Ruth Ron | Assistant Professor Undergraduate Design Studios | 2007 - 2011
UF|SoA
Design 7 | ARC 4322
University of Florida | School of Architecture | Fall 2010
Design Seven is the second in the sequence of urban studios of the upper division curriculum that address the city as context in different ways and at different scales. Design Seven investigates the contemporary urban condition evolving in the dense grid cities developed by the industrial revolution such as New York City. The course is specifically coupled with Design Six: in Design Six the students were asked to focus on the small pre-industrial city of Charleston, whose urban condition was created by historically bound rules and technologies that fix spatial relations at a small scale. In Design Seven, we re-examine these urban forms and procedures within the metropolis. The issues introduced in this course will be revisited either in some of the optional Design Eight studios or in later graduate studios dedicated to the post-industrial urban landscape that predominates in Florida Cities. Building upon the skills of the first urban Design Six studio—one that was more focused in the single building—Design Seven tackles an association of buildings. By doing so, it deals also with the issue of contemporary urban public space. Design Seven develops connections with the parallel Theory 2 and Environmental Technology 2 courses. Design Seven will focus on questions concerning contemporary urban conditions, urban assemblages and the role of architecture within the city using the Borough of Manhattan in New York, New York as its context.
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Andrew Brown and Carmine D’ Alessandro
Curricular Objectives, Intentions, and Methods
• Design Seven focuses on questions concerning contemporary urban conditions, urban assemblages, and the role of architecture within the city.
• Design Seven is the second in the sequence of urban studios of the upper division curriculum. It investigates the contemporary urban condition which has evolved within dense urban fabrics found in cities such as New York City.
• Building upon the skills of the first urban studio—Design Six— which was more focused in the single building, Design Seven tackles an association of buildings. By doing so, it also deals directly with the issue of contemporary urban public space.
• The studio requires the comprehensive design of an urban architectural public space that is intrinsically connected with the building proposals.
• The urban scale of the studio allows for a focus in the issue of accessibility both in the design of public space and in the design of the building both in terms of its more public street levels and in the impact of accessibility in the schematic design of the section.
• The primary project for the semester is a medium-scaled urban multi-building project, set in a dense urban environment.
• The contextual situations will include a substantial set of pre- existing city conditions and developments that create the possibilities of dense urban space in an underdeveloped area of the city. A substantial program will be established, where multiplicity of uses is proposed as a subject for discussion.
• The projects will encourage discussions regarding the economic and civic rationalizations for the critique of zoning and the separation of functions.
• The scale of the project the studio includes investigations in building envelope systems that both respond to the scale and to the environmental conditions of the particular urban setting.
• While not a singular aim of the term, you will be expected to master the basic vocabulary of contemporary land development, including zoning requirements, land use designations, setbacks, floor-area-ratios (FAR), sky exposure planes, etc. You will be expected to be able to describe your proposals in both qualitative and quantitative terms.
• The scale and scope of the projects will require you to design highly complex interactions of public and private spaces both effectively and synthetically. In addition, you will be compelled to engage issues of contemporary urban design in the development of multi functional environments.
• Students will be required to focus on the schematic development of both the public space and the buildings in their proposals. Your focus will intensify in the areas of the buildings that relate to the urban condition, including basic accessibility, careful design of the areas at the ground level, design of the surrounding public space, and development of building skin understanding its spatial contribution to the public realm.
• Although the territory of analysis can be broader in scope, as they develop their projects each student will produce investigations at a scale of 1/32” = 1’–0”. This is the minimum scale that allows for a discussion of the architectural components of the buildings. Overall plans and sections should remain at this scale but sections of individual buildings can be more detailed at a scale of 1/16” = 1’–0” if/as necessary.
• In order to keep the focus of the class on issues of public space and associations of buildings, more detailed explorations will be precisely framed in the context of a relationship to public space and questions concerning the city.
• Given the scale of the projects, you will learn strategies of designing with/around unknowns.
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Urban Intervention | Hotel in Manhattan Project 1
Part I: Analysis of Precedent / Studio Project 1 / Trip Preparation
Project 1: Urban Intervention
Precedents: Technical-Analytical Investigation of the Issues that Define Large and Extra Large Projects
As a means to engage the city and the studies described above more fully, you will be required to design a medium scale urban hotel building before our trip NYC. The program is relatively neutral and should not be fore grounded as the principle generating factor in this investigation. Using your various precedents from the city as well as other helpful case study projects, the project should focus primarily on the major public spaces (lobby, lounges, etc.) and how the circulation, building envelope system and various urban linkages create the underlying quality and experience of their project. In order to help reinforce and understanding of the rules, forms and procedures of the city, multiple sites for this project will be considered. Although each student team will only have a single site to work within, dialogue among students will highlight variations and permutations in the metropolis.
To inaugurate the semester, you will be asked to work in groups to examine 2-3 major complex multistory PUBLIC building precedents (libraries, movie theaters, museums etc.). The buildings should be chosen for quality and inventiveness of the section, and each group within the studio should select different building precedents for analysis. The buildings may be located in New York City or in other similar dense, urban environments, and are to be analyzed through available drawings, electronic sources, texts, and photographs. You are asked to examine the building precedents by drawing at least two significant SECTIONS. As you develop these sectional studies, you should bracket (to group; to categorize; to limit) program and space in order to identify and articulate the primary spatial situations (events; experiences) of the project. You should be searching for the relationship(s) between these primary situations and the: faรงade public space roof/sky entry/ground accessibility circulation each other The studies produced will focus on circulation, building envelope systems, and linkages to related urban public space. In order to help you focus on relationships between the building and the public realm, students will be required to analyze any public spaces linked to the buildings that they are investigating.
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Morphology: An Urban Analysis You will engage in an investigation of the existing rules, forms and procedures of the metropolis (NYC) prior to visiting the city. Some of this will be conducted during project one, and the balance will be conducted in the week preceding the trip to New York. Multi-media explorations are encouraged to provide the students with a variety of resources and perspectives from which to found their analytical and projective work.
Kyle Altman and Naomi Maki 5
Precedent Study_ a sectional analysis
Andrew Brown and Carmine D’ Alessandro
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Precedent Study_ a sectional analysis Kyle Altman and Naomi Maki
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Urban Intervention_ Hotel in Manhattan | 01 Kyle Altman and Naomi Maki
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Kyle Altman and Naomi Maki
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Kyle Altman and Naomi Maki
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Urban Intervention_ Hotel in Manhattan | 02 Matthew Tarpley and Camila Borges
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Urban Intervention_ Hotel in Manhattan | 03 Andrew Brown and Carmine D’Alessandro
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Andrew Brown and Carmine D’ Alessandro
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Urban Intervention | Mixed-use Complex in Manhattan Project 2
Part II: Studio Project 2 • The primary project will be sited in such a manner as to require territorial studies focused on the design of specific urban architectural public space that is precisely programmed and is intrinsically connected with the building proposals. • Building development should emphasize accessibility and connections both to the city and throughout the building section, building envelope systems as they relate to the surrounding urban context and climate, and the design of precisely defined multi-functional environments. • For midterm reviews, the students should have a schematic urban proposal that includes at least a figure ground strategy, programmatic proposals, and a strategy for the use of the defined public space. • Final projects should include at minimum building/site sections at 1/32 “=1’-0” and a finely developed urban proposal at 1/32”=1’-0” (model, drawing or both). This final proposal should be a complex assemblage of urban public space and multiple buildings in dialogue with each other and the public space. • In the final weeks of the semester the students should focus on the schematic development of both the public space and the buildings in their proposals, including basic accessibility, careful design of the areas at the ground level, design of the surrounding public space and building skin understanding its spatial contribution to the public realm. • Students should develop descriptive drawings that clearly articulate the intent and formal resolution of their projects. Purposeful two- and threedimensional line drawings, diagrams, and narrative may take precedence over fully-rendered imagery in favor of clarifying the intent of the project. Collaboration amongst students is required throughout the semester.
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Kyle Altman and Naomi Maki
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Urban Intervention_ Mixed-use Complex in Manhattan | 01 Kyle Altman and Naomi Maki
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Kyle Altman and Naomi Maki
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Kyle Altman and Naomi Maki
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Kyle Altman and Naomi Maki
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Urban Intervention_ Mixed-use Complex in Manhattan | 02 Matthew Tarpley and Camila Borges
Housing Plan Scale: 1’-0” - 1/32”
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New York City, NY
phologies:
ntal high-rise
ork City, NY
Tarpley + Borges
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Matthew Tarpley and Camila Borges
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Urban Intervention_ Mixed-use Complex in Manhattan | 03 Andrew Brown and Carmine D’Alessandro
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Andrew Brown and Carmine D’Alessandro
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Andrew Brown and Carmine D’Alessandro
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Andrew Brown and Carmine D’Alessandro
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Design 5 | ARC 3320
University of Florida | School of Architecture | Fall 2007
W. Atwood
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The design investigations for the upper division studio sequence are organized by an increased focus on physical context. Whereas lower division addressed the conceptual origins and introduced many of the foundational techniques for spatial thinking and making, upper division (Design 5-8) addresses the inherent complexity and influence of the direct physical site, ranging from the natural to the urban, both historical and contemporary. All four semesters are united by their common interest regarding the ways in which each context is understood, analyzed, and interpreted, and how this newfound appreciation for site can influence, encourage, and interact with subsequent architectural proposals.
Design 5 will use the ideas of “natural site� as the starting point for this spatial inquiry. The selection of the natural site in favor of a predominantly man-made system operates both out of curricular tradition as well as its relationship to the earlier projects in Design 4.
Within this sequence, Design 5 plays a unique role. First it acts as an introduction to the heightened expectations of upper division that reside within the basic notions of architectural convention – spatial and programmatic complexities, levels of occupation, methods of tectonic definition, and building components and systems. Secondly, it must allow for a smooth transition between the more conceptual and diagrammatic problems of Design 3 and 4 and the increasing challenges that architectural conventions and critiques will demand. With this in mind, Design 5 must build upon the design skills and processes fostered in lower division, explore new generative ideas and methods of study, and examine their applications and consequences in architectural norms.
Course Goals and Objectives
Design 5 will continue to develop an appreciation for perceptual and physiological situations that make up the natural site, but will also hone these skills in direct response to the specificity of the North Florida geography, binding the abstract principles and methods of thinking with the tangible characteristics of a known and measured site.
Given the charge of this course as a transition between lower and upper division and its role as an introduction to more concrete architectural operations and consequences, the discussion of its goals and objectives are broken into two respective and equally weighted components.
The Course as Transitional: • Emphasis and reinforcement of critical issues of design and process - Concept development - Precedence and context - Formal systems: hierarchy, ordering, sequence, scale, etc. • Linkages between the conceptual process and its spatial expression - Conflict and compromise - Contextual and programmatic interpretation - Transformation • Introduce/ continue strategies for coordination between spatial, structural, and enclosure systems - Section/ plan relationships - Facade/ elevation - Detail/ connection/ joint The Course as Introductory: • Analysis and inventory of site. - Empirical/ quantitative characteristics - Phenomenal/ qualitative characteristics - Formal systems: hierarchy, ordering, sequence, scale, etc. • Programmatic analysis and interpretation: - Resolution of element/enclosure with activity/space - Conceptual integration with function and occupation - Spatial relationships, linkages and differentiations • Contextual response: landscape manipulation and tectonic - Ground as operative palette for action and consequence - Concept in and formal development response to context • Articulation and development of an architectural language: - Building form/structure: elements vs. stereotomics - Enclosure: roof, wall, floor - Material and connection/ attachment - Intersection: corner, ground, sky, inside/ outside - Opening: window, passage - Façade/elevation - Section - Procession: departure, arrival, threshold
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Small Single-Family Residence Project 1
Schedule Week 1-2: Investigation1: Precedent Research, Field Trip and Site Analysis Week 3-5: Project 1: Design development and presentation
required to visit the site at least once again to focus on your investigation and documentation.
“The essence of a thing is that which explains its identity, that is, those fundamental traits without which an object would not be what it is.” -Manuel Delanda, Intensive Science & Virtual Philosophy
2.1 Specific site selection and mapping- Choose a specific location within the site. Document it by photos, sketches and measured plans to record specific conditions such as: vegetation, trees positions, light condition, sound etc. 2.2 10”x10” B/W Diagram- select a phenomena or interesting condition in your site. Document it. Create an abstract diagram to describe its essence.
This project explores the design of a private dwelling sited in the San Felasco Hammock. It includes a precedent analysis, site exploration, conceptual development and a tectonic proposal. The time schedule, including site analysis, is 5 weeks for the total project.
Week 1-2 Precedent Research, site visit and site analysis 1. Precedent research
Working in pairs, you will be assigned to research a precedent of a house Point to consider: - Exploring the relationships of architecture and its site - Sustainable methods (materials, climate, orientation, etc.) - What are the most important features of the house - What is the fundamental nature of the house? 1.1 PP Presentation- 10 minutes PowerPoint presentation to describe the house. Try to include plans and sections. The presentation should use clear graphics to convey key ideas of the house (program/ circulation/ thresholds etc). 1.2 10”x10” B/W Diagram to summarize the ‘essence’ of the house
2. Site Analysis As preparation and starting point for project 1, we will take a studio site visit to the San Felasco Hammock on 8/27. We will work within a distinctive landscape located in the north Florida region that possesses a variety of ecologies, essentially natural rather than man-built. The landscape will be examined, analyzed and interpreted through research of the land’s various relationships in both qualified and quantified measures. Each student will pick a specific location within the site. You are
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Week 3-5 Design development and presentation It is intended that the study of the ecology would suggest a range of appropriate possibilities and guidelines for design in harmony with the land. Rather than view the building simply as an insertion into the landscape, the building should react and be defined by its own site.
3. Conceptual proposal
Concluding from the research of an architectural precedent and the specific site, each student will present his/her concept and strategy for a house. 3.1 One written paragraph to describe you ideas and approach to the project (max. 1 page) 3.2 10”x10” B/W Diagram- Create an abstract diagram to describe the essence of your proposal.
4. Design Development
750 -1000 sf. house for a family of 3. The occupational program consists of territories for: sleeping, hygiene, food preparation and consumption, work, and social interaction. Spatial interaction between the site and the occupant is essential. 4.1 Final design 4.2 Final model 4.3 Draft of plans, sections and elevations
List of houses for precedents research: 1. Anne Lacaton and Jean-Philippe Vassal, France, Maison à Coutras 2. VilLA NM – Upstate New York / UNStudio - Ben van Berkel [08/05/06] 3. SHIGERU BAN ARCHITECTS - FURNITURE HOUSE 1 - Yamanashi, Japan, 1995 4. Glenn Murcutt, Simpson-Lee House or Magney House, Bingi Point, New South Wales
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5. RCR Architecte, Casa Rural, Girona, Spain 6. SANAA/Kazuyo Sejima, Ryue Nishizawa & Associates ‘M House,’ ‘S House’ OR weekendhouse 7. MVRDV Didden Village 8. Toshiko Mori, HOUSE ON THE GULF OF MEXICO I 9. Will Bruder
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10. The Jones Studio, Phoenix, Low Compound or Jones Johnson house
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Small Single-Family Residence_ Project 1 | 01 A. Tyson
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S.Tabatabaie-Raissi
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Small Single-Family Residence_ Project 1 | 03 W. Atwood
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Institute for Sustainable Design Research Project 2
Schedule Project 2 Institute for Sustainable Design Research 2.1 Site Inventory 10 minutes Powerpoint presentation in groups. Include your own images and experimental measurements. 2.2 Sustainable design workshop 2.3 Site Programming workshop 2.4 Site Analysis Model scale 1’ = 1/16” color- white model size- 24” x 15” x min 2” high In the site- measure “intensities” along 1 section line, perpendicular to bluff edge . Can be positioned anywhere along your site [model]. Model topography along site/prairie edge. Insert “intensities” section in model- width 1” to each side connected with thin elements to center section profile. 2.5 Project concept Text -1 paragraph of description + 2D or 3D diagram measuring 10” x 10”.
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Institute for Sustainable Design Research_ Project 2 | 01 M. Holborn
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Institute for Sustainable Design Research_Project 2 | 02 A. Tyson
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Institute for Sustainable Design Research_ Project 2 | 03 W. Atwood
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Institute for Sustainable Design Research_ Project 2 | 04 S. Tabatabaie-Raissi
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Design 5 | ARC 3320
University of Florida | School of Architecture | Fall 2008
Wylie Gunn
“Architecture is not everything, but though it is not everything, we must include in it everything that it is. Architecture is the art of the land. As art, it is the manifestation of the human perception of the land.” -Paul Shepheard, What is Architecture The design investigations for the upper division studio sequence are organized by an increased focus on physical context. Whereas lower division addressed the conceptual origins and introduced many of the foundational techniques for spatial thinking and making, upper division addresses the inherent complexity and influence of the direct physical site, ranging from the natural to the urban, both historical and contemporary. All four semesters are united by their common interest regarding the ways in which each context is understood, analyzed, and interpreted, and how this newfound appreciation for site can influence, encourage, and interact with subsequent architectural proposals. Design 5 will use the ideas of “natural site” as the starting point for this spatial inquiry. The selection of the natural site in favor of a predominantly man-made system operates both out of curricular tradition as well as its relationship to the earlier projects in Design 4. Design 5 will continue to develop an appreciation for perceptual and physiological situations that make up the natural site, but will also hone these skills in direct response to the specificity of the North Florida geography, binding the abstract principles and methods of thinking with the tangible characteristics of a known and measured site.
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Course Goals and Objectives Given the charge of this course as a transition between lower and upper division and its role as an introduction to more concrete architectural operations and consequences, the discussion of its goals and objectives are broken into two respective and equally weighted components. The studio will add, but not replace, a digital media component to the conventional design process. In the current state of rapid development in computation and communications, the architect is asked to not only grasp new technologies but to incorporate them into the design process. With new tools to create complex geometries, the architect must not only be proficient in this skill, but employ it toward new ideas and potentials. We will use digital site models and advanced 3D modeling techniques to infuse the design process with contemporary digital concepts.
The Course as Transitional: • Emphasis and reinforcement of critical issues of design and process - Concept development - Precedence and context analysis - Formal systems: hierarchy, ordering, sequence, scale, etc. • Linkages between the conceptual process and its spatial expression - Continuity and disruption - Contextual and programmatic interpretation - Digital Transformation • Introduce/ continue strategies for coordination between spatial, structural, and enclosure systems - Section/ plan relationships - Façade/ elevation - Detail/ connection/ joint The Course as Introductory: • Analysis and inventory of site. - Empirical/ quantitative characteristics - Phenomenal/ qualitative characteristics - Formal systems: hierarchy, ordering, sequence, scale, etc. - Theoretical analysis versus hands on tactile experience of the site • Programmatic analysis and interpretation: - Resolution of element/enclosure with activity/space - Conceptual integration with function and occupation - Spatial relationships, linkages and differentiations • Contextual response: landscape manipulation and tectonic - Ground as operative palette for action and consequence - Concept in and formal development response to context • Articulation and development of an architectural language: - Building form/structure: elements vs. stereotomics - Enclosure: roof, wall, floor - Material and connection/ attachment - Intersection: corner, ground, sky, inside/ outside - Opening: window, passage - Façade/Elevation/Section
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Small Single-Family Residence_ Project 1 | 01 John Guinn
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Small Single-Family Residence_ Project 1 | 02 Chris Malcolm
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Small Single-Family Residence_ Project 1 | 03 Mark Thomas
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J. Henderson
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Institute for Sustainable Design Research_ Project 2 | 01 Wylie Gunn
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Institute for Sustainable Design Research_ Project 2 | 02 Chris Malcolm
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Design 3 | ARC 2303
University of Florida | School of Architecture | Fall 2010
Stephen Mahn
This studio focuses on cultural artifacts; how a physical construction at any scale may contain or reflect ‘ideas’. The term consists of three sets of projects; the first two should inform and fold into the third.
Issues of study this term revolve around questions of scale, measure, materiality, cultural history, methodology, program and mapping.
“Cultural Artifacts” are used to generate ideas and discussions. A film is used as the initial point of departure. Spatial issues emerging from analysis and discussion of the film will program a set of elements: Door, Window and Stair [DWS], to be developed in an abstract and volumetric space. These elements are developed both as thresholds and as a sequence. DWS studies occupancy, program and scale, ending in a 3/8” model construction.
Course Goals
The second project investigates the ‘unpacking’ of the primary issues of DWS in a physical context, such as a city, ruin, as a place, and develops a familiarity with its critical aspects. Particular attention will be paid to internal edges within the city and the overlay of structural systems at multiple scales and dimensions. Design Three is a transitional studio from the highly structured D1 and D2 courses to the more independent and conceptually driven work of second year. In first year you began to assemble a set of formal, technical and intellectual skills. In D3 we expect you to apply those skills in a rigorous manner, informed by an intellectual position emerging from the nature of the project, associated readings and support material, research, site visits and documentation, and discussions with your studio faculty and your colleagues. Increasingly, you are responsible for informing your project.
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To develop “architectural” spaces emphasizing scale and measure relative to human perception. To engage program as both utilitarian and poetic (project brief & idea). To conceptualize architectural investigations and to examine ideas drawn from cultural sources (ie. film, literature, historic artifacts, cities) To visualize ideas through a clear and rigorous design process. To see drawing and modeling as technique – that is, as unique means of representing ideas and approximating real conditions. To become more aware of the discipline of architecture and the associated instruments of investigation and representation. To introduce and develop a process of analytical mapping / diagramming as both as speculative (exploratory and provisional) and formal (prescribed and precise) construct.
Project 1: Making a programmatic tool Cultural Artifact as Generative Structure: • Project 1a. Cultural Artifact Analysis and mapping • Project 1b. Door/Window/Stair Assemblage Large, scale specific, materially rigorous project; large model + drawings (3/8” = 1’-0”) From cinematic waltz to architectonic assemblage: Transformation of syntax/semantic logics: Critical materiality - motivated joint and detail Focus: analysis/transformation; scale, materiality, program 6 weeks
Project 2: The Seaming of the City Constructing Place as a Cultural Quilt: • Project 2a. Diagramming the City (Analysis and mapping) Documentation, interrogation, analysis, selective combination dynamic mapping exercise Establishing the nature of Urban edges – a systematic understanding Urban Overlay / Exfoliation of edge Focus: research/interpretation; translation/representation 3 weeks • Project 2b. Context and Intervention (Assemblage) Developing an understanding of a particular culturally-loaded edge condition within the city. Inserted program acts as both destination and passage Programmatic tool (as developed in Project 1) becomes a generative instrument / idea, establishing a dynamic between program and place Construction of a diagrammatic site / intervention model Final scale of spatial development: (3/16” = 1’-0”) Focus: scale, materiality, program and site (context) 6 weeks
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Project 1: DWS_ Door, Window, Stair | 01 Andy Lin
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DWS_ Door, Window, Stair | 02 Stephen Mahn
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DWS_ Door, Window, Stair | 03 Kristofer Thiess
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Project 2: The Seaming of the City_ Place as a Cultural Quilt | 01 Michaella Lyons
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Seth Turner
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The Seaming of the City_ Place as a Cultural Quilt | 03 Stephen Mahn
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The Seaming of the City_ Place as a Cultural Quilt | 04 Daniel Mentz
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Design 8 | ARC 4323
University of Florida | School of Architecture | Vicenza Institute of Architecture | Spring 2008
Erin Barnett, Venessa Heppner, and Amanda Morris
Introduction
The Vicenza Program experience (Spring 2008) will focus on a project as a way of changing and improving the environment, through small, precise and articulated architectural gestures. We will study several ways to approach urban intervention in the context of the rich architectural heritage of Italy.
of the project is to provide the area with three articulated small buildings, in order to create a continuity of the cultural promenade across the river. The Bridge itself, (a plain asphalt traffic bridge) will be complemented by the design of a pedestrian connection, or replaced, depending on the nature of each project. The result should be a delicate piece of urban articulation.
Objectives
Precedents
Project
Program
The studio seeks to investigate the continuity of historic architectural landmarks within the Vicenza area. It will follow the path of tourists visiting Palladio’s buildings in the ‘Centro Historico’ and the adjacent rural periphery, and will develop a linking strategy of information and transportation.
We will investigate the ‘bridge’ as a broadly defined urban element. The bridge in this project is interpreted as a connective element, a public space, a visual connection, as an experience through movement, as a place for a pause in the city, as a landmark and more. We will couple the bridge with additional programmatic elements, such as a tourist information center, exhibition space and public transportation shelter.
Site
Ponte degli Angeli. A gateway to Corso Andrea Palladio The site of Ponte degli Angeli has a rich historical background and a central location along the axis of Corso Andrea Palladio and the road leading to the rural villas. It is surrounded by three open public spaces. The objective
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Bridges in venice, Palladio bridge in Bassano del Grappa, Bridges by Alberti. We will take advantage of the trips, as well as study historic precedents such as “De Re Aedificatoria”, by Alberti. The remarkable importance of bridges in this treatise will guide student’s research.
Ponte degli angeli. A new kind of bridge -- A new system for vehicle and pedestrian ways Exhibition Space - Small gallery for temporary exhibits ‘500 years to Palladio’ 1000 sf. Tourist information centre - including a booth, display of maps and information, public bathrooms, storage 1500 sf. Bus stop - a shelter for 10-15 people Observation point - elevated structure
500 sf.
Shelby Downs, Miranda Romer, and Chris Vidal
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Urban Gateway_ Re-interpreting the bridge | 01 Will Choi, Jim Sarratori, and Alex Yoon
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Urban Gateway_ Re-interpreting the bridge | 02
Shelby Downs, Miranda Romer, and Chris Vidal
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Urban Gateway_ Re-interpreting the bridge | 03
Erin Barnett, Venessa Heppner, and Amanda Morris
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Urban Gateway_ Re-interpreting the bridge | 04
Ileana Acevedo, Justin Bienvenu, and Olivia Tsonas
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Urban Gateway_ Re-interpreting the bridge | 05
JT Bachman, Yoshimi Kaga, and Victor Lorenzo
balloon maker
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candle maker
fabric maker
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