e.loffler - thesis Interior Design | MFA 2020 - Pratt Institute, New York

OUT OF SITE OUT OF MIND

OUT OF SITE, OUT OF MIND: INTERIOR DESIGN AS A DEVICE FOR MEDIATION BETWEEN THE OLD AND THE NEW IN SPACES WITH CONTROVERSIAL HISTORIES. INVESTIGATING THE RESIDENTIAL SCHOOL SYSTEM OF CANADA. by Erin Loffler

acknowl ed g ment s

First and foremost I’d like to express my gratitude and appreciation to my professor, advisor, and coach, Claudia Hernandez-feiks; her expertise, guidance and steady leadership was such an inspiration throughout this entire experience. Claudia, thank you, my thesis has truly transcended the way in which I work and will work for the rest of my design career. Second of all, to everyone within my section, their work continued to influence and amaze me on a weekly basis. We had gone through a lot, including a global pandemic, and we accomplished this together! Also, my parents, Nick and Pat Loffler; their pride and confidence in my aspirations was all the fuel I needed to begin this lifelong dream.

Finally, a dedication to my husband and partner, Chris Shewchuk. Without question, you embarked on this ever fluctuating journey to New York City while unwaveringly providing a foundation of support, encouragement, and love throughout the whole of it.

To Chris’ family, specifically his great-grandmother, a Métis Survivor of the Residential School system who courageously fought for her class-mates. One of the many stories that sparked this exploration.

co n t ent s SECTION 01: THESIS DESIGN PROBLEM

Thesis Statement ............................................................................................10

Thesis Abstract ...............................................................................................11

Thesis Research Statement ............................................................................12

Material Studies and Testing the Trace ........................................................18

SECTION 02: RESEARCH SOURCES BIBLIOGRAPHY .........................................32 SECTION 03: PRECEDENT ANALYSIS ....................................................................35 SECTION 04: CASE STUDIES AND USER GROUPS ....................................................46 SECTION 05: SITE DESCRIPTION AND ANALYSIS ...................................................50 SECTION 06: PROGRAMMING .................................................................................62 SECTION 07: FINAL THESIS DESIGN ........................................................................74

SECTION 01: THESIS DESIGN PROBLEM

“

To live means to leave traces.

”

- Walter Benjamin

1

Walter Benjamin, “Paris, Capital of the Nineteenth Century,” in Reflections, trans. Edmund Jephcott, (New York: Schocken Books, 1986), 155.

Fig.1.0

9 SECTION 01 - Thesis Design Problem - Out of Site; Out of Mind

t hesis statemen t Out of Site; Out of Mind explores the potential of design as a device for mediation between the old and the new by redefining and reinterpreting traces left behind within existing interior spaces with controversial pasts.

thes i s a bs tra c t

PRESENT

Spaces, formed by architectural elements, contain memories. Memories hold histories that are imprinted within the traces left behind. We must consider traces that hold dark histories as evidence; evidence that must not be demolished.

TRACES OF OPTIMISM

PRESENT

TRACES OF VANDALISM

PRESENT

Canadaʼs residential schools were houses of pain, but survivors want these buildings to be saved - The Globe and Mail

2019-10-15, 10)03 AM

Canada’s residential schools were houses of pain, but survivors want these buildings to be saved Of the dozens of residential schools built across Canada, 15 to 20 are still standing. From B.C. to Ontario, many of the Indigenous people trying to overcome the schools’ toxic history say it’s wrong to tear them down SIERRA BEIN AND MARIA IQBAL INCLUDES CORRECTION PUBLISHED SEPTEMBER 30, 2019 UPDATED OCTOBER 1, 2019

ARCHITECTURAL TRACES 25 COMMENTS SHARE

1930s +

TRACES OF CHILDREN

1930s +

'Help me' and other messages from Indigenous residential-school pupils can still be seen on the exterior walls of the former Mohawk Institute in Brantford, Ont., shown in 2017.

MICHELLE SIU/THE GLOBE AND MAIL

Sept. 30 is Orange Shirt Day in Canada, a day to acknowledge residential-school

https://www.theglobeandmail.com/canada/article-canadas-residential-schools-were-houses-of-pain-but-survivors-want/

Page 1 of 11

FURNITURE SPECIFICATIONS

1930

This proposal is provoked by recent Canadian controversy regarding residential schools.

Revealed by the Truth and Reconciliation Commission of Canada, residential schools were a 19th century architectural tool used to oppress and assimilate First Nations aboriginal children into a “Euro-Canadian” culture. From 1830 until 1996, when the last residential school closed, the system produced over 150,000 Survivors as well as a population who suffer from a psychosphere of traumatic DNA and collective histories1. Now, according to the Canadian Broadcasting Corporation the debate continues on what to do with the few remaining schools of the 130 that were originally built2.

While looking at the few remaining schools, I took note from Jorge Otero-Pailos, Lebbeus Woods, and Carlos Scarpa, all artists, architects and theorists with experimental works on preserving evidence of physical environments with difficult pasts. With this, Out of Site; Out of Mind argues that reconciliation can be achieved by creating a layered environment that acknowledges the past, recognizes the traces left behind, and introduces a new reimagined physical threshold where the narrative can be transformed without ignoring history. The thesis will be tested in one of Canada’s currently unused residential schools and will be activated by inserting a biomass power plant within a reflection center highlighting the traces that remain.

POST CARD - BIRTLE RESIDENTIAL OPENS

1927 - 1929

PLANNING OF BIRTLE RESIDENTIAL SCHOOL

PRE 1800s

1

Commission of Canada: Truth and Reconciliation. (2013). Residential Schools of Canada. Retrieved from http://www.trc.ca/websites/ trcinstitution/index.php?p=12

2

Goodes, Jeff. (2017). Save the Evidence. Why a Mohawk community chose to preserve a residential school building: CBC Radio. Retrieved December 9, 2018 from https://www.cbc.ca/radio/tapestry/preserve-or-destroy-1.4162162/why-a-mohawk-community-chose-to-preserve-a- residential-school-building-1.4162177

BEFORE RESIDENTIAL SCHOOL SYSTEM

Fig.1.1 Timeline of the traces within the Residential School system.

11 SECTION 01 - Thesis Design Problem - Out of Site; Out of Mind

t hesis rese arc h statem ent

school history RESIDENTIAL SCHOOLS AND THE PSYCHOSPHERE residential school noun

• From 1830 until 1996,

• Revealed by the Truth and Reconciliation Commission of Canada, • a 19th century architectural tool used to oppress and assimilate First Nations aboriginal children into a “EuroCanadian” culture.1

• system produced over 150,000 Survivors and population who suffer from a psychosphere of traumatic DNA • collective histories

psychosphere noun

• the “psychosphere” is a concept originating in the work of weird fiction authors like Roland C. Wagner and

H. P. Lovecraft; • can best be defined as “the sphere of collective consciousness;”

• a theoretical space where every human thought is projected outward into an ethereal dimension.2

Fig.1.2 Specification sheet of school desk for Birtle Residential School, Manitoba3

80,000

INTRODUCTION Through the lens of the interior, I have always been interested in historic preservation. Out of Site; Out of Mind has revealed, that architecture, especially the interior, serves as an involuntarily repository of the many layers of happenings that occur over time.

In 2018, when I first read about the Residential Schools of Canada in an article published by the Canadian Broadcasting Company, the magnitude of the social, political, and environmental issues were evident; however, the traumatic underpinning and the role of the interior was not so apparent. After investigation, the extent of trauma the First Nations suffered and suffer today can be linked to the interior. With that, Out of Site; Out of Mind stems from the argument that interior design can be used as a device for mediation between new physical environments and the existing architecture that hold difficult memories while acting as a means for reconciliation.

Aboriginal people alive today attended Indian Residential Schools;

150,000

Gathering to ceremoniously burn St. Micheal’s School on February 14, 2015 in British Columbia, Canada.5

Aboriginal children attended Indian Residential Schools from 1830 - 1996;

1996

the last, of 130, Residential Schools Catalogue of existing Canadian Residential School Sites (Structure and Geographic).

RESI DENTit’s I AL SCHO O L S - C A N A D A Catalogue of existing Canadian Residential School Sites (Structure and Geographic). closed doors.

RE SRE IDE S NTI IDE

Richard Lightning and daughter Kaia Lamothe honouring Red Deer Residential School on September 28th, 2017.6

Catalogue of existing Canadian Residential School Sites (Structure and Geographic).

B U I L D I N G H I S T O R Y: B U I L D I N G H I S T O R Y:

B U I L D I N G H I S T O R Y:

CANADIAN RESIDENTIAL SCHOOLS

VACANT 4%

From 1870 to the final decommission in 1996, industrial schools (now 130 known as residential schools) were used as a government strategy to “aggressively assimilate” Aboriginal A B A Npeoples D O N E D ( V A Cinto A N T ) a very young 5 1 Canadian society. Of the 130, federally funded Canadian residential W USE schools on record, only 18 still stand.N ESince 2008, a controversial 1 3 argument persists: whether to demolish or preserve the remaining HISTORY LOST 115 school structures. I looked at the 130 schools that were built and found that out of the 18 remaining schools, five are neglected and vacant (Figure 1.3).4 T O TA L R E S I D E N T I A L S C H O O L S I T E S B U I LT

NEW USE 10%

T O TA L R E S I D E N T I A L S C H O O L T O TA L R E S I D E N T I A L S C H O O L S I T E S B U I LT S I T E S B U I LT

1830 - 1996

5

13

NEW USE NEW USE

H I S T O R Y L O S T (DESTROYED OR H I S T O R Y L O S T (DESTROYED

(DESTROYED OR

DEMOLISHED) DEMOLISHED)

DEMOLISHED)

130

5

ABANDONED (VACANT) ABANDONED (VACANT)

130 schools built

130

13

OR

5

13

115

112 1 1 5

HISTORY LOST 86%

HISTORY LO HISTO 86% 8

Fig. 1.3 Residential Schools Demolished 1

13 SECTION 01 - Thesis Design Problem - Out of Site; Out of Mind

1

1

SOCIAL AND CULTURAL CONSEQUENCES: First Nations, Metis, and Inuit children were taken by force from their

Upon leaving the residential schools, students were released

parents as they were easier to “mold” than adults. Families were

back to reservations where their families resided. Essentially, the

promised that their children would be provided education and tools to function and succeed in the new world. However, children were often mentally, physically, and sexually abused and were not given

residential school system and reservations worked hand-in-hand in the assimilation of the indigenous people. The reservations were put in place as a colonial drive to “civilize” Aboriginal peoples by introducing agriculture, Christianity and a stationary way of life.

proper care to live healthy lives. It is undoubtedly a dark and sad

As early as 1637, settlements were created with the intention to

history for Canada and it’s Aboriginal people.”

encourage Aboriginal peoples to adopt Christianity.8

7

BEFORE SCHOOL SYSTEM:

TOOL IMPLEMENTATION & RESULT:

DOCUMENTATION OF ASSIMILATION:

PRESENT DAY POVERTY RATES CANADA:

Figure 1.4 Illustrates the indigenous way of life before the residential school system and how the system drastically eradicated ways in which children would learn, play, communicate, celebrate, and practice cultural traditions or rituals with the implementation of interior elements. Furniture, equipment and spatial orientation inevitably contributed to a general loss of language and culture.

RESERVED LAND AND POLITICAL IMPLICATIONS: Not only were all Aboriginal peoples forced to move to reserved

Now, going back to the issue identified by the Indigenous

lands where tribes and clans were divided, but were used as areas

Foundations of Canada regarding 19th and early 20th centuries

for infrastructure and development to push political agendas by the

rights-of-ways, Canada is at a political cross-roads in regards to its

European infiltrators. As identified by the Indigenous Foundations of

reliance on fossil fuel for energy production and economic stability

Canada, “the Canadian government passed legislation throughout

(Figure 1.5).11 As recently as February 28, 2020, protests across

the late 19th and early 20th centuries, enabling the government

Canada have erupted due to federal initiatives to build pipelines for

to expropriate parcels of reserve land without the consent of the

carrying oil and liquefied natural gas through reserved lands for trade

band and without providing compensation, for the purpose of

export and import (Figure 1.6).12 These issues not only demonstrate

public utilities rights-of-way such as railways, transmission lines and

the lack of basic human rights Aboriginal peoples are entitled to

highways”.9

but also disregard the traumatic occurrences Survivors experienced

Still today, the far-reaching implications are adversely affecting

throughout the residential school system.

reservation communities. In 2016, James Anaya, a UN indigenous rights investigator, conducted an intensive investigation of the Canadian reservations. Anaya stated that Canada faces a crisis when it comes to the situation of the country’s Aboriginal peoples. Anaya also documented the following: “at least one in five aboriginal Canadians live in homes in need of serious repair, which are often overcrowded and contaminated with mold. Anaya’s investigation also revealed that access to fresh water and basic critical resources

Photographs of Manitoba reserves. “The worst in Canada - Federal government remains silent on the issue.”10

is scarce and the suicide rate among Inuit and First Nations youth on

“

reservations is more than five times greater than other Canadians.10

“

...the system produced over 150,000 Survivors as well as a population who suffer from traumatic DNA and collective histories...

Climate campaigners and Indigenous peoples across Canada have spent the past several years protesting the Trans Mountain pipeline. (Photo: Mark Klotz/flickr/cc)13

15 SECTION 01 - Thesis Research Statement - Out of Site; Out of Mind

ENVIRONMENTAL IMPACT Along with the magnitude of social, cultural, and political adversities Canadian Aboriginal peoples have endured, a modern global issue is hiding in plain sight. As identified previously, it is evident the climate crisis and Indigenous rights are intertwined. However, the environmental impacts of waste due to construction, demolition, energy consumption, and carbon emissions from fossil fuel reliance are critical issues for the built world also.

According to Stanford University Professor Mark Z. Jacobson, “placing planet Earth on a strict diet—100 percent renewable energy—can be done by 2050...”14 Jacobson’s research has two components. The first is to develop roadmaps to change the energy infrastructure of countries, states and cities. This infrastructure includes: electricity, transportation, heating, cooling, and industry.

The second is to educate the public and policy makers through social media, video media, and storytelling. The state and country plans are publicly available for anyone, including policymakers, to examine and start implementing them.14 In response to this, the question arose regarding the remaining residential school sites: could these sites be used to support this “strict diet of 100 percent renewable energy,” as well as providing support in the form of socio-economic benefit for the communities, especially for the reservations, surrounding these school sites. The answer is yes.

Figure 1.7 Canadian Broadcasting Headline from January, 2020.15

Figures 1.5 & 1.6: Showing Canadian reliance on fossil fuel for economic stability.

TRANSITION The project’s socio economic research phase described above, was necessary and imperative in order to establish context and parameters for the interior design exploration of the thesis. Through this analysis it became evident that the design research for Out of Site; Out of Mind would be distilled into two parts: preservation and activation. The primary driver and need for preservation is ignited by the notion of “saving evidence” in which we as a societal entity can learn.

From here, we need to understand how to address circumstances in other contextual environments not unlike the residential school system.

Going back to the revelation of the interior serving as an involuntary repository to the many layers of time, the notion of the trace and threshold is explored and what it is to occupy the space between the old and the new.

ACTIVATION

building of new knowledge

2

evidence

the

apparition

life before residential schools

roadmaps to change the energy infrastructure...

PRESERVATION

prompt

1

controversy

the scar Figure 1.8: Summary: Design issue revealed.

17 SECTION 01 - Thesis Research Statement - Out of Site; Out of Mind

SECTION 01: material studies

the trace STRATEGY FOR MEDIATION Early on, when I first read about the controversy regarding the Residential Schools in Canada, I was interested in the notion of the trace. In my investigation I discovered Walter Benjamin’s book, The Work of Art in the Age of Mechanical Reproduction. Written in 1935, Benjamin states that, “To live means to leave traces”1 and that it is within the interior that the trace remains visible and tangible for the occupant. Here lies the heart of the challenge and the opportunity for the interior to become the mediator. What Benjamin’s statement does not acknowledge are traces that hold difficult histories in which the occupants who lived those lives, in this case Residential School Survivors, seek erasure. Erasure of the past, the pain, and the traces left behind.

In response to this, I wanted to find out if there was a way to create something new out of a surface material that would be considered intolerable. First, I had discovered Jorge Otero-Pailos’ process of extracting, reinterpreting, and reinserting traces and to acknowledge the ghost. Then, Lebbeus Woods, and his notion of building new knowledge upon the scar. Here, we can find correlation to the body, specifically the skin; in which there are four stages of healing: Hemostasis, Inflammatory, Proliferative, and Maturation. It is within the stage of Proliferation where the skin begins to rebuild itself.2 With this, I begin to look at saving the evidence while creating a new narrative to support mediation.

The following pages illustrate preliminary material development experimentation of extracting “intolerable” traces, then turning them into something new and habitable

TESTING TRACES: RESEARCH EXPERIMENT ONE - EXTRACTION BY IMPRINT

Figure 1.11: Select extracting material.

Figure 1.12 Apply to existing surface.

Figure 1.15 What is left behind on existing surface after extraction.

Extraction of the trace by imprinting.

It seemed counterintuitive to extract by imprinting; however, in response to a specific precedent study, Ethics of Dust by Jorge Otero-Pailos, who will be discussed in more detail in SECTION 03, I had began to test unconventional methods of extracting traces from existing surfaces. Figure 1.11, shows a pliable material, clay, being prepared as the “extractor” or “imprinter” of the trace. From here, as shown in Figures 1.12 - 1.15, the clay was taken to the streets to discover what could be picked up, left behind, or both.

Figure 1.13 Reveal extraction.

Figure 1.14 Imprint of trace created.

19 SECTION 01 - Thesis Design Problem - Out of Site; Out of Mind

TESTING TRACES: RESEARCH EXPERIMENT TWO - EXTRACTING BY DEFACING DEFACEMENT

Figure 1.17 Press tape onto surface.

Figure 1.20 Extraction of trace.

Figure 1.18 Extract trace.

Figure 1.21 Layer Trace.

Figure 1.19 Reinterpret trace.

Figure 1.22 Reinterpret Trace: Replicate.

Figure 1.16: Process - Defacing Defacement.

Revealing the layers of time through extraction.

The next experiment: extraction by defacing defacement.

Layers of vandalism and graffiti were extracted by firmly applying Gorilla Tape onto the surface then peeled away to reveal the first mark makings that were created. From here, the question of how to reintroduce the mark makings to create a different experience or a new narrative was explored (Figure 1.18 & Figure 1.20). New elements, such as piping, were introduced to create a conversation of the new and old coming together, as well as the notion of connectivity of the piping material itself. What could this element connect? What could this material provide, support, or function as within an existing space?

TESTING TRACES: RESEARCH EXPERIMENT THREE - REINTERPRETING THROUGH DIGITIZING AND FABRICATING

Figure 1.23 Digitize Trace: Photoshop •

to print on different mediums

Figure 1.26 Extract Trace: acetone transfer on to plywood.

Figure 1.29 Simulated trace board.

Simulation of existing surface with traces.

Figure 1.24 Digitize Trace: Illustrator

Figure 1.27 Extract Trace: Laser cut wood, hardboard, acrylic.

Figure 1.25 Reinterpret Trace: Textile

Figure 1.28 Reinterpret Trace: Stencil, spray paint onto acrylic.

•

•

laser cut, etch, carve

printed trace onto fabric

During this stage of the thesis, a testing board was created to simulate an existing surface with varying levels or degrees of traces. Remnants were extracted by digitizing the traces and reinterpreting to print on to different mediums, such as transparencies including mylar, acetate, and velum. From there, the extraction is taken into computer aided design software to create designs for fabrication. By laser cutting or computer numerical controlling (CNC), stencils, perforations, and etchings are created as mediums to begin the telling of a new narrative.

21 SECTION 01 - Thesis Design Problem - Out of Site; Out of Mind

SUMMARY: TRACE TESTING

EXISTING SURFACE COLLECTING

The trace is the interior, the threshold that allows for reflection, cohabitation and transformation within spaces that carry controversial histories. The trace is a new typology of the interior environment that performs as the activator of memory and the catalyst toward new expression. The project proposed in this book demonstrates the poetic potential of how the trace can be deployed as a design intervention.

EXTRACTING

Through the evolution of the material research and examination of the trace, it emerged as the physical design element that could operate as the mediator between the old and the new.

METHOD 1: IMPRINT

RE-IMAGINING

The exploration of extracting and reinserting traces led to the discovery of the threshold and how the threshold can create a new environment through a layered experience while embodying the history of the original trace. (Figure 1.30b).

Figure 1.30a Summary of trace testing.

METHOD 2: DEFACE

METHOD 3: DIGITIZE

EXISTING / AS-BUILT

1

threshold

REIMAGINED

the scar / evidence

3

front elevation

TRACES

2 new surface extracted traces

the proliferative / activation

Figure 1.30b Diagram (exploded view): Summary of trace testing & material investigation.

sectional view

23 SECTION 01 - Thesis Design Problem - Out of Site; Out of Mind

IMPLEMENTING EXTRACTED TRACES: LAYERED EXPERIENCE

Figure 1.31

Figure 1.32 Threshold between old and new.

Figure 1.33 The layered environment.

25 SECTION 01 - Thesis Design Problem - Out of Site; Out of Mind

IMPLEMENTING EXTRACTED TRACES: LAYERED EXPERIENCE

Figure 1.34 Extraction and reinsertion [defacing defacement]

Figure 1.35

Figure 1.36

27 SECTION 01 - Thesis Design Problem - Out of Site; Out of Mind

IMPLEMENTING EXTRACTED TRACES: LAYERED EXPERIENCE

Figure 1.37

Figure 1.38

Figure 1.39

29 SECTION 01 - Thesis Design Problem - Out of Site; Out of Mind

Notes 1

2 3

4 5

Schwartz, Daniel. Truth and Reconciliation Commission: Social Sharing. CBC News, 2015. https://www.cbc.ca/news/indigenous/truth-and-reconciliationcommission-by-the-numbers-1.3096185 Oxford English Dictionary. Definition of psychosphere English. Retrieved from https://www.lexico.com/en/definition/psychosphere Library and Archives Canada, Indian Affairs Annual Reports, 1864-1990, 1903, 204-205, http://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/firstnations/indian-affairs-annual-reports/Pages/introduction.aspx.

Commission of Canada: Truth and Reconciliation. (2011). Residential Schools of Canada Goodes, Jeff. (2017). Save the Evidence. Why a Mohawk community chose to preserve a residential school building: CBC Radio. Retrieved December 9, 2018 from https://www.cbc.ca/radio/tapestry/preserve-or-destroy-1.4162162/why-a-mohawk-community-chose-to-preserve-a-residential-school-

building-1.4162177 6 7

8

9

10

11

12

13

United Church of Canada. (2013). Residential School Archive Project: The Children Remembered. Retrieved from http://thechildrenremembered.ca/ Schwartz, Daniel. Truth and Reconciliation Commission: Social Sharing. CBC News, 2015. https://www.cbc.ca/news/indigenous/truth-and-reconciliationcommission-by-the-numbers-1.3096185 Thor Carlson, Keith, “Indian Reservations,” in A Stó:lō Coast Salish Historical Atlas, (Vancouver: Douglas & McIntyre), 2001, 94. Retrieved from https:// indigenousfoundations.arts.ubc.ca/reserves/ Canada, Indian and Northern Affairs.Statement of the Government of Canada on Indian Policy. Ottawa: Department of Indian and Northern Affairs, 1969.

Retrieved from https://indigenousfoundations.arts.ubc.ca/reserves/ Rabson, Mia. (2016). Manitoba reserves the worst in Canada: Federal government remains silent on the issue. https://www.winnipegfreepress.com/ opinion/columnists/manitoba-reserves-the-worst-in-canada-290301531.html Energy and the Economy. (2018). Natural Resources Canada. August 9, 2019. https://www.nrcan.gc.ca/sites/www.nrcan.gc.ca/files/energy/energy_fact/ Canada-us-energy-trade_03-2018.png Energy and the Economy. (2018). Natural Resources Canada. August 9, 2019. https://www.nrcan.gc.ca/sites/www.nrcan.gc.ca/files/energy/energy_fact/ primary-energy-production-by-region_03-2018.png Corbett, Jessica. (2020) “‘We Will Continue to Fight,’ Protesters Vow After Canadian Court Dismisses Indigenous Challenge to Trans Mountain Pipeline Expansion.” Common Dreams, February 5, 2020. Retrieved from https://www.commondreams.org/news/2020/02/05/we-will-continue-fight-

protesters-vow-after-canadian-court-dismisses-indigenous 14 Brennan, Pat. (2016). Power play: Envisioning a wind, water and solar world. Global Climate Change, NASA’s Jet Propulsion Laboratory. Retrieved from

https://climate.nasa.gov/news/2442/power-play-envisioning-a-wind-water-and-solar-world/

Figures 1.0

Collage of residential school history and statistics.

1.1

Timeline of the traces within the Residential School system.

1.2

Specification sheet of school desk for Birtle Residential School, Manitoba.

1.3

Residential Schools Demolished

1.4 Illustrates the indigenous way of life before the residential school system and how the system drastically eradicated ways in which children would learn, play, communicate, celebrate, and practice cultural traditions or rituals with the implementation of interior elements. Furniture, equipment and spatial orientation inevitably contributed to a general loss of language and culture.

1.5

Showing Canadian reliance on fossil fuel for economic stability.

1.6

Showing Canadian reliance on fossil fuel for economic stability.

1.7

Canadian Broadcasting Headline from January, 2020: Pipeline Protests

1.8

Canadian Broadcasting Headline from January, 2020.

1.9

Diagram illustrating extracting traces of existing surfaces.

1.10 Occupying the trace.

1.11 - 1.28 Process documentation of traces experimenting and testing.

1.29 Summary of trace testing.

1.30 - 1.37 Detailed results of the analogue trace testing.

1.40

Criteria for thesis design strategy.

31 SECTION 01 - Thesis Research Statement - Out of Site; Out of Mind

SECTION 02: RESEARCH SOURCES BIBLIOGRAPHY Anglican Church of Canada. (2013). Historical Sketch for Anglican Residential Schools. Retrieved from http://www.anglican.ca/relationships/

trc/schools

Anishinabek Nation. (2013). Indian Residential School Commemoration Project. Retrieved from http://www.anishinabek.ca/irscp/ irscp-about-residential.asp Artangel. “JORGE OTERO-PAILOS: THE ETHICS OF DUST: WESTMINSTER HALL.” London, United

Kingdom (2016): http://www.oteropailos.com/the-ethics-of-dust-series#/the-ethics-of-dust-westminster-hall/

Biofuels Digest. (2020). Benefits of Syngasification Biomass. Retrieved from http://

www.biofuelsdigest.com/bdigest/2019/02/26/challenges-and-opportunities-the-digests-2019-multi-slide-guide-to-biomass-gasifica

tion/february-27-biomass-gasification-05/

“Blood Indian Hospital,” Canada’s Historic Places. Retrieved from http://www.historicplaces.ca/en/rep-reg/place-lieu.aspx?id=9737.

Blatchford, Christie. “Blatchford’s Take: Shame and Disgrace—Canada’s native reserves deserve foreign

correspondent treatment,” The Globe and Mail, February 2, 2008. Retrieved from http://groups.yahoo.com/group/protecting_knowl

edge/message/17389.

Brennan, Pat. (2016). Power play: Envisioning a wind, water and solar world. Global Climate Change, NASA's Jet Propulsion Laboratory.

Retrieved from https://climate.nasa.gov/news/2442/power-play-envisioning-a-wind-water-and-solar-world/

Canada, Indian and Northern Affairs.Statement of the Government of Canada on Indian Policy. Ottawa: Department of Indian and Northern

Affairs, 1969. Available online via http://epe.lac-bac.gc.ca/100/200/301/inac-ainc/indian_policy-e/cp1969_e.pdf

Commission of Canada: Truth and Reconciliation. (2011). Residential Schools of Canada [map]. Retrieved from http://www.myrobust.com/

websites/trcinstitution/File/pdfs/2039_T&R_map_nov2011_final.pdf

Commission of Canada: Truth and Reconciliation. (n.d.). Residential School Locations. Retrieved from http://www.trc.ca/websites/trcinstitu

tion/index.php?p=12

Corbett, Jessica. (2020) “'We Will Continue to Fight,' Protesters Vow After Canadian Court Dismisses Indigenous Challenge to Trans

Mountain Pipeline Expansion.” Common Dreams, February 5, 2020. Retrieved from https://www.commondreams.org/

news/2020/02/05/we-will-continue-fight-protesters-vow-after-canadian-court-dismisses-indigenous

Easterling, Keller. "Enduring Innocence." Grey Room, no. 7 (2002): 107-13. http://www.jstor.org.ezproxy.pratt.edu:2048/stable/1262592.

Energy and the Economy. (2018). Natural Resources Canada. August 9, 2019. Retrieved from https://www.nrcan.gc.ca/sites/www.nrcan.gc.ca/

files/energy/energy_fact/consumer-price-2019_2.png

SECTION 02: RESEARCH SOURCES BIBLIOGRAPHY Goodes, Jeff. (2017). Save the Evidence. Why a Mohawk community chose to preserve a residential school building: CBC Radio. Retrieved

December 9, 2018 from https://www.cbc.ca/radio/tapestry/preserve-or-destroy-1.4162162/why-a-mohawk-community-chose-to-

preserve-a-residential-school-building-1.4162177 Harold Cardinal, The Unjust Society (Vancouver: Douglas & McIntyre, 1999), 7-8.

Heritage Community Foundation and Institut pour le Patrimoine, Campus Saint-Jean, University of Alberta. (2009). Indian Residential Schools

in Alberta. Alberta Online Encyclopedia.

Ibelings, Hans. “Lola Sheppard.” Long Section: MARK, vol. 48 (2014): 182-185. Amsterdam; Frame Publishing, 2014.

Jonas, Wolfgang. "A Scenario for Design." Design Issues 17, no. 2 (2001): 64-80. http:// www.jstor.org.ezproxy.pratt.edu:2048/

stable/1511876.

Larsson, P. (2013, October 22). Assumption Indian Residential School. Retrieved October 15, 2019, from http://eugenicsarchive.ca/database/

documents/5266f1d6dc1dc8b865000003

Library and Archives Canada, RG 10, “Indian Act – Amendments”, volume 6810, file 470-2-3, part 7, 1920, pages 55 (L-3) and 63 (N-3),

microfilm reel C-8533.

Library and Archives Canada, Indian Affairs Annual Reports, 1864-1990, 1903, 204-205, http://www.bac

lac.gc.ca/eng/discover/aboriginal-heritage/first-nations/indian-affairs-annual-reports/Pages/introduction.aspx.

Lindeman, Tracey. 'Revolution is alive': Canada protests spawn climate and Indigenous rights movement. The Guardian. Ottawa: February 28,

2020 Retrieved from: https://www.theguardian.com/world/2020/feb/28/canada-pipeline-protests-climate-indigenous-rights

Miller, J.R. Shingwauk’s Vision: A History of Native Residential Schools (Toronto: University of Toronto

Press, 1996), 193-4.

Montani JP. Angiogenesis. San Rafael (CA): Morgan & Claypool Life Sciences; 2010. Chapter 1, Overview of Angiogenesis. Available from:

https://www.ncbi.nlm.nih.gov/books/NBK53238/

Oxford English Dictionary. Definition of psychosphere in English. Retrieved from https://www.lexico.com/en/definition/psychosphere Rabson, Mia. (2016). Manitoba reserves the worst in Canada: Federal government remains silent on the issue. https://www.winnipegfreepress.

com/opinion/columnists/manitoba-reserves-the-worst-in-canada-290301531.html

Richard Murphy lecture about the work of Carlo Scarpa.(2014) Lecture at The Sheffield School of Architecture. YouTube. Retrieved from

https://www.youtube.com/watch?v=v_78_KQZiP8 33 SECTION 02 - Bibliography - Out of Site; Out of Mind

SECTION 02: RESEARCH SOURCES BIBLIOGRAPHY Robert G. Hill, Biographical Dictionary of Architects in Canada, 1800-1950, s.v. “Orr, Roland Guerney,” http://www.

dictionaryofarchitectsincanada.org/architects/view/123.

Sandler, Daniela. Counterpreservation: Architectural Decay in Berlin since 1989. Ithaca; London: Cornell University Press, 2016. http://www.

jstor.org.ezproxy.pratt.edu:2048/stable/10.7591/j.ctt1d2dnjg.

Stott, Rory (2 June 2017). “Spotlight: Carlo Scarpa”. ArchDaily. Retrieved October 2017 from https://www.archdaily.com/638534/spotlight carlo-scarpa Schwartz, Daniel. Truth and Reconciliation Commission: Social Sharing. CBC News, 2015. https://www.cbc.ca/news/indigenous/truth-and

reconciliation-commission-by-the-numbers-1.3096185

Thor Carlson, Keith. “Indian Reservations,” in A Stó:lō Coast Salish Historical Atlas, (Vancouver: Douglas & McIntyre), 2001, 94. Retrieved

from https://indigenousfoundations.arts.ubc.ca/reserves/

WAR AND ARCHITECTURE: Three Principles. An entry on Lebbeus Woods. Pamphlet Architecture 15. Princeton Architectural Press.

December 15, 2011

West. “The Alberta Story”. Retrieved from http://oblatesinthewest.library.ualberta.ca/eng/impact/indianschools.html United Church of Canada. (2013). Residential School Archive Project: The Children Remembered. Retrieved from http://

thechildrenremembered.ca/

SECTION 03: PRECEDENT ANALYSIS

precedents tension between the old and the new The following four projects were selected and studied as they claim to investigate spatial design as a mediator within buildings carrying difficult histories. I wanted to explore why some architecturally significant sites with evidence of the past were saved rather than destroyed. What was the criteria in which these projects were conceived?

Figure 3.0

JORGE OTERO-PAILOS: THE ETHICS OF DUST: WESTMINSTER HALL

35 SECTION 03 - Precedent Studies - Out of Site; Out of Mind

SECTION 03: PRECEDENT ANALYSIS

Figure 3.1

LEBBEUS WOODS: WAR AND ARCHITECTURE

SECTION 03: PRECEDENT ANALYSIS

Figure 3.2

Figure 3.3

FOSTER AND PARTNERS: REICHSTAG, NEW GERMAN PARLIAMENT

CARLOS SCARPA: MUSEO DI CASTELVECCHIO

37 SECTION 03 - Precedent Studies - Out of Site; Out of Mind

ETHICS OF DUST Artist/Designer: Jorge Otero-Pailos Date: September 2016 Location: Houses of Parliament, London Program: Installation / Conservation Project Description: Ethics of Dust is a project that resulted from a process of removing atmospheric evidence from the walls of Westminster Hall, then transformed the material findings into a new form that highlighted the preservation of “cataclysmic, troubling moments in British life.”1 A delaminated cast of the east wall was created from latex and dust. The final product was hung in order to create a buffer space between the existing surface and the extraction.

N

Figure 3.7 Existing East Wall of Westminster Hall; a surface that held over 1,000 years of history.

Project is commissioned for Westminster’s conservation efforts.

Figure 3.8 Specific latex solution is applied to the existing surface to capture the remnants of 1,000 years of build-up.

4m (13’-6”)

Figure 3.9 Once dried, latex is peeled off along with the atmospheric debris leaving the existing surface cleaned of its dust.

Figure 3.4

Floor Plan: Westminster Hall

Figure 3.5

+ Figure 3.6

1,000 YRS

=

Figure 3.10 The latex and dust cast, embodying the physical layers of time, is hung 4 metres from the newly cleaned East Wall creating tension between old and new.

ANALOGUE RESPONSE TO PRECEDENT

Figure 3.11

Figure 3.12

Figure 3.13

In response to Jorge Otero-Pailos’ project, I had investigated the process in which Otero had developed Ethics of Dust. I selected a material, quick-dry clay, to take imprints of an existing surface.

I collected remnants of the existing surface, then added steps to the process. From the imprint, a mold was created by pouring latex into the hardened imprint. Once the latex had dried, a “trace of the trace,” or “negative of the negative,” was extracted.

Figure 3.11 - 3.16 Process of the

analogue study in response to Otero’s Ethics of Dust.

Figure 3.14

Figure 3.15

Figure 3.16

39 SECTION 03 - Precedent Studies - Out of Site; Out of Mind

WAR AND ARCHITECTURE Artist/Designer: Lebbeus Woods Reference: Pamphlet Architecture 15, Princeton Architectural Press Description: Lebbeus Woods theorized that new knowledge can be built upon the scar of architecture that hold difficult histories that contain evidence of the past. Woods’ sketches depict reimagined tectonics within buildings devastated by war.

“...the building of new tissues, where the old ones have been torn to pieces... is where the struggle to form the new heterarchical societies will be engaged...”2

- Lebbeus Woods Figure 3.17

LEBBEUS WOODS: ACCEPTING THE SCAR

Analogue What is built

Analogue What is lost

Analogue 2 What is gained

Figure 3.18

Figure 3.19

Figure 3.20

REICHSTAG BUILDING Artist/Designer: Foster + Partners Date: 1999

public private

Location: Berlin, Germany Program: German Parliament

Description: As described by Foster + Partners, the transformation of the Reichstag is rooted in four related issues: “the Bundestag’s significance as a democratic forum, an understanding of history, a commitment to accessibility and a vigorous environmental agenda.”3 In relation to Out of Site; Out of Mind, the importance of the Reichstag is the exemplification that two opposing programs can come together within a space that holds historical evidence that convenience would have destroyed. Therefore, regardless of the criticism of “surgical insertion” of the new; the Reichstag’s transparent agenda is needed.

Figure 3.21

Figure 3.22 As found, the Reichstag was mutilated by war... the layers of history were peeled away to reveal striking imprints of the past – stonemason’s marks and Russian graffiti − scars that have been preserved as a ‘living museum’3 - Norman Foster.

Figure 3.23 Reichstag Building before restoration and insertion.

Figure 3.24

41 SECTION 03 - Precedent Studies - Out of Site; Out of Mind

MUSEO DI CASTELVECCHIO Artist/Designer: Carlos Scarpa Date: Renovation duration, 1959 to 1973 Location: Verona, Italy Program: Museum Description: Scarpa, known to be a master before his time, carefully balanced new and old by revealing the history of the existing and practicing restraint where appropriate. Scarpa’s instinctive approach to materials combines traditional thinking with modern manufacturing processes. Above all, he expertly transitioned the essence of the existing material into the new while forming experience through spatial arrangement and paths.”4 Carlos Scarpa’s Museo Di Castelvecchio was looked at in the final stage of the thesis (SECTION 07). Figures 3.30 are explorations in response to Castelvecchio and Scarpa’s work in the context of Birtle Residential School.

Figure 3.26

Figure 3.27

CARLOS SCARPA: MUSEO DI CASTELVECCHIO

SKETCH: MUSEO DI CASTELVECCHIO

Figure 3.25

Figure 3.28

DESIGN DEVELOPMENT EXPLORATIONS Figure 3.30

43 SECTION 03 - Precedent Studies - Out of Site; Out of Mind

Notes 1

Artangel. “JORGE OTERO-PAILOS: THE ETHICS OF DUST: WESTMINSTER HALL.” London, United Kingdom (2016): http://www.oteropailos.com/the-

2

ethics-of-dust-series#/the-ethics-of-dust-westminster-hall/ WAR AND ARCHITECTURE: Three Principles. An entry on Lebbeus Woods. Pamphlet Architecture 15.

Princeton Architectural Press. December 15, 2011

3 Foster and Partners. Foster: Catalogue 2001. Munich: Prestel, 2001. Retrieved from https://www.archdaily.com/775601/ad-classics-new-german parliament-reichstag-foster-plus-partners 4

Richard Murphy lecture about the work of Carlo Scarpa.(2014) Lecture at The Sheffield School of Architecture. YouTube. Retrieved from

https://www.youtube.com/watch?v=v_78_KQZiP8

Figures 3.0

Jorge Otero Pailos, The Ethics of Dust: Westminster Hall

3.1

Lebbeus Woods, War and Architecture

3.2

Norman Foster, Reichstag Building

3.3

Carlos Scarpa: Museo Di Castelvecchio

3.4

Floor Plan: Westminster Hall illustratinig distance of reimagined threshold from existing wall.

3.5

East Elevation: Westminster Hall illustratinig insertion of the new.

3.6

Diagram of Jorge Otero Pailos’ Ethics of Dust process.

3.7 - 3.10 Jorge Otero’s process of Ethics of Dust: Westminster Hall.

3.11 - 3.16 Process of the analogue study in response to Otero’s Ethics of Dust.

3.17

Woods’ sketches depict reimagined tectonics within buildings devastated by war.

3.18 - 3.20 Analogue study (wax, plywood frame, paint), fractured, reconnected.

3.21

Sketch of Reichstag building: Exterior, approach, and environmental analysis.

3.22

New insertion: Interior of Reichstag building.

3.24

Diagram of new insertion: Interior of Reichstag building.

45 SECTION 03 - Precedent Studies - Out of Site; Out of Mind

SEC T ION 04 - CASE STU D I E S

machine & visitor PUBLIC AND PRIVATE CO-OCCUPANCY

In response to the precedent studies; contextual framework was looked at. Four case studies were examined in order to understand how interchanges between the old and the new occur. The following case studies diagram (Figure 4.0) illustrates how the machine and occupant can come together while thinking about the notion of the power plant and how to include both the public and private as well as museum and public works. The relationship between surface and materiality, and the occupants themselves were all analyzed within programmatic spaces that bring two disparate elements together.

“Over recent decades we have neglected the cultural contribution industrial infrastructure can make to our society... With growing urbanization and more power stations being built at a local level, we need to find new ways to incorporate these buildings into our lives and make them of benefit to society.�

-Thomas Heatherwick

SEC TI ON 04 - CASE STU D I E S

1

SITE:

Teesside Power Station

2 3

• Biomass Power Station & Museum • Designer: Thomas Heatherwick Studios • Tees River, UK • Designed in 2009 • Will power 50,000 homes.

• Owner: Bio Energy Investments (BEI)

BMW Central Building • • • • • • •

Manufacturing Connector / Insertion Designer: Zaha Hadid Leipzig, Germany Opened May 2005 270,000-square-foot Owner: BMW

TYPOLOGIES:

[POWER] MAKER

EXTERIOR / APPROACH:

• Manufacturing / Factory • Curator / Influencer • Brooklyn Navy Yard • 55,000 sq. ft.

• Built: Late 1800s - early 1900s • Opened 2003

VISITOR

EDUCTION

MACHINE

PEOPLE

SUSTAINABILITY & INNOVATION

JOB CREATION

[FACTORY]

[CONNECTOR]

B.COLLAR

MACHINE TRANSPARENCY

INNOVATION

MACHINE

W.COLLAR HETERARCHY

JOB CREATION

IceStone

[MUSEUM]

CONNECT

TRANSPARENCY

OPERATE

MAKE

[FACTORY] HISTORY MAKE

[CURATION] LEADERS

PLACE

INFLUENCE

TRANSPARENCY

MAKERS

4

PUBLIC

SUSTAINABILITY

JOB CREATION

Reichstag • Parliament Building • Museum / Cultural Centre • Designer: Norman Foster • Reichstagsgebäude, Platz der Republik, Berlin, Germany • 61,166m² • Appointed 1992 • Completion 1999

INTERIOR

[PARLIAMENT] PLACE INNOVATION

DIPLOMATS

[MUSEUM]

SUSTAINABILITY

HISTORY

TRANSPARENCY

VISITOR

Figure 4.0 Four case studies were analyzed looked in how the machine and occupant can come together while thinking about the notion of the power plant and how to include both the public and private as well as museum and public works

47 SECTION 04 - Case Studies - Out of Site; Out of Mind

TEESIDE POWER STATION: THOMAS HEATHERWICK STUDIO 7

7 4

2

3

4

2

1

3

5

1

USER

RECEPTION

BOILER ISLAND

TURBINE HALL

CONTROL ROOM

SWITCHING ROOM

FUEL STORAGE

SUPPLY STORAGE

Support Staff

80

0

0

10

5

5

10

Equipment Operator

5

5

25

5

15

45

5

Control Room Supervisor

10

5

0

80

5

0

5

Boiler Operator

10

35

35

10

15

5

5

5 4

6 4 4

6

Figure 4.4 Program distribution schematic: power plant program.

Figure 4.1 Rural Site; Teeside Power Station proposed location.

80

LEGEND:

4

Comparison of Units Sold by Year

1 Boiler Island 2 Turbine Hall

3 Switching Gear 4 Fuel Storage

5 Control Room

6 Reception

7 Site Supply Storage

Figure 4.6 Program distribution schematic: power plant program.

User Activity USER ACTIVITY:

60 40 20 0

Figure 4.7 Geometry analysis: arrangement and proportion.

BOILER ISLAND

TURBINE HALL

CONTROL ROOM SWITCHING ROOM

User Time Spent in Location: USER

FUEL STORAGE

SUPPLY STORAGE

RECEPTION

Museum wrapping power plant

Comparison of Units Sold by Year

RECEPTION

BOILER ISLAND

TURBINE HALL

CONTROL ROOM

SWITCHING ROOM

FUEL STORAGE

SUPPLY STORAGE

Support Staff

80

0

0

10

5

5

10

Equipment Operator

5

5

5

15

45

5

Control Room Supervisor

10

5

25 1 0

80

5

0

5

Boiler Operator

10

35

35

10

15

5

5

SECTION:

Figure 4.2 Occupant analysis of time and sequence of spaces power plant staff and machinery occupy.

User Activity 80

Boiler at heart of power plant

60 40 20 0

BOILER ISLAND

TURBINE HALL

CONTROL ROOM SWITCHING ROOM

FUEL STORAGE

SUPPLY STORAGE

1

Figure 4.3 Interior rendering of museum prgram wrapping powerplant.

RECEPTION

Earth wrapping power plant

Transparency used to create visual access to factory

Figure 4.5 Program distribution diagram: power plant program and museum program wrapping.

Figure 4.8 Section illustrating gallery, power museum, and power plant schematic.

Notes 1 Foster and Partners. Foster: Catalogue 2001. Munich: Prestel, 2001. Retrieved from https://www.archdaily.com/775601/ad-classics-new-german parliament-reichstag-foster-plus-partners 2

3

Thomas Heatherwick Studio. Teeside Power Station. Retrieved from https://www.dezeen.com/2009/12/21/bei-teesside-power-plant-by-heatherwickstudio/ Zaha Hadid Architects. BMW Central Building. https://www.zaha-hadid.com/architecture/bmw-central-building/

Figures 4.0 Four case studies were analyzed looked in how the machine and occupant can come together while thinking about the notion of the power plant and how to include both the public and private as well as museum and public works.

4.1

Rural Site; Teeside Power Station proposed location.

4.2

Occupant analysis of time and sequence of spaces power plant staff and machinery occupy.

4.3

Interior rendering of museum prgram wrapping powerplant.

4.4

Program distribution schematic: power plant program.

4.5

Program distribution diagram: power plant program and museum program wrapping.

4.6

Program distribution schematic: power plant program.

4.7

Geometry analysis: arrangement and proportion.

4.8

Section illustrating gallery, power museum, and power plant schematic.

49 SECTION 04 - Case Studies - Out of Site; Out of Mind

SECTION 05: SITE DESCRIPTION AND ANALYSIS Figure 5.1 Postcard of Birtle Residential School, 1930.

Provided by Library Archives of Canada.

...out of mind ACTIVATING ONE OF CANADA’S UNUSED RESIDENTIAL SCHOOL SITES. As Out of Site; Out of Mind was prompted by the Canadian residential school controversy it was imperative to test the thesis within one of the five vacant sites.

Steps included, examining the programs implemented in the remaining schools that are not vacant, researching the provincial influences where each vacant school is located, and vernacular potential of program insertion.

Figure 5.3 Floor Plan: Original Construction Drawings. Provided by Library Archives of Canada.

Figure 5.2 Site model of Birtle Residential School illustrating rural context, elevation from town of Birtle, major street access.

SECTION 05: SITE DESCRIPTION AND ANALYSIS

Figure 5.4

Figure 5.5

Figure 5.6

Figure 5.4 - 5.6 Interior of site model - shared to Instagram February 2, 2020

51 SECTION 05 - Site Analysis - Out of Site; Out of Mind

5.7 Interior, Birtle classroom. Resource: Gordon Goldsborough, 2011-0036

5.8 History Lost

EXISTING SCHOOL USE:

T O TA L R E M A I N I N G S C H O O L

18 BUILDINGS & SITES IMPLEMENTED PROGRAMS IN EXISTING RESIDENTIAL SITES E X I SSCHOOL TING SCHOOL US E: EXISTING SCHOOL USE: EXISTING SCHOOL USE:

ESites M NING SC H OGeographic).

OL A B ofAexisting N D OCanadian N E D Residential ( V AT OCTA ALNR T ) A I(Structure Catalogue School and BUILDINGS & SITES

5

18

HOSPITALITY

5

B UI INLSDT II TNUGT I O HN I SATL O( ERDY: U C AT I O N )

I N S T I T U T I O N A L ( E D U C AT I O N )

T O TA L R E S I D E N T I A L S C H O O L MEMORIAL M OR S IETM ES B IUAILLT

1 350

AB ON H OASN PD I TA L IETDY ( V A C A N T )

1

R E H A B I L I TAT I O N

INSTITUTIONAL 32%

5

18 school buildings remain

5 1

5 vacant and in controversy

(DESTROYED OR

REHAB 5%

ABANDONED (VACANT) ABANDONED (VACANT)

VACANT 4%

NEW USE

I N S T I T U T I O N A L ( E D U C AT I O N ) I N S T I T U T I O N10% A L ( E D U C AT I O N )

5

H O S P I TA L I T Y H O S P I TA L I T Y

1

1

1

R E H A B I L I TAT I O N R E H A B I L I TAT I O N

11

1

TOTAL VACANT

5

SCHOOL

S TAT U S / U S E

6

EDUCATION

SCHOOL

S TAT U S / U S E

ABANDONED FOR SALE

1

VACANT NATIONAL CANADA TRUST DISCUSSIONS TO TURN INTO N E W SCHOOL. ABANDONED

2

ABANDONED H E R I TA G E S I T E , TOUR S G I V EN B Y F I R ST N AT I O N S RESERVE COMMUN I TY

HISTORY LOST 86% INSTITUTIONAL /

5

St. Joseph’s Williams Lake, B.C.

5

INSTITUTIONAL PROGRAMS

SCHOOL

S TAT U S / U S E

Portage La Prairie Manitoba

NOW CALLED THE RUFUS PRINCE BUILDING LONG P L A I N F I R ST NAT I ON A S T R E AT Y L A N D E N T I T L E M E N T. RESOURCE CENTRE

Mohawk Institute Ontario TOTAL VACANT

NOW CALLED THE WOODL AND C U LT U R A L C E N T R E M U S E U M / C U LT U R A L 5C E N T R E

SCHOOL

S TAT U S / U S E

CAMPUS HA L L , A LGOMA UNIVERSITY MUSEUM / TRIBUTE

Shingwauk Sault Ste. Marie, Ont. 4

VACANT NATIONAL CANADA TRUST CURRENTLY FIRST 5 NATIONS BAND S TAT TAT U US S // U US SE E S USE.

Kamloops IRS B.C. VACANT TOTAL VACANT SC CH HO OO O LL S

St. Eugene, Mary’s, B.C. St. Kootenay Cranbrook, BC

3

INSTITUTIONAL / TOTAL EDUCATION REHABILITATION

A CB AA S INNDOO/ N GE OD L FR ER S IOTA R TGTER ISBI U TE H TE , TOUR S G I V EN B Y F I R ST N AT I O N S RESERVE COMMUN I TY

1 6

REHABILITATION

SC CH HO OO O LL S

S TAT TAT U US S // U US SE E S

Portage La Prairie Île-à-la-Crosse Manitoba Saskatchewan

NLOCW CO A L L&E D HG E A OH D RTU RB UU FU A S ES P R I N C E RBEUHI LADBIIN L IGTAT I O N LONG C ENTRP E L A I N F I R ST NAT I ON A S T R E AT Y L A N D E N T I T L E M E N T. RESOURCE CENTRE

Mohawk Institute Ontario

NOW CALLED THE WOODL AND C U LT U R A L C E N T R E M U S E U M / C U LT U R A L CENTRE

F I R S T N AT I O N S COLLEGE PROGRAMS INCLUDE: ARTS, GENERAL STUDIES, G E D , E D U C AT I O N , H E A LT H S C I E N C E S , MANAGEMENT

Blue Quills Alberta

Old Sun School, Alberta

F I R S T N AT I O N S C O L L E G E S AT E L L I T E C A M P U S , A D U LT L I T E R A C Y, A D U LT UPGRADING, FIRST N AT I O N S H I S T O R Y & KNOWLEDGE

Assiniboia Residential Winnipeg, Manitoba

Figure 5.10 Catalogue of remaining schools and programs implemented.

NOW CALLED THE JULIA CLARK SCHOOL N AT I O N A L C H I L D W E L FA R E O R G A N I Z AT I O N

5

Starting with a high-level approach, the first step was to look at all of the HOSPITALITY HOSPITALITY 5% 5% implemented 18 remaining schools’ MEMORIAL MEMORIAL REHAB 32% programs; other 32% what have REHAB 5% schools 5% been turned into? Are they successful?

Do they need additional programs INSTITUTIONAL VACANT INSTITUTIONAL similar in32% otherVACANT provinces?

For example, 26% 32% 26% Mohawk Institute in Brantford, Ontario has been converted into the Woodland 18 school buildings remain 18 schoolCentre, buildings remain Cultural a museum that serves to preserve and promote Indigenous history, art, language and culture.1 (Figure 5.10).

5 vacant and in controversy (debate over new use) 5 vacant and in controversy (debate over new use)

5 vacant and 1830 in controversy - 1996 (debate over new use)

TOTAL VACANT

Muskowekwan Saskatchewan

6

5

2 Figure 5.9 Implemented programs in existing residential school sites.

Birtle Residential Manitoba

6

MEMORIAL MEMORIAL

St. Mary’s, B.C.

VACANT SCHOOLS

5

6

VACANT 26%

18

5

5

18130 school buildings schools built remain

115

DEMOLISHED)

18

(debate over new use)

13 1 2

NEEH WAU R B SI LEI TAT I O N

VACANT VACANT 26% 26%

INSTITUTIONAL 32%

1

H O S P I TA L I T Y

5%

6

6

5% T O TA L R E M A I N ING SCHOOL T O TA L R E M A I N I N G S C H O O L BUILDINGS & SITES & SITES

BUILDINGS 5% MEMORIAL 32% REHAB

MEMORIAL 32%

ABANDONED (VACANT)

HISTORY LOST

HOSPITALITY RESIDENT IAL SCHO O L S - CANADA

2

TOTAL VACANT

5

SCHOOL

S TAT U S / U S E

Sir Alexander MacKenzie, B.C.

PUBLIC ELEMENTARY SCHOOL

TOTAL MEMORIAL

5

SCHOOL

S TAT U S / U S E

MEMORIALS

Red Deer Alberta

MEMORIAL

St. Michael’s Alert Bay, B.C.

MEMORIAL CEREMONIAL BURNING 2017

TOTAL VACANT

5

SCHOOL

S TAT U S / U S E

Cecilia Jeffrey IRS Kenora, Ont

MEMORIAL

6

Battleford, SK

FOUNDATION REMAINS CEREMONIAL BURNING 1997

All Saints, Lac La Ronge, SK

MEMORIAL CEREMONIAL BURNING 2012

TOTAL HOSPITALITY

1

SCHOOL

S TAT U S / U S E

SCHOOL

S TAT U S / U S E

TOTAL VACANT

5

HOSPITALITY

St. Eugene, Kootenay Cranbrook, BC

CAS I NO / GOL F R E SORT TRIBUTE 7

TOTAL REHABILITATION

1

SCHOOL

S TAT U S / U S E

ALCOHOL & DRUG ABUSE R E H A B I L I TAT I O N CENTRE

Île-à-la-Crosse Saskatchewan

53 SECTION 05 - Site Analysis - Out of Site; Out of Mind 4 8

8

SNAP SITE SELECTION: POTENTIAL SITES FOR THESIS DEPLOYMENT Once the programs were looked at, an analysis was conducted of the provinces each vacant school is located in. During this site analysis phase, the selection was narrowed down to three sites according to the issues revealed during the preliminary research phase: social and cultural, political, and environmental (Figure 5.11).

1

TOTAL VACANT

5

SCHOOL

S TAT U S / U S E ABANDONED - FOR SALE

Birtle Residential

TOTAL VACANT Manitoba

5

Birtle Residential Manitoba Manufacturing / Trade

ABANDONED - FOR SALE

SCHOOL

Southern Manitoba (Rural)

S TAT U S / U S E

Town of Birtle

Muskowekwan

Birtle, Manitoba Saskatchewan

2

(Rural)

ABANDONED

St. Joseph’s Agriculture Williams Lake, B.C. St. Joseph’s

V A C A N T - D E S I G N AT E D N AT I O N A L C A N A D A T R U S T DISCUSSIONS TO TURN INTO SCHOOL. V A C A N T - D E S I G N AT E D N AT I O N A L C A N A D A T R U S T DISCUSSIONS TO TURN INTO SCHOOL.

Muskowekwan Southern Sask., Saskatchewan

TOTALSask.

VACANT Muskowekwan, Williams Lake, B.C.

3

Birtle: Built 1930 • “High Road” • Abandoned / Up For Sale 2019

ABANDONED

Muskowekwan: Built 1930 • “High Road” • School House • Vacant • Limbo 5

SCHOOL

S TAT U S / U S E

St. Mary’s, B.C. Southern B.C. Kamloops IRS (Rural) B.C.

A B A N D O N E D - H E R I TA G E S , N OTR I-GDI N V IATCEA EA S ILGSNTAT AT EED T UIROSNGAILV ECN BA Y DFAI RTSRT U S T NO AT AN N AT R EF S IERRSVTE N AT I O N S CU R IROEN NST LY C ON MDM U SNEI T BA .Y

Forestry (logging) Natural Resources

V A C A N T - D E S I G N AT E D N AT I O N A L C A N A D A T R U S T C U R R E N T LY F I R S T N AT I O N S BAND USE.

Kamloops IRS B.C. Mission Sanitary Landfill

St Mary’s, B.C. INSTITUTIONAL / EDUCATION

St Mary’s: Built 1961 • “Mid Road” • School House Vacant • Open for Tours • First Nation’s Owned 3

C H Summary OOL Figure 5.11 Snap SSite

Portage La Prairie Manitoba

6

S TAT U S / U S E 3

NOW CALLED THE RUFUS PRINCE BUILDING L O N G P L A I N F I R S T N AT I O N A S T R E AT Y L A N D E N T I T L E M E N T. R E S O U R C E CENTRE

Figure 5.12 Location of remaining residential schools.

MAP OF CANADA

YUKON

NORTH WEST TERRITORIES

NUNAVUT

BRITISH COLUMBIA

St. Joseph’s, [Abandoned] Williams Lake B.C.

ALBERTA QUEBEC

MANITOBA

Kamloops IRS, [Vacant] Kamloops B.C.

NEWFOUNDLAND

Edmonton

Vancouver

SASKATCHEWAN Calgary

PEI

ONTARIO

St. Mary’s, [Vacant] Mission B.C.

Regina

Montreal

Winnipeg

Muskowekwan, [Vacant] Saskatchewan

** Last School to Close 1996

Birtle Residential, [Abandoned] Manitoba

N.B.

St. John

NOVA SCOTIA Halifax

Toronto

55 SECTION 05 - Site Analysis - Out of Site; Out of Mind

INDUSTRY & ECONOMIC POTENTIAL: SITE LOCATION Lastly, diving deeper into each province, the potential gain for surrounding communities in terms of a new program being introduced was investigated. Referring back to the original

Manitoba's Strategic Advantages | Growth, Enterprise and Trade | Province of Manitoba

2019-11-11, 3)57 PM

research that took place, the biomass power

plant began to reveal itself as the program in which Out of Site; Out of Mind could be tested.

After discovering the facts regarding the welfare

RESIDENT AND ONLINE SERVICES

of the First Nations people and the 3rd-world

Forestry

Mining

INDUSTRY IN CANADA

Technology

BUSINESS FORESTRY

GOVERNMENT

Agriculture

Search for programs and online services

BRITISH COLUMBIA

AGRICULTURE

Printer Friendly GET Site Map | Contact Government

Oil & Gas

SASKATCHEWAN

TECHNOLOGY

OIL & GAS country like state of the Reserves surrounding Growth, Enterprise and Trade

SEARCH

15%

10%

25% 7%

22%

3% 12%

7%

7%

4%

7%

10%

5%

VISITORS 32%

MINING

MANITOBA

5%

Figure 5.13: Industry in Canada according to resource. the remaining schools; it was apparent Manitoba.ca > that Growth, Enterprise and Trade > Manitoba's Strategic Advantages

there was an opportunity to give back to the community in a substantial way.Get Alarmingly, Started it was found that, despite having the lowest Growth, Enterprise and Trade Manitoba's Strategic Advantages unemployment rate in the country, Manitoba The Land

has the highest poverty rates; therefore, the People and the Workforce and the(see Economy most potential for socioeconomicBusiness growth Market Access, Transportation

figure 5.14). Inevitably, the residential school in and Infrastructure Birtle was chosen.

Research and Development Quality of Life

Manitoba's Strategic Advantages: Business and the Economy Manitoba’s diversity of skills and cultures is a business asset. Manitoba is a developed, diverse and dynamic economy with stable economic growth and one of the nation's lowest unemployment rates.

Key components of the economy include manufacturing, financial services, agriculture, hydroelectricity, and natural resources.

Although Manitoba is rich in natural resources and fertile farmland, the provincial economy is not dependent on any single industry or commodity. In fact, studies by Moody’s Investors Services of New York have shown that Winnipeg has one of Canada’s most diverse urban economies. This diversity has led to an unemployment rate that is consistently among the lowest in Canada and provides long-term economic stability, ensuring that Manitoba firms have access to a variety of supplies and services.

Economic Development Partners

Business and Economic Development

Cannabis Retail Framework SITE DETAILS: BIRTLE RESIDENTIAL Trade Agreements and Negotiations

The diverse manufacturing base – which includes aerospace materials, buses, building products, machinery, Figure 5.14: Economy in Manitoba.

furniture, electronics, pharmaceuticals, plastics, and processed foods – allows Manitoba’s economy to prosper even when prices for cyclical commodities decline.

Our province is a major force in exporting goods around the world. Leading export markets – after the United States – are China/ Hong Kong, Japan, Mexico, South Korea, Taiwan, United Arab Emirates and United Kingdom.

The Birtle Residential school is situated in a rural county, at the top of a treed hill looking down south to the town that shares its name.

Rural and Northern Economic Manitoba's Key Industries include: Neighbouring towns, farms andDevelopment reserves have populations of 500-1000 residents totaling 14,000. Manitoba has the most attractive tax Manitoba Economic Profiles incentives creating a desirable location for advanced technologies such as aviation and aerospace technology manufacturing, electronics, Advanced Manufacturing Economic Analysis and Research Aerospace and machinery. In addition, Manitoba is also the least reliant on fossil fuel like the rest of the country. Within a 10 kilometer radius there are Labour and Regulatory Services Agribusiness 24 farms that produce agricultural waste which has the potential to be used as a renewable resource. Also, Winnipeg, the closest city with an Resource Development Creative Industries Legislative Development Branch international airport, will require visitors to pilgrimage to Birtle (Figure 5.15).

Education Reports and Expenses Contact Us

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Energy and Environment Financial Services Furniture and Building Products Information and Communication Technologies Life Sciences and Biotechnology Mining and Minerals

EXISTING SITE ANALYSIS

1

3

2

4

N SUMMER

Figure 5.16 - 5.20: Birtle Photographs, 2018. Provided by Gordon Goldsborough, Manitoba Historic Society.

Main vehicular access & existing parking.

Approach from North side.

2

E

WINTER

Main pedestrian access & exterior circulation.

Approach from North side, experience geometry of building upon approach.

W

4

1

Rural Surroundings One of 24 agricultural graineries within 10km.

3

S

Birtle Residential School situated at top of hill overlooking valley.

Town of Birtle - 2 hours drive from Winnipeg: location of international airport and Canadian Museum for Human Rights.

Figure 5.15: Existing Site, Birtle Residential School

57 SECTION 05 - Site Analysis - Out of Site; Out of Mind

E X IS TIN G CON STR UCTION DRAW INGS PROVIDED BY THE LIBRARY ARCHIVES OF CANADA

Moving inside Birtle Residential, the school is in decay from neglect and abandonment; however, significant pieces of evidence still remain.

The beginning of the site documentation started with an in depth analysis of the traces that remain. Working drawings were created from the archives provided by the Library Archives of Canada. In the analysis, the traces were evaluated and categorized according to their degree (Figure 5.26). The spaces that held significant historical evidence (third degree) would be saved and the design implementation of the thesis would be deployed according to the third degree location. For example, a monitor’s room was found on the third floor North-West wing. The monitor’s room had a viewing portal into the dormitory for which the monitor would surveil the students.

Figure 5.21 - 5.25 Original Construction Drawings. Provided by Library Archives of Canada. Working drawings were created from this archived drawing set and concentrated visual research.

EXISTING SITE: TRACE ANALYSIS

1

FIRST DEGREE Description • Texture resulting from neglect and abandonment • Primarily located along perimeter walls

1

4TH FLOOR TOP FLOOR CORRIDOR - 1st & 2nd Degrees

2

Preliminary Design Strategy • Trace of Trace - extraction, recreate by reproducing in new form

2

Preliminary Material Strategy • New material derived from trace reproduction will be applied according to functional needs of program placement

2

2

DORMITORIES - 3rd

3RD FLOOR

SECOND DEGREE

MONITOR’S ROOM - 3rd

3

3 DN 14

Description • Vandalism and abuse of Residential School surfaces Preliminary Design Strategy • Placement of trace replicas (traces of traces) • To create a layered environment to mediate between the old and the new Preliminary Material Strategy • Example: screening provides filter to the vandalism

3

2

DINING HALL - 1st, 2nd, 3rd Degrees

8

4

4-5

5

6

7 6

UP 9

UP 3

2ND FLOOR PRIVATE - 3rd

PERIMETER - 1st

BOOT ROOM - 3rd

UP 14

7

8

THIRD DEGREE Description • Traces that hold physical evidence of the Residential School System Preliminary Design Strategy • Preserve the evidence by highlighting and providing historical information regarding aspect of trace • Extraction and Reinsertion

9

ENTRY - 3rd 9

CLASSROOM - 3rd 10

10

GROUND FLOOR / BASEMENT

CONNECTOR - 1st

MAIN AREA: BASEMENT - 1st

59 SECTION 05 - Site Analysis - Out of Site; Out of Mind

Figures 5.1 Postcard of Birtle Residential School, 1930. Provided by Library Archives of Canada.

5.2

Site model of Birtle Residential School illustrating rural context, elevation from town of Birtle, major street access.

5.3

Floor Plan: Original Construction Drawings. Provided by Library Archives of Canada.

5.4 - 5.6 Four case studies were analyzed looked in how the machine and occupant can come together while thinking about the notion of the power plant and how to include both the public and private as well as museum and public works 5.7

Interior, Birtle classroom. Resource: Gordon Goldsborough, 2011-0036

5.8

Percentage of demolished school sites.

5.9

Implemented programs in existing residential school sites.

5.10 Catalogue of remaining schools and programs implemented.

5.11 Snap Site summary.

5.12 Location of remaining residential schools.

5.13 Industry in Canada according to resource.

5.14 Economy in Manitoba.

5.15 Existing Site, Birtle Residential School 5.16 - 5.20 Birtle photographs, Resource: Gordon Goldsborough, 2018 5.21 - 5.25 Original Construction Drawings. Provided by Library Archives of Canada. Working drawings were created from this archived drawing set and concentrated visual research.

61 SECTION 05 - Site Analysis - Out of Site; Out of Mind

SECTION 06: PROGRAMMING In response to the cultural, environmental, and political implications, Out of Site; Out of Mind’s program began to reveal itself as an opportunity for social and economical benefit in the form of a renewable energy production facility: a syngas biomass power plant. During the site analysis phase, it was discovered that the thesis design strategy was able to be tested within the Birtle Residential School. However, a challenge presented itself in the form of the physical insertion of a new program inside a structure holding significant evidence of Canadian history; therefore, an additional program is needed to save and acknowledge the hard past imprinted within the residential school walls. With that, a publicly accessible “museum-like” reflection center is included.

WATER TREATMENT 6%

TRANSFERENCE THRESHOLDS 9% REFLECTION PAUSE 12%

PROLIFERATED INTERFACE 30%

STORAGE / BOH 7% VERTICAL CIRCULATION 19%

MUSEUM / P R O L I F E R AT E D EXPERIENCE

SECTION 06: PROGRAMMING SHORT PROGRAM TABLE

EXHIBITION / INSTALLATION PROGRAM 30%

ENTRY 7%

SUPPORT S PA C E S

REPOSITORY 14%

The following (FIGURES 6.0 - ADMINISTRATION 6.5) figures outline the individual program WASHROOMS 4% 19% distribution for these two contradictory programs.

IT SUPPORT

ADMINISTRATION/OFFICE 4%

4%

POWER PLANT (OCCUPANTS) 15%

POWER PLANT MACHINERY 23%

COMMON AREA 39%

+

SUPPORT SPACES 20%

EXISTING

SUPPORT FULLS PA PROGRAM CES

MUSEUM / PROLIFERATED EXPERIENCE 41% NEW PROGRAM

1

63 SECTION 06 - Programming - Out of Site; Out of Mind

INCLUDING HARDWARE, SOFTWARE, AND A C T I V I T I E STTOH N AT AO VE HETO HF E E THW R KT.OI ND O C HW A IRTG C O M PIU R LALNAT D I IONNF O N TSEYNSAT N EM NTSETA ARNM DAT M IAOI N C ES INCLUDING HARDWARE, SOFTWARE, AND TO NETWORK. IN CHARGE OF I N S TA L L AT I O N A N D M A I N T E N A N C E R E S P O N S I B L E F O R M A K I N G S U R E T H AT BUILDINGS AND THEIR SERVICES MEET T H E N E E D S O F T H E P E O P L E T H AT W O R K R ETSHPEOMN. SAI B G RS U HE AT IN CLCEOFUONRTAMBALKE I N FO S ERREVTI C S FA C I L I T Y M A N A G E R B U ISLUDCI N R , SSEERCVUI C H GASS ACNL D E ATNHIENI G RE I TSYMAENEDT T H E N E E D SPAORFK T H E P E O P L E T H AT W O R K ING, TO MAKE SURE THE I NS U TH EO MU . A TA E NF M OE R NSTE R S RR NC DC I NOGU N EN VB I RLO I SV II C NEA FA C I L I T Y M A N A G E R S U CSHU A S C E ACNOI N ND G I, TSI E ITY I TA B LL E OCNUTRO WA ON RD K PA R K I N G , T O M A K E S U R E T H E SURROUNDING ENVIRONMENT IS IN A S U I TA B L E C O N D I T I O N T O W O R K I N S TA L L AT I O N , R E PA I R A N D U P K E E P O F A N E M P L O Y E R ' S P R O P E R T Y, I N C L U D I N G MAINTENANCE MANAGER MACHINES, MECHANICAL SYSTEMS, I N S TA L L AT I O N , R E PA I R A N D U PK O SF BU I LEDEIPN G A N E M P L O Y E R ' S P R O P E R T Y, I N C L U D I N G MAINTENANCE MANAGER MACHINES, MECHANICAL SYSTEMS, LEARNING HOW TO USE MECHANICAL BUILDINGS A N D T E C H N I C A L E Q U I P M E N T, S U P P O R T S FA C I L I T Y S U P P O R T / A P P R E N T I C E A N D H E L P S FA C I L I T Y, P O W E R , A N D LE WATNOA G U ES R E SM EP CEHRAAT N IO CR ASL MA I NATRENNI N AG N CHEOM /O A N D T E C H N I C A L E Q U I P M E N T, S U P P O R T S FA C I L I T Y S U P P O R T / A P P R E N T I C E A N D H E L P S FA C I L I T Y, P O W E R , A N D S U P E R V I S E S O P E R AT I O N S O F T H E M A I N T E N A N C E M A N A G E R S / O P E R AT O R S POWER PLANT AND MONITORS WORKERS K E E P S A ST E A DY ST R E A M O F E L E CT R I C I TY POWER PLANT MANAGER S PE SE O FWTI T HH E FU LO WRIVNIG . SW O OP R EKRS AT C LI O ON S ES LY POWER PLAN T CAI LNID OARISN W R ES FA T YMAONNDI TM T EONRAKNEC K E E P S A S T E A D Y S T R E A M O F EML A EC T R I C I T N A G E R SY. POWER PLANT MANAGER F L O W I N G . W O R K S C L O S E LY W I T H FA C I L I T Y A N D M A I N T E N A N C E AENNAEGREAT R SE. C O N T R O L S T H E S Y S T E M S T H ATMG P O W E R P L A N T O P E R AT O R S AND DISTRIBUTE ELECTRIC POWER I N F O R M AT I O N T E C H N O L O G I S T

SECTION 06: PROGRAMMING

1

F U L L -T I M E

1

F U L L -T I M E

1

F U L L -T I M E

1

F U L L -T I M E

1

F U L L -T I M E

1

F U L L -T I M E

1

F U L L -T I M E

1

F U L L -T I M E

1

F U L L -T I M E

6

F U L L -T I M E

PRELIMINARY PROGRAM ITERATIONS & GEOMETRY ANALYSIS

P O W E R P L A N T O P E R AT O R S POWER PLANT APPRENTICE / MAINTENANCE SUPPORT

POWER PLANT APPRENTICE / MAINTENANCE SUPPORT

IN-HOUSE MENTOR/LEAD IN-HOUSE MENTOR/LEAD

T O TA L S TA F F :

T O TA L S TA F F :

O C C U PA N T T Y P E

C O N T R O L S T H E S Y S T E M S T H AT G E N E R AT E AND DISTRIBUTE ELECTRIC POWER S U P P O R T S P O W E R P L A N T O P E R AT I O N S AND MAINTENANCE S U P P O R T S P O W E R P L A N T O P E R AT I O N S T E A C H E S & T R A IANNSDI N I NI N TOEVNAT I OCN MA AN E I N C U B AT O R - H E L P S C O N T R O L S T H E S Y S T E M S T H AT G E N E R AT E A N D T E A C HDEI S NCITNRNI C O VPAT IO S T&R ITBRUATIEN SE LI E OW EN R I N C U B AT O R - H E L P S C O N T R O L S T H E S Y S T E M S T H AT G E N E R AT E A N D D I S T R I B U T E E L EOCCUPANT C T R I C P O WSUMMARY ER

DESCRIPTION

(STAFF) T O TA L U S E R S

6

F U L L -T I M E

2

F U L L -T I M E

2

F U L L -T I M E

1

F U L L -T I M E

1

F U L L -T I M E

29

29

F U L L - T I M E / PA R T- T I M E ( D E T E R M I N E AMOUNT OF TIME SPENT IN AND U S E O F S PA C E )

OCCUPANT SUMMARY (VISITORS)

SECURITY PERSON

O C C U PA N T T Y P E O C C U PA N T T Y P E

CHECK-IN PERSON / RECEPTION PA R T I C I PA N T S ( T R A I N I N G ) PA R T I C I PA N T S ( T R A I N I N G ) S U P P O R T S TA F F VISITORS VISITORS

T O TA L V I S I T O R S : T O TA L V I S I T O R S :

C U R AT O R

HISTORIAN/ARCHIVIST

E N S U R E S S A F E T Y A N D A C C O U N TA B I L I T Y O F S TA F F, V I S I T O R S , A N D O T H E R O C C U PASUMMARY N T S O F E N(VISITORS) T I R E FA C I L I T Y OCCUPANT

DESCRIPTION

W E L C O M ED S EASNCDR C S-IN VISITORS, I PHTEICOKN INTRODUCES MUSEUM AND MUSEUM’S P R O F E S S I O N A L , T E C H N I C A L , H AM NID S S -I O N TRAINING PROFESSIONAL, TECHNICAL, HANDS-ON TRA NG A S S I S T I N G I N M U S E U M D AY-T OI -NDI AY, I SUI TRO RO S ,RA, U EO NR C IEA, NPSU, BALN I CD, SMUUPSPEOURM T SV C AT HD I SI T C O U L D B E I N V E S T O R S , S TA KME A HN OAL G D E R S ., TRAINEES MUSEUM VISITORS, AUDIENCE, PUBLIC, C O U L D B E I N V E S T O R S , S TA K E H O L D E R S , I N C L U D E A C Q U I R I N G O B J ETCRTASI NAENED S COLLECTIONS, PLANNING AND ORGANIZING EXHIBITIONS, RESEARCHING OBJECTS AND C O L L E C T I O N S , A D M I N I S T R AT I V E D U T I E S SUCH AS PLANNING BUDGETS, N E G O T I AT I N G L O A N I T E M S , , W R I T I N G B I D S , A N D S TA F F T R A I N I N G A N D M A N A G E M E N T.

K E E P I N G R E C O R D S A N D C ATA L O G I N G ACQUISITIONS, RESEARCHING OBJECTS A N D C O L L E C T I O N S . D ATA B A S E ,

F U L L -T I M E

2

T O TA L U S E R S T O TA L U S E R S

REMARKS

2 20 20

REMARKS

F U L L -T I M E 2 0 PA R T I C I PA N T S M A X ( I D E A L LY 1 2 - 1 5 AT A N Y G I V E N T I M E )

2 0 PA R T I C I PA N T S M A X ( I D E A L LY 1 2 - 1 5

2 TBD

AT Y QGUI V MTES) ACCORDING TO CO D EA N RE I REENMTEIN F U L L -T I M E F O R 1 1 , 6 5 0 S Q . F T. O F M U S E U M

TBD

F O R 1 1 , 6 5 0 S Q . F T. O F M U S E U M

TBD

ACCORDING TO CODE REQ RU EM NCTYS OUCIC PAEN

O C C U PA N C Y

TBD 1

PA R T-T I M E

1

PA R T-T I M E

Museum archives

4TH FLOOR: Museum Archives Enclosed museum program Enclosed classroom / training Enclosed museum program

3RD FLOOR: Museum Program with Enclosed Training Classroom

Warehouse dock

DOUBLE VOLUME

Boiler House

Power Lab - simulated learning facility

Control Room Turbine Hall

GROUND FLOOR & 2ND FLOOR: Primarily Power Plant Program

LEGEND:

Training Facility / Classroom

Power Plant

Museum (Interstitial)

Enclosed Museum Program 65 SECTION 06 - Programming - Out of Site; Out of Mind

SAVE THE EVIDENCE: REPOSITORY AND REFLECTION CENTER

To honor the collective memories of Canada's aboriginal peoples, the site will be preserved in a way for the public to experience and reflect, embodying elements scars as a living museum.

11%

BATTERY BACK UP (UPS) 26%

CONDENSER 7%

MCC ROOM 7%

REFLECTION CENTER (MUSEUM) PROGRAM LONG PROGRAM TABLE The following table illustrates the program requirement for the Reflection Center (museum).

Occupancy or user type, number of occupants, individual square footage, lighting requirements, spatial FF&E requirements, and total square footage are identified for each space that makes up the Reflection Center portion of the project.

WATER TREATMENT 11%

BATTERY BACK UP (UPS) 10%

MCC ROOM 3%

TRANSFERENCE THRESHOLDS 9% REFLECTION PAUSE 12%

PROLIFERATED INTERFACE 30%

VERTICAL CIRCU

MUSEUM / P R O L I F E R AT E D EXPERIENCE

ENCLOSED EXHIBITION / INSTALLATION PROGRAM 30%

STORAG

REPOSITORY 14%

ADMINISTRATION 4%

WASH

IT SU

POWER PLANT (OCCUPANTS) 15%

POWER PLANT MACHINERY 23%

SUPPORT SPACES 20%

SUPPORT S PA C E S

MUSEUM / PROLIFERATED EXP 41%

1

67 SECTION 06 - Programming - Out of Site; Out of Mind

PILOT PROJECT - BIOMASS POWER GENERATION Syngas Co-generation I Combined Heat & Power Syngas, also known as synthesis gas, synthetic gas or producer gas, can be produced from a variety of different materials that contain carbon. These can include biomass (wood gas), plastics, coal, municipal waste or similar materials. Historically town gas was used to provide a gas supply to many residences in Europe and other industrialized countries in the 20th Century.

Gas engines utilizing syngas as a fuel can be configured in a combined heat and power configuration in order to maximize the efficiency of the system.

Benefits of Syngas Utilization in Gas Engines Generation of renewable power; Conversion of problematic wastes to useful fuels; Economical onsite power production and reduced transmission losses; Reduction in carbon emissions.

Furthermore, to promote true reconciliation a secondary program will be introduced that will generate jobs for the surrounding rural community that includes many reservations. Including a new technological opportunity, in the form of a syngas biomass power plant, embodies notions of Lebbeus Woods’ theoretical work, building new knowledge upon the scar will create a new heterarchical society.

POWER PLANT PROGRAM SIMULATION ROOM LONG PROGRAM TABLE

BOILER 22%

17%

The following table illustrates the program requirement for the MACHINERY TURBINE / GENERATOR R O GReflection RAM Power plant program of the project. Similar to Pthe 11% BATTERY BACK UP (UPS) Center, all details were identified; however, additional analysis was 26% CONDENSER completed to identify specific machine and equipment allotment for 7% MCC ROOM the power plant.

WATER TREATMENT 7%

11%

CONTROL ROOM 10%

ADMINISTRATION/OFFICE 10%

OFFICE & STAFF ROOM 13% CLASSROOM 26%

POWER P L A N T S TA F F PROGRAM

BOILER AREA 13% TURBINE / GENERATOR 6%

BATTERY BACK UP (UPS) 10%

CONDENSER 3%

MCC ROOM 3%

WATER TREATMENT 6%

TRANSFERENCE THRESHOLDS 9% REFLECTION PAUSE 12%

PROLIFERATED INTERFACE 30%

SUPPORT S PA C E S

REPOSITORY 14%

ADMINISTRATION 4%

WASHROOMS 19%

IT SUPPORT 4%

POWER PLANT (OCCUPANTS) 15%

POWER PLANT MACHINERY 23%

ENTRY 7%

VERTICAL CIRCULATION 19%

MUSEUM / P R O L I F E R AT E D EXPERIENCE

ENCLOSED EXHIBITION / INSTALLATION PROGRAM 30%

STORAGE / BOH 7%

COMMON AREA 39%

ADMINISTRATION/OFFICE 4%

SUPPORT SPACES 20%

SUPPORT S PA C E S

MUSEUM / PROLIFERATED EXPERIENCE 41%

1

69 SECTION 06 - Programming - Out of Site; Out of Mind

OPEN TO BELOW DN LADDER

SHORT PROGRAM SUMMARY REFLECTION AREA

EXHIBITION / INTERPRETATION

SQUARE FOOTAGE SUMMARY T O TA L S Q U A R E F O O TA G E

S PA C E

T O TA L E X I S T I N G

NUMBER OF USERS

REMARKS

REFLECTION AREA

REFLECTION REFLECTION REFLECTION REFLECTION AREA AREA AREA AREA

OPEN TO BELOW

OPEN TO BELOW

23,900

MUSEUM

6500

60 60

U P T O 6 0 O C C U PA N T S INCLUDES ENCLOSED AND I N T E R S T I T I A L S PA C E

POWER PLANT

7000

20 10

INCLUDES DOUBLE HEIGHT VOLUMES

S U P P O R T S PA C E S

T O TA L A C C O U N T E D S Q U A R E F O O TA G E

2000

-

15500

80 70

• activity type

PR O G R A M DIS TR IBUTION • machinery and ff&e

VISITOR

required

DN 14

• occupancy and user type

OPEN TO BELOW

• number of users per area

DN 14

REFLECTION CENTER (MUSEUM)

OPEN TO BELOW

• sq. ft. per user(s)

SHORT PROGRAM SUMMARY

ANALYSIS

STAFF: Power Plant

• sq. ft. per machine /

T O TA L E X I S T I N G

NUMBER OF USERS

STAFF: Museum

MUSEUM

ERP AO UW Q SE RL APTLO A TN T E G AT O O F

E C AP S

S U P P O R T S PA C E S 009,32

a

60 60

U P T O 6 0 O C C U PA N T S INCLUDES ENCLOSED AND I N T E R S T I T I A L S PA C E

20 10

INCLUDES DOUBLE HEIGHT VOLUMES

0 6Y R A M M U S0 0 5M6 A R G O R P

06

21 EGAT00O OF ERAUQS

E R A U Q S L A T O0T0 0 2 E G AT O O F

0 087

00551

PUCCO 06 OT PU DESOLCNE SEDULCNI S LAITITSRETNI

VISITOR

009,32

0056 06 epyt ytivitca •

06

0 0 7• e & f f d00n21a y r e n i h c a0m

d e r i u q0e0r0 2

)s(resu rep .tf .qs •

)s(resu rep .tf .qs •

/ enihcam rep .tf .qs •

b

c

d

OPEN BELOW

e

equipment

WASHROOM

ELEVATOR

WASHROOM

WASHROOM

ELEVATOR

UP

d

a

b 1

m u e s u M : F F AT S

b

c

ELEVATOR

LAB

OPEN TO BELOW

LIBRARY

• intensity / trace present

DN

OPEN ABOVE OPEN TO BELOW

ELEVATOR

LAB

DN

REFLECTION / PAUSE

DN

LOUNGE / GATHER

e

g

DN

DN

LOUNGE / GATHER

REFLECTION / PAUSE

OPEN TO BELOW

REFLECTION AREA

CONDENSER

FORMER ENTRY / NEW INSERTION

REPOSITORY

OPEN TO BELOW

REFLECTION AREA

CONDENSER

FORMER ENTRY / NEW INSERTION

REPOSITORY

OPEN TO BELOW AND ABOVE OPEN TO BELOW

f

OPEN TO BELOW AND ABOVE

UP 3

OPEN TO BELOW UP 3

SECOND FLOOR

m u e s u M : F F AT S

TRAINING PARTICIPANTS

WASHROOM

DN

UP

LIBRARY

• sq. ft. for ff&e

a

DN

DN

• sq. ft. per machine /

POWER PLANT STAFF t n a l P r e w o P : F F AT S

e&ff rof .tf .qs •

n e s e1r p e c a r t / y t i s n e t n i •

S I S YL A N A

tnempiuqe

a

required

• occupancy and user type • sq. ft. per user(s)

t n a l P r e w o P : F F AT S

era rep sresu fo rebmun •

ROTISIV

p y t r e s u tdnneas eyrcpn aepc au rctc o/ •y t i s n e t n i •

S I S YL A N A

e p/yet nyi ht icvai m t c ar e•p . t f . q s • e & f f d n a y r e n i h c a mt n•e m p i u q e d e rei u&qfef rr o f . t f . q s •

OPEN TO BELOW

OPEN TO BELOW

• number of users per area

S E C AP S T R O P P U S

D E T N U O C C A L AT O T E G AT O O F E R A U Q S

OVEN 150 SQ. FT.

OVEN 150 SQ. FT.

• machinery and ff&e

MUESUM

MUSEUM VISITORS

d

• activity type

S E C AP S T R O P P U S

D E T N U O C C A L AT O T

G N I T S I X E EL G A TAO TTO O F E R A U Q S

ROTISIV

epyt resu dna ycnapucco • 0 00551 087 aera rep sresu fo rebmun •

STAFF: Power Plant

-

MUESUM

TNALP REWOP

E C AP S

c

80 70

15500

TNALP REWOP

STAFF: Museum

EH ELBUOD SEDULCNI LOV

TROHS

0007

1

-

MUSEUM STAFF

F O R E B M U NSRESU

SKRAMER

2000 G N I T S I X E L AT O T

T O TA L A C C O U N T E D S Q U A R E F O O TA G E

b

6500

7000

ANALYSIS

S T N AP U C C O 0 6 O T P U DNA DESOLCNE SEDULCNI E C AP S L A I T I T S R E T N I THGIEH ELBUOD SEDULCNI YRAMMUS SEMULOV

REMARKS

23,900

YRAMMUS MARGORP TROHS

FO REBMUN SRESU

• intensity / trace present

SQUARE FOOTAGE SUMMARY T O TA L S Q U A R E F O O TA G E

S PA C E

YRAMMUS EGATOOF ERAUQS SKRAMER

N

equipment

• sq. ft. for ff&e

NEW ENTRY UP 14 UP LADDER

NEW ENTRY OPEN ABOVE

UP 14 UP LADDER

STAFF ROOM

LOCKERS & STORAGE

OPEN ABOVE

STAFF ROOM

LOCKERS & STORAGE OPEN ABOVE

OPEN ABOVE

OVEN 150 SQ. FT.

OPEN ABOVE

OVEN 150 SQ. FT.

LOADING DOCK OPEN ABOVE

LOADING DOCK UPS BATTERY BACK UP

OPEN ABOVE

WATER TREATMENT

UPS BATTERY BACK UP

ELEVATOR

ELEVATOR MCC CONTROL / SWITCHING

ELEVATOR

WATER TREATMENT

ELEVATOR

UP

OPEN ABOVE: 3 FLOORS LAB

MCC CONTROL / SWITCHING LAB

COURTYARD / COMMON AREA OPEN ABOVE OPEN ABOVE

WASHROOM

WASHROOM

COURTYARD / COMMON AREA OPEN ABOVE

CONDENSER

OPEN ABOVE: 3 FLOORS

UP

OPEN ABOVE OPEN ABOVE: 3 FLOORS

OPEN ABOVE

WASHROOM

WASHROOM

OPEN ABOVE: 3 FLOORS

UP OPEN ABOVE: 3 FLOORS OPEN ABOVE

GROUND FLOOR

DN LADDER

OPEN TO BELOW

OPEN TO BELOW REFLECTION AREA

EXHIBITION / INTERPRETATION

SIMULATION ROOM 17%

MACHINERY PROGRAM

PR O G R AM D IS TR IBUTION BATTERY BACK UP (UPS) 26% MCC ROOM 7%

REFLECTION AREA

REFLECTION AREA

REFLECTION AREA

OPEN TO BELOW

OFFICE & STAFF ROOM 13% CLASSROOM

TURBINE / GENERATOR 11% CONDENSER 7%

REFLECTION CENTER (MUSEUM)

REFLECTION AREA

OPEN TO BELOW

CONTROL ROOM 10%

ADMINISTRATION/OFFICE 10%

BOILER 22%

REFLECTION AREA

26%

POWER P L A N T S TA F F PROGRAM

BOILER AREA 13%

WATER TREATMENT 11%

DN 14 OPEN TO BELOW

TURBINE / GENERATOR 6%

BATTERY BACK UP (UPS) 10%

DN 14 OPEN TO BELOW

CONDENSER 3%

MCC ROOM 3%

N

WATER TREATMENT 6%

TRANSFERENCE THRESHOLDS 9% REFLECTION PAUSE 12%

PROLIFERATED INTERFACE 30%

STORAGE / BOH 7% VERTICAL CIRCULATION 19%

MUSEUM / P R O L I F E R AT E D EXPERIENCE

SUPPORT S PA C E S

REPOSITORY 14%

ADMINISTRATION 4%

BOILER 22%

MACHINERY PROGRAM

BATTERY BACK UP (UPS) BATTERY 26% BACK UP (UPS) 26% MCC ROOM 7%

BOILER 22%

CLASSROOM 26%

11%

POWER

POWER P L A N T BOILER S TA F F AREA P R O G13% RAM

POWER PLANT MACHINERY 23%

CONDENSER 7%

TRANSFERENCE THRESHOLDS TRANSFERENCE 9% THRESHOLDS 9% REFLECTION PAUSE REFLECTION PAUSE 12% 12% MUSEUM / P R O L I F E R AT E D EXPERIENCE

CLOSED EXHIBITION / INSTALLATION PROGRAM ENCLOSED EXHIBITION / INSTALLATION PROGRAM 30% 30%

DN

DN

WASHROOM UP

ELEVATOR

WASHROOM

ELEVATOR

DN

WASHROOM

WASHROOM

DN

OPEN ABOVE

OPEN TO BELOW

LIBRARY

ELEVATOR

ELEVATOR

UP

LAB

OPEN TO BELOW

LIBRARY

LAB

DN

REFLECTION / PAUSE

DN

SBOILER U P P O RAREA T 13% S PA C E S

LOUNGE / GATHER DN

TURBINE / GENERATOR TURBINE / GENERATOR 6% 6% CONDENSER CONDENSER MUSEUM / PROLIFERATED EXPERIENCE 3% 3% 41% WATER TREATMENT 6% WATER TREATMENT 6%

CONDENSER BATTERY BACK UP (UPS) 7% BATTERY 10% BACK UP (UPS) WATER TREATMENT 10% WATER TREATMENT MCC ROOM 11% 11% MCC ROOM 3% 3%

MCC ROOM 7%

OPEN BELOW

ADMINISTRATION/OFFICE 4%

IT SUPPORT 4%

POWER PLANT (OCCUPANTS) OFFICE & STAFF ROOM OFFICE & STAFF ROOMSUPPORT SPACES 15% 13% 20% 13%

CLASSROOM P L A N T S TA F F P R26 O%G R A M

OPEN TO BELOW

COMMON AREA 39%

WASHROOMS 19%

CONTROL ROOM CONTROL ROOM 10% 10%

ADMINISTRATION/OFFICE ADMINISTRATION/OFFICE 10% 10%

M A C H I TURBINE NERY / GENERATOR TURBINE / GENERATOR PROGR AM 11%

OPEN TO BELOW

OVEN 150 SQ. FT.

ENCLOSED EXHIBITION / INSTALLATION PROGRAM 30%

SIMULATION ROOM SIMULATION ROOM 17% 17%

ENTRY 7% OVEN 150 SQ. FT.

DN

LOUNGE / GATHER

REFLECTION / PAUSE

OPEN TO BELOW

REFLECTION AREA

CONDENSER

FORMER ENTRY / NEW INSERTION

REPOSITORY

REFLECTION AREA

OPEN TO BELOW

CONDENSER

UP 3

OPEN TO BELOW AND ABOVE

FORMER ENTRY / NEW INSERTION

REPOSITORY

OPEN TO BELOW AND ABOVE OPEN TO BELOW

OPEN TO BELOW

PROLIFERATED INTERFACE STORAGE / BOH PROLIFERATED INTERFACE 30% 7% STORAGE / BOH 30% 7% VERTICAL CIRCULATION MUSEUM / VERTICAL CIRCULATION 19% P R O L I F E R AT E D 19% EXPERIENCE

SUPPORT S PA C E S

REPOSITORY 14%

REPOSITORY 14% ADMINISTRATION ADMINISTRATION 4% 4%

POWER PLANT (OCCUPANTS) POWER PLANT 15% (OCCUPANTS) 15%

WASHROOMS 19%

IT SUPPORT 4%

WASHROOMS 19%

IT SUPPORT 4%

1 ENTRY 7%

AREA S U P PCOMMON ORT 39% S PA C ES

ENTRY 7%

UP 3

SECOND FLOOR

COMMON AREA 39% NEW ENTRY

ADMINISTRATION/OFFICE ADMINISTRATION/OFFICE 4% 4%

UP 14 UP LADDER

NEW ENTRY OPEN ABOVEUP 14

UP LADDER

STAFF ROOM

SUPPORT SPACES SUPPORT SPACES 20% 20%

LOCKERS & STORAGE

OPEN ABOVE

STAFF ROOM

LOCKERS & STORAGE OPEN ABOVE

SUPPORT

POWER PLANT MACHINERY S PA C E S POWER PLANT MACHINERY 23% 23%

SUPPORT S PA C E S

OPEN ABOVE

MUSEUM / PROLIFERATED EXPERIENCE 41% MUSEUM / PROLIFERATED EXPERIENCE 41%

OVEN 150 SQ. FT.

OVEN 150 SQ. FT.

1

OPEN ABOVE

1

LOADING DOCK

OPEN ABOVE

LOADING DOCK

UPS BATTERY BACK UP

OPEN ABOVE

WATER TREATMENT

UPS BATTERY BACK UP

ELEVATOR

ELEVATOR WATER TREATMENT

MCC CONTROL / SWITCHING

OPEN ABOVE: 3 FLOORS

ELEVATOR

ELEVATOR

LAB

MCC CONTROL / SWITCHING LAB

UP

COURTYARD / COMMON AREA OPEN ABOVE

CONDENSER

OPEN ABOVE

COURTYARD / COMMON AREA WASHROOM

WASHROOM OPEN ABOVE

OPEN ABOVE

OPEN ABOVE: 3 FLOORS

UP

WASHROOM

OPEN ABOVE

WASHROOM

OPEN ABOVE: 3 FLOORS

OPEN ABOVE: 3 FLOORS

UP OPEN ABOVE: 3 FLOORS OPEN ABOVE

GROUND FLOOR 71 SECTION 06 - Programming - Out of Site; Out of Mind

EXHIBITION / INTERPRETATION

REFLECTION AREA

DN

REFLECTION AREA

REFLECTION AREA

OPEN TO BELOW AND ABOVE

OPEN TO BELOW

OPEN TO BELOW

PRODUCED BY AN AUTODESK STUDENT VERSION

UP 3

PR O G R A M DIS TR IBUTION : FLO OR P LA N CIRCULATION SCHEMATIC

NEW ENTRY

DN 14

OPEN TO BELOW

UP 14 UP LADDER

OPEN ABOVE

STAFF ROOM

DN

LOCKERS & STORAGE

OPEN ABOVE

OVEN 150 SQ. FT. OVEN 150 SQ. FT. OPEN TO BELOW

OPEN ABOVE

LOADING DOCK

UPS BATTERY BACK UP

OPEN ABOVE

WATER TREATMENT DN

WASHROOM

WASHROOM

ELEVATOR ELEVATOR

ELEVATOR ELEVATOR

UP

MCC CONTROL / SWITCHING

LAB LAB

MCC (CONTROL)

DN

REFLECTION / PAUSE

UP

LOUNGE / GATHER

COURTYARD / COMMON AREA REPOSITORY / LIBRARY REFLECTION AREA

WASHROOM

OPEN TO BELOW OPEN ABOVE

OPEN TO BELOW

REFLECTION AREA

CONDENSER CONDENSER

OPEN ABOVE

FORMER ENTRY / NEW INSERTION

REFLECTION / PAUSE

WASHROOM

OPEN ABOVE: 3 FLOORS

UP

UP

OPEN ABOVE: 3 FLOORS OPEN ABOVE

OPEN ABOVE

OPEN TO BELOW

OPEN TO BELOW UP 3

GROUND FLOOR

UP

EXHIBITION / INTERPRETATION

REFLECTION AREA

REFLECTION AREA

REFLECTION AREA

OPEN TO BELOW

PR O G R AM DIS TR IBUTION: FLOOR P LA N CIRCULATION SCHEMATIC

DN 14 OPEN TO BELOW

OVEN 150 SQ. FT. OPEN TO BELOW

DN

OPEN ABOVE

DN

WASHROOM

WASHROOM

ELEVATOR

UP

ELEVATOR OPEN TO BELOW

LIBRARY

LAB

DN DN

REFLECTION / PAUSE

LOUNGE / GATHER

REFLECTION AREA REPOSITORY

OPEN TO BELOW

CONDENSER

FORMER ENTRY / NEW INSERTION

OPEN TO BELOW AND ABOVE OPEN TO BELOW UP 3

SECOND FLOOR 73 SECTION 06 - Programming - Out of Site; Out of Mind

SEC T ION 0 7 - DES I GN STR ATE G Y

the layered experience

REIMAGINING THE NARRATIVE

RE-IMAGINING

EXTRACTING

COLLECTING

EXISTING SURFACE

METHOD 1: IMPRINT

Figure 7.0 Summary of trace testing.

METHOD 2: DEFACE

METHOD 3: DIGITIZE

PRODUCED BY AN AUTODESK STUDENT VERSION

EXHIBITION / INTERPRETATION

ELEVATOR

EXHIBITION / INTERPRETATION

ELEVATOR

ELEVATOR OPEN TO BELOW

ELEVATOR

OPEN TO BELOW

EXHIBITION / INTERPRETATION EXHIBITION / INTERPRETATION

COMMON AREA / INSTALLATION

TURBINE / GENERATOR TURBINE / GENERATOR

OPEN TO BELOW

OPEN TO BELOW

OPEN TO BELOW

OPEN TO BELOW

OPEN TO BELOW EXHIBITION / INTERPRETATION

REFLECTION AREA

DN LADDER

REFLECTION AREA

REFLECTION AREA

OPEN TO BELOW

REFLECTION AREA REFLECTION AREA

OPEN TO BELOW

REFLECTION AREA

DN 14 OPEN TO BELOW DN 14 OPEN TO BELOW

OVEN 150 SQ. FT. OPEN TO BELOW

OVEN 150 SQ. FT.

OPEN TO BELOW

OPEN BELOW

EXHIBITION / INTERPRETATION

DN DN

WASHROOM

UP

LIBRARY

UP

DN

OPEN ABOVE

ELEVATOR

WASHROOM

WASHROOM

DN

ELEVATOR ELEVATOR

WASHROOM

DN

ELEVATOR

OPEN TO BELOW

OPEN TO BELOW

LIBRARY

WATER TREATMENT

ELEVATOR ELEVATOR

OPEN TO BELOW

LAB LAB

EXHIBITION / INTERPRETATION LOUNGE / GATHER

DN

DN

REFLECTION / PAUSE DN

REFLECTION / PAUSE

DN

LOUNGE / GATHER OPEN TO BELOW

REFLECTION AREA

FORMER ENTRY / NEW INSERTION

OPEN TO BELOW REFLECTION AREA

REPOSITORY

EXHIBITION / INTERPRETATION

REFLECTION AREA

OPEN TO BELOW OPEN TO BELOW

CONDENSER

FORMER ENTRY / NEW INSERTION

REPOSITORY

OPEN TO BELOW

TURBINE / GENERATOR CONDENSER

OPEN TO BELOW AND ABOVE

REFLECTION AREA

REFLECTION AREA

DN

OPEN TO BELOW AND ABOVE

OPEN TO BELOW

OPEN TO BELOW

UP 3 UP 3

PRODUCED BY AN AUTODESK STUDENT VERSION

SECOND FLOOR

NEW ENTRY NEW ENTRY

UP 14

DN 14

UP LADDER OPEN TO BELOW UP 14 UP LADDER OPEN ABOVE OPEN ABOVE

STAFF ROOM

LOCKERS & STORAGE LOCKERS & STORAGE

STAFF ROOM

OPEN ABOVE

DN

OPEN ABOVE

OVEN 150 SQ. FT.150 SQ. FT. OVEN OVEN 150 SQ. FT. OPEN TO BELOW OPEN ABOVE OPEN ABOVE

LOADING DOCK LOADING DOCK

UPS BATTERY BACK UP UPS BATTERY BACK UP

OPEN ABOVE

TREATMENT WATERWATER TREATMENT DN

OPEN ABOVE: 3 FLOORS

WASHROOM

WASHROOM

ELEVATOR ELEVATOR ELEVATOR

ELEVATOR ELEVATOR ELEVATOR

UP

MCC CONTROL / SWITCHING MCC CONTROL / SWITCHING

LAB

LAB LAB

REFLECTION / PAUSE

UP

MCC (CONTROL)

DN

LOUNGE / GATHER

COURTYARD / COMMON AREA COURTYARD / COMMON AREA REPOSITORY / LIBRARY REFLECTION AREA

OPEN TO BELOW OPEN ABOVE OPEN ABOVE

OPEN TO BELOW

OPEN ABOVE OPEN ABOVE

FORMER ENTRY / NEW INSERTION

REFLECTION AREA

CONDENSER CONDENSER REFLECTION / PAUSE

WASHROOM WASHROOM WASHROOM WASHROOM

OPEN ABOVE: 3 FLOORS OPEN ABOVE: 3 FLOORS

UP

UP

UP

UP

OPEN ABOVE: 3 FLOORS OPEN ABOVE: 3 FLOORS

OPEN ABOVE OPEN ABOVE

OPEN ABOVE

OPEN TO BELOW

OPEN TO BELOW UP 3

GROUND FLOOR 75

NEW ENTRY UP 14

SECTION 07 - Final Thesis Design - Out of Site; Out of Mind OPEN ABOVE

STAFF ROOM

DN 7

OPEN ABOVE

OVEN 150 SQ. FT. UP OPEN ABOVE

LOCKERS & STORAGE

SEC T ION 0 7 - DES I GN STR ATE G Y SECTIONAL PERSPECTIVE: REFLECTION ROOM [DORMITORIES] ELEVATOR

COMMON AREA / INSTALLATION

OPEN TO BELOW

CROSS SECTION:

EXHIBITION / INTERPRETATION

ELEVATOR

ELEVATOR OPEN TO BELOW

EXHIBITION / INTERPRETATION

TURBINE / GENERATOR OPEN TO BELOW

OPEN TO BELOW

EXHIBITION / INTERPRETATION

REFLECTION AREA

REFLECTION AREA

REFLECTION AREA

OPEN TO BELOW

DN 14 OPEN TO BELOW

OVEN 150 SQ. FT. OPEN TO BELOW

DN

OPEN ABOVE

DN

WASHROOM

ELEVATOR

WASHROOM

UP

ELEVATOR OPEN TO BELOW

LIBRARY

LAB

DN DN

REFLECTION / PAUSE

LOUNGE / GATHER

OPEN TO BELOW

REFLECTION AREA

CONDENSER

FORMER ENTRY / NEW INSERTION

REPOSITORY

OPEN TO BELOW AND ABOVE OPEN TO BELOW

FLOOR PLAN:

UP 3

NEW ENTRY UP 14 UP LADDER

OPEN ABOVE

STAFF ROOM

LOCKERS & STORAGE

OPEN ABOVE

OVEN 150 SQ. FT.

OPEN ABOVE

LOADING DOCK

UPS BATTERY BACK UP

WATER TREATMENT OPEN ABOVE: 3 FLOORS

ELEVATOR

ELEVATOR

MCC CONTROL / SWITCHING LAB

COURTYARD / COMMON AREA OPEN ABOVE

WASHROOM

WASHROOM

OPEN ABOVE

OPEN ABOVE: 3 FLOORS

UP OPEN ABOVE: 3 FLOORS OPEN ABOVE

SECTION: TRACE WALL / PORTAL TO REPOSITORY [ARCHIVE]

SECTIONAL PER

EXHIBITION / INTERPRETATION

ELEVATOR

ELEVATOR OPEN TO BELOW

EXHIBITION / INTERPRETATION

TURBINE / GENERATOR OPEN TO BELOW

OPEN TO BELOW

EXHIBITION / INTERPRETATION

REFLECTION AREA

REFLECTION AREA

REFLECTION AREA

OPEN TO BELOW

ANALOGUE STUDY: THRESHOLD PORTAL TO REPOSITORY [ARCHIVE]

RSPECTIVE: FORMER ENTRY

DN 14 OPEN TO BELOW

OVEN 150 SQ. FT. OPEN TO BELOW

DN

OPEN ABOVE

DN

WASHROOM

ELEVATOR

WASHROOM

UP

ELEVATOR OPEN TO BELOW

LIBRARY

LAB

DN DN

REFLECTION / PAUSE

LOUNGE / GATHER

OPEN TO BELOW

REFLECTION AREA

CONDENSER

FORMER ENTRY / NEW INSERTION

REPOSITORY

FLOOR PLAN:

OPEN TO BELOW AND ABOVE

OPEN TO BELOW

UP 3

NEW ENTRY UP 14 UP LADDER

OPEN ABOVE

STAFF ROOM

LOCKERS & STORAGE

SECTIONAL PERSPECTIVE: NEW ENTRY & BOILER HOUSE

OPEN ABOVE

OVEN 150 SQ. FT.

OPEN ABOVE

LOADING DOCK

UPS BATTERY BACK UP

WATER TREATMENT OPEN ABOVE: 3 FLOORS

ELEVATOR

ELEVATOR

MCC CONTROL / SWITCHING LAB

COURTYARD / COMMON AREA OPEN ABOVE

WASHROOM

WASHROOM

OPEN ABOVE

OPEN ABOVE: 3 FLOORS

UP OPEN ABOVE: 3 FLOORS OPEN ABOVE

LONG SECTION:

77 SECTION 07 - Final Thesis Design - Out of Site; Out of Mind

TH E S IS DE SIGN [DE PLOYE D ] SECTION - TRACE WALL / PORTAL TO REPOSITORY

TH E S I S DE SIGN [DE PLOYED] PERSPECTIVE SECTION - REFLECTION SPACE

79 SECTION 07 - Final Thesis Design - Out of Site; Out of Mind

T H E S I S D E S IG N [ DE PL OYE D] LONG SECTION

ELEVATOR ELEVATOR

COMMON AREA / INSTALLATION COMMON AREA / INSTALLATION

ELEVATOR

OPEN TO BELOW OPEN TO BELOW

COMMON AREA / INSTALLATION

OPEN TO BELOW

EXHIBITION / INTERPRETATION EXHIBITION / INTERPRETATION

ELEVATOR ELEVATOR

ELEVATOR ELEVATOR OPEN TO BELOW OPEN TO BELOW

EXHIBITION / EXHIBITION / INTERPRETATION EXHIBITION / INTERPRETATION INTERPRETATION

ELEVATOR

TURBINE / GENERATOR TURBINE / GENERATOR

ELEVATOR OPEN TO BELOW

OPEN TO BELOW OPEN TO BELOW

OPEN TO BELOW OPEN TO BELOW

EXHIBITION / INTERPRETATION

EXHIBITION / EXHIBITION / INTERPRETATION INTERPRETATION REFLECTION AREA REFLECTIONREFLECTION REFLECTION AREA AREA AREA

REFLECTION AREA REFLECTION AREA OPEN TO BELOW OPEN TO BELOW

EXHIBITION / INTERPRETATION

REFLECTION AREA

TURBINE / GENERATOR

OPEN TO BELOW

OPEN TO BELOW

REFLECTION AREA

REFLECTION AREA

OPEN TO BELOW

DN 14

DN 14

OPEN TO BELOW OPEN TO BELOW

DN 14 OPEN TO BELOW

OVEN 150 SQ. FT. OVEN 150 SQ. FT. OPEN TO BELOW OPEN TO BELOW

OVEN 150 SQ. FT. OPEN TO BELOW

DN

UP

DN

OPEN ABOVE OPEN ABOVE

DN

WASHROOM WASHROOM

WASHROOM WASHROOM

ELEVATOR ELEVATOR

DN

ELEVATOR ELEVATOR

UP

OPEN TO BELOW OPEN TO BELOW

LIBRARY LIBRARY

LAB

DN DN

DN

DN

DN

WASHROOM

ELEVATOR

WASHROOM

REFLECTION / REFLECTION / PAUSE DN PAUSE

ELEVATOR

UP

LIBRARY

LAB

OPEN ABOVE

LOUNGE / GATHER LOUNGE / GATHER

OPEN TO BELOW

REFLECTION AREA REFLECTION AREA

OPEN TO BELOW OPEN TO BELOW

FORMER ENTRY / FORMER ENTRY / NEW INSERTION NEW INSERTION

REPOSITORY REPOSITORY

CONDENSER CONDENSER LAB

DN DN

OPEN TO BELOW AND ABOVE OPEN TO BELOW AND ABOVE

LOUNGE / GATHER

REFLECTION / PAUSE

OPEN TO BELOW OPEN TO BELOW UP 3

REFLECTION AREA

OPEN TO BELOW

UP 3

CONDENSER

FORMER ENTRY / NEW INSERTION

REPOSITORY

OPEN TO BELOW AND ABOVE OPEN TO BELOW UP 3

NEW ENTRY NEW ENTRY UP 14 UP 14 UP LADDER UP LADDER

OPEN ABOVE OPEN ABOVE

STAFF ROOM STAFF ROOM

LOCKERS LOCKERS & STORAGE & STORAGE

NEW ENTRY UP 14 UP LADDER

OPEN ABOVE OPEN ABOVE

OPEN ABOVE

STAFF ROOM

OVEN 150 SQ. FT. OVEN 150 SQ. FT.

LOCKERS & STORAGE

OPEN ABOVE

OPEN ABOVE OPEN ABOVE

LOADING DOCK LOADING DOCK

OVEN 150 SQ. FT.

UPS BATTERY BACK UP UPS BATTERY BACK UP

OPEN ABOVE

WATER TREATMENT WATER TREATMENT LOADING DOCK OPEN ABOVE: 3 FLOORS

ELEVATOR ELEVATOR

OPEN ABOVE: 3 FLOORS

ELEVATOR ELEVATOR MCC CONTROL / SWITCHING MCC CONTROL / SWITCHING

LAB

UPS BATTERY BACK UP

LAB

WATER TREATMENT OPEN ABOVE: 3 FLOORS

ELEVATOR

ELEVATOR COURTYARD / COMMON AREAAREA COURTYARD / COMMON MCC CONTROL / SWITCHING

OPEN ABOVE OPEN ABOVE

WASHROOM WASHROOM

OPEN ABOVE OPEN ABOVE

WASHROOM WASHROOM

LAB

OPEN ABOVE: 3 FLOORS OPEN ABOVE: 3 FLOORS

UP

UP

OPEN ABOVE: 3 FLOORS OPEN ABOVE: 3 FLOORS

OPEN ABOVE OPEN ABOVE

COURTYARD / COMMON AREA OPEN ABOVE

WASHROOM

WASHROOM

OPEN ABOVE

OPEN ABOVE: 3 FLOORS

UP OPEN ABOVE: 3 FLOORS OPEN ABOVE

TH E S I S DE SIGN [DE PLOYED] NEW APPROACH: EXTERIOR & INTERIOR RELATIONSHIP

N S2 1 6 2

4

3 S1

5

3 LEGEND: Staff / Shipping (Museum & Power Plant) Vehicular Approach Visitor Vehicular Approach

Power Plant Staff Approach

Visitor Approach

1.

Security Check-In

2.

Staff Parking

3.

4.

Yard Program - Power Plant Staff Visitor Parking

5.

6.

Former Entry / New Installation (Turn-around and Introduction to Museum) New Entry - Visitors and Power Plant Staff

NEW SITE CIRCULATION 81 SECTION 07 - Final Thesis Design - Out of Site; Out of Mind

TH E S IS DE SIGN [DE PLOYE D ] EXTERIOR: NEW BEGINNING

PERSPECTIVE: VIEW FROM VISITOR PARKING

TH E S I S DE SIGN [DE PLOYED] NEW APPROACH: EXTERIOR & INTERIOR RELATIONSHIP

N S2 1 6 2

4

3 S1

5

3 LEGEND: Staff / Shipping (Museum & Power Plant) Vehicular Approach Visitor Vehicular Approach

Power Plant Staff Approach

Visitor Approach

1.

Security Check-In

2.

Staff Parking

3.

4.

Yard Program - Power Plant Staff Visitor Parking

5.

6.

Former Entry / New Installation (Turn-around and Introduction to Museum) New Entry - Visitors and Power Plant Staff

NEW SITE CIRCULATION 83 SECTION 07 - Final Thesis Design - Out of Site; Out of Mind

TH E S IS DE SIGN [DE PLOYE D ] EXTERIOR: FORMER ENTRY

PERSPECTIVE: VIEW TOWARDS FORMER ENTRY

SHOWER ROOM EXIST MONITOR'S ROOM PAST

SINK

SINK

DN 18

UP 18

DN 18

UP 18

ELEVATOR

DN

OPEN TO BELOW

ELEVATOR

GIRL'S DORM PAST BOY'S DORM PAST

COMMON AREA / INSTALLATION SINK

SINK

MONITOR'S ROOM PAST

COMMON AREA / INSTALLATION EXIST ROOM SHOWER

T H E S I S DE SIGN [DE PLOYED] TRACE ANALYSIS - 3RD DEGREE DN 14

STAGE EXIST

UP 1

DN 7

DN 18

UP 18

DN 18

UP 18

DN 7

DN 18

UP 18

DN 18

UP 18

DN 7

DN 18

UP 18

DN 18

UP 18

CLASSROOM PAST

DN 7

GIRL'S CLASSROOM PAST

DN 18

UP 18

UP 18

EXHIBITION / INTERPRETATION

DN 18

DN

ELEVATOR

UP 9

DN 5

DN

SINK

DN 18

UP 18

DN 18

LIBRARY PAST

WASHROOM

CLASSROOM PAST

UP 9

GIRL'S DORM PAST

SINK

SINK

REFLECTION AREA

BOY'S DORM PAST

SHOWER ROOM EXIST

DN 18

UP 18

DN 18

SINK

REFLECTION AREA

UP 18

SINK

SINK

OPEN TO BELOW

GIRL'S CLASSROOM PAST

MONITOR'S ROOM PAST

DN 4

DN

DEBRIS EXIST

MONITOR'S ROOM PAST

SHOWER ROOM EXIST

OPEN TO BELOW

REFLECTION / PAUSE

PRINCIPAL'S PAST

UP 18

DN 3

DN

PP TURBINE / GENERATOR

MONITOR'S ROOM PAST

SINK

OPEN TO BELOW

WASHROOM

REPOSITORY / ARCHIVE / LIBRARY SHOWER ROOM EXIST

SINK

MONITOR'S ROOM PAST

OPEN TO BELOW

OPEN TO BELOW

DN 18

REFLECTION / PAUSE

EXIST ROOM SHOWER

UP 18

DN 18

UP 18

GIRL'S DORM PAST BOY'S DORM PAST

DN

EXHIBITION / INTERPRETATION

OPEN TO BELOW

GIRL'S DORM PAST

MONITOR'S ROOM PAST

REFLECTION AREA

SINK

BOY'S DORM PAST

EXIST ROOM SHOWER

DN 14

SINK

STAGE EXIST

SINK

MONITOR'S ROOM PAST

WATER TREATMENT

REFLECTION AREA UP 3

REFLECTION AREA

SHORT PROGRAM SUMMARY SQUARE FOOTAGE SUMMARY

SINK

UP 1

EXIST ROOM SHOWER

T O TA L S Q U A R E F O O TA G E

S PA C E

NUMBER OF USERS

REMARKS

DN 14

T O TA L E X I S T I N G

23,900

STAGE EXIST

UP 1

MUSEUM

DN 14

6500

60 60

U P T O 6 0 O C C U PA N T S INCLUDES ENCLOSED AND I N T E R S T I T I A L S PA C E

7000

20 10

INCLUDES DOUBLE HEIGHT VOLUMES

STAGE EXIST

UP 1

S U P P O R T S PA C E S

2000

-

15500

80 70

GIRL'S CLASSROOM PAST

DN 18

UP 18

DN 18

UP 18

UP 18

DN 18

• activity type

DN UP 9

DN 5

OPEN TO BELOW CLASSROOM PAST

DN 7

PRINCIPAL'S PAST LIBRARY PAST

DN 3

• machinery and ff&e

BOILER PAST

required

DN 14

GIRL'S CLASSROOM PAST

DEBRIS EXIST

CLASSROOM PAST

UP 9

UP 18

GIRL'S CLASSROOM PAST

UP 9

UP 3

DN 5 DN 18

UP 18

UP 18

DN

DN 18

PRINCIPAL'S PAST

UP 9 LIBRARY PAST

DN 3

DEBRIS EXIST

UTILITY ROOM EXISTING

CLASSROOM PAST

DN 5

UP 9

STORAGE ROOM EXIST

PP CONTROL ROOM

• number of users per area • sq. ft. per user(s)

DN 1

• sq. ft. per machine / STAFF: Power Plant

GIRL'S CLASSROOM PAST

PRINCIPAL'S PAST LIBRARY PAST

DN 3

DEBRIS EXIST

UP 12

CLASSROOM PAST

UP 3

UP 9

SHORT PROGRAM SUMMARY

GIRL'S CLASSROOM PAST

DN 4

BOILER PAST

UP 3

STORAGE ROOM EXIST

UTILITY ROOM EXISTING

UP 12

UP 12 BOILER PAST

UTILITY ROOM EXISTING

BOILER PAST

KITCHEN PAST

UTILITY ROOM EXIST

KITCHEN PAST

UTILITY ROOM EXIST

NUMBER OF USERS

STORAGE ROOM EXIST

UTILITY ROOM EXISTING

DN 18

FO REBMUN SRESU

SKRAMER

KITCHEN PAST

UTILITY ROOM EXIST

CLASSROOM PAST

ERP AO UW Q SE RL APTLO A TN T E G AT O O F

E C AP S

S U P P O R T S PA C E S 009,32

UP 18

UP 18 KITCHEN PAST

UTILITY ROOM EXIST

S T N AP U C C O 0 6 O T P U DNA DESOLCNE SEDULCNI E C AP S L A I T I T S R E T N I

UP 1

STORAGE ROOM EXIST

U P T O 6 0 O C C U PA N T S INCLUDES ENCLOSED AND I N T E R S T I T I A L S PA C E

7000

20 10

INCLUDES DOUBLE HEIGHT VOLUMES

TROHS

1

c

d

-

MUSEUM STAFF

0 6Y R A M M U S0 0 5M6 A R G O R P

06

b

60 60

2000 G N I T S I X E L AT O T

T O TA L A C C O U N T E D S Q U A R E F O O TA G E

DN 18

REMARKS

a

6500

YRAMMUS EGATOOF ERAUQS

OVEN 150 SQ. FT.

• intensity / trace present

23,900

MUSEUM

STORAGE ROOM EXIST

equipment

• sq. ft. for ff&e

SQUARE FOOTAGE SUMMARY T O TA L S Q U A R E F O O TA G E

S PA C E

T O TA L E X I S T I N G

YRAMMUS MARGORP TROHS STAFF: Museum

DN 4

ANALYSIS

CLASSROOM PAST

DN 7

VISITOR

GIRL'S CLASSROOM PAST

DN

• occupancy and user type

DN 18

DN 4

PRODUCED BY AN AUTODESK STUDENT VERSION

T O TA L A C C O U N T E D S Q U A R E F O O TA G E

PRODUCED BY AN AUTODESK STUDENT VERSION

POWER PLANT UP 12

CLASSROOM PAST

DN 7

80 70

15500

MUESUM

RECREATION MULTIPURPOSE EXIST

LOCKER ROOM EXIST

WASHROOM EXIST

DN 18

UP 18

UP 18

S T N AP U C C O 0 6 O T P U DNA DESOLCNE SEDULCNI E C AP S L A I T I T S R E T N I

RECREATION ROOM EXIST

LOCKER ROOM EXIST

RECREATION MULTIPURPOSE EXIST

LOCKER ROOM EXIST RECREATION ROOM EXIST

WASHROOM EXIST

DN 18

LOCKER ROOM EXIST

WASHROOM EXIST

UP 18 ELEVATOR

UP 18

0 0 7• e & f f d00n21a y r e n i h c a0m

DN 18

-

WASHROOM EXIST

d e r i u q0e0r0 2

)s(resu rep .tf .qs •

OPEN TO BELOW

OPEN TO BELOW

FORMER ENTRY / NEW INSERTION

REFLECTION AREA

MCC (CONTROL) 150 sq ft.

aera rep sresu fo rebmun •

REFLECTION / PAUSE

WASHROOM

LOCKER ROOM EXIST

)s(resu rep .tf .qs •

/ enihcam rep .tf .qs • tnempiuqe

t n e s e1r p e c a r t / y t i s n e t n i •

UP 3

e

d

• sq. ft. per machine / equipment

• sq. ft. for ff&e

d

• intensity / trace present

a

b

POWER PLANT STAFF

1

a

b

c

e

g

f

TRAINING PARTICIPANTS m u e s u M : F F AT S

1

c

• sq. ft. per user(s)

m u e s u M : F F AT S

e&ff rof .tf .qs •

WASHROOM EXIST

b

• number of users per area

S E C AP S T R O P P U S

D E T N U O C C A L AT O T E G AT O O F E R A U Q S

t n a l P r e w o P : F F AT S

WASHROOM EXIST

S I S YL A N A

LOCKER ROOM EXIST

DN

MUSEUM VISITORS

ROTISIV

REFLECTION AREA

e p y t r e s u tdnneas eyrcpn aepc au rctc o/ •y t i s n e t n i •

a

required

• occupancy and user type

MUESUM

t n a l P r e w o P : F F AT S

WASHROOM

RECREATION MULTIPURPOSE EXIST

S I S YL A N A

RECREATION ROOM EXIST

e p/yet nyi ht icvai m t c ar e•p . t f . q s • e & f f d n a y r e n i h c a mt n•e m p i u q e d e rei u&qfef rr o f . t f . q s •

REFLECTION / PAUSE

COMMON AREA

DN

• machinery and ff&e

S E C AP S T R O P P U S

D E T N U O C C A L AT O T

G N I T S I X E EL G A TAO TTO O F E R A U Q S

TNALP REWOP

epyt resu dna ycnapucco • 0 00551 087 aera rep sresu fo rebmun •

CONDENSER

STORAGE ROOM EXIST

• activity type

TNALP REWOP

E C AP S

ROTISIV

REPOSITORY / ARCHIVE / LIBRARY UP

0056 06 epyt ytivitca •

06

THGIEH ELBUOD SEDULCNI SEMULOV

WASHROOM EXIST

LOCKER ROOM EXIST

00551

009,32

CLASSROOM PAST

0007

E R A U Q S L A T O0T0 0 2 E G AT O O F

0 087

DN 18 RECREATION MULTIPURPOSE EXIST

STORAGE ROOM EXIST

21 EGAT00O OF ERAUQS

F O R E B M U NSRESU

SKRAMER

DN 18

VISITOR

UP 18

STAFF: Power Plant

UP 18

STAFF: Museum

DN 18

WASHROOM CLASSROOM EXIST PAST

ANALYSIS

THGIEH ELBUOD SEDULCNI YRAMMUS SEMULOV

RECREATION ROOM EXIST

CLASSROOM PAST

LOCKER ROOM EXIST

STORAGE ROOM EXIST

GROUND FLOOR / BASEMENT [existing] NEW ENTRY

UP 14

LOCKERS & STORAGE

OPEN ABOVE

DN 7

STAFF ROOM

OPEN ABOVE

OVEN 150 SQ. FT. BOILER ROOM

85 SECTION 07 - Final Thesis Design - Out of Site; Out of Mind

TH E S IS DE SIGN [DE PLOYE D ] INTERIOR: FORMER ENTRY

TH E S I S DE SIGN [DE PLOYED] NEW APPROACH: EXTERIOR & INTERIOR RELATIONSHIP

N S2 1 6 2

4

3 S1

5

3 LEGEND: Staff / Shipping (Museum & Power Plant) Vehicular Approach Visitor Vehicular Approach

Power Plant Staff Approach

Visitor Approach

1.

Security Check-In

2.

Staff Parking

3.

4.

Yard Program - Power Plant Staff Visitor Parking

5.

6.

Former Entry / New Installation (Turn-around and Introduction to Museum) New Entry - Visitors and Power Plant Staff

NEW SITE CIRCULATION 87 SECTION 07 - Final Thesis Design - Out of Site; Out of Mind

TH E S IS DE SIGN [DE PLOYE D ] NEW APPROACH: EXTERIOR & INTERIOR RELATIONSHIP

TH E S I S DE SIGN [DE PLOYED] NEW APPROACH: EXTERIOR & INTERIOR RELATIONSHIP

89 SECTION 07 - Final Thesis Design - Out of Site; Out of Mind

SHOWER ROOM EXIST MONITOR'S ROOM PAST

SINK

SINK

DN 18

UP 18

DN 18

UP 18

DN

OPEN TO BELOW

GIRL'S DORM PAST BOY'S DORM PAST

SINK

SINK

MONITOR'S ROOM PAST

EXIST ROOM SHOWER

TH E S IS D E SIGN [DE PLOYE D] EXISTING TRACES GROUND FLOOR DN 14

STAGE EXIST

UP 1

DN 7

DN 18

UP 18

DN 18

UP 18

DN 7

DN 18

UP 18

DN 18

UP 18

DN 7

DN 18

UP 18

DN 18

UP 18

CLASSROOM PAST

DN 7

GIRL'S CLASSROOM PAST

DN 18

UP 18

UP 18

DN 18

DN UP 9

DN 5

SHOWER ROOM EXIST

DINING HALL - 1st, 2nd, 3rd Degrees

MONITOR'S ROOM PAST

SINK

SINK

DN 18

UP 18

DN 18

PRINCIPAL'S PAST

UP 18

LIBRARY PAST

DN 3 CLASSROOM PAST

SHOWER ROOM EXIST

OPEN TO BELOW

DEBRIS EXIST

MONITOR'S ROOM PAST

DN

UP 9

GIRL'S DORM PAST

SINK

SINK

BOY'S DORM PAST

SHOWER ROOM EXIST

DN 18

UP 18

DN 18

UP 18

SINK

SINK

SINK

GIRL'S CLASSROOM PAST

MONITOR'S ROOM PAST

DN 4

DN

SINK

MONITOR'S ROOM PAST

EXIST ROOM SHOWER

OPEN TO BELOW

DN 18

UP 18

DN 18

UP 18

GIRL'S DORM PAST BOY'S DORM PAST

DN

OPEN TO BELOW

GIRL'S DORM PAST

SINK MONITOR'S ROOM PAST

BOY'S DORM PAST

EXIST ROOM SHOWER

DN 14

STAGE EXIST

SINK

MONITOR'S ROOM PAST

UP 3

SINK

CONNECTOR - 1st DEGREE

SINK

UP 1

EXIST ROOM SHOWER

DN 14

STAGE EXIST

UP 1

DN 14

STAGE EXIST

UP 1

UP 12

CLASSROOM PAST

DN 7

GIRL'S CLASSROOM PAST

DN 18

UP 18

UP 18

DN 18

DN UP 9

DN 5

BOILER PAST

CLASSROOM PAST

DN 7

PRINCIPAL'S PAST LIBRARY PAST

DN 3

GIRL'S CLASSROOM PAST

DEBRIS EXIST

CLASSROOM PAST

UP 9

DN 18

UP 18

UP 18

DN 18 GIRL'S CLASSROOM PAST

DN 4

DN

CLASSROOM PAST

DN 7

GIRL'S CLASSROOM PAST

UP 9

UP 3

DN 5 DN 18

UP 18

UP 18

DN

DN 18

PRINCIPAL'S PAST

UP 9 LIBRARY PAST

DN 3

DEBRIS EXIST

UTILITY ROOM EXISTING

CLASSROOM PAST

DN 5

UP 9

STORAGE ROOM EXIST

GIRL'S CLASSROOM PAST

DN 4 PRINCIPAL'S PAST LIBRARY PAST

DN 3

DEBRIS EXIST

UP 12

CLASSROOM PAST

UP 3

UP 9

GIRL'S CLASSROOM PAST

DN 4

BOILER PAST

MAIN AREA: BASEMENT 1st DEGREE

UP 3

STORAGE ROOM EXIST

UTILITY ROOM EXISTING

UP 12

UP 12 BOILER PAST

UTILITY ROOM EXISTING

BOILER PAST

DN 18

KITCHEN PAST

STORAGE ROOM EXIST

STORAGE ROOM EXIST

UTILITY ROOM EXISTING

KITCHEN PAST

UTILITY ROOM EXIST

CLASSROOM PAST

UTILITY ROOM EXIST

KITCHEN PAST

UTILITY ROOM EXIST

UP 18

UP 18

DN 18

KITCHEN PAST

UTILITY ROOM EXIST

STORAGE ROOM EXIST

RECREATION MULTIPURPOSE EXIST

RECREATION ROOM EXIST

CLASSROOM PAST

LOCKER ROOM EXIST

LOCKER ROOM EXIST

DN 18

UP 18

UP 18

DN 18

WASHROOM CLASSROOM EXIST PAST

WASHROOM EXIST

STORAGE ROOM EXIST

DN 18

UP 18

UP 18

DN 18 RECREATION MULTIPURPOSE EXIST

CLASSROOM PAST

RECREATION ROOM EXIST

STORAGE ROOM EXIST

LOCKER ROOM EXIST

RECREATION MULTIPURPOSE EXIST

LOCKER ROOM EXIST RECREATION ROOM EXIST

WASHROOM EXIST

WASHROOM EXIST

LOCKER ROOM EXIST

DN 18

LOCKER ROOM EXIST

WASHROOM EXIST

UP 18

UP 18

DN 18

WASHROOM EXIST

STORAGE ROOM EXIST

RECREATION MULTIPURPOSE EXIST

RECREATION ROOM EXIST

LOCKER ROOM EXIST

LOCKER ROOM EXIST

WASHROOM EXIST

GROUND FLOOR / BASEMENT

WASHROOM EXIST

TH E S I S DE SIGN [DE PLOYED] INTERIOR: NEW ENTRY

91 SECTION 07 - Final Thesis Design - Out of Site; Out of Mind

conclusion

out of site; out of mind mediation achieved

BACKGROUND I grew up in Regina, Saskatchewan, contextually speaking, an “urban” environment. I had many relationships and connections with the First Nations population through school, sports teams, and community. While growing up in Regina, not understanding why, I constantly witnessed systematic prejudices towards the aboriginal people. Often their clothing, hygiene and other symptoms of poverty were at the core of the vocalized stigmas. As I had often witnessed severe symptoms of poverty that blanketed the aboriginal community, the core of the city deteriorated. Regina’s downtown became completely occupied by the First Nation’s homeless population. Moving through high school, where the curriculum allowed me to take a native studies over junior history, did not provide me with an education of Canada’s indigenous people post colonization. What I did learn was history of the traditional tribal culture of the First Nations prior to assimilation; and I remember wondering, “what changed?”.

I was completely unaware of why the homeless epidemic was happening only to a single population within a very small Canadian city.

Fig.1.2 Specification sheet of blackboards for Birtle Residential School, Manitoba3

PROMPT testament to the notion that Canada is not seeking the reconciliation

Fast-forward to 2018, I started to notice articles in regards to pipelines being built on reserved land and the protests that ensued regarding climate change. In addition, because the protests challenged the building of the pipelines, or “economic growth,” prejudices against the First Nation’s that seemed to have died down since Canada’s oil boom in 2005, picked up from where they left off. Linking to the recession of 2008, and the efforts to rebuild an economy on the same platform it broke (the oil industry), is a

with the First Nation’s community it promised. The very same headlines regarding the pipelines connected me to the Canadian Broadcasting article that shed light on the demolition of the residential schools. From there, I had found that throughout the past 20 years, the residential schools were being wiped-out behind the scenes. At that point, Out of Site; Out of Mind began to unfold.

RESEARCH: WHY PRESERVE? The question of whether or not to demolish the residential schools

it was decided that preserving the evidence that contributed to the

was at the onset of Out of Site; Out of Mind. With an interest in

psychosphere and traumatic DNA of Canada’s indigenous people

historic preservation from an interiors perspective I wanted to know

would be a priority within the project. It was during the precedent

why the schools were being demolished. I found there were two

analysis phase that I discovered how design could and can be used

prevailing sources: Residential School Survivors themselves, and

as a device to preserve the evidence while activating the spaces that

RE S IDE NTIAL S CHO OLS - CANADA

Canada as a whole in relation to its cultural reputation.

hold difficult histories.

Catalogue of existing Canadian Residential School Sites (Structure and Geographic).

B U I L D I N G H I S T O R Y: B U I L D I N G H I S T O R Y:

First, the traditional indigenous acts ofI Nmourning BUILD G H I S T O R Y: and grieving is to burn and new life will come from the ashes. However, I T O TA L R E S I D E N T I A L S C H O O L S I T E S B U I LT

ask the question: what remains? The ghost, the apparition, the

VACANT 4%

130

psychosphere, and the uneducated stigma projected upon their ABANDONED (VACANT)

culture. With this, many would argue, why would the Canadian

130 schools built 1830 - 1996

themselves wish to move on and engage in their spiritual process (DESTROYED OR

T O TA L R E S I D E N T I A L S C H O O L T O TA L R E S I D E N T I A L S C H O O L S I T E S B U I LT S I T E S B U I LT

DEMOLISHED) DEMOLISHED)

materialized. I had found a number of sources stating large groups of

130

5

5

13

NEW USE NEW USE

H I S T O R Y L O S T (DESTROYED OR H I S T O R Y L O S T (DESTROYED

115

of mourning? This question prevailed until another perspective had DEMOLISHED)

NEW USE 10%

ABANDONED (VACANT) ABANDONED (VACANT)

5

government invest in the preservation 13 N E W Uof S E these schools if Survivors HISTORY LOST

R E SRI D EE SN I DTEI A NL T IS A

Catalogue of existing Canadian Residential School Sites (Structure and Geographic).

Catalogue of existing Canadian Residential School Sites (Structure and Geographic).

13

OR

130

5

130 sch 13

13

1830

115

112 1 1 5

HISTORY LOST 86%

Survivors who wish to save the evidence. The idea that these schools

HISTORY LOST HISTORY LOST 86% 86%

Fig. 1.3 Residential Schools Demolished

were, in fact, evidence was an astonishing phenomenon. At this time, 1

931 SECTION 07 - Final Thesis Design - Out of Site; Out of Mind

1

PRECEDENT STUDIES: ARGUMENT FOR PRESERVATION As discovered in Lebbeus Woods’ work, saving the evidence

demonstrated that intolerable traces left behind do not need to be

allows for new knowledge to be built upon the scar to engage a

destroyed but are able to be reimagined and turned into something

heterarchical society. In addition, Jorge Otero-Pailos’ work was the

new. With Otero-Pailos’ project, the role of materiality and the

jumping off point in the project where it was found that in order to

meaning within material was explored early on. It was discovered

build new knowledge, we must acknowledge the ghost (or the scar

that using modern fabrication methods to save the evidence was key

in reference to Woods). However, Otero-Pailos’ Ethics of Dust, also

to allow for a new narrative and activation to happen.

RESEARCH: WHY ACTIVATE? [THE POWER PLANT PROGRAM.] The second source of controversy, Canada, as a whole in relation to

that hold the difficult traces left behind. The “why” was discovered

its cultural reputation, would see the residential schools demolished.

early on; although the “how” did not reveal itself quickly. The need

As noted previously, the dark history of the residential schools is

for a self-sustaining, socioeconomic entity was pivotal in addressing

a stain on the country’s reputation; a country that boasts a very

the design related issues of environmental impact and poverty

peaceful nation, the best place to live for quality of life, and an

surrounding the first nations people. The biomass power plant

adopted country-wide policy of multiculturalism. The fact that the

directly contributes to Professor Mark Z. Jacobsons’ climate crisis

country had oppressed an entire culture through the residential

infrastructure roadmap outlined in SECTION 01 (p. 16). Also, the dire

school system and is still enacting the oppression in dismissing first

need for economic stimulation in rural communities surrounding the

nations rights on reserved lands is all the more reason to preserve

residential schools created an opportunity for industry in the form

the schools and turn them into something new in which new

of renewable energy. Then, the challenge of physical feasibility was

knowledge can be built.

explored comprehensively. Through consultation with power industry

ARGUMENT FOR ACTIVATION.

professionals, it was found that the power plant program would be feasible within the restrictive structure of the classically constructed

The feasibility of the power plant program had been questioned

residential school. Programming requirements such as furniture,

along the way. Why bring two disparate elements together within the

fixtures, equipment, machinery, spatial requirements concerning

constraining structure of a school with a dark past. The power plant

safety distances, circulation, and sequence of daily checks were all

would require massive machinery and staff to work within the walls

attainable within the existing shell.

CONCLUSION: MEDIATION ACHIEVED. Out of Site; Out of Mind addresses pivotal design issues as illustrated throughout the book. These issues include the systems in which education takes place, interior design as a discipline, public accessibility to knowledge, and the shared history of the residential school Survivors all come into the conversation while addressing the issues of Canada’s controversial past. This thesis uncovered the potential of a new interior design typology in the form of the trace that allowed for both preservation and activation within a space that was deemed inhabitable. By demonstrating that the interior serves as an involuntarily repository of the many layers of happenings that occur over time; Out of Site; Out of Mind, will lend itself as an investigation for other contextually charged environments not unlike Canada’s residential schools. This thesis has shown that design can, in fact, be used as a device for mediation between the old and the new in spaces with controversial histories.

95 SECTION 03 - Precedent Studies - Out of Site; Out of Mind