Thesis Proposal

UNPLUGGED & RECONNECTED PRACTICE OF SELF-SUSTAINING SKILLS FOR COMMUNTY EMPOWERMENT Thesis Seminar - Fall 2013 Thesis I Start - Spring 2014 Thesis Document Due - Jan 2015 Degree to be Awarded by the BAC Masters of Interior Design

Thesis Student: Sarah Boisselle Thesis Advisor: Karin Dax NCIDQ Certification No. 28875, IIDA Thesis Seminar Instructor: Wm. Paul Joyce, AIA, IIDA Thesis Director: Crandon Gustafson AIA, IIDA, ASID, LEED, AP

“

It is precisely because neither individuals nor small groups can be fully self-sufficient that cooperation is necessary to human survival and flourishing.

“

- Tom G. Palmer

table of contents

01

02

03

04

05

06

07

08

THESIS PROPOSITION ASPIRATIONS | TERMS OF CRITICISM | METHODS OF INQURY

EMERGENCY WAYFINDING

COLOR | FORM | NUMBER

PRECEDENT

AMERICAN RED CROSS | FEMA | OUTWARD BOUND | RECOVERS | PROVIDENCE CHILDREN’S MUSEUM | BOYS & GIRLS CLUB

PROGRAMMING

PROGRAM | PERFORMANCE PROGRAMMING

SITE

1 COURT STREET, BOSTON, MA 02108

QUALIFICATIONS

SARAH BOISSELLE RESUME | KARIN DAX RESUME

ANNOTATED BIBLIOGRAPHY PRESENTATION BOARDS

PRELIMINARY BOARD | FINAL BOARDS

01

THESIS PROPOSITION ASPIRATIONS THESIS STATEMENT METHODS OF INQUIRY TERMS OF CRITICISM

ASPIRATIONS PROPOSAL

I seek to bring people together within a setting that promotes community bonding by way of group empowerment to develop skills for critical thinking when the use of technology is unavailable. I aspire to develop community refuge centers that provide tools and support within an engaging and educational format. I aim to create an environment that encourages residents within dense urban settings to relate to one another through imaginative thinking and creativity thereby enriching a sense of neighborhood reliance and trust.

In a world of heavy reliance on technology, a young generation is thriving on their connection to electronic devices that can quickly provide them with resources, connections and answers. More and more, instincts to solve a problem such as getting directions or looking up facts have caused people to turn to electronic devices to find immediate solutions. However, when impending disasters, either natural or man-made, occur, technology may not always be a viable source of help.

“The fishermen know that the sea is dangerous and the storm terrible, but they have never found these dangers sufficient reason for remaining ashore.�

- Vincent Van Gogh

It is imperative that people practice preparedness based on their locale. Each region requires unique strategic plans tailored to site-specific areas based upon studies of local vulnerability outcomes. These methods should embolden citizens and inspire them to take responsibility for their well-being during times of emergency as well as help their roles in perpetuating greater sustainable environments within their own neighborhoods.

There should be a space located in major cities, which provides useful self-sustaining tools that can be taught and learned in groups. The space would house many rooms, each dedicated to a different function or skill that would be necessary in the region during times of natural disaster when technology may not be available.

The space will be adaptable based on location to respond to local vernacular and regional needs. The space will also be recognizable so that residents and visitors alike will understand the purpose of the building as well as accessible for all ages and backgrounds.

As global warming creates extremes in our environment, it is crucial that people are equipped with knowledge that can help them sustain and thrive

during times when they may only be able to rely on basic needs and tools. Working with others to learn universal basic tools can strengthen a group based on commonality. Sustaining practices help promote positive growth within a community by empowering residents as well as provide critical skills for environmental wellbeing.

THESIS STATEMENT This thesis project will identify areas of vulnerability, specifically within the city of Boston, both natural and man-made that affect dense urban areas in order to create a place where local residents and visitors gather to learn sustainable skills in order to thrive as a community. I believe that community can be formed and strengthened by empowering people through successful learning of self-sustaining skills so that they can help themselves and one another during times of crisis.

RESEARCH

METHODS OF INQUIRY

I will research types of vulnerability in Boston, particularly considering weather patterns which lead to natural disasters. I will also research various types of man-made vulnerability to address most pertinent needed skills. Determining what types of skills are most needed in today’s world will be crucial, as they may have changed significantly in the last few decades. By understanding local vulnerabilities I will be able to develop a program that is both beneficial and appropriate to the local community.

DISCOVER Based on the research of vulnerability, I will discover methods of self-survival that will be most useful during the determined crisis. I will learn what tools are most needed for self-preservation as well as the most current and innovative ways in which to implement these methods. I will then decipher the best ways to display and teach these skills to a local audience.

DEVELOP I will need to develop my audience, as it is important that the space be accessible to all, but the lessons being taught, for example CPR, will need to be focused towards a specific user group. I will need to understand the best age group for learning, retaining, and implementing the appropriate information. It is important to me that the space is inclusive for families as well as individuals, because I believe learning together through a family group can help encourage community bonding.

DETERMINE The definition of “community� will need to further be defined for the specific purposes of my project. The space should promote growth within a community, and as such I will need to understand the local residents and visitors to the area. I will need to understand the weaknesses and strengths of the surrounding public in order to learn how those moments can be improved or enhanced.

IMPLEMENT The site will need to be accessible to the determined user group, and will need to promote sustainable behavior. It should be located in a dense urban environment so as to offer access via public transportation. I will study its nearness to other utilitarian services so that the building can provide outreach to the surrounding area. I will also study green-roof procedures and practices so as to accommodate sustainable activities within a group-user format.

ACCESSIBLE

TERMS OF CRITICISM

This space will be open and available to various ages and backgrounds, including local residents as well as visitors. It must be located in an area that is easily reached, with a main focus on sustainable ways of travel including types such as mass transportation and bicycle. The building must be designed in a way that allows useable circulation and egress.

RECOGNIZABLE

The building must be easily identified and known by both local residents as well as visitors. The purpose of the space must be clearly defined and observed as a place of reference within the towns’ fabric. It must have a connection to other self-sustaining organizations within the local area, which can be referenced and identified from within the program.

ADAPTABLE

The space must respond to the local vernacular as a means of recognition within each location. It must address the regional needs and vulnerabilities particular to the area after an assessment of the areas typical types of susceptibilities has been performed. It will then retain relevance and importance within each location it is implemented.

TEACH

The space must include areas for staff to plan, prepare and implement lessons. It must be flexible in order to accommodate a changing program and allow for the adapting response of the center based on evolving climatological, environmental and human needs.

LEARN

Visitors must be able to navigate the space in a clear and engaging manner. They must be able to rely on succinct wayfinding to traverse the space, with special consideration for how the program may adapt and thusly the circulation may change. They must feel comfortable in the environment as well as intellectually stimulated.

STUDY

There must be areas with which to accommodate further in-depth learning such as lectures and workshops where visitors can spend greater lengths of time within one space focusing on specific tasks and ideas. Areas must be able to provide for equipment and space for successful learning.

PARTICIPATE

Rooms must allow appropriate spacing for various sized audiences to practice skills in an educationally engaging platform. They must be flexible to adapt to the type of learning that is specified for each skill. They must encourage communication between the participants and the staff.

PREPARE

Appropriate areas and storage must be provided to allow for the process of teaching people to assemble proper equipment, gear and tools. These requirements will be based on the particular needs pertaining to each region where the center is located.

RESPOND

The space must help teach people ways to assess emergency situations and reply appropriately and effectively.

TEAMWORK

The overall building should promote face-to-face interaction and foster an environment that supports and allows for people to connect with one another. It must reinforce a sense of community as well as provide connecting resources to maintain and grow local outreach.

02

EMERGENCY WAYFINDING COLOR FORM NUMBER

MEANINGS OF SIGN COLOR

COLOR

As Roy Osborne states in his Color Coursebook, there are two main ways in which humans respond and associate to color. First, we relate to a color based on an association or memory.

Second, a meaning of color can be passed down through society from one generation to the next. Colors can bear positive and negative meanings, and as Carl Jung suggests, they can connect to personal impulse. The way we interpret color can have a strong impact on our reactions. Osborne states, “from a distance, [color] can succeed in conveying information more quickly than a word or formal symbol”.

(Osborne, 47)

A weather beacon is a beacon that indicates the local weather forecast in a code of colored or flashing lights. The Berkeley Building located at 200 Berkeley Street, Boston, Massachusetts has a prominentely featured weather beacon atop its summit. The following poem helps citizens depict the meaning of the colors:

Steady blue, clear view.

Flashing blue, clouds due.

Steady red, rain ahead.

Flashing red, snow instead.

The beacon has been a weather resource since its lighting on March 15, 1950. The building’s height reaches 495 feet from ground level and shines red and blue, which can be seen for miles on a clear evening.

RED | Used for STOP and YIELD, DO NOT ENTER and WRONG WAY PINK | Used for background color for incident managment signs CORAL| Reserved for future use

ORANGE | Used as background color for temporary traffic control signs YELLOW | Used as background color for warning signs and school signs YELLOW-GREEN | Used as background color for pedestrian, bicycle, and school warning signs GREEN | Used as background color for guide and information signs LIGHT BLUE | Reserved for future use BLUE | Used as background color for traveler services, information and emergency evacuation routes PURPLE | Reserved for future use

BROWN | Used as background color for guide and information signs for recreation and cultural interest BLACK | Used as background color for ONE WAY, and night speed limit WHITE | Used as background color for most regulatory signs and some route markers

FORM

In our visually driven society, it is our challenge to interpret the meaning of signs as they relate and stand out from one another.

Recognizing symbols but also understanding their hierarchy is imperative for navigating through our public spaces.

As Zbigniew Les explores in “Shape Understanding System�, there is a correlation between visual and nonvisual understanding. Shape is the visual aspect of the perceived object, and is assigned meaning as our bodies translate it from the visual to the nonvisual. (Les, 4) Shapes share universal properties that allow us to understand the meaning of form.

NUMBER

In his book, “Anthropology of Numbers”, Thomas Crump studies the human mind and its ability to communicate and understand a numeric language that is universally recognized. He states, “… where numerical techniques are known – even at the elementary level of separating numbers into odd and even – they are used as ‘paradigms of identity’ …and numeracy becomes and indispensable cultural accomplishment”. As children, we are born with innate abilities to understand basic types of practical equations, and as our language develops, we learn to assign meanings to symbols. These symbols can be invaluable during a time of emergency.

03 PRECEDENT STUDIES

American Red Cross FEMA Outward Bound Recovers Providence Children’s Museum Boys & Girls Club

Over the course of a few days following the 117th Boston Marathon, Boston was turned on its end. The aftermath of the marathon bombing fostered a fierce sense of town loyalty, which initially was arguably equally matched with feelings of uncertainty in places so familiar to many. Citizens and visitors alike found

HELP

themselves displaced and disoriented. In their reports, newscasters reached out to the public asking for assistance from those who were able to open their homes to others who were unable to retreat back to their hotels and were in need of a place to sojourn. The city of Boston heard the call and responded in a big way, and in the days following the marathon, citizens quickly united and gathered together as a way to cope with the tragedy and to feel strengthened by an up rise of camaraderie.

As a way of healing during a tragedy such as the bombings at the 2013 Boston Marathon, it is common for a community otherwise separated in their daily lives to come together to support one another. For a time following the events in Boston, there was a heightened sense of “togetherness”, as if strangers on

“A proper community, we should remember also, is a commonwealth: a place, a resource, an economy. It answers the needs, practical as well as social and spiritual, of its members - among them the need to need one another.”

-Wendell Berry

the street felt more like neighbors, because they were sharing an experience together. In moments such as these, citizens gather together in a variety of ways both emotionally and physically. The term, “Boston Strong”, became a prevalent reminder of the strong bonds of unity felt by local citizens and was proudly displayed on bus marquees, items of clothing, window shop signs and bumper stickers. Groups formed to participate in charity walks and runs, while others rapidly began soliciting donations to financially help support the victims. Within a just a little over a week, One Fund Boston was able to raise more than $20 million dollars, according to Boston.com.

In the aftermath of the bombings, some non-native to Boston residents began relating to the town in a way they had not previously done, as if this new connection of approximation to the event allowed them to now identify themselves as “Bostonians”, or as part of the local community of the city of Boston. As described in his dissertation paper regarding Terror Management Theory (TMT), Daniel Paratore explains, “We learn to make sense of our world through culture.

When we are unsure how to interpret a given stimulus, we try to establish consensus on the nature of reality by turning to others for guidance and social comparison.” He goes on to suggest that by relating to others around them, an individual creates a sense of identity and self-esteem. This idea is heightened during tragic events within a community, but can also be fostered on an on-going basis. As Carol Kinsey Gorman states in her book regarding body language and leadership, “Our brains have evolved to be social and collaborative – constantly assessing what other may think or feel, how they are responding to us, whether we feel safe with them, and whether they feel safe with us.” The way in which we relate to one another is how we form our sense of communal identity within a location, and can be heightened during extreme events and occurrences such as those at the marathon.

PREPARE

“The American Red Cross begins today the greatest single crusade of mercy in all history… Even our enemies know about the American Red Cross because it has never let international boundaries act as limits of mercy. Wherever our fighting me are – all over the world – the American Red Cross is by their side, extending always the arm of helpfulness and comfort.”

–President Franklin D. Roosevelt

According to their website, each year, the American Red Cross immediately responds to about 70,000 natural and man-made disasters in the U.S., ranging from fires to hurricanes, floods, earthquakes, tornadoes, hazardous materials spills, transportation accidents and explosions. They reach out to the greater community as a humanitarian mission. They go on to say on their website that the Red Cross disaster relief focuses on meeting people’s immediate emergency needs caused by disaster. When disaster threatens or strikes, the Red Cross provides shelter, food, and health and emotional health service to address basic human needs and assist individuals and families in resuming their normal daily activities independently.

They offer many classes locally in programs such as: Nurse Assistant Training First Responder First Aid/ CPR Certification Lifeguarding Babysitter’s Training Swimming and Water Safety Actress Jamie Lee Curtis lends her voice to a brief video helping teach some tips for packing an emergency kit to store in a home. They suggest we all get a kit, make a plan, and be informed, and provide many references online to do so. They even have a programs for outreach called “The Ready Rating” designed to help communities become stronger by becoming better prepared for emergencies.

respond

“Bad things do happen in the world, like war, natural disasters, disease. But out of those situations always arise stories of ordinary people doing extraordinary things.”

- Daryn Kagan

FEMA’s mission statement is “to support our citizens and first responders to ensure that as a nation we work together to build, sustain, and improve our capability to prepare for, protect against, respond to, recover from, and mitigate all hazards”.

FEMA is a recovery program that offers services ranging from food assistance to various types of flood protection. They work in correlation with the Red Cross to assist those in need after natural disasters, and as a response team, they refer those requiring immediate assistance to the Red Cross. Their website includes methods of help from immediately after a disaster to rebuilding a community after the immediate response has been alleviated.

In addition to online and telephone assistance, FEMA also offers a “Disaster Recovery Center (DRC) which “is readily accessible facility or mobile office where applicants may go for more information about FEMA or other disaster assistance programs.”

Within these centers, those affected can receive more information and assistance regarding their particular needs, and be directed through outreach programs to other organizations that can further provide help.

team work

“Learning about the Experiential Learning Cycle during the course was fantastic; we learnt to understand what makes a successful team, how tasks can be shared efficiently and how we can implement this into our everyday life as a leader, with or without a badge.”

- Stephanie Greenslade, 16, Outward Bound Australia

Outward Bound’s core values include compassion, integrity, excellence, inclusion and diversity. They bring various groups together through shared experiences that are both educational as well as challenging, with a focus on supporting the environment and one another. The success of their programs is measured by a few key outcomes, including character development, leadership skills, and service in respect to demonstrating social and environmental responsibility. For over 50 years they have contributed to building community through shared experience and skills. Founded in 1941, the program originally was developed “to provide young sailors with the experiences and skills necessary to survive at sea”. From there, the program has grown to include an entire outdoor education which reaches out to both students and adults in order to change lives and communites for the better.

teach

“Baffled by the acute lack of community recovery tools, my sister and I decided to build them. We put together a team and built an in-kind resource management system for untrained local organizers.

We have been working with communities and emergency managers across the country to deploy the system through our company, Recovers.org.”

- Caitria and Morgan O’Neil

Sisters Caitria and Morgan O’Neil were within the community affected by a surprise tornado that hit their town of Monson Massachusetts in June 2011. In response, the sisters took action and developed a plan and method of action to help responders organize after a natural disaster. They now promote what they’ve learned and travel around the country in an effort to teach communities how to set a plan and implement their plans in the face of unforeseen natural disasters. The women created software that creates a framework that can be deployed before a disaster in order to put strategic plans in action. They assist with features such as volunteer management tools, case management, donation item databasing as well as an information hub that helps connect users to local resources and information. They seek to empower communities through their resources by helping them to assess and take action in a way that responds to local needs.

learn

100 SOUTH STREET, PROVIDENCE, RI 02903 Mission, Values and Vision The mission of Providence Children’s Musuem is to inspire and celebrate learning through active play and exploration.

- Hands-on exhibits encouraging learning through play - Wide range of activities to appeal to a variety of cognitive and social learning - Accessible to all families - Active partnership with outreach organizations to support community needs - Concentration on how children and families learn

EXHIBITS POWER PLAY | Construct magnetic mazes and send objects soaring through WATER WAYS | Explore water by building fountains and floats CHILDREN’S GARDEN| Native plants to explore THE CLIMBER| Two-story-high climbing maze UNDERLAND| Explore below Earth’s surface through roots, worm tunnels and burrows INWAY| Bridge-building challenges and city building stragegies COMING TO RHODE ISLAND| Learn about immigration to the state of Rhode Island THINK SPACE| Experiment with shapes and spaces LITTELWOODS| Treehouse within a woodland play area DISCOVERY STUDIO| Innovative changing studio to experiment with science and art STRINGS ATTACHED| Art space to bring marionettes to life

PARTICIPATE

"My son plays sports, goes on field trips, takes photographs, does all sorts of things at the Club. It keeps him busy in a way that's good for him because he has fun even when he's learning."

- Parent

The Boys & Girls Club was founded to enrich the community by inspiring children to improve themselves through support, activities and goals. The goal has always been to empower children to dream of their future and learn ways in which they further develop successful habits and behaviors. Their missions states their goal is “to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens�. Through various programs and activities, they focus on character, education, skills and fitness. They encourage children to stay active, learn together, and support one another.

04 PROGRAMMING PROGRAM PERFORMANCE PROGRAMMING

PERFORMANCE PROGRAMMING

Security can be an individualistic idea, polarized between the need for individual closed space to comforting boundaries for communal gathering.

While solid walls can provide a sense of stability, others can find the degree of thickness as unwanted enclosure evoking senses of claustrophobia. The space will be successful in translating a theme of safety if both aspects of mass and void are carefully distributed throughout the architecture. Materials must reflect a quality and standard that is both efficient and comforting to a large variety of users. Juxtaposition of shape and form will help create unique spaces that respond to the emotional needs of the visitors.

PROGRAM Food First Aid Home Preparation Learning Areas Kitchen Restaurant Public Bathrooms Garden – Rooftop Conference Workshop Gift Shop – Survival Store Clinic Workshop Video Screening Area Children’s Workshop

By utilizing various colors and unique shapes, the interior space will be both visually as well as intellectually stimulating. The spaces should be

organized in a way that allows and encourages collaboration amongst users, fostering an environment for learning. Lighting in the rooms will be bright enough to complete tasks while remain warm and inviting. Strategic use of wayfinding will guide users throughout the space as well as signify points of educational importance. Simplistic architectural moves will provide a clean space for intellectual thinking, while artistic accents will stimulate creativity.

Empowerment signifies growth and importance, and as such can be articulated within an interior space by use of scale. As visitors move through

the space, they will notice a change in scale that reflects the tools and knowledge that they will garner. They should feel supported within the space, and the structural components throughout the building can reflect this affect. Reinforced elements can act as metaphoric symbols of support by providing moments of stability, strength and structure. Materials can also emphasize this theme through weight, texture, scale and proportion.

For this project, community will refer to a connection between individuals through a shared experience. Interior space can cultivate this by

providing proper space and circulation so that users are encouraged to interact with one another. Rooms should enhance gathering and interaction by way of effective space planning and program organization. In addition to affective programmatic solutions, connections both literal and figurative can be utilized by means of material and structure to enhance a feeling of connection.

In order to maintain relevance to the building’s location, the interior space should reflect the exterior vernacular. Daylighting can provide an

immediate connection to natural surroundings and help educate users about safety through the visual queues and elements of weather. Structural elements should provide shelter and stability on the inside, and should also provide views and direction to the exterior, signifying the larger community of outreach beyond the walls. Windows and lines of sight can define and enhance a visual language that connects the exterior to the interior space.

05 SITE CONDITIONS

1 Court Street Boston, MA 02108

SITE

There should be a space within dense urban landscapes that connects people together face-to-face in a way that is recognizable, accessible and adapt-

able. In an article for the Annals of the American Academy of Political and Social Science, L. J. Hanifan regards the term social capital as, “that in life which tends to make these tangible substances count for most in the daily lives of a people, namely, good-will, fellowship, mutual sympathy and social intercourse among a group of individuals and families who make up a social unit, the rural community”. Denser urban planning should encourage fellowship by thoughtful consideration of accessibility to common amenities as well as having the ability to adapt to the local needs and changes of population as a result of urban modernity while embracing evolving societal changes in order to maintain personal connection through face-to-face interaction.

In his article regarding “The five C’s of neighborhood planning”, Howard Blackson lists his points for successful urban planning. Among them include

priority for mixed-use as a way to account for needed amenities as well as ways in which to ensure that there are social areas present in order to connect people on

1 COURT STREET BOSTON, MA 02108

a local level. He goes on to say, “How we’re able to socially connect physically is what defines our ability to endure and thrive culturally.” A community space such as this should be available in times of need for refuge, such as during the aftermath of the marathon, but also foster a sense of fellowship during neutral times, without a major event as catalyst.

There should be a space located in major cities, which provides useful self-sustaining tools that can be taught and learned in groups. The building will be

located in an accessible area and be recognizable so that residents and visitors alike will understand the purpose of the building. The location must be easily accessible via public transportation and located in relation to other sustainable programs within the area that can provide further outreach for those interested in learning more in-depth information about a skill or program.

VULNERABILITY

A Linnean Solutions report outlines the potential vulnerability of Boston to natural hazards. The “x” symbol represents the vulnerability ranking established for this hazard mitigation plan update.

The symbol “P” denotes the worst case scenario potential for a given hazard.

WEATHER

The Linnean Solutions report shows storm surge predictions for Boston, based on category 1 through 4 hurricane events. Approximately 6% of Boston shows flooding in the Category 1 model, while almost 30% of Boston shows flooding in the category 4 model.

CATEGORY 1 HURRICANE STORM SURGE

CATEGORY 3 HURRICANE STORM SURGE

CATEGORY 2 HURRICANE STORM SURGE

CATEGORY 4 HURRICANE STORM SURGE

DENSITY

Linnean Solutions report also highlights the areas of density within Boston.

Downtown Crossing is amongst some of the highest areas of density, along with East Boston and Dorchester.

PUBLIC TRANSIT

RED LINE GREEN LINE BLUE LINE ORANGE LINE SITE OUTLINE Easily accessible via public transportation, visitors are able to help reduce emissions by taking public transportation to the site. The four main lines of the MBTA transect with one another forming a natural barrier around the location.

MAIN ROUTES

495

The site is accessible from many major routes throughout Massachusetts. Those from out of state will also easily be able to access main roads that lead directly into Boston.

190 90

290

95 295

195

EMERGENCY OUTREACH

POLICE HOSPITAL RED CROSS FIRE STATION DENTIST ANIMAL SHELTER ELECTRIC COMPANY

SITE OUTLINE

MUSEUMS

1

1

MUSEUM OF SCIENCE

7 2

BOSTON CHILDREN’S MUSEUM

3

INSTITUTE OF CONTEMPORARY ART

4

BOSTON FIRE MUSEUM

5

MUSUEM OF FINE ARTS

6

ISABELLA STEWART GARDNER

7

WEST END MUSEUM

8

MARY BAKER EDDY LIBRARY

9

HULL LIFESAVING MUSEUM

SITE OUTLINE

2 8 6

5

4

3 9

06

qualifications

BOSTON ARCHITECTURAL COLLEGE MASTERS OF INTERIOR DESIGN CANDIDATE THESIS PROPOSAL | FALL 2013

SARAH BOISSELLE sarahboisselle@gmail.com | 617.519.4197 | 5 Sayward Place, Unit 2, S.Boston, MA 02127

Marketing Skills

Created unique product combinations and solutions to meet prospective clients’ needs Nurtured positive relationships with existing clients Managed all social media and creative outreach utilizing color, word and design theory

Organizational Skills

Maintained showroom library by keeping material current and in efficient order Liason between multiple furniture and textile lines to provide a cohesive customer experience Reviewed bids and managed submittal process for large commercial projects

Leadership Skills

Organized events for students at Boston Architectural College while serving as Interior Design President in 2012 Developed media standards for all BAC Interior Design Society marketing materials

Design Skills

Experienced in all Microsoft Suite programs including Word, Excel and Powerpoint Progressing skills in Revit and AutoCad

Education

Masters Degree

Major: Interior Design

December 2014 Boston Architectural College

Bachelors Degree with Individual Concentration (BDIC)

Major: Desktop Publishing and Advertising

May 2004 University of Massachusetts Amherst

Employment

Inside Sales & Customer Care

Deb Evans & Associates Inc.

May 2012 -- Present

Design Consultant

Tile Showcase

May 2011 -- March 2012

Patient Navigator

Boston Medical Center (BMC)

May 2009 -- May 2011

Account Coordinator

MediaConcepts Corp.

December 2007 -- September 2008

Sales Recruiter

Boston Herald

October 2004 -- August 2007

Woburn, Massachusetts Watertown, Massachusetts Boston, Massachusetts Assonet , Massachusetts Boston, Massachusetts

ADD Inc | Resume

ADVISOR

SELECTED PROJECTS Unum Worcester, Massachusetts • 197,000 sf

I had the pleasure of taking Karin’s class, “Materials and Methods” and immediately felt both impressed and inspired by her. Having graduated as an MID student from the BAC, she is a wealth of knowledge and will be a voice of both constructive criticism as well as encouragment. I am greatly looking forward to working with her, learning from her, and being guided by her support and creativity.

Dartmouth College Hanover, New Hampshire 4 Currier Place Tenant fit-up • 5,000 sf The Dartmouth Center • 10,000 sf

Karin Dax

Pembroke Real Esatate - 255 State Street Boston, Massachusetts

Designer/Coordinator Karin’s passion for design and her ability to synthesize client’s objectives into outstanding interiors is evident in her numerous uncompromising design solutions. Karin brings a wide range of skills, expertise, and insight to every one of her projects.

NCIDQ Certificate No. 28875, IIDA Boston Architectural College Master of Interior Design James Madison University Bachelor of Science Fluent in Spanish and English

Nuance Cambridge, Massachusetts • 30,000 sf Fidelity Investments World Trade Center • Boston, Massachusetts 100 Salem Street • Smithfield, Rhode Island 900 Salem Street • Smithfield, Rhode Island 245 Summer Street • Boston, Massachusetts Projects designed prior to joining ADD Inc: Children’s Hospital Boston Interior Design Standards Finishes Survey and Upgrades Plastics Clinic Main Lobby CAT/CR Clinic Sales Kiosk ADA Toilet Room Upgrades Yawkey Family Inn

East Boston Neighborhood Health Center Interior Design Standards Development Maverick House Call Center Beth Israel Deaconess Medical Center Pain Clinic Boston Medical Center Women’s OB/GYN Health Services Study Special Treatment and Related Procedures Unit Cardiology Offices Cardiology Clinic Women’s Health Clinic Quincy Medical Center Emergency Department

07

ANNOTATED BIBLIOGRAPHY

Coleman, James S. 1990. Foundations of social theory. Cambridge, Mass: Belknap Press of Harvard University Press.

In order to define what a community in America is today, I will need to study social behaviors and theories. This book discusses theories by analyzing a variety of institutions. While this book may tend to lean more heavily towards government, I believe the finding will be useful towards gaining a better understanding on how the individual develops their role within a society.

Crump, Thomas. 1990. The anthropology of numbers. Cambridge: Cambridge University Press.

This book is a study of numerology, its origins and affects on humans. These concepts explore how we recognize the symbolism of numbers and can make sense of them from an early age. To be utilized as wayfinding, it is important to understand how numbers affect our psyche and how they can best be implemented.

Cushman, Philip. 1996. Constructing the self, constructing America: a cultural history of psychotherapy. Reading, Mass. [u.a.]: Addison-Wesley.

To understand groupings of people, it is important to also understand individuals. This book is a study of psychotherapy in American and outlines ideas of how the individual relates to the culture around them. By understanding the individual, one can begin to relate those findings to the needs of a larger community of individuals.

Escalera, Sergio. 2011. Traffic-sign recognition systems. London: Springer. http://dx.doi.org/10.1007/978-1-4471-2245-6.

Signage is an invaluable tool in an emergency scenario. Learning what colors and texts are used for recognizable signage is also imperative to understand what is standard and successful.

Farley, Reynolds. 2005. The American people: Census 2000. New York: Russell Sage.

A census is a way to gauge the pulse of the community, to understand what is currently happening and what will be needed. As I research the current American community, I will use sources like these to gather data to develop an overall understanding of society based on a multitude of categories. These areas will range from political views to principles of democracy.

Les, Zbigniew, and Magdalena Les. 2013. Shape understanding system: knowledge implementation and learning. Heidelberg: Springer.

This text explores how we cognitively understand symbols, and is important to know when creating wayfinding through the use of recognizable symbolism. I will explore these ideas so that I can create a succinct and clearly understandable system for wayfinding.

Linnean Solutions, The Built Environment Coalition, The Resilient Design Institue. 2013 Building Resilience in Boston: “Best Practices” for Climate Change Adaptation and Resilience for Existing Buildings.

The “Building Resilience in Boston” report is an excellent reference for the various vulnerabilities that affect Boston. Reports such as this will help me to understand what the current needs are and what program will be best suited for my center.

Mahar-Keplinger, Lisa. 2002. American signs: form and meaning on Route 66. New York: Monacelli Press.

As with other texts exploring this idea, “American signs” helps shed light on the most used and common practices for road signage. It is important to develop a system that will be recognized nation wide so visitors to the space will be able to relate and understand from familiarity.

Morse, Suzanne W. 2004. Smart communities: how citizens and local leaders can use strategic thinking to build a brighter future. San Francisco: Jossey-Bass.

Urban growth is continuing at a rapid pace and with this evolution comes change both anticipated and unexpected. This book is an examination of how these communities grow and how we can use past resources and tools to guide a successful future. I would like to use the studies in this book to further examine successful ways for positive community growth.

Osborne, Roy. 2004. Color influencing form: a color coursebook. [Boca Raton, FL]: Universal Publishers.

In Osborne’s book, he discusses the ways in which color has an impact on our society. We use colors to navigate through our daily lives, and as such it is important to understand what colors hold universal meanings and how individuals can perceive colors differently.

Putnam, Robert D., Lewis M. Feldstein, and Don Cohen. 2003. Better together: restoring the American community. New York: Simon & Schuster.

This book considers a multitude of aspects that affect our current sense of community in America. From social, to economic, to political factors, it delves into the problems as well as examines the solutions. This book covers a wide range of topics that are both applicable and important to my topic for me to further gain an idea of current social behavior, pressures form societal relationships.

Segal, Howard P. 2005. Technological utopianism in American culture. Syracuse, N.Y.: Syracuse University Press.

Our society today is strongly influenced by technology, and as such, this book focuses on the growing connection between today’s culture and technology. The author points out there is both a good side and a bad side to our ever-growing reliance on technology, and as such, should be acknowledged and studied. She traces the history of American technology and American utopianism to develop theories that are applicable today.

08

LUGGED & RECONNECTED

OF SELF-SUSTAINING SKILLS FOR COMMUNTY EMPOWERMENT

together within a setting that promotes community bonding by way of group empowerment itical thinking when the use of technology is unavailable.

TEMENT

SITE EVALUATION

PRESENTATION BOARDS

PRELIMINARY BOARD FINAL BOARDS

ulnerability, both natural and man-made that affect dense urban areas and create a place ents and visitors and gather to learn sustainable skills in order to thrive as a community.

CRITICISM

various ages and backgrounds in an area that is easily reached designed in a way that allows useable circulation and egress

entified and known by both local residents and visitors pace must be clearly identified

response to the local vernacular ess regional needs and vulnerabilities unity – raction

OF INQUIRY

nerability in Boston st useful during moments of vulnerability in Boston nce

munity”

BOISSELLE

NTATION

LOCAL OUTREACH

The program will promote outreach to local organizations who provide sustainable growth and development within the community.

PRELIMINARY BOARD For my first presentation, I explored the basic outline for my Thesis. I wanted to find a link between services learned within the center and outreach to local programs and services.

UNPLUGGED & RECONNECTED PRACTICE OF SELF-SUSTAINING SKILLS FOR COMMUNTY EMPOWERMENT ABSTRACT I seek to bring people together within a setting that promotes community bonding by way of group empowerment to develop skills for critical thinking when the use of technology is unavailable.

SITE EVALUATION

THESIS STATEMENT To identify areas of vulnerability, both natural and man-made that affect dense urban areas and create a place where the local residents and visitors and gather to learn sustainable skills in order to thrive as a community.

TERMS OF CRITICISM Accessible – Must be open to various ages and backgrounds Must be located in an area that is easily reached Building must be designed in a way that allows useable circulation and egress Recognizable – Must be easily identified and known by both local residents and visitors Purpose of the space must be clearly identified Adaptable – Space must be in response to the local vernacular Space must address regional needs and vulnerabilities Promotes Community – Face-to-face interaction

METHODS OF INQUIRY Research types of vulnerability in Boston Discover methods most useful during moments of vulnerability in Boston Develop target audience Site selection Define term for “community”

SARAH BOISSELLE MID THESIS SEMINAR PRELIMINARY PRESENTATION FALL 2013 - T7500

LOCAL OUTREACH The program will promote outreach to local organizations who provide sustainable growth and development within the community.

UNPLUGGED & RECONNECTED PRACTICE OF SELF-SUSTAINING SKILLS FOR COMMUNTY EMPOWERMENT ABSTRACT I seek to bring people together within a setting that promotes community bonding by way of group empowerment to develop skills for critical thinking when the use of technology is unavailable.

THESIS STATEMENT To identify areas of vulnerability, both natural and man-made that affect dense urban areas and create a place where the local residents and visitors and gather to learn sustainable skills in order to thrive as a community.

TERMS OF CRITICISM ACCESSIBLE - open and available to various ages and backgrounds, including local residents as well as visitors RECOGNIZABLE - purpose of the space must be clearly defined and observed as a place of reference within the towns’ fabric ADAPTABLE - must address the regional needs and vulnerabilities particular to the area TEACH - space must include areas for staff to plan, prepare and implement lessons based on evolving climatological needs LEARN - visitors must be able to navigate the space in a clear and engaging manner to be intellectually stimulated STUDY -areas with which to accommodate further in-depth learning such as lectures and workshops PARTICIPATE - allow appropriate spacing for various sized audiences to practice skills in an educationally engaging platform PREPARE - areas and storage must be provided to allow for the process of teaching people to assemble proper equipment RESPOND - space must help teach people ways to assess emergency situations and reply appropriately and effectively TEAMWORK - building should promote face-to-face interaction and foster an environment that supports and connects people

METHODS OF INQUIRY RESEARCH By understanding local vulnerabilities I will be able to develop a program that is both beneficial and appropriate to the local community.

DISCOVER I will learn what tools are most needed for self-preservation as well as the most innovative ways in which to implement them.

DEVELOP I will need to understand the best age group for learning, retaining, and implementing the appropriate information.

DETERMINE The definition of “community” will need to further be defined for the specific purposes of my project.

IMPLEMENT

I will study it’s nearness to other utilitarian services so that the building can provide outreach to the surrounding area.

SARAH BOISSELLE MID THESIS SEMINAR PRELIMINARY PRESENTATION FALL 2013 - T7500

EMERGENCY WAYFINDING

color form number

SITE

PROGRAM Food First Aid Home Preparation Learning Areas Kitchen Restaurant Public Bathrooms Garden – Rooftop Conference Workshop Gift Shop – Survival Store Clinic Workshop Video Screening Area Children’s Workshop

SARAH BOISSELLE MID THESIS SEMINAR PRELIMINARY PRESENTATION FALL 2013 - T7500

PRECEDENTS & CULTURAL CONTEXT

PREPARE RESPOND TEAM WORK TEACH PARTICIPATE learn