CHELSEA BAINBRIDGE INTERIOR ARCHITECTURE & PRODUCT DESIGN PORTFOLIO
EDUCATION Kansas State University // Master of Interior Architecture & Product Design Expected graduation Aug 2018 Dean’s List
Centro Studi di Orvieto // Study Abroad Orvieto, Italy Jan - May 2017
University of Missouri -Kansas City // Architectural Studies Aug 2013 - May 2015 Dean’s List
CHELSEA BAINBRIDGE CONTACT Chelsea.N.Bainbridge@gmail.com issuu.com/chelseabainbridge 816.726.7152
SKILLS +++ InDesign, Photoshop ++ Illustrator, Rhino, Revit + Sketchup, 3ds Max, AutoCad
EXTRAS APDesign Digital Fabrication President // Dec 2015 - 2016 Representative // Dec 2016- Present
APDesign Ambassador
Metropolitan Community College of Kansas City // Associate of Arts Graduated May 2013 Awarded with Honors
WORK EXPERIENCE Avant Ministries in Kansas City // Freelance Graphic Design
June 2014 - Present • Responsible for the creation of graphic materials such as mailers, presentations, book covers, and in-house display • Developed a new letterhead and branding style for all graphic materials • Completed a month-long digital archival project and display
Kansas State University // Design Research Graduate Teaching Assistant Aug 2017- Dec 2017 • Complete grading, create assignments, and edit research papers • Assist Professor Jani with class progress and act as her representative in absentia
North Kansas City School District // Adventure Club Crestview Elementary // Site Manager Summer 2011 Northview Elementary // Assistant Site Manager Aug 2008 - May 2011 Northview Elementary // Associate Feb - Aug 2008 • Responsible for wellness and safety of groups of 15-150 school-age children • Engaged creative thinking and play through literacy, art, cooking, and tech programs
Aug 2016 - Present
Dean’s Student Advisory Board
VOLUNTEER EXPERIENCE
Student Organization Committee Chair Dec 2015 -2016
Maple Woods Community College Math Boot Camp // Kansas City
IIDA Communications Manager
International Student Volunteers // Kakanj, Bosnia
Aug 2015 - 2016 Aug 2017 - present
Phi Theta Kappa Honor Society Jan 2012 - May 2013
Cambia Yearbook Editor-in-Chief // May 2006 - 2007 Section Editor // May 2005 - 2006
Rachel Alexandra Girls Grant Project // Women’s Foundation of Kansas City May 2006 - 2007
June 2013 - Jan 2015 Pre-Algebra Teacher of 8, 2-week, intense learning classes
June - July 2010 Environmental education, clean-up, painting, and cook-out station building
International Student Volunteers // Koh Tao, Thailand
July - Aug 2009 Recycling and environmental education, coral reef clean-up, school improvements, tree planting, and establishment of elephant grass nurseries
Youth With A Mission // Cancun, Mexico
June 2004 & July 2005 Clean up and disaster relief during and after Hurricane Emily
Avondale Baptist Church // Curitiba, Brazil June 2005 Cabin building and beautification
ANDERSON’S B A K E RY, B I S T R O & B A Z A A R Restaurant & Retail Studio // Spring 2016 // Professor Neal Hubbel process emphasis: concept, implementation, inspiration The intent of this design is to place the visitor within the realm of the movie set. The overall form is derived from a gridded structural layout with the X, Y, and Z sectional qualities defining the dominant interior forms. Set-like rooms are demarcated by the steel structure and blind connections hidden within the exposed gaps between rooms which express a sense of impermanence to the separate entities. The structure, lighting, and ductwork is exposed along the ceiling plane much like a stage set. Rooms are further individualized through color blocking which saturates layers of luxurious and textured materials and details, impregnating the design with a feeling of hyper-realism. This feeling is reinforced through strong symmetry and lines of perspective, furniture, and decoration which clearly delineates a visual and physical path through the building. Anderson’s is located 17th & Main in Kansas City, MO within the Crossroads Arts District and with proximity to the Kaufmann Performing Arts Center, Union Station, and right along the new street car line.
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From Bakery towards Dining, through an enfilade-like pathway
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INSPIRATION Wes Anderson’s colorful and hyper-realistic movie sets and his off-kilter filming with important moments and characters framed in the center inspired my concept and design-thinking on this project.
Top: https://img.buzzfeed.com/buzzfeed-static/ static/2015-04/14/21/enhanced/webdr07/enhanced-1694-1429062915-7.jpg Bottom L: http://popaganda.gr/wp-content/uploads/grand-budapest-hotel1.jpg. Bottom R: https://s-media-cache-ak0.pinimg. com/236x/7c/d3/4b/7cd34be5f5d2d9f76a9c9da81f948cbd.jpg
COLORS & MATERIALS Each “set’ has its own palette and identity. The restaurant portion of the program is swathed in various green and blue shades. The retail portion is done in reds and pinks. The entire program features brass detailing, especially along the edges of the “sets”, a light and durable wood flooring, and a black lighting grid above.
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SHADOW LINE Set-like rooms are demarcated by the steel structure and blind connections hidden within the exposed gaps between rooms. The casework and furniture took inspiration from this detail and the shadow line was replicated in their designs.
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Section A-A
Section B-B
Section C-C 8
A
FLOOR PLANS
B
Bakery
C
Lobby
B C
Dining
Bar
Prep
W RR
M RR Storage
Kitchen
Kitchen
Office
First Floor A
Open to Below
B
B C
C Movies & Music
Bakery Bistro
Checkout
Books
Fitting Room
Toys & Collectibles Storage
Clothing
Bazaar Circulation Service
Second Floor A
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View from lobby into bakery
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Top: Dining room Bottom: Bakery
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J.C. HARMON HIGH HIGH
SCHOOL
R E N OVAT I O N
IAPD Capstone Studio // Fall 2017 // Professor Hoke process emphasis: evidence-based design, product design This project consisted of two parts: first, after selecting an area of focus we were to develop design archetypes that could be replicated in schools everywhere, and second, apply those archetypes into J.C. Harmon High School. The school was designed as an experiment in open learning space; an experiment that was nixed shortly before opening. This meant the creation of a temporary solutions that were, in the 40 years since, never fixed. The area of focus chosen was the often underutilized circulation areas. As a school they are primarily filled for short bursts of time before turning into silent, unused retail. Additionally life safety issues created during the temporary design build needed to be addressed. Eight archetypes of circulation, transition, and gathering spaces were developed in the hopes of using environmental solutions to: 1) Attract users & increase student engagement, 2) Increase the diversity & adaptability of informal learning environments, 3) Encourage movement & a productive sense of play, and 4) Nourish intellectual curiosity.
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What is the issue?
STUDENT ENGAGEMENT Only
49% of k-12 students are engaged in the learning process
Disengagement 65% bored at least every day 16% are bored every class
More positive peer & parent relationships (Murray, 2009; Van Ryzin et al., 2009)
Engage in fewer delinquent activities (O’Farrell and Morrison, 2003)
Higher graduation rates
Lower Engagement
Higher Engagement
2016 Student Gallup Poll
Lower school grades (Goodenow, 1993)
Lower scores on standardized achievement tests (Roderick and Engle, 2001; Willingham et al., 2002)
Higher rates of dropout (Croninger and Lee, 2001)
(Croninger and Lee, 2001)
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Diverse Learning Environments “Up to
90%
of learning happens outside of the classroom.”
Steelcase, 360: The Education Edition
Multiple types of learning environments ensure student comfort, provide multiple modes of works, and increase teaching flexibility
Adaptability “Environments that
support autonomy are associated with increases in motivation” Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Adaptability in the environment allows for choice, empowerment, & control, fostering engagement in the activity
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Movement & Play
Movement boosts attention, stimulates the brain, & increases cognition Steelcase, 360: Issue 70
Ambient Learning “The integration of architecture and
environmental graphic design communicates and reinforces core concepts and ideas� Gensler, Research: Catalogue Vol. 2
Environmental complexity & change gain attention The environment can hamper or enhance learning Ambient graphics allow for everyday moments of learning
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Archetype 6
UP
UP
Small Group Gathering
First Floor
- Glassboards with magnetic backing and ambient learning graphics - Pinboards and paper rolls - Display for student work - Gathering spaces closely accessible to all classrooms to encourage movement between spaces - Movable furniture 16
Archetype 5, 6, 7, & 8
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USE- NEW Level 2 1/16" = 1'-0"
Large & Small Group Gathering, Small Group & Individual Reflecting
Second Floor
- A palette of places with space for whole classes and individual students to work, relax, and collaborate - Furniture, with few exceptions, can be moved by the users - Accessibility to multiple modes of work: small screens, projectors, pin boards, and desks 17
APERTURE LIGHTING FIXTURE
The aperture is a lighting and white noise fixture that creates a microcosm within a larger environment. Sound is both amplified within and dampened to the general area. The sound and light are both specific to the model they’re contained within—from steady lighting to lighting that emulates the filtered sunlight between leaves, from the sound of waves crashing on the shore to rain and rolling thunder.
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AMBIENT LEARNING WALL
Ambient learning walls are situated throughout the school and consist of a magnetic backing, a large format graphic, several glass panels that clip into the track, and a top metal frame piece that circumnavigates the exterior edge. The system allows for environmental graphics that invoke curiosity to be interchanged more easily while still providing writable, magnetic surfaces for teachers and students to work on.
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EXHALE THE CHAIR Design Workshop III // Fall 2017 // Professor Davidson process emphasis: concept development, digital fabrication
INHALATION /EXHALATION
DESIGN INTENT
New.
The concept of this chair is breath; the power of breathing; life.
Resting, waiting, watching seasons brighten and fade. Left, to weather; left, to degrade. Falling apart, waiting to die, shedding skin, bringing life. A breath. Reborn. Redeemed. New, again.
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A skeleton of wood (cut, bent, bonded) is encased in a skin of paper (glued, layered, delicate) and placed into nature. The seasons (the sun, the winds, the rain, the growth of mother nature) and people, always people, crumble and peel the skin to reveal the bones that lie beneath. The membrane leaves no waste, decomposing into soil, leaving only seed behind (new life, birth). The skeleton remains, is taken, reskinned, becomes new. Skin studies are being conducted in the spring of 2018.
base image from: http://apdesign.k-state.edu/larcp/researchandcreativeactivity/la/the_meadow/prairie_roots_run_deep.html
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The Egg
The Circle
The Sun
Combined
Refined
Opened
Structured
The Chair
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D R A W I N G THE LIVED EXPERIENCE OF ITALY Study Abroad in Italy // Spring 2017 process emphasis: sketching, hand rendering
Front Cover: Tomba Brion, Brioni; graphite. This page: Palazzo & Piazza del Popolo, Orvieto; ink and coffee wash. Page 27 (clockwise): Piazza Bra, Verona; colored pencil. Pompeii; ink and colored pencil. Ravenna; colored pencil. Page 28 (clockwise): Project Conceptualization, Orvieto; ink and colored pencil. Through the woods, Villa Farnese, Caprarola; felt tip and graphite. Villa Adriana, Tivoli; felt tip and colored pencil. Lingotto, Turin; felt tip. Page 29: Orvieto Street; ink and white colored pencil. Last Page: Tomba Brion, Brioni; pencil.
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THANK YOU H E R E ’ S M Y CO N TAC T I N F O Chelsea Bainbridge Chelsea.N.Bainbridge@gmail.com issuu.com/chelseabainbridge 816.726.7152