PORTFOLIO
ARCHITECTURE AND DESIGN Ciera Clayborne
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TABLEOF CONTENTS
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BERM BOROUGH
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Idealistic student housing meant to attract more students to an under-valued campus
INTERLOCK DWELLING
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Housing in Brooklyn that examines the mattypology as surburban alternative
METRO CITY SCHOOL
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Urban project dealing with the fractured network of Detroit Public Schools
ED SPECS
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Learning facility aimed at building a sense of togetherness with at risk youth
PERIMETER PUBLICS
38
Re-examining the market as public space in an economy driven system
JMA, INC.
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Work samples from my current position with Joseph Mosey Architecture, Inc.
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Circulation
Norm-Berm
Artificial-Berm
Anti-Berm
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BERM BOROUGH
BERM BOROUGH
Berm Borough is an idealistic student housing development situated on the North Campus of the University of Michigan. Currently, the student housing located on this site offers few opportunities for interactions between students with several small apartment buildings scattered over 150,000 sqft of monotonous landscape. Students often describe feeling lost on the winding pathways that connect the buildings to the larger context of the campus. Berm Borough aims to sculpt this sprawling landscape into something of a spectacle in addition to creating housing on North Campus where students actually want to live. The landscape is made up of berms in varying heights and sizes, and the circulation through the site is dictated by these berms. The landscape operates of framing certain views while hiding others and revealing these views at specific moments. Ponds and other various landscapes are tucked between berms in order to achieve a sense of discovery while engaging with the landscape, giving the individual a private and unique moment. The housing bars are meant to appear to hover over the landscape as something other, connected only by a series of cores and columns that touch the ground and support the structure. The two housing bars hold about 800 students, comprised mostly of single dorm style units. Communal spaces within the bars make up for the kitchen and dining areas which the units lack and provide key opportunities for social interactions with the students. The bars are wrapped with a wood cladding in order to tie the two together despite their opposing orientation. The exposed concrete on the interior acts as another point of reveal within the landscape. Since the bars are rather close together, the windows which face each other are extruded and sheared to deny direct views into the other units, but also work to frame specific points in the landscape. The communal cutout spaces are also meant to frame the landscape but also act as a visual attractor to the building from within the landscape. Although the building and the landscape are physically separated from each other, they are always meant to have a visual connection to one another. Berm Borough was a semester long project in which everyone worked in groups of three. My two partners in this project were Caitlin Sylvin and Yunjae Lee, so I did not singularly draw the following drawings, but rather we worked together on each drawing to craft the totality of the project.
BERM BOROUGH 5
Concept The landscape is defined by four different materialities. The artificial berms house the ground floor programs and are the only berms that may be occupied. These berms are covered with different shades of green synthetic rubber often associated with running tracks. The anti-berm is the depressed part of the landscape where water will naturally drain on the site creating ponds. The norm-berm are the berms created through the cut and fill operation, and the pathways are generated from the combination of all of these elements.
BERM BO
C L S
The building is wrapped on the sides that the buildings are not facing each other with vertical wood slats that. Only the outer faces are covered in order to create a sense of continuity of the building envelope as well as shade parts of the building from east and west sunlight. The inner faces of the buildings are left exposed concrete to accentuate the fact that the visitor or resident is in the gap between the buildings.
This Artificial Berm contains the parking structure as well as recreation stations that visitors can rent bikes, sports equipment, and other gear.
RECR + PA
EXPOSED CONCRETE
WOOD CLADDING
CRAM
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H IS
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PL YM
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This Artificial Berm’s programs are calibrated around the student’s needs. Since the project is sited in North Campus, the site of engineering, art, music, and architecture, the program consists of study lounges, a performance stage, and music practice rooms.
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BERM BOROUGH
AMENITIES
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RD
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OROUGH
BERMS
The berms are at the core of the project. It is the spectacle as well as the program, interactive landscape, and the path generators of Berm Borough. These berms create a flowing landscape in which residents and visitors alike can traverse through to enjoy the views, the copious amounts of activity space available, and the amenities available for both parties on site. There are three different types of berms at play in the project: the Anti-Berm, the Artificial Berm, and the Norm Berm. Each of these berms has a distinct characteristic that distinguishes each type from one another.
The Anti-Berm is the antithesis to the Norm Berm since it is soley a cut through the earth up to 30 feet in depth. The Anti-Berm can be identified by the water filling the cut earth. The cut earth is used to create the Norm Berms.
ARTIFICIAL BERM
REATION ARKING The Artificial Berm is the cyborg of berms that mimic the Norm Berm in form but are structure with program space available inside the berm. The Artificial Berm because of the excavation necessary to place the structure on site, it also performs the tasks of the Anti-Berm of cutting through earth.
ANTI-BERM
HU
BB
AR
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M CIR. NORM BERM
The Norm Berm is the typical berm. These are built via addition of dirt aquired from the other berm excavations on site. Their main purpose is to create paths through proximity and separation of the berms.
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FIN
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VOIDS
RESIDENTIAL
RETAIL
The Voids are spaces carved out of the overall massing to create communal kitchen and study spaces. Each of these Voids has its own mode of circulation via a staircase that goes from the lower kitchen floor to the upper study lounge floor. These Voids distinguish which “community” belongs to which based on their room’s proximity to these Voids.
The students live a dorm lifestyle with single bedrooms each equipped with a bathroom. Each wing on every floor is considered a “community” and share the amenities of that floor wing such as the the communal kitchen and the study lounge.
This Artificial Berm contains the market, cafe, and print shop. The programming of this berm was primarily focused around retail and public access. Because of this goal, it was placed close to the other retail available nearby on Plymouth Rd.
BERM BOROUGH
7
Site Situated on the North Campus of the University of Michigan, the site does not offer the same density and liveliness one would find on Central Campus. This is why Berm Borough attempts to create its own identity using the landscape to connect with the existing conditions. The ground floor programs are arranged in a way that suits the different programs of the surrounding areas. The program on the northern most end of the site appropriates the commercial programs north of the site with a café and market. The programs to the south are in close proximity to the recreational facility directly to the east of the site, so more recreation was placed here.
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BERM BOROUGH
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1. STUDENT GALLERY 2. MARKET 3. CAFE 4. LOUNGE 5. DESIGN LAB 4 6. SOUNDPROOF MUSIC ROOMS 7. PERFORMANCE STAGE 8. PARKING 9. BIKE RENTAL 10. RECREATION AND INDOOR TRACK
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1. STUDENT GALLERY 2. MARKET 3. CAFE 4. LOUNGE 5. DESIGN LAB 4 6. SOUNDPROOF MUSIC ROOMS 7. PERFORMANCE STAGE 8. PARKING 9. BIKE RENTAL 10. RECREATION AND INDOOR TRACK
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1. STUDENT GALLERY 2. MARKET 3. CAFE 4. LOUNGE 5. DESIGN LAB 4 6. SOUNDPROOF MUSIC ROOMS 7. PERFORMANCE STAGE 8. PARKING 9. BIKE RENTAL 1010. RECREATION AND INDOOR TRACK
BERM BOROUGH
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10 BERM BOROUGH
The buildings are placed and shaped in a manner which affords a sort of tension between the buildings. From one spot in the landscape the buildings almost seem as though they are touching but in between the buildings hides a spacious common area to interact with the public program. BERM BOROUGH 11
0” 15 ’-
25
0”
7’ -
0”
12’ - 0”
’-
A. SINGLE 1/4”- 1’-0” NO. OF UNITS: 384 AREA: 375 SQFT
FACADE 1
FACADE 2
12
C. 6”
SINGLE 1/4”- 1’-0” NO. OF UNITS: 36 AREA: 375 SQFT
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0”
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DOU 1/4”NO. OF UNIT AREA: 650
FACADE 1
FACADE 2
M BOUROUGH NS
Units There are three different derivations of units: two types of singles and doubles on the hinges of the bars. The units are spacious enough to have their own bathrooms, but lack any kitchen and dining areas. These communal programs are found in the double height cut out spaces. These spaces are great for studying, and also provide a communal outdoor patio space which encourages social interactions. 12 BERM BOROUGH
20’ -
0”
COMMUNAL B.
1/4”- 1’-0” KITCHEN AND LOUNGE
UBLE - 1’-0” TS: 24 SQFT
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EAST WING PLANS 1/20”- 1’-0” TOTAL NO. OF UNITS: 444
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WEST WING PLANS 1/20”- 1’-0” TOTAL NO. OF UNITS: 288
BERM BOROUGH 13
RESIDENTIAL LEVEL 4 FFE : 70’ - 0”
RESIDENTIAL LEVEL 3 FFE : 60’ - 0”
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RESIDENTIAL LEVEL 2 FFE : 50’ - 0”
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RESIDENTIAL LEVEL 1 FFE : 40’ - 0”
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EAST ELEVATION 1/4”- 1’-0”
1. WOOD CLADDING 2. PARALLEL CHORD STEEL TRUSS 3. ONE WAY SOLID SLAB 4. OPERABLE WINDOWS 5. WINDOW EXTRUSIONS 6. STEEL BRACING 7. STRUCTURAL CONCRETE PANELS 8. DOUBLE HEIGHT OUTDOOR COMMUNAL SPACE 9. COMMUNAL KITCHEN 10. LOUNGE 11. TYPICAL UNIT
ERM BOROUGH ECTIONS
14 BERM BOROUGH
EAST BUILDING SECTION 1/4”- 1’-0”
Structure The structure is one way solid slab site cast concrete with a column grid of roughly 30’x20’. There are columns on the underside of the bars of varying sizes that touch the ground to hold up the bars. The concrete cores also touch the ground which are wrapped in frosted glass on the exterior of the bars. There is a massive 8’ deep steel truss system on the bottom of the bars that acts as additional support. Clearstory windows span the cutout spaces in order to enhance the visual connection.
PARAPET ELEVATION 104’ - 0” ROOF ELEVATION 100’ - 0”
5 RESIDENTIAL LEVEL 6
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FFE : 90’ - 0”
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RESIDENTIAL LEVEL 5 FFE : 80’ - 0”
10 8 RESIDENTIAL LEVEL 4 FFE : 70’ - 0”
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RESIDENTIAL LEVEL 3 FFE : 60’ - 0”
WEST BUILDING SECTION 1/4”- 1’-0”
WEST ELEVATION 1/4”- 1’-0”
SITE SECTION 1/16”- 1’-0”
BERM BOROUGH 15
16 INTERLOCK DWELLING
INTERLOCK DWELLING
This studio looked at the mat-building typology as a form of high-density, multi-family housing. This housing type is to serve as an alternative to the prevalence of single family homes that make up much of contemporary urban sprawl. Mat-housing is not developed based on boundaries and perimeter conditions such as typical row houses, but rather seeks to create its own urban environment with less distinct edges. This projects hopes to use vacant lots in New York to contribute to the cities affordable housing needs. This project is situated on an existing parking area in the neighborhood of Bushwick, located in Brooklyn, New York. The rough program requirements included 24,000 sq. ft of communal space including a community center and a cafe, as well as 75,000 sq. ft of residential space including three unit types. Each unit was also required a corresponding outdoor space or access to outdoor space. The studio worked primarily through rigorous iterative physical models. Rather than understand mat-buildings and their characteristics (grids, fields, matrices etc.), we were concerned with the overall part to part, non-totalizing, semi-formless relationship. Interlock Dwelling uses the 12’x12’ grid to build units which then are aggregated around the site to create relationships to one another which simultaneously engage issues of infrastructure, landscape, and urban context. The community center is located on the south side of the structure and acts as the visual entrance. Two flat surfaces face the rest of the dwellings while a similar language as the units opens up the street. This formal difference signifies the community center as programmatically different. There are three unit types, each two floors tall with fenestration placed to provide maximum sunlight. Each unit has its own patio space, many of which are privately accessed from the interior of the unit, The fenestration differs from units to unit, depending on where adjacent units are placed. This gives every unit a unique a different feeling. There are five circulation cores located around the structure. Pathways connect each unit to the circulation cores.
INTERLOCK DWELLING 17
site plan 35
18 INTERLOCK DWELLING
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1st floor
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2nd floor
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200
ground floor
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1st floor
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The structure has many holes in the ground floor that make it accessible, however, the main entrance is located on the south side through the community center. Surrounding the site are small businesses that could form mutually beneficial relationships with the newly developed community.
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2nd floor
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ground floor
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1st floor
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INTERLOCK DWELLING 19
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Process Modeling The studio primarily designed through model iteration. The final models were several feet long.
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12 x 12 x 12 Single unit of aggregation to be used for dwellings
Individual Blocks only allow for access to the floor area
Stacked and Shifted Blocks open up the roof space as occupiable terraces and create interesting in between spaces INTERLOCK DWELLING 21
The plans above illustrate the livable floor area shaded in grey as well as the patio area on the second level hashed. All of the units are in aggregates of the 12’x12’ grid, with the exception of the studio unit which measure 28’ along its longest dimension. This breaks up the grid and begins to create more interesting spaces.
22 INTERLOCK DWELLING
Studio Unit: Level 2
1 BR Unit: Level 2
2 BR Unit: Level 2
Studio Unit: Level 1
1 BR Unit: Level 1
2 BR Unit: Level 1
INTERLOCK DWELLING 23
24 METRO CITY SCHOOL
METRO CITY SCHOOL
The Detroit Metro Area has many resources that can be shared in order to create a more equal and abundant society. Detroit has a lot of easily accessible land close to highways, industry and professions, while the north has money, and educational stability. The north takes what it needs from Detroit in the forms of jobs and public entertainment, but gives little back in return. Economic and social inequalities stemming from unequal education creates the dividing line of 8 mile. The relationship between Detroit and cities north of 8 mile can be described as the oppressed versus the oppressors. Detroit is in a position where they cannot help themselves alone, and the rest of the metro area ignores the fact that they benefit from Detroit regardless of how the people actually living there are suffering. Working together will only help Detroiters rise out of this oppression while helping the Northerners regain back humanity that was inevitably taken from them in the act of oppression. Detroit Public Schools are underperforming when compared to the rest of the Metro Area, and the students that cannot leave their neighborhood schools are at a huge long-term disadvantage. This is especially the case because many underperforming schools are associated with poorer communities. These schools tend to have strict zero-tolerance policies that restrict or ban students who are already at a disadvantage from coming to school. Students who attend schools that are performing well are more likely to attend college and be in charge of their future while students who attend underperforming schools are more likely to go to jail. When looking at the school system and specifically the Metro area, it is important to question how this performance is evaluated as well as the implications of educational standards. The Metro School of education rejects standardizations and high stakes testing as a means of sorting out the underperforming from the performing. Education should allow students to create and learn from their own experiences, histories and collective memories. Students should be encouraged to critically question knowledge and power rather than accept everything as a conditional fact. This is the only way to create a more just and equal society. Equally, teachers should be able to work together and with the community to engage in research to inform their teaching.
METRO CITY SCHOOL 25
Education Tpyes PRIVATE MONEY AND CONTROL
PRIVATE SCHOOL
PRIVATE HOME SCHOOL
UNIVERSITY OF DETROIT JESUIT HIGH SCHOOL & ACADEMY
ALL BOYS CATHOLIC SCHOOL
FLEXIBLE
29 AVERAGE ACT SCORE 42% ACCEPTANCE RATE $11,310 COST OF ATTENDANCE
HOME BASED
INSTITUTION BASED
PUBLIC SCHOOL
PUBLIC HOME SCHOOL
CENTRAL COLLEGIATE ACADEMY
EDUCATION ACHIEVEMENT AUTHORITY 15 AVERAGE ACT SCORE ONLINE EDUCATION
68% GRADUATION RATE FREE PUBLIC SCHOOL
TAXPAYER MONEY AND CONTROL
THE COMMON CORE
MATH
The Common Core Standards of Education uses a subject based approach to learning. The main subjects are math, science and English and language arts. Where these subjects intersect, students are meant to learn subjects such as creative problem solving, time management and critical thinking. 26 METRO CITY SCHOOL
O
SCIENCE
ENGLISH
STRUCTURED CURICULUM
PUBLIC SCHOOL EXPERIENCE BASED
KNOWLEDGE BASED
* FLEXIBLE CURICULUM
The goal of the Metro City school is to use the most accessible type of education, public institutionalized education, and develop a system that is both flexible in curriculum and focused on experiential based learning.
Metro Education
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$13,000-$14,000+
$12,000-$13,000
$11,000-$12,000
-$10,000-$11,000
METRO CITY SCHOOL 27
TEACHER STUDENT RELATIONSHIPS
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EFFECTS ON TEACHERS
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Teachers are meant to follow the common sore standards exactly and pass those on to the students. The information does not change based on the students interest or personal situations.
EFFECTS ON STUDENTS
In the common core system, teachers cannot grow and develop as better teachers. This system encourages repetitive techniques and discourages any kind of educational development.
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X XX X X X X X ?
Each student is required to become proficient in each subject by memorizing the material to pass tests. These tests determine the level of college readiness of each of the students.
Points of Interest
HAVENWYCK HOSPITAL -INTERNSHIPS - MEDICAL -EXTRA PARKING
UTICA HIGH SCHOOL/WILEY ELEMENTARY -BASEBALL FIELDS (2) -SOCCER FIELDS (2) -TENNIS COURTS (6) -LARGE PLAYLOT -FOOTBALL STADIUM
TROY HIGH SCHOOL -FOOTBALL STADIUM -TRACK AND FIELD -BASEBALL FIELDS (4) -SOCCER FIELD -TENNIS COURTS (8)
JEFFERSON MIDDLE SCHOOL -LARGE OPEN LOT -OUTDOOR COURTS
ROSEVILLE MIDDLE SCHOOL N.J. KAMINSKI, D.D.S., P.C. -INTERNSHIPS - DENSTIRY -TRACK AND FIELD -BASEBALL FIELD (2) -PLAYLOT (2)
MERCY HIGH SCHOOL -TRACK AND FIELD -SOCCER FIELD (1) -TENNIS COURTS (8) BASEBALL FIELDS (2) LARGE LOT
EHRESMAN ASSOCIATES, INC. -INTERNSHIPS - ARCHITECTURE
DR. RICHARD LITT, PC -INTERNSHIPS - DENTISTRY
FERNDALE HIGHSCHOOL -TRACK AND FIELD -FOOTBALL STADIUM -SOCCER FIELD (1) -TENNIS COURTS (6) BASEBALL FIELDS (3) ADJACENT PLAYLOT
THURSTON HIGH SCHOOL STEEL INDUSTRIES, INC. Z-TECHNOLOGIES REDFORD COMMUNITY CENTER
ORIGINAL SITE -VACANT LOTS OWNED BY DPS (2) -OPERATING SCHOOL WITH LARGE LOT
-TRACK AND FIELD -FOOTBALL STADIUM -TENNIS COURTS (12) BASEBALL FIELDS (5) -INTERNSHIPS - ENIGNEERING -INTERNISHIPS - MANUFACTURING PLAYLOT SHUFFLE BOARD (3)
HURLEY DOG & CAT HOSPITAL -INTERNSHIPS - VETRINARY
Detroit Public Schools owns many vacant lots and buildings that are currently for sale. These sites are points of interest that can be appropriated by the new system. Other points of interest include places where students can work or intern at to gain more experiences as part of their education. METRO CITY SCHOOL 29
System Growth The system begins in a single site and grows to touch the points of interest. It grows throughout the metro area dissolving the districts as it progresses. Eventually, all students in the area would attend the Metro City School as their public education option and one budget would be established under the singular district.
5%
NO. OF STUDENTS
ANNUAL BUDGET:
$100 MILLION
= 10,000 STUDENTS
15% ANNUAL BUDGET:
NO. OF STUDENTS
$250 MILLION
30% ANNUAL BUDGET:
NO. OF STUDENTS
$500 MILLION
60%
NO. OF STUDENTS
ANNUAL BUDGET:
$1 BILLION
100% ANNUAL BUDGET:
$2 BILLION
30 METRO CITY SCHOOL
NO. OF STUDENTS
SCHOOL IN COMMUNITY
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Schools are placed in communities based on the number of students that will attend. When communities begin to change, the schools are not flexible enough to survive on their own and often close.
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MANY DISTRICTS DISTRICTS
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SCHOOL AS COMMUNITY
Making the school an integral aspect of the community will allow schools to retain value even when students do not necessarily live in the area. Education should be about experiences in the community rather than sole experiences in the classroom.
ONE DISTRICT
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DISTRICTS
PUBLIC SCHOOL DISTRICTS
PUBLIC SCHOOL DISTRICTS
Currently, many districts exist with various educational outcomes and budgets. All of these districts create inequalities in learning and future possibilities based on where the student happens to reside.
METRO PUBLIC SCHOOL
METRO PUBLIC SCHOOL
Under one metro wide district, one budget and a system of education based on experiences and growth, inequalities in the metro area will begin to dissolve.
METRO CITY SCHOOL 31
School as City The first site is located centrally in the metro area on two vacant lots and one operating school. It incorporates a mat typology of building densely occupied with various programs.
TEACHERS LEARN
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A more flexible system of education allows teachers to grow and develop as people and educators. Collaboration with the community and other teachers to research better educational techniques would be encouraged while discouraging a standard approach to learning. 32 METRO CITY SCHOOL
Program Programmatically, the school incorporates public programs in the ground floor with shared programs on the second floor and strictly academic programs on the third floor. This integration of publics into the institution makes the school an integral aspect of the city rather than simply a part of it.
FLEXIBLE SYSTEM
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X X X X A more flexible system of education allows students to be in charge of their education and in doing so, allows them to learn to critically evaluate their lives and experiences. The paths of education would be about the process of getting to an end goal rather than the end itself. METRO CITY SCHOOL 33
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STRATEGIES FOR SCHOOL RENOVATIONS
PRIVACY
11 STRATEGIES FOR SCHOOL RENOVATIONS Different types of free standing seating that provide varying levels of privacy as well as learning nooks inserted into the existing structure provide varying levels of privacy for students.
OPEN SPACE
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STRATEGIES FOR SCHOOL RENOVATIONS
MATERIALS COOL COLORS: CALM LEARNING SPACES Common spaces allow for visual
WARM COLORS: ACTIVE teachers LEARNING to SPACES access for students to learn from other students, learn from other teachers and bringing a natural restorative element to areas without windows.
RN
THO
Hardwood
PROS: Natural look CONS: More expensive
34 ED SPECS
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RID
HI <3
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Carpet Squares
PROS: Absorbs noise CONS: Needs cleaning
Linoleum
PROS: Affordable CONS: Less durable
ED SPECS
Ed Specs is an illustrated guide which advises school administrators and teachers how their spaces may be contributing to specific behavioral problems in their students. Our guide offers schools strategies for renovating their spaces in different scales of intervention by linking specific behaviors with spatial inadequacies. Ed Specs offers small scale strategies which schools can implement independently in addition to large scale strategies which would require further expertise from Specs Design Studio. COMPANY STRUCTURE Ed Specs is produced by a for-profit design firm, but the guide itself is offered freely on the studio’s website. We develop a relationship with the school in the specified market by offering the guide as well as a free consultation. The school may then choose to hire the studio for further design expertise for a base fee. Ed Specs does not require any special facilities, transports or lines of communication. MARKET We are unique within the architecture profession because we address the way behaviors in students are often punitively punished. Normal behaviors, such as talking and moving around, are often discouraged in the classroom, and the spaces can make these disruptions seem more severe than they actually are. This is concerning because many schools in the United States suspend their students as a means of punishment for these behaviors. Suspension rates are disproportionately high for minority students, and students who are suspended are more likely to drop out of school and more likely to become incarcerated. Recent federal investigations are underway to address the problem of racial discrimination, and schoolsacross the country are looking at alternatives to suspending their students. Ed Specs recognizes that many suspensions are related to behavioral problems in students and seeks to alter the spaces which these behaviors take place. We are interested in schools which have certain criteria including but not limited to: • Schools with buildings which were constructed prior to the 21st century which have had few renovations to their learning spaces • Schools which encounter either high rates of suspension or high instances of behavioral problems in students which may not warrant suspension, but are nonetheless negative • Schools located in areas with high juvenile incarceration rates Schools can be renovated in a way that allows and even celebrates these behaviors in students, and Ed Specs believes that future schools must strive for this if they are to lower suspensions rates, provide better outcomes for their students, and stop the punishing of normative behavior.
ED SPECS 35
THORNRIDGE HIGH SCHOOL
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THORNRIDGE HIGH SCHOOL
VIEWS:
2
VIEW 2 1
VIEWS:
1
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THORNRIDGE HIGH SCHOOL
VIEWS: 2
VIEW 2
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VIEW 3
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SCALE: 10’
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30’
40’
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SCALE: 10’
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VIEW 3 3 SCALE:
36 ED SPECS
10’
20’
30’
40’
20’
30’
40’
VIEWS:
1
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SCALE: 10’
20’
30’
40’
WING B INTERVENTION
PRIVATE CLASSROOMS
OPEN STUDY NOOKS
OPEN CLASSROOMS
LARGE COMMON
ED SPECS : AN ILLUSTRATED GUIDE FOR LEARNING SPACES AND BEHAVIOR THORNRIDGE HIGH SCHOOL CIERA CLAYBORNE ARCH 672 | FALL 2014
ED SPECS 37
38 PERIMETER PUBLICS
PERIMETER PUBLICS
Perimeter Publics explores new forms of public space in relation to shifting political and economic urban conditions between historic precedents and global models. Two radically different markets within the emerging urban systems in Marrakesh, Morocco are referenced within the project to produce a new architectural expression. This new type aims to provide an alternative format of market as public space. Marrakesh has a long political and cultural history embodied by the traditional practices of its people. The United Nations Educational, Scientific, and Cultural Organization distinguish the significance of Marrakesh as a World Heritage Site and consider the 700 hectare Medina as particularly valuable as well as vulnerable to economic and political forces of a global scale. Jemaa el Fna, the open air market located in the Medina, provides an entertainment and food destination where tourists as well as locals shop, gather and explore cultural traditions. Evolving in parallel is Marjane, the Moroccan hypermarket, situated on the outskirts of Marrakeshâ&#x20AC;&#x2122;s expanding urban periphery. The big box retail chain provides a convenient shopping experience, hygienic standards, and â&#x20AC;&#x2DC;transparent pricingâ&#x20AC;&#x2122; within an environment that replicates the globally accepted norm. Owned and operated by the royal family of Morocco, Marjane is both a symbol of economic power as well as a declaration of participation within the constructs of global capitalism. During the grand opening of Marjane, food carts and entertainers from the Jemaa el Fna were temporarily arranged in the parking lot in order to create a more comfortable transition for the public. This project extracts the convenience and efficiency of the hypermarket model in combination with the experiential value and flexibility of the open air market to produce a new type of internal public space. Developed as an architectural product on behalf of the Royal Family, the market aspires to function dually in generating wealth while serving a broader agenda of cultural continuity with the market as the center of public life. While acknowledging the inherent problems within the model, the thesis recognizes of the forces of global capital while still achieving an end which is desirable to the public.
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40 PERIMETER PUBLICS
The ground floor of the market is completely open air to mimick the commonly found souks. The environment is lively and permeable, meant to act as both a destination as well part of the urban circulatory system PERIMETER PUBLICS 41
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The market is situated in the old French quarter of the city. It is medium density which is perfect for the large program, and bridges the gap between the old city center and the agriculture beyond. PERIMETER PUBLICS 43
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JOSEPH MOSEY ARCHITECTURE, INC.
I am currently a part of the Joseph Mosey Architecture team. We specialize in custom residential projects ranging from interior renovations to new builds. As an intern at this small studio, I was able to work on a variety of projects at different stages including field work, interior architecture design, electrical layouts, casework details, presentation drawings and more. Examples of my work are shown with the extent of my influence. This spread: Exterior view of new lake front residence. Schematic plans and elevations drawn by project lead allowed me to produce the Sketchup model and rendering for presentation purposes. I also drew several interior wall elevations for the project as well as interior construction details. This project is currently under construction.
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PROPOSED REAR ELEVATION SCALE: NTS
METZ RESIDENCE BVA APPROVAL
PROPOSED FIRST FLOOR PLAN
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PROPOSED SIDE ELEVATION SCALE: NTS
METZ RESIDENCE BVA APPROVAL
3 A-3
TYPICAL WALL SECTION SCALE: 1/2" = 1'-0"
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THANKYOU
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