MASSACHUSETTS COLLEGE OF ART AND DESIGN
COMMUNITY BUILD 2013
UP
ACADEMY DORCHESTER
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TABLE OF CONTENTS PREFACE
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INTRODUCTION
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DESIGN PROCESS 12 20 30
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SCHEMATIC DESIGN DESIGN DEVELOPMENT CONSTRUCTION DRAWING
BUILD PROCESS
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34 SITE PREPARATION 36 DIGGING AND FOUNDATION WORKS 39 FRAMING THE DECK 42 SCHEDULE 44 METAL FABRICATION 46 THE PLANTING 48 DECK 50 SIGNAGE PANELS 53 INSTALLATION OF BUILDING SIGN
PROJECT COMPLETION
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55 THE COMPLETION 63 CONCLUSION 64 ACKNOWLEDGEMENTS 66 INSTAGRAMING
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PLEASE VISIT WWW.ARCHITECTUREATMASSART.ORG FOR MORE INFORMATION 4
MASTER OF ARCHITECTURE AT MASSACHUSETTS COLLEGE OF ART AND DESIGN
MassArt’s Master of Architecture Program combines professional requirements with hands-on design and build experience focused on community-based teaching and working spaces. The program educates socially aware artisan-architects who, as future leaders in the field, are versatile problem-solvers and skilled collaborators, dedicated to sustainable improvement of the built environment. Students develop a personal language of form and a responsible design ethic from the study of current, visionary, historic, and vernacular architectures and experimentation with the intrinsic properties and geometries of materials and building systems. Frequent critiques by faculty, guests, and visiting design/construction professionals help students further refine their designs and their vision. MassArt encourages applicants from diverse backgrounds to apply.
COMMUNITY BUILD STUDIO
WORKING METHOD
We will work in a consensus-based environment, you will all play different roles in execution, but at the design table all voices are equal, and we never vote. Research, investigations, and explorations all happen in smaller groups and occasionally individually, but all findings are vetted and refined by the entire class. Communication is the backbone of this class. The success of this experience will depend on your ability to communicate effectively with your classmates, your client group, and your instructors/advisors. You will need to communicate not just your ideas, but your problems and dilemmas in order to take advantage of the collective knowledge and resources of your class. By working together, our projects can happen if we commit ourselves to making them happen. You will gain confidence in the power of commitment, not just in design and building. We deal with design issues in a practical way in this studio, and you learn building techniques and detailing, but the real lessons involve self-motivation, perseverance, self-reliance, courage, dignity, teamwork, and service to others. In short, the most valuable lessons of this studio will have nothing specifically to do with architecture.
LOGISTICS
The work will be completed over the course of a 10-week summer semester. Students will spend the first two weeks in an intensive design charrette. You will be responsible for programming and site analysis, as well as two formal presentations to the client group. The first will be a presentation of the initial design for review and comment. The second will be a final presentation for approval. The remaining portion of the semester will be spent building the structure using a combination of fieldwork at the project site and preparation/shop-work at MassArt studios and workshops. You will be supervised by industry professionals including architects, engineers, contractors, and tradesmen, but all design and construction work will be performed by the class alone. Significant time commitment will be required outside of class time. Unlike typical studios, this time will need to be closely coordinated with your classmates and other resources like shop hours, daylight, material availability. Work cannot be done last-minute or in all-nighters. Communication and planning are critical to ensure completion and success. As you design, keep in mind constructability and logistics. You will need to draw a balance between working within your current skill set, and relying on your classmates and instructors to expand that skill set. We will explain how you can achieve the goals you want, but you need to know what questions to ask to get you there. As a class you are ultimately responsible for the results of your own work. At all times, keep in mind that this is a real project, with a real client, and real goals to realize. Remember that your completion, comportment, and success reflect not just on yourselves, but your school, your client, and the ability of future classes to maintain the privilege of this experience.
PREFACE
The educational goal of this course is to teach students the process of bringing architecture from ideas to reality. You must meet the goals of real clients and users, understand the constraints of structure and material, and negotiate delivery and scheduling of work. It is our hope to give you better perspective on the process of building, and more sound understanding of the objects and processes represented in architectural drawing.
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THE PROJECT
INTRODUCTION
The project for this class was to design and build a new entry court and identity for Up Academy in Fields Corner, Dorchester. Up Academy transitioned from a traditional Boston Public School (The John Marshall School) to a Charter School. They asked us to re-envision the main entry and most visible public face of the school. Our project reflected the transformative nature of the change from The Marshall to Up Academy, and promoted a positive, welcoming environment for students coming to school. The project will occupy an area of land located between the front of the school building and the sidewalk on Westville St. It was paved with asphalt, and was used mostly for parking. The parents and teachers of Up Academy used words like “welcoming,” “exciting,” and “inviting,” to describe what they would like to see in the space, but they did not have specific program requests (such as seating, fencing, shelter, etc.). The ambiguity gave us wide latitude in our design, but required that we listen extremely closely to the wishes and desires of our client group when we met with them. A less specific program makes the task of meeting a client’s expectations more difficult rather than less. Our budget for this project was $20,000 for materials. This budget was augmented with material donations from local suppliers and tradespeople. Part of our task of maintaining the project budget was to solicit possible donors for contributions. As part of our design effort we prepared a schedule and budget to present to the client. Any budget reconciliation was done in collaboration with the client by establishing priorities and associated costs. A schematic budget was prepared for our first design presentation, with a final budget prepared one week later. A schematic and final schedule was also presented at this time. During construction, weekly look-ahead schedules and material orders were prepared with adjustments to the master schedule and budget being made accordingly.
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DOCUMENTING THE EXISTING CONDITIONS
- When we first arrived at the site, we began taking measurements of both the grade change, as well as the overall dimensions. We left with in depth measurements from which we generated detailed drawings of both the topography and the facade. - We took note of any issues we may have noticed that would need to be discussed in greater detail back in studio. One of these discussions was about the positioning of landscaping, and proximity to the interior offices, as well, the existing tree and plants on the site were planted by the community several years prior, and we wanted to incorporate them into our design. In addition, the location of existing drains and man hole covers were a condition that we would be required to work around. - One of our main focuses was about the approach to the site, and how people experienced the entrance. - One of the biggest challenges we discussed upon first visiting was the amount of asphalt that was present, and how to best
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DESIGN 11
SCHEMATIC DESIGN THE GROUPS -First we broke into 3 groups of 3 exploring quick schematic designs for short periods of time. We then reconvened as a whole to present our ideas. This process was continued for 3 days, mixing up the groups each successive iteration. -Once our design ideas started to merge we created two larger groups and continued the same process, working towards a cohesive design. ROLE OF EACH TEAM -Each iteration of that process helped us to converge on a unified vision. We never voted on a single idea. We always came to a consensus. DISCUSSION -Our original designs were mostly landscaping. Working through those ideas we developed an understanding of the scope of the site restrictions and thought more deeply about the feasability. we realized we were not going to be able to rip up the entire asphalt area in the time alotted. From there we broke down the time constraints for the process of construction and pursued a more achievable design. Originally we explored many grand ideas for overhead shelter. Through discussions we decided that the clients did not require a shelter. From there we pursued an understanding of layering and working with the existing conditions.
DRAWING GROUP
MEETING WITH THE ENGINEER - Our conceptual presentation to the engineer discussed the idea of using grade beams that would follow the slope of the site, and minimize the amount of excavation necessary to complete our design. In addition, we were thinking about using concrete as a surface material given the durabiltity that the neighborhood required. However, through this exploration the task of forming, and mixing that amount of concrete proved to be prohibitive. That process led us to using wood framing with the grade beams as the foundation. 12
MEETING WITH ENGINEER AND EXPERIENCED CONTRACTOR
GROUP DISCUSSION
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ALEX AND CHRISTINA PRESENTING TO CLIENT 14
FIRST PRESENTATION
- We presented to the administration of the now open UP Academy of Dorchester, as well as the surrounding community members. Our initial presentation featured a deck with landscaping, an outdoor learning space and benches for children and parents to occupy the site, as well as signage elements placed throughout. The community and UP Academy received it well, however had concerns about the durability and security of the project with respect to the neighborhood in Fields Corner. Through this discussion we began to better understand the demographic that we were designing for. The neighborhood viewed the John Marshall School as an icon within the neighborhood, and wanted to honor its history through our design. - Through their concern about durability we thought in more detail about the materiality of each aspect of the design In regards to the history of the school, we developed the idea of a timeline element featuring specific important dates in the schools life. - Our goal from the first presentation to the final design was to refine the feasibility of construction as well as to unify the language in which we addressed each element of the design.
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The 45 degree geometry of the decking was intended to create an exciting, and welcoming path into the school. The landscaping preserved and embellished the existing trees, and used the natural drainage of the site, to create “rain gardens�.
SITE PLAN RENDERED DRAWING
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ELEVATION RENDERED DRAWING 17
IDEA BEHIND THE SIGNS The signage was intended to create a vertical element that didnt overpower the existing facade. These were meant to be symbolic of children present in the site at all times to address the communities concerns of safety. The verticality of the signs was intended to engage the various approaches to the site. Through the later discussion with the clients about the timeline element, we decided it would be featured on these signs to provided a different level of scale for the viewer.
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INITIAL SKETCH ABOUT THE IMAGINATION LOOK OF THE PROJECT 19
STUDYING SKETCH ABOUT PUPILS’ ACTIVITIES 20
DESIGN DEVELOPMENT- CONCEPT
The concept behind the design of this project was to use the existing site conditions and develop a system of layering that would create a gradient that extended to both edges of the site. We developed this through the use of horiztonal lines that followed the long linear shape of the site. We feathered the edges to create a transition between materials. Using mostly wood and large landscape features, we created a more welcoming entrance to the school. The large UP Academy Dorchester sign helped to define the schools new identity.
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BENCH STUDY MODELS Once we decided we would have benches on the site, many models were generated exploring the orientation and location on the site. Eventually the linearity of the site led us to a more simplified design for the benches. We decided to use the singular direction of the wood decking to dictate the width of the benches, and how they were wrapped in wood.
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LANDSCAPING AND BENCH IDEAS
- The above image is an exploration into preserving the existing trees, and creating the idea of the feathered edge. - The below image was an exploration into a more dynamic seating area that possibly doubled as a playground for the kids in the school.
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FINAL SCALE MODEL- EAST SIDE OF ENTRANCE The east side of the site, which is the narrower side of the site largely focuses on the two outdoor learning spaces. The depressed spaces are wrapped in wood and feature synthetic lawn on the bottom. A perforated children sign and a family resource center sign are wrapped in wood on the deck. Small rectangular gardens and sawcut lines were designed on either sides of the deck to carry the horizontal linearity of the design through out the site.
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FINAL SCALE MODEL - WEST SIDE OF ENTRANCE The west side of the site is the wider and higher part of the site. It features a large deck area, with benches wrapped in wood, as well as large rain gardens which feather into the deck. Two perforated metal childrens signs are placed within this side of the deck. 25
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FINAL SITE PLAN RENDERING 1. 2. 3. 4.
THE RED BALAU WOOD APPLIES TO ALL DECKING SYNTHETIC LAWN SITTING AREA EXISTING TREES. NEW PLANTS SPACES
METAL SIGNAGE PANEL
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DETAIL MODEL 26
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WILD OATS
VINCA
ROSA RUGOSA
GOLD MOP
RED BALAU WOOD Description: Durable exterior grade Mahogany wood decking material sourced from Asian trees that is inexpensive and ages gracefully
SYNTHETIC LAWN Description: Synthetic fiber material with the appearance of natural grass that allows for a clean low maintenance lawn surface HOLLY 27
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CONSTRUCTION DRAWING
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BUILD 33
SITE PREPARATION Using the foundation plans, we measured off of specific reference points from the building and the sidewalk to mark out the locations of the grade beams, which determined our framing spans. We began by using a masonry saw to cut the asphalt. The operation of cutting the asphault required cooling the saw as we went. The picture above shows us hosing off the saw. Eye and ear protection and steel toe boots were required throughout the summer.
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Above: Carrying a larger piece of asphalt away from being removed Below: Christina digging to the base of a location for a grade beam
JACKHAMMER We used the jackhammer after cutting to break up the asphalt into easily removable pieces. We traded off jackhammering, pick axing, and digging frequently. Everyone had a part in each task.
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DIGGING AND PREPARING FOR FOUNDATION The formwork was made out of a combination of 2� by material and plywood. We set the formwork in the holes dug, and set level with a transit. 700 80lb bags of concrete were ordered and delivered to the site. We chose to manually mix the concrete in order to maintain flexibility in the workflow. We tried to avoid having to build all the formwork at once and pour at once. By doing this, we reused the formwork multiple times, and therefore saved some money on formwork lumber. Overall we poured over 10 grade beams at varying lengths, some of which were up to four feet below existing grade. After pouring the concrete and setting in the rebar, we set in anchor bolts to attach the sill plates. After all of the foundations were dry, we then continued to excavate around them to provide enough space for the framing to fit.
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FRAMING THE DECK After the concrete grade beams dried, we attached sill plates to the tops of the walls with anchor bolts. We then hammer drilled into the side of the walls attaching ledger boards to attach our framing members. The framing members were attached with joist hangers. The joists themsleves were installed 16� on center with intermidiary blocking.
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Approximate the fourth week in the build process, most of the joists on the east side of the school were completed. SCHEDULE Aside from the initial late start due to the fact that school had been delayed more than the alloted number of “snow days�, we maintained the schedule we set for ourseleves. We worked five days a week for approximately 8-10 hours a day to make up for the time lost, and in the end completed on schedule. The delivery of the signage elements caused a slight delay in schedule due to the galvanizing process, which we worked longer hours in the last week to complete the project.
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METAL FABRICATION A group of four of us broke off to do the fabrication for the signs and the benches. Completing all of the metal fabrication took two days. The biggest challenge was the initial start, as none of us were very experienced metal fabricators. 44
Above: Hazel and Christina fabricating one of the four silhouette signs. Top Right: The four silhouette signs completed. Bottom Right: The building sign in progress. 45
THE PLANTING Fidelity Investment organized a volunteer day through which a group named Boston Cares provided the volunteers. Some of those volunteers helped to plant all of the greenery we had designed. They were able to almost entirely install all of the plants we had planned for helping to advance our schedule.
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ATTACHING THE DECKING MATERIAL The decking we chose was a red balau decking. We chose it for its durability, and color change over time. Each board was a 1�x4�. Our original estimates covered most of our deck, however we did need to order more near the end. When attaching the decking, we made sure to note the postion of all signs and benches and leave access holes to allow us to install them when we received them from the galvanizer. 48
FINISHING THE DECKING MATERIAL At the end of the process of attaching the decking material, we had to make sure that we maintained enough scrap to wrap the edges of the deck as we had designed. A challenge on the East side was maintaing the spacing between boards where the learning spaces were present.
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SIGNAGE PANEL The benches and signs themselves were designed on an increment of 16� on center to hopefully make the installation easier. The signs and benches were delivered from the galvanizer all at the same time. We had anticipated more of an issue with installing them, however we were able to postion them relatively easily. They were attached by a number of 3/8� bolts that ran through the framing. 50
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INSTALLATION OF BUILDING SIGN Installing the building sign required quite a bit of work. We hammer drilled into the concrete to provide the mounting points for the plates shown to the left, which were attached with expansion anchors. After completing that step we used a scissor lift to position the sign, and due to the weight of the sign, we had all hands on deck. 53
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THE COMPLETION 55
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CONCLUSION
Following the completion of the project, the teachers and administration of Up Academy gathered outside the new entrance of the school to listen as we explained our project, the message we wanted to get across, and the legacy we wanted to leave behind. The old John Marshall and the new Up Academy had finally merged as one being. The space belonged to the children. Before school, during school, and after school the children could be seen playing in the space, or illuminated in the built space. Our reward was the sea of smiles from all of the new faculty, grateful that we had given them an outdoor space to be proud of and a space that their new students could thrive in and want to keep looking nice. We were presented with a banner from Up Academy, thoughtfully signed by everyone at the school, followed by a deafening group chant, roaring with school pride and joy. We couldn’t have asked for a better summer building and learning experience, and there couldn’t have been a more deserving group of students and faculty. Fields Corner is a neighborhood of Dorchester that is filled with a deep rooted sense of community and loyalty. Up Academy moved into the neighborhood and we wanted to help the transition be smooth and welcoming. As the project went on, more and more memebers of the community stopped by to admire the project and thank us for making thier community a more beautiful place. Up Adacemy officially became a member of the community and we hope that it will always be taken care of and enjoyed by all students, teachers, parents, and community members as a place to learn, relax, and have fun!
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THE TEAM ALEX WEBER CHRISTINA TULLY HAZEL RYERSON JEFF EICHERT KYLE ALLEN LUCY SNYDER MICHAEL SACK ZACK SHEDLOCK SHADI AFSHARNEZHAD
aweber2@massart.edu ctully@massart.edu hryerson@massart.edu jeffrey.eichert@gmail.com kpallen@massart.edu lwsnyder@massart.edu michaelsack@me.com zshedlock@massart.edu shadi_afsharnezhad@yahoo.com
SPECIAL THANKS TO REPRESENTATIVE CLIENT: TOMMY CHAN, SENIOR COORDINATOR OF FACILITIES, UNLOCKING POTENTIAL tchan@unlocking-potential.org (917) 566-6695 FIDELITY INVESTMENT BOSTON CARE GROUP MASSART’S FACULTIES PHOTO CREDITS VANDERWARKER PHOTOGRAPHER TEAM MEMBERS SAM BATCHELOR BOOK EDITOR KHUYEN LUONG CONTRIBUTOR MARGARET HICKEY LUCY SNYDER JEFF EICHERT CHRISTINA TULLY
kenchitek@gmail.com
Margaret.Hickey@massart.edu
ACKNOWLEDGEMENTS
PROFESSOR SAM BATCHELOR, AIA sbatchelor@designlabarch.com TEACHING ASSISTANT SHANE GIBBONS
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INSTAGRAMING PLEASE VISIT OUR INSTAGRAM PAGE FOR MORE PHOTOS @ JACKHAMAH 67
PLEASE VISIT WWW.ARCHITECTUREATMASSART.ORG FOR MORE INFORMATION