UNM SA+P Design Build 402/602 by Erica Aragon

DESIGN BUILD UNM SA+P SPRING 2015

Parade of Playhouses

TA B L E OF CONTENTS

SYNOPSIS ABOUT THE STUDIO COMPETITIONBRIEF FUNDRAISING DESIGN CHARRETTE FAIRY TALE TOY FACTORY

05 06 08 09 11 17 39

63 CONSTRUCTION PHASE 69 FINAL PRODUCT 97 ABOUT THE DESIGNERS 103

CONSTRUCTIONDOCSANDPROTOTYPING

SYNOPSIS This studio is structured to mimic the professional environmentwhilealsoresearchingthroughprototyping pre-fabrication, modular building, DfD (Design for Disassembly), and panelization theory including onsite/off-site construction methods. The studio is run like a design practice with Project Managers, Construction Supervisors, Digifab Specialists, Design Presentation, Materiality and Donation Teams/Groups. The studio operates under the auspice of two divisions within a single firm, collaborating and working independently

when appropriate. The studio mimics firms by â&#x20AC;&#x153;hiringâ&#x20AC;? Project Managers, Construction Supervisors, Digifab Specialists, Design Presentation, Materiality and Donation Teams/Groups. This studio demonstrates the process for collaboration and cross-pollination for two simultaneous design-build projects and proves that through building in multiple mediums, scales and materials, students make a strong connection between academia and practice, and from design to fabrication and construction. Teams collaborate with one another sharing information when applicable and opportunities for migration from one project to another occur based on the specific needs of each project as it evolves throughout the semester.

ABOUT THE STUDIO This studio explores the disconnect from academia to practice and from design to construction. Students and young professionals are further disconnected from the reality behind the representation of each line. This body of applied research proves studentâ&#x20AC;&#x2122;s abilities to design are dramatically increased through handson experience and understand the implications of each connection, detail and callout on their drawings. One of those methods is simulative modeling, which cannot be comprised of lines that represent parts; it

however must be crafted by elements and assemblies of parts. Simulation modeling creates the opportunity for architects to develop a case-by-case kit of parts. The studio examined conditions of architecture and the potential of how design and construction synergies will influence building typologies in the next century. Building upon the skills and knowledge developed from the master builder, the studio investigates architectural conditions by incorporating traditional making, digital fabrication and the computer as design tools. If we as architects intend to use technology to become true 21st century â&#x20AC;&#x153;master buildersâ&#x20AC;? we must understand that

the term entails a very different set of parameters than it did 500 years ago. The investigation becomes a fluid integration into constructed principles. To achieve these goals and give students the experience of trade a series of workshops are taught including specific instruction for software and hardware proved instrumental in materiality, connection and other important design decisions. Studentsâ&#x20AC;&#x2122; design decision-making was heightened when the responsibility of the product literally fell in their hands. This efficiency in design decisions improved and pushed in order to negotiate cost, design and feasibility of fabrication and construction. This research has proven

the void from education to practice is experience, or hands on experience. We are losing our profession to a digital age of slowly eliminating the relationship of the Architect to building. This is apparent through the introduction of BIM, where instead of drawing lines, information is entered through (some) spreadsheet data. Rather than designing in BIM, the studio used 3-D modeling without restrictions as simulative modeling which is then translated to construction documents through BIM and drafting software.

COMPETITION BRIEF Established in 2014, the Parade of Playhouses Competition raises awareness and promotes an end to the cycle of poverty in New Mexico. Only ten teams will be chosen and only one will win the Parade Prize. Design and Build

teams will compete for the title of “New Mexico Appleseed Exceptional Playhouse Design Team 2015” and “New Mexico Appleseed People’s Choice Playhouse Design Team 2015”. Preference will be given to teams with a proven ability to produce high quality designed and built work.

FUNDRAISING

The studio hosted a 5k Giveaway in order to raise funds for building materials for both the Fairy Tale and Toy Factory playhouses. The studio donated the playhouses to New Mexico Appleseed who in turn bid the playhouses. The proceeds will go to NM Appleseedâ&#x20AC;&#x2122;s commitment to improving the lives of the poor and underserved through systemic change approach.

A T

The design process started with a collective brainstorming charrette. As a group the studio sketched and exchanged ideas about the interpretation of the two themes; toy factory and fairy tale. The studio looked at books, films, and childhood folk tales for inspiration. The group broke down further themes that stemmed off of the main themes and established a design language to use moving forward. The group relied heavily on communicating through sketches and photos of inspiration.

DESIGNING THE FAIRY TALE

F A

R Y

T A

The development of the FairyTale playhouse design evolved in a collaborative environment where the exchange of ideas and critical feedback was encouraged. Teams of 3-4 people were formed throughout the 4-week design process with shared leadership roles to increase efficiency, performance, and innovation. The design concept intertwines whimsy and dark fantasy into a dynamic design visualized through a series of exercises that included charrettes, brainstorming sessions, competitions, and pin-ups. The design aims to intertwine elements found in nature with dark fantasy.

Theteamdrewinspirationfromallthingsfoundinwhimsical, fantastical, and mystical worlds. From mythical creatures too far-away landscapes, no idea was left unexplored.

D E S I G N I N S P I R A T I O N It was important to provide spaces that entice a person’s imagination and can adapt with the child from the early stages of childhood through their teenage years. The small 10’x10’x10’ volume provided opportunities to make playful use of the interior and exterior structure, providing spaces to climb, crawl, observe, and play.

M Y S T I C A L W H I M S Y The form attempts to narrate a story about a precious box being engulfed by a rib-like frame structure to create fun and intriguing spaces. The experiential quality of the structure was an important factor in the playhouse design.

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F O R M D E V E L O P M E N T The form evolved through a series of collaborative creative sessions. We began to manipulate the dynamic language of the exterior steel frame and morph the interior space to narrate our whimsical story.

FINAL FAIRY TALE DESIGN

F I N A L D E S I G N Once the team had a final overall design resolved, every detail had to be resolved as well. Our 10ft by 10ft playhouse grew a bit to accommodate the theme and concept. Adult access to the main upstairs space is provided. Gears are transformed to create a seating space. A desk, ladders, a swing, a slide down pole, a skylight and a net bed are all implemented into the playhouse. .

DAYLIGHTING

INTERIOR SCREEN PROJECTION

PROJECTION MAPPED EXTERIOR

crowâ&#x20AC;&#x2122;s nest projector climbing wall trapdoor vines

slide

DESIGNING THE TOY FACTORY

D E S I G N I N G T H E T O Y F A C T O R Y The development of the toy factory design evolved in a collaborative environment where the exchange of ideas and constructive feedback was encouraged. The team collectively made design decisions and collaborated on all developments. The team focused on redefining the toy factory theme in a digital age. An important goal is making the design appealing to a wide range of ages. The team thought having an adaptable design to grow with the child was an important aspect. By creating an adaptable playhouse, its use will be prolonged and utilized by a wider audience. The concept intertwines a future tech based aesthetic with a hint of steampunk elements. The team hopes that the design will inspire children to imagine and interpret play in new ways.

I D E A T I O N The toy factory design team started by looking at a variety of sources for inspiration. We thought about what children in the digital age find interesting and fun. Implementing the power of play along with technology came to mind, and we began to think about how we can create a playful and futuristic playhouse, one where children of all ages can enjoy and be a part of.

C R E A T I O N After researching and finding useful sources for inspiration, the team began sketching. Borrowing ideas from other sources and creating our own interpretation of a toy factory gave way to the one of the first steps in our design process.

P L A Y F U L I N T E R A C T I V I T Y The playhouse is intended for play, but it can also have other purposes. We thought about what activities children can enjoy in the playhouse. Since our theme is toy factory, we thought that children can enjoy the playhouse better if we give it another purpose. We began to incorporate a â&#x20AC;&#x153;work areaâ&#x20AC;? within the play area so that children can get a sense of being in a factory. We created several iterations based on the activities that can take place.

lookout space play area creative space

entrance loft

entrance

play area entrance

entrance

tower

U S E O F S P A C E One of the most important aspects that we wanted to bring forward with our playhouse was the program development. We wanted to create an interactive space where children can not only play in, but also be able to create, design, imagine, relax, and interact with others. Keeping in mind the use of a factory, we wanted to design a comfortable â&#x20AC;&#x153;working spaceâ&#x20AC;? where children can begin to create toys or other knick-knacks. We wanted to implement a tower in addition to a creative space in order to make our circulation more interactive and interesting.

smokestacks

tower/entrance

creative space

tron lines play area

F U T U R I S T I C P L A Y Once we agreed on the program , spatial division and circulation, we began to look into the aesthetics of our playhouse. We had several sources for inspiration, but the movie Tron gave us the biggest inspiration. We liked the language and flow of the â&#x20AC;&#x153;tron linesâ&#x20AC;? and we decided to incorporate them into our design. These lines would wrap around the entire playhouse, all the while defining windows and doors. This aesthetic move seemed attractive and would fit our futuristic toy factory theme.

FINAL TOY FACTORY DESIGN

Once the team had a final overall design resolved, every detail had to be resolved as well. Our 10ft by 10ft playhouse grew a bit to accommodate the theme and concept. Adult access to the main upstairs space is provided. Gears are transformed to create a seating space. A desk, ladders, a swing, a slide down pole, a skylight and a net bed are all implemented into the playhouse.

CIRCULATION

MATERIALS I

RE ESSE

AL MI M SM E ST A

ITE E R

TS I ALL A ELS

LAR E

MAIN ENTRANCE MAI

E TRA

1/8” POLYCARBONATE

1/8” DIBOND

2” TUBE STEEL

1/4” RIVETS

TOUNGE & GROOVE

2” X 6” STEEL FRAME 1/8” POLYCARB

1/16” STEEL

1mm ZINC

CONSTRUCTION DOCS & PROTOTYPING

5' - 11 1/16"

PANEL TU3

1' - 3 13/16"

1' - 6"

1' - 1"

1' - 3 11/16"

1' - 5 1/16"

F4-S8

1' - 2"

UPPER

PANEL TU2

1' - 2 1/4"

F4-S6 F4-S5

6' - 8"

2 1/16"

1' - 2"

1 13/16"

5 13/16"

1' - 2"

1/16"

11"

1' - 0 3/4"

1' - 2

F4-S4

1' - 3"

1' - 1"

1' - 2" 5"

F4-Z3

1' - 0"

10 7/16"

1' - 10"

1' - 5"

1' - 9"

1' - 2"

10 13/16"

9 9/16"

F4-S3 1' - 1"

9 1/4"

F4-Z5

7 3/16"

6 1/16"

6' - 8"

PANEL TU1

F4-Z4

F4-S7 1' - 0"

PANEL TU4

2 1/16"

1' - 1"

1' - 4"

1' - 1"

F4-S1

1' - 0"

8 15/16"

9 1/8"

6 1/8"

F4-S2

4' - 5 15/16"

UPPER FACTORY SPACE UPPER FACTORY SPACE

OUTDOOR PLAY SPACE OUTDOOR PLAY SPACE

STEP

HIDDEN TOWER ENTRY

LOWER FACTORY SPACE LOWER FACTORY SPACE

HIDDEN TOWER ENTRY

STEP

FACTORY ENTRY

UP TO LOFT TOWER ENTRY

STEP

FACTORY ENTRY UP TO LOFT TOWER ENTRY

STEP

LOWER

f 5' - 10 1/8"

3' - 11 3/4"

5' - 7 1/8"

x60

h x60

1' - 5 1/2"

8 1/4" 6"

1' - 5 1/2"

OUTSIDE

INSIDE

OUTSIDE

INSIDE

1' - 5 1/2"

7' - 0 1/8"

1' - 5 1/2" 1' - 5 1/2" 1' - 5 1/2"

3' - 10 3/4"

1' - 6 1/2"

1' - 5 1/2"

3 D03

2' - 11 1/4"

1' - 5 1/2"

2x14 WOOD

BRACKETS + CONNECTORS

2' - 5"

2' - 10"

1 F01

1' - 4"

1' - 5 1/2"

10' - 0 3/4"

5 5/8" 1 1/2"

1 1/2"

4' - 2 3/4"

2x6 WOOD FRAMES

SKID PLATE

3 D03 Factory - Floor Framing

8' - 0"

CONSTRUCTION DOCUMENTS & PROTOTYPING After the designs were completed the construction documents and prototyping phase began and concluded in one short week. The two teams worked through the designs and revised each construction strategy. Both teams had to work through construction issues through prototyping and testing different methods and materials. The pictures shown are the prototypes that the the teams were testing. The toy factory team tested how the acrylic and dibond material would be rounded on the structural framework of the 12’ tower. The fairy tale team tested wood and steel connectors as well as sewing material.

BAND BELOW CEDAR PLANKS TO MATCH HEIGHT OF GEM FLOOR. INCREASE HEIGHT OF ANGLE TO 2".

BAND BELOW CEDAR PLANKS TO MATCH HEIGHT OF GEM FLOOR. INCREASE HEIGHT OF ANGLE TO 2". 2 3/4" = 1'-0"

Scale

2 3/4" = 1'-0"

STAIR UNIT EXPLODED 3" = 1'-0"

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

6' - 0 27/32"

ARCH 402/602 PROF. MATT GINES

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

-7

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

1' - 4 1/8"

-4

1 2'-8 __ " 16 Scale

1" X 1" X 1/8" ANGLE IRON WELDED TO STEEL PLATE

6" 5/1

15 3'-2 __ " 116

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING As indicated

7 1'-4 __ " 16

ROOF DECK DETAIL

SIDE VIEW

As indicated

washer

As indicated

SECTION

nut

SECTION

bolt

D 1 1/2"

2' - 1 3/16"

1' - 7 31/32"

1' - 4 13/32"

10 7/16"

7 3/4"

PARADE OF PLAYHOUSES

1 1/2" 1 1/2"

STAIR ELEVATION 1" = 1'-0"

Scale

5 5/8" BASEPLATE

1 1/2" X 1 1/2" CEDAR DECK

3/16" STEEL ANGLE BRACKET BOLTED AT CORNERS

As indicated

FOR MAIN STAIR PLATFORM, ADD 1/2" PLYWOOD INSIDE OF ANGLE FRAME BAND BELOW CEDAR PLANKS TO MATCH HEIGHT OF GEM FLOOR. INCREASE HEIGHT OF ANGLE TO 2".

2" X 4" CEDAR

1" X 1" X 1/8" ANGLE IRON WELDED TO STEEL PLATE

NEW MEXICO APPLESEED

2' - 3 15/16"

3/16" STEEL PLATE

Scale

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING As indicated

ARCH 402/602 PROF. MATT GINES

3/8" BOLT Scale

As indicated

1 1/2" X 1 1/2" X 1/8" STEEL TUBE

PARADE OF PLAYHOUSES ROOF DECK DETAIL

STAIR UNIT EXPLODED 3" = 1'-0" washer

Scale

SECTION

FLOOR FRAMING DIAGRAM 3/16" = 1'-0"

bolt

As indicated

FAIRYTALE PLAYHOUSE

SIDE VIEW

washer

2' - 2 27/32"

SECTION

nut bolt

NEW MEXICO APPLESEED

1' - 0

NEW MEXICO APPLESEED

1' - 0

NEW MEXICO APPLESEED

3/16/2015 4:28:31 PM

Scale

SIDE VIEW

nut

As indicated

ARCH 402/602 PROF. MATT GINES

NOTE:

FRONT GEM

1 1/2" X 1 1/2" X 1/8" STEEL TUBE

3/16/2015 4:28:37 PM

bolt

ARCH 402/602 PROF. MATT GINES

ROOF DECK DETAIL

As indicated

Scale

nut

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING As indicated

3/8" BOLT

FRONT GEM

ARCH 402/602 PROF. MATT GINES

Scale

1 1/2" X 1 1/2" X 1/8" STEEL TUBE

SECTION

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

BASEPLATE 3/16/2015 4:28:31 PM

3/16/2015 4:28:31 PM

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING As indicated

3/8" BOLT

washer

Scale

1 1/2" X 3 1/2" X 1/8" TUBE STEEL FLOOR JOIST

1 1/2" X 3 1/2" X 1/8" TUBE STEEL CROSS BRACING

3/16/2015 4:28:37 PM

1" X 1" X 1/8" ANGLE IRON WELDED TO STEEL PLATE

3/16/2015 4:28:31 PM

3/16" STEEL PLATE

1" X 1" X 1/8" ANGLE IRON WELDED TO STEEL PLATE

ROOF DECK DETAIL

SIDE VIEW

2" X 4" CEDAR 3/16" STEEL PLATE

2" 7 3/3

3/16" STEEL PLATE JOINTS ROUTED TO MATCH ANGLE AND SIZE

BASEPLATE 1 1/2" X 1 1/2" CEDAR DECK

2" X 4" CEDAR

2' - 0 13/16"

1 1/2" X 1 1/2" X 1/8" TUBE STEEL

CONSTRUCTION DOCUMENTS BASEPLATE

1 1/2"

CONSTRUCTION DOCUMENTS

BASEPLATE

6 29/32"

CONSTRUCTION DOCUMENTS

FLOOR JOIST DETAIL 6" = 1'-0" 1 1/2" X 1 1/2" CEDAR DECK

FAIRYTALE PLAYHOUSE

CONSTRUCTION DOCUMENTS

BASEPLATE

PARADE OF FAIRYTALE PLAYHOUSES PLAYHOUSE

CONSTRUCTION DOCUMENTS

1 1/2" X 1 1/2" X 1/8" TUBE STEEL

/32" 0 15

FAIRYTALE PLAYHOUSE

CONSTRUCTION DOCUMENTS

NEW MEXICO APPLESEED PARADE OFMEXICO NEW PLAYHOUSES APPLESEED

1 1/2" 1 1/2"

WELDED CONNECTION

1 1/2"

2' - 5 1/32"

NEW MEXICO APPLESEED

FAIRYTALE PLAYHOUSE

1' - 4 1/8"

1 1/2" x 1 1/2" x 1/16" STEEL SNGLE FRAME WELDED TO STEEL TUBE SUPPORT

1 1/2" X 1/8" STEEL STRIP

1' - 9 1/8"

13/32 2'

- 11

1 1/2"

PARADE OFMEXICO NEW PLAYHOUSES APPLESEED

1 1/2"

1 1/2" 1' - 9 1/8"

2' - 5 1/32"

1 1/2"

NEW MEXICO APPLESEED

1 1/2"

5/16"

PARADE OF FAIRYTALE PLAYHOUSES PLAYHOUSE 1 1/2" 1' - 1 1/8"

10 9/16"

N 8' - 2

FAIRYTALE PLAYHOUSE

CONSTRUCTION DOCUMENTS

11 9/32"

1' - 1 1/8"

" 27/32

3/16/2015 4:28:31 PM

-0

1' -

PARADE OF PLAYHOUSES

1 1/8"

1' - 4 1/8"

3' -

1 1/2" 1' - 1 1/8"

1 1/2"

NEW MEXICO APPLESEED

FAIRYTALE PLAYHOUSE

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING ARCH 402/602 PROF. MATT GINES

M C

3" 2"

PARADE OF FAIRYTALE PLAYHOUSES PLAYHOUSE

1 1/2"

7 3/4"

1/2" PLYWOOD

3" 2"

10 7/16"

2 X 6 CEDAR

4' - 11 3/8"

1' - 4 13/32"

1 1/2" X 1 1/2" X 3/16" STEEL BRACKET

4' - 1 1/16"

1 1/2"

1' - 7 31/32"

1 1/2"

2' - 1 3/16"

1' - 4 5/32"

- 11

10 9/16"

2' - 4 11/32"

4' - 11 3/8"

" 11/16

13/32

11 9/32"

4' - 1 1/16"

-3

1 1/2" X 3" X 1/8" STEEL TUBE

11/32

" 11/16

3/8" BOLT NEW MEXICO APPLESEED PARADE OFMEXICO NEW PLAYHOUSES APPLESEED

-7

-3

5/16"

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING ARCH 402/602 PROF. MATT GINES

3' - 0 3/4"

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

N 8' - 2

ARCH 402/602 PROF. MATT GINES

" 27/32

-0

29/32"

ARCH 402/602 PROF. MATT GINES

3' - 0 3/4"

29/32"

1 1/8"

3' - 10 23/32"

3' -

3/4" = 1'-0"

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

2' - 4 13/32"

ARCH 402/602 PROF. MATT GINES

1' 4' - 10

NEW MEXICO APPLESEED

Scale

2" 11/3

M C

2' - 3 3/32"

1 1/2" x 1 1/2" CEDAR

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

STAIR UNIT EXPLODED 3" = 1'-0"

PLANNING

ARCH 402/602 PROF. MATT GINES D

4' - 10

-7

3/4" = 1'-0"

Scale

NEW MEXICO APPLESEED UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND

ARCH 402/602 PROF. MATT GINES

BAND BELOW CEDAR PLANKS TO MATCH HEIGHT OF GEM FLOOR. INCREASE HEIGHT OF ANGLE TO 2".

nut

3/16/2015 4:28:31 PM

washer

STAIR UNIT EXPLODED 3" = 1'-0"

8째

BAND BELOW CEDAR PLANKS TO MATCH HEIGHT OF GEM FLOOR. INCREASE HEIGHT OF ANGLE TO 2". SIDE VIEW 2 3/4" = 1'-0"

ROOF DECK DETAIL

1 1/2"

15 1'-8 __ " 16

Scale

bolt

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

1 1/2"

As indicated

Scale

1 1/2" X 1 1/2" X 1/8" STEEL TUBE

9' - 9 15/16"

ARCH 402/602 PROF. MATT GINES

1 1/2"

1 1/2" 1' - 4 1/8"

1 1/2"

1 1/2" 1 1/2"

2' - 5 1/32"

3 7'-9 _" 8

5 6'-0 _" 8

1 1'-4 __ " 16

A5 A6 FRONT GEM

ARCH 402/602 PROF. MATT GINES

3/8" BOLT

3/16/2015 4:28:31 PM

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING As indicated

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

1 1/2" 1' - 1 1/8"

1 1/2"

3/16" STEEL PLATE

3/16/2015 4:28:31 PM

1 1/2" X 1 1/2" CEDAR DECK 2" X 4" CEDAR

A10

1 1/2" X 1 1/2" X 1/8" STEEL TUBE

Scale

3 5'-0 _" 8

STAIR ELEVATION 1" = 1'-0"

A11

A7 3/16/2015 4:28:31 PM

3/8" BOLT Scale

7 3/4"

7 5'-6 __ " 16

9 9'-4 __ " 16

BASEPLATE

3 2'-10 _" 4

3/16/2015 4:28:31 PM

10 7/16"

CONSTRUCTION DOCUMENTS

BASEPLATE

Scale

FAIRYTALE PLAYHOUSE

BASEPLATE

1" X 1" X 1/8" ANGLE IRON WELDED TO STEEL PLATE

1' - 4 13/32"

1 1/2"

PARADE OF PLAYHOUSES

CONSTRUCTION DOCUMENTS

2" X 4" CEDAR

1' - 7 31/32"

NEW MEXICO APPLESEED

FAIRYTALE PLAYHOUSE

CONSTRUCTION DOCUMENTS

3/16" STEEL PLATE

2' - 1 3/16"

3" 2"

PARADE OF FAIRYTALE PLAYHOUSES PLAYHOUSE

CONSTRUCTION DOCUMENTS

BASEPLATE

1 1/2" X 1 1/2" CEDAR DECK

10 9/16"

1' - 9 1/8"

1 1/2"

5/16"

4' - 11 3/8"

- 11

13/32

1 1/2"

PARADE OFMEXICO NEW PLAYHOUSES A1 APPLESEED

1 6'-7 _" 2 8' - 2

NEW MEXICO APPLESEED

1 1/2"

1' - 9 1/8"

1 1/2" 1' - 1 1/8"

2' - 5 1/32"

CONSTRUCTION DOCUMENTS

11 9/32"

1 1/2" 4' - 11 3/8"

" 27/32

STAIR ELEVATION 1" = 1'-0"

-0

1 1/8"

1 1/2" 1 1/2"

1 1/2"

3' -

3" 2"

8 3/8

6' -

FAIRYTALE PLAYHOUSE

4' - 1 1/16"

PARADE OF FAIRYTALE PLAYHOUSES PLAYHOUSE

8 7/1

ARCH 402/602 PROF. MATT GINES

7 3/4"

3' - 0 3/4"

PARADE OFMEXICO NEW PLAYHOUSES APPLESEED

5' -

10 7/16"

" 11/16

1' - 4 13/32"

-3

1' - 7 31/32"

2' - 1 3/16"

1 1/2"

3' - 10 23/32"

J NEW MEXICO APPLESEED

10 9/16"

3'-2"

11/32

L 11 9/32"

4' - 1 1/16"

29/32"

4' - 10

3' - 0 3/4"

" 1'

ARCH 402/602 PROF. MATT GINES

7 7'-2 _" 8

ARCH 402/602 PROF. MATT GINES

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

STAIR UNIT EXPLODED 3" = 1'-0"

13 5'-10 __ " 16

ARCH 402/602 PROF. MATT GINES D

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

6E1

9 3'-10 __ " 16

3/16/2015 4:28:37 PM

Scale

3 1'-11 _" 8

7 2'-8 _" 8

6G6G

ARCH 402/602 PROF. MATT GINES D

11/32

" 27/32

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING 1 1/2"

1' - 7 31/32"

1' - 4 13/32"

10 7/16"

7 3/4"

1 1/2"

1 1/2" 1 1/2"

1 1/2"

2' - 5 1/32"

1' - 9 1/8"

1' - 4 1/8"

1 1/2" 1' - 1 1/8"

1 1/2" 1 1/2"

PARADE OF PLAYHOUSES

1 1/2"

2' - 5 1/32"

2' - 1 3/16"

1 1/2" X 3 1/2" X 1/8" TUBE STEEL FLOOR JOIST

NEW MEXICO APPLESEED

FAIRYTALE PLAYHOUSE

1' - 4 1/8"

1' - 9 1/8"

10 9/16"

3" 2" 4' - 11 3/8"

5/16"

- 11

8' - 2

1 1/2"

NEW MEXICO APPLESEED PARADE OFMEXICO NEW PLAYHOUSES APPLESEED

4' - 1 1/16"

PARADE OF FAIRYTALE PLAYHOUSES PLAYHOUSE

1 1/2" 1' - 1 1/8"

3/16" STEEL PLATE JOINTS ROUTED TO MATCH ANGLE AND SIZE

11 9/32"

O 13/32

1 1/2" 1 1/2"

1 1/2"

STAIR ELEVATION 1" = 1'-0"

1 1/2" X 3 1/2" X 1/8" TUBE STEEL CROSS BRACING

FAIRYTALE PLAYHOUSE

CONSTRUCTION DOCUMENTS

3/16" STEEL ANGLE BRACKET BOLTED AT CORNERS

CONSTRUCTION DOCUMENTS 1 1/2"

1 1/2"

FAIRYTALE PLAYHOUSE

1 1/2" X 1 1/2" X 1/8" TUBE STEEL

CONSTRUCTION DOCUMENTS BASEPLATE

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

3/16" STEEL PLATE JOINTS ROUTED TO MATCH ANGLE AND SIZE

3/16" STEEL PLATE

1" X 1" X 1/8" ANGLE IRON WELDED TO STEEL PLATE

3/16/2015 4:28:31 PM

BASEPLATE

2" X 4" CEDAR

Scale

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING As indicated

ARCH 402/602 PROF. MATT GINES

STEEL CONNECTION DETAILS 6" = 1'-0"

Scale

3/16/2015 4:28:31 PM

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING As indicated

ARCH 402/602 PROF. MATT GINES

1 1/2" X 3 1/2" X 1/8" TUBE STEEL FLOOR JOIST

1 1/2" X 3 1/2" X 1/8" TUBE STEEL CROSS BRACING

FRONT GEM 3/16" STEEL ANGLE BRACKET BOLTED AT CORNERS

ARCH 402/602 PROF. MATT GINES

3/8" BOLT As indicated

Scale

1 1/2" X 1 1/2" X 1/8" STEEL TUBE

ROOF DECK DETAIL

SIDE VIEW

3/16" STEEL ANGLE BRACKET BOLTED AT CORNERS

FLOOR FRAMING DIAGRAM Copy 1 3/16" = 1'-0" washer nut

25 Scale

SECTION 1

NEW MEXICO APPLESEED PARADE OF PLAYHOUSES

As indicated

FAIRYTALE PLAYHOUSE

FLOOR FRAMING DIAGRAM 3/16" = 1'-0"

bolt

3/4" = 1'-0"

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

ROOF DECK DETAIL

STEEL PIPE JOINT DETAIL 6" = 1'-0"

1" X 1" X 1/8" ANGLE IRON WELDED TO STEEL PLATE

1 1/2" X 3 1/2" X 1/8" TUBE STEEL FLOOR JOIST

As indicated

ARCH 402/602 PROF. MATT GINES

NEW MEXICO APPLESEED

3/16/2015 4:28:37 PM

Scale

3/16" STEEL PLATE

1 1/2" X 3 1/2" X 1/8" TUBE STEEL CROSS BRACING

FRONT GEM

3/8" BOLT Scale

2" X 4" CEDAR

ARCH 402/602 PROF. MATT GINES

3/16/2015 4:28:37 PM

STEEL PIPE JOINT AXON 3/16" = 1'-0"

3/16/2015 4:28:31 PM

1 1/2" X 1 1/2" CEDAR DECK

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

3/16" STEEL PLATE JOINTS ROUTED TO MATCH ANGLE AND SIZE

3/16/2015 4:28:31 PM

1 1/2" X 1 1/2" X 1/8" TUBE STEEL

CONSTRUCTION DOCUMENTS BASEPLATE

1 1/2" X 1 1/2" X 1/8" STEEL TUBE

PARADE OF PLAYHOUSES

1 1/2" X 1 1/2" X 1/8" TUBE STEEL

3' - 6 1/16"

washer

Scale

SIDE VIEW

SECTION 1

1 1/2"

nut

As indicated

FAIRYTALE PLAYHOUSE

FLOOR FRAMING DIAGRAM 3/16" = 1'-0"

STEEL RIB H

NEW MEXICO APPLESEED

1 1/2"

11 1/4"

bolt

CONSTRUCTION DOCUMENTS

3/16" STEEL PLATE JOINTS ROUTED TO MATCH ANGLE AND SIZE

STEEL RIB G

NEW MEXICO APPLESEED

10 1/2"

1 1/2"

PARADE OF PLAYHOUSES

STEEL RIB F

13 Scale

3/4" = 1'-0"

2" x 6" REDWOOD BOARD 1/2" PLYWOOD DECK 1.5" X 3" STEEL TUBE JOIST

2' - 1 1/4"

FAIRYTALE PLAYHOUSE

BASEPLATE

1 1/2"

A CONSTRUCTION DOCUMENTS

1" 1' - 6"

1 1/2"

STEEL RIB D 3/16/2015 4:28:31 PM

1' - 4 3/8"

BASEPLATE

1 1/2" 1 1/2"

As indicated

10 3/8"

1.5" X 1.5" STEEL TUBE 1/4" STEEL BASEPLATE WELDED TO STEEL MEMBERS

5' - 3 3/8"

7 3/4"

3/16/2015 4:28:31 PM

1 Scale

STEEL RIB C

As indicated

1 1/2"

As indicated 1"

STEEL RIB E

4' - 2 3/8"

3/16/2015 4:28:31 PM

1' - 8"

BASEPLATE

Scale

-0

1 1/8"

BASEPLATE

1 1/2" X 1 1/2" CEDAR DECK

Scale

3' -

CONSTRUCTION DOCUMENTS

FAIRYTALE PLAYHOUSE

STEEL AND WOOD STRUCTURE DIAGRAM 1 1/4" = 1'-0"

3/4"

-7

ARCH 402/602 PROF. MATT GINES

7 3/4"

NEW MEXICO APPLESEED PARADE OF PLAYHOUSES

CONSTRUCTION DOCUMENTS

PARADE OF FAIRYTALE PLAYHOUSES PLAYHOUSE

CONSTRUCTION DOCUMENTS

10 7/16"

1 1/2"

1 1/2" X 1 1/2" X 1/8" TUBE STEEL

1' - 4 13/32"

3/16" STEEL PLATE JOINTS ROUTED TO MATCH ANGLE AND SIZE

PARADE OFMEXICO NEW PLAYHOUSES APPLESEED

1' - 7 31/32"

1 1/2"

PARADE OF FAIRYTALE PLAYHOUSES PLAYHOUSE FAIRYTALE PLAYHOUSE

NEW MEXICO APPLESEED

2' - 1 3/16"

3" 2"

1 1/2"

- 11

5/16"

4' - 11 3/8"

N 8' - 2

10 9/16"

4' - 1 1/16"

PARADE OFMEXICO NEW PLAYHOUSES APPLESEED

3/16" STEEL ANGLE BRACKET BOLTED AT CORNERS

11 9/32"

29/32"

NEW MEXICO APPLESEED

3' - 0 3/4"

1 1/8"

13/3 2"

1 1/2"

3' -

1 1/2"

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

3/4"

11/1

M C

1' 4' - 10

2" 11/3

" 27/32

" 11/16

-0

-3

ARCH 402/602 PROF. MATT GINES

ARCH 402/602 PROF. MATT GINES "

-7

ARCH 402/602 PROF. MATT GINES

-3

29/32"

3' - 10 23/32"

1 1/2" X 3 1/2" REDWOOD

1 1/2" X 1 1/2" X 1/8" TUBE STEEL

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

3' - 10 23/32"

4' - 10

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

STAIR UNIT EXPLODED 3" = 1'-0"

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

ARCH 402/602 PROF. MATT GINES

3/4" = 1'-0"

Scale

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

1 1/2" X 1 3/4" REDWOOD FLOOR DECK

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING

BAND BELOW CEDAR PLANKS TO MATCH HEIGHT OF GEM FLOOR. INCREASE HEIGHT OF ANGLE TO 2". 2

STAIR UNIT EXPLODED 3" = 1'-0"

UNIVERSITY OF NEW MEXICO SCHOOL OF ARCHITECTURE AND PLANNING ARCH 402/602 PROF. MATT GINES

BAND BELOW CEDAR PLANKS TO MATCH HEIGHT OF GEM FLOOR. INCREASE HEIGHT OF ANGLE TO 2". 2 3/4" = 1'-0"

Scale

3/4" = 1'-0"

3' - 0 3/4"

13 Scale

4' - 5 3/32"

STEEL RIB B STEEL RIB A

1/8" STEEL PLATE JOINTS W/ 1" SPACING BETWEEN

CONSTRUCTION PHASE

C O N S T R U C T I O N W E E K O N E The first week of construction consisted of material pick足up and delivery. The studio worked together to unload and organize the materials donated and purchased. In total there was approximately $17,000 worth of material donated and approximately 11,600 pounds of steel delivered. The first phase of construction was focused on cleaning the steel and cutting and grinding it down for structural framework. A lot of digi fab also happened early on in the construction phase; cutting down steel sheets with the plasma cnc and mdf, dibond, and acrylic with the cnc router.

C O N S T R U C T I O N W E E K T W O This week was primarily focused on welding together the steel for the structural framework of both playhouses. The cedar and the remaining materials were delivered and the pace of construction started to increase rapidly. Mostly all digi fab was completed by the second week, including fabrication of the gears and gear chair for the toy factory playhouse and the steel connection pieces for the fairy tale playhouse. Floor frames and skid plates were also completed by the end of this week and vertical construction was ready to begin for the following week.

C O N S T R U C T I O N W E E K T H R E E Vertical structural framework was erected during this week. Playhouse frames were moved down to the courtyard of george pearl hall for the official temporary construction space. The toy factory team started with erecting the steel 12â&#x20AC;&#x2122; tower first and then shortly after added floor frames and roof frames. The fairy tale team added cedar wood ribs to the steel structural frame and ribs. Floors were completed on both playhouses by the end of this week; for the toy factory team, tongue and groove was used for flooring and the fairy tale team used the remainder of the cedar to construct the floor.

C O N S T R U C T I O N W E E K F O U R By this week the construction days started very early and ended late every night. There was still a lot of work that needed to be completed during this week. Both teams worked hard and added finishing touches on the playhouses. The toy factory team constructed the curtain walls for the playhouse and completed the interior wall panelling which was also constructed of tongue and groove. By this week the di bond and acrylic paneling was completed for the toy factory’s 12’ tower. The fairy tale team completed the rib bracing and the sewing of material/fabric for the main play space.

C O N S T R U C T I O N R E A S S E M B L E After the playhouses were constructed at George Pearl Hall, the next step was to deconstruct and reassemble them at the botanical gardens in Albuquerque New Mexico, where they would be on display for two weeks. The playhouses were auctioned off from this location during the New Mexico Parade of Playhouses Annual Gala. Each playhouse was designed in order to be disassembled and transported and then reassembled. The two teams had to work with the conditions of the site that day which includedrainandhailbutsuccessfullycompletedthisphaseofconstruction.

FINAL

PRODUCT

ABOUT THE DESIGNERS

Erica Aragón is finishing up her last semester of undergrad at UNM School of Architecture and Planning. She currently works as a graphic design intern but in her spare time, she enjoys snowboarding and hiking. Her next goal is to pursue a masters degree in architecture and become a licensed architect.

Vince Aragón s currently pursuing his Master of Architecture degree at the University of New Mexico’s School of Architecture. He graduated from UNM with his BA in Architecture in 2014. In addition to attending graduate school, Vince works at Modulus Design, a local design-build firm that specializes in modern residential and commercial renovations. Upon graduation, he looks forward to continuing his work at Modulus and helping create environments that have a positive impact on people’s lives. Tobias Archuleta is a senior in the undergraduate Architecture program at the University of New Mexico. He is a native New Mexican who spends his time making things and playing music. Tobias plans to join the workforce as a designer, preferably designing musical instruments and devices.

Matthew Barstow received a BA Architecture from the University of New Mexico in 2012. Subsequently he served as the 56th President of the American Institute of Architecture Students and Director on the American Institute of Architects National Board in Washington, DC, he is an integral part of the American Architectural Community. Before Architecture he served in the United States Marine Corps from 1999-2003 and later as the founder of Majestic Development Group and property management.

Donovan Boone is a native New Mexican who spent his young life and adult years appreciating the enchantment of this unique landscape. It has helped inspire his professional and personal aspirations. He had the opportunity to study abroad in Switzerland, Spain and Italy; the culture, history and people continue to influence his art and work. Donavan is pursuing his Masters of Architecture and currently resides in the Nob Hill Neighborhood with his girlfriend and his two dogs. Landon Brown is a senior in the undergraduate architecture program at the University of New Mexico. He plans to pursue a Masters of Architecture at Parsons: The New School for Architecture in New York City. Landon is a Native American from Bloomfield, New Mexico who loves to watch movies. His goal is to become a licensed architect and work in a major city. Rosa Elena Castillo is currently a senior in the BAA program at the University of New Mexico. She pursued an undergraduate degree in Foreign Languages at the University of Puerto Rico in her hometown of Rio Piedras and in the future aspires to pursue a graduate degree in the design field. Rosa aspires towards a career in which she can create a meaningful impact through design. John Clark is a graduate architecture student at the University of New Mexico. John earned a Bachelor of Arts in Architecture from the same institution in May 2014, and is currently working as an intern architect and graphic designer. He hopes to impact the built environment as a licensed architect, while also finding opportunities to design for social impact.

Nellyn Córdova is a senior at the University of New Mexico pursuing a Bachelor of Architecture in the spring 2015. After graduating her goal is to pursue a Master of Architecture and to practice architecture professionally. Studying architecture has allowed her to express herself creativity and experience art through architectural design. She wishes to make a difference in the world by incorporating people’s needs and desires and enhance those ideas into an inventive and sustainable design. Desmond Dorn was born and raised in Albuquerque New Mexico. He attended Cibola High School where he was first introduced to the world of architecture. He transferred from New Mexico State University where he was studying engineering, to the University of New Mexico to persue a degree in architecture. Desmond is currently enrolled in the third year of the architecture program at UNM. He plans to continue on in architecture and gain his masters in architectural design. Domenic Ewert is a senior at the University of New Mexico. He enjoys traveling the world and trying any action sport he can, his favorite of which is skydiving. After graduating with a Bachelor of Arts in Architecture from UNM, Dominic plans on living the good life, marrying his fiance Rachel, and jumping out of planes.

Alexandra Hamada is a second year in the 3.5 M. Arch program at the University of New Mexico. Prior to returning to her home state, she received a B.A. in Sociology from Oberlin College. In studying architecture, she aspires towards helping people through the built environment.

Adrian Pinnecoose is a senior at UNM SA+P and will graduate this May. He will continue his education towards a Masters in Architecture and Urban Design. In the near future Adrian see’s himself working in the Design Field. Adrian plans to make positive impact with his work on the environment in the future.

Jordan Sprague is a senior in the undergraduate Architecture program at the University of New Mexico. She has a particular interest in interior architecture and adaptive reuse. Upon graduation in May 2015 Jordan plans to gain experience at a firm specializing in these fields, before pursuing her Master’s in Architecture. She also plans to pursue a Master’s degree in Interior Design and Sustainability in later years. Samuel Strasser is an undergraduate at the University of New Mexico School of Architecture and Planning. He is a native New Mexican and expects to practice architecture in the state once done with school. He enjoys hands on projects and solving any problem that is thrown his way.

Samantha Villaseñor is a senior at the University of New Mexico. Born and raised in California, she moved to New Mexico to pursue her educational goals. She is currently pursuing her Bachelor’s degree in Architecture. In Fall 2015 she will be going to graduate school to complete her educational career.

Damien Williams is from Wilmington, Delaware and a senior in the undergraduate architecture program at the University of New Mexico. Damien has developed an interest in Computational Ecologies + Computational Design. Upon graduation he plans to pursue several Master’s degrees pertaining to computer science, computational ecologies, and a Masters of Architecture. Damien hopes to become a licensed architect who infuses computational design theories into architecture. Matthew Gines is a Lecturer and the Director of the School of Architecture and Planning’s Fabrication Laboratory. He specializes in digital fabrication, representation and technology as it relates to design in academia and the profession of architecture. His research interests arise out of acts of making and construction, using both digital and analogue processes reaching back to the “craftsman” and capitalizing on the “digital age”. His research and design practices explore questions of the digital identity in architecture and the impacts of design for the environment, including design for disassembly, pre-fabrication and digital fabrication. Gines teaches studios, seminars and workshops in digital design and fabrication at the School of Architecture + Planning. He is the Founder of CRAF+T (the Center for Research in Architecture, Fabrication and Technology) in the School, focusing on research in both the physical and analytical realms of digital design, fabrication and computing. Gines received a Bachelor of Science in Architecture from Southern Illinois University - Carbondale and a Master of Architecture from the University of North Carolina at Charlotte.