MASHA KONOPLEVA Food Space
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SELECT WORKS
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Masha Konopleva
m.konopleva@columbia.edu 3610 Broadway, Apt 3N, NYC cell | 713-874-4094 mashakonopleva.com
contents EXPO 2020
pg. 04
Housing Constellation
pg. 22
Donuts and Distractions
pg. 38
education
COLUMBIA UNIVERSITY GSAPP
Aug. 2015 - May 2018
NYC, NY
MASTERS OF ARCHITECTURE CANDIDATE Published work; Abstract 2016 for work done in Erica Goetz’ core II studio Admission applications student reader; invitation by Dean’s office JUSTICE IN PLACE WORKSHOP, STUDIO X, Led by Chris Kroner Interviewed residents and researched poughkeepsie’s fall creek Designed and constructed exhibition gallery displaying research findings GSAPPXX, Women in Architecture Student Organization Organize and participate in events such as discussions, lectures, and exhibitions Organiz(ing) Partners as Partners lecture/discussion event and Build-Yourself workshop
WASHINGTON UNIVERSITY
Aug. 2009 - May 2013
St. Louis, MO
BACHELOR OF SCIENCE IN ARCHITECTURE Magna Cum Laude, Dean’s List Widdman Award Nomination based on portfolio and GPA ALBERTI TEACHER Guided middle-school students in architecture design exercises Maintained relationships with students through four years of volunteering
experience LEROY STREET STUDIO
May 2017 - Aug. 2017
NYC, NY
SOUTH HAMPTONS HOUSE Managed design package presentations and coordinated with team members on contents Created millwork details and drawing sets for fabricators Iterated design options for interior furniture and millwork CULTURE Volunteered at Hester Street Collaborative: Engaged with local residents to gather thoughts and share news on the Rose Garden in Prospect Park
STUDIO GOETZ
May 2016 - Dec. 2016
NYC, NY
PASTA FLYER RESTAURANT Worked directly with principal to develop project from early design stages through construction Created weekly progress presentations for client Developed renderings, technical drawings, and iterative digital design options Collected samples from showrooms and coordinated with vendors on specifications
CALLISON
Sept. 2013 - July 2015
Seattle, WA
GLOBAL COMMERCIAL TEAM, MIDDLE EAST STUDIO, ASSOCIATE Worked directly with design principal to develop key architectural spaces - the food court and concourse Developed detailed design development drawing sets to clearly convey design intent to local team CULTURE Co-founded ‘The Collaborative,’ Organized networking events and a lectures series for young designers Designed and fabricated NAIOP Pavilion for marketing event, together with 4 peer designers Represented Callison at Washington University’s Women in Architecture symposium Attended and recruited at Washington University’s Career Fair on behalf of Callison
skills COMPUTER AND FABRICATION Proficient in Rhinoceros 3D, Revit, AutoCad, SketchUp; Adobe Photoshop, Illustrator, InDesign; Microsoft Suite; Model making, Lasercutting, 3D Printing, Woodshop Fabrication, Sketching, Photography Familiar with Adobe AfterEffects, 3DS Max, Processing with Python, Vectorworks LANGUAGE Fluent in English and Russian, Familiar with German, Studying Spanish
EXPO 2020
with Quy Le
Knowledge City
What is a knowledge city? How can an urban scale project create a network of architecutre and information? In order to investigate existing forms of knowledge, we began by studying ‘mobile knowledge’ structures and expositions. With regard to mobile knowledge (pg. 4), we were curious to study projects at different scales, from a retrofitted shopping cart that projects films onto building facades to a large and fully functional Antarctica research facillity that moves when site conditions change. Expositions became an interesting antithesis to mobile knowledge - although they are stationary, they are not permanent. We began by studying several pavilions, from the original expo in London to the most recent expo in Milan (pg. 5). However, we quickly became interested in the larger forces behind expositions, especially the finances. For example, U.S. raised $61 million for a single temporary pavilion during the Shanghai Expo. Despite much controversy, Italy spent €15 billion on the 2015 Milan Expo. We decided to challenge existing expo designs, their high cost, their temporality, and their waste by proposing an expo for New York.
Expo 2020
Given the political climate of 2017 and the ongoing refugee crisis, we felt it was necessary to make our project a proposal to challenge the nationalism and xenophobia that is fueld by fear and misunderstanding of immigrants. The aspiration of an immigrant-themed expo is to celebrate difference, exemplify the beauty of diversity, and to help new immigrants and refugees settle into their new lives. Choosing a site was of course a challenge. We wanted to allow the expo to be visible to New Yorkers so Manhattan was a must. Additionally, we wanted to allow the architecture to live on beyond the expo, so we needed an existing
Nahyun Hwang, critic ADV IV | Spring 2017
urban fabric that could allow change. We initially considered a network of sites throughout the island, but settled on Sara D. Roosevelt park in Chinatown/Bowery. Its linearity is reminiscent of an expo masterplan, similar to the plan and size of Milan’s 2015 expo. In addition, the area surrounding the park has a history of immigration that still lingers, despite the forces of gentrification. Although New York does not currently have a hub for immigrant services, we found this area to have a plethora of institutions that our expo could “collaborate” with in order to create a network of support and education (pg. 6-7). During the expo, the site becomes a festival celebrating the history of immigration and the culture of various immigrants and refugee seekers in the U.S. (pg. 8-9). Rather than focusing on technology and innovations and rather than allowing countries to compete for visitors’ attention with expensive and temporary pavilions, this expo focuses on immigrant-related themes that are housed in buildings intended to last long past the expo.
Pavilions
We have chosen six themes for the pavilions and each structure has a more specific post-expo program. The themes are health, housing, craft, language, entrepreneurship, and agriculture. We chose the themes based on what we felt were the basic necessities for immigrants to establish upon arriving. In addition, each theme is an important aspect of culture and can be celebrated in its diversity. We imagined the site becoming a campus of immigrant services and social spaces, a place where immigrants can go in search of goods and services. Perhaps by exposing New Yorkers and tourists to the benefits of immigration and acceptance, we can change foreign policy to be more inclusionary.
EXPO 2020
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learning environment studies
EXPO 2020
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mining the site
The Site as Future Support
CRAFTS NETWORK
To create an urban expo, we needed full support from the neighborhood of the site, not only conceptually but also spatially. We therefore mapped each theme and how it could connect to the surrounding institutions and spaces found nearby. This will allow immigrants traveling from the periphery of New York to get multiple things taken care of simultaneously. In addition, the networks provide support for the immigration services, allowing each pavilion to have a better chance of survival. For example, the craft pavilion relies on heavy tourism and an existing network of galleries to draw visitors, expanding the customer base of the craft producers. In addition, the craft pavilion can find long-term clients in institutions such as the theaters around Cooper Triangle and can create opportunities for production of stage sets or costumes. The other pavilions all similarly rely on surrounding networks of institutions and “collaborators� to create financially stable futures. KEY SITE SCHOOL LIBRARY MUSEUM CHURCH PUBLICLY OWNED HOUSING MARKET OTHER COLLABORATORS
ENTREPRENEURSHIP NETWORK
HOUSING NETWORK
HEALTHCARE NETWORK
AGRICULTURE NETWORK
LANGUAGE NETWORK
EXPO 2020
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expo map
A MARKET HALL
D INCUBATOR
E HEALTH PAVILION
B HOTEL/HOUSING
G AGRI-TOWER
F LANGUAGE PAVILION
PAVILIONS A B C D E F G
MARKET HALL PLAYGROUND/LEGAL AID HOTEL / HOUSING INCUBATOR HEALTH PAVILION LANGUAGE PAVILION AGRI-TOWER
LOCAL AMMENITIES X T S R
LOCAL MARKETS THEATER/PERFORMANCE SOUVENIRS LOCAL ACCOMMODATION
OUR COLLABORATORS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
EMMA LAZARUS HIGH SCHOOL ESSEX STREET ACADEMY CHINATOWN WIC CENTER INDOCHINA COMMUNITY CENTER NEW INC. CABARNI IMMIGRANT SERVICES TENEMENT MUSEUM 10 STANTON STREET CHINESE-AMERICAN COUNCIL MOTT SENIOR CENTER JUDSON HEALTH CENTER UNIVERSITY SETTLEMENT NEW MUSEUM WHOLE FOODS / INT’L RESCUE RIVINGTON HOUSE CHINATOWN YMCA CHINATOWN SOUP
ADDITIONAL VENUES 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
ASHOK JAN GALLERY RESTORED SYNAGOGUE / MUSEUM ST. BARBARA GREEK ORTH. CHURCH FDNY NO. 09 MAHAYANA TEMPLE BUDDHIST ASSC. GRACE FAITH LUTHERAN CHURCH CENTRAL BOOKING EASTERN ORTHODOX CHURCH 33 ORCHARD LYLE O. REITZEL GALLERY PS-42 BENJAMIN ALTMAN SCHOOL FORSYTH SATELLITE SCHOOL DACIA GALLERY POP INTERN’L GALLERIES ROOM EAST S ARTSPACE FDNY NO. 55 KEHILA KEDOSH SYNAGOGUE
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A Network of Healthcare
Although this site is a government-owned building and is registered as a senior center, it is leased as office space and a small daycare on the second floor. During the expo, the ground floor will be renovated into an exhibition space showing health practices around the world. To create a fun and unusual connection to the park, a new bridge will unfold from the facade, both for daycare children as well as exhibition visitors. Within the park, we are proposing a new entry to the subway below, simultaneously creating an amphitheater-like space. Once the expo is complete, the ground floor will transform into private health-consultation spaces. This will provide small businesses an opportunity for visiting space. On the second floor, the existing daycare will remain but will have better access to windows and light. The back half of the building will become a senior center, as there is a rising senior population in the neighborhood. The third floor will be a nursing school. We chose this program because there is a growing nursing shortage in the U.S. and there are nurse training programs sprouting across the country that are geared toward refugees. Additionally, by placing the nursing school in close proximity to the senior center as well as an existing women’s health clinic nearby, we are providing a closed loop of job training and job opportunities.
health pavilion
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THIRD FLOOR PLAN NURSE TRAINING
GROUND FLOOR PLAN CONSULTATION ROOMS
EXPO 2020
SECOND FLOOR PLAN SENIOR CENTER
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Modular Construction for a Market
This site used to be a parking lot and recently opened as the new Public Hotel. The reason for locating the hotel here was because the housing project to the south needed to continue their section 8 allowances and therefore sold their air-rights and communal garden space to the developers of the hotel. We propose to instead build a market and workshop space using stackable modules that can rise to become the hotel once the expo is over. The public circulates along the street-facing edge of the building, winding their way through various vendor spaces. Behind the vendors, workshop spaces are able to host immigrants and their craft production. The modules rise in a carved-out pyramid, allowing space below to be given back to the adjacent apartment house population.
CROSS SECTION SHOWING MARKET ACTIVITY AND OPEN-AIR THEATER BELOW
craft pavilion
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FLOOR PLAN SHOWING MEANDERING MARKET AND WORKSHOP SPACES BEHIND
MODULE IS ABLE TO MULTIPLY AND STACK
EXPO 2020
ANGLED SUPPORTS CREATE A MODULE
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Increasing Density and Amenities
Although it is impossible to house all new immigrants within the periphery of the expo, we felt this was a program we could not ignore as housing and social structures are essential aspects of any culture. We chose this site because it is currently four-story NYCHA housing and we felt an overhead addition would be least invasive. The new structure includes new circulation cores at both ends of the curve and creates a garden on the roof for all residents to enjoy. In addition, we chose to convert an existing parking lot into a playground, in an effort to add to the community and replace the playground that used to exist there. The playground surface will rise to reveal an office that will help immigrants search for permanent housing. During the expo, the playground and office space can be used as a daycare for children visiting the exhibitions, a place to rest and relax for families. The addition to the housing complex will provide exhibition spaces that will focus on traditional forms of housing as well as addressing the housing shortage.
SECTION B
housing pavilion
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EXPO 2020
A. DAYCARE/PLAYGROUND. GROUND FLOOR PLAN B. HOUSING AND AMENITY SPACE. FIFTH FLOOR PLAN
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pavilion models
EXPO 2020
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HOUSING CONSTELLATION
with Carsten Rodin
Owning and Sharing
We were interested in finding a way to mobilize the potential of the sharing economy for activating the site through a distributed and flexible network of uses - but without the dis-integration of the neighborhood’s long-term social fabric that would typically result. Our project deploys a strategy of infrastructure & infill, correspondent with the permanent and the temporary, to ensure the flexibility needed for the sharing economy as well as the rigidity needed to preserve long-term stability when desired. This duality of infrastructure and infill operates at the scale of the neighborhood, site, building, and unit, at each scale mediating between flexibility and stability. Our project is also structured around a hierarchy of privacy or ‘privacy gradient’ from the most public (at major street intersections and the riverfront) to the most private (at the individual bedroom), with deliberate placement of increasingly intimate gathering spaces along the way.
Scales of Design
At the neighborhood scale, the grid of major and minor streets, freeway, railway tracks, subway stations, and river edge make up an infrastructural network that anticipates infill with future housing development. The privacy gradient flows from public centers at the subway station and riverfront into the vicinity of the site. At the site scale, we propose two additional street-level pedestrian streets at the north edge and a boardwalk-style park along the metro north tracks to complete the street-grid-as-infrastructure. The building volumes act as infill along this framework. The privacy gradient flows from primary entry points at grand concourse and e 144th street, around the completed street grid as public space, into more private courtyards. At the building scale, we introduce a new infrastructural sys-
Galia Solomonoff, critic CORE III | fall 2016
tem - a central wall within the building volume that acts as the primary structure and contains mechanical cores. This and the floor plates create a framework that is infilled with workshop spaces at the two ground levels and residential space above. The privacy gradient flows around and in some cases across this barrier, again from the public street space, into the courtyard, up into the circulation cores which run vertically against the structural wall, and into the units. Finally, at the unit scale, a main entrance at the side from the circulation core leads into a courtyard-facing ‘living’ area, which is separated from a rear private area for bedrooms and bathrooms by the structural wall. The privacy gradient flows from the circulation core as quasi-public space, into the front-facing living room, into the private zone on the other side of the wall. At the unit level, the circulation and mechanical cores, the structural wall, facades, and outer unit walls are treated as infrastructure, with all other interior partitions treated as infill. In this way, the units are planned as reconfigurable - the number of bedrooms, degree of openness in the living space, and the flow and layout of kitchen and bath spaces can all be changed as needed. Overall unit volumes exist in one, two, three, four and six bedroom versions.
Unit Typology
Units are offered in two configurations, distributed randomly over the length of the massing. Both unit types share the same structure, as public spaces are placed on the courtyard side of the structural wall, while private bedrooms are placed toward the city street. Units are entered from the public side, where residents share living spaces and a kitchen. In order to enter the private section of the unit, residents must pass through the structural wall.
NEIGHBORHOOD
SITE
BUILDING
UNIT
HOUSING CONSTELLATION
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initial site study
GRAND CONCOURSE + E 144TH STREET
HOUSING CONSTELLATION
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massing studies
CASE STUDY: HABITAT ‘67 MOSHE SAFDIE
HOUSING CONSTELLATION
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ground floor plan and cross section
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PEDESTRIAN STREET
WALTON AVE.
VENDOR SPACE/ CAFE SEATING
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HOUSING CONSTELLATION
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PEDESTRIAN STREET BOARDWALK PARK
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the center block
HOUSING CONSTELLATION
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unit matrix
FAMILY
L2
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Unit Typology - Two Types
L1
ELEV.
INDIVIDUAL COLLECTIVE
HOUSING CONSTELLATION
L2
Units are offered in two initial configurations, one as a ready-to rent micro-unit configuration, where multiple private bed/bath cells are accessed through separate entrances in the structural wall but share a common living space, kitchen, and exit to the circulation core. This configuration is intended for short-term rental occupancy by migrant workers, students, and young professionals. In the overall unit mix, this configuration takes the place of traditional studio apartments or micro-units because we felt that such small apartments were too inflexible for the surrounding population. A second configuration, with only a minimal level of subdivision, is offered as a rent-to-own co-op unit to residents planning for long-term occupancy. Here the reconfigurable nature of the unit allows for a range of use patterns over the length of the tenancy, as family units grow and shrink and spatial needs change, occupants can change partition layouts to suit their needs.
INDIVIDUAL COLLECTIVE
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individual-collective unit
SECTION
BEDROOM 4
BEDROOM 3
LEVEL 1
BEDROOM 2 STREET SIDE
COURT-YARD SIDE
LEVEL 2
BEDROOM 1
HOUSING CONSTELLATION
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DONUTS AND DISTRACTIONS
Laura Kurgan and Jochen Hartmann, critics ADV V | fall 2017
Distraction Dimensions
This studio sought to intersect architecture with neuroscience, concentrated on learning and memory. We were able to meet with neuroscientists the Jerome L. Greene center and listen to their work and its relationship to spatial based memory. We were initially asked to chose a type of memory and study the dimensions of it.
Bronx Studies
I began by studying distraction in public spaces such as coffee shops. I needed to focus my studies so I chose to study coffee shops and other public spaces in the Bronx, becuase I thought there might be a potential relationship between low household internet access (according to the census) and wifi in coffee shops. Instead, I discovered that the Bronx is litered with Dunkin’ Donuts, all of which have free wi-fi but seem intentionally designed to discourage long-term stays. I spent the beginning of the semester visiting all 20 Dunkin’ Donuts locations in the South Bronx and documenting their characteristics in order to understand what type of intervention I was able to undertake.
Teenager Studies
I also realized that I needed to focus my research on a specific segment of the population, in order to understand the type of learning they are attempting to engage in. There is a plethora of after-school programs for young students, yet the after-school support structure is disjointed and sparse for teenagers in the Bronx. I chose to study adolescents in-depth, including the contemporary neuroscienec discourse as well as the social sciences that exist regarding teenage behaviors. A lot of my research was based on Danah Boyd’s book, It’s Complicated - an indepth study of teenager behavior through hundred of interviews and careful observation. The book respects teenagers and is
an effort to help adults understand their behavior outside of the context of obsession, rebellion, etc. Based on this research, I chose five themes to focus my design on: two neuroscience themes of risk/reward and the reading of emotions. I also chose three social science themes that I believe are critical to teenager’s development: information networks, informal public space, and digital naive.
Implementation
The working assumption for this project is that the Bronx coalition has been fighting to get more local investment from the many franchises that exist in the neighborhood. This has led Dunkin’ Donuts to embark on a public-private partnership, where the coffee shop hosts teenager programs in the off-peak hours of 3pm-6pm. In exchange, Dunkin’ Donuts is able to profit from a new client base and its employees are able to engage in a new career trajectory of education, if interested. My design itself is a kit-of-parts, that can be brought to any location and assembled in a variety of ways. Each piece is meant to participate in select programs - some are more versatile while others are more specific. Regardless, the pieces are to be brought into the wide variety of Dunkin’ Donuts locations and are able to engage teenagers in a radically new way from the existing condition. The programs correlate with the five themes: In order to respond to an inability to read emotions, an emotional planetarium is created to engage students in a conversation of emotions. In order to surpass existing information networks that block students’ access to vital information such as college admissions, a tutorial center is created. In order to build on teen risk-taking tendencies, a makerspace is created to allow them room for risk and reward. Also are included an informal art space and a technology lab to fight naivette.
DONUTS AND DISTRACTIONS
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42 Starbucks
distraction heat maps Dunkin’ Donuts
Melrose Library
owners’ survey
surveillance
signage
noise
lighting
comfort
moveability
wi-fi
layout Starbucks Dunkin’ Donuts
DONUTS AND DISTRACTIONS
movement
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Melrose Library
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NEUROSCIENCE
Research has shown that while adolescents have a less developed pre-frontal cortex, their limbic system is fully functional. The pre-frontal is responsible for logic and the abillity to think through theoretical actions, while the limbic system is in charge of impulses and is rewarded from risk. The combination in teens results in two interesting conditions. With regard to risk taking, adolescents are more likely to take risks because their pre-frontal cortex isn’t fully able to think through the repercusions of these risks, while their limbic system is in full support of the risk-reward that it will receive. In addition, teenagers rely on their limbic systems to read emotions, which results in more impulsive and incorrect readings (think: “my class-mate HATES me, she gave me a mean look�).
core themes
45
Initial research brought me many articles along the lines of doomsday articles regarding teens and their “addiction” to technology. However, Danah Boyd had a different opinion, based on endless hours spent interviewing American teenagers and observing their behavior. Her book, It’s Comlicated, led me to three themes. One: informational literacy is not about structural access but also about knowing where to look and how to interpret. Therefore, teens live in a world of networked knowledge and it is difficult to break out of a technologically illiterate network without a break in their communication chanels. Second, there is a misleading belief that because teens use technology, they must know how technology works. This is a dangerous assumption: adolescents are more digitally naive than native. Third: There exist policy-driven restrictions on public spaces, such as curfews and loitering laws, which
have caused teens to lose access to much needed informal social space. This is a reason many of them resort to social media: not because they don’t appreciate socializing, but because they are unable to find gathering space.
DONUTS AND DISTRACTIONS
SOCIAL SCIENCE
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movie reel: Dunkin’ Donuts Transformed
existing D’D’
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exit existing furniture cont’d
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storage moves into place
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enter teenagers
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exit existing furniture
enter adjustable seats
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enter display board
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seats move into place
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teenagers enter bldg
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exit existing furniture cont’d
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enter storage hooks
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enter electronic storage
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enter projector tables
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tables and stools move into place
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fin
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DONUTS AND DISTRACTIONS
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site map and existing floor plans
risk-reward emotional distraction P2 - planetarium
P1 - makerspace
P3 - tutorial hall
info. networks
digitally naive P4 - art studio
informal public
P5 - technology lab
no. 1 small, dark, quiet
no. 2 large and quiet
no. 4 sm., bright, med noise
no. 5 small, dark, quiet
no. 7 dark, loud
no. 8 sm., bright, med noise
no. 9 small, dark, quiet
no. 11 large and quiet
no. 12 small, dark, quiet
no. 14 avg. noise, mvmt
no. 15 avg. noise, mvmt
no. 16 dark, loud
no. 17 sm., bright, med noise
no. 18 dark, loud
no. 21 avg. noise, mvmt
no. 22 dark, loud
no. 23 anomaly
no. 24 small, dark, quiet
no. 25 anomaly
no. 26 avg. noise, mvmt
DONUTS AND DISTRACTIONS
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kit of parts
A-1. bench with storage Used in: P1, P3, P5
A-2. adjustable stool Used in: P1, P3, P4, P5
A-3. private nest seat Used in: P2
A-4. digital station bench Used in: P5
B-1. extendable table Used in: P3
B-2. table with storage Used in: P4
B-3. table-mounted projector Used in: P5
B-4. task lighting Used in: P3
C-1. wall-mounted art easel Used in: P4
C-2. wall-mounted coat and headphone storage Used in: P1, P2, P3, P4, P5
C-3. information wall Used in: P1, P2, P3, P4, P5
D-1. wall-mounted fluorescent light shades Used in: P4, P5
D-2. wall-mounted window shade Used in: P2, P5
E-1. ceiling-mounted projector Used in: P5
E-2. collapsible room-partition/ projector screen Used in: P5
E-3. inflatable communication portal Used in: P1, P2, P3, P4, P5
F-1. product display/group storage Used in: P1
F-2. wall-mounted electronic storage Used in: P3, P4, P5
F-3. wall-mounted rotating individual storage Used in: P3, P4, P5
G-1. wall-mounted green-screen/projector-screen Used in: P2
G-2. inflatable lounge seating Used in: P2
DONUTS AND DISTRACTIONS
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kit of parts, implemented
Emotional Planetarium Teens are able to gather and relax below a digital display of lights and sound that they created. This allows a space for moderated emotional processing.
Tutorial Hall Teens who are paid to be tutors interact with others, possibly from different networks, breaking the chain of knowledge networks that impact how they learn.
Maker-space A combination of design and production tools are available for teenagers to use. Once they produce an object, they are able to market and display their work during peak traffic at Dunkin’ Donuts. Risk and reward are delicately balanced as they learn to navigate a market economy.
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Technology Lab Many moveable furniture pieces make up the technology lab, as students learn to navigate the internet through tutorials and guided activities. The space allows for collaboration and an exchange of knowledge, while also allowing teenagers to explore and understand their digital realities.
DONUTS AND DISTRACTIONS
Art Space An informal public space for adolescents to gather after school and create work, either related to school or of their own impetus. This is the least programmed space as the space begs for the least amount of adult supervision.
THANK YOU!