Brad Postian

w30 x 45

8'-4" w16 x 26

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

20'

WELLESLEY COLLEGE

22'

w16 x 26

T.O.D. Elev. 162'

16' 20'

CENTER FOR MUSICAL AND STUDIO ARTS

DATE : December 19, 2015

w12x 26

28'

SCALE : 1/8" = 1'

w12x 26 w12x 26

w12x 26

Level 2 Structural Plan

w12x 26

w16 x 26

w12x 26

S1.03

w12x 26

w16 x 26

w12x 26

w16 x 26

w16x 26

23'

w12x 26

w16 x 26

w12x 26

D.B.

w16 x 26

w12x 26

T.O.D. Elev. 150'

w12x 26

w16 x 26

w12x 26

w16 x 26

w12x 26

w16 x 26

T.O.D.

8'-11"

w12x 26

w16 x 26 w24 x 64

w12x 26

18' w12x 26

14'-1"

w12x 26

w16 x 26 w12x 26

w12x 26

x 64

w24

15'-11"

1" 25'-24

10'-33 4"

w12x 26

15'-6"

1" 9'-102

w12x 26

10'

8'-13 4"

w16x 26

w12x 26

17'-2"

D.B.

5 w33 x 125

Wellesley College | Wellesley, MA

141

142 Wellesley College | Wellesley, MA

M1.00

Mechanical Axon

DATE : December 19, 2015

SCALE : N/A

Brad Postian

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

WELLESLEY COLLEGE

CENTER FOR MUSICAL AND STUDIO ARTS

10'-33 4"

1" 9'-102

1" 25'-24

C1 8'-11"

14'-1"

23'

28'

H 16'

22'

I 20'

CENTER FOR MUSICAL AND STUDIO ARTS

8'-13 4"

WELLESLEY COLLEGE

20'

2 10" x 9"

10" x 11"

20"

Dia.

8'-4"

10" x 15"

17'-2"

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

10" x 3"

10" x 6"

10" x 3"

10" x 11" VAV BOX

10" x 29"

10'

VAV BOX

10" x 18"

10" x 18" 10" x 35"

10" x 35"

18'

10" x 38"

10" x 19" 10" x 8"

10" x 8"

Dia

10" x 19" 10" x 11"

20" x 40"

15'-11"

VAV BOX

10" x 30" 10" x 23"

10" x 11"

Air Handler 4 10" x 25"

20" x 49"

Air Handler 1

10" x 39"

M1.01

30"

10" x 17"

15'-6"

Air Handler 3

Air Handler 2

20" x 35"

Lower Mechanical Plan

SCALE : 1/8" = 1'

DATE : December 19, 2015

10" x 29"

10" x 9" VAV BOX

Brad Postian

10" x 15"

Wellesley College | Wellesley, MA

143

1" 9'-102

10'-33 4"

1" 25'-24

14'-1"

C1 8'-11"

23'

22'

28'

16'

20'

CENTER FOR MUSICAL AND STUDIO ARTS

8'-13 4"

WELLESLEY COLLEGE

20'

2 8'-4" 10" x 3"

17'-2"

10" x 16"

10" x 9"

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

10" x 3"

10'

10" x 15"

10" x 37"

VAV BOX

10" x 9"

10"

10" x 60"

10" x 39"

x 50

" 10" x 60"

x 24

20" x 10"

10" x 16"

10" x 19"

10" x 4" 10" x 10"

15'-11"

10" x 21"

10" x 15" 10"

VAV BOX

10" x 23"

10" x 32"

15'-6"

10" x 8"

VAV BOX 10" x 5" 10" x 10" VAV BOX

DE DE

SCALE : 1/8" = 1'

10" x 3"

DE DE 10" x 19"

18'

10" x 3"

13" x 10"

10" x 3"

10" x 35"

VAV BOX

DATE : December 19, 2015

10" x 6" 10" x 19"

Level 1 Mechanical plan

Brad Postian

10" x 18"

10" x 3"

M1.02

10" x 4"

144

Wellesley College | Wellesley, MA

8'-13 4"

1" 9'-102

10'-33 4"

C 1" 25'-24

14'-1"

C1 8'-11"

23'

G 22'

28'

CENTER FOR MUSICAL AND STUDIO ARTS

16'

20'

WELLESLEY COLLEGE

COMPREHENSIVE STUDIO NATHAN FASH ARCH 513.02

20'

2 8'-4"

Brad Postian

17'-2"

3 10'

DE DE DE DE

WAX

FOU

NDR

10" x 15"

10" x 11"

PLAS

TER

SCALE : 1/8" = 1'

AND

DATE : December 19, 2015

DE DE

18'

10" x 15"

6 15'-11"

WOO

D S HOP

7 10" x 9"

VA BO V X

Level 2 Mechanical Plan

15'-6"

10" x 3"

10" x 6"

10" x 3"

M1.03

10" x 3"

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Schematic Plan and Land Acquisitions • The first phase of land acquisition happened from 1855 to the 1860s. • On May 29 1855 Durant signed deeds for the purchase of land totaling 105 acres for 9,450 dollars. • The second phase of Durant’s land acquisition happened from 1862 to 1867 • Five lots where later acquired, Lots 3-7, for 20,405 dollars • The Durant’s Lands now totaled 243 acres • The Durant’s gave their land a unique character described as “Farmlands, pasture, and pleasure grounds” • The third phase of the development of the development of the Durant lands extended from 1867 to the death of Henry Durant in 1881 • The campus was designed to serve the students health, and to provide them through nature with spiritual nourishment • That this time the Durant’s divided their lands into two parts; the western part for the new college and the eastern for their family needs. • On the Westside lots 8 and 9 added 49 acres purchased between 1968 and 1869 • On the eastside a 40 acre lot was acquired in 1868 and a further 74 acres were added two years later, Lots 10-13. • A decade later Lots 15 through 17 were added

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Schematic Plan: Which shows locations of land acquisitions Made by the Durants between 1855 and 1881

1905 Master Plan

Henry Durant served as patron

• Durant’s design served his conviction that beauty formed a necessary component of personal and spiritual growth • The transformation of the landscape took place seven years prior to the arrival of the first students in 1875 • Central to Durant’s design ideology was his acceptance of the pre-existing topography and their enhancement of it by landscaping. • Durant chose to accentuate the existing topography by introducing green valleys, tree sided hills, wood groves, planted dells, greensward, and open meadows

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mResidential housing with no current dining facility, but will be implimented in the 2025 design.

Multipurpose building, originally was the campus center, which eventually was moved throughout campus. Included is a black box theater and small ballroom.

Building dedicated to the Spear’s group on campus, a prestigeous group for performing arts.

Residential housing, apart of the oringal master plan to wrap a courtyard space from the Olmstead master plan.

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Classroom program pertaining to art and music. Has a small auditorium, and will be the second building implimented in the studio design.

Mostly administration with the dean and assistant deans office. Historical wings and some classrooms are included as well.

The Diana Chapman Walsh Alumnae Hall houses the Theater Department of the school, with a large auditorium and ballroom. Many campus performances and functions are held in the building.

Dedicated to the school’s 8th campus president, homes a massive collection of volumes and works. Underwent renovations in the late 50’s and had a large addition in the mid 70’s leaving its iconic staple on the campus.

was once one of the main dininig facilities on campus. Also has residential program spaces.

Classroom wing, will be one of the main building implimented in the studio design project, currently under construction for Pendelton West.

Main residental building of the campus. Sitting on the site of the original College Hall which was destroyed in a fire in 1914, which in the redesign became heavily fire proofed from any future devistation.

Has undergone several additional in order to reflect the everchanging world of science. Another building in the 2025 masterplan to have another addition to expand the science department.

Another large residential building on the campus, it is currently one of few buildings on the campus that will undergo several renovations and additions.

Museum dedicated to mixed arts. Also has an ajoining cafe and auditorium space.

Sports center with ajoining feilds to the south of the building. Has a large renovated basketball court, and will undergo major renovations and additions in the 2025 master plan.

Was the major componenet in the overall “Alumnae Valley” project, renovating the water chilling plant on campus, redesign for the campus police station and a large garage for the Davis museum.

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Dover House_1ST Solar House

Opens Architectural Firm

Graduate Cambridge School of Architecture

Opened Medical Clinic Graduate Cornell Medical School

Graduate Wellesley Class of ‘09

Graduate Wellesley Class of ‘28

M.P.H. Harvard Ph.D. University of Berlin

M.D. Columbia University

Fire of 1914

Opened 1875 Eleanor Raymond ‘09

Architect

Raymond built the Dover Sun House, the first solar powered residence in the country. She practiced architecture for over fifty years and was made a fellow of the American Institute of Architects in 1961.

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Right to Vote

Equal Rights Introduced

Equal Nationality

WWII

Harriet L. Hardy '28

Helen M. Wallace '33

Some of her awards she received include the Medical Woman of the Year of the American Medical Women’s Association, the Award of Merit of the American Academy of Occupational Medicine, and the Chadwick Medal of the Massachusetts Thoracic Society.

A world renowned public health advocate. Her work was critical in establishing a blueprint for the field of maternal and child health in many developing countries. She was awarded the American Public Health Association’s Martha May Eliot Award in 1978.

Medicine Consultant

Graduate Wellesley Class of ‘50

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1940

1930

1920

1910

1900

Graduate Wellesley Class of ‘33

Public Health Advocate

Renate Mayntz ’50

Sociologist

Dr. Mayntz has held teaching positions in both the United States and Europe. Her work in has earned her numerous accolades and honorary degrees from the University of Uppsala, University of Paris X-Nanterre, and the University of Cologne.

Fulbright Scholarship recipient 1st woman appointed U.S. Secretary of State

American Public Health Award

2016 Presidential Candidate

U.S. Senate Staff 1976 - 1978 Master and Doctorate completed at Columbia University

Appointed Chair of the Legal Services Corporation Founded Institute for the Study of Societies

Graduate Yale Law School ‘73

Graduate Wellesley Class of ‘59

Appointed chair the Task Force on National Health Care Bielefeld Science Award

N. America Division President of Colgate-Palmolive Chief Technology Officer of Colgate

Graduate Wellesley Class of ‘69 Professor Columbia University

Schader Award

Canada Division President of Colgate-Palmolive

MBA Harvard University

U.S. Air Force Pilot Training

Graduate Wellesley Class of ’71

3rd Woman to Pilot Space Shuttle

Master in planetary Science MIT

Jewett Center

Civil Rights Equal Pay Act

Equal Rights Passed

1st Woman on Supreme Court

Madeleine Korbel Albright '59

U.S. Secretary of State

The first woman to serve as the United States Secretary of State and has led a distinguished career, serving in a variety of roles pertaining to foreign policy and international affairs.

The only first lady to be elected to the United States Senate, as well as the first woman elected to statewide office in New York. In 1973, she graduated from Yale Law School, she was named one of the National Law Journal’s 100 most influential lawyers in America in 1988 and 1991.

U.S. Secretary of State

Hillary Clinton ’69

Sexual Harassment Outlawed Lois Juliber ’71

President, Colgate N. America

Ms. Juliber, in addition to having operating responsibility for the vitally important Latin America Division, is responsible for Global Business Development, Research and Development, Manufacturing Technology and the Global Product Supply Chain..

2010

2000

1990

1980

1970

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Graduate Wellesley Class of ‘83

Fair Pay Act

Women in Combat Ban Lifted Pamela Melroy ’83

Astronaut and Scientist

Is a retired United States Air Force officer, former pilot and NASA astronaut. After earning her B.A. in physics and astronomy she was commissioned as an officer in the United States Air Force through the Reserved Officer Training Corps. .

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Love Of The Earth Mission We continue to bring new ideas to the forefront to protect the environment and make decisions that are fiscally and environmentally responsible. Reducing our environmental footprint and integrating sustainable practices is vitally important. We customize and develop our sustainability plan for each location, focusing on your goals and employing aggressive practices and ground-breaking practices. Below is a list of sustainability efforts in effect within the Dining Services operation:

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Removal of 5.7 acres of asphalt surfaces Restoration of 8 acres of wetlands Remediation of Paint Shop Pond Uphold Frederick Law Olmstead Jr.’s landscape Electric Car Charging Stations Zipcars Water Fountains in KSC

EPA’s 1st Green Power Community in MA Bike Share Dining Hall Composting Solar Panels Student Regeneration Farm

Class of 1957 Green Fund

2010

2000

1990

1980

Green Roof experiment habitat

1970

”The College considers sustainability as a factor in all institutional decisions.”

• • • • • • •

1960

• RECYCLING • RECYCLED OFFICE SUPPLIES • RECYCLED COOKING OIL • GREENWARE • REFILLABLE MUGS • NAPKINS & NAPKIN DISPENSERS • CONDIMENT DISPENSERS • FOOD WASTE REDUCTION • TRAYLESS DINING • AWARENESS CAMPAIGNS • LOCAL PURCHASING • SUSTAINABLE MEAT • PURA VIDA FAIR TRADE ORGANIC COFFEE • T&B NATURALLY • CANE SUGAR CONVERSION • RESPONSIBLE SEAFOOD PURCHASING • RED’S BEST SEAFOOD PROGRAM • GULF OF MAINE RESEARCH INSTITUTE CERTIFIED

POST GRADUATE CASE STUDY REMOVING INDOOR POLLUTION The result was SolSource, a high-performance, low-maintenance, portable, durable, safe, and fuel- and emission-free solar cooker. SolSource harnesses energy from the sun, which is ample on the Himalayan plateau, and uses it to grill, steam, bake, boil, or fry. Cooking with SolSource saves families time and money, reduces their exposure to harmful A Harvard School of Public Health (HSPH) graduate and current Ph.D. candidate in en- stove pollution, and helps conserve precious vironmental health, Powers is the co-founder resources. of One Earth Designs, a company that creates products that enable people to improve One Earth Designs recently ended a successful Kickstarter campaign to help fund prothe quality of their lives by wisely using enduction of SolSource, as well as to explore a ergy resources. She is one of the creative cost-offsetting model for developing nations. forces behind SolSource, a revolutionary, The campaign ended with 330 percent of its sun-powered grill designed specifically to goal funded. answer that family’s question. While studying climate change in the rural Himalayas, Catlin Powers was asked an eye-opening question by one local family: Why are all of these scientists coming here to study outdoor air pollution when indoor air pollution is so much worse?

Powers began her journey by measuring the indoor air quality inside the Himalayan home where the question was posed, and found that it was 10 times more polluted than the outdoor air in Beijing. Subsequently, she found that more than half a million people each year die in China from the toxic smoke coming from household stoves used for cooking and heating.

Catlin Powers , Wellesley Class of 2009

”SolSource is the Cadillac of solar cookers” Spurred by these revelations, Powers began working directly with rural communities to explore energy solutions and alternate fuel sources for cooking in their homes.

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Vegetation: Intro and Maples The Wesley College Campus is very biodiverse. There are almost three thousand different types of grasses, flowers, shrubs, and trees. Much of this Biodiversity is split between the Arbo- Japanese Maple (Acer palmatum retum, Botanical Garden, and Greenhouses. But much of this vegetation has spilled out onto Versicolor) the main campus. The campus is not just diverse but also large as there are a little of eight thousand trees alone. This vegetation varies in the form it can be found in, from standalone Family: Aceraceae decorative trees to entire patches of untamed forest. The following is a sample of the most common Maples, Oaks, Pines, and Birch trees. Added to these is a sample of flowering trees Growth Form: Deciduous Tree and noteworthy trees. It is important to mention that the most common tree on campus is the Flower Color: N/A Red Oak. Fruit: N/A Hardiness zone: N/A Kristina Jones-Director of the Wellesley College Botanic Garden (781)-283-1000

Time of Bloom: N/A

John Olmsted-Manager of Landscape (781)-283-3488

Not Native

Potential Height: N/A Notes: Ordinary Soil

Botanic Gardens Data Base: https://socrates.wellesley.edu/BG/search.cfm

Black Maple (Acer)

Witch Alder (Fothergilla gardenii)

Family: Aceraceae

Family: Hamamelidaceae

Growth Form: Deciduous Tree

Growth Form: Deciduous Shrub

Flower Color: Green

Flower Color: White

Fruit: N/A

Hardiness zone: 4-8

Hardiness zone: 5

Time of Bloom: April

Time of Bloom: Before Leaves

Potential Height: 60-75â&#x20AC;&#x2122;

Potential Height: 3â&#x20AC;&#x2122;

Native

Notes: Greater heat and drought tolerance

Notes: Moist Soil

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Vegetation: Oaks White Oak (Quercus alba)

Scarlet Oak (Quercus coccinea)

Family: Fagaceae

Growth Form: Deciduous Tree

Flower Color: N/A

Fruit: N/A

Hardiness zone: 4

Time of Bloom: N/A

Potential Height: 100’

Potential Height: 80’

Native

Notes: Dry Woods, Oldest Trees On Campus

Notes: Dry Sandy Soils

Swamp White Oak (Quercus bicolor)

Red Oak (Quercus rubra)

Family: Fagaceae

Growth Form: Deciduous Tree

Flower Color: N/A

Fruit: N/A

Hardiness zone: 3-8

Hardiness zone: 4

Time of Bloom: N/A

Potential Height: 70’

Potential Height: 70’-100’

Native

Notes: Wetter Areas

Notes: Most Common Tree On Campus

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Pines Norway Spruce (Picea abies)

Pitch Pine (Pinus rigida)

Family: Pinaceae

Growth Form: Coniferous Tree

Flower Color: N/A

Flower Color: Yellow, Light Green, Rose

Fruit: N/A

Hardiness zone: 2-7

Hardiness zone: 2-5

Time of Bloom: N/A

Potential Height: Typ. 40’-60’, Up to 100’+

Potential Height: 40’-60’

Not Native

Native

Notes: Moist, Acid, Well-drained Soils

Notes: Sandy Uplands

Needs Full Sun

Red Pine (Pinus resinosa)

Eastern White Pine (Pinus strobus)

Family: Pinaceae

Growth Form: Coniferous Tree

Flower Color: N/A

Fruit: N/A

Hardiness zone: 2-5

Time of Bloom: N/A

Potential Height: 50’-80’

Native

Notes: Dry, Acid, Sandy or Gravelly Soils

Notes: None

Full SUn Susceptinle to Salt Damage

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Vegetation: Birches Yellow Birch (Betula alleghniensis)

Black Birch (Betula nigra)

Family: Betulaceae

Growth Form: Deciduous Tree

Flower Color: N/A

Fruit: N/A

Hardiness zone: 3-7

Hardiness zone: 4-9

Time of Bloom: N/A

Potential Height: 60’-75’

Potential Height: 40’-70’ +

Native

Notes: Moist Cool Soils, Cool Summer Temp.

Notes: Stream Banks and Other Moist Places

Cherry Birch (Betula lenta)

White Birch (Betula papyrifera)

Family: Betulaceae

Growth Form: Deciduous Tree

Flower Color: N/A

Fruit: N/A

Hardiness zone: 3

Hardiness zone: 2-6

Time of Bloom: N/A

Potential Height: 40’-55’

Potential Height: 50’-75’

Native

Notes: Moist Woods

Notes: Light Soils On Rocky Land Colder Climates Dosn’t Like Difficult or Polluted Sites

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Flowering Tulip Tree (Liriodendron tulipifera) Family: Magnoliaceae

Flowering Maple(Abutilon pictum Thompsonii)

Growth Form: Deciduous tree

Family: Malvaceae

Flower Color: Greenish Yellow Petals, Orangish

Growth Form: Deciduous Tree

Interior

Flower Color: Pink And Orange

Fruit: N/A

Hardiness zone: 4-9

Hardiness zone: 5

Time of Bloom: May/June

Time of Bloom: Spring

Potential Height: Up to 200’

Potential Height: 60’-75’

Not Native

Native

Notes: Rich Moist Land

Notes: Soil

Franklin Tree (Franklinia alatamaha)

Showy Crabapple (Malus Floribunda)

Family: Theaceae

Family: Rosaceae

Growth Form: Deciduous Tree

Flower Color: White

Flower Color: White/ Yellow-White

Fruit: N/A

Fruit:

Hardiness zone: 6

Hardiness zone: 5-6

Time of Bloom: Late Summer/Early Autumn

Time of Bloom: Spring

Potential Height: Up to 30’

Potential Height: 30’

Native

Not Native

Notes: Well Drained Acid Soil

Notes: None

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Vegetation: Rare and Noteworthy Kentucky Coffee Tree (Gymnocladus dioicus)

Dawn Redwood (Metasequoia glyptostroboides)

Family: Fabaceae

Family: Taxodiaceae

Growth Form: Deciduous Tree

Flower Color: Greenish White

Flower Color: N/A

Fruit: N/A

Hardiness zone: 3-8

Hardiness zone: 5

Time of Bloom: May/June

Time of Bloom: N/A

Potential Height: 60’-75’

Potential Height: 100’

Not Native

Notes: Rich, Moist Soil, But Adaptable

Notes: Thrives Along Water

Japanese Weeping Cherry (Prunus yedoensis ‘Shindare yoshino’) Family: Rosaceae Growth Form: Deciduous Flower Color: White To Pink Fruit: N/A Hardiness zone: 6 Time of Bloom: April Potential Height: 45’-60’ Not Native Notes: None

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The first phase of land acquisition was from 1855 to the 1860s. The first date is specific, while the second is more ambiguous. On May 29, 1855, Henry Durant signed deeds for the purchase of land totaling 105 acres for 9,450 dollars. The second phase of Durant’s land acquisition was from 1862 to 1867 where he acquired five lots (Lots 3-7) for $20,405, giving Durant’s a total of 243 acres. The third phase of the development of the Durant lands extended from 1867 to the death of Henry Durant in 1881. That this time the Durant’s divided their lands into two parts; the western part for the new college and the eastern for their family needs. The campus was designed to serve the students health, and to provide them through nature with spiritual nourishment. On the west side of the campus, Lots 8 and 9 added forty-nine acres purchased between 1968 and 1869. On the east side of the campus a 40 acre lot was acquired in 1868 and a further 74 acres were added two years later, Lots 10-13. A decade later Lots 15 through 17 were added.

1950: The orginal entrance at East Lodge was closed in 1921 and replaced by the new entrance

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2000: A third new circulation system was introduced in 1961

2000: Map depicts principal parking areas. The largest concentration includes service lot in front of the power plant

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Wind patterns on Wellesleyâ&#x20AC;&#x2122;s campus vary based on the seasons. In March, prevailing winds comes largely from the Northwest and South-West direction. Wind speed can reach an upward of 16 to 17 miles on any day, but the average across the month of January to March is around 9 miles per hour. In April through June, the wind direction shifts to being dominantly from the Southern direction. Top wind speed on a normal day can hit 15 miles per hours with average wind speed being 7 to 8 miles per hour. July through September the prevailing winds are from the Western direction. During these months, the average wind speed drops down to about 5 miles per hour. October Cloud Coverage through December sees wind volume drop off dramatically, however the wind reaches significantly lower temperatures. The prevailing winds of the months is predominantly just from the Western direction. Wind speed still remains the same as it does in the prior months with around 5 miles per hour wind being reached. Wind direction differs throughout the year, however the most dominant direction the wind comes from through the course of a 12 months cycle is from the Western direction. With wind coming from the west, this points to needing to take into consideration the placement of certain outdoor activity so they are exposed as little as possible to the prevailing winds. The temperature of Wellesley College will reTemperature Range main largely cold for approximately 7 to 8 months out of the year. Furthermore, these months are the months of the school year, which indicates the need for indoor heating in buildings in this region. Humidity in New England is the second most crucial element to take into consideration. For the months between May and September the humidity level is comfortable enough for occupants to not be bothered by it. But once it is fall and winter time, the humidity drops to be below the comfort line. Most notably, January through March are the times of the harshest humidity in New England and Wellesley. Overall, the single biggest concern from mechanical standpoint is the heating and cooling. In terms of the psychrometric chart, heating is going to account for 4,654 hours of the mechanical whereas Ground Temperature only 279 hours are dedicated to the heating of a building in this region.

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Sun Radiation Range

Illumination Range

Sun shading differs drastically between the warm and cold seasons. In the colder seems, a significant portion of the day does not see sun for reasons of a combination of both shorter days and cloud coverage. Whereas in the warmer seasons, the sun shading is reduced, due to longer days. During the warmer months, the sky coverage is much lower, with a range from 65% to 75% of the sky being free of clouds. However in the rest of the year, the average sky coverage shows to be about 50% with some highs fluctuating into the 55% range and some lows going down into the 45% range. During the colder months, sunlight is significantly reduced, as shown in the top diagram. The sunlight that hits the ground is very little, due to less time for sunlight and because cloud coverage tends to be higher in the winter than in the summer. As oppose to during the warmers months of the year, as shown on the bottom, where in a 24 hour period, 12 of those hours are usually filled with clear sunlight hitting the ground. Sun lighting conditions changes throughout the seasons and because of the orientation of the site, there are certain points of the day when it is covered in shadows. Most notably, during the morning hours, the site is covered in shadows along the East side. However, in the afternoon and evening hours, the site remains relatively free of shadows, with the exception being in December when the sun is at a lower angle to the site. Additionally, Jewett Art Centerâ&#x20AC;&#x2122;s shadow extends significantly longer in the afternoon hours. Shadows casted by the trees onto the site would be relatively minimal as the only dense foliage located in proximity to the site is the North of Pendleton Hall, but the number of trees present is not of a significant number. The sun exposure changes in New England significantly, in the winter, sun exposure is drastically reduced, due to a combination of cloudy days and reduced hours of sun during the day. However in the summertime, the exposure of sunlight becomes more significant, reaching around 50% in some months.

Psychrometric Chart

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