Lily Raffio | Design Portfolio by lily_raffio

LILY RAFFIO DESIGN PORTFOLIO

Auburn University, College of Architecture, Design, & Construction Selected Works | 2017-2022

LILY RAFFIO DESIGN PORTFOLIO

INTRODUCTION I am currently a student at Auburn University working towards a Bachelor’s Degree in Architecture, which will be completed in May of 2022. My home roots are in Norwalk, CT where I attended The Center for Global Studies to study Japanese culture and language. Through my experience as a student, I’ve developed an awareness of understanding context. Using my knowledge in both design and foreign studies, I’ve found a way to visually communicate context through art and architecture. My portfolio is a collection of selected works where I have used patterns, history, the environment, and the community as guides to motivate design.

IMAGE

C O N T E N T S

PATTERN EMERGENT | FALL 2017 | pg 1

OLD ALABAMA TOWN | SPRING 2019 | pg 5

POINTS OF TANGENCY | SPRING 2019 | pg 9

UNIVERSITY STUDENT CENTER | SPRING 2019 | pg 15

AUBURN NATURE CENTER | FALL 2019 | pg 21

SO-NASH CONNECT | FALL 2020 | pg 29

MONTGOMERY ELEMENTARY SCHOOL | SPRING 2021 | pg 39

ATLANTA CONTEMPORARY CULTURE CENTER | FALL 2021 | pg 49

01 PATTERN EMERGENT By manipulating points, lines, and angles, a pattern emerges. Using existing conditions of a single design unit can form a repetitive arrangement of geometry. Modes of symmetry (asymmetry, symmetry, and no symmetry) can be used to dictate a design pattern. This project was an iterative study of using transformations to generate a digital tapestry in Adobe Illustrator from a given template. The final version was an ink drawing produced by building levels in its complexity to include a foreground, middle ground, and background.

Adobe Illustrator Study: Produced digital collages to understand patterns through transformations

Paper Folding: An exercise used to understand how to create deep relief in a form

Single Module Skeleton: This model shows the interior structure needed to form a set of interlocked modules

Interlocked Modules in Their Folded Form: This set duplicates a single module to be combined

Interlocked Modules Following Regulating Lines: This figure is a combination of the modules folded form along with the imaginary lines that exist within

Regulating Lines for the General Shape Regulating Lines for Points of Intersection

(Right Figure) Inked 3D Tapestry: Shows how the basic form of two interlocked modules can create a pattern

02 OLD ALABAMA TOWN In partnership with the Historical Society of Old Alabama Town in Montgomery, AL, the organization requested Auburn University students to create architectural drawings for their archive. After multiple site visits and an intense study of the context, as well as elements specific to the “Church” structure, the goal was to curate a representation of our research. Through the practice of analog and digital creations, an understanding of spatial and axial relationships were discovered.

Analog Drafting: An exercise used to build connections between the interior and exterior

CHURCH

OLD ALABAMA TOWN MONTGOMERY, AL

TRANSVERSE SECTION 0’

3’

6’

4’

8’

WEST ELEVATIONS

EAST ELEVATIONS 0’

2’

12’

0’

1’

2’

4’

PLAN 0’

1’

2’

4’

CORNER DETAIL 0’

1.75’

3.5’

7’

Analytique: A combination of analog and digital drafting sets that emphasize axial relationships with the “Church” and its context

03 POINTS OF TANGENCY The AFA Community Pavilion sits amongst dense landscape and major walkways. To emphasize the contrast between these conditions, the idea of tangency was used. Tangential relationships in design hold significant value in circulation and spatial sequences. When a straight line touches a curve it is said to be the best straight-line approximation to the curve at that point. The “Points of Tangency” project exhibits a similar behavior in aspects of its form. Its roof structure, change in elevation, and aperture placement all correspond to the principles of this geometric concept. The result then becomes an open, flexible space, with sun shining through narrow crevices in both the roof and the walls. This environment allows students to relax with views of water and foliage.

Place to Gather - create a meeting space - provide clear access to paths 1 GATHERING

Water Connection - widen existing waterway - direct water flow under pavilion 1 GATHERING 2 WATER CONNECTION

• Allow individuals to meet and hold events • Provide clear access from paths

• Allow individuals to meet and hold events • Widen existing waterway • Provide clear access from paths • Direct water flow through pavilion

1 GATHERING

• Widen existing waterway • Direct water flow through pavilion

5 LIGHTNESS 4 FLEXIBILITY

• Create a multi-purpose space to accomodate different activity needs • Isolate central opening to differenate from flexible/not flexible space

Flexibility - isolate central opening - allow various activities 4 FLEXIBILITY • Create a multi-purpose space to accomodate different activity needs • Isolate central opening to differenate from flexible/not flexible space

• Create a multi-purpose accomodate • Allow light tospace entertothrough open structure in center different activity • Showneeds change in material density • Isolate central opening to differenate from flexible/not flexible space

4 FLEXIBILITY

5 LIGHTNESS

• Create a multi-purpose space to accomodate • Allow light to enter through open structure in center different activity needs • Show change • Isolate central opening to differenate from in material density flexible/not flexible space

(Right Figure) Design Vision: Shows how the concept of the architecture fits into its context

3 LANDSCAPE ORIGIN

• Use existing landscape to screen noise • Widen existing waterway Plant to emphasize “green path” connections to main campus • Direct water •flow through pavilion

• Use existing landscape to screen noise • Plant to emphasize “green path” connections to main campus

3 LANDSCAPE ORIGIN

• Widen existing waterway • Direct water flow through pavilion

• Use existing landscape to screen noise • Plant to emphasize “green path” connections to main campus

3 LANDSCAPE ORIGIN • Use existing landscape to screen noise • Plant to emphasize “green path” connections to main campus • Allow individuals to meet and hold events • Provide clear access from paths

1 GATHERING

2 WATER CONNECTION • Widen existing waterway • Direct water flow through pavilion

5 LIGHTNESS 6 DYNAMIC COMPLEX 4 FLEXIBILITY

6 DYNAMIC COMPLEX 5 LIGHTNESS

• Create a multi-purpose accomodate • Allow light tospace enter through openline structure center • to Use imaginary systeminto help control different activity • Showneeds change in material density transitions of space and breaks upon paths • Isolate central opening to differenate from flexible/not flexible space

• Use imaginary systeminto help control • Allow light to enter through open line structure center transitions of space and breaks upon paths • Show change in material density

Lightness - let light enter through opening - show change in material density

Design Strategies: A concise list of general concepts that reflect the design intent

LANDSCAPE ORIGIN 2 WATER3CONNECTION

• Widen existing waterway existing • Allow individuals to meet and• Use hold events landscape to screen noise • Direct water pavilion •flow Plantthrough to emphasize “green path” connections to main campus • Provide clear access from paths

2 WATER CONNECTION

• Allow individuals to meet and hold events • Provide clear access from paths

4 FLEXIBILITY

LANDSCAPE ORIGIN 2 WATER3CONNECTION 1 GATHERING

2 WATER CONNECTION

• Allow individuals to meet and hold events • Provide clear access from paths

1 GATHERING

Landscape Origin - use landscape to screen noise - create “green path” connections

5 LIGHTNESS

6 DYNAMIC COMPLEX • Allow light to enter through open structure in center 4 FLEXIBILITY • Use imaginary line system to help control • Show change in material density

transitions of space and breaks upon paths • Create a multi-purpose space to accomodate different activity needs • Isolate central opening to differenate from flexible/not flexible space

5 LIGHTNESS

6 DYNAMIC COMPLEX • Use imaginary line system to help control transitions of space and breaks upon paths

• Allow light to enter through open structure in center • Show change in material density

3 LANDSCAPE ORIGIN • Use existing landscape to screen noise • Plant to emphasize “green path” connections to main campus

6 DYNAMIC COMPLEX • Use imaginary line system to help control transitions of space and breaks upon paths

Dynamic Complex - form a system to determine transitions and breaks 6 DYNAMIC COMPLEX • Use imaginary line system to help control transitions of space and breaks upon paths

Roof Iteration 1: A study to determine how to construct a circular, wood roof out of standard building materials

Roof Iteration 2: A study to determine how the arrangement of wood can hold a circular geometry

Roof Iteration 3: A final study to determine how the wood will be oriented, while considering its structural integrity

3D Model: A physical representation of spatial properties and quality of light

Spatial Properties: This section shows the slight elevation change in ground level

Activity Usage: This figure shows how individuals will use the pavilion throughout typical university hours Morning (9am-11am) Afternoon (12pm-3pm) Early Evening (4pm-6pm)

(Right Figure) Green Connections: Shows the site location in relation to the green path created to draw students from South to North campus

04 UNIVERSITY STUDENT CENTER With further study in the development of Auburn University’s southern campus, this project aims to draw students into a new area surrounded by arts and sciences. As a way to connect the existing northern campus to its expansion towards the south, a student center will be designed. The site sits along a dense landscape and major walkways that will be surrounded by future academic buildings. Its central location allows for high pedestrian traffic, which means connectivity and circulation should be its main design priorities. The student center should also be a place that promotes learning and sparks curiosity. With a focus on this intent, the result will be an environment that cultivates passion through learning.

Curious Environment: Interior to Collective Study: Learning Circulation: Movement 1 Collective Study: Learning in Response to Others 2 Curious 3 Concentrated Passion: of Private and Public Environment: to Exterior Connection 1 Collective Study: 2 Curious Environment: 3 Concentrated4 Passion: Learning in ResponseInterior to Others ZonesForced of Private and Public Interior to ExteriorZones Connection Exterior Connection in Response to Others

4 Circulation: Forced Movement

Circulation: Forced Movement 6 LevelA Change Concentrated Zones 8 Space Programmatic Organization: Flexible vs Defined 5 Entrance Transition: 7Passion: Programmatic Organization: Flexible vs Defined Space 6 Level of Emittance: 7 Comfortable 8Environment: A Change in Compression5 Entrance Transition: of Emittance: Light Distribution Comfortable Environment: Temperature as a Signal in Compression Light Distribution Temperature as a Signal Through Core of Private and Public

4 4Circulation: 4Forced Movement Circulation: Forced Movement 1 1Collective 2 2Curious Environment: 3 3Concentrated 1 Study: 2 CuriousInterior 3 Passion: Study: Learning in in Response toin Others Collective Study: Learning Response Zones of of Private and Public Concentrated Passion: Zones ofPublic Private and Public to to Exterior Connection Environment: Interior to Exterior Connection Circulation: Forced Movement Collective Learning Response to Others to Others Concentrated Passion: Zones Private and Curious Environment: Interior Exterior Connection Concentrated Passion: Zones of Private and Public

4 Circulation: Forced Movement

STUDY

nes of Private and Public

4 Circulation: Forced Movement

STUDY

DISPLAY

DISPLAY STUDY/FOOD

Entrance Transitions: A Change in Compression

STUDY/FOOD

Comfortable Environment: Temperature 8 8Programmatic 8 Programmatic Organization: Flexible vs Defined Space Organization: Flexible vs Defined Space 7 7Comfortable 7 Environment: Temperature asTemperature a Signal Comfortable Environment: Comfortable Environment: Temperature as a Signal as a Signal Programmatic Organization: Flexible vs Defined Space as a Signal

5 5Entrance Transition: 5 Entrance 6 LevelLight A Change in in Compression of of Emittance: Distribution ACompression Change in Compression 6 6Level ofLight Emittance: Light Distribution Entrance Transition: ATransition: Change Level Emittance: Distribution Comfortable Environment: Temperature as a Signal

8 Programmatic Organization: Flexible vs Defined Space

1 Collective Study: Learning in Response to Others

2 Curious Environment: Interior to Exterior Connection

3 Concentrated Passion: Zones of Private and Public

STUDY STUDY STUDY STUDY

STUDY

DISPLAY DISPLAY

STUDY

4 Circulation: Forced Movement

STUDY STUDY

DISPLAY STUDY/FOOD STUDY/FOOD

STUDY/FOOD STUDY/FOOD STUDY/FOOD

STUDY/FOOD

DISPLAY STUDY/FOOD

Temperature as a Signal

STUDY/FOOD

8 Programmatic Organization: Flexible vs Defined Space

Programmatic Organization: Flexible vs Defined Space

5 Entrance Transition: A Change in Compression

Level of Emittance: Light Distribution Through Porous Material 6 Level of Emittance: Light Distribution

7 Comfortable Environment: Temperature as a Signal

8 Programmatic Organization: Flexible vs Defined Space

STUDY STUDY

DISPLAY

STUDY/FOOD

Design Strategies: A concise list of general concepts that reflect the design intent

STUDY/FOOD

First Floor: This plan shows the most public study space, which is used as a library and collaborative learning

Second Floor: This plan shows a private study space, with study pods for a focused learning

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

Ground Floor: This plan shows the most public level of the student center, which includes a gallery, open study, and cafe/workshop space

PRODUCED BY AN AUTODESK STUDENT VE

CED BY AN AUTODESK STUDENT VERSION

Gallery Space: This area is a flexible room used for the primary function of exhibition and display

PRODUCED BY AN AUTODESK STUDENT VERSION

Circulation Patterns: This diagram explains how the triple height core serves as the main circulation to each programmed space

PRODUCED BY AN AUTODESK STUDENT VERSION

Study Space: This area is one of the three spaces for study that is designed to be more public

Cooking Space: This area is a cafe and workshop space that offers students the opportunity to learn, cook, and eat

05 AUBURN NATURE CENTER Working with Auburn University’s faculty at Donald E. Davis Arboretum, students participated in a competition that explored the material of concrete with a focus on observing through nature. The beauty of the Davis Arboretum is the individuals exploratory experience as they are immersed through its dense foliage and life. In effort to maintain a strong sense of unity between the environment and the built structure, an organic path that follows the topography of the site is placed to force circulation and allow individuals to venture off into different areas. The extension of the Davis Arboretum is designed with a purposeful emphasis on movement and engagement with its natural surroundings.

Adobe Illustrator Study: Created to understand patterns through manipulating a single unit

Succulent Observation: A colored pencil rendering to understand pattern through close study

Regular Module: A standard, single module was created by manipulating the surface and puncturing an opening

Stretched Module 1: A standard module was stretched on one end to create a pattern within the facade and to be used at the roof line

Stretched Module 2: To further create variation within the wall system, the same end of the module was stretched again to be used at the ground line

(Right Figure) Concrete Wall: A representation of how a pattern within a facade can be formed by manipulating a single module

TRAILS

PARKING PARKING

STREET STREET

Path Inscription

SPLIT SPLIT

PRODUCED BY AN AUTODESK STUDENT VERSION

TRAILS

PRODUCED BY AN AUTODESK STUDENT VERSION

Programmatic Links

Below Ground Floors

PRODUCED BY AN AUTODESK STUDENT VERSION

Ground Floor: This plan illustrates how the “green path” cuts through each building structure in continuation of an experiential walk through Davis Arboretum

PRODUCED BY AN AUTODESK STUDENT VERSION

AROUND AROUND

PRODUCED BY AN AUTODESK STUDENT VERSION

THROUGH THROUGH

Design Strategies: A concise list of general concepts that reflect the design intent

PRODUCED BY AN AUTODESK STUDENT VERSION

(Right Figure) Light Quality: This post-digital rendering explains how a distinct light pattern is created from the wall’s apertures

Section Looking South: This cuts through the office and gift shop space, which is a unique moment to understand the contrast in material density of the concrete and glass

(Right Figure) Experiential Elevation: This post-digital rendering explains movement through the building as a continuation to the trails

06 SO-NASH CONNECT SoNash Connect uses the connective tissue of Nashville’s green network to create an urban oasis for its community. Looking at the city’s open space vision, improving pedestrian and bike accessibility will promote a user friendly environment and encourage exploration. SoNash Connect is a park system that links Southern Nashville to Downtown. It consists of three major nodes that serve as transition points from hard-scape to softscape for individuals to experience on their walk through the city. Each node encompasses a programmatic theme that further links the system together. The parks aim to be spaces fluid with the topography and program. Site 2, Education + Fitness, is explored in detail, while the rest serve as master plan design concepts.

Single Grain 1 1

Mixed Grain 2 2

3 3

4 4

6 6

7 7

LAND PARCEL LAND PARCEL

FIGURE-GROUND FIGURE-GROUND

GRID GRID

Building Frequency BUILDING FREQUENCY

BUILDING FREQUENCY BUILDING FREQUENCY

TOPOGRAPHY TOPOGRAPHY

STREET STREET

TOPO + STREET TOPO + STREET

Nashville Mapping: An exercise used to understand the urban fabric of the city

5 5

8 8

9 9

10 10

11 11

12 12

Nashville Master Plan: Shows the vision to create an urban green-way

ENCLOSED VS OPEN SPACE DISTRIBUTION 30%

OPEN SPACE = 22,630 sqft ENCLOSED SPACE = 9,698 sqft OVERLAPPING SPACE = 3,879 sqft

Open Space: 22,630 sqft Enclosed Space: 9,698 sqft

OPEN SPACE = 34,509 sqft

Open Space: sqft ENCLOSED SPACE = 14,78934,509 sqft OVERLAPPING SPACE = 5,915 sqft Enclosed Space: 14,789 sqft

OPEN SPACE = 30,581 sqft

Open Space: sqft ENCLOSED SPACE = 13,10630,581 sqft OVERLAPPING SPACE = 5,242 sqft Enclosed Space: 13,106 sqft

OPEN SPACE = 21,494 sqft ENCLOSED SPACE = 9,211 sqft OVERLAPPING SPACE = 3,684 sqft

Open Space: 21,494 sqft Enclosed Space: 9,211 sqft

BIKE ,.TRAIL

SWIM POOL GROW

WALK

GARDEN

WALKWAY

Site 1 Mind Map: Program is to be focused on the theme of music and health at this site location

YOGA PAVILION

PHYSICAL

LIFT

SPORTS

WEIGHT ROOM COURT/FIELD RUN TRACK

COOK/EAT CAFE

BUY/SHOP

NUTRITION

MARKET

MUSIC + HEALTH

DANCE

ACT

PAVILION

STAGE

COMEDY STAGE

PERFORMANCE

SING AMPHITHEATER

HEAL LISTEN SOUND GARDEN

SPA RELAX LOUNGE AREA

MEDITATE

MENTAL

SOCIAL

REFLECTION POOL

VOLUNTEER MEETING ROOM

PRAYER PLACE OF CONTEMPLATION

AROMATHERAPY APOTHECARY

= ACTIVITIES = ARCHITECTURE

COMMUNICATE

CLUB PARTICIPATION

BAR/ CONFERENCE ROOM

MULTI-USE ROOM

YOGA

BIKE

PAVILION

TRAIL SWIM POOL

WALK

Site 2 Mind Map: Program is to be focused on the theme of education and fitness at this site location

PHYSICAL

WALKWAY

LIFT

SPORTS

WEIGHT ROOM

RUN

COURT/FIELD

TRACK CLIMB CLIMBING WALL

TRAIN

EDUCATION + FITNESS

RECOVERY BAR COACH REC ROOM COMPETE STAGE

LEARN WORKSHOP STUDY STUDY PODS

TEACH

COGNITIVE

LISTEN LECTURE ROOM

CLASSROOM

READ

WRITE

LIBRARY

WRITING LAB

= ACTIVITIES = ARCHITECTURE

TEST MATERIAL LAB

INTERPRETIVE DANCE

RESEARCH

EXPERIMENT

ANALYZE

LAB

COMPUTER LAB

INFORM

LIBRARY

STAGE

PHYSICS

PHOTOGRAPHY

ENERGY COLLECTION

GALLERY

STREET ART

Site 3 Mind Map: Program is to be focused on the theme of art and science at this site location

DISPLAY

CHEMISTRY

WALLS

LAB

ART + SCIENCE

COLLAGE LIGHTING SYSTEM

BIOLOGY CONTROLLED STORAGE BOTANY ASTRONOMY

ECOLOGY GEOLOGY FILTRATION SYSTEMS

SCULPT

SCREEN PRINT PAPER FOLD MATERIAL LAB

KILN

STUDIO

MODEL

CREATE GRAPHIC DESIGN

= ACTIVITIES = ARCHITECTURE

Enclosed vs Open Space Distribution: This exercise examines how program can be distributed and organized on the each site

DRAW DRAFTING TABLE

ART STORE

COMPUTER LAB

WEAVE LOOM

LIVING WALLS

LOOKOUT

FIELD

PAINT

BUILD

SLOP AREA

WOOD SHOP

RETENTION POND

ZOOLOGY BARRIERS

Site 1 | Music + Health

Site 2 | Education + Fitness

Site 3 | Art + Science 5/678%9:;< 6/=>?%9:;< .

@ >

6/=>?%9:;< . !"#$%&''())&#*'+#&,% -.&/%&#*%&''())*".00 &''(/%0123,%4'30

)

Urban Massing: A study to see how the arbitrary programmed space distribution can be modified into a realistic design

ZONES OF PROGRAM 1 LEVEL

Site 1 | Level

2 SPLIT

3 PIT

1 PLACE OF CONTEMPLATION | SOUND GARDEN APOTHECARY | CAFE | POP-UP SHOPS

AMPHITHEATER MEETING AREA

LEVEL

2 SPLIT Site 2 | Split

STUDY PODS | MULTI-USE ROOMS | RECOVERY BAR

3 PIT

OUTDOOR RECREATION

MEETING AREA | REFLECTION POOL

RESTAURANTS | MARKET | LIVING WALL

DISPLAY WALLS

3 PIT

Site 3 | Pit

OPEN PROGRAM

ENCLOSED PROGRAM SECONDARY PROGRAM

RETENTION POND | ENERGY COLLECTION | FILTRATION SYSTEM

Topographic Manipulation: Strategies that use site topography to inform design decisions

STUDIO LAB GARDEN

Zones of Program: This diagram explains how each site within the park system is programmed

GALLERY

Context as Links: This site plan shows how the open space system sits within the district known as “Pie Town” in Nashville, TN

SECTION A

Site 2 | Section A: This section cuts through the open space and enclosure to show its connection to the adjacent building by its occupiable roof

1/16” = 1’

SECTION B

SECTION C

1/16” = 1’

SECTION D 5TH STREET

6TH STREET

N 0

Site 2 | Section B: This section cuts through the multi-sport court of the enclosure

Site 2 | Section C: This section cuts through the interior and exterior cafe space

Site 2 | Section D: This section cuts through the multi-use community room

Site 2 | Roof Plan

15’

A 8’

13’

O’

MULTI-USE AREA CAFE/BAR OUTDOOR ROOM COURTYARD OUTDOOR PLAY | HILLS

1. 2. 3. 4. 5.

5 2 6 3

N 0

1. 2. 3. 4. 5. 6. 7. 8. 9.

MULTI-SPORT COURT SQUASH COURT WOMEN’S LOCKEROOM | RESTROOM MEN’S LOCKEROOM | RESTROOM CAFE OUTDOOR SEATING MULTI-USE ROOM | 1-3 ROOMS WOMEN’S RESTROOM MEN’S RESTROOM

Site 2 | Ground Floor: This plan serves as the main entry into the enclosed space

07 MONTGOMERY ELEMENTARY SCHOOL A STEAM elementary school was proposed in Montgomery, AL. The priority of this design was to create an environment that offered learning opportunities different than the traditional classroom setting. The architecture was viewed to be an additional source of learning, keeping in mind the question of “What can be observed?” Showcasing multiple perspectives, building a collaborative space at its core, and manipulating its form were strategies used to push the experience beyond what’s found in a conventional school. The design gives notion to a primary vs secondary volume to create a distinction in program and use. The zones in which these volumes intersect, form interstitial space that serves as further observational learning points.

CONCEPT DIAGRAM

THROUGH ON

DESIGN STRATEGIES Perspectives 1 Multiple MULTIPLE PERSPECTIVES

3 WHERE

WHAT

4 WHEN

Intersecting Volumes INTERSECTING 2 COLLABORATIVE SPACE VOLUMES

5 WHY

CONCEPT DIAGRAM

NVIRONMENT EOPLE ACTIVITY

• EVERYWHERE

• IN CLASS • ON BREAK • TO/FROM SCHOOL

• TO LEARN • TO EXPERIENCE • TO EXPLORE

6 HOW

3 MANIPULATION OF FORM

• WATCHING • LISTENING • PARTICIPATING • BEING PRESENT

PRIMARY VS SECOND

NTERSECTING VOLUMES

Collaborative Space

2 COLLABORATIVE SPACE 5 WHY 6 HOW

CTIVES HEN

LASS BREAK FROM SCHOOL

• TO LEARN • TO EXPERIENCE • TO EXPLORE

3 MANIPULATION OF FORM

• WATCHING • LISTENING • PARTICIPATING • BEING PRESENT

Primary vs Secondary PRIMARY

VS SECONDARY

Manipulating Form

3 MANIPULATION OF FORM

Design Strategies: Methods used to create spaces where students can observe and learn

Form of Design: These diagrams show how the form is characterized through manipulative conditions

Design Concept: This collage serves to illustrate the experience of the interior at the school’s primary core

GROUND FLOOR 1/32”=1’ 0’ 15’

30’

75’

MAXWELL BLVD MAXWELL BLVD

9 12

WHITMAN WHITMANST ST

8 15

2 7 1

PROGRAM

Ground Floor: This plan shows how program is distributed within the primary and secondary volumes

10. Changing Rooms 11. Kitchen 12. Serving 13. Cafetorium 14. 3rd Grade 15. 4th Grade 16. 1st Grade 17. Kindergarten

1. Staff Offices 2. Nurse’s Office 3. Counseling Office 4. Principal’s Office 5. Teacher’s Lounge 6. Conference Room 7. Computer Lab 8. Library 9. Gymnasium

CLAY CLAYSTST

3 4 5

N GOLDTHWAITE GOLDTHWAITE ST ST

0’ 15’

30’

75’

0’ 15’

30’

75’

SECOND FLOOR 1/32”=1’ SECOND FLOOR 1/32”=1’

4 7 3

7 1

8 1

A 2

1 8 3

5 6

2 6

PROGRAM

1. 5th Grade 2. Maker Space/Lab 3. Art Room 4. 3rd Grade 5. Music Room 1. 5th Grade 6. Green Screen Room 2. Maker Space/Lab 7. Outdoor Dining 3. Art Room 8. Outdoor Classroom 4. 3rd Grade 9. Outdoor Play | Sand Pit 5. Music Room 6. Green Screen Room 7. Outdoor Dining 8. Outdoor Classroom Second ThisPitplan 9. OutdoorFloor: Play | Sand

PROGRAM

the interior and exterior

shows how program is experienced on

WALL SECTION 1/2”=1’

1 2 3 4 5 6

7 8

SPEC. NO.

CSI NO.

MATERIAL DESCRIPTION

092900

GYPSUM BOARD

2 3

072729 072100

AIR-BARRIER COATINGS THERMAL INSULATION

072500

WEATHER BARRIER

061600

SHEATHING

074113

STANDING SEAM METAL PANELS

081216

ALUMINUM FRAMES

088813

FIRE-RESISTANT GLAZING

053100

STEEL DECKING

051200

STRUCTURAL STEEL FRAMING

095113

ACOUSTICAL PANEL CEILING

033000

CAST-IN-PLACE CONCRETE

Wall Section: This axonometric illustrates the material and construction use through the connection of a classroom, collaborative space, and the exterior

CIRCULATION | EGRESS

PROGRAM TO FORM

ADMINISTRATIVE CLASSROOMS SPECIALIZED LABS MEDIA EGRESS

GYMNASIUM

CIRCULATION

CAFETORIUM

Circulation | Egress: This diagram shows the main circulation corridors, as well as points of egress in each classroom

Program to Form: This diagram shows how the form of the building influences how program is distributed

SECTION PERSPECTIVEEntry: |A This perspective gives sight to the changing

Classroom: This perspective emphasizes the views into a typical classroom with the use of floor to ceiling glass

levels featured by the ramp system in the main entry

SECTION PERSPECTIVE | A

Section Perspective A: This section cuts through primary and secondary volumes to understand how its intersection creates collaborative space

Outdoor Play: This perspective shows the condition of being able to see into the gymnasium from the exterior play space

SECTION | B 0’ 15’

75’

30’

WHITMAN ST

SECTION | C 0’ 15’

30’

75’

WHITMAN ST

Section B & C: These sections cut through moments that explain how the ground plane is manipulated to create multiple perspectives

08 ATLANTA CONTEMPORARY CULTURE CENTER The Atlanta Contemporary Culture Center is a public place designed to cultivate exploration, learning, and play. Through the main mural circulation channel, individuals can engage with the building and site whether they are passing by on their commute to work or visiting an event at the center. The design intent focuses on the curiosity of public and private activities that take place at this building, allowing individuals to experience Atlanta culture without ever having to step inside. Indirectly interacting with the site encourages exploration of the building from its exterior to its interior.

LIBRARY

ART STUDIO OPEN STUDIO STUDY PODS

SMALL AUDITORIUM

SERVICE RECORDING STUDIO

SCULPTURE GARDEN

DANCE STUDIO

FLEX PERFORMANCE

MUSIC ROOM OUTDOOR PERFORMANCE

PRACTICE ROOM

DANCE STUDIO

GALLERY STORAGE/SERVICE

EXHIBITION

EXHIBITION MEZZANINE

EXHIBITION LOBBY

FILM PROJECTION ROOM

OPEN WORK SPACE CONFERENCE ROOM OFFICE

LARGE AUDITORIUM

RECEIVING/CRATING WORKSHOP GIFT SHOP

RESTAURANT/ CAFE

TICKET/LOBBY

MURAL WALL

HISTORY EXHIBITION MARTA LOBBY

F E

Axonometric Plans: Shows connections to how the floors are programmatically organized and distributed in height

51 W PEACHTREE ST

0’

5’

10’

20’

0’

5’

10’

20’

NORTH

EAST

SOUTH

WEST

W PEACHTREE ST

0’

5’

10’

20’

0’

5’

10’

20’

Section Looking East & South: Shows the interaction between volume and program across the floor levels

Lily Raffio lily.raffio@aol.com 203.856.9230