Arizona State University | Fall 2021 ADE 521 Advanced Architectural Studio I
ARCHITECTURE OF RENEWAL INSTRUCTOR:
Elizabeth McLean
STUDENT TEAMS:
Nilo Exar | Mia Hammerstrom | Mathew Varghese John | Solana Pearson Sheifali Bansal | Lylaine Flores | Goran Rajesh Ojha Radhika Uday Dhande | Brady Hettinger | Austin Lind | Helen Ross Nicholas Kalas-Hernandez | Clara Riess | Jake Rosenberger Miguel Ceniseros | Niharika Kuruvada | Priyanka Nakkella | Purva Pansuriya
Th e E x pa n s i o n G a m e Focus and Structure Of The Course
This studio focuses on architectural expansions as a ‘game’ with a set of rules that allow improvements and innovation. The goal is to learn from previous buildings through new expansions and programs, giving them a second life with a sustainable and bioclimatic approach. The course has four modules:
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RESEARCH: Make contextual approaches to the overall topic (history, urbanism, technologies, geometries, materials, programs, author’s biography, etc.). RECONSTRUCTION: Reconstruct all plans and relevant information on the existing building.
EXPANSION: Propose a new expansion or renovation with a new program. IMPROVEMENT: Create architectural improvements to the previous constructions.
Architecture Of Renewal Purpose of Proposed Expansions
This studio moves around the following question: What kind of architecture will be necessary to support higher education in the 21st century? When studying a group of unique academic buildings on selected college campuses across the eastern United States, we review the various constraints that were faced during the surge of construction in the post-WWII era to support rapid increase in academic enrollment and space. The goal is to propose expansions, modifications, and new educational and public architecture to philosophically and physically reinvent highereducation to support the 21st century learning landscape. 2
Case Studies Buildings of Focus for the Course
Ferry House Cooperative Dormitory | Vassar College ARCHITECT: Marcel Breuer YEAR BUILT: 1951 LOCATION: Poughkeepsie, New York STUDENT TEAM: Exar, Hammerstrom, John, Pearson
Burlington Nuclear Laboratories | North Carolina State University ARCHITECT: G. Milton Small, Jr. YEAR BUILT: 1953 LOCATION: Raleigh, North Carolina STUDENT TEAM: Bansal, Flores, Ojha
Boiler Plant | Illinois Institute Of Technology ARCHITECT: Mies Van der Rohe YEAR BUILT: 1950 LOCATION: Chicago, Illinois STUDENT TEAM: Dhande, Hettinger, Lind, Ross
Meredith Hall | Drake University ARCHITECT: Mies Van der Rohe YEAR BUILT: 1965 LOCATION: Des Moines, Iowa STUDENT TEAM: Kalas-Hernandez, Riess, Rosenberger
Art Gallery | Yale University ARCHITECT: Louis Kahn YEAR BUILT: 1953 LOCATION: New Haven, Connecticut STUDENT TEAM: Ceniseros, Kuruvada, Nakkella, Pansuriya
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Vassar College Cooperative Dormitory
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Va s s a r C o l l e g e
Narrative- F e r r y
House
Breuer | 1951 | Poughkeepsie, NY
Marcel Breuer’s Ferry House was constructed in 1951 on the Vassar College campus in Poughkeepsie, New York. This cooperative dormitory is home to twenty-four students, who receive tuition stipends for working within the house, by cooking, cleaning, and running the operations. Breuer designed this space with collaboration in mind and intended for the building to become a fishbowl, where passersby could look in and view the cooperative nature firsthand. However, we felt that the original building was not reaching the cooperation potential that it could. We wanted to expand on Breuer’s idea of a fishbowl and allow for the rest of the Vassar community to become a part of this unique experience.
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5th Year, Masters of Architecture Three Plus Program Physical Models, Video Editing and Narration, Rendered Sections, Elevations, Floor Plans and Site Plan, Wall Section, Solar Detail, Contextual Forces, Book Editor
Nilo Exar 5th Year, Masters of Architecture Two Year program Digital Model, Rendered and Photoshopped Images, Rendered Wall Section, Contextual Forces
Solana Pearson
Physical Model, Line Drawings of Sections, Elevations, and Floor Plans, Site Plan, Collage
M at h e w Va r g h e s e J o h n 5th Year, Masters of Architecture Two Year program Sketches, Model, Garden Design, Photoshopped Images, Climatic Contextual Force
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Ferry House
5th Year, Masters of Architecture Two Year program
The Students-
Mia Hammerstrom
Contextual Forces Research on the forces that influenced the Design of the preexisting building
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Foot Paths Enrollment Retention Traffic Patterns Flood Water Inundation Map Climate Consideration
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Breuer | 1951 | Poughkeepsie, NY
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Existing Building
Cross Section
12 Longitudinal 10 1:10
1:18
Breuer | 1951 | Poughkeepsie, NY
East Elevation
East Elevation
East
1:50
South
1:19
1”= 80’
0’
5’
15’
30’
West 1:50
North 1:19
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Floor Plans
-Existing
Va s s a r C o l l e g e
First Floor
1:12
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Breuer | 1951 | Poughkeepsie, NY
Second Floor 1:26
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Floor Plans
- Th e A d d i t i o n s
Va s s a r C o l l e g e
First Floor
1:10
First Floor
1:10
The original design was not accessible, as there was only a staircase to reach the second floor, and we wanted to ensure that we were meeting the Design for Equitable Communities criteria. We have changed this building to ensure it is ADA compliant, and provided an elevator for second floor access. We have kept the second floor of the floor plan relatively open, to account for Design for Change. The space can easily be adapted to meet future needs of the house.
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Breuer | 1951 | Poughkeepsie, NY
Site Plan
1:43
The site plan shows the communal areas present on the first floor, has the private residential areas greyed out on the second, and shows the back garden space for gathering and produce growth. Together, these spaces come together to link the Ferry House residents with the rest of the Vassar community, thus meeting the Design for Integration criteria. 15
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Va s s a r C o l l e g e
Cross section highlighting the rooftop solar panels, patio garden space, and the communal area on the first floor
Longitudinal Section 1:10
Breuer | 1951 | Poughkeepsie, NY We would like to keep as much of the original white brick as possible within our expansion; however, for any additional brick needed, we will use WasteBasedBricks, which provide no carbon emissions and are composed of recycled materials. This promotes the Design for Resources criteria throughout the building.
South Elevation
1:43
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Va s s a r C o l l e g e
Cross section highlighting the rooftop solar panels, patio garden space, and the communal area on the first floor
Wesr Elevation
Cross Section
1:6
1:21
Breuer | 1951 | Poughkeepsie, NY
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Design Excellence
Va s s a r C o l l e g e
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Breuer | 1951 | Poughkeepsie, NY
The rain garden located in the back garden space promotes both the Design for Water and the Design for Ecosystems criteria. Rain water is collected from the roof, while grey water is further recycled in this space and used for irrigation within the garden. The rain garden is filled with many plants that are native to the New York region, promoting the ecosystem of the surrounding area. Students can grow their own produce, year-round, on site within the greenhouse and external gardening beds, and can sell any additional produce for profit within the Vassar community. This promotes both the Design for Well-Being and Design for Economy.
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Wall Detail
Solar Detail Breuer | 1951 | Poughkeepsie, NY This wall section shows the communal area beneath the second floor, along with the details regarding the solar panels place throughout the roof. The solar panels incorporate a Design for Energy within the design, as the building can now be self-sufficient.
Solar Panel Detail
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The Collage
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Framework For Design Excellence
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The framework for Design Excellence can be expressed as a set of questions to ask one’s self throughout the design process
Design For Integration
What’s the big idea behind this project? What is its purpose? How do its separate pieces fit together into a coherent whole?
Design For Equitable Community
Who gets to use this building and how does it benefit its users and the community? How has the community been engaged to shape the design? Who is invited in, who is excluded? How does its location and design promote equitable access to its benefits, strengthen its community, and reinforce means of transportation that support health and reduce emissions?
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Design For Ecosystems
How does this project benefit the earth? How does it impact the living systems around it?
Design For Water
How does this project work with and delight in water, and how does it use water wisely?
Design For Economy
How do you provide abundance with an economy of means?
Design For Energy
How does the design work with, rather than fight, local climate to provide a comfortable place for people with the least energy use and carbon emissions?
Design For Well-Being
How does the design promote the health of those who spend time in it?
Design For Resources
Why did you select the materials you did? Where do they come from, what’s their impact (including the pollution and carbon impact of their manufacture), and where will they go after the building is gone?
Design For Change
Why did you select the materials you did? Where do they come from, what’s their impact (including the pollution and carbon impact of their manufacture), and where will they go after the building is gone?
Design For Discovery How does your design allow the building to learn from its users, and allow its users to learn from the building? What lessons have you learned from the project? Where have you failed, fallen short? What will you carry forward?
Acknowledgements We would like to thank each of the following professionals for volunteering their time and energy for our reviews throughout the duration of the semester:
Robert Cannavino, RA Johanna Collins, RA Kyle Fiano Mikayla Krager, Associate AIA Andrew Marriott, AIA, NCARB Carrie Perrone, AIA, LEED AP Eduardo Robles Whitney Warman, AIA, NCARB We appreciate the many suggestions that were made and realize that you have each contributed to our final designs in one way or another. We would also like to thank the staff at The Design School, including the employees running the design labs, printing services, cafe, cleaning protocols, and the library, for bearing with us and assisting us throughout this semester. Finally, we would like to thank our professor, Elizabeth McLean, for providing countless desk crits, professionals within the community for reviews, an organized framework for the course that kept us all on track, and being there to assist us in the day-to-day operations of the studio.
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- Fall 2021 ADE 521 Classmates
Arizona State University | Fall 2021 ADE 521 Advanced Architectural Studio I