Design Portfolio_mpruettsmith

865.323.5384

mpruettsmith.com

pruett.smith.m@gmail.com

M.ARCH + B.S.INTERIOR

M. PRUETT SMITH

DESIGN PORTFOLIO

My passion lies within the realm of cross disciplinary design, creating links between interiors and the much larger architectural scale. I am fascinated by the work moving between these fields, particularly how an overall architectural understanding can influence and direct the human environment relationship in design decisions.

Many of my design projects have been developed based on the study of cultures and phenomena. I believe that this type of learning experience has shaped my work by encouraging research based design and creative exploration. It has also directed my learning to a realm of discovery within a technologically advanced community.

I believe that serving others holds weight, not only in leadership positions, but also in our everyday practice, including design. The closeness of the design profession to the lives of those who work and live within our creations allows us, as designers, to curate experience, stimulate conversation, and encourage innovation.

a b o u t

865.323.5384

mpruettsmith.com

pruett.smith.m@gmail.com

University of Tennessee, Knoxville

M. PRUETT SMITH

College of Architecture and Design MASTERS OF ARCHITECTURE May 2019 | Summa Cum Laude University of Tennessee, Knoxville

College of Architecture and Design BACHELOR OF SCIENCE IN INTERIOR DESIGN May 2017 | Summa Cum Laude University of Arkansas

STUDY ABROAD 2016 | Rome, Italy

2016-2017

2017

2017-present

2018

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UNIVERSITY OF TENNESSEE Research Assistant

UNIVERSITY OF TENNESSEE Teaching Assistant

GENSLER Professional Intern

UNIVERSITY OF TENNESSEE Graduate Teaching Assistant

PANAMERICAN CONSULTANTS Freelance Designer

Knoxville, TN

Knoxville, TN

San Francisco, CA

Knoxville, TN

Tuscaloosa, AL

EXHIBIT

SCHOLARSHIP

2016-2018

2017 [undergraduate]

DEAN’S IMAGE SELECTION

Tau Sigma Delta Bronze Medal

University of Tennessee

Faculty Design Award

College of Architecture Administration Offices

2017 [undergraduate] 2017 | 10,000

January 2016

“MODULAR + ALTERATIONS” Downtown Gallery

J. Wallace and Katie Dean Graduate Fellowship

2017 | 10,000

University of Tennessee

Tennessee Fellowship for Graduate Excellence

December 2016

2017

“INTERIORS”

partnership with

Governor’s Chair Studio

Downtown Gallery

SOM + Oak Ridge National Laboratory

University of Tennessee

2018

BarberMcMurry Studio partnership with

Kieran Timberlake

MPRUETTSMITH.COM | 865.323.5384 PRUETT.SMITH.M@GMAIL.COM

2015-2016

865.323.5384

mpruettsmith.com

pruett.smith.m@gmail.com m.pruett.smith@gmail.com

RESEARCH ASSISTANT 2015-2016

Research Assistant to Liz Teston [UTK] conducted in person interviews and developed transcriptions of Knoxville’s oral histories. Teston’s research includes the politics of design, and the impact of memory and cultural identity on everyday design contexts.

Knoxville’s oral histories can be found at http://knoxhistories.org/

TEACHING ASSISTANT UNDERGRADUATE 2016-2017 [representation I, II]

Teaching Assistant to David Fox + Mark Stanley [UTK] | representation I, II | year 1 drawing and representation as visual thinking and communication method first year design thinking facilitator.

[representation IV + BIM]

Teaching Assistant to Bud Archer [UTK] | representation IV + BIM | years 3 + 4 how to harness the capabilities of Building Information Modeling in both Revit and other analytical computer programs.

GRADUATE 2017-2019 [history + theory I]

Teaching Assistant to Gregor Kalas [UTK] | history + theory I | year 2 introduction of architecture + ideas in major world cultures from prehistoric era to about 1500 AD, emphasizing the importance of form in both building + community.

[representation III]

Teaching Assistant to Mark Stanley [UTK] | representation III | year 2 exploration of basic computer-aided design programs in the representation of three dimensions emphasis is placed on learning how the computer can assist in the design process through representation, visualization, and analysis.

[visual design theory]

Teaching Assistant to Brian Ambroziak [UTK] | visual design theory | year 1 principles of visual design, addressing form and space exploration of visual ideas through analysis + introduction of architectural terminology and vocabulary.

PROFESSIONAL INTERN summer 2017

FREELANCE DESIGNER 2018

Professional Intern at Gensler [San Francisco, CA] internship [under Barry Bourbon as part of the San Francisco Lifestyle 2 Studio] focusing mainly on retail and hospitality | project involvement included experience within architecture, interiors, graphic/industrial design, planning and consulting.

Freelance Designer for Panamerican Consultants, Inc. [Knoxville, TN] Using text and historic images provided by Panamerican, graphic works were completed including several wall panel exhibits, a book titled The History of Fort Bragg Schools, 1921-2018, a 15 minute video on the history of the schools and the 1951 desegregation of the Fort Bragg School System, and an illustrated curriculum booklet for fourth grade classrooms at Fort Bragg. These projects were contracted by Panamerican Consultants, Inc. (Tuscaloosa, AL). Each piece is part of an overall contract providing several components for a history exhibit installed at the Deputy Superintendent’s Office (DSO), Department of Defense Educational Activity-Americas, Mid-Atlantic Region located at Fort Bragg Military Reservation, NC as well as the educational efforts to enhance and enrich the students experience of the Fort Bragg School System in terms of history and heritage.

water + air FALL 2016

shadow shaping SPRING 2015

cataloging histories 2018

seminar_research 2016-2018

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fabrication 2015-2017

nebulous blur FALL 2017

wildwood farm spring 2018

lowland edges fall 2018

graphics 2015-2018

night[lab] SPRING 2016

C O N T E N T S

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WATER + AIR

FALL 2016

B.S. INTERIOR

water & air

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νερό + αέρας FALL 2016

This flying, international hotel is meant to be a representation of the geography and culture of Santorini, Greece. Visitors will fly in the airship to their Santorini destination and land on the water, creating a new flow of entry and exit that immerses guests into the essence of Santorini: the ocean. Stationed halfway between the capitol city of Fira and the renowned hot springs at Nea Kameni, the hotel amenities are centered on well-being and island adventure.

Fira, Santorini

Nea Kameni

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water + air

The airship design is based in the main cabin located on the underbelly of the airship.

This design proposes all potential space including two floors with openings in the floor plate. The destination of the ship is between the main island of Santorini and its capital, Fira, and the volcano named Nea Kameni to the west.

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The first half of this project focuses on the design of the main airship cabin while the second half of the project tries to reinvent the hotel room experience, moving from a very large scale understanding of spatial adjacencies to the minute details of lightweight construction required for 20 individual rooms.

The program of the ship includes the introduction [entry], the oasis, [pool] the dwellings [private rooms], the immersive eatery [restaurant], and the retreat [spa]. Each element has distinct features and connections to other programmatic areas.

upper floor

lower floor

water + air

Each space has been carefully designed to be lightweight construction, drawing techniques from airplane construction. The plastic walls and stretch ceilings along with conscious construction of the interior components create a space that performs like an airplane, but does not feel like one.

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Each of the private rooms along the oasis were designed to be sculptural gardens of light, reinventing the hotel room experience through thoughtful design. Each element of the room is a lit island within the space. The views into and out of the room can be controlled by the hotel guest through remote, turning opaque, translucent, and tinted according to their needs.

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SHADOW SHAPING

SPRING 2015

B.S. INTERIOR

shadow shaping

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shadow shaping spring 2016 By using screening systems, skylights and varying transparencies, the project questions the use of traditional wall construction and space making. Shadows create space in this project, allowing the glass structure to seemingly change throughout the day, month, and year. The project is dynamic and functional, using the systems in place to direct traffic, program, and spatial understanding.

entry sequence hand sketch

library system hand sketch

entry sequence hand sketch

section d-d

shadow shaping

Recessed Lighting

Entry chandelier Illuminated Coffee Table

Side Table Lamps Bedroom Pendants

Inset Lighting in Screen Dining Room Pendant

Bathroom Sconce Directional Recessed Light

Reflected Ceiling Plan

1/8�=1’

Because this project is based on properties of shadow and light, all of the lighting, materials, and furniture were chosen to represent that. The lights in this project, along with the fiurniture and materials, display shadows either through high contrast or through creating shadow on themselves. The placement of lights was also key for creating shadows along walls, and to continue creating shadow even after the sun has set.

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Dining

Master Bedroom Perspective

Guest Bedroom

Guest Bedroom

Library/ Office

Guest Bath

Kitchen

Living

Program Diagram

Plan 1/4�=1’

Master Bath

Dining

Entry

Master Bedroom

Circulation Diagram

Concept Diagram

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FABRICATION

2014 - 2017

B.S. INTERIOR

fabrication

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nuanced connections spring 2015

| pruett Smith

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Alexis Jolley

This project was created as a precursor to shadow shaping in order to understand patterns and reinterpretation of systems and processes. Based on traditional arabesque patterns, this fabricated installation began as individual work, morphed into a compilation of four individual panels. After reconfiguring connections between the four panels in groups of two, each team selected a portion of the panels to fabricate. This panel was created through CNC routing large Plexiglas sheets and using capillary action adhesive.

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fabrication

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transcending projection FALL 2016

| Pruett Smith, Tanya Granados,

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Kristia Bravo

This fabricated lighting system incorporates the phenomenon of caustic light. This layer of material is only apparent when activated by light. The shifting form of shadow and caustics demarks a space of rapid speeds and fosters creativity. The initial, individual design was reconfigured by a team of students and fabricated. The fabricated installation was displayed in the University of Tennessee’s Downtown Gallery exhibit ‘Modular + Alterations’ in Knoxville, Tennessee in January 2016.

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installation downtown knoxville

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fabrication

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AMPD SPRING 2017 This group project was created during a Governor’s Chair Studio partnered with Skidmore, Owings, & Merrill + the Oak Ridge National Laboratory to construct a 3D-printed project for Local Motors. The fixturing for the Local Motors showroom was meant to promote the potentials of the Big Additive Manufacturing printer (BAM), designed by Oak Ridge National Laboratory.

The studio completed designs for both reception and retail, fully printed and prototyped.

Scaled prototypes were printed on small ABS printers and full scale prints on the BAM at the Local Motors headquarters. After the course was completed, the work was continued by Kristia Bravo, implementing and working with the full design until completely modified for the larger scale printer. It now exists as a fully printed work in the Local Motors headquarters in Knoxville, TN.

GOVERNOR'S CHAIR ENERGY + URBANISM THE UNIVERSITY OF TENNESSEE OAK RIDGE NATIONAL LABORATORY SKIDMORE, OWINGS & MERRILL LLP

GOVERNOR'S CHAIR ENERGY + URBANISM

tectonic play

THE UNIVERSITY OF TENNESSEE OAK RIDGE NATIONAL LABORATORY SKIDMORE, OWINGS & MERRILL LLP GOVERNOR'S CHAIR ENERGY + URBANISM

hanger_design proposal

THE UNIVERSITY OF TENNESSEE OAK RIDGE NATIONAL LABORATORY SKIDMORE, OWINGS & MERRILL LLP

GOVERNOR'S CHAIR ENERGY + URBANISM

GOVERNOR'S CHAIR ENERGY + URBANISM

THE UNIVERSITY OF TENNESSEE OAK RIDGE NATIONAL LABORATORY SKIDMORE, OWINGS & MERRILL LLP

THE UNIVERSITY OF TENNESSEE OAK RIDGE NATIONAL LABORATORY SKIDMORE, OWINGS & MERRILL LLP

testing | orientation & reconfigurability

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7 1 0 2 L L FA

NEBULOUS BLUR

FALL 2017

M. ARCH

nebulous blur

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nebulous blur fall 2017 This project identifies the new Architecture Institute of Chicago as a cultural landmark and center of progress for Chicago. The 1,000,000 square foot building is located in central Chicago on what is known today as Wolf Point. Nebulous blur provides a framework for conversation around how culture as a formal experience is connected to process and every day life.

With overlapping programs and a distinct aesthetic, the nebulous blur will become a jewel in Chicago.

nebulous blur

As a continuation of the Chicago riverwalk, the cultural spine will connect to the public avenue and loop up into the building, drawing in both visitors to Chicago and locals.

This will enhance the quality of life in the Architecture Institute, providing varied entertainment and a connection to the city at large.

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The development of program is focused into three main parts: 1. culture 2. living 3. making In order to provide a framework for conversation around how cultural experiences are connected to process and everyday life, the living and making aspects of the program are represented as centers of energy. They are separated from the city only by the glass facade, exposing the energy within. Each element bleeds into the next creating an ambiguous distinction between elements.

Contrasting in material as a solid loop is the project’s connective tissue--the cultural spine, The cultural portion of the program is distinct in both form and connection to the other programmatic elements of the project.

RIVER NORTH

WEST LOOP CENTRAL LOOP

Surrounding Chicago Neighborhoods

River North Neighborhood

Site

Riverwalk Extension

EKIN

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nebulous blur

By encircling the living and making portions of the building with a cultural spine, visitors will not only experience the curated galleries of both the main museum, and the architectural school’s exhibitions, their gaze will also be directed into the living and making programmatic areas--putting life and process on display.

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The form of the cultural spine is rigid--still undulating, but carefully calculated. It will grow and shrink in floor height to accommodate different types of gallery space. Views to the exterior will be limited--forcing viewers to fully embrace the exhibits as they move up through the museum to the top level. Mixed within the museum will be strategically placed public amenities, bringing both new and old visitors to the changing exhibits This graphic novel helps visually represent the architectural crossovers that define interior space. On each page of the Graphic Novel, a new character or experience is brought to life. In doing so, it begins to give texture, color, sound, smell, and taste to the project. Each scene has a graphic notation, analyzing the qualities of the particular page. Visual, Auditory, Tactile, Olfactory, and Gustatory systems are rated on a scale of 1-5.

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nebulous blur

visitor 3001345

THE

financial advisor came for a drink and pool with friends after work

PROFESSIONAL

current status: AIC? pool and a concert? im there.

visitor 3001087 cafe barista needed to chill

THE

HIPSTER

current status: i was hanging out here before all these people started flocking to AIC

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practicing professor lecturing on her research at noon

THE

ARCHITECT

current status: note to self–less caffeine next time

visitor 3001240

THE

freelancer came in for some inspiration

ARTIST

current status: NEW EXHIBIT IS UPPP!!

THE

STUDENT

visitor 3001188

THE

high school drama teacher snatched last minute tickets for the big game on fall break

TOURIST

current status: cant believe im actually here!! <3

visitor 3001095

practicing professor lecturing on her research at noon

financial advisor came for a drink and pool with friends after work

current status: AIC? pool and a concert? im there.

THE

THE

ARCHITECT

visitor 3001345

current status: note to self–less caffeine next time visitor 3001087

PROFESSIONAL

cafe barista needed to chill

THE

HIPSTER

current status: i was hanging out here before all these people started flocking to AIC

visitor 3001240

high school drama teacher snatched last minute tickets for the big game on fall break

current status: cant believe im actually here!! <3 visitor 3001092 loan holder class in session

STUDENT

current status: if this prof says ‘juxtaposition’ one more time…

THE

ARTIST

visitor 3001188

current status: NEW EXHIBIT IS UPPP!!

THE

THE

freelancer came in for some inspiration

TOURIST

54 nebulous blur

PRUETT SMITH PROUDLY PRESENTS

NEBULOUS BLUR BROUGHT TO YOU BY THE SUPER BLOCK STUDIO FALL 2017 UNIVERSITY OF TENNESSEE

THEY WERE CREATIVES. THEY WERE THINKERS. THEY WERE ORCHESTRATORS. THE DISCIPLINE BROUGHT THEM TOGETHER TO BE THE FORCE AGAINST monotony.

TO PROTECT THE PEOPLE OF THE WORLD FROM EXTREME WEATHER, BAD HABITS, AND DISMAL LIVES. to shape our world into a better place for us all. we expected good things. they exceeded this.

THEY have BROUGHT THE FUTURE.

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8 1 0 2 G SPRIN

WILDWOOD FARM

SPRING 2018

M. ARCH

wildwood farm

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wildwood farm SPRING 2018

| Pruett Smith

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Beth Brackin

Wildwood Farm is a development in Germantown, Tennessee, just outside of Memphis. The designs for the farm include an equine veterinary hospital and rehabilitation center as well as plans for local engagement with the land and horses, and the potential use of the area as a breeding center for equine study and veterinary development. This project was accomplished as part of an integrations semester, working from the level of master planning all the way to the detail.

part i Design

part i

Design

Wildwood Farm is meant to be a place of novel engagement with surroundings—not only within nature on the farm itself, but also with the bordering development areas. In order to accomplish this, the proposal includes a botanical garden and recreation trails for the front three pastures of the farm. This shaded ‘pasture’ for human leisure will be just as managed as the grassy pastures for the horses. Utilized as both a productive, working landscape and an educational resource, the botanical garden will stay true to definition “holding documented collections of living plants for the purposes of scientific research, conservation, display and education” (Botanic Garden Conservation International).

wildwood farm

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Located within this zone, the Big Barn landmark and the entrance onto the Wildwood property are the main hubs of traffic, both vehicular and pedestrian. The entrance onto the property is a continuous, scenic drive that recognizes the landforms while still designating a path from entry to facilities in a timely manner. While driving towards the facilities on the farm, the visitor experiences framed fragments of nature specific to the speed of the car and will be encouraged to come back to the places they have passed to slow down and enjoy them in other ways. The Big Barn will house educational â&#x20AC;&#x2DC;think tankâ&#x20AC;&#x2122; space as well as boarded horsesâ&#x20AC;&#x201D;engaging those within it by reminding them what the legacy of this farm is. There will also be a farm to table restaurant, utilizing the botanical garden as a resource for locally grown foods and community gatherings.

The Botanical Garden will also be used for the nutrition and breeding facilities on the north side of the property in order to grow the food and plants necessary for these programs.

wildwood farm

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Both the hospital and the rehabilitation center are organized to best frame the views of open pasture and existing landscape. By making the pastures the focus, the green landscape with vast expanse and definitive beauty will convey the continuity and nurturing devotion that is part of the farmâ&#x20AC;&#x2122;s legacy. The incorporation of this pastoral presence will provide therapeutic experience for both people and horses alike, easing tensions and returning them to a place of the pastâ&#x20AC;&#x201D;a green space with the patience of the earth under the shelter of the trees.

Because of the inwardly focused nature of the hospital program, a beacon of glass sits on top of the structure, allowing the users of this building a way to experience a calm and generous view of the landscape that is not possible or is not feasible in other parts of the building.

The rehabilitation center is dedicated to creating relationships between the indoor and outdoor space, blending the two with thoughtful connections between program. Covered areas mix well with conditioned ones, emphasizing the gravitational pull into the pasture that will help the horses to heal and allow them to find balance with nature.

The project is also connected out the southeast corner by a set of steps that lead to a natural pooling site that has been constructed to retain more water than is naturally there so that the pool stays filled and can become an oasis for hospital workers and clients alike. Elevations in landforms and natural drainage patterns create this pool for conversation and peaceful walkingâ&#x20AC;&#x201D;a draw for both neighbors and visitors.

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The material palette of this project is particularly important. In order to maintain an equine aesthetic as well as the aesthetic of Wildwood Farm, we are proposing a palette modernizing what is already existing in structures on the farm while still speaking to the rawness and clarity of certain materials. Wood, concrete, and steel will be the main structural materials used on the project.

Using steel as the main structural element, the project will be able to accomodate spaces of differing heights and spans. Following a structural grid, the steel beams and columns will define space while still maintaining the ‘floor clearing’ and ‘exposed structure’ qualities of the wooden Big Barn. Concrete shear and load bearing walls will support the steel structure where more defined spatial separation is needed.

Along the perimeter, the steel structure will begin to define a largely spaced mullion pattern giving the building large unobstructed views, specifically to the west and north (towards the main pastures and the Big Barn). The eastern and southern walls will be restricted by the concrete system, allowing for a much more specific designation of punches to the outside. This will not only direct views, more specifically, to engage with designated elements of the landscaped areas, but will also limit the exposure of the building to the sun’s harsh rays from the south.

LIGHTING The lighting strategies of this project will create distinct qualities of light within different parts of the program to better differentiate the aspects of the project from each other, as well as celebrate the pastoral landscape of the site through its access to daylight.

The upper floors of both the hospital and rehabilitation center have the most access to daylight. Since these spaces are both viewing galleries and library spaces, it is important to have daylight for both visibility and diffuse lighting for lower floors. Both of these spaces will also light up like glowing boxes in the landscape at night, celebrating the place with artificial light lifted above the ground, floating.

Within the hospital, both natural daylight and artificial light have equal importance.

It is necessary to have extreme control of lighting in the surgery suites and prep room for both accuracy and visibility. This light will be enhanced by the diffuse natural daylight from the viewing galleries above.

Rehabilitation Foundations Plan | 1” = 50’

The stalls will have access to daylight through the window openings that look out onto the landscape, providing fresh air and light to those that need it, and the possibility of closure for those that need extreme control of their environment.

Skylights will provide daylight for specific areas in the hospital, specifically the large corridors through which the horses are led and are lined by offices. These skylights will provide light were it is difficult to reach inside of the building and will improve the experience of passage.

Along the entry side of the hospital, glazing provides views to the constructed landscape as well as daylight for the nurses and exam room areas. This glazing also provides views and lighting for the offices along the north side of the building and the reception and conference room areas.

The south walls of the hospital will be thick massing walls in order to help with heat gain and certain places of privacy. These walls will have large window punches in them for light and distinct views of landscape. The windows will be set back into the wall, creating deep voids in the massing which will provide much needed shadow at this orientation.

Overhangs around the outside of the building will provide shade and places of rest on the exterior of the envelope. These places will encourage people, both clients and staff, to appreciate the landscape and provide spaces for rejuvenation and peaceful thought. Roof overhangs on the second level will provide space to enjoy the sod rooftop and views of the landscape. Overhangs on the ground floor will provide space to engage with that landscape in different ways. Some of these shaded areas will provide circulation and access to the building on the ground floor. These areas will use material patterns to project shadow onto surfaces, creating distinct speeds and spaces along exterior routes.

The rehabilitation center has been designed to use natural light to its greatest advantage. Large openings between interior and exterior celebrate the access to the natural world and its inherent healing qualities. Operable walls will play on the same material patterns of the overhangs in the hospital. These patterns will create distinct experiences in different programmatic areas. Clerestory openings in both the arena and the free walk create distinct lighting conditions with western light. Since the roof of this building acts almost as a pavilion, covering the program within, it creates a shadowed interior with deep recesses that mimics the Big Barn on site. In cooler temperatures, electric infrared heaters will be used, creating a visibly warm glow within the space it is heating.

Artificial light will be used specifically in the community education areas and the exam rooms, places where both visibility and accuracy are necessary to the programmatic requirements. At night, the indoor/outdoor spaces will dimly glow with the light of a front porch, distinct from the landscape, but still a part of it.

Rehabilitation First Floor Structural Framing | 1” = 50’

HVAC The HVAC considerations of this project are founded on the idea that there could be less equipment, lower costs to the owner in the future, and sensitive use of the existing site qualities and parameters. The main HVAC system in both the rehabilitation center and the hospital will be an underground geothermal heat pump system. The loops will be buried under the parking and constructed landscape of the courtyard between the two buildings. The loops will connect to the buildings in heat pump rooms where the air will be heated and cooled and sent out through the building in a VAV reheat system. This will not only give a high level of control over the entire system, but will also provide clean air to all areas of the hospital and rehab center, avoiding disease and infection as well as stale air. Mechanical space has been provided for each heat pump room.

In the hospital, there is also a fan room for even more control of the systems for the surgery zone. This area has extreme control importance and is highly mechanically powered. The surgery rooms must be maintained at highly specific temperatures for different periods of time.

The necropsy hallway and teaching areas must also be specifically controlled and contain two large coolers which also need a high level of power and control. The fan room will give extra power and control in addition to the heat pump system. It will still use the loops from the ground, heating or cooling air to distribute to this zone.

The rehabilitation center has been designed to create relationships between indoor and outdoor space, re-adjusting the horses to their natural habitat and creating communion between horse, building and landscape. Because of this system, the heat pump zones for this building are limited. There are two main conditioned zones for this building (one on the far south end and one on the far north east). Both of these zones are controlled because of their specific programs (community engagement and exam rooms).

Most of the duct systems are exposed and are designed to flow through the buildings in ways which enhance the spaces below them, not only in maintaining air flow but through mimicking movement, introducing a ceiling plane, and providing an industrial and raw aesthetic which converses with the material palette of the project.

In order to better control the rest of the environment, there are passive systems used, specifically, in the rehabilitation building which will maintain better control of the space. Some of these include electric infrared heaters, operable walls and windows, stack ventilation over the hay storage and waste management areas, and Big Ass Fans in the arena.

Both buildings have large flat roofs which will be used as both sod roof and for PV installation. The PV will be used to power as much of the buildings as possible and will provide a powerful combatant against the cost of running such a highly-powered hospital and rehabilitation center.

The isolation facility for the hospital will be run on its own ventilation involving HEPA filters and other contagion controls systems. The ventilation for this portion of the building will be directed towards the open landscape, away from the main hospital building.

Rehabilitation Second Floor Structural Framing | 1” = 50’

Hospital Section B-B | 1/8” = 1’

wildwood farm

DOUBLE HEIGHT SPACE

Double height spaces in the center of the buildings require the ductwork to travel up to the ceiling through a shaft which is located in the storage area of the surgery suite and at the back side of the north bathrooms in the library & gallery space.

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OPERABLE WINDOWS

Operable windows allow for a considerable amount of air flow and permit the expulsion of heat to the North and South.

HVAC DUCTWORK

Ductwork is exposed throughout the buildings.

Specific areas have dropped ceilings of slatted wood in different orientations for a smaller sense of scale within the massive areas of tall ceilings and wide halls. All clinical spaces (surgery, radiology, necropsy) have a suspended gypsum ceiling and an enclosed plenum space for ductwork and electrical for ease of maintenance.

INDOOR//OUTDOOR SPACE

Indoor//outdoor space allows for an intake of fresh air in the second level of the hospital as well as provides relief from the heat rising in winter and harnessing prevailing winds from the south in the summer.

Hospital Section A | North_South

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wildwood farm

wildwood farm

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The material palette of this project is particularly important. In order to maintain an equine aesthetic as well as the aesthetic of Wildwood Farm, we are proposing a palette modernizing what is already existing in structures on the farm while still speaking to the rawness and clarity of certain materials. Wood, concrete, and steel will be the main structural materials used on the project.

Using steel as the main structural element, the project will be able to accommodate spaces of differing heights and spans. Following a structural grid, the steel beams and columns will define space while still maintaining the ‘floor clearing’ and ‘exposed structure’ qualities of the wooden Big Barn. Concrete shear and load bearing walls will support the steel structure where more defined spatial separation is needed. Along the perimeter, the steel structure will begin to define a largely spaced mullion pattern giving the building large unobstructed views, specifically to the west and north (towards the main pastures and the Big Barn). The eastern and southern walls will be restricted by the concrete system, allowing for a much more specific designation of punches to the outside. This will not only direct views, more specifically, to engage with designated elements of the landscaped areas, but will also limit the exposure of the building to the sun’s harsh rays from the south.

Open-web steel joists are used for the longer roof spans in the arena spaces since they are lighter weight than the conventional steel system. They will also give the arena a lofted, airy feel.

The beams and columns follow a grid system--15’ apart east-west and a tartan grid north-south. The longest beam span is 30’ and the shortest is 15’. The grids cross both buildings, lining up the rehabilitation with the hospital providing distinct exterior communication between the two through structural expression.

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8’’ tube steel columns

w16x15 secondary steel beam system

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w12x40 primary steel beam system

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w12x40 primary steel beam system

05 First Floor / Concrete Structure 06 Spread Foundations / Concrete

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LOWLAND EDGES

FALL 2018

M. ARCH

lowland edges

lowland edges fall 2018

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| Pruett Smith, kyra wu,

+

abby finnegan

This proposal explores the agency and resistance of found materials in a historic parcel of the Great Smoky Mountains National Park. It capitalizes on old infrastructures and access, echoing historic use and reviving dialogue with the terrain itself. The legible footprint of industrial impact left on this site is erased and exposed in relationship to the fluctuations in the water table, as controlled by the release of the TVA’s hydroelectric dam.

Operating within this changeable system, an architectural, frame and fill logic of simplified geometries follows the curvature of the land as it bends around the lake. The low, horizontal trailhead sits framed by the water’s edge and the steep hillside. Playing on the logics of interior and exterior, it adopts a language of legible joineries and edges with overlapping spaces.

Mirrored across the water, the site strategy creates a didactic relationship between the extraction landscape and the center for land use history. The extraction strategy is a deliberate, visual cut-fill endeavor. An extended ramping system leads from a low, submerged bridge that sits just below. the lake’s surface and connects the trailhead to the extraction site. The extension creates a sublime and exclusive experience for quiet contemplation through ramp, pit, and planting.

lowland edges

The Lightning Field Water De Maria_1977

Location: West, New Mexico Access: Private; Dia Art Foundation [owner] Features: land art sculpture Area: 1 mile x 1 kilometer Notes: Open 6 months out of the year; advance reservation requires overnight stay in simple accommodation; trip begins with a scheduled meeting place and long drive to the log cabin; sculpture uses 400 stainless steel poles set in individual concrete footings, 1’ diameter / 3’ deep; installed in 220’ spaced grid

Zalige Bridge

NEXT Architects_2016 Location: Nijmegen, Netherlands Access: Public; government Room for the River project Features: urban bridge Area: 201 m2 Notes: First successful flooding was Jan 2018; “a place to experience high water”

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Garden of Cosmic Speculation Charles Jencks_

Location: Potrack House, Scotland Access: Private; 1 day a year opening; purchase entry Features: landscape sculpture garden Area: 30 acres Notes: Limit 1,500 tickets available from Feb 1st; last opening day was Sunday 6 May, 11am-5pm only

Spiral Jetty

Robert Smithson_1970 Location: Rozel Point, Utah Access: Public; Dia Art Foundation [owner] Features: land art sculpture Area: 1,500’ x 15’ counterclockwise spiral Notes: Small parking lot located at overlook; visible only when water level <4195’; located 40 miles beyond the nearest gas station; last 15 miles is gravel road [recommended 4-wheel drive]; no fresh water/bathroom provided

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A major focus of this project involved the development of material assemblies and practices that could use existing materials on site in provocative and innovative ways. This construction mainly consists of pine tree trunks hollowed out by drill bits and threaded with braided kudzu. These are then tied together to construct the triangulated structure.

Each triangulation is then treated according to its designated opacity, either left open, wattled with willow saplings, or both wattled and daubed with processed clay.

To better understand these processes and test their ability to function according to the claims made on the project, material experiments were made and documented [see photos at bottom right]. Particular care was taken in understanding the processing of clay and the boring of logs.

Because the materials used for the construction of the project were meant to be extracted from the landscape, this project developed a extraction and material assembly logistics drawing found on the following page. This drawing indicates both timeline and processing involved in the multi-year construction of the Trailhead. It recognizes extraction processes, construction developments, maintenance regimes, and planting, as well as equipment and material units required.

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This project recognizes the Trailhead as an interior experience, understanding the shifting patterns of the facade and its effects. It develops variable spaces for gathering and teaching as well as creates a link between land and water. Over time, the Trailhead will change, affected by weather and growth. A maintenance regime which allows the Trailhead to be grown over will play out, after a few years cutting back the growth in patterns to make it more apparent that this is a man-made structure and then giving itself back to the Earth again. The pine will weather over time, embedding its history in the charred pine. Pathways will push you forward through the Trailhead, encourage your climb to the Perch and introduce you to the trail towards the Land. Each of these pathways are distinct, yet the all converge at the Trailhead, emphasizing its culmination of all points.

Because of its variable skin conditions, the Trailhead will have variable thermal experiences along the paths. Along the edge of the water, a coolness will relate the visitor to the history of place, the coolest waters along the river in the Great Smoky Mountains.

Working as an aggregate of pine and willow in the water and on land, the Trailhead will create habitats which encourage the growth of particular species and more well-developed wildlife. It will provide the natural habitats for several endangered species in this water and become part of the river bank.

4’ : 6’ : 8’

4’ : 6’ : 8’

3”

3”

braided vines

logs

braided vines

logs

scale 1’ = 1/4”

braided vines

scale 1’ = 1/4”

maximum air flow weather entering interior space most variable thermal change

maximum air flow weather entering interior space most variable thermal change

some air flow some weather entering interior space some thermal change

some air flow some weather entering interior space some thermal change

gradient of thermal comfort

gradient air flow gradient of of thermal comfort

gradient of air flow scale 1’ = 1/4”

scale 1’ = 1/4”

little / no air flow no weather entering interior space least variable thermal change

little / no air flow no weather entering interior space least variable thermal change

logs

intertwined tetrahedrons as structural frame

intertwine tetrahedrons to create structural frame

intertwine tetrahedrons to create structural frame

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lowland edges

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The Perch is a place of looking and understanding the didactic relationship between Trailhead and Land as seen in one view. When the dams are released and the water levels rise, the water will cover the bridge across the river and render it useless to all those without water craft. By providing this Perch that walks up the mountain, visitors will be able to more fully understand the impact of the dam cycles and the industrial history of this place. It also provides them visual access across the water.

The Land is pit, a place of reflection, that commemorates the place of extraction. It engages with the water and develops a new kind of forest along the edge, marking it as part of the river system from the plane of the river. A semi-submerged bridge crosses the water to the Land directly across the historical crossing point of Native Americans who lived here. A forest of pines guards the opposite side of this scar in the landscape, offering new resources and a sublime experience for the future.

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raised rammed earth tetrahedron implementation

extracƟon site

abby nnegan + prueƩ smith + kyra wu

1:50

lowland edges

2018

FORT BRAGG

2018

M. ARCH

cataloging histories

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cataloging histories 2018 The following graphic works were completed during the course of a year-long freelance design consultation with Panamerican Consultants Inc. Using text and historic images provided

by Panamerican, the projects include several wall panel exhibits, a book titled The History of Fort Bragg Schools, 1921-2018, a 15-minute video on the history of the schools + the 1951 desegregation of the Fort Bragg School System, and an illustrated curriculum booklet for fourth grade classrooms at Fort Bragg.

These projects were contracted by Panamerican Consultants, Inc. (Tuscaloosa, AL). Each piece is part of an overall contract providing several components for a history exhibit installed at the Deputy Superintendent’s Office (DSO), Department of Defense Educational Activity-Americas, Mid-Atlantic Region located at Fort Bragg Military Reservation, NC as well as the educational efforts to enhance and enrich the students experience of the Fort Bragg School System in terms of history and heritage.

The first project here, to the right and on the next spread is a wall panel exhibit hanging in the teacher’s training room at the Deputy Superintendent’s Office. An alphabetical list of ‘teaching tools through time’ illustrates past, present, and future teaching skills of the school system.

Historical photographs are distributed throughout the panels, highlighting the particular tool in use at local Fort Bragg schools.

r lab old irwin compute

old irwin jr. high

murray flag raising

h jr. hig irwin

band

cataloging histories

school 1957 old bowley

kitchen

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questions & answers

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DEPARTMENT OF DEFENSE EDUCATION ACTIVIT Y

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â&#x20AC;&#x153;educate, engage and empower each student to succeed in a dynamic worldâ&#x20AC;?

teachers are a constant

cataloging histories

This project is a folding information pamphlet developed for the Deputy Superintendentâ&#x20AC;&#x2122;s Office which is handed out to visitors of Fort Braggâ&#x20AC;&#x2122;s School System. The informational pamphlet includes a map of the surrounding area, brief historical information on the

106

local schools, and documents the schools that have been added to the Register of Historic Places [NPS].

When unfolded, the pamphlet turns into an 11 x 17 historical poster in a timeline format, beginning with the first school at Fort Bragg and ending with the latest addition to the Register.

U.S. Army Photograph, n.d.

U.S. Army Photograph, 1918

Founded in 1918, Camp Bragg opened its first dependents’ school in 1921 in what had originally been a temporary, two-story WWI barracks. Named the

Post Graded School, the barracks turned educational building was located at the intersection of Normandy Drive and Hunt Street. Operating from 1921 to 1941, this school provided for the education of Fort Bragg’s military dependents.

The Main Post School was located on the Throckmorton Library site and served school-age children in grades one through eight of white military personnel stationed at Fort Bragg, while African American dependents attended county schools. It was the first permanent building constructed as a school in 1946. The school desegregated in 1952 and was renamed Riley School in 1955 after the first president of the first Fort Bragg School Board, Commander Philander Riley.

In 1949, a tuition supported

kindergarten and nursery school

opened in several wings of the WWII era Hospital No. 2 that was located off Normandy Drive at the present site of Albritton Middle School.

Fort Bragg Paraglide Photograph, ca. 1982

A year later, the

desegregation and integration, 1951-1952

Spring Area Elementary School

opened to accommodate the increasing numbers of military dependents living on Post. The school consisted of four WWII era buildings in the Spring Lake Area located north of McComb Street.

DODEA Americas Historic Photograph, n.d.

Located on the corner of Knox and Randolph streets,

(Old) Bowley Elementary School

served first and second grade students transferring from the Main Post School. (Old) Bowley School was the first Post school to open as a fully integrated school facility in 1953.

The school was named in honor of General Albert Jesse Bowley who served as Commander at Camp Bragg and Fort Bragg, 1920-1928.

In the fall of 1951, Fort Bragg schools began operating as a fully integrated federal school system and hired its first African American teacher. Integration of Fort Bragg schools preceded other southern federal installations by a year and came three years prior to Brown v. Board of Education. As a result, (Old) Bowley School was the first Post school to open as a fully integrated school facility in 1953.

Butner Elementary School,

opened at 4474 Bastogne Drive in 1959 and supported the families living in the surrounding neighborhoods. The school was named in honor of General Henry H. Butner who commanded Fort Bragg, July 4, 1928 to August 19, 1929.

McNair Elementary School,

was located on Honeycutt Road at the present site of Hampton Primary School and opened for students transferring from the Spring Lake Area School in 1962. It served the dependents in the adjacent neighborhoods. The school was named in honor of General William “Bill the Brute” Sharp McNair who served as Commander of Camp Bragg, October 1919 through February 1920 and April 1920 until August 1920.

Panamerican Consultants Inc, 2012

Pope Elementary School, 1993.

opened at 1144 Armistead Avenue for students transferring from the Spring Lake Area School and living on Pope Air Force Base. The school was named in honor of First Lieutenant Harley Halbert Pope, first commanding officer of the Camp Bragg Flying Field (1918-1919).

Panamerican Consultants Inc, 2012

was built at the intersection of Normandy Drive and Honeycutt Road in 1956 and served the students in the newly constructed adjacent Hammond Hills family housing area. The school was named in honor of General Maxwell Murray who served as Executive Officer and the first Commander of Camp Bragg, 1918-1919.

opened at 206 South Lucas Drive in 1959. The school served the military dependents living in the adjacent Casablanca and Anzio Acres family housing areas. The school was named in honor of General Lucius Roy Holbrook who commanded both Camp Bragg and Fort Bragg, May-July 1919 and 1929-1930.

Authorized by E.O. 9981, Fort Bragg’s school administrator, Mildred Poole, and the school military liaison, Captain F.J. Donoghue, proceeded to plan the 1951-1952 school budget for a non-segregated school system. Fort Bragg’s Commander submitted the budget to the Commissioner of Education on July 9, 1951 and it was approved without contest.

Panamerican Consultants Inc, 2012

Panamerican Consultants Inc, 2012

Panamerican Consultants Inc, 2012

Holbrook Elementary School

Murray Elementary School

Pope Elementary School

Panamerican Consultants Inc, 2012

mid-century modern schools 1951-1965

Seven permanent dependents’ schools were constructed between 1953 and 1965 at Fort Bragg. As the number of families increased on Post, additional schools became a critical necessity. To support the families living in newly constructed housing, the new schools were located within the different neighborhoods throughout the installation. By April 1965, the schools held a total of 173 classrooms with 3,770 pupils in elementary school and 912 in junior high school. These historic schools are examples of the most common form of mid-twentieth century school design: the one-story, flat roofed rectangular box.

In 1951, Fort Bragg Schools began operating with federal funds, independent of the Cumberland County school system.

Operating under federal regulations, including President Truman's 1948 Executive Order (E.O.) 9981 abolishing segregation in the Armed Forces, the schools located on military installations were also permitted to desegregate.

(Old) Irwin Junior High School

was located on Knox Street and served students in grades six through eight transferring from Riley School in 1962. It accommodated the families living in the Normandy Heights and Bastogne Gables neighborhoods. The school was named in honor of General Stafford LeRoy “Red” Irwin, who served as Post Commander, July 1946 through October 1948.

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cataloging histories

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The stills on the right side of this spread are images taken from the 15-minute video documenting the history of the schools + the 1951 desegregation of the Fort Bragg School System. The video was produced and visually edited by M. Pruett Smith, prepared and scripted by Stacey L. Griffin, M.A., the script was edited by Jelane Wallace, and narrated

by Tanya Granados.

This video emphasizes the desegregation of Fort Bragg Schools as a tribute to the woman who led the way, Mildred Barrington Poole. The schools were desegregated in August of 1951, long before the Supreme Court Case of Brown vs. Board of Education, without contest.

Cataloging the history of 19 schools, the video summarizes the history of Fort Braggâ&#x20AC;&#x2122;s School System from 1921-2018, ending with the opening of the nationâ&#x20AC;&#x2122;s first 21st Century Schools. The final portion of the video includes a recording of Mildred B. Poole speaking to Albritton Middle School students in 1985, courtesy of Gwen Poole Bell.

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This book documents the Historic Fort Bragg schools and their extraordinary significance, both architecturally and culturally. Based on the technical report, Documentation of Fort Braggâ&#x20AC;&#x2122;s Historic Schools [Griffin and Longiaru, 2017], this book gives insight to how the schools of Fort Bragg have evolved over time and exposes their starring role in history. This book assures that, even though the buildings have now been demolished, their history and role in serving as educational facilities for Fort Braggâ&#x20AC;&#x2122;s military dependents will not be forgotten.

Within the 135 page book, the graphics were designed and completed in a way that would represent both the military and educational history in a clear and entertaining way. The book documents historical preservation, the workings of the Department of Defense Educational Activities, historical markers, each section of schools within their era, and provides graphic maps for each of the areas investigated.

1941 | President Franklin D. Roosevelt signs Executive Order 8802, prohibiting racial discrimination in the defense industry

1922 | Camp Bragg becomes Fort Bragg

1948 | Desegregation of the United States Armed Forces

1951 | Fort Bragg Schools are desegregated

1931 | Star Spangled Banner becomes National Anthem

1946 | Fort Bragg hires its first school administrator

World War II

1940

1930

Post Graded School

Main Post School Kindergarten & Nursery School Spring Area School

2012 | DoDEA and the USACE commit to the new twenty-first century school design

2001 | September 11th terrorist attacks

1976 | Americans celebrate the Bicentennial

2011 | 21st Century Schools were designed and construction was funded

2009 | Barack Obama is the first African-American elected as President of the United States

1991 | The World Wide Web is publicly debuted as an Internet service.

1974 | Kindergarten program classes officially become part of the Fort Bragg school system

1960 | U.S. sends first man into space

Korean War

1974 | Department of Defense Education Activity (DoDEA) is established

1981 | Sandra Day O’Connor becomes first woman on the U.S. Supreme Court

Vietnam War

2017 | DoDEA celebrates its 70th anniversary and continues to “educate, engage and empower each student to succeed in a dynamic world”

2011 | McNair School is determined eligible for listing in the NRHP

2007 | (Old) Bowley, Murray, and Holbrook Schools are determined eligible for listing in the NRHP.

Operation Desert Storm

2012 | (Old) Irwin School is determined eligible for listing in the NRHP

Operation Iraqi Freedom

Cold War

1960

1950

1970

1980

1990

2000

2020

2010

(Old) Bowley Elementary School

Albritton Middle School (New) Bowley Elementary School Devers Elementary School

Murray Elementary School Holbrook Elementary School Butner Elementary School (Old) Irwin Jr. High School McNair Elementary School Pope Elementary School

Gordon Elementary School Shughart Elementary & Middle Schools (New) Irwin Intermediate School Hampton Primary School Poole Elementary School

Timeline of Fort Bragg Schools

desegregation & integration

11

“

Integration was what, in the sight of God, we should have done. I’ve never, ever had the feeling what we did at Fort Bragg was wrong.

”

-Mildred Barrington Poole 1984

|

Timeline of Fort Bragg Schools

"...So we put in so many thousands of dollars for integrated school at Fort Bragg..."

"...just the one word: nonsegregated."

The budget was signed by the commanding general and forwarded to Washington, D.C. and approved without contest in August 1951.

|

Fort Bragg’s NRHP Schools

35

As a result of the historical study completed on Fort Bragg’s historic schools (Griffin and Longiaru 2017), three historical markers were placed on Fort Bragg that mark historically significant events and places in the installation’s history of educating military dependents. These include the “Fort Bragg School Integration” state historical marker and two Fort Bragg historical markers, the “Main Post School, 1941-1946” and the “Bowley Elementary School, 1952-1987.”

Main Post School 1941-1962

Established in 1935, the North Carolina Highway Historical Marker Program is administered by the Office of Archives and History, North Carolina Department of Cultural Resources. The program marks sites of statewide historical significance that have a lasting contribution to North Carolina history. The silver and black markers are familiar sights along the state’s roads.

One such marker is the “Fort Bragg School Integration” sign, located at the intersection of Bragg Boulevard and Randolph Street in Fayetteville (https://www.ncdcr.gov/about/officearchives-and-history & https://www.ncmarkers.com/Markers. aspx?MarkerId=I-94). This marker represents the historically significant role Fort Bragg played in the integration of their schools as initiated by the school administrator and military school liaison prior to the U.S. Supreme Court ruling mandating integration.

Two other markers placed by Fort Bragg designate the places where the events of desegregation and integration took place (https://www.dodea.edu/Americas/midAtlantic/BraggHistory/ History-Home.cfm & https://www.bragg.army.mil/index.php/ about/garrison/directorate-public-works/environmentaldivision/cultural-resources).

The Main Post School marker is located where the school stood prior to the construction of Throckmorton Library. The Main Post School opened as a desegregated school in the fall of 1951, the first on Post. The kindergarten and nursery schools soon followed in integrating.

The (Old) Bowley marker is located next to the 1952 school building that is now used as a community center and adult education facility. The school opened in February 1952 as a fully integrated school accepting all students no matter their race and was also determined individually eligible for listing in the NRHP for its mid-century Modern architectural design.

Desegregation & Integration

Main Post School Historic Marker

integration

Fort BRAGg SCHOOL INTEGRATION In 1951 superintendent Mildred Poole integrated Riley School 1 mi. S.W. three years before U.S. Supreme Court mandate.

The Main Post School opened on this site in 1941 for white, schoolage children. In early 1951, Fort Bragg’s school administrator and school military liaison, Mildred Barrington Poole and CAPT Flip Donoghue, successfully initiated the desegregation of the Post schools. In September 1951, Fort Bragg schools opened as a fully integrated federal school system and hired its first African American teacher. Integration of Fort Bragg schools precedes other southern federal installations by a year and is three years prior to Brown v. Board of Education.

(Old) Bowley (Old) Bowley/Riley elementary School Historic Marker

Bowley Elementary School 1952-1987 Main post

Bowley Elementary School opens for first and second grade students transferring from the Main Post School. Bowley School is historically significant as the first fully integrated Post school and as an example of mid-century Modern architecture.

The school was designed by North Carolina Architects William L. Baumgarten and William L. Saunders.

9

|

https://www.nps.gov/subjects/nationalregister/index.htm | https://www.nps.gov

1920

1994 | Amazon.com, Inc. is founded

1969 | The internet is invented

1954 | U.S. Supreme Court outlaws school segregation (Brown vs.

Board of Education)

1929 | Wall Street Crash of 1929

1920 | 19th Amendment grants women the right to vote

1979 | Department of Defense Dependents Schools (DoDDS) is established

1955 | The Civil Rights Movement begins and all public schools are declared integrated

1940 | Great Smoky Mountains National Park is dedicated

1918 | Camp Bragg Established and World War I comes to an end

1966 | The National Historic Preservation Act is signed into law to protect historical and archaeological resources and creates the National Register of Historic Places (NRHP)

Fort Bragg’s NRHP Schools

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114

Before each school chapter, a rendering was made of the school as it existed in its years of use. Many of the schools have been demolished, and, so, the drawings were made based off of architectural documentation [plans, sections, elevations] and some older, basic photographs. In order to make the system of schools consistent, even the existing schools were rendered in this way. Within each chapter, some of the documents used for the re-constructed drawings can be found.

The book can be viewed online at www.mpruettsmith.com under Cataloging Histories.

cataloging histories

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In order to help promote the historical preservation of these buildings, another book was constructed as part of the 4th grade curriculum at Fort Bragg schools. This illustrated text provides information to a 4th grade audience about historic preservation and the way it has been implemented in the Fort Bragg area. It includes a dictionary and puzzles for classroom use. The text, as previously stated, was provided by Stacey Griffin and all illustrations and graphic representation completed by M. Pruett Smith.

Completed as an e-publication, the book is used in classrooms currently. It can be viewed online at www.mpruettsmith.com under Cataloging Histories.

Hi! My name is Stacey and I am an architectural historian or some might call me a preservationist.

My job is to research and study the history of a building, or maybe a person, or a place to find what is important about them and share their history with others. In fact, I was given the task to research and document Fort Bragg’s historic schools and I want to share what I discovered with you.

4 of 80

So many questions to answer and where do I go to find the answers and learn about the schools?

Did the buildings have a name and if so, why was that name chosen and who was that person?

When were the buildings constructed?

So how did I begin to learn about Fort Bragg’s historic schools? First I start by reading the project’s scope-of-work - much like a list of instructions that tells me what the objectives (or goals) are for the project. Once I understood the goals of the project, I then start to investigate the historic context of the schools by conducting research. During the Fort Bragg school project some of the questions I asked were why or what made the schools significant (or what makes the school important), what did the buildings look like and where were they located, or did the

Did an architect design the building?

Are there measured drawings of the school buildings?

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Along with research, the project team documented the schools using digital cameras, drawings, maps, and a compass. After we visited all of the different repositories to discover why the schools might be important and what makes them different from other buildings at Fort Bragg, the project team wrote a technical report (much like a very large research paper) to share the story, historical context, and significance of the schools at Fort Bragg.

Measured Drawings

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...does it has a flat roof or another type of roof, and what shape or plan does the building have?

flat roof

gable roof

cross gable roof 22 of 80

What kind of setting is the building or object located in? Are there parking lots, a flag pole, play grounds, a statue or fountain, other buildings, or maybe trees?

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SEMINAR_RESEARCH

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M. ARCH

seminar_research

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vogue 2.0 fall 2017 These projects are part of a semester long seminar entitled â&#x20AC;&#x153;Design Tacticsâ&#x20AC;? conducted at the University of Tennessee, Knoxville. The course called to question the ways in which we represent information and how those representations affect the readings of our work. By challenging the limitations of the design process with new methods of representation, the class was meant to expand the arsenal of tactics we have as designers to convey meaning within the profession.

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00A

TEMPTATION OF PHEME

GET READY

for pheme is an evil thing, by nature, she’s a light weight to lift up, oh very easy, but heavy to carry, and hard to put down again. [hesiod]

VIR

00B

OVI

LIVE AND LET DIE the swiftest traveller of all the ills on earth, thriving on movement, gathering strength as it goes; at the start a small and cowardly thing, it soon puffs itself up, and walking upon the ground, buries its head in the cloud base [VIRgil] WHISPER OF INTRIGUE I am on the rack, terror shakes my soul, O Delian healer to whom wild cries rise, in holy fear of you, wondering what debt you will extract from me, perhaps unknown before, perhaps renewed with the revolving years [SOPhocles]

00C

SALPINX SIGNALS who talks and loves to tangle true with false, and from near nothing flourishes on her own lies--and swiftly reached the ears

SOP

OVI

[OVId]

VIR

00D

alone in my head I watch this tainted, complicated love story that left an indelible imprint soft silhouettes in the window thetexture give ofofvelvet the silk

for vicissitudes of hair color and reputation defer to your humanity

get ready

images seared into our memories

then there was this

equal parts vulnerability and rage

the compelling mix of strength and fragility

for deliciously, admirably truthful

#designtactics 08.30.17 [mps]

the way it became

for acts of reinvention

for devastatingly beautiful

for subverting expectation a shot of light and out of the ash

for cultural earthquakes and firebrand honesty

for nostalgia and consequence

get ready they said

GET READY

her own awakening

magic or power?

I’m not much into looking backward but

her character is waking up

sit still

get ready

the honesty, the mending the honesty, the mending I can’t

then this happened

there is beauty in the fractures the honesty, the mending

GET

[176] [143] [223, 250]

get ready they said for nostalgia and consequence for cultural earthquakes and firebrand honesty

[633] [632]

for devastatingly beautiful for deliciously, admirably truthful

[432] [250] [728]

for subverting expectation for acts of reinvention for vicissitudes of hair color and reputation

[123]

defer to your humanity

[176]

get ready.

[143] [131]

images seared into our memories alone in my head I watch

[176] [143]

soft silhouettes in the window and the slow rise and fall of a curtain

[442] [444] [444]

slight fingers fussing over gossamer fabric the give of velvet the texture of silk then there was this.

[632] [432]

this tainted, complicated love story that left an indelible imprint

[633] [250]

the way it became equal parts vulnerability and rage the compelling mix of strength and fragility

[131] [632, 748] [636] [632]

[mps] 1

GET READY FOR

magic or power? a shot of light and out of the ash her own awakening her character is waking up

[232] [261]

I’m not much into looking backward but then this happened

[743] [743]

there is beauty in the fractures the honesty, the mending

[638]

sit still.

[176]

I can’t. get ready.

[mps] 2

[mps] 3

seminar_research

Using Daliâ&#x20AC;&#x2122;s Paranoid Critical Method as a guide, the course began by culling Vogue Magazine for language and assembling a quasi-random piece of prose which was then translated into four other projects: a triptych of analysis, a patent drawing ideogram, a mythological collage, and a thesis driven video.

122

seminar_research

124

database natures spring 2018 This project is part of a conversation involving the nature of database and its relationship to regional urbanism. This investigation explores Dolly Parton Parkway as a Foucaultian operating table along which the main tourist attractions are strung. The buildings are not necessarily connected to each other by any relationship other than the main road, and so, this project reorganizes the parkway based on the number of images each attraction has accumulated on the Flickr database [left=least, right=most]. Layered onto the road are the traffic counts from each intersection, higher numbers indicating merely an additional road feeding onto the parkway, again, distinct from which attractions are adjacent. The parkway becomes a database in and of itself through the engagement with users, spaces connected in digital extensions over time.

The project investigates four trajectories: flickr [loc.al.ize me format], T.D.O.T. [tracking movement], cut to [digital connections], and narrative [database natures]. To investigate these threads further, visit www.mpruettsmith.com under Seminar_Research.

126 seminar_research

seminar_research

128

film + arch spring 2018 - fall 2018 These projects were developed during the research phases of a current masterâ&#x20AC;&#x2122;s of architecture thesis project at the University of Tennessee, Knoxville. The initial work investigated theories of montage, non-place, and alternative theatrical space use as well as cultural influences of film in the digital age. It has now shifted into a project on contemporary culture and the responsiveness of architecture to its conditions. It is investigating a new representational system involving tactics of moving image in order to progress the discipline. The work has progressed into a fully developed project and is currently being developed for defense.

130 seminar_research

8 1 0 2 5 201

GRAPHICS

2015 - 2018

B.S. INTERIORS + M. ARCH

graphics

investigative sketching FALL 2017 This project was developed as part of an investigative sketching seminar, exploring both hand sketching and analog modeling as tools for investigation of ideas and potential projects. As a final presentation, this work includes photographs of models and hand sketches developed alongside the poem below.

134

a cavern depth and slope the pull of gravity a tree line silhouette respite and resonance echoed in the limbs a pool of water reflection and remembrance alone without loneliness

peace

projection into the world a beacon of thoughts souls meeting body and then a glimpse of more

graphics

mnemonic device spring 2016

136

This project investigates memories as they are related to the senses. The water color and contour line images are visual representations of smells from memory. The blind contours represent the shaping of the smell and the color is a kind of aura surrounding the memory.

Examples of these memories are my motherâ&#x20AC;&#x2122;s arms around me, the smell of communion on a hot Sunday morning, the pine forest in my grandparentâ&#x20AC;&#x2122;s backyard, and the sharp burning of the laser cutter on chipboard.

6 1 0 2 G SPRIN

NIGHT[LAB]

SPRING 2016

B.S. INTERIORS

night[lab]

night[lab] spring 2016

140

These photographs were developed as part of a study of night in Rome, Italy through the medium of the camera lens. These â&#x20AC;&#x153;explorations of nocturnal Romeâ&#x20AC;? investigate overlit spaces, sulfur lights, window-lit privacy, depths of darkness, reflections, and modernity.

The night in Rome has dreamlike qualities.

night[lab]

Some are created by the yellow-orange glow of the sulfur lamps, some by the stark contrast of the blackness of night and the over-lit spaces of Rome..

The randomness of the electrical lighting creates a rendered quality with a meaning of its own; a new landscape for discovery while the people of Rome sleep.

144

night[lab]

Physiologically we are built to see night differently, Rods and cones, losing color through the control of those which emphasize dark and light. Yet there are qualities of the night experienced only through the eyes, captured only through a lens.

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night[lab]

150

moving targets of light, painting the word ROMA darkness as experienced by antiquity movement and color, frozen in a frosted tram window blurriness harnessing something powerful windows that tell much more about the intrinsic qualities of night Experiences detailed by smell, taste, hearing, and touch barely contained within a frame only scratching the surface of these beautiful moments all the while curating a re-imagination of light as memory: a memory of ROMA at night.

m o c . h t i m s mpruet t

865.323.5384

mpruettsmith.com

pruett.smith.m@gmail.com