TE
RM
-A POINT OR NODE ALONG A PATH, OFTEN INDICATING CHANGE IN DIRECTION.”
IN
US
RICH CONYERS THESIS 2014-2015
TABLE OF CONTENTS INTRODUCTION 5 INFORMATION DELIVERY
6
PEDAGOGY 8 PRECEDENT A: 12 NBM APPRENTICESHIP
PROGRAM: GOALS 35 PROGRAM: SPATIAL 37 CONSIDERATIONS 37 PRECEDENT D: WAALSE KROOKE LIBRARY
38
PRECEDENT B: STUDIO H
14
SITE & CONTEXT: SITE CONSIDERATIONS
40
DETERMINING THE ISSUE
18
SITE & CONTEXT:
46
EDUCATION METHODOLOGIES 20
PHILADEPHIA HISTORY
49
TECHNOLOGY IN EDUCATION 23
PHILADELPHIA TODAY
51
ROAD TO RECOVERY 53 PRECEDENT C: 24 CHICAGO TECH LIBRARIES SITE SELECTION 54 PROGRAM: INTRODUCTION 27 SITE ANALYSIS 59 PROGRAM: 29 MUSEUM ACTIVITIES
PRECEDENT E: 60 TRANSBAY TRANSIT CENTER
PROGRAM: 31 LIBRARY ACTIVITEIS
CONCLUSION 65
PROGRAM: COMPLEMENTARY 33 ACTIVITIES
BIBLIOGRAPHY 67
TERMINUS
Conyers INTRODUCTION INTRODUCTION
Education must be more than information delivery. Current didactic approaches often employ an esteemed individual lecturing to a group on a topic of the teacher’s choosing. 1 The term teacher depicts the instructor but also includes the institution, curriculum policy makers, and other components of the apparatus that decide what and how information is delivered. The didactic method is significantly more common in lower grades than in higher learning institutions. 2 Experiencing methods and processes over basic information delivery promotes critical thinking development. The thesis project proposes the reduction of portrayed hierarchy, creating a more equal environment to allow symbiotic relationships and Socratic, immersive learning experiences between the educator and the educated.
1“Two Models of Teaching and Learning,” Moeller Human Rights Textbooks, accessed November 18, 2014, http://collegeenglishbooks.com/two-models-ofteaching-learning.html. 2Pamela B. Joseph, Stephanie L. Bravmann, and Mark A. Windschitl, Cultures of Curriculum, (Mahwah: Lawrence Erlbaum Associates, 2000), 38.
5
Fig. 1
TERMINUS
Critical Thinking word cluster diagram illustrating various aspects of the critical thinking development process.1
Conyers INFORMATION DELIVERY
Educating involves delivery of information. In this document, educating will be used in a more specific way: to represent the exchanging of information, methods, processes, and encouraging original thought while promoting a dialogue which allows symbiotic learning. This method of thought inspired by dialogue encourages critical thinking development. (Fig. 1) This is contrary to the implementation of the term teaching. Here, teaching is the delivery of information on a unilateral platform with little encouragement for development of original thought or method.
.1
1 Julie Shy, June 17, 2010 (4:11 p.m.), “How should critical thinking be integrated with technology?,” Rliberni’s Blog: Radical Language, http:// rliberni.wordpress.com/2010/06/17/how-should-critical-thinking-be-integrated-with-technology%EF%BB%BF/
7
Fig. 2
TERMINUS
Bloom’s Taxonomy diagram illustrating levels of learning. The lower levels involve information retention while upper levels consider critical thought. 1
Conyers PEDAGOGY These two terms also relate to another opposing pair, Socratic and didactic methods. Socratic Method embraces dialogue and problem identification.(Fig. 2) The mentor provides guidance and questions that encourage students to seek answers to their own questions; this method encourages learning while educating. 2 Didactic method alludes to one way information delivery from an eminent position to an individual or group. The success of the method is determined by the wisdom and communication ability of the instructor and the receptiveness of the students. The Socratic Method holds a significantly higher chance of the student developing a unique or original conclusion relative to the instructor. 3 Universities and Regional Development: A Critical Assessment of Tensions and Contradictions, examines current learning methods and how Universities have evolved over time. The authors evaluate educational methods at the collegiate level as changes in communicative technology have altered learning environments. Applications such as Skype have allowed individuals to talk ‘face to face’ while physically across the globe while virtual online classes cater to the masses. These technologies have had a drastic impact on information delivery and pedagogy. 4 Many of these courses are delivered in a generic and almost 9
exclusively didactic way. 5 With oversized classes and limited discussion, education methods directed at the individual are improbable at best. Facilitative education is pivotal in the symbiotic learning environment. This environment encourages educator/student relationships in which the student(s) learn from mentorship and experience while the educator also receives information and perceptions from the process. 6 For the purpose of this document, the type of facilitative education that will be discussed is immersive learning. Immersive learning is a method of education and training that allows recipients to experience the process of design, production, or other operations via a mentor, communicative technology, and/or participating in the process first hand. These mentors may include academics, professionals, or upper level students. Academics will be defined as members of the academic profession. Professionals will encompass those employed in design, production, business operations, or other fields allowing mentorship to be effective, especially those leading their operations. For employment in this document, students will refer to those attending lower education institutions or under classmen in higher education institutions. Due to the tiered classification of individuals, it will be assumed that students of TERMINUS
Conyers PEDAGOGY higher attainment may act as educators for lower level students and the general public. In this case, the term general public will depict individuals of varying ages not participating in an educational or professional setting, often members of an underserved population.
1
1 “Bloom’s Taxonomy,” published October 15, 2014, http://www.learningtech.co.nz/blooms-taxonomy/. 2 Gail Anderson discusses the benefits of this process in Reinventing the Museum (Gail Anderson, Reinventing the Museum: Historical and Contemporary Perspective on the Paradigm Shift (California: Rowmann & Littlefield Publishers, Inc., 2004), 4-7.) Anderson examines community and public needs and how the educational institution should address those needs. Anderson focuses on the museum as an educational model while explaining methods of pedagogy and evolving models which maximize the impact of the teaching/learning process. 3 Peter Jarvis Adult and Continuing Education: Theory and Practice (New York: Routledge, 1995), 101-102. 4 Romulo Pinheiro, Paul Jenneworth, and Glen Alan Jones Universities and Regional Development: A Critical Assessment of Tensions and Contradictions (New York: Routledge, 2012), 25. 5 Pinheiro, Jenneworth, and Jones, Universities, 1-2. 6 Ibid, 142.
11
Fig. 3
Apprenticeship participants construct product design during the conception-to-completion process. Photo by museum staff.1
Fig. 4
NBM attendees design transformative furniture in product design collaboration. Photo by museum staff. 2
TERMINUS
Conyers PRECEDENT A: NBM DESIGN APPRENTICESHIP PROGRAM
The Design Apprenticeship Program offered by the National Building Museum allows middle and high school students to gain hands-on design and fabrication experience in an immersive learning setting. 3 (Fig. 3) Students work with industry professionals to develop design and technical skills while participating in product design, architectural projects, and engineering projects from concept to completion. 4 (Fig. 4) This program provides many of the methods discussed in the thesis: immersive education, a symbiotic learning environment, and explorations in the field of design and production. The Design Apprenticeship illustrates a parallel precedent for the implementation methods of the proposed intervention. 1
1 “Teens and Young Adults,� National Building Museum, accessed November 20, 2014, http://www.nbm.org/families-kids/teens-young-adults/. 2 Ibid. 3 Ibid. 4 Ibid.
13
Fig. 5
Container Classroom, Studio H, 2012.1
TERMINUS
Conyers PRECEDENT B: STUDIO H E m i l y P i l loton b e g a n a d e si g n build s t udio cl as s in r ur al Ber t ie C o un t y to pro m o te e d u c ati on th rou g h d e si g n in No r th C aro lina. The co unty has s uffe re d f ro m u n d e r p e r f orm i n g sch ools an d br ain dr ain ( educated individuals leav i n g t h e are a ) . 2 P i l l oton m e n ti on s th e u nder achieving s cho l as tics and underqual i fi e d te a c h e r s ro o ted i n th e sch ool sys tem. 3 The l ack of building typologies a n d o verw h e l m i n g a m ou n t of va ca n t buildings dis pl ays a co mmunit y in p oor ec o n o mi c c o n di ti on . 4 P i l l o to n an d h e r p artn e r cam e to Ber t ie C ounty to redes ign as pect s o f t h e sc h o o l s ys te m . Th ey l a te r ch ose to move to Nor th C aro lina and begin St udio H . S im il a r to t h e i nte racti ve g am e p l a y des igned to teach var io us s ubject s , Pilloton dete r mi n e d a de si g n stu d i o p rom ot ing facilitative lear ning t hrough a hand s-on pro ce s s w o u l d f u rth e r b e n e f i t th e communit y. S t udent s are implemented in t h e bu il d p ro c e s s a s w e ll as d e si g n and pro to t yping. 5 S t u d i o H’s m ai n f ocu s i s d e signing “with, not fo r ,” the individuals t h a t a re a ff e c te d b y th e d e si g n . 6 Th i s proces s encour ages des ign s ucces s as w e ll a s pu b l i c e d u ca ti on .
15
Fig. 6
Windsor Super Market, Studio H, 2011. 7
TERMINUS
Conyers PRECEDENT B: STUDIO H Studio H promotes the design of systems and processes over objects. 8 It instills incentives to create change by educators and students alike. Design as education encourages contributors to interact with those affected by their choices and creates a deeper consideration of the client. This method of educational design creates a momentum of progression with humanistic relationships that encourage a desire for that progression. 1
1 “Container Classroom,” Studio H, accessed December 9, 2014, 2 Emily Pilloton, “Teaching Design for Change,” TED Talks, published July, 2010, http://www.ted.com/talks/emily_pilloton_teaching_design_for_change?language=en. 3 Ibid. 4 Ibid. 5 Ibid. 6 Ibid. 7 “Windsor Supr Market,” Studio H, accessed December 9, 2014, http://www.projecthdesign.org/projects/container-classroom/. 8 Pillioton, “Teaching”.
17
Fig. 7
Share of Total Income Going to Top Ten Percent, Piketty and Saez, 2008. 1
TERMINUS
Conyers DEFINING THE ISSUE Th e re s e a rch com p on e n t of the pro ject will evaluate a s et o f mechani sm s to in f o r m t h e most e f f e cti ve a p p ro ach to addres s ing t he is s ue at hand. Th i s st u dy w i l l d e fi n e th e i ssu e ; a sse ss cur rent methods of addres s ing the is sue ; pre d i c t p o te n ti al acti vi ti e s, p rog ram cons ider ations , s ite cons ider ations , a n d a n a l yze t h e p rop ose d si te a n d p re cedents . Am e r i c a ’ s e d u ca ti on a n d p ros per ity boomed dur ing the 1 9 t h cent ur y a n d in to t h e 1 9 7 0 ’ s , f e e d i n g of f of te ch no logical and indus t r ial innovation. 2 S ince t h e 70’ s, Ame r i c a h a s d e cli n e d i n e d u cational r ankings , attainment and product i on w h il e i n c re a s i n g va ri ou s i n e q u ali ty gaps . 3 Thes e gaps occur in s ocial cl as s a n d edu c a t i o n a l a tta i n m e n t. De si re of at t ainment mus t be promo ted, and incent i ve f o r h i g h e r e d u ca ti on p rovi d e d , to res ur rect a mo re pro ductive and pos it ive a g e o f A m e r i c a n s oci e ty. 4 In cre asi n g e qualit y of res o urces , quality infor mat io n a n d o ppo r t u n i t y i s n e ce ssary to re capt ure Amer ican inno vation and pro duct i on l evel s . 1 Micheal Morrison, “Introduction: Rising Inequality in America,” Decisions Based on Evidence, http://www.decisionsonevidence.com/2011/08/introduction-rising-inequality-in-america/. 2 Claudia D. Goldin and Lawrence F. Katz, The Race Between Education and Technology (Cambridge: Harvard University Press, 2008), 4-5. 3 Ibid. 4. 4 Ibid. 2-3.
19
TERMINUS
Conyers EDUCATION METHODOLOGIES E d u c a t i o n a l cu ltu re h as trans for med greatly o ver t ime. Method s of in f o r ma t i o n d eli ve ry h a ve e volve d with techno logies from the wr it ten record , to t h e p r i n t i n g p re ss, to th e com p uter . E ducation techniques have als o evo lve d f ro m s u m ma r i z i n g i n f orm a ti on to a mo re analytical proces s , promo t ing cr it i c a l t h in k i n g . Th e f i rst acts of te ach i ng likely invo lved s howing ano t her how to perf o r m a t a s k or h ow to ob tai n a res ource. Thes e educational methodo log i e s h a ve d e ve l o p ed ove r th e ye ars a s each gener ation o bs er ves it s predeces s ors. Tea c h i n g b e g an w i th th e e volu ti on of t he human r ace and creat io n of l angua g e a n d s o c i e t y. Ed u cati on was i m p lemented at leas t as ear ly as Socr ates , t h e n a m e s a ke o f t he Socrati c Me th od . So cr ates deter mined t hat lecture was not t h e m o st e ff e c t i ve m e th od of e d u cati on for all s t udent s , es pecially for develo p i n g skil l s a b o ve t r i vi a l kn owle d g e . 1 M e t h o d olog y e volu ti on te nds to be pro gres s ive wit h s o me cyc li c a l el eme n t s , s u c h a s cl assroom si ze . Thes e elements may alter nate due to pr iori t i e s in qu a l i t y o f e d u cati on ove r q u ant ity reached. In s o me cas es , reaching t h e m a ss e s b e c o me s a p ri ori ty w h i le other met ho ds focus on one on one inter act i on .
21
EDUCATION METHODOLOGY The d i d a c t i c Me th od n atu ra lly i n clines to ward mas s infor mat io n deliver y wh i le t h e S o c r a t i c M e th od le a n s toward s maller groups . 2 Th e re l a ti on sh i p b e twe e n re s earch, educat io n, and lear ning will fur t h e r in du c e a l e a r ni n g wh i le e d u cati n g proces s t hat encour ages educato r s to g row a s t h ey p ro mo te cri ti ca l th i n ki n g amo ng s t udent s . 3 1
1 Heather Coffey, “Socratic Method,” Learn NC, accessed November 20, 2014, http://www.learnnc.org/lp/pages/4994. 2 This can be surmised due to the unilateral communication typical of the didactic Method contrasting the bilateral nature of the Socratic Method. (See Heather Coffey, “Socratic Method”.) 3 Cassidy R. Sugimoto, Andrew Tsou and Alexandra Hauser, “Beyond Gatekeepers of Knowledge: Scholarly Communication Practices of Academic Librarians and Archivists at ARL Institutions,” College & Research Libraries.
TERMINUS
Conyers TECHNOLOGY IN EDUCATION
In f o r m a t i on d e li ve ry h as a symbio t ic rel ations hip with technology . A s te c h n o l o g i c a l a d van ce m e n ts e n co ur age evo lut io n in infor mat io n delive ry , t h e m e t h o d o f d e li ve ry e n cou ra ges develo pment in technology. The t h e si s pro j e c t g o a l i s e n cou rag i n g con scious nes s in t he gener al public in regard to a da p t a t i o n , e du ca ti on , an d cri ti cal thinking. The des ign catalys t will cre a te a su p p l e m e n t ary typ olog y of e ducat io nal ins tit ut io n to reach the gen e ra l pu bl i c a n d p rom ote th e g oa ls li sted abo ve. The project will attempt to answ e r t h e q u e s t i o n , “ H ow sh ou ld th e deliver y of infor mat io n adapt to changes i n c o m m u n i c a t i ve te ch n olog i e s?�
23
Fig. 8
Emerging technologies such as 3-D printing and laser cutting allow visitors to experiment with design and production.1
Fig. 9
Maker workshops in Chicago provide base knowledge for operating the tools and insight for effective use.2
TERMINUS
Conyers PRECEDENT C: CHICAGO PUBLIC TECH LIBRARIES Ch i c a g o i s i n th e f ore f ron t o f public immer s ive educat io n wit h libr a ri e s o f f er i n g te c h n olog y a cce ssi b i li ty to t he mas s es . The libr ar y offer s t he new e st te c h n o l o g y a vai l a b le i n 3D p ri n te r s , l as er cutter s , and amateur ro bo t s . 3 ( F ig . 8) I n a d d i t i o n to o f f e ri n g th e te ch n ology, the libr ar y offer s inter active wor ks hop s t h a t a l l o w p a r ti ci p an ts to le a rn h ow to better us e t he tools now avail abl e to t h em . 4 V i s i to r s u se th e te ch n olog y center s to pur s ue pro duct des ign, bus in e ss idea s , a n d exp eri m e n t w i th n e w m et ho ds o f production. 5 ( F ig. 9 ) Thes e libr a ri e s a l l o w i n te r n e t acce ss to th e f orty p ercent of C hicago res idents without inter n e t , a n d t h e o p p o r tu n i ty to work w i th technology that a vas t majo r it y would ne ve r ex pe r i e n c e o t he rw i se . 6
1
1 “3-D Printers at Harold Washington Library Debut, Chicago Opens ‘Maker Space’ to Public,” Huffington Post, published July 9, 2013, http://www.huffingtonpost.com/2013/07/09/3d-printers-harold-washington-library_n _3568554.html. 2 Zach Kaplan, “Maker Lab at the Chicago Public Library pre-viewing for the American Library Association with Inventables,” Inventables: The Hardware Store for Designers, June 28, 2013, http://blog.inventables.com/2013/06/maker-lab-at-chicago-public-library-pre.html. 3 Jillian Eugenios, “The Future of Your Tech: Your Local Library,” CNN Money, published October 16, 2014, http://money.cnn.com/2014/10/07/technology/ chicago-library/. 4 Ibid. 5 One woman creates jewelry to sell on Etsy while a guitarist experiments with new guitar picks he is looking to sell on the commercial scale. (See Jillian Eugenios, “Future of Your Tech”.). 6 Eugenios, “Future of Your Tech.”
25
TERMINUS
Conyers PROGRAM: INTRODUCTION
Th e t h e si s p roj e ct p rop oses a s upplement ar y cat alys t fo r educat i on a n d i n g e n u i t y. Th e p rog ram e va luates exis ting educat io nal ins tit ut io ns a n d t h e a c t i vi t i e s th a t ta ke p l ace at tho s e ins t itutions . The blended libr ar y a n d m use u m t yp o l og y i n te rtw i n e s p ro gr ams while als o introducing activit ies n ot f o un d i n t h e s e typ olog i e s a lon e . Thes e activit ies will o ver l ap phys ically a n d f un c t i o n a l l y wh i le cre a ti n g op p ortunit ies for new or mo dified component s. Co re p rog ram e le m e n ts i nclude viewing, obs er ving, exper ienc i n g , displ a yi n g , exhi b i ti n g , re ad i n g , and wr it ing. Ancill ar y act ivities include eat i n g , drin k i n g , m e e ti n g , a n d com m u n i cat ing. In t his do cument viewing is defi n e d a s a s i mp l i s t i c ex p lora ti on of a su bject wit h little analys is . Obs er ving achie ve s a su b s e q u e n t le ve l of ex am i n a tion thro ugh analys is of the s ubject w i t h c o n s i d e r a t i o n of con tex t, i n te n ti on, and o t her rel ated factor s . E xper ien c i n g re a c h e s t h e d e e p e st u n d e rsta n d i ng and s ubject evaluation in an immer s ive or c o m p re h e n s i ve se n se .
27
PROGRAM: INTRODUCTION D ispl a yi n g p ro vi d e s th e cou n te rpar t for viewing, s ho wcas ing a s ubject w i t h l it t l e c o n s i d e r ati on f or con tex t o r rel ated mater ial. E xhibiting pro vides a pro g re s s i ve s u cce d e n t, p re se n ti n g wit h co ns ider ation for co ntext and o t h e r re l a te d s u b je cts. Th e se acti vi ti e s info r m decis ions of s cale, luminance, ton e , re ver b e r a t i o n , a n d m a te ri ali ty.
TERMINUS
Conyers PROGRAM: MUSEUM ACTIVITES
Ac t i vi t i e s f or th e m u se u m include viewing, obs er ving, dis pl ay i n g , ex h ib i t i n g , a n d re ad i n g . M an y of t hes e act ivities o ver l ap pro gr ammat ica lly , yet m a y o c c u r i n d i f f e re n t sp a ces at var io us s cales . Viewing occur s at t h e in divi d u a l s c a le a s w e ll as th e g roup s cale. Obs er ving tends to happen on a m o re i n t i m a te sca le , wi th f ocu s on one o bject o r per for mance at a time. Th i s a l l o w s c o n c e n trati on f or re a d i n g and examination. Dis pl aying enco mpas s e s a l a rge o r ext r a - l a rg e sp a ce to a llow a per for mance or collect io n of items to b e pre se n te d . E xh i b i ti n g occu rs a t th e micro s cale involving t he exper ience of on e in divi d u a l w h i le g alle ri e s a re of te n po r tr ayed as a l arger entit y to allow con tex t a n d mo t i f . R e ad i n g re q u i re s sm all and medium s ized s paces , deter mined b y t h e n u m b e r o f p arti ci p a n ts.
29
TERMINUS
Conyers PROGRAM: LIBRARY ACTIVITES
Li b r a r y a cti vi ti e s con si st of viewing, o bs er ving, reading, s tudy i n g , re sea rc h i n g a n d w ri ti n g . Li ke th e mus eum, s ome of t he act ivities are repea te d to a cc o u n t f o r m u lti p le sca le applications . Viewing is o ften a s mall s c a le a c t ivi t y i n vo lvi n g a tex t, ob j e ct, or imager y. On occas ion a much l arger s c a le is n e c e s s a r y for g rou p vi e w i n g s o f lectures o r videos . Obs er ving o c c urs dif f e re n t l y i n a tra d i ti on a l li b ra ry s et t ing than a mus eum; o bs er vat io n m a y in vo lve re l i c s , h i stori ca l tex t or e valuating an o bject in a co ntext that crea te s a dia l o g u e . R e a d i n g an d w ri ti n g tend to be ver y int imate act ivities in libr ari e s. A sid e f ro m g rou p p roj e cts, m u ch o f t he reading and wr iting in libr ar ies o c c urs o n a n i n d i vi d ua l le ve l. Stu d yi n g als o happens o n a rel at ively int imate s ca le . S t u d yi n g te n d s to take p l ace on a s ingul ar s cale o r in s mall groups .
31
TERMINUS
Conyers PROGRAM: COMPLEMENTARY ACTIVITES
Th e re a re also acti vi ti e s th at co mplement t he tr adit io nal mus eum a n d l ibra r y t yp o l o gi e s. Th e se an ci ll ar ies include eat ing, dr inking, meet ing, a n d c o m m u n i c a t i n g . Man y of th e se act ivities als o occur o utdoor s , requiri n g c o n s i d e r a t i o n s f or we ath e r e le m ents and views of s ite and co ntext. Ea t i n g a n d d r i n k i n g reg u l a rly occu r on the medium s cale wit h s mall gro ups o f t w o to te n . Co m mu n i ca ti on can h a p p e n on all s cales , depending on t he deliver y a n d a t t it u d e o f t h e d i alog u e .
33
TERMINUS
Conyers PROGRAM: GOALS
Th e p ro je ct p rop ose s a p rog r am focus ing o n communicat ive technolog y a n d i t s ro l e i n e d u cati on as w e ll as t he profes s ional s etting. The des cr ipt i on o f t h e p ro g r a m a llows a se t of clear ly info r med go als . Progr am decis ions w i ll st rive to re d u ce vi e w i n g , e n cou rage exper ience, remo ve dis pl ay, and cre a te ex h ib i t i o n . Th e se i n te rve n ti on s will fo rce t he unidirectional communica t i on o u t o f t h e p rog ram a n d cre ate a different lear ning for mat than t r adition a l edu c a t i o n a l i n sti tu ti on s. Th e se d ecis ions will allo w a higher level of cr it i c a l t h o u g h t a n d c re ate m ore op p ortu nit y.
35
TERMINUS
Conyers PROGRAM: SPATIAL CONSIDERATIONS
S o m e i n f orm a ti on i s d e li ve red unidirectionally in l arge gro ups wh i le o t h e r exc h a n ge s occu r a s a tw o-way dialo gue t hat allows conver s at io n. Th us, spa c e s d e s i g n e d f or com m u n i ca tion will fo cus o n two s cales : o ne involv i n g priv ate c o m mu n i ca ti on b e twe e n s mall gro ups while t he o t her funct io ns a s a l a rge r p u b l i c com m u n i cati on sp ace. The outdoor reading, eating, and dr in k i n g a c t ivi t i e s re q u i re b a si c p rote cti on from weat her elements if t hey are to b e o c c u p i e d ye a r -rou n d . Th e se sp a ces s ho uld als o allo w inter action with na t ure a s t h e a c t i vi t i es tra n sp i re .
37
Fig. 11
Interior Rendering, Waalse Krooke Library, Ghent, Belguim, 2010 2
Fig. 10
Axonometric Plan, Waalse Krook Library, Ghent Belgium, UNStudio, 2010. 1
TERMINUS
Conyers PRECEDENT D: WAALSE KROOKE LIBRARY Th e Wa a lse K rook Li b ra ry was des igned by UNSt udio for a 2 0 1 0 Urb a n L ib ra r y c o mp e ti ti on i n Gh e n t, Be lg ium. The fluid for m with expans ive s ightl i n e s c re a te s s h a d i ng th a t a llows su b st antial diffus e light wit ho ut har ming bo ok s; t h e d i f f u s e l i g h t a lso allow s a m b ient illuminat io n and the vis ual o pening of spa c e . ( F i g . 1 1) Th e op e n f loor p l an provides o pen, flexible s paces allo w i n g f o r f u t u re p ro g ram s to b e i n sti tu te d as develo pments and inno vations perm i t . Th e d yn am i c sp a ce s a n d f unct io ns created thro ugh for m and s pa t i a l t re a t m e n t a l i g n w i th th e th e si s g oals of fluidit y. ( F igure 1 0 ) Public out rea c h in it ia t i ve s a n d sp ati al op e ra ti on s o ut s ide bus ines s hour s pro vide an aven ue a t t a in a b l e b y th e g e n e ral p u b li c. The clear o r ientation o f pat h and s pac e s c o n s i d e re d d uri n g d e si g n e n cour age acces s ibilit y by the gener al pub li c . ( F igu re 1 1 ) Th e se d e si g n e le m e n ts co ntr ibute to phys ical and ps ycholog i c a l a c c e s s i b i l i t y, a core va lu e of th e thes is project . 1
1 “Waalse Krook,� UNStudio, accessed October 5, 2014, http://www.unstudio.com/projects/waalse-krook-urban-library-of-the-future-and-centre-for-newmedia. 2 Ibid.
39
Fig. 12
TERMINUS
Graphic representation of movement to, around, and through the site on the block scale, by Author,November 25, 2014. 1
Conyers SITE AND CONTEXT: SITE CONSIDERATIONS Th e t h e s i s p roj e ct p rop ose s a mixed demogr aphic environment w i t h re du c t i o n i n h i e rarch i ca l d e p i cti on. An ins t itution focus ed on impact ing a r a n g e o f de mo g r a p h i cs i s p rovi d e d th e greates t po tent ial in an ur ban s et t ing. Ur b a n en v iro n me n t s te n d to h ou se d i ve rs e demogr aphics , educational ins tit ut i on s, an d bus ine ss t ype s. A red uced pe rception of hier archy is ess ent ial to promo te th e ‘ l ea rn i n g w h i l e e d u cati n g ’ com p onent o f t he s ymbiot ic lear ning environme n t . The e n vi ro n me n t i s m ore con d u ci ve for s t udent dis co ver ies when t hey fee l a s pa rt o f t h e p ro ce ss i n li e u of a p a ss ive viewer . The general public model, professionals, students, and academics learning w it h o n e a n o th e r p rom ote s th e immer s ive exper ience and cr it ical think i n g t h a t d r i ve s t h e th e si s g oals. Th e dens it y occur r ing in an ur ban environme n t pro v i d e s a g re ate r con ce n trati on of diver s it y wit h acces s to the area. Ac c e s s i b i li ty i s cru ci a l to si te s election: acces s ibilit y to t he s ite, wit hin t h e site , a n d u n i n terru p te d a cce ss re g ardles s o f ‘bus ines s hour s ’, is pivo t al. Beyon d ph y s i c a l a c c e s si b i li ty, th e d e si g n decis io ns s ho uld allow the architecture to b e c o m f o r t a b l y a cce sse d b y th e ran g e o f demo gr aphics reques ted by t he pro g ra m .
41
Fig. 14
TERMINUS
Graphic representation of movement to, around, and through the site on the block scale, by Author,November 25, 2014. 2
Conyers SITE AND CONTEXT: SITE CONSIDERATIONS This a c c e s s i b ili ty sh ou ld re m ove int imidat io n, unat t ainability fo r t ho s e w i t h c o rre s p o n d i n g worki n g h ou rs, or o t her time commitments dur ing tr adit i on a l bu sin e s s h o u r s . Th e s i te se le cti on con si d er s a r ange of is s ues . C o ns ider ation s of po te n t i a l p ro b le m s i n clu d e p oor educat io nal r ankings and high cr ime r ate . A su f f ic i e n t i n fr a stru ctu re f or acce s s to t he s ite would be optimal. Acces s for t h e d e mo g r a p h i ca lly d i ve rse i s n eces s ar y for the progr am’s s ucces s . Inste a d o f a ‘ te a c h i n g ’ i n sti tu ti on , I p rop ose an exper imental res earch ins tit ut io n w i t h c o l l a b o r a t i ve work p roce sse s an d mento r s hips . Th e p h ysi ca l, vi su a l, an d t r ans po r tation co nnect io ns s hould s ur pa ss im m e d i a te a d j ace n cy an d a ssoci ate wit h t he human s cale. D es ign choi c e s sh o u l d p ro mo te p e d e stri an tra f f i c to and t hro ugh the s ite. ( F ig. 1 2 ) The build i n g sh o u l d p ro vi d e a n i n te n ti on al te rminus as well as s po ntaneous inter acti on . The l o c a t i o n s h ou ld con n e ct to high-tr affic paths and enter t ainment nod e s in o rd e r to p rom ote i m p u lsi ve e ntr y by pedes t r ians . ( F ig. 1 3 ) E nter tainme n t n o de s i n c l u d e re tai l, re stau ran ts, per fo r mance center s , mus eums , t heater s ,
43
SITE AND CONTEXT: SITE CONSIDERATIONS spo rt s s p a c e s , a n d g re e n sp ace s. I t is more likely that an individual alter s th e i r dire c t i o n w h e n ca su a lly m ovi n g through pl aces of enter t ainment t han on t h e w a y to w o r k o r sch ool. A f o c u s on e n te rtai n m e n t n odes will at t r act a wider demo gr aphic. 3 Th e c h a ra c te r i s t i c s of n od e s sh ou ld v ar y in o rder to gain the wides t var iet y of v isito r s . Th i s me th od of cre a ti n g an imprompt u inter action allows t he gene ra l pu bl i c a g re a ter ch a n ce of a cce ssi ng t he architect ure while the pro po s al offe rs a te rmi n u s fo r a ca d e m i cs, stu d e n ts, and pro fes s ionals . 1
1 This graphic was created to provide a visual communication of path conditions for the site. The cube represents the architecture which may be entered, passed through, or moved around, all creating different experiences. 2 This graphic was created with reference to Google Maps and Arc GIS data to provide a visual communication of direct paths between entertainment nodes surrounding the site. The connections show a density of potential movements which pass near or through the site. 3 “Lessons from Chicago: Urban Diversity Promotes Vitality,� published October 21, 2010, http://blog.lpainc.com/lpa-blog/bid/48945/Lessons-from-Chicago-Urban-Diversity-Promotes-Vitality.
TERMINUS
Conyers
45
Fig. 14
Diagram of paths to the site from schools, higher education institutions and non-entertainment businesses, by Author, November 25, 2014. 1
TERMINUS
Conyers SITE AND CONTEXT: FABRIC CONNECTIONS
Th e p ro p osal con si sts of a phys ical building wit h public and pr i v a te spa c e s . Th e urb a n f ab ri c w i ll p l ay an integr al par t in deter mining tr a ffi c a n d s p a t i a l d e ci si on s. Th e stra te gy s ho uld connect to retail, enter t ainm e n t , t ra n s i t , a n d s e rvi ce com p on e n ts i n the area and co ns ider pro viding any o f t h e a bo ve c o m p o n e n ts m i ssi n g f rom the s ite co ntext. This rel ation to s ur ro undi n g f un c t i o n s a n d i n te g ra ti on i n to f a br ic allo ws a more intent io nal ur baniz at i on , re du c i n g u r b a n sp ra w l an d tra n sp o r tation dis tances . ( F ig. 1 4 ) Th e s i te ’s re l a ti on sh i p to u r ban no des , mo des o f t r ans it , and vary i n g dem o g r a p h i c a cce ss i s n e ce ssar y to the pro gr am’s s ucces s . C o ntex t ua l re l a t i o n s h i p s su cce ss w i ll b e d e ter mined by the integr ation o f ur ban fab ri c , pede s t r i a n a n d ve h i cu l ar traf f i c, a nd funct io n. 1
1 This diagram displays the relationship of locations where some of the targeted demographics attend on a regular basis. The data utilized to create this image was interpreted from Google Maps and Arc GIS data. The students attend schools, academics and students of higher attainment attend higher education facilities, and professionals attend places of business.
47
TERMINUS
Conyers SITE AND CONTEXT: PHILADELPHIA HISTORY
A c e n t r al locati on i n th e colonies created a natur al ho t s pot fo r ea rly A m er i c a n s w hi le ra i l ex p a n si on and indus tr ializ at io n invigo r ated t he fi rst m a j o r i n d u s t r i al ci ty i n th e Un i te d St ates . 1 W illiam Penn created a gr id pl an for Phil ad e l p h i a to se p ara te re si d e n tial and bus ines s while allo wing green s pa c e a n d o rc h a rd s . 2 Th e ci ti ze n s stra ye d from this pl an when plo t s were s ubdiv i d e d a n d s o l d . 3 P h i l a d e lp h i a i s h om e to many o f t he United St ates ’ o ldes t typolog i e s; it c o n t a i n s Ame ri ca’s old e st th e a ter , zo o and ho s pital. It als o hous es F air moun t Pa r k, t h e l a rg est l a n d scap e d u rb an par k in t he wor ld. 4
49
SITE AND CONTEXT: PHILADELPHIA HISTORY
As P h i l a d e lp h i a g re w , i ts p o pul ation diver s ified. The or iginal Ir is h a n d G erma n i mm i g ran ts we re accom panied by bl acks moving nor th dur ing t h e G re a t M i g r a t i on f ollow i n g th e Ci vi l War . 5 D ur ing this time t he bl ack po pul at i on in c re a s e d f ro m 32, 000 to alm ost 2 2 0 ,0 0 0 peo ple. 6 As gent r ificat io n occurre d in t h e 1 9 7 0 ’ s , m an y m a n u f a ctu re rs and bus ines s es left Phil adelphia. 7 Bet w e e n 2010 a n d 2 0 1 3, P h i lly re ve rse d a fo ur -decade popul ation decline with ove r 27, 00 0 n e w re si d e n ts. 8 1
1 Russell F. Weigley, Philadelphia: A 300-Year History (New York: W.W. Norton & Company, 1982), 428-429. 2 “View of Philadelphia,” Library of Congress: World Digital Library, last updated April 13, 2012, http://www.wdl.org/en/item/9578/. 3 Weigley, Philadelphia, 429. 4 “Fairmount Park Art Association,” Association for Public Art, accessed November 1, 2014, http://associationforpublicart.org/?s=fairmount+park+art+association. 5 “A Brief History of Philadelphia,” US History, accessed November 1, 2014, http://www.ushistory.org/Philadelphia/Philadelphia.html. 6 Mark F. Lloyd, “Notes on the Historical Development of Population in West Philadelphia,” Archives, published 2009, http://www.archives.upenn.edu/histy/ features/wphila /stats/census_lloyd.html. 7 Ron Avery, A Concise History of Philadelphia (Philadelphia: Otis Books, 1999), 78. 8 “Philadelphia County, Pennsylvania,” Census, last modified 2013, http://factfinder2.census.gov/faces/nav/jsf/pages/community_facts.xhtml.
TERMINUS
Conyers SITE AND CONTEXT: PHILADELPHIA TODAY
P h i l a d e l p h i a i s sti ll re cove ring fro m it s popul ation s lide with over te n perce n t o f i t s h ou si n g u n i ts vacant in 2 0 1 0 . 1 The po pul at io n remains youn g w it h a m e d i a n a g e of a lm ost th i rty-fo ur . 2 The city’s econo mic condition is fa r f ro m p o o r , p ro d u ci n g th e se ve n th l arges t met ro po litan gros s product in the U . S . du rin g 2 0 1 0 . 3 P h i l ad e lp h i a i s kn own fo r embr acing public ar t s and “brot h e rly l o ve” fo r w h i ch th e ci ty i s n a m ed ( Philo s meaning loving and adelph os, bro t h e r ) . 4 1
1 “Profile of General Population and Housing Characteristics: 2010,” Census, last modified 2010, http://factfinder2.census.gov/faces/tableservices/jsf/pages/ productview.xhtml?src=CF. 2 Ibid. 3 “Regional Data: GDP & Personal Income,” Bureau of Economic Analysis, last modified September 16, 2014, http://www.bea.gov/iTable/iTable. 4 Cassell, Petter, and Galpin, The Popular Educator (Oxford: Oxford University, 1767), 776.
51
TERMINUS
Conyers SITE AND CONTEXT: ROAD TO RECOVERY
P h i l a d e l p h i a i s of te n g i ve n credit fo r having mo re public ar t than any ot h e r c it y i n t h e U n i te d Sta te s. 1 Its Mu ral Ar t s Pro gr am has allo wed t he production of m o re m u r a l s t ha n a n y oth e r U . S. cit y wit h a s pecial o ut let for mediated gr a ffi t i a rt w o r k . 2 In a dd i ti on to a re b ou n ding popul ation, the cit y has improved f rom o n e o f t h e to p f i ve m ost d a n g e rou s cities in the United S t ates as o f 2 0 0 6 to 6 0t h o n t h e l i s t i n on ly si x ye ars. 3 P h i l adelphia’s engagement wit h public ar twork , edu c a t i o n a l move m e n ts su ch as JASON, and diver s e demogr aphics crea te a su c c e s s fu l c o cktai l f or th i s th e si s pro ject ; the city is s eeking to repair a n d el ev a te i t s e l f, wh i ch p rovi d e s a n ample environment fo r t he propo s ed catal y st . 4 1
1 “Public Art,” Visit Philly, accessed November 1, 2014, http://www.visitphilly.com/music-art/public-art/. 2 “Mural Arts Program: About Us,” Mural Arts, published 2007. 3 “Philadelphia Homicides in 2007,” Inquirer, accessed November 1, 2014. 4 JASON is a Philadelphia school project focusing on the implementation of field trips, state of the art technology, and hands-on activities to promote a learning environment more conducive to the student of Philadelphia. The recent actions of the project have been followed by significant improvements in test scores and community involvement (“Neighborhood Scout’s Most Dangerous Cities: Top 100 Most Dangerous Cities in the U.S.,” Neighborhood Scout, published 2012, http://www.neighborhoodscout.com/neighborhoods/crime-rates/top100dangerous.html.).
53
Fig. 15
Mapping of mentioned schools in relation to the proposed site of intervention, by Author, November 25, 2014.1
Fig. 16
Mapping of mentioned entertainment nodes in relation to the proposed site, by Author, November 25, 2014.2
TERMINUS
Conyers SITE AND CONTEXT: SITE SELECTION
Th e s i te se le cti on i s a p lot at Nor th Broad St reet and C ecil B. Mo ore Aven u e . Th i s locati on p rovi d e s acces s to high s chools , pr imar y s cho ols a n d c o l l e g e s s u c h a s Carve r H i g h School, S t . Jo s eph’s Prep, Temple Univer si t y , G ira rd C o l l e g e , Wi lli a m McK i n ley Scho ol, and Meade Scho ol. ( F ig. 1 5 ) Th e l o c a t i o n i s a l s o n e ar th e n e wly renovated C olumbia field, Pear l Theat re a n d Tem p l e P e r f o r m i n g Arts Ce n te r. (Fig. 1 6 ) S ome factor s in s ite s election involve re l a t i o n s h i p s to vari ou s f orm s of t r ans it as well as connect ing to lower a n d m idd l e c l a s s h ou si n g . (Fi g . 17) The multi-family hous ing near t he s ite allow s o ppo r t u n i t y for e n g a g e m e n t wi th Univer s it y s t udent s as well as members of t h e g e n e r a l p ub li c.
55
Fig. 17
Figure 12: Philadelphia zoning and circulation collated with notation of site location, by Author, November 25, 2014. 3
TERMINUS
Conyers SITE AND CONTEXT: SITE SELECTION
Th e re l a ti on sh i p s to p u b li c hous ing, Univer s it y ho us ing, bus ines se s, sin gl e fa m i l y h ou si n g , p u b li c scho ols , and collegiate ins t itutions prov i d e s t h e re q u i re d d e m og ra p h i c va ri a tion. The pres umed pat hs created by t h e in te r s e c t i o n o f e n te rtai n m e n t n odes , wor kpl aces , res idences , and academi c s c re a te a n e t w ork th a t re g u l arly p as s es thro ugh o r near the pro po s ed s ite. The se pa t h s a n d a d jace n ci e s are d i sp l a yed in ( F ig. 1 3 &1 4 ) . 1
1 This map provides locations of schools, with reference to Google Maps and Arc GIS, listed in the document residing within the context of the proposed site at the urban scale. 2 This map illustrates locations of entertainment nodes listed in the text with consideration to immediate site context at the location of the proposed site of intervention. The date was retrieved and interpreted from Arc GIS and Google Maps data. 3 A map with a larger area is used here to display the multiple types of infrastructure available throughout city. This map illustrates connectivity to the site with the intricate system overlaid on a zoning map; the zoning information allows assumptions of building typology such as the residential in shades of orange and yellow while industrial is noted with a violet hue. A concentration of the thesis project goals includes that the site and architecture be accessible by members of varying demographics, especially students and the general public. The site is located near an industrial area while bordered by residential to the east and west. The varying types of residential, single family, multi-family, student housing, and mixed use, suggest a demographically diverse environment. The retail and other commercial located along the north/south axis provides entertainment and service that draws visitors to the site in addition to those intentionally coming to visit the site specifically. The layers in this map were created with reference to Arc GIS and Google Maps.
57
TERMINUS
Conyers SITE AND CONTEXT: SITE ANALYSIS
A d e te r m i n a n t a sp e ct of th e pro ject requires a mix of academic, pub li c , a n d p ro f e s s i o n a l d e m og ra p h i cs e ducat ing and lear ning with one anot her . Th e m a p p i n g d i a g r am s d i sp l ay th e l ayer s of cons ider ations that evaluated zo n i n g , n o de s , a n d c i rcu l a ti on wh e n se le cting t his s ite. D ue to t he l arge number of v a c an t l o t s i n t he vi ci n i ty, i t was p e rtinent to s elect an empty s ite over pro po si n g dem o l i t i o n o r n on -ex i ste n ce of an ot her s t r ucture. 1
1 Over 30,000 lots in Philadelphia are classified as vacant. (Ann O. Bowman and Michael A. Pagano, Terra Incognita: Vacant Land and Urban Strategies (Washington, D.C.: Georgetown University Press, 2004), 181.)
59
Fig. 18
Section Perspective, Transbay Transit Center, San Francisco, CA, Pelli Clarke Pelli Architects, 2010. 1
TERMINUS
Conyers SITE AND CONTEXT: SITE ANALYSIS P e l l i Cl a rke P e lli Arch i te cts ( PC PA) was unanimo us ly s elected by t h e Tra n s b a y Jo i n t P owe rs Au th ori ty (TJPA) as the lead architect of t he Tr ansb a y Tra n s i t C e n te r i n Sa n Fra n ci sco, Califor nia. The Tr ans it C enter enco mpa sse s el eve n d i ff e re n t tra n si t syste m s with a 5 .4 acre ro oftop par k at 1 s t S t re e t a n d M i s s i o n Stre e t (Fi g u re 13 & 1 4 ) The progr am includes hous ing, ret a i l, re st a u r a n t s , a nd a tra n sp orta ti on hub s er vicing o ver 4 5 million pas s enger s p e r yea r. Th e p ro j e ct i s e sti m a te d to be completed in l ate 2 0 1 7 . Th e Tr a n sb a y Tran si t Ce n te r provides contextual res pons es that cor rel a te w it h t h e g o a l s of th e th e si s. Th e cons ider ation o f public s pace, tr ans it h ub , pu bl i c a r t s u pp ort, com m u n i ty linkage, and o pen acces s s paces targ e t a w ide va r i e t y of ag e s a n d d e m ogr aphics . The des ign choices to ins t i t ute t h e co m p o n e nts d e e m e d n e ce ssar y to t he s ite, which were not preexis ti n g , il l u st r a te a d e si re to cre a te a context that promo tes the s ucces s o f the si te a s w e l l a s t h e p roj e ct. Dra sti c i m provement s to t he tr ans it hub, new housi n g , o f f ic e s p a c e , an d m u lti p le n od e s of enter tainment allow the area to reinforc e it s u r b a n e n vi ron m e n t a n d p rom ote t he us e of t he s ite as a who le. The pu b li c
61
Fig. 19
Exterior Bird’s Eye View, Transbay Transit Center, San Francisco, CA, Pelli Clarke Pelli Architects, 2010. 5
TERMINUS
Conyers PRECEDENT E: TRANSBAY TRANSIT CENTER spa c e d i ve r s i ty an d com m u n i ty as s ociation are des ign go als s imil ar to t h e in te r ve n t i o n p rop osa l g oals.
1
2
1 This section perspective illustrates the multi-tiered design allowing experiences of human scale, vehicular travel, and outdoor public space to combine and overlap while providing a massive transit hub needed for the public transportation infrastructure of San Francisco. (“Transbay Joint Powers Authority Closes on $171 Million TIFIA Loan for Transbay Transit Center Project,” Archi Things, published January 27, 2010, http://www.archithings.com/transbay-joint-powers-authority-closes-on-171-million-tifia-loan-for-transbay-transit-center-project/2010/01/27.) 2 “Transbay Transit Center in San Francisco/ Pelli Clarke Pelli Architects,” Arch Daily, published April 13, 2013, http://www.archdaily.com/356982/transbay-transit-center-in-san-francisco-pelli-clarke-pelli/. 3 “Transbay,” Transbay Center. 4 “Transbay,” Arch Daily. 5 This image depicts the 5.4 acre rooftop park that offers elevated greenspace with an alternate perspective of the cityscape. (“Transbay,” Archi Things.)
63
TERMINUS
Conyers CONCLUSION The thesis project proposes a supplementary education experience that promotes immersive communication in a symbiotic learning environment. The proposal is not intended to replace or alter the existing academic institution, but to create a supplemental educational model that builds on the knowledge obtained in schools. This model argues for close study and participation in the process of creation, production, and other operations in order to provide experiences that are not obtained in the typical classroom setting. The proposed pedagogy involves communicative technology and its use in education and professional environments. This institution will concentrate on communicative tools and methods for educative purposes in the curated, academic, and public settings. Education methods, reaching a variety of demographics, and encouraging creativity and critical thinking are the most substantial factors when making design decisions. Immersive learning, symbiotic environments, and accessibility will dictate all methods used to implement the thesis while informing the architecture as a whole.
65
TERMINUS
Conyers BIBLIOGRAPHY AARP Blog. http://blog.aarp.org/2013/06/19/u-s-global-education-rankings-slipping-boomers- once-held-strong-lead/. A View on Cities. “PSFS Building: Loews Philadelphia Hotel.” Accessed November 1, 2014. http:// www.aviewoncities.com/philadelphia/psfsbuilding.htm. Aitken, Joanne. City Paper. “Breaking Ground.” Published June 9, 2004. http://www.citypaper. net/articles/2004-06-03/cityspace.shtml. Amtrak. Commonwealth of Pennsylvania. Amtrak Government Affairs, 2012. Anderson, Gail. Reinventing the Museum: Historical and Contemporary Perspectives on the
Paradigm Shift. California: Rowman & Littlefield Publishers, Inc., 2004.
Arc GIS. “Philadelphia, Pennsylvania.” Accessed November 3, 2014. http://www.arcgis.com/home/ webmap/viewer.html?webmap=86de95d4e0244cba80f0fa2c9403a7b2. Arch Daily. “Piano’s Progress.” Published September 14, 2014. http://www.archdaily.com/tag/ whitney-museum/. Arch Daily. “Transbay Transit Center in San Francisco/ Pelli Clarke Pelli Architects.” Published
April 13, 2013.http://www.archdaily.com/356982/transbay-transit-center-in-san-francisco-
pelli-clarke-pelli/.
67
BIBLIOGRAPHY Archi Things. “Transbay Joint Powers Authority Closes on $171 Million TIFIA Loan for Transbay
Transit Center Project.” Published January 27, 2010. http://www.archithings.com/
transbay-joint-powers-authority-closes-on-171-million-tifia-loan-for-transbay-transit- center-project/2010/01/27. Association for Public Art. “Fairmount Park Art Association.” Accessed November 1, 2014. http:// associationforpublicart.org/?s=fairmount+park+art+association. Avery, Ron. A Concise History of Philadelphia. Philadelphia: Otis Books, 1999. Berlin. “Museumsinsel.” Accessed on October 17, 2014. http://www.berlin.de/ortesehenswuerd igkeiten/museumsinsel/index.en.php. Bonnemaison, Sarah. Festival Architecture. London: Routledge, 2008. Bowman, Ann O. and Michael A. Pagano. Terra Incognita: Vacant Land and Urban Strategies.
Washington, D.C.: Georgetown University Press, 2004.
Bureau of Economic Analysis. “Regional Data: GDP & Personal Income.” Last modified September
16, 2014. http://www.bea.gov/iTable/iTable.
Bustler. “Waalse Krook, Urban Library of the Future by UNStudio.” Published January 20, 2011. http://www.bustler.net/index.php/article/waalse_krook_urban_library_of_the_future_by_ unstudio/.
TERMINUS
Conyers BIBLIOGRAPHY Carbonell, Bettina Messias. Museum Studies: An Anthology of Contexts. Massachusetts: Blackwell
Publishing, 2012.
Cassell, Petter, and Galpin. The Popular Educator. Oxford: Oxford University Press, 1767. Center for Children & Technology. “Science Education and Urban Youth: A Look at the JASON
Project in Philadelphia.” Published Novermber 1, 2002. http://cct.edc.org/publications/
science-education-and-urban-youth-look-jason-project-philadelphia. Census, “Hispanic or Latino by Type: 2010.” Last modified 2010. http://factfinder2.census.gov/ faces/tableservices/jsf/pages/productview.xhtml?src=CF. Census. “Philadelphia County, Pennsylvania.” Last modified 2013. http://factfinder2.census.gov/ faces/nav/jsf/pages/community_facts.xhtml. Census. “Profile of General Population and Housing Characteristics: 2010.” Last modified 2010. http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=CF. Coffey, Heather. Learn NC. “Socratic Method.” Accessed November 20, 2014. http://www.learnnc.org/lp/pages/4994. Crysler, C. Greig, Stephen Cairns, and Iilde Heynen. The SAGE Handbook of Architectural Theory.
London: SAGE, 2012.
69
BIBLIOGRAPHY Daniels, Harry and Hugh Lauder. Educational Theories, Cultures and Learning: A Critical
Perspective. New York: Routledge, 2009.
Decisions Based on Evidence. “Introduction: Rising Inequality in America.” Published August 27,
2011. http://www.decisionsonevidence.com/2011/08/introduction-rising-inequality-in-
america/. Design Boom. “Construction on New Whitney Museum by Renzo Piano Nears Completion.”
Published August 20, 2014. http://www.designboom.com/architecture/construction-
whitney-museum-renzo-piano-08-20-2014/. Design Boom. “UNStudio: waalse krook.” Published January 19, 2011. http://www.designboom. com/architecture/unstudio-waalse-krook/. Dilevsko, Juris, and Lisa Gottlieb. The Evolution of Library and Museum Partnerships: Historical
Antecedents, Contemporary Manifestations, and Future Directions. London: Libraries
Unlimited, 2004.
E-Architect. “Waalse Krook Gent.” Accessed October 11, 2014. http://www.e-architect.co.uk/ belgium/waalse-krook-gent. Earthman, Glen I. Planning Educational Facilities for the Next Century. Florida: Rowman &
Littlefield Education,
TERMINUS
Conyers BIBLIOGRAPHY Eliot, Charles W. “Higher Education Institutions.” The Journal of Education 65 (1907): 59-61. Eugenios, Jillian. CNN Money. “The Future of Your Tech: Your Local Library.” Published October
16, 2014. http://money.cnn.com/2014/10/07/technology/chicago-library/.
Gamble, Teri Kwal, and Michael Gamble. Interpersonal Communication: Building Connections
Together. London: SAGE, 2013.
Gareth Hoskins Architects. “The Bridge Arts Center.” Accessed October 5, 2014. http://www. garethhoskinsarchitects.co.uk/projects/arts-and-culture/the-bridge-arts-centre. Goldin, Claudia D. and Lawrence F. Katz. The Race Between Education and Technology.
Cambridge: Harvard University Press, 2008.
Greed, Clara and Marion Roberts. Approaching Urban Design: The Design Process. New York:
Routledge, 2013.
Heath, Andrew. “Consolidation Act of 1854.” The Encyclopedia of Greater Philadelphia. Accessed
November 1, 2014. http://philadelphiaencyclopedia.org/archive/consolidation-act-
of-1854/. Herring, Mark Y. Are Libraries Obsolete?: An Argument for Relevance in the Digital Age. North
Carolina: McFarland & Company, 2014.
71
BIBLIOGRAPHY Hills, Patricia and Roberta K. Tarbell, The Figurative Tradition and the Whitney Museum of
American Art: Paintings and Sculpture from the Permanent Collection. Delaware:
University of Delaware, 1980.
Huffington Post. “3-D Printers at Harold Washington Library Debut, Chicago Opens ‘Maker Space’
to Public.” Published July 9, 2013. http://www.huffingtonpost.com/2013/07/09/3d-
printers-harold-washington-library_n _3568554.html.
Hughes, Mark A. “Dirt into Dollars: Converting Vacant Land into Valuable Development.”
Brookings. Published 2000. http://www.brookings.edu/research/articles/2000/06/summer-
metropolitanpolicy-hughes. Inquirer. “Philadelphia Homicides in 2007.” Accessed November 1, 2014. http://inquirer.philly. com/graphics/homicide_map_2007/. Jacobs, Jane. The Death and Life of Great American Cities. New York: Vintage Books, 1961. Jarvis, Peter. Adult and Continuing Education: Theory and Practice. New York: Routledge, 1995. Joseph, Pamela B., Stephanie L. Bravmann, and Mark A. Windschitl. Cultures of Curriculum.
Mahwah: Lawrence Erlbaum Associates, 2000.
TERMINUS
Conyers BIBLIOGRAPHY Kaplan, Zach. Inventables: The Hardware Store for Designers. “Maker Lab at the Chicago Public
Library pre-viewing for the American Library Association with Inventables,” June 28, 2013.
http://blog.in ventables.com/2013/06/maker-lab-at-chicago-public-library-pre.html.
Kilbert, Charles J. “Part III. Process.” Reshaping the Built Environment: Ecology, Ethics, and
Economics. Washington, D.C.: Island Press, 1999.
Krist, Bob ed. Insight City Guide: Philadelphia. Philadelphia: Insight Guides, 1993. Kruft, Hanno-Walter. A History of Architectural Theory: From Vitruvius to the Present. London:
Zwemmer, 1994.
Lloyd, Mark F. “Notes on the Historical Development of Population in West Philadelphia.”
University of Pennsylvania Archives. Published 2009. http://www.archives.upenn.edu/
histy/features/wphila/stats/ census_lloyd.html.
Learning Tech. “Bloom’s Taxonomy.” Published October 15, 2014. http://www.learningtech.co.nz/ blooms-taxonomy/. “Lessons from Chicago: Urban Diversity Promotes Vitality.” Published October 21, 2010. http:// blog.lpainc.com/lpa-blog/bid/48945/Lessons-from-Chicago-Urban-Diversity-Promotes- Vitality.
73
BIBLIOGRAPHY Library of Congress: World Digital Library. “View of Philadelphia.” Last updated April 13, 2012. http://www.wdl.org/en/item/9578/. Marstine, Janet. New Museum Theory and Practice: An Introduction. Massachusetts: Blackwell
Publishing, 2006.
Martin, Elizabeth A. “Detroit and the Great Migration, 1916-1929.” University of Michigan.
Accessed November 1,2014. http://bentley.umich.edu/research/publications/migration/
ch1.php. Meyer, Esther Da Costa. The Work of Antonio Sant’Elia: Retreat into the Future. New Haven: Yale
University Press, 1995.
Moeller Humanities Textbooks. “Two Models of Teaching and Learning.” Accessed November 18,
2014. http://collegeenglishbooks.com/two-models-of-teaching-learning.html.
Mural Arts. “Mural Arts Program: About Us.” Published 2007. https://web.archive.org/ web/20071208070210/http:/www.muralarts.org/about/. National Building Museum. “Design Apprenticeship Program.” Accessed November 20, 2014. http://www.nbm.org/families-kids/teens-young-adults/design-apprenticeship-program. html.
TERMINUS
Conyers BIBLIOGRAPHY National Building Museum. “Teens and Young Adults.” Accessed November 20, 2014. http://www. nbm.org/families-kids/teens-young-adults/. National Park Service. “Park Statistics.” Last modified November 1, 2014. http://www.nps.gov/ inde/parkmgmt/statistics.htm. Neighborhood Scout. “Neighborhoods Scout’s Most Dangerous Cities: Top 100 Most Dangerous
Cities in the U.S.”
Published 2012. http://www.neighborhoodscout.com/neighborhoods/crime-rates/
top100dangerous. html.
NYCEDC. “New Whitney Museum.” Accessed October 13, 2014. http://www.nycedc.com/project/ new-whitney-museum. Pilloton, Emily. TED Talks. “Teaching Design for Change.” Published July, 2010. http://www.ted. com/talks/emily_pilloton_teaching_design_for_change?language=en. Pinheiro, Romulo, Paul Jenneworth and Glen Alan Jones. Universities and Regional Development:
A Critical Assessment of Tensions and Contradictions. New York: Routledge, 2012.
Rliberni’s Blog: Radical Language. http://rliberni.wordpress.com/2010/06/17/how-should-critical- thinking-be-integrated-with-technology%EF%BB%BF/. Roach, Michael F. North America Tunneling 2008 Proceedings. Littleton: SME, 2008.
75
BIBLIOGRAPHY Rupp, George. “Conviction in an Age of Globalization.” In Globalization Challenged Conviction,
Conflict, Community. New York: Columbia University Press, 2006.
Sharr, Adam. “Curation Consumption: Berlin’s Museum Island.” The Architectural Review (2014).
Published October 10, 2014.
Studio H. “Container Classroom.” Accessed December 9, 2014. http://www.projecthdesign.org/ projects/container-classroom/. Studio H. “Windsor Super Market.” Accessed December 9, 2014. http://www.projecthdesign.org/ projects/container-classroom/. Sugimoto, Cassidy R., Andrew Tsou and Alexandra Hauser. “Beyond Gatekeepers of Knowledge:
Scholarly Communication Practices of Academic Librarians and Archivists at ARL
Institutions.” College & Research Libraries 75 (2014): 145-158.
Tierney, Kathleen. The Social Roots of Risk: Producing Disasters, Promoting Resilience. Stanford:
Leland Stanford Junior University, 2014.
Time Out. Time Out San Francisco. London: Ebury Publishing, 2011. Transbay Center. “Transbay Transit Center.” Accessed October 7, 2014. http://transbaycenter.org/ project/transit-center/about-the-architect.
TERMINUS
Conyers BIBLIOGRAPHY Traylor, Michael T. and John W. Townsend. Rapid Excavation and Tunneling Conference: 2007
Proceedings. Littleton: SME, 2007.
Trust for Public Land’s Center for City Park Excellence. How Much Value Does the City of
Philadelphia Receive from its Park and Recreation System? Philadelphia: Philadelphia
Parks Alliance, 2008.
University of Tennessee Martin. “Aristotle (384-322 B.C.E.).” Accessed June 1, 2014. UNStudio. “Waalse Krook.” Accessed October 5, 2014. http://www.unstudio.com/projects/waalse- krook-urban-library-of-the-future-and-centre-for-new-media. US History. “A Brief History of Philadelphia.” Accessed November 1, 2014. http://www.ushistory. org/philadelphia/philadelphia.html. Venturi, Robert. Complexity and Contradiction in Architecture. New York: Museum of Modern Art, 2002. Visit Philly. “Public Art.” Accessed November 1, 2014. http://www.visitphilly.com/music-art/ public-art/. Walk Score, Walk Score Rates the Walkability of 2,500 Cities and 10,000 Neighborhoods. Seattle:
Colehour and Cohen, 2011.
Weigley, Russel F. Philadelphia: A 300-Year History. New York: W. W. Norton & Company, 1982.
77
BIBLIOGRAPHY Whitney Museum of Art. “The Future Whitney: A Preview.” Accessed October 12, 2014. http:// whitney.org/About/NewBuilding. Yee, Rendow. Architectural Drawing: A Visual Compendium of Types and Methods. Wiley, 2012.
TERMINUS
Conyers
79