RETHINKING JACKSON SQUARE: AN ELIOT SCHOOL ANNEX BY DARICE CADRIEL
CONTENTS
2
4 CV 6 BEGINNINGS framing architecture on public space 12 PART ONE: PROPOSAL 32 PART TWO: SITE ANALYSIS + PROGRAM introduction preliminary design 88 PART THREE: DESIGN DEVELOPMENT schematic design design development I design development II final 154 annotated bibliography 3
CV
DESIGN computer aided design
auto CAD, sketchUp, RevIt
adobe
photoshop, indesign, acrobat, illustrator
macromedia
dreamweaver, fireworks
EDUCATION boston architectural college
freehand drawing and concept sketching, orthogonal and perspective drawing, model building [various materials]
boston, ma m. arch [january 2014]
design + marketing
columbus college of art and design columbus, oh bachelor of fine art, cum laude [may 2003]
4
music industry promotional pieces and press packages monthly newsletters and business cards color theory and typography
photography + media
HONORS artcrank, 2013 peter woytuk scholarship recipient, 2012 ccad most outstanding senior nominee, 2003 president’s list fall 2000 – spring 2003
architectural
architectural and interior design photography press photography, original album art work analog and digital camera systems + studio lighting traditional and alternative photo development + printing second shooter, photographer’s assistants still photographer and production assistant assisted world–renowned photographers Joyce Tennesson and Rieneke Dijstra
PROFESSIONAL Studio G Architects, jamaica plain ma
[november 2012 – present] designer II institutional + commercial architectural design
Beacon Architectural Associates, boston ma [november 2010 – november 2012] designer + draftsperson institutional + commercial architectural design
Michael Kim Associates, brookline ma
[august 2009 – november 2010] architectural intern residential + commercial architectural design
freelance photographer + designer, various locations [july 1998 – present]
Houghton Mifflin Harcourt, austin tx [april 2006 – july 2008] project designer and print specialist
5
BEGINNINGS
[framing architecture advanced workshop]
Defining architecture beyond built artifact, while exploring the potential of the moving image to document and analyze aspects of architecture omitted from the ‘scene’ of conventional representation.
The video based advanced workshop challenged me to use the medium in a way that captured our individual ideas of what architecture is. for me, architecture is about the experience of a space and using video allowed me to experiment with different ways of interpreting what a spatial experience is. the ideas of community and public space have become areas of interest for me having moved from a smaller, sprawling city, to a densely populated urban city with public transportation. the transition from having a large amount of private and personal space, to the close proximity of people in an urban city has forced me to interact and view my immediate surroundings in a new way. In an urban city we physically interact with people on a daily basis without making any other kind of connection. we use and move through shared spaces, and live connected to one another but independently live our lives. the city is layered with textures and sounds, through the use video and collaboration, i began looking at the similar qualities dense urban cities might have to one another in different areas of the world. COLLABORATION: this project gave me the opportunity to work with a friend who was living and traveling throughout asia. we discussed our changing surroundings and what was challenging, inspiring and different about them. we often found ourselves unable to verbalize what we were experiencing and began documenting our experiences using video. i began to recognize that urban environments have universal qualities that transcend ethnicity and culture. due to this realization, we were able to direct one another by documenting an experience and having the other person find the same situation in their city. similar elements, such as doors and stairs were used for points of transition from one place to the next. these elements act as a base for place, use and scale. LAYERS: themes began to form during the filming and editing of the different cities. not only were the similarities becoming more obvious but elements such as textures, grids, reflections and layers became more apparent. building materials and colors were repeated, paving patterns illustrated changes in place, reflections in glass showed the cities scale in reference to the people who occupy it and also revealed an extra layer of understanding. the transparent surfaces showed the life beyond the facade and elements that indicate the structures use. the idea of layering goes beyond materials but also represents the way cities are formed. areas build upon themselves and grow into large urban cities such as the few included in the collaborative video. CONCLUSION: using video as a means to capture the way we experience our surroundings was a valuable tool in addition to the traditional methods we use to study architecture. the combination of sound and transitions allowed me to create an experience that is both individual and universal. sound brought to life the experiences, as they added layers of activity to the physical layers featured.
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darice cadriel | january 2014 | 7
ON PUBLIC SPACE
[graduate research + writing]
urban public space
CRITICAL OBSERVATION: The use of public space has a profound effect on the community in which it serves and there are many factors that work together to create a space that makes the user feel safe and comfortable. Many public spaces are often ignored and go unused as they are understood by the users as transition or transient space. CLAIM: Public Space should be used and seen as an extension of a person’s indoor spaces, including home, work & recreational spaces. The transformation and growth of urban areas is changing the way in which existing public space is seen, used and being designed. In response, the planning and design of public space has become an important factor in the success and use of it by the community in which it is meant to serve. The quality of public life and the use of public space are dependent largely on how safe a person feels in their surroundings. The fear of violence has had a profound effect on how urban public space is perceived and ultimately used within communities. Public parks and other urban areas are often monitored and fluctuate between heavily guarded spaces to vast empty hardscapes that go unused because they have fallen victim to social stigma. By studying the effect successful public spaces have on their surrounding communities, urban planners and designers should be able to design more successful urban spaces that do not suffer from the same social and political issues that have plagued them in the past. In order for public space to be successful it must multi-functional and its design must take into account issues of safety and the way in which it can serve its community. Perhaps the most important element to take into consideration when designing public space is the user. The user must feel comfortable in public space as they do in their private space. When outdoor public space is designed with the same sensitivity that indoor private space is we will see an increase in the occupancy, especially in urban areas where a large amount of private space is not often available. In thinking about public space one must look at the surrounding communities and their occupants to design public space that can help to create safe, versatile spaces that also foster a sense of community and connection.
urban public space is often ignored and goes unused because it is seen unsafe.
safety
community
features/amenities
barriers
proximity
scale
place
qualities of the space (accessibility, features permeability)
levels of privacy
relationship to built surroundings
multiple uses layers (of textures and materials)
for urban public space to be successful it should be seen and used as an extension of interior space.
paley park johnson park by zion and breen located in jamaica located in nyc plain, ma
freeway park located in seattle, wa
to design successful urban spaces the surrounding communities, buildings and users should be taken into consideration
illustrated writing structure/outline
LAYERS MARK TIME • LAYERS THAT IDENTIFY PLACE • LAYERS THAT TRANSFORM • LAYERS THAT CYCLE 8 | blurring boundaries: rethinking jackson square
Tonnies, Ferdinand. “ Community and Society.” In The Urban Sociology Reader. Edited by Jan Lin and Christopher Mele, 16-22. New York: Routledge , 2005.
Russell, James S. Designing for Security; Using Art and Design to Improve Security. New York: Design Trust for Public Space, 2002.
COMMUNITY
SAFETY
Gardiner, Richard. Design for Safe Neighborhoods. Washington, DC: U.S. Government Printing Office, 1978.
Whyte, William H. The Social Life of Small Urban Spaces. Washington, D.C.: The Conservation Foundation, 1980.
SPACE/VOID
Ford, Larry, R. The Spaces between Buildings. Baltimore: The John Hopkins University Press, 2000.
Zukin, Sharon. “ Whose Culture? Whose City?” In The Urban Sociology Reader. Edited by Jan Lin and Christopher Mele, 281-289. New York: Routledge , 2005.
Janowitz, Morris. The Community Press In an Urban Setting; The Social Elements of Urbanism. Chicago: The University of Chicago Press, 1967.
CULTURE & SPACE Boys, Jos. “Women and Public Space. ” In Making Space; Women and the ManMade Environment. Edited by Matrix, 37-54. New South Wales: Pluto Press Limited, 1984.
Groth, Paul. “San Francisco. ” In Streets; Critical Perspectives on Public Space. Edited by Zeynep Celik, Diane Favro, and Richard Ingersoll, 23-34. Berkeley and Los Angeles: University of California Press, Ltd, 1994.
Herzog, Lawrence A. Return to the Center; Culture Public Space and City Building in a global Era. Austin: University of Texas Press, 2006.
Sewell, Jessica Ellen. Women and the Everyday City; Public Space in San Francisco, 1890-1915. Minneapolis: University of Minnesota Press, 2011.
an early source diagram created to assist in the choosing of a thesis topic, spring 2012
darice cadriel | january 2014 | 9
PUBLIC SPACE PRECEDENTS PALEY PARK NEW YORK CITY • ZION & BREEN • 1967
Paley Park, completed in 1967 by Zion and Breene, is often called an “urban oasis” with its potted plants, canopy of trees and waterfall. Located in mid-town Manhattan, Paley is an example of an urban park that is meant to replicate interior space. It is a pocket of space surrounded by commercial office buildings, retail stores, and hotels. The original concept of the space was based on the idea of a small outdoor room. It features many of the same characteristics as indoor space with its small-scale greenery and moveable chairs and tables. The moveable furniture is important to the park’s ability to function in a variety of ways for a number of users at one time. Paley Park produces four types of spatial zones through the location of its entry that is set back from the main traffic area of the sidewalk a semi-public zone is established before entering the actual space. The park sits a few steps up from street level, which allows for the transition from public (sidewalk) to semi-public (park) spaces. The zones are also found within the park, as areas closest to the street are semi-public with the sounds and the views of the city still present. Those areas closest to the waterfall are the most private spaces as the sound often disguises the noise created by others allowing for the most private experience for the individual user. Another aspect of the park that creates the intimate experience it is know for, is the canopy of the trees overhead, which when in full bloom filter the sunlight, creating a softer and more diffused glow within the space. This diffused lighting is very different from the lighting on the sidewalk only feet away. The difference in elevation, sound and light is what creates the separation between the public space of the street and sidewalk from the intimate semi-private to private areas within the space. Over the years I have been fortunate enough to visit Paley several times, in fact it is a place I visit on each of my visits to NYC. The life span of this pocket park is impressive and its what has always fueled my visits, as I try to visit it at different times of year and day to see and understand how its features and design create such a flexible space for such a wide variety of users.
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RICHARD SERRA MISCELLANEOUS PIECES • DIA ART FOUNDATION
My background in art + design has always led mr to look to sculpture, art, and photography as another type of precedent. Richard Serra has been an inspiration to be for a couple of decades. His process of drawing and testing his ideas at different scales has always interested me, and even more so after having experienced several of his pieces. His work, for me, is 100% experiential and I am amazed at how differently each viewer reacts to and understands the pieces. Their scale is large and often fill spaces and cuts the viewer off from the extents of the space. For me, this really spoke to the experience of walking or riding through dense urban cities. Your understanding of your surroundings is altered when your field of vision is compromised or narrowed. CANDY CHANG I WISH THIS WAS • NEW ORLEANS
Another type of art that resonates with me is graffiti and urban installations. Candy Chang, a graffiti writer turned installation artist, created several series that depend entirely on community interaction. They act a voice for the people who live and work in that community. Her series ‘I wish this was...” has inspired a movement called ‘Neighborhoodland’, which has used Ms. Chang’s methods to learn what people need and want in their communities. It is a national organization that has fueled many projects across the country. darice cadriel | january 2014 | 11
PART ONE: PROPOSAL
12
14 15 16 17 18 20 21 22 24 26 28 30
introduction thesis statement methods of inquiry terms of criticism building systems + technology site: jackson square, jamaica plain, ma site statement program statement sketch problem case study 1: sos children’s village lavezzorio community center case study 2: hamilton grange teen center case study 3: new lands community centre 13
INTRODUCTION My interest in community and urban design has evolved over years of living in several different parts of the country. Growing up in sprawling Texas towns and suburban Midwestern cities to spending years in dense urban environments such as New York, Chicago and Boston have allowed me to observe the way people, myself included, relate to their surroundings. Currently, I take much inspiration from my neighborhood, Jamaica Plain, Massachusetts. It is a densely populated urban neighborhood that has seen its share of gentrification with the addition of mixed-use condo buildings, specialty food and drink boutiques and trendy salons. Unfortunately, we have also seen a number of community-based programs either close their doors or have their funding drastically reduced, limiting their hours of operation and/or services offered. The closing of these institutions has introduced a new identity into the neighborhood with the addition of several modern mixed use buildings, but has left a need for more community based institutions and programs. Over the past several years I have studied different parts of the neighborhood, which has allowed me to ask the question; how can the design of a public building help to anchor a community in transition? This question has given me the opportunity to experiment with the design of civic structures and public space in my academic work, and has influenced my approach to my professional programming and master planning projects. It is the idea of community that drives my thesis, which will test programmatic and architectural solutions for a design that represents the community on both individual and collective levels.
THESIS ABSTRACT Architecture has the ability to enhance a person’s life by creating an environment that allows them to feel a part of the community while maintaining a sense of personal identity. The characteristics of architectural space influence the relationship between the built form and the inhabitant, while its physical features such as material, volume, scale and light define it. These defining characteristics help to create a connection between a built space and its user, which is made when it positively reproduces the social, physical, and/or psychological distinctiveness of a place from their past. The idea of place is an important concept to understand when discussing the way people relate to their environment, as it conjures up many emotions that are often rooted in past experiences, personal history and memory. Built space not only plays a fundamental role in the articulation of identity, it also has a role in the establishment of the social hierarchy and relationships within a community. The individuals that make up a community in an urban area consist of a wide variety of users that range in age, gender and ethnicity. For a community to be successful all users must be represented and supported by the built surroundings, but they must also play an active role in the planning and development of them. This involvement will give the individuals a voice and an added investment in their community. For my thesis, I would like to investigate the influence that architectural design has on the shaping and sustaining of individuality and community amongst its users. This thesis will focus on proposing an Eliot School Annex and community center in the Bromley-Heath Housing Complex at Jackson Square, which is located in the urban neighborhood of Jamaica Plain, MA.
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THESIS STATEMENT How can the idea of place both shape and sustain a person’s sense of individual responsibility and identity as well as their communal participation? My interest in the emotional, mental, physical and psychological connections people create to their surroundings leads me to challenge the way densely populated urban neighborhoods are being designed and planned. The individuals that make up a community in an urban area consist of a wide variety of users that range in age, gender, ethnicity and ability. For a community to be successful all users must be represented and supported and must play an active role in the planning and development of community growth. Consequently, the concept of place has an effect on social life and human interaction within urban settings. Thus creating the foundation for a strong community due to that sense of belonging that drives a person to play a more active role in their community. The relationship between an individual and their built space is most often seen through the lens of a past experience or memory of a place. I use the term ‘place’ to describe a space that has been deemed important by the inhabitant due to its applied use. The action within a space creates the connection that the user will commit to memory and associate with other experiences. These interactions will be both positive and negative and will affect the way the user responds to their surroundings. Space is not defined by its materials, form, or boundaries, but is the area left when all meaning, value and connection is removed from a place. Due to the user’s influence on place each has its own language, or spatial grammar, that is not based on program or typology but on the signifiers used to set it apart. Spatial grammar is often explicit in those spaces where ritual plays an important role in the experience of it. For example, churches, schools, dining rooms, bedrooms, theatres, libraries and museums all have their own spatial grammar that defines how they can be used by both individuals and large groups. Spatial grammar is influenced by the physical characteristics and accessibility of the space. Characteristics such as scale, light and adjacencies often help to determine how a user will transform the use or function of a space to meet their needs. The different types of space within urban communities include public, private, semi-private, semi-public and green/open space. These different types of spaces must be designed with one another in mind and be accessible to all members of the communities they serve. In looking at the way Jackson Square is designed, pockets of residential areas are created using physical boundaries such as train tracks, busy streets, open space and commercial areas. It is inevitable for this type of planning to separate communities into groups based on socio economic factors, creating areas of crime, poverty, over crowding and low property values. It is these areas that would benefit most from a new more comprehensive urban design that will blur the boundaries between neighboring communities and offer public, private and open green space that will work for both the individual and the community as a whole.
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METHODS OF INQUIRY 1. Theoretical: Research • Research, analysis and documentation of neighboring communities to Jackson Square • Research and documentation of successful community centers & teen centers in urban communities • Research and understanding of programmatic elements and aesthetic solutions included and not included in public housing complexes in order to better understand how to integrate them into the surrounding neighborhoods. 2. Inductive: Observe • Conduct interviews with members of the three communities that border the Bromley-Heath Housing Complex to discuss their needs and wants for future neighborhood developments. • Site analysis- What exists on site? How is it being used? • Landscape- How does the ratio of open/green space to structures impact the way open space is used in dense urban areas? 3. Practical: Design • Light, scale and material studies through modeling and photography • Examine the social behaviors of groups and individuals in public spaces through observation and diagramming. • Cataloging of programmatic components needed by each user group. The methods of inquiry are broken apart into three types of investigation; research, observation and design. Academic research in coordination with case studies gives me the opportunity to investigate program, as well as the role of green space within an urban setting and the impact the built form has on social behavior. This research has helped me to better understand the types of users in my chosen site, how the space is used, and ultimately what type of program will support my thesis where urban boundaries are erased in order to create a more unified community. Through observation I have learned how the site is experienced and used by different people who range in age and ethnicity. Observation has helped me see the steps that have been taken in order to make the site more accessible, but has also shown me where dead space currently exists. Photography and user interviews have proved to be an invaluable tool in the inductive process and have laid the foundation for the practical investigation that is to come. Both research and observation have given me the tools to begin the program, massing, building orientation and location of green space studies that will be explored in the following months.
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TERMS OF CRITICISM 1. Design a program that reflects a diverse user group that ranges in age and gender. 2. The landscape design and outdoor space activates the built form and helps to create thresholds that incorporate public, private, semi-public and semi-private spaces. 3. Both the built form and outdoor spaces blur the boundaries between the existing neighborhoods and represent a diverse and unified community. 4. The architecture must represent the history and identity of the communities while being a reflection of the evolving urban landscape. The definition of community has evolved, as have families, education and technology. People no longer stay in the same neighborhood or area where they were raised. The way we educate and communicate with one another has changed due to the advancements in technology and communities, especially those in dense urban areas, are no longer made up of large multi-generational families. Today the majority of urban communities are made up of individual families, elderly men and women, single parents with small children and young professionals. It is because of this that densely populated urban neighborhoods often have community formed by proxy, in that people live and work in close quarters creating a certain type of familiarity due to their daily interaction. It has been studied and demonstrated that once people have a place that they feel belongs to them they would come together with their neighbors and would reach out to other people in the community.1 Currently, Jackson Square has clear boundaries that exist between the public housing project and the neighboring commercial and residential areas. Due to these boundaries the Bromley-Heath Housing Complex is not seen or used as part of the neighborhood in which it exists. Throughout the site there is plenty of outdoor space that goes mostly unused because it is not designed as a part of the built surroundings. In his book The Spaces Between Buildings, Ford defines the four levels of territory that are created in dense urban areas: public, semi-public, semi-private, private.2 These four zones are created by looking at the formal, material, and physical characteristics of the built environment that are part of the practical exploration of my thesis. Creating the four levels is going to play an important role in how the building and program are experienced when approached from the different adjacent communities. These four zones will create a seamless transition from one neighborhood to the next making it feel like one. I explored the concept of Ford’s four zones of territory in our in-class sketch problem. I analyzed the site and determined where the main entry would be most accessible, both visually and physically, and began to create an entry sequence that integrates public, semi-public, semi-private and private spaces into the design. ( See the sketch problem on page 24-25 for more detail.) 1 2
Newman, Oscar. Defensible Space, pg. 41 Ford. The Spaces Between Buildings, pg. 50
darice cadriel | january 2014 | 17
BUILDING SYSTEMS + TECHNOLOGY Building systems and technology in the context of contemporary buildings can often be more complex then necessary. My goal is to design a building that folds the structure and building systems effortlessly into the design. The integrated building systems will be a technical illustration of my thesis concept, while allowing the architecture to be what communicates with the user. The building systems will have certain goals to achieve: • Systems must be organized in a way that they are not the focal point of the space. • Circulation and open space should be achieved with minimal structural interference when called for by the program needs. • Building systems must be easily accessible for general maintenance. Material choices used in my thesis should reflect the three existing neighborhoods located at the site. Although the materials and architecture are similar I would like to create the feeling of three distinct building types that come together to create one unified design. In order to take advantage of the open nature of the site curtain wall systems will be used in the public event spaces and circulation areas in order to create a connection between the site and the building program. Ultimately, this design is going to be for public use and will in part be publicly funded. It is because of this that the building systems be efficient, accessible and environmentally conscious. An example of successful integrated building systems, technology, structure and architectural design that continues to inspire me is in Renzo Piano’s California Academy of Sciences in San Francisco, California. In my several visits to the museum I have always been in awe of how the design and all of the sustainable building functions work together to create a space that celebrates both innovation and its physical surroundings. Structurally, the design is able to create large sweeping spaces and small intimate areas where the program calls for it. For example, the aquarium located sub-grade uses undulating surfaces, which hide all structural elements creating smaller areas of circulation with pockets of space for repose. In contrast to the meandering pathways are the tanks, which open up into vast triple height spaces.
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This concept model illustrates how boundaries not only divide areas or nodes of activity, but can also be where they intersect and work with one another. This model also represents the goal of my design to be act as an anchor for the community.
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SITE: JACKSON SQUARE, JAMAICA PLAIN, MA
02120
02119
02130
Figure ground plan of Jackson Square and the adjacent neighborhoods
Map of the three neighborhoods adjacent to the site: Jamaica Plain, 02130, Roxbury- 02119, Roxbury Crossing- 02120
View of the site from auditorium seating
SITE Parcel map of specific site
Site section highlighting the location of my proposed design 20 | blurring boundaries: rethinking jackson square
SITE STATEMENT
Southwest Corridor entrance at Heath St.
Blocked driveways within site
Dead space created when making the site more handicap accessible
Jamaica Plain, located 3 miles from Boston’s historical Back Bay, is a densely populated urban residential neighborhood that boasts a large amount of open green space along with its diverse population and hip entertainment districts. The focus of my thesis is on the Bromley-Heath Housing Complex located in Jackson Square, located at the intersection of three residential neighborhoods (Jamaica Plan, Roxbury Crossing and Roxbury.) There have been many successful efforts in the last decade to better serve the diverse population in the Bromley-Heath Complex with the addition of a medical center, elderly housing, and childcare/early childhood educational programs. Jackson Square is also the location of a commercial center with several new mixed use buildings as well as also being home to a large transportation hub that includes, both bus and train terminals as well as a heavily used bicycle and pedestrian path, making it very easily accessible. The site as been of interest to me for a number of years as has the neighborhood due to its ability to keep its rich cultural history and diverse ethnic population in the throws of gentrification. The site has many challenges with its history of danger and violence along with its defined boundaries, separating it from neighboring communities. Historically public housing in America has been designed as an isolated group of high-rise structures. This type of design has been created and regulated by public offices and has fallen victim to the same danger, violence, poverty and over crowding that we have come to understand and expect from public housing. In my experience Bromley-Heath has a different approach, with the variety in heights of buildings, the amount of open space throughout the site and its efforts to make the area more accessible to all. Unfortunately, there are still challenges that remain that are typical for the way public housing as been designed. For example, the complex is still bound on all sides with only drive ways and seas of parking lots between the buildings, clusters of dumpsters along walls and windows of people’s homes, abandoned buildings, unused recreation courts, and a large amount of open dead space left when the site was made more handicap accessible. In order for this diverse population to become a part of the surrounding communities the boundaries between them must be erased, the residents of Bromley-Heath must be made to feel a part of the neighborhoods that surround them. The unifying of the site with the adjacent communities will not only allow the resident to feel part of a community but it will also give them a sense pride in their home and a sense of belonging, a sense of place. The location of my proposed design is along the Southwest Corridor the well used and loved bicycle and pedestrian path that connects Jamaica Plain to a number of neighborhoods. Currently existing on the site is Anna M. Cole Community Center that is used up to 4 times a year and is left vacant the remainder of the time. Along with the community center are two ball courts, a sunken stage with auditorium style seating and two playgrounds that go unused through out the year due to newer community space, play grounds and courts in different parts of the housing complex. The shift in elevation from the top of the auditorium seating to the ball courts is another aspect of the site that intrigues me. The drop in elevation would allow the proposed design to have different entry points and connections to the site that would illustrate the marriage of three different neighborhoods into one. The specific site address is 934 Parker Street and includes the community center, four residential buildings and a large amount of open space totaling 178,344 sf. My proposed design will not affect the residential buildings but will replace and add onto the existing community center, ball courts and open space. The total square footage of the building design will be 25-30,000 sf with approximately 12,000 sf of exterior space. The parcel is owned by the Boston Housing Authority and is an exempt property, which allows residential, commercial and institutional program to be implemented. darice cadriel | january 2014 | 21
PROGRAM STATEMENT: ELIOT SCHOOL ANNEX AT JACKSON SQUARE In order for the Bromley-Heath Housing Complex to be a part of the surrounding communities it must offer services and public spaces that are available to all. Currently, the site and its programmatic contents serve only the residents reinforcing its isolation from the surrounding neighborhoods. My proposed program of an Eliot School Annex and Community Center will serve the residents and the general public. It will include classrooms, studios, administration offices, a technology center, a gift shop and an exhibition space that will serve as the community event space. There are a number of programs and groups within Jamaica Plain that strive to maintain and grow the existing art community. The Jamaica Plain Arts Council whose mission is to support artists in the Jamaica Plain community through the Open Studios event, exhibitions, professional development and cultivating the audience. Jamaica Plain Open Studios reflects the vibrant and diverse neighborhood, and strengthens the community of artists, patrons, and supporters, and The Eliot School, which offers classes to people of all ages in fine and applied arts and maintains an active relationship with Boston Public Schools. The purpose of an Eliot School Annex would be to design a new facility that is more easily accessible by public transportation, that will offer digital and 2D visual arts classes. The location of the annex at Jackson Square would open up the existing site to the surrounding communities and serve the residents and general public. The annex would allow the school to expand their list of courses offered as well as offer more free programs throughout the year. Currently, the Eliot School has a school partnership program that works with students from K-8th grades throughout the school and summer terms. The annex would allow the Eliot School to expand this program and offer after school programs geared toward high school students with an interest in the digital arts. The annex would open up the existing site to the general public and act as an after school destination for the area teenagers and students. The annex will incorporate Jackson Square into the rich art communities in both the Jamaica Plain and Roxbury Crossing neighborhoods, which pay host to a large population of art students and musicians that attend the nearby colleges. The parcel of land I have chosen for the annex is currently zoned as a Multifamily Residential Subdistrict within the Jamaica Plain Neighborhood District boundary. Its exemption allows any other dwelling or use including the multi-use, commercial, institutional and open space that I am proposing. There is a max building height of 3 stories or 35 feet, with an FAR of 1.0, with setbacks of 15 feet front yard, 10 feet side yard and a 20 foot rear yard minimum. Due to there not being any type of dwelling units the open space requirements are not applicable. The proposed Type II: Non-Combustible structure will accommodate 1 loading bay and will meet all IBC egress requirements based on the multiple occupancies at each portion of the building. Occupancy: Assembly Group A-3- (civic or social gathering of persons) Art Gallery, Community Hall, Exhibition Hall Educational Group E- Educational Use (older than 2.5 years of age) Users: • Residents of the Bromley-Heath Housing Complex will use the event space during community events and after school programs. • General Public will use the exhibition spaces when community or public events are held as well as during visits to the gallery or gift shop. • Students will regularly use the classrooms, studios and exhibition spaces to create and curate their work. • Administration/Staff will use the offices, kitchenette, storage and other support spaces on a daily basis. • Professors will use classrooms and other staff communal and support spaces when classes are in session. NOTE: All user groups range in age from young children to the elderly and are expected to have clear access to public toilets, entries and outdoor space at each visit.
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OPEN SPACE COMMERCIAL INSTITUTIONAL
PROGRAM: Perspective of relationship between the percentage of institutional, commercial and open space within the site.
• Institutional – 65% classrooms, studios, administration offices, technology center, support spaces • Commercial- 35% gallery/exhibition space/community event space, gift shop, support spaces • Outdoor Open Space – 15-25% skateboard park, playground, green space UNIT COST: The average cost for a steel frame construction community center in the United States is $200.00/gsf. Calculated with the Boston Location Factor of 118.5% the total gross square footage cost is $237.00/gsf.
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SKETCH PROBLEM In order to study the entry sequence of my proposed design I began by first diagramming the boundaries that exist around the site, the adjacent neighborhoods and their access into the site. I then located all the existing driveways and parking lots currently on the site and then diagrammed a proposed master plan that allows each neighborhood both direct physical and visual access to the site. In looking at the existing access to the site I realized how closed off the site is visually from certain areas which allowed me to place the main entry along a more accessible axis. Applying an axis to the entry allows me the potential to have both physical and visual connections between each of the communities and give the design the opportunity to unite the three into one. MASTER PLANNING During the process of working through the sketch problem I realized an element of master planning must be done at the preliminary stages of my thesis in order to fully realize my concept. The opening up of the site to the neighboring communities and breaking those existing boundaries is an integral step in the making of my argument. This preliminary step will be limited to making the site physically accessible from each neighborhood and will reassign the location of existing parking and open spaces. LEVELS OF TERRITORY In the last portion of my investigation I used computer modeling to create Ford’s levels of territory that were previously discussed. I was trying to create different scales of spaces between each node in order to design a building that represents the idea of three separate communities being joined together. It is my goal for of the entries into the building to represent this union.
EXISTING BOUNDARIES
EXISTING ACCESS
PROPOSED ACCESS The concept sketches the depict the current visual and physical access the neighboring communities have to the Bromley-Heath Housing Complex, my proposed axis, site and main entry. 24 | blurring boundaries: rethinking jackson square
The concept model illustrates my idea of a community being a variety of users, levels, densities and textures.
PRIVATE
Plan view of the relationship of three nodes
SEMI-PRIVATE
SEMIPUBLIC
PUBLIC
Progression through the levels of territory defi ned by Ford
Perspective of the relationship between the three nodes that have one joining element (red mass) to create diff erent layers of interior and exterior space. darice cadriel | january 2014 | 25
CASE STUDY 1: SOS CHILDREN’S VILLAGE LAVEZZORIO COMMUNITY CENTER Architect: Studio Gang Architects Location: Chicago, IL Date of Completion: 2007 • Site- is located between two elevated train lines • Community- Serves the children of two different neighborhoods, Auburn Greshan and SOS Children’s Village Housing. • Connection- Visual and physical connection between the two neighborhoods • Purpose- Reunite siblings in foster-care families, housing services for reunited families, Educational enrichment and activities for families • Program- Family counseling offices • After-school program space • Daycare • Administrative offices • Recreation Room • Exterior play area • Multi-purpose community room
CONNECTION THROUGH PROGRAM: The interior program includes childcare, counseling, support spaces and children’s play areas. A focal point of the space is the bridging stair case that represents not only the physical connection of the different building program, but it is also a representation of the purpose of the center to heal families in transition while serving two different communities in one facility.
The main reason or my choosing the SOS Children’s Village as a case study to examine is for two important reasons; its location between two hard boundaries and its serving two separate neighborhoods in one facility. This idea is a direct illustration of my thesis concept of one program being the place where the boundaries between existing neighborhoods are blurred to create a more unified community.
26 | blurring boundaries: rethinking jackson square
Exterior view
CONNECTION THROUGH MATERALITY: The layered concrete used to create the main public areas of the structure serve a similar purpose as the interior stairs. The variety in color, form and striation illustrate how variety and contrast work together to create structure and unity. Stripes and solids are used to differentiate between the different uses and can also be seen as a representation of the two neighborhoods in which they serve.
SITE
The diagram above calls out each of the diff erent types of program uses within the building. As illustrated there are diff erent scales of the same uses that are broken up throughout the structure with the bridging stairway being the only constant in the design.
This site diagram illustrates the defi ned boundaries the elevated train tracks form around the site, cutting it off from the neighboring communities which are highlighted with colored ovals. darice cadriel | january 2014 | 27
CASE STUDY 2: HAMILTON GRANGE TEEN CENTER Architect: Rice + Lipka Architects Location: New York, NY Date of Completion: 2007 • Site- the center is located on NYPL’s first floor of Harlem’s landmark branch • Innovation- challenges library norms to provide an open, social, technology rich environment dedicated to teens, Foster small group socialization. • Spatial Qualities- Light-filled space • Security- Glazed enclosure allows an easily monitored space by staff • Program- Multiple zones • 20’ diameter Media Vitrine • Bamboo bleacher • Flexible performance space • Computer zone • Exam prep zone • Reading lounge • “L” lounge that rolls away for formal presentations I chose the Hamilton Grange Teen Center as a precedent because it is a project that involves only program whose target users are the teenagers in a specific community. In my site research I have found that in the Jackson Square area there is very little for teenagers to do. The community centers and after school programs are offered to younger children leaving the area teenagers to entertain themselves. The Grange Teen Center design creates spaces for a variety of uses taking into the consideration the way a teenager would use it. For example, lower chairs, sofas, and book shelves were used, along with vibrant colors and patterns and flexible space. The auditorium seating serves as hangout space as well as performance space. Rice + Lipka Architects created different diagrams that illustrate their ideas as to how the different space could transform based on the user needs. Sound and acoustic challenges where also addressed while choosing materials and finishes that would not disrupt the security and safety concerns of libraries and teen centers.
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Floor Plan
Overall view of interior space from auditorium seating
Concept diagrams and photographs of the end result
The images selected illustrate the different types of space that have been created for different uses specific to teens. The materials used allows for a vibrant stimulating space with visual access to all areas of the space. These material choices allow the staff to have visual contact with the students and helps with safety and security issues. darice cadriel | january 2014 | 29
CASE STUDY 3: NEW LANDS COMMUNITY CENTRE Architect: CCM Architects Location: New Zealand Date of Completion: 2008 • Site- located in the back of a small suburban shopping center. Goal is to serve the Newlands Community. • Identity- strong community wanted to have pride in their community center • Accessibility- site has a cross fall of 3 meters and needed to accommodate people with disabilities. • Street Presence- since located on the back of a street it needed to have a clear and easily identified from a distance. • Entry- the 3 meter cross fall directed the entry to the southern side of the design. It was critical that the entrance around the corner was easy to locate from the street for visitors. • Cost- required cost effective processes and materials as the project was publicly funded. • Maintenance- needs to be easily maintained over the long term. I chose the New Lands Community Centre because it shares a few characteristics with my proposed site and program. The location, grade changes, specific entry point and catering toward a large range of user age groups are challenges that are present in my project. CCM’s approach to the entry and interior design that is focused on serving user groups of different ages are two aspects of this project that must be taken into consideration in my proposed building design. As a public building it was important for it be cost effective not only during construction but also over its lifetime. Maintenance was an issue that was important to the design team and its efficiency and accessibility was an integral part of the design process. These characteristics and challenges shared by both the New Lands Community Centre and my proposed project both deal with the design of a public building in an established location that must serve a diverse population in a cost effective and efficient way.
Floor Plans 30 | blurring boundaries: rethinking jackson square
Interior photographs that illustrate the multi-use spaces for different user groups and its accessible interior design..
Exterior photographs show the transparent elements that allow visitors to engage with the interior program from the outside. The dramatic double height space and vibrant colors draw attention to the entry that is located on the side of the building.
darice cadriel | january 2014 | 31
BOSTON, MA
JACKSON SQUARE JAMAICA PLAIN, MA
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PART TWO: SITE ANALYSIS + PROGRAM
34 35 36 37 38 39 40 41 42 44 46 48 50 52 53 54 56
site location site photographs lynch analysis physical environment + boundaries site topography site plan proximity + pedestrian circulation adjacent land use economic + demographic issues introductory historical development + architecture introductory existing conditions + current development introductory nodes + future development site observations + challenges building + zoning code cultural context introductory site model community interviews
SKETCHBOOK PAGES 64 65 66 68 70 72 74 76 77 78 79 80
informational context: client + program proposed program program case study 1: perspectives charter school program case study 2: bronx charter school for the arts program case study 3: community school of music and arts proposed design sun + shadow studies preliminary scheme 1: integrate preliminary scheme 2: integrate preliminary scheme 3: bridge a preliminary scheme 4: bridge b preliminary program diagrams + sf 33
SITE LOCATION JACKSON SQUARE, JAMAICA PLAIN, MA The site is located in Jackson Square which is home to a large public housing complex, a small commercial area, a busy transportation hub, and a heavily used bicycle/pedestrian pathway. The site is surrounded by three different densely populated residential neighborhoods which have created very clear boundaries between them. It is these boundaries, as well as the site’s accessibility and diverse population that has drawn me to it.
HEAT H ST 9 7
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JACKSON SQUARE, JAMAICA PLAIN, MA
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934 PARKER ST, PARCEL 1002333300
COLUMBUS AVE
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SITE PHOTOGRAPHS:
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LYNCH ANALYSIS The site is a combination of nodes and districts with many institutional landmarks. The residential nodes highlighted are the urban neighborhoods of Jamaica Plain (02130), Roxbury (02119) and Roxbury Crossing (02120.) Due to its location adjacent to a busy transportation hub and several pedestrian paths the site is easily accessible. It is one of JP’s busiest centers as it offers a number of activities and services that attract residents and visitors alike.
Roxbury Prep. VA Boston Healthcare System
James W. Hennigan School Family Services of Boston
Martha Eliot Health Center Stop & Shop
Blessed Sacrament School Angell MSPCA
United Baptist Church JFK Elementary School
District
Node
Landmark
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Path
MBTA
Franklin Park Tennis Assoc.
N ST
PHYSICAL ENVIRONMENT + BOUNDARIES
HEAT
SITE
COLUMBUS AVE
E WALD
H ST
CENTRE ST
Boundaries/Streets
Green Space
Parking/Drives
Hard Scape darice cadriel | january 2014 | 37
SITE TOPOGRAPHY
13’ 82’ 161’ 66’ 49’
69’
46’
151’
SITE
56’ 89’
75’
92’
89’
All measurements taken are from sea level. The parcel, located within Jackson Square, has a 10 foot drop in elevation from 56 feet above sea level going down to 46 feet above sea level at its lowest point. Currently, a concrete auditorium with sunken seating is built into the site with a stage at the base. 38 | blurring boundaries: rethinking jackson square
SITE PLAN
527’
323’
218’ 257’
SITE 381’
106’ 108’
201’
312’
SETBACKS: Front Yard- 15’ Side Yard- 10’ Rear Yard- 20’ FAR- 1.0
86’
The scaled site plan marks the parcel property lines, setbacks and structures. The area of the parcel I have chosen is indicated and setbacks for that area are also shown. The buildings in grey are all of the structures associated with the Bromley-Heath Housing Complex that the parcel is part of. darice cadriel | january 2014 | 39
PROXIMITY + PEDESTRIAN CIRCULATION The site is located within Jackson Square which is also home to a train and bus station. The MBTA Orange Line and several bus lines are accessible within a 5 minute walk from the site. Bus lines include #22, #29, #41, #44, and the #14. The site is also located along the Southwest Corridor, a heavily trafficked bicycle and pedestrian path that connects Jamaica Plain to Boston proper. 10 M INU TE W AL KIN
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Bus Stop 40 | blurring boundaries: rethinking jackson square
Pedestrian/Bike Path
T MBTA Orange Line
Parking
ADJACENT LAND USE
SITE
Institutional
Commercial
Transportation
Residential darice cadriel | january 2014 | 41
ECONOMIC + DEMOGRAPHIC ISSUES
02120 02119 02130
42 | blurring boundaries: rethinking jackson square
JAMAICA PLAIN, MA • 02130
ROXBURY, MA • 02119
ROXBURY CROSSING, MA • 02120
Resident Information: Female- 56% Male- 44% Age- 34 Average Household Size- 2.3 Salary Wage (2010)- $64,016 Single-Family Households- 27% Two-Parent Households- 41% Below Poverty Level- 28% Foreign Born- 19%
Resident Information: Female- 52% Male- 48% Age- 30 Average Household Size- 2.6 Salary Wage (2010)- $35,493 Single-Family Households- 33% Two-Parent Households- 49% Below Poverty Level- 34% Foreign Born- 25%
Resident Information: Female- 51% Male- 49% Age- 27 Average Household Size- 2.3 Salary Wage (2010)- $29,027 Single-Family Households- 12% Two-Parent Households- 34% Below Poverty Level- 18% Foreign Born- 24%
Race: White- 20% Hispanic- 10% African American- 7% Asian- 3% Indian- 2% Languages spoken at home: English- 70% Spanish- 57% Indo-European- 23% Asian- 30% Other- 13% Education Level: Below High School- 35% High School- 9% Bachelor’s Degree- 16% Master’s Degree- 11% Professional Degree- 5% Doctorate- 4% Transportation: Car- 38% Carpool- 7% MBTA- 50% Bicycle- 10% Walk- 10%
Race: White- 12% Hispanic- 30% African American- 45% Asian- 10% Indian- 3% Languages spoken at home: English- 60% Spanish- 47% Indo-European- 25% Asian- 19% Other- 19% Education Level: Below High School- 42% High School- 16% Bachelor’s Degree- 9% Master’s Degree- 6% Professional Degree- 5% Doctorate- 3% Transportation: Car- 40% Carpool- 11% MBTA- 36% Bicycle- 6% Walk- 13%
Race: White- 40% Hispanic- 20% African American- 28% Asian- 10% Indian- 2% Languages spoken at home: English- 63% Spanish- 33% Indo-European- 26% Asian- 38% Other- 15% Education Level: Below High School- 35% High School- 8% Bachelor’s Degree- 10% Master’s Degree- 9% Professional Degree- 6% Doctorate- 10% Transportation: Car- 22% Carpool- 7% MBTA- 49% Bicycle- 19% Walk- 30%
Site Address: 934 Parker St. Jamaica Plain, MA 02130 What intrigues me about the location of Jackson Square is its location at the intersection of three densely populated residential neighborhoods. The diverse populations have helped to create the dynamic community that resides in the Bromley-Heath Housing Complex where my site is located. Economic Issues: he Bromley-Heath housing complex, like many public housing projects, has had a negative history of crime and violence leaving Jackson Square to be used only by residents. The local businesses suffer due to lack of visitors and traffic beyond the residents. Breaking the boundaries between the neighborhoods, adding a new program/service would open up Jackson Square to use by not only residents, but the general public as well. Demographics: The three zip codes that border the site have similar demographics with large Hispanic and African American populations. The access to public transportation allows a large amount of the residents the ability to use it for daily commuting. Sadly, the number of single parent households is quite high in the neighborhoods leaving children and teenagers to be a part of aftershool programs. The proposed program not only open up the neighborhood but also acts as destination spot for the local children and teenagers.
darice cadriel | january 2014 | 43
INTRODUCTORY HISTORICAL DEVELOPMENT + ARCHITECTURE The site clearly illustrates its layered history. Originally it was a pasture owned by the Heath family, which was sold off in parcels. In the late 1800’s it was a factory and brewery district. The need for housing began with the industry, as the workers and their families needed housing in close distance to their jobs. The development of housing came in three stages. First was the small enclave of wood construction Queen Anne style homes, the second was the beginning of large-scale, standardized housing located near forest hills. In 1941 that type of standardized housing became available in what is now Jackson square. Only 3-4 stories so it would keep with the residential scale of the Queen Annes but would create its own community. Goals for the site as development progressed: - separate village, u shaped blocks were meant to relate to one another rather than the city street. - repetitive, standardized, angles to destroy the existing chaotic street patterns - no vehicular streets. Circulation patterns made for pedestrian circulation only. - Bromley Park, built in the early 50’s placed emphasis on housing the aged/elderly - all separated by parking lots - they are set closer to the street so they appear more like walls - very little to no private green space, all outdoor space was sacrificed to the automobile - green spaces were not connected or accessible to community rooms until the playground and bromley hall (anna m. cole community center) were incorporated into the SW corridor in 1987.
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site circulation after master planning
C. 1873
C. 1965
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WOOD RESIDENCES HEATH STREET HOUSING BROMLEY PARK HOUSING REPROGRAMMED IN THE 70’S
1889
1941
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1981
1987
MBTA Diagram + plans of development phases darice cadriel | january 2014 | 45
INTRODUCTORY EXISTING CONDITIONS + CURRENT DEVELOPMENT At the introductory and preliminary reviews I presented a very thorough analysis of the site, including historical, present, and future development. The existing conditions and current development illustrate an area in transition, with the opening of a new mixed-use residential complex and upgrades to the green space along the Southwest Corridor. There are also challenges to the site that include issues previously discussed; the stigma of public housing, scale of residential towers, dead space, and too many parking lots to name a few. There are also advantages of the site; located near a small commercial center, accessible by public transportation, intersection of three neighborhoods, open space, and visually accessible. It is an interesting site architecturally, as it displays the history of residential design ranging from wood Victorian triple-deckers, to standardized public housing, to new mixed-use condo buildings. Due to this we see a colorful, textured area, using different building materials to express the identity of the community. aerial image and photographs of the existing conditions illustrate the site as it is currently experienced by the users
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COLUMBUS AVENUE
HEATH STREET
PEDESTRIAN STREET
CENTRE STREET HEAVY VEHICULAR MEDIUM VEHICULAR LIGHT VEHICULAR BICYCLE/PEDESTRIAN MBTA Existing circulation diagram darice cadriel | january 2014 | 47
INTRODUCTORY NODES + FUTURE DEVELOPMENT
RESIDENTIAL
GREEN SPACE
COMMERCIAL/INSTITUTIONAL EXISTING NODES 48 | blurring boundaries: rethinking jackson square
FUTURE RESIDENTIAL PROGRAM DIAGRAM
FUTURE DEVELOPMENT DIAGRAM
FUTURE DEVELOPMENT: Within the next 5 years several of the proposed projects for the revitalization of Jackson Square will break ground. A large mixed-use residential complex has recently opened, an ice rink and arcade will break ground in 2014, these additions to the area are slowly bringing it back to life. This revitalization has been planned for some time now and will continue to grow and develop. INTRODUCTORY REVIEW SUMMARY/CONCLUSION: Comments from the panel focused on the site and how to think about the existing boundaries, how to manipulate, shape, blur and open them up. The site has a very rich and loaded history that has left it with challenges that will have to be considered when designing the annex.
future development proposals
darice cadriel | january 2014 | 49
SITE OBSERVATIONS + CHALLENGES Accessibiity + Dead Space: In the last decade there have been many efforts to make the site more handicap accessible with the addition of ramps, curb cuts and driveways. In the process there have been several areas left of what I am calling “dead space,” which are isolated, hardscaped areas.
Wayfinding: Like most public housing complexes in America, Bromley-Heath is a maze of brick structures and sidewalks. The main areas that clearly marked are the MBTA station and the Southwest Corridor. These areas are where there is the most heavy pedestrian and bicycle traffic at all times of day. All images taken over several visits to the site between 1 and 4 pm over a weeks time.
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Density (lack of use): There is a large amount of poorly planned open space that is often enclosed by fences and has very little variety in scale and textures leaving it unused. These open spaces are generally located on the outskirts of the housing complex or are created due to voids left by the brick structures.
Parking: In the tradition of public housing the Bromley-Heath Housing Complex is a cluster of varying height brick buildings surrounded by parking lots and driveways. Dumpsters and other maintenance facilities area randomly located within the housing complex creating unattractive pockets of garbage.
CONCLUSION: There are several reasons that the site is appropriate for my concept as it provides challenges and opportunities to text the idea of individuality and community: 1. I would like to create a more accessible and smooth transition between the three existing neighborhoods by breaking the current boundaries, reorganizing the parking and driveways while adding a new program components that will draw more than residents to the site. 2. The added program will revitalize a current structure while creating a new service and destination for residents and visitors alike. 3. This site will allow the opportunity to look at the role open/green space plays within the design of dense urban neighborhoods. darice cadriel | january 2014 | 51
BUILDING + ZONING CODE Zoning + Land Use: Parcel #1002333300 is currently zoned as a Multifamily Residential Subdistrict within the Jamaica Plain Neighborhood District Boundary. Owned by the Boston Housing Authority the land use of the property is considered exempt, which allows multifamily housing as well as any other dwelling or use. Based on City of Boston Codes, Article-55 there is a max building height of 3 stories or 35 feet, with an FAR of 1.0, and setbacks of 15 feet front yard, 10 feet side yard and a 20 foot rear yard minimum. Open space requirements are not applicable if no dwelling units exist on the property. Building +Accessibility Code: The proposed building will have multiple occupancies of, Assembly Group A-3 and Educational Group E. The building will meet all International Building Code egress requirements based on the multiple occupancies at each portion of the building and will require accessible routes to all entries. Conclusion: The building use is accepted under the current zoning and land use regulations, no variances or special permits will need to be submitted or approved by the Boston Redevelopment Authority as the property is not in an Urban Renewal District. Accessibility will be a challenge as there is a ten foot drop in elevation that will create the opportunity for entries to have distinct characteristics that represent the diverse community that exists within the site.
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Parcel Plan
Zoning map 52 | blurring boundaries: rethinking jackson square
CULTURAL CONTEXT Historical Context: Jackson Square has always been the crossroads that divided Roxbury between east and west. A wood plank bridge was there to connect Stony Brook (Jamaica Plain) to Roxbury. Photos 1 and 4 are of the same structure in the 1960’s and currently.
1 Architectural Context: In the tradition of public housing the Bromley-Heath Housing Complex is a cluster of varying height brick buildings with additions of newer institutional use buildings.
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7 darice cadriel | january 2014 | 53
INTRODUCTORY SITE MODEL
The site model is at a scale of 1”= 100’, I chose to build it at this scale because it was important to understand not only the immediate surroundings but the neighboring communities as well. The site illustrates the difference in building height in the residential areas, which allowed me understand and explain the history and evolution of the area.
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The etched portion of the site model is the location I have chosen to focus on. The low rectangular shaped mass is the existing Anna M. Cole community center, and the location of my proposed design. This view clearly shows the abundance of open space located on the site as well as it being surrounded by heavy vehicular traffic. The Jackson Square T-Stop is the “M” shaped mass, making the site easily accessible from public transportation. The proximity of the site to public transportation allows me to not have to include parking in my design.
darice cadriel | january 2014 | 55
COMMUNITY INTERVIEWS Interview #1: Name: Abigail Norman Occupation: Director, Eliot School of Fine and Applied Arts Interview Time: Tuesday, October 30, 2012 Could you answer the following questions in the context of the proposal of an Eliot School Annex at Jackson Square: Q: How could the Eliot School benefit from an annex? A: At the moment we have a very limited amount of space, which limits what we are able to offer in classes and public services. Expanding our facilities, including a gallery space, would also create more funding and donation opportunities. Q: What would be the main concerns of the annex in Jackson Square? A: We currently have classes that we offer in Roslindale so another location would not be a logistical issue. We have a strong community connection and we feel that this thesis is a very interesting idea because of the community connection that is being discussed. Q: How would the annex serving partially as an event hall for the community effect the function of the school? A: Having a larger and more traditional exhibition space would be an a welcomed addition and having it play a role in the community functions would only strengthen the relationship between the two. It seems that the current hall that is in the housing project is only used a few times a year, so in reality it would not interfere with our functions. Q: Speaking in terms of architecture, should the proposed Eliot School Annex take on traditional features like the historical schoolhouse or should it mimic the neighboring structures, or would a more modern structure fit in? A: Our current facility is a historical schoolhouse that fits in with its surroundings, that is part of its charm. The annex would be a new building in a different part of the neighborhood, surrounded by different types of architecture including a new few more modern buildings. It would be far more interesting and appropriate to have the design be more innovative and modern, it would suite the proposed program and the thesis topic. Q: How do you think Jackson Square could benefit from having a new building that offers a different service then what exists? A: It would work nicely since there are newer mixed-use type buildings that are there. Conclusion: The Eliot School, as a client is very open to the proposed program and location and are supportive of the thesis concept and believe it would be a positive addition to the neighborhood.
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Interview #2: Name: Daniel Lopez-Ospina and Jeb Taylor, New Leaf Flores Occupation: Jamaica Plain residents and small business owners Time of Interview: Tuesday, November 20, 2012 Could you answer the following questions in the context of the proposal of an Eliot School Annex at Jackson Square: Q: How would you characterize your neighborhood and your neighbors? A: JP is a hip and diverse neighborhood. It seems to be a lot of young families, grad students and a large gay community. The neighborhood is going through a lot of changes, it is growing rapidly and there seem to be many park/community upgrades happening. The new laundromat/cafe building right on the corner and the new housing under construction right now are making that area much more interesting. Q: How do you think Jackson Square could benefit from having a new building that offers a different service then what exists? A: It would make the area much more appealing and less like a housing project. Q: What would make you uneasy to attend classes in/next to public housing? A: I think the hours of the classes offered are at early enough hours that it would not bother me. When openings or other events happen I think the number of people attending would effect how comfortable I would feel there. Larger event with more people would be just fine. Q: If a school were proposed at a site in the center of a residential area, would you like to see any retail or commercial spaces attached to it? A: Besides a gallery and gift shop, maybe a type of coffee shop or smoothie place. Especially for the people that are there all day like staff and volunteers. Q: Speaking in terms of architecture, should the proposed Eliot School Annex take on traditional features like the historical schoolhouse or should it mimic the neighboring structures, or would a more modern structure fit in? A: I think a modern design would go well in JP because of the diversity and because of all the community improvement that is happening right now. Conclusion: Although the Jackson Square area has a negative history, the efforts that are being made there and around the neighborhood are changing the way people are feeling about the area.
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INFORMATIONAL CONTEXT: CLIENT + PROGRAM The Eliot School 24 Eliot School P.O. Box 300351 Jamaica Plain, MA 02130 617.524.3313 info@eliotschool.org “The Eliot School is one of a small group of early Colonial-era schools that survive today. Beginning in the late 19th century, the Eliot School turned increasingly to the arts. In 1874, it left the public school system and by the late 1880s had added sewing and carpentry classes. Plumbing, basketry and millinery also had their day. The school offered manual training for schoolteachers, instruction for adults, and classes for children both after school and during school time.”1 Today, they continue to offer classes to people of all ages in fine and applied arts. They also maintain an active relationship with Boston Public Schools. The Eliot School relies on the generosity of donors as tuition does not cover all of the class and facilities costs. As a registered nonprofit the Eliot School accepts both monetary and material donations. In combination with donations the Eliot School is funded in part by the BPS Arts Expansion Initiative, Massachusetts Cultural Council, Boston Cultural Council, along with many others. Funding supports their School Partnership Program and the Eliot School Scholarship Fund as well as the general operations of the facility.
Eliot School website and images
PROPOSED ANNEX
Existing historical site of Eliot School 1
http://www.eliotschool.org/
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EXISTING SCHOOL
PROPOSED PROGRAM
ROXBURY CROSSING CURRENT PROGRAM:
PLAY
- WOODSHOP - (2) ADMIN OFFICES - STORAGE - UPHOLSTRY STUDIO - (1) LARGE CLASSROOM - (1) SMALL CLASSROOM
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COMMUNITY - EVENT SPACE - KITCHEN
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- WOODSHOP - LUMBER STORAGE - FINISHING STUDIO - WOOD & TOOL STOR. - KID PARTNERSHIP STOR. - ADMIN. OFFICES - MEETING SPACE - RECEPTION - LIBRARY/REFERENCE - COMPUTER LAB
C LA S S R O
ROXBURY JAMAICA PLAIN
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PROGRAM CASE STUDY 1: PERSPECTIVES CHARTER SCHOOL Address: 1930 S. Archer Ave • Chicago, Illinois Architect: Perkins + Will Square Footage: 30,000 sf Date of Completion: 2004 Total Cost: $5, 225,000 Cost/GSF: $150 The location of the charter represents the revitalization of Chicago’s South Loop. A new modern structure in this neighborhood is a symbol of new beginnings as well as being a place of support for families with school-age children. The mission of the facility is to provide lower-income urban students with a rigorous and relevant education. 1 The building design is meant to parallel the charter’s educational model, and mimic the school’s commitment to creativity and education. Along with classrooms the charter includes state of the art science and computer labs, a research library, and a cooking kitchen for the school’s healthy meal program. The interior design of the school is meant to feel like a home for a diverse population of uses of all ages. Work spaces are comfortable and stimulating with plenty of natural light and vibrant colors. The open-core building centers around a multi-use space it physically represents the schools educational curriculum and commitment to community and innovation. The ideas from this design that will impact my work is the facilities mission to provide lower-income urban students and creating healthy invigorating spaces for them to learn in. The importance on healthy spaces and community connection are aspects of this design that I would like to incorporate into my thesis.
Circulation: The floor plan and diagram illustrate how the centrally located communal space with the surrounding support spaces functions. 1 http://www.designshare.com/ 66 | blurring boundaries: rethinking jackson square
The designs interior spaces are full of light and are include vibrant colors. the communal spaces have murals of large text in both english and spanish. The school has a multi-lingual curriculum which is reinforced by its graphic interior design. The large communal spaces with surrounding support spaces are an important part of the design and school’s educational model. The overall structure has a very dynamic form and modern materials which give it a real presence in the neighborhood. It is a contrast to the surroundings but is a symbol of the revitalization of the neighborhood.
Natural Light: The southside of the design is where a majority of classrooms are so they are filled with plenty of natural light which creates a healthier environment to learn in.
Communal vs. Classroom: The open plan is designed with a core communal area surrounded by support spaces. darice cadriel | january 2014 | 67
PROGRAM CASE STUDY 2: BRONX CHARTER SCHOOL FOR THE ARTS Address: 950 Longfellow Avenue • Bronx, NY Architect: Weisz + Yoes Architecture Date of Completion: 2009 “Bronx School for the Arts is a public elementary school that was founded on the principle that arts education is a catalyst for the academic and social success of all students.”1 Through a strong street presence in an urban neighborhood the school is wanting to promote the arts and community. Through the built environment the school is trying to explore educational ideas about openness and easy communication. The design incorporates traditional school design with added multi-use areas outside of the classrooms to promote communication between teachers, students and faculty. These spaces allows the teachers to expand the learning spaces to outside of the classrooms. The location of the larger music, dance and art rooms offer views into the street connecting the community to the arts. The element of this design that I would like to explore is the combination of tradition and innovation in floor plans and spatial adjancies.
The vibrant colors of the entries facade helps create the street presence that the school is hoping to achieve. 1
http://www.bronxarts.net/
68 | blurring boundaries: rethinking jackson square
Circulation: Circulation in this design illustrate the more traditional school design. A double loaded corridor connects both sides of the school to one another.
These images show the light filled interior spaces and work areas, illustrating the combination of thr traditional floorplan with the added multi-use spaces. The entry is made up of transparent planes allowing for a street/community connection.
Community Connection: The communal/art spaces are located along the main facade creating a community connection between the neighborhood and the arts.
Multi-Use vs. Classroom: (Traditional vs. Innovative) The floor plan mixes traditional ideas with the addition of multi-use spaces to promote learning outside the class and communication between users. darice cadriel | january 2014 | 69
PROGRAM CASE STUDY 3: COMMUNITY SCHOOL OF MUSIC AND ARTS Address: 230 san antonio circle • mountain view, ca Architect: Mark Cavagnero Associates Square Footage: 25,000 sf Date of Completion: 2009 CSMA’s mission is to inspire excellence through art and music education for people of all ages and abilities. This art center contains music classrooms, private music studios, visual art studios, administration space, a recital hall and an outdoor performance space that surround an interior courtyard space. The larger studios and performance spaces are located at the main facades which get plenty of natural light. Materials where chosen the acoustic isolation between rooms and recital halls. The central courtyard is not only to unite the design but it also used to create a buffer for the music classrooms and event spaces. The classrooms have glazing that allows in plenty of light as well as doors that open directly to the courtyard creating a constant connection to the grounds. The combination of the scale of spaces and uses is what I would like to experiment with my proposed design.
Community Connection: The communal/art spaces are located along the main facade creating a community connection between the neighborhood and the arts.
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Central Courtyard: (Void vs. Solid) The floor plan is a large courtyard surrounded different programed spaces. Smaller classes and studios on one side with the large performance spaces along the main facades.
The interiors are combinations of textures and warm colors to help create light filled spaces. The form and massing of the structure create open spaces with high ceilings.
Natural Light: The larger communal performance spaces are situated to create light filled spaces.
Circulation: The circulation is defined by the central internal courtyard. All circulation and access is directly off of it. darice cadriel | january 2014 | 71
PROPOSED DESIGN Mission: The Eliot School Annex will open up the site and make connections between Jamaica Plain, Roxbury and Roxbury Crossing. The diverse population of the three neighborhoods and being easily accessible by public transportation will ensure that the site will be used by both visitors and residents alike. The additional program and modern design will help to define the Jackson Square area as a gateway to Jamaica Plain and be an example of the positive and progressive changes that are happening in the area. The annex will break through the boundaries between Roxbury and Jamaica Plain that were established long ago and support the idea of a more unified community. Issues:
• • • •
Site is used mainly by residents. The site has a history of crime and violence that is typical of public housing complexes. There is a high percentage of single parent households leaving many children unsupervised after school. The site is unorganized and congested due to the MBTA train and bus pedestrian traffic and the bicycle traffic along the Southwest Corridor.
Goals: • The Eliot School Annex should attract a new user group to the area due to a new program/use. • The annex should establish a physical and visual connection between Roxbury, Roxbury Crossing and Jamaica Plain • The annex should allow the Eliot School to expand the courses they offer, while strengthening the art community in the area.
BUILDING + PROGRAM COMPONENTS: 20,000 sf • Eliot School Annex Includes: • Classrooms • Offices • Storage • Staff Room • Technology Lab • Studios 10, 000 sf • Event Space/Gift Shop Includes: • Gallery • Storage • Kitchen • Gift Shop • Staff Room Useable Square Footage: 25,500 sf Gross Square Footage: 30,000 sf
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COST ESTIMATE: A. Building Cost 25,000 sf x $200/sf B. Fixed Equipment 20% of A C. Site Development 15% of A D. Total E. Site Acquisition/Demolition F. Misc. Equipment 8% of A G. Professional Fees 6% of A H. Contingencies 10% of D J. Administrative Costs 1% of D
$6,000,000 $1,200,000 $900,000 $8,100,000 N/A $480,000 $360,000 $810,000 $81,000
Total Budget Required
$9,831,000
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SCHEME 1: Mass is at an angle allowing the main facade to get ample amounts of natural light into the interior spaces.
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SCHEME 2: Scheme is runs horizontally along the site giving it more of a presence along Columbus Ave.
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SCHEME 3: Mass runs vertically along site with main entry along Heath St.
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SUN + SHADOW STUDIES
June 21, 2013
8 a.m.
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4 p.m.
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December 21, 2013
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March 21, 2013
8 a.m.
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September 23, 2013
4 p.m.
The images illustrate the amount of sunlight the site gets at different times of the year. The orientation of the site, amount of open space and lack of tall buildings allows ample sunlight to reach the site most of the year.
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PRELIMINARY SCHEME 1: INTEGRATE A
SITE: integrate design into existing site • mimic diagonal orientation of existing buildings • divide made by existing SW corridor as the boundary for the proposed design • keep existing site grade PROGRAM: • community & school program are integrated • entry acts as mixing space for both programs 76 | blurring boundaries: rethinking jackson square
PRELIMINARY SCHEME 2: INTEGRATE B
SITE: integrate SW corridor into the design • mimic diagonal orientation of existing buildings but turn the axis • break bicycle & pedestrian paths and integrate the bicycle path into the proposed design PROGRAM: • community & school program are integrated • must use/interact with school program to access the community space darice cadriel | january 2014 | 77
PRELIMINARY SCHEME 3: BRIDGE A
SITE: integrate design into existing site • mimic diagonal orientation of existing buildings but turn the axis • break the bicycle & pedestrian path to integrate the path into the design • elevation determines the zones of the program • program is broken up and connected through a communal space PROGRAM: • community & school program are separated • allows the community space to be accessed when school is not in use • allows the community space to be accessed when school is not in use • community space is located closer to the residential areas • school program is located on street • activates both the residential and street presence
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PRELIMINARY SCHEME 4: BRIDGE B
SITE: integrate design into existing site • mimic diagonal orientation of existing buildings but turn the axis • break the bicycle & pedestrian path to integrate the path into the design • elevation determines the zones of the program • program is broken up and connected through a communal • community & school program are separated • allows the community space to be accessed when school is not in use • allows the community space to be accessed when school is not in use • school program is located closer to the residential areas • community space is located on street • activates both the residential and street presence PROGRAM: • community & school program are separated • allows the community space to be accessed when school is not in use • allows the community space to be accessed when school is not in use • school program is located closer to the residential areas • community space is located on street • activates both the residential and street presence
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PRELIMINARY PROGRAM DIAGRAMS + SF
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community & school program are integrated must use/interact with school program to storage placement nearest to driveways main entry for both programs library reference is accessible and protected from general entry
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PROPOSED PROGRAM: BRIDGE PROGRAM: COMMUNITY TOWARD STREET community & school program are separated school program is along street main entry for both programs community space is accessible from residences
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COMMUNITY - EVENT SPACE - KITCHEN - MEETING ROOM
MISC. - MECHANICAL - TOILET ROOMS - SPRINKLER ROOM - FIRE CONTROL ROOM
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FIBER ARTS - DRY STUDIO - WET STUDIO - SEWING ROOM
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- WOODSHOP - LUMBER STORAGE - FINISHING STUDIO - WOOD & TOOL STORAGE - KID PARTNERSHIP STORAGE - ADMINISTRATION OFFICES - RECEPTION/ ENTRY - LIBRARY/REFERENCE - COMPUTER LAB - GENERAL ART STUDIO
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PRELIMINARY DESIGN REVIEW CONCLUSION: Comments from the panel were focused on the program and its placement on the site. For example, my schemes looked at what the implications are when the community program faces Columbus Avenue or into the site. It was recommended that I zoom in and look at the neighborhood scale, as I have a very thorough understanding of the site and users. I plan to use this knowledge and understanding of the site/users to design a building that refl ects this. Questions raised that I kept in mind when beginning to design: 1. How will the program and building design relate to the surrounding communities and users? 2. What are the implications of the community program if it is located along Columbus Avenue? 3. How will separating the program support the concept of community?
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PART THREE: DESIGN DEVELOPMENT
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schematic design: concept schematic design: floor plans + sections schematic design: concept rendering + site sections schematic design: massing schematic design: entries + materials schematic design: site features schematic design: site program schematic design: rendered site plan
SKETCHBOOK PAGES 102 103 104 106 107 108
design development I: program + diagrams design development I: floor plans + section design development I: elevation studies + renderings design development I: collage + perspective design development I: collage + sketch model design development I: perspective + sketch model
SKETCHBOOK PAGES 114 115 116 117 118
design development II: program + concept design development II: program + massing diagram/studies design development II: floor plans design development II: floor plans + terms + program design development II: structure
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design development II: renderings design development II: building section + light studies design development II: rendered site plan + landscape design design development II: renderings
SKETCHBOOK PAGES 128 129 130 131 132 133 134 135 136 137 138 139 140 142 143 144 145 146 152
final: ground floor plan final: first floor plan final: second floor plan final: user diagram final: program diagram final: circulation diagram final: building sections + light studies final: building section + perspective final: building section + perspective final: aerial rendering + site section final: rendered site plan final: site circulation final: models final: HVAC diagram final: egress diagram final: structural diagram final: wall sections + details final: renderings final: model 89
SCHEMATIC DESIGN: CONCEPT The site located in Jackson Square in Jamaica Plain, MA, plays an important role in the exploration of my thesis which tests how both the built and natural environments play in the development of a person’s sense of identity as well as their role within their community. I saw the site as both an opportunity and a challenge in that it is the intersection of three diverse neighborhoods, and the location of a large public housing complex. I began looking at elements present in all three neighborhoods, both architecturally and in the natural environment. The neighborhoods all represent a certain era of housing, with wood structure triple deckers and large masonry public housing complexes. There are plenty of parks and fi elds located in the area but are all tied to public buildings, such as schools or sports clubs. The area is also rapidly changing with many mixed-use condos being added. These additions are using new architectural materials, boasting lots of metal and texture. In my opinion these new designs refl ect the future of affordable housing, but do not bridge the gap between architectural styles within the neighborhoods. They do not honor the past of the area, which I think is an important element when thinking about strengthening the community.
COMMUNITY
=
HISTORY
=
NATURE
90 | blurring boundaries: rethinking jackson square
Neighborhood concept diagram
SCHEMATIC DESIGN: FLOOR PLANS +SECTIONS
SECTION A
A B C D E
SECTION B PROGRAM AXON
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SECTION C
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SECTION E
In this fi rst attempt at program layout and building massing, I have used the concept of intersection in order to create different zones of interior program. The masses intersect the site at different elevations, which determines where the entries are. There are two entries, the main entry at the low grade and the second entry at the high grade. Both entries are accessible from opposite sides of the site, which bring in different user groups. The commuters who take classes at the Eliot School will come from the T-station and enter through the high entry. The users coming from the neighboring communities can use either entry as they are both located off main pedestrian walkways. There is a main circulation and admin core that anchors the design. The rest of the program is broken up into zones around the core. The sections show how the program shifts around the core, and the axon shows the programmed zones based on Eliot School program. darice cadriel | january 2014 | 91
SCHEMATIC DESIGN: CONCEPT RENDERING + SITE SECTIONS
Rendering of intersecting masses concept
The sections begin to explore how the drop in grade can interact with the massing creating different conditions at each entry. These differences allow me to design a building that refl ects the different communities it serves by having different conditions and treatments at the entries.
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SCHEMATIC DESIGN: MASSING
Rendering of intersecting masses concept highlighting a grand central stair at the main entry
I approached the program arrangement and circulation in the same way that I created my early concept drawing and models. I kept in mind what I wanted my building design to on a larger scale, to connect neighboring communities to one another and create functional, inter-generational spaces. With this in mind I designed interior space and circulation the branches out to join the multiple users. darice cadriel | january 2014 | 93
SCHEMATIC DESIGN: ENTRIES + MATERIALS
SECONDARY ENTRY
MAIN ENTRY
ENTRIES: There are 2 entries, the main entry at the lower grade along Heath St. with an upper entry off of the pedestrian path. The location and the siting of my design has been influenced the grade change within the site, its accessibility by both vehicular and pedestrian traffic and to connect to the family services building across heath st. The change in grade gave me the opportunity to seat and lift different elements of the building, while also breaking up the large site into regions. I furthered this parceling out of the site by giving the existing space between buildings generous sidewalks that lead directly to the structure. The addition of the sidewalks created exterior zones that I programmed with different types of pass ive and active recreational and educational spaces. For example, the have designated a larger plot of land for a community garden than what is currently existing. I also created a space for a sculptural skate park, as the existing tennis court is used for this purpose. Other passive areas are lawns and hardscapes with sculptural seating. Active areas include outdoor classrooms, playgrounds, and rain gardens located nearest the new parking and loading area.
COMMUNITY
CORE
94 | blurring boundaries: rethinking jackson square
SCHOOL
MATERIALS: The intersecting masses and multiple programs has lead me to use different materials to indicate what program is in each mass. The community program will be transparent creating an open, inviting space. The Eliot School will be a heavy solid system that will contrast the light transparent masses. The core and foundation will be a polished concrete, to make the building design appear as if it came out of a slice in the ground. The massing and materials want to look like a part of the site.
SCHEMATIC DESIGN: SITE FEATURES
COMMUNITY GARDEN
PLAYGROUND
PASSIVE GREEN SPACE
OUTDOOR CLASSROOM
RAINGARDEN DESIGNATED PATHS
SCULPTURAL SEATING
EXISTING + IMPROVEMENTS: The change in elevation breaks the site up into smaller regions, and the use of those regions breaks the site up even further. This breaking of the regions creates zones that are at a smaller, more human scale. This smaller scale is important along the residential side of the site. The landscape design approach is to improve existing features and add new public program such as a skate park and a cycle track.
SKATEPARK
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SCHEMATIC DESIGN: SITE PROGRAM
CIRCULATION
RAIN GARDEN
PASSIVE GREEN SPACE OUTDOOR CLASSROOM OUTDOOR COMMUNITY SPACE HARDSCAPE/SKATE PARK SCULPTURAL SEATING EXTERIOR PROGRAM DIAGRAM 96 | blurring boundaries: rethinking jackson square
SCHEMATIC DESIGN: RENDERED SITE PLAN I have approached the site program in the same way as I did the interior spaces. I wanted to created different zones of use that varied in scale. The goal of the landsape is to create passive and active recreational spaces as well as recreational zones that exist within the interior program. This method will allow me to blur the boundaries between exterior and interior program, reinforcing the concept of the building design being part of the site. The rendered plan shows the different surfaces and illustrates how I plan to improve pedestrian paths, improve the community garden and soften the edges of the masonry residential towers. SCHEMATIC DESIGN CONCLUSION: The intersecting masses is a good concept in regards to holding two types of program, however, the core should not be administration space but part of the program that the design is meant to focus on. It was recommended that I look at the scale of main entry, to determine whether or not the user should walk into a large tripe height space. The intersecting masses create several tight triangular areas that are difficult to program, exploring how to better organize the program to create better exterior spaces would strengthen my concept. Articulation of the circulation within the building design to make it also reflect my concept, as well as incorporate into site circulation will help to reinforce the idea of bringing communities together. It was also suggested that I explore the solid vs void idea with the masses. How it is manipulated can shape the space around it creating more dynamic interior and exterior spaces. The overall concept is very interesting and looking at the hierarchy of the geometry and pathways through the site will help to support my concept of creating community through art and education.
RENDERED SITE PLAN darice cadriel | january 2014 | 97
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DESIGN DEVELOPMENT I: PROGRAM + DIAGRAMS At schematic design I presented drawings that illustrated what I wanted my building design to do on a larger scale, to connect neighboring communities to one another and create functional, inter-generational spaces through art and education. The design began to touch upon the site design, whose goals are similar to those of the interior program. After schematic, I struggled with how to incorporate the comments in regards to the massing’s orientation to Columbus Avenue and the interior organization. In order to address the concerns yet still keep the qualities that I felt were important, I returned to my Terms of Criticism. The two that really spoke to the struggle with the comments and the overall goal of my design were: 1. A design and program that both serves and symbolizes the multiple user groups and surrounding communities that ranges in age, gender and ethnicity. 2. The design should have a presence on the residential side, at the street, and from the train/bus station. With these two terms in mine I decided for DD1, to zoom in and focus on the design’s massing, its presence and scale in regards to how it is being approached by the user. MASSING: I returned to the original idea of intersecting masses, but simplified it down to two masses (to support the two programs) with an interstitial mass that holds the shared spaces between the two programs. The massing takes advantage of the change in elevation and creates two entries, a low and a high entry. The goal of the massing’s interaction with the site at different levels is to make it appear as if it comes from a slice in the ground. PROGRAM: As shown in the sketches the program is broken up into zones and explores the ideas of different levels of privacy or publicity. TRANSPARENCY: The sketches illustrate where there are areas of transparency and opacity on the elevations. A thick wall system with punched openings is used at the Eliot School programmed areas with more transparent planes at community areas. 102 | blurring boundaries: rethinking jackson square
DESIGN DEVELOPMENT I: FLOOR PLANS + SECTION
SHARED
ELIOT SCHOOL
ADULT EDUCATION
CIRCULATION/EGRESS
Building section trough main entry, atrium and central circulation core. The section highlights the drop in grade and how the massing interacts with it. darice cadriel | january 2014 | 103
DESIGN DEVELOPMENT I: ELEVATION STUDIES + RENDERINGS
Sketches and elevation studies of facade at the entries
MATERIALS: In looking at the overall massing and relationship to the site and surrounding areas, I began to investigate the materials and scale of the materials used on the exterior of the building. The site plays an important role in the material choice for a number of reasons. The existing buildings are all masonry and concrete with flat roofs. I wanted to reflect the history of the area but also push the design to reflect the layers of use that occurs within it and use more modern materials. The drop in grade also plays an important role in the material choices, as part of the design sits low in the. I want the design to look like a part of both the built and natural surroundings so I chose to use a warm polished concrete for the ground floor and retaining walls and a linear copper panel system for the remaining massing. There are two wall types that make up the exterior facades. The copper panel system is intended to be double- triple the thickness of the concrete. The purpose for this wall massing is to allow for the deep set windows, and create depth in layers at the entries and along the Columbus Avenue façade. Functionally, the deep set windows will shade the windows along the south facing facades, and avoid the use of any interior shading or exterior projections, while still allowing for large transparent planes creating natural light filled interior spaces. ELEVATIONS: The studies to the left illustrate the linear copper panel system. I am using intersecting lines on the facade in the same way that the building masses intersect. The panels intersect and express different ideas such as extending the vertical aspect of the building heights. The sketches focus on the long elevation along Columbus Avenue, as it contains every system proposed; concrete foundation walls, copper panel system, punched openings, and the curtain wall enclosed cantilever. 104 | blurring boundaries: rethinking jackson square
Hand rendering includes collage and computer generated masses
COLUMBUS AVENUE ELEVATION: I have chosen to proceed with a linear copper panel formation that highlights the slight points in the parapet line, overlapping to create a faceted facade. Another addition to the elevation is the three angled columns that cut through the community event space and support the cantilever. Steel bracing is used around the curtain wall, with a form that resembles an abstract tree. The steel members sit outside the curtain wall and act as a buffer from Columbus Ave along with framing views from within the event space.
View of structure at cantilevered mass darice cadriel | january 2014 | 105
DESIGN DEVELOPMENT I: COLLAGE + PERSPECTIVE
Collage of view looking toward building design from the T-stop
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Perspective view looking at the transparency of the public/community mass that appears on both sides of the site
DESIGN DEVELOPMENT I: COLLAGE + SKETCH MODEL
Collage of view looking toward cantilever that shows the punched opening in the copper panel system
SKETCH MODEL: The model is meant to illustrate the different wall systems used in the design as well as the faceted elements on the facade. The model shows where the concrete foundation wall breaks the copper panel system and meets the site. It also expresses the relationship between the transparent and opaque planes along the facade. darice cadriel | january 2014 | 107
DESIGN DEVELOPMENT I: PERSPECTIVE + SKETCH MODEL
Perspective view looking at the low entry and shared spaces from the residential side of the site
SKETCH MODEL: This image is an aerial view of the sketch model which is meant to show the two masses and interstitial element that holds the shared program. The model also makes the faceted copper facade more visible, and the location of the glass ceiling/atrium that is located over the central stair.
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DESIGN DEVELOPMENT I CONCLUSION: It was clear with the review panel’s comments that my overall concept was clear. The idea of the intersecting masses supported not only my program choice but also my thesis. The collages expressed the intentions of the material choices and began to show the way the design meets the site at the different elevations. However, the clarity began to get lost at the shared program areas, the shape of the mass does not speak to either large mass and looks more like an “appendage” than part of the design. The separation of the programs completely into each mass was discussed, but my intention is to create a space where the users must interact and I felt that separating the program would not reinforce the original thesis. There was some extremely valuable feedback in regards to the circulation and placement of the stair and elevator. The stair should be located at the point where the massed intersect. Site sections will be very helpful in looking at how the masses push an pull the site and shape the exterior spaces. The residential side of the design should understand that there are two bars or masses that intersect and the in this pass it is not understood. In response to the comments made by my panel for DD2, I chose to reorganize the interior program and look more at how the shared space block relates to the two main bars. The way the bars shape the exterior space will give me the opportunity to create landscape/site element like swales and rain gardens to begin to break up the site with more natural components.
Aerial view of sketch model that illustrates the intersecting masses and location of the atrium/central stair
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DESIGN DEVELOPMENT II: PROGRAM + CONCEPT CONCEPT: Throughout my thesis I have been looking at the way both built and natural environments influence the development of a person’s sense of identity as well as their role within their community. In response to this I have proposed an Eliot School Annex to be located in Jackson Square, at the current site of the Anna M. Cole Community Center. The proposed program will allow the Eliot School to expand both their offered classes, support their after school and summer programs, and will also add a community based educational and event program. After DD1 I started to look at how the masses would inform the placement of program. There are two intersecting masses and two areas of program. Naturally, I wanted to divide the program within the masses and also have a space that joins them. Within this space is the shared program. I worked through several ideas; adding another story, trimming down shared program, and splaying the masses. PROGRAM: I have worked with the same Eliot School and community program that consists of a large event space, a computer lab, and an adult education component. Functionally: Eliot school has a presence on each floor, with the top floor being the location of all studios that are further broken into zones of use. The large event space and Adult Education spaces are located on the first floor, directly accessible by the high entry off the pedestrian pathway. The main entry is at the low grade, accessible to both Heath Street and Columbus Avenue, with delivery access to storage and all mechanical spaces. Atrium, Stair + Egress: The main stair is located at the point where the two masses intersect, in the central atrium of the design. The goal of the space is allow visual access across the program/users. This openness highlights the shared spaces as it looks directly into them during ascension, or delivers the user directly to them. According to code, an atrium stair is not allowed to be considered a main form of egress, due to this I have placed two egress stairs that create two forms of egress-only exits.
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DESIGN DEVELOPMENT II: PROGRAM + MASSING DIAGRAMS/STUDIES
The diagrams illustrate my exploring the different options as to how to approach the program/massing comments from the previous review. I looked at several options of adding levels, removing program, and splaying masses. I kept these ideas in mind while looking at how the shared space would relate to the two programmed masses, as well as how the building design is viewed from the residential side of the site.
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DESIGN DEVELOPMENT II: FLOOR PLANS
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FIRST FLOOR
DESIGN DEVELOPMENT II: FLOOR PLANS + TERMS + PROGRAM REVISED TERMS OF CRITICISM 1. A design and program that both serves and symbolizes the multiple user groups, and surrounding communities that ranges in age, gender and ethnicity. 2. The landscape design and outdoor space activates the built form and helps to create thresholds that incorporate public, private, semi-public and semi-private spaces. 3. Both the built form and outdoor spaces blur the boundaries between the existing neighborhoods and represent a diverse and unified community. 4. The architecture must represent the history and identity of the communities while being a reflection of the evolving urban landscape. 5. The design should have a presence on the residential side, at street level, and from the train/bus station. PROGRAM ELIOT SCHOOL: - Woodshop - Lumber Storage - Finishing Studio - Tool Storage - Wood & Kid Partnership Storage - Administration - Library Reference - General Art Studio - Fiber Arts: Dry Studio - Fiber Arts: Wet Studio - Fiber Arts: Sewing Studio
SECOND FLOOR
COMMUNITY + ADULT ED: - Administration - Large Classroom - Small Tutoring Rooms - Reception/ Waiting Area
SHARED: - Reception/Entry - Community Event Space - Conference Room - Computer/Media Lab - “Living Room” - Kitchen MISCELLANOUS: (based on occupancy & code) - Egress Stairs - Mechanical - Sprinkler Room - Fire Control Room
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DESIGN DEVELOPMENT II: STRUCTURE
STRUCTURAL CONCEPT: The steel seen at the windows and entries is also seen at the glass community mass. The mass cantilevers over the lowest part of the site and allows for the users to interact with the building in a different way. The structure for this massing is in two parts; the large steel angled columns project up from the lowest part of the site to support the concrete floor and ceiling planes. While the angled branched steel members brace them. The steel branching structure frames views, and acts as a buffer between the interior space and the noisy street. STRUCTURAL SYSTEMS: Ground Floor: - 12” Concrete slab on grade - 6” spacing between foundation & retaining wall - Retaining wall has 4’ footers - Concrete foundation & bearing walls - Stairs tie into floor slabs & are single rail steel structure First Floor + Second Floor: - Concrete two-way 12” post-tension slab - 30” diameter columns @ cantilever & stair - Concrete bearing walls Exterior: - Polished concrete foundation walls - 3’ copper panel wall assembly is made up of two 6” LWS framing with insulated space in between. Typical panel system for exterior facade. - Steel tree structure does not play a structural role 118 | blurring boundaries: rethinking jackson square
DESIGN DEVELOPMENT I: RENDERINGS
View of high entry highlighting structural systems used at community/public program
View of high entry from T-Stop highlighting the tree structure that defines the community/public mass darice cadriel | january 2014 | 119
DESIGN DEVELOPMENT II: BUILDING SECTION + LIGHT STUDIES
Building section highlighting the placement of glazing
Sketch and rendering of smaller scaled niches located in the community/public mass. The smaller scale spaces make up the Adult Admin program and can serve different group sizes.
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DESIGN DEVELOPMENT II: RENDERED SITE PLAN + LANDSCAPE DESIGN
Aerial view of site plan and building massing
The rendering shows the grading, exterior patio and the different situations in which the building massing meets the site. It also illustrates the structure at along the residential side of the design. The two structural systems used appear on both sides (public and residential) of the design, but at different scales. The change in scale mimics the size and of the interior program while identifying them to the user. The rendering also begins to illustrate some of the more natural components in the landscape design such as the swale and plantings that have been added to the plan. The swale is located just outside the private tutoring rooms, which help to create more private interior spaces even when they are primarily transparent.
Rendered site plan and grading sketch with first floor plan
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DESIGN DEVELOPMENT II: RENDERINGS
View of main entry and cantilever at low grade from Heath Street/Columbus Avenue intersection
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View of Columbus Avenue elevation
DESIGN DEVELOPMENT II CONCLUSION: The program and building massing are clear and depict my conceptual ideas that use intersection and overlapping as a motif. The breaking up of interior program into the to the masses and into smaller zones works for the use of the design. The landscape and site ideas needed more detail to fully express the intentions voiced. The steel tree-like structure around the community/public masses is not as clear in its intention to illustrate the ideas of framing views and buffering the community space from Columbus Avenue. The panel also had recommendations as to what type of sections, details and diagrams would make my thesis more clear. In response to the comments made at DD2 by the panel members, I have decided to remove the tree-like structure from the design as it is merely aesthetic and does not clearly support the conceptual intention of my thesis. The removing of any purely aesthetic features, like the steel branching structure, will help to keep the conversation on the concept and design. For my final, I am creating a more complete design whose interior and exterior detail are more consistent with one another. I plan to create user diagrams that illustrate how the building design supports the users I have continued to discuss.
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1
FINAL: GROUND FLOOR PLAN The building consists of three levels that reach across a 15’ drop in grade. The drop in the grade is another characteristic that drew me to the site, because it allowed a design that would interact with the landscape at different points and in different ways. For example there are two entries, the lower/main entry that is accessible from Heath Street, with accessible parking, and a loading zone. The GROUND FLOOR has the smallest amount of program, with storage and mechanical located at the rear of the level. An open seating area and grand staircase are at the center of the design. As the user ascends the stairs, they will be in a 3-story atrium that has views into each of the programs. The atrium widens as it rises and is topped with glass ceiling, which creates a light filled space that filters down through the design. The user rises from the ground floor, which is seated lowest in the site up to light filled first floor. The FIRST FLOOR is where you begin to see the two intersecting masses. One mass holds the eliot school program while the other carries all of the community based spaces. The masses branch out in the directions of the 3 neighborhoods with the circulation anchoring them at the center. The community mass has different conditions at each end, with a glass enclosed cantilevered event space facing Columbus Avenue, and smaller more personal learning spaces that meet the high point in the grade. It is here in the community mass that you see spaces at different scales for individual, small group, and large event use.
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RECEPTION ENTRY STAIR 1 ELEV
ELIOT SCHOOL LUMBER STORAGE
MECHANICAL/UTILITIES
1
FINAL: FIRST FLOOR PLAN ELIOT SCHOOL ADMIN
CONFERENCE STAIR 1
COMPUTER LAB
LIVING ROOM
LARGE CLASSROOM
3
TUTOR RM
COMMUNITY CENTER
ADULT ED ADMIN
TUTOR RM
2
TUTOR RM
TUTOR RM
STAIR 2
WOMENS MENS
KITCHEN
STORAGE
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1
FINAL: SECOND FLOOR PLAN The SECOND FLOOR is dedicated to the eilot school, with three different zones; wood and finishing, fiber arts, and a larger general art studio. The three zones are connected through an open gallery/exhibition space and a reference library, as well as seating niches like those on the lower levels.
SEWING STUDIO
REFERENCE LIBRARY STAIR 1
The floor plates are shaped differently to reflect the circulation within the design, while allowing more natural light to filter down through the space, while allowing for more visual access to all the different program and users.
WOODSHOP ELEV
FINISHING ROOM
TOOL STORAGE
GALLERY
3
GENERAL ART STUDIO 2
W
M CL
STAIR 2 FIBER ARTS STUDIO
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FIBER ARTS STUDIO
FINAL: USER DIAGRAM The purpose of my thesis is to integrate the urban neighborhoods of JP, Roxbury Crossing and Roxbury, to create a stronger community through art & education, with the proposal of an Eliot School Annex. The Eliot School is part of a network of colonial era schools, that later focused on the arts. The school is currently located in its small original schoolhouse in a more affluent part of the neighborhood. The annex would allow the school to offer a wider range of courses to a more broad and diverse user group. The expansion of the school will create opportunities for inter generational design/usage which will connect the two largest demographics in the area, the elderly and adolescent. My proposed design is the current location of the Anna M. Cole Community Center, which is a community hall that is used 3-4 times throughout the year. Due to this, I am proposing a community center/ event space and adult education program at the Annex. The addition of this community-based program will allow it to serve a part of the demographic that is currently lacking in services in the area. It will serve a wider range of users, and create greater interaction between the communities within the building design. darice cadriel | january 2014 | 131
FINAL: PROGRAM DIAGRAM
SHARED ELIOT SCHOOL COMMUNITY MISC.
PROPOSED FINAL PROGRAM: (approximate SF) - Woodshop - Lumber Storage - Finishing Studio - Wood & Tool Storage - Kid Partnership Storage - Administration - Library Reference - Computer Lab - General Art Studio - Dry Studio - Wet Studio - Sewing Room
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1500 sf 3000 sf 1500 sf 1000sf 800 sf 800 sf 300 sf 1500 sf 1500 sf 1500 sf 1500 sf 1500 sf
- Reception/Entry - Event Space - Kitchen - Meeting Room - Administration - “Living Room”
400 sf 5000 sf 1000 sf 700 sf 800 sf 1000 sf
- Mechanical - Toilet Rooms - Sprinklery Room - Fire Control Room
500 sf 600 sf 200 sf 200 sf
TOTAL GROSS SF
26,000 sf
FINAL: CIRCULATION DIAGRAM
CIRCULATION: - two main entries main entry off of heath street high entry off residential - ground floor has least amount of program, grand stair going up to programmed floors - first and second floors connected by central stair - first floor an entry at grade in community wing
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FINAL: BUILDING SECTIONS + LIGHT STUDIES The sections highlight the grade change while also illustrating the areas of glazing in the design. The building section shows the location of the glazing in the ceiling above the central atrium. It illustrates how the light filters down through the building signaling to the user where the main circulation is. It is also marks the importance of the space where the two masses intersect.
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FINAL: BUILDING SECTION + PERSPECTIVE < Larger areas of glazing are used at the public/community program to create more inviting spaces. The community areas are the most transparent to reinforce the public use/service.
The perspective below shows the massing and use of glazing at the high entry. The exterior courtyard is where all of the pedestrian walkways converge.
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FINAL: BUILDING SECTION + PERSPECTIVE
The section identifi es the areas of glazing and the amount of natural light that fi lters through the spaces. The large amounts of glazing are used in the public/community areas of the design. It also illustrates how the drop in grade is engaged by the massing.
The perspective shows the opposite view of the section above. It highlights the how the elevation drops and the use of retaining walls. 136 | blurring boundaries: rethinking jackson square
FINAL: AERIAL RENDERING + SITE SECTION The aerial view from the residential side of the site shows the two entries and the landscape design. Play areas and terracing breaks up the site into smaller regions along the housing complex.
The site section places the section from the opposite page into the site and shows its relationship to the existing housing towers but also to the landscape design.
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FINAL: RENDERED SITE PLAN What drew me to the site was largely the drop in grade that currently exists. I decided to dramatize the drop in grade from 10’ to 15’ in order to create different conditions where the building met the ground, as well as break the large site up into zones. Improvements were made to sidewalks making the pedestrian access to the existing green/play areas safer. Another pedestrian circulation improvement was separating the existing SW corridor into a separate pedestrian path that now goes through the site, and a cycle track that follows Columbus Avenue. The cycle track engages the design in a different way by passing underneath the elevated community center. The cycle track subdivides the lower grade area into a public skate park, a terraced green space and a large paved plaza at the main entry along Heath Street. On the upper section of the site I have added wider pathways with clear access to the green areas as well as the paved plaza/high entry. The existing play areas and community garden will be improved and expanded. The goal of the added pathways is to create clear/safe/ accessible circulation from each side of the site for the surrounding communities. Jamaica plain/housing complex has the clearest access to the site due it its proximity and also having the highest elderly and adolescent population of the three neighborhoods. The site is easily accessible from the street/parking as well as easily accessible from the T-stop, which creates the heaviest pedestrian traffic in the site.
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rendered site plan
FINAL: SITE CIRCULATION
diagram of proximity of surrounding neighborhoods
The site is surrounded by three neighborhoods, Jamaica Plain, Roxbury, and Roxbury Crossing. These neighborhoods would make up the majority of the users. A goal of the landscape/site design is for each of the neighboring communities to have clear same access to the building design. The addition and improvement of pedestrian walkways and site being handicap accessible makes both entrances clearly accessible by all users coming from any direction on the site.
neighborhood and user circulation/access diagram
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FINAL: MODELS
The final site model illustrates the directional quality of the final building design. The intersecting masses are meant to reach out in opposite directions, toward the different surrounding neighborhoods. The model also displays the added pedestrian walkways that reach out in the direction of the large residential towers. The cycle track breaks the site into two sections creating the phases of space discussed before, with everything to the right of the cycle track being the most public spaces on the site.
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The final building model is meant to highlight the intersecting masses and the relationship of the masses to the site. It is also meant to be an illustration of the different materials used on the exterior of the design. The aerial view shows the bars branching out in the directions of the surrounding communities while the close up views highlight the cantilevered community space.
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FINAL: HVAC DIAGRAM
The site spans a wide area and is 25’ above the MBTA system. I have chosen to proceed with a geothermal ground source heat pump system, that runs horizontally on the site. The system will be designed to work in both heating a cooling mode with the compressor and reversing valve located in the mechanical room on the ground fl oor. The challenge with using geothermal heat pump system in a building this size is sizing the electric components, which in this design could be sourced by incorporating PV panels on the roof. The building is designed with a fl at roof and has maximum southern exposure to maximize the opportunity to use solar energy. In addition to solar and geothermal systems the building is designed with high R-value wall systems and operable windows. The operable windows allow the users to control the interior environment in the shoulder seasons when the system would need to be reversed.
axon of geothermal system highlighting the horizontal fi eld in the site
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FINAL: EGRESS DIAGRAM
There are two egress stairways in the design that exit to the site. The fi rst exits at the lowest point in the site and is accessible from the second and third fl oors. The second egress stairway exists at the high grade and is accessible from the second and third fl oors. Along with the egress exits there is one to two emergency exits from levels on grade. An emergency exit is also located in the mechanical/storage areas on the ground fl oor.
axon of egress exits
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FINAL: STRUCTURAL DIAGRAM The building structure is made up of three components, concrete foundation walls at the ground level, and concrete bearing walls for the main interior walls. This reduced the amount of interior columns, allows for an open atrium at the intersection of the two masses. For the exterior 3’ deep copper panel assembly I used a double steel stud system, the continuous exterior stud creates a higher R-value wall system making the assembly more effi cient. The interior stud is anchored into the concrete slabs and breaks at each level. Due to the chosen HVAC system the design calls for a slab on grade foundation and concrete fl oors. The fl oor slab at the cantilever is thickened from a 12” slab to a 16” post tensioned slab, in order to only have 3, 30” angled columns in the space.
axon of structural system highlighting the chosen systems
OPPOSITE PAGE: The wall sections and details illustrate the two structural systems that are used in the design. At the concrete foundation walls there are areas where a retaining wall is also present, this detail shows the waterproofi ng and drainage system that would be used in this situation. 144 | blurring boundaries: rethinking jackson square
2
3
4
5
VERS TRIM MTL COPING
s t u d io
T.O. ROOF 45' - 0"
PRODUCED BY AN AUTODESK STUDENT PRODUCT 4
5
ROOF FLASHING
S.F.F. CEILING 41' - 0"
5/8" EXT SHEATHING T.O. ROOF 45' - 0"
GWB DROP CEILING 5" STEEL FRAMING
T F
s t u d io
T.O. ROOF 45' - 0"
The Brewery 179 Boylston Street Jamaica Plain, MA 02130 SINGLE-PLY TPO 617-524-5558 617-524-5544
1/2" DENS DECK
STAMP A R C H I T E CONCRETE SLAB/MTL DECK
T.O. ROOF 45' - 0"
C T S
D SECOND FLOOR
5" STEEL FRAMING
T.O. ROOF 45' - 0" S.F.F. CEILING 41' - 0"
SECOND FLOOR
POLISHED CONRETE SLAB
COPPER PANEL SECOND WALL FLOOR ASSEMBLY PLAN 30' - 0"
SPACE
FIRST FLOOR
P
SLAB ON GRADE ER PANEL SYSTEM 14' - 0"
K MTL PANEL SYSTEM RIGID INSULATION
GROUND FLOOR POLISHED CONRETE SLAB
FIRST FLOOR (HIGH GRADE) NOTE: EXPOSED CEILING @ BACK OF THE HOUSE
CONCRETE FOUNDATION WALL
FIRST FLOOR PLAN 15' - 0"
COPPER PANEL WALL ASSEMBLY
RIGID INSULATION
4" DRAIN
14' - 0"
SLAB ON GRADE GROUND FLOOR
FIRST FLOOR POLISHED (HIGH GRADE) CONRETE SLAB
2
GRAVEL
3
5/8" GWB
POLISHED CONCRETE SLAB
NO.
DESCRIPTION
B
PROJECT NO1
9
3' - 0" 2' - 0"
DOUBLE-PANE GLAZING CUSTOM STEEL WINDOW FRAME WOOD BLOCKING 6" STEEL FRAMING (EXT) 5/8" EXTERIOR SHEATHING
OPEN WALL CAVITY
WATER/AIR BARRIER 3" RIGID INSULATION
FIRST FLOOR PLAN 15' - 0" 2" AIR SPACE "Z" CLIP COPPER PANEL SYSTEM BLACK MTL PANEL SYSTEM
CANTILEVER DETAIL Project 1" =Number 1'-0" DATE
CHECKED BY
Designer
SCALE
As indicated
SLAB ON GRADE
DATE
02/09/11
RIGID INSULATION
SHEET TITLE
PROJECT NO
Project Number
DRAWN BY
Author
CHECKED BY
Designer
SCALE SHEET NO
As indicated
A500 02/09/11
SHEET TITLE
WATER SEPARATION COATING
4" DRAIN
A DETAILS
© 2012 STUDIO G ARCHITECTS
5
5
NOTE: BLACK MTL PANEL WRAPS BEHIND COPPER PANEL @ CANTILEVER TO MEET CONCRETE FOUNDATION WALL
GRAVEL
CONCRETE RETAINING WALL
GROUND FLOOR PLAN 0' - 0"
CONCRETE ANCHOR BOLT
CONCRETE FOOTING
PRODUCED BY AN AUTODESK STUDENT PRODUCT
SHEET NO
COPPER PANEL WALL SECTION 2 1/2" = 1'-0"
DATE
Author DRAWN BY NO. DESCRIPTION
DATE
FULL WALL SECTION 7 1/2" = 1'-0" POLISHED CONRETE 4 SLAB FULL WALL SECTION B A 3 6 1/2" = 1'-0"
FIRST FLOOR PLAN 15' - 0"
6" STEEL FRAMING (INT)
DETAILS
GROUND FLOOR PLAN 0' - 0"
COPPER PANEL WALL SECTION 2 POLISHED 1/2" = 1'-0" CONRETE SLAB
4" DRAIN
POLISHED CONRETE SLAB
FIRST FLOOR PLAN 15' - 0"
NOTE: EXPOSED CEILING @ BACK OF THE HOUSE
GRAVEL
CONCRETE FOUNDATION WALL
Enter address here
IRST FLOOR PLAN 15' - 0"
COPPER PANEL WALL ASSEMBLY FIRST FLOOR PLAN 15' - 0"
INSULATION
Enter address here
POLISHED CONRETE SLAB
ID INSULATION
F.F.F. CEILING 26' - 0"
5/8" SHEATHING
1' - 0"
GWB DROP CEILING
PROJECT TITLE
5" STEEL FRAMING
CLIP EL FRAMING (EXT) PPER PANEL SYSTEM XTERIOR SHEATHING CK MTL PANEL SYSTEM R/AIR BARRIER
Project Name
FIRST FLOOR
SECOND FLOOR PLAN 30' - 0"
C Owner
1' - 5"
SECOND FLOOR POLISHED CONRETE SLAB
11' - 0"
F.F.F. CEILING 26' - 0" SECOND FLOOR PLAN PANEL COPPER 30' -ASSEMBLY 0" WALL
CLIENT
PROJECT TITLE
TER/AIR BARRIER
AIR SPACE D BLOCKING
PARAPET DETAIL 3/4" = 1'-0"
5
CONSULTANT
Project Name
5" STEEL FRAMING POLISHED GWB DROP CEILING CONRETE SLAB
TEEL FRAMING (EXT)
IGID INSULATION LE-PANE GLAZING FIRST FLOOR PLAN OM STEEL 15' - 0" OW FRAME
Owner
SECOND FLOOR PLAN 30' - 0"
S.F.F. CEILING 41' - 0"
" EXTERIOR SHEATHING
T.O. ROOF 45' - 0"
CLIENT
PRODUCED BY AN AUTODESK STUDENT PRODUCT
OOD BLOCKING
5/8" EXT SHEATHING
STAMP
POLISHED CONRETE SLAB SECOND FLOOR
11' - 0"
STOM STEEL NDOW FRAME
2
VERS TRIM MTL COPING
PRODUCED BY AN AUTODESK STUDENT PRODUCT PRODUCED BY AN AUTODESK STUDENT PRODUCT
5" STEEL FRAMING
The Brewery
179 Boylston Street Jamaica Plain, MA 02130 CONSULTANT T 617-524-5558 F 617-524-5544
5" STEEL FRAMING
T.O. ROOF 45' - 0"
UBLE-PANE GLAZING
S.F.F. CEILING 41' - 0"
GWB DROP CEILING
1
2' - 2"
3
VERS TRIM MTL COPING
FINAL: WALL SECTIONS + DETAILS
building sustainable communities
2
A R C H I T E C T S
building sustainable communities
5/8" EXT SHEATHING
A500
FULL WALL SECTION 7 1/2" = 1'-0"
4
FOOTING DETAIL 1" = 1'-0"
2
© 2012 STUDIO G ARCHITECTS
3
PRODUCED BY AN AUTODESK STUDENT PRODUCT
2
3 6
4 FULL WALL SECTION B A 1/2" = 1'-0"
5
1
2
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FINAL: RENDERINGS
To finish the design I chose materials that would complement the existing buildings, while bringing a more modern and organic feel to the site. I emphasized the drop in grade and finished the ground floor and where the building meets the earth in a dark polished concrete and designed a 3’ thick copper panel façade on the upper floors. The 3’ wall system hosts a deep-set steel window that I designed. The large deep operable windows will let in plenty of natural light and ventilation while shading the interior spaces from direct sunlight along the south facing walls.
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The cantilevered community space has a floating ceiling with a multiple layered shade system that will let the space go from different levels of diffusedlight to light-tight for a more versatile space. The community space has the most dramatic application of the aesthetic design feature of intersections and angles, that is executed using different methods and scales throughout the design.
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< There are two design elements that I have repeated through the design at different scales, intersection and overlapping angles. The three large columns are the most dramatic scale that I used the angles at. You see these columns in two community/public places at two different scales to compliment the size of the space. Both the mullions and the butt joints in the curtain wall, and the facets in the copper panels use angles and add intersections to mimic the overall building concept of the intersecting masses. > The first floor community mass is where the scale of spaces to serve different types of users as well as different sizes of user groups is seen. Throughout the thesis process I have wanted to create a space that can serve and individual as well as a larger community event. This will allow the individual user to be comfortable while creating opportunities for them to interact with their neighbors. In order to do this spaces of different sizes must be designed. In this rendering the small seating niches, private tutoring rooms and adult admin office are seen in the foreground with the larger community space in the background. The scale of the spaces increases as they approach the atrium, which anchors the design as it is located at the intersection of the two main programmed masses.
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Night rendering of cycle track and its interaction with the cantilevered community mass darice cadriel | january 2014 | 149
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FINAL: MODEL
View of main entry at low grade
View of cantilever from Columbus Avenue
View of cantilever from high grade
View of massing from high grade
View of high entry from high grade
View of exterior patio from residential side of site
The final building model is meant to illustrate the different conditions where the design meets the site. One goal of the design is for the user/visitor to interact with the building on all sides. The images “walk” the eye around the design and show the different entry conditions as well as the change in scale in the exterior spaces around the building design.
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In these images I have highlighted the repeating elements of intersecting and overlapping in the design. These design elements are seen in the large structural columns located in two different areas, in the copper facade and in the overall building massing. These images show the massing from the residential side of the site, where there is a large outdoor patio. This patio begins to establish the different phases of space investigated early in the process. These spatial phases include public, semi-public, semi-private, and private. I see the outdoor patio as semi-private space, as it is open to the public but only accessible through the private building. Meaning only the users of the building can access the outdoor patio.
Aerial view of exterior patio from the residential side of the site
The lower image highlights the intersecting of the two large building masses. One mass holds all of the Eliot School program while the other holds all of the community/public program. The image also illustrates the use large areas of glazing in the community mass of the design.
View of intersecting masses darice cadriel | january 2014 | 153
ANNOTATED BIBLIOGRAPHY Archer, John. “Social Theory of Space: Architecture and the Production of Self, Culture, and Society” In Journal of the Society of Architectural Historians, Vol. 64, No. 4, 430-433. University of California Press on behalf of the Society of Architectural Historians, 2005. This article begins to touch on the topic of the relationship between physical space and the impact it has on the user. This topic is the basis of my thesis argument and will help to develop my thesis further. Ford, Larry, R. The Spaces between Buildings. Baltimore: The Johns Hopkins University Press, 2000. This source discusses, in depth, how the space between buildings has as important an impact on the people occupying it as the built form does. This source could help me to define my conceptual ideas about the voids that are present within communities and how they influence the use or perception of the community as a whole. Gardiner, Richard. Design for Safe Neighborhoods. Washington, DC: U.S. Government Printing Office, 1978. Gardiner discusses crime escalation in neighborhoods, how physical environments promote crime, and features design models that are meant to reduce crime in residential areas. Planning, mapping, collecting data and strategies for the application of theories are also discussed. I look to this source as it offers early information, studies and statistics of crime and how it affects the neighborhood dynamics. Gieryn, Thomas F. “A Place for Sociology.” In the Annual Review of Sociology, Vol. 26, 463-496. Indiana University, 2000. This text helped me to define the term place. Goldhagen, Sarah Williams. Louis Kahn’s Situated Modernism. New Haven, CT: Yale University, 2001. The chapters in the book I have selected deal with the issues of place, identity, community and the role of architecture within them. There is also added discussion of how Kahn was able to create the monumental and ethereal spaces he did while keeping the human scale present. This is something I would like to discuss more as I develop my design. Herzog, Lawrence A. Return to the Center; Culture Public Space and City Building in a global Era. Austin: University of Texas Press, 2006. In this book Herzog explores the relationship between culture and public space. He identifies several cities throughout the world that have been revitalized through the design of modern public space. This source looks at several different cities in Latin America and discusses the way the culture has influenced the way the modern public space has been designed. This is an interesting source because it relates to what originally interested me about public space, the way it is universal and can transcend culture and gender. This source could lead to my defining the universal qualities that I think inspire people to use public space as an extension of their personal space. Kolb, David. Sprawling Places. Georgia: University of Georgia Press, 2008. This text helped me to define the terms place and has and extensive bibliography that I would like to explore. Low, Setha M. & Denise L. Lawrence. “The Built Environment and Spatial Form” In the Annual Review of Anthropology, Vol. 19, 453-505. Annual Reviews, 1990. The built form and spatial relationships are what is going to be tested using 3D, 2D and photographic media in my thesis. This text discusses the same idea and can support my findings. Mitchell, Don. “The End of Public Space? People’s Park, Definitions of the Public, and Democracy.” In the Annals of the Association of American Geographers, Vol. 85,No. 1, pp. 108-133. New York: Taylor & Francis, Ltd., 1995. This article references the struggle of one public park, or parcel of land that was a source of public dispute over how to develop it. The public had a strong vote and presence in its planning. This source is relevant as it discusses the impact the community can have on the design of public space. Mossop, Elizabeth. “Landscapes of Infrastructure.” In The Landscape Urbanism Reader. Edited by Charles Waldheim, pp.163-177. New York: Princeton Architectural Press, 2006. In her essay Mossop discusses how the landscape architecture can engage itself with urban spaces helping to redefine the role of public space in urban areas. Newman, Oscar. Creating Defensible Space. Washington: National Institute of Law Enforcement and Criminal Justice, Law Enforcement Assistance Administration, U.S. Dept. of Justice, 1975. This text discusses the design of public housing and its community impact as well as looking at three projects in depth. It is an important reference for me as I am looking at the design of public housing in the past and looking to revitalize it. Pommer, Richard. “The Architecture of Urban Housing in the United States in the Early 1930’s” In the Journal of the Society of Architectural Historians, Vol. 37, No. 4, 235-264. University of California, 1978. The article discusses the architecture of public housing developments throughout America, which could be the supportive material I use when discussing the master planning portion of my thesis. Rossi, Aldo. The Architecture of the City. Chicago: Foundation for Advanced Studies in the Fine Arts, 1982. Rossi discusses the City and its many parts as well as its history and transformation. The chapter about how urban areas come to be defined through style and relationship to the surroundings is useful when discussing the defined edges of parks and how they relate to the surrounding communities they serve. It discusses the impact of boundaries and style of public space within urban areas.
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Russell, James S. Designing for Security; Using Art and Design to Improve Security. New York: Design Trust for Public Space, 2002. This source is the product of organized workshops that brought designers and city agencies together to address the growing concerns of safety among the five boroughs of New York City. This source could lead me to definitions of the safety and security needs of an urban neighborhood’s public space. Simonsen, Kirsten. “Bodies, Sensations, Space and Time: The Contribution from Henri Lefebvre” In Geografiska Annaler. Series B, Human Geography, Vol. 87, No. 1, 1-14. Wiley-Blackwell on behalf of the Swedish Society for Anthropology and Geography, 2005. Lefebvre was an architectural historian who discussed the role of space in shaping and sustaining human society. This article applies his contributions to current architectural and social situations and is relevant because it is taking a historical argument and proving its relevance and irrelevance in today’s society. Tate, Alan. Great City Parks. New York: Spon Press, 2001. Tate looks at successful urban parks in different parts of the United States and abroad. He writes specifically about an urban park, Paley Park, in NYC that I have visited many times and find much inspiration from. The design of this park can be analyzed through Ford’s levels of territory illustrating how they work for open space dense urban areas. Whyte, William H. The Social Life of Small Urban Spaces. Washington, D.C.: The Conservation Foundation, 1980. The Social Life of Small Urban Spaces is a book (and film) that is widely known and regarded among architects, urban planners and landscape designers. It was one of the first studies that incorporated field studies and the use time-lapse filming to document the daily use of a specific public space over a 2-year span. This source could be used a precedent for the way an urban space is designed with a variety of layers, levels, scales and textures to promote a variety of uses. This precedent also illustrates that an urban space is a point where different groups of people are forced to interact with one another. Zukin, Sharon. “ Whose Culture? Whose City?” In The Urban Sociology Reader. Edited by Jan Lin and Christopher Mele, 281-289. New York: Routledge , 2005. Sharon Zukin is best known for her studies of the intersection of culture and urban development. In this essay, Zukin studies the design of space in which the cultural meanings and themes are incorporated. Zukin’s reputation as a leading urban sociologist could be a strong support for my argument.
http://www.jpndc.org/index.html • community involvement information http://www.bostonredevelopmentauthority.org/zoning/downloadZone.asp • zoning maps http://www.municode.com/Default.aspx • general neighborhood information http://bostonredevelopmentauthority.org/ • maps, parcel information http://www.reedconstructiondata.com/building-codes/massachusetts/boston/ • zoning and codes information http://www.cityofboston.gov/neighborhoods/general.asp?ID=5 • general neighborhood information http://www.archive.org/stream/neighborhoodplan1987bost#page/n49/mode/2up • historical context http://www.archive.org/stream/jamaicaplainzoni00bost#page/n0/mode/2up • historical context http://maps.google.com/ • topographic map http://www.city-data.com/zips/02130.html • general neighborhood information http://candychang.com/i-wish-this-was/ • precedent http://www.diaart.org/exhibitions/introduction/96 • precedent
http://www.city-data.com/zips/02120.html • general neighborhood information http://www.city-data.com/real-estate/ROXBURY-MA-02119.html • general neighborhood information http://bromleyheathtmc.org/main.htm • general bromley-heath information http://www.architypereview.com/1-schools/projects/2-perspectives-charter-school • precedent http://www.architypereview.com/1-schools/projects/4-community-school-of-music-and-arts/description • precedent http://www.architypereview.com/1-schools/projects/10-bronx-charter-school-for-the-arts • precedent http://www.eliotschool.org/ • client http://www.arts4all.org/ • precedent http://www.designshare.com/index.php/projects/perspectives-charter/intro • precedent http://www.bronxarts.net/ • precedent
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