the
llage
at 7 sohier
FI NAL I D
49 0
SA RA H
P R E S E N TA T I O N SPRI NG JAN E
2 020
VISN ICK
ov e rv i e w SCH E MA TIC
DESIGN
M E E T T H E V I L L A G E ( S U M M A RY O F R E S E A RC H ) S I T E A N A LY S I S U S E R P RO F I L E S B U B B L E D I AG R A M S PA R T I & C O N C E P T M O D E L P R E L I M I N A RY S K E T C H E S
DESIGN
DEVE LOP M E N T
TERMS OF CRITICISM D E S I G N I CO N S F LO O R P L A N S PE RSPEC TIVES SEC TION MA TE RIA L SE L EC TIONS
FOCA L
A REA
WA Y S W E WO R K : T H E T O P 1 0 E N L A RG E D P L A N S PE RSPEC TIVES
CUSTOM
OBJEC T
DRA WI NGS
SC H E MA TIC DESIGN
full priced lunch student
'09
'11
'13
'15
ssttuudde ennttss oof f l loowwe err ssoocci o i oe eccoonnoommi c i c ssttaattuuss sshhooww vvaarryyi inngg tte esstt ssco corre ess aass e eaarrly ly aass tthhe e tthhi irrdd ggrraadde e. . HISPANIC FAMILIES
WHITE FAMILIES
AFRICAN AMERICAN FAMILIES
l u n c h THE VILLAGE AT 7 SOHIER
WH ITE
78%
A SIA N
OTHER NON-WHITE FAMILIES
LOW INCOME FAMILIES IN THE US BY RACE/ETHNICITY
72%
A F R I CA N A M E R I CA N H I S PA N I C
so what ' s goi ng on i n 1 9 4 3 , A BRA HA M m a s low O U T L I N E D a h i e r a rc h y o f b a s i c h u m a n n e e d s , s tat i n g t h at o n e l e v e l ca n n ot b e r e ac h e d without fulfi llment of th e for m e r . st u d e n ts w h o b e l o n g t o fa m i l i e s o f low e r s e s ( soc i o eco n o m i c s tat u s ) s u f f e r f ro m f o o d a n d housi ng i nsecu ri ty .
of which q ua l i fy for
IN GRADE SCHOOL.
high school graduation rates by race/ethnicity Greene, J. P., & Winters, M. A. (2006).
'07
BUT THESE TRENDS
53%
'05
NUMBER ONE FOR SOME, AS CITED IN THESIS 1 RESEARCH PAPER
55%
IN THE US
'03
"should we be satisfi ed wh en the level of education that black and lati no students receive in ma is more similar to that of the average student i n the lowest performing states?"
#1
reduced price lunch student
students
50.8
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP) reading SCORES FOR FOURTH GRADERS
https://www.nationsreportcard.gov/reading_math_2015/#reading/gaps?grade=4
THERE ARE
?
S E L F AC T UA L IZA T I O N
E ST E E M E D U CA T I O N ( G OA L S & A T TA I N M E N T )
LOV E & B E LO N G I N G SA F E T Y
P H YS I O LO G I CA L N E E DS h o w w i l l i e at t o d ay ? WH ERE wi ll i SLEEP to N I G H T ? A M I H E A LT H Y ? D O I F E E L W E L L P H Y S I C A L LY ? D O I H A V E C L E A N C LOT H E S TO W E A R ?
DESIGN DEVELOPMENT PRESENTATIONS
WITHOUT TH E F U L F I L M E N T OF FOOD A N D S H E LT E R, ST U D E N TS CA N N OT FO C U S O N E D U CA T I O N A L G OA L S . T H E Y B E CO M E W I T H DRA WN, DI SRU PT I VE O R C H RO N I C A L LY A BS E N T D U E TO UNADDRESSED H E A LT H I SS U E S
ID 490 | SPRING 2020
HOW CAN THE BUILT ENVIRONMENT FULFILL BASIC HUMAN NEEDS TO SUPPORT EDUCATIONAL ACHIEVEMENT IN CHILDREN AGED K-12?
how can the built environment fulfill basic humans needs to support educational achievement in children aged k-12? disguise build a sense of community
financial differences
bui ld a sense of create commun ity opportunity for social mobility
close the achievement gap
expose users to alternate careers
expose users to alternate careers
balance attention & restoration
balance attention & restoration
increase overall wellness
nutrition, m e n to rs h i p , h e a lt h ca r e , & p h ys i ca l r e so u rc e s
begi n to close th e ach i evement gap
disguise fi nancial begindi to fferences
create opportun ity for social mobi lity
i ncrease overall welln ess
Healthcare, nutrition,TO mentorship physical WILL WORK TOGETHER FULFILL THEand CONCEPTS OF resources will work together to fulfill MA S LOWthe ' S Hconcepts I E RA RC H YofSOMaslows T HA T T HHierarchy E E N D US Eso RS that the end users will be better toD the in traditional educational Wequipped I L L B E B Eto T T Eperform R EQ U I P PE TO height PE R FO Rof M their TO T Habilities E H E I G H T O F T H E I R A B I L I T I E S I N T R Asettings. DITIONAL EDUCATIONAL SETTI NGS.
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
located in suburban beverly, ma, briscoe middle school was shut down for good at the end of 2018. erected over 100 years ago, the buliding shows styles of its time, while also having undergone slight renovations along the way. Close to major highway rt-128, downtown beverly, the cummings center industrial park, and a middle, high, and elementary school, the location gives the user access to both education and job opportunities of the area. a basement and 3 floors flaunt nearly 150,000 sf, including a 2 floor auditorium to seat 800.
site location downtown cummings center nearby schools train stations
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
Ch i ldren
The primary user group for this project is children, specifically aged k-12 in schooling years, and coming from or belonging to a family with lower socioeconomic status.
parents
The secondary user group for this project is parents, specifically adults coming from or belonging to a family with lower socioeconomic status. this user group is a combination of adults and children.
adults
another secondary user group for this project is adults from the community, both who support the functions of this building, and those with a lower socioeconomic status who utilize the resources.
educators
the tertiary user group for this project is educators, who will help facilitate the educational programming which is predominantly focused onto the second floor. teachers may be higher education students or volunteers.
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
BASEMENT
LEGEND
mens locker
existing gymnasium to remain
womens locker
activity & opportunity Risk x Play COMMUNITY building basic needs traditional EDUCATION
transition
OTHER SPACES OPEN TO ABOVE
electrical / mechanical
excavated space
ACOUSTIC SEPARATION VERTICAL CIRCULATION DAYLIGHT
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
FLOOR ONE cafe LEGEND elevators
activity & opportunity
BOH
Risk x Play
URGENT CARE
OFFICES
COMMUNITY building basic needs
EXISTING AUDITORIUM TO REMAIN
TOILETS
TOILETS
DE NT AL
ERY OC GR
CLI
NIC
traditional EDUCATION
community hub
office
THE VILLAGE AT 7 SOHIER
OPEN TO ABOVE
ACOUSTIC SEPARATION VERTICAL CIRCULATION
PHARMACY ENTRY
OTHER SPACES
DAYLIGHT
recep
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
FIRST FLOOR
FLOOR TWO dance studio
dance studio
LEGEND
arts studios huddle
huddle
audio studios
activity & opportunity
OFFICES
open to below
entrepreneur’s corner
locker rooms
huddle
huddle
locker rooms
Risk x Play COMMUNITY building basic needs
huddle
huddle
traditional ed.
huddle
life & the trades
huddle
elevators toilets
computer lab
toilets
2nd floor “reception” communal hub
traditional EDUCATION OTHER SPACES OPEN TO ABOVE
ACOUSTIC SEPARATION
OFFICES
VERTICAL CIRCULATION DAYLIGHT
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
FLOOR THREE
1 bedroom
3 bedroom
LEGEND
2 bedroom
activity & opportunity
huddle
Risk x Play 1 bedroom
1 bedroom Laundry
2 bedroom
huddle
huddle
2 bedroom
COMMUNITY building
huddle
huddle
Laundry
basic needs
open to below
traditional EDUCATION
huddle
3b
ro o
m
huddle
m
3b
ed
oo edr
elevators
toilets
community
toilets
OTHER SPACES OPEN TO ABOVE
ACOUSTIC SEPARATION
2 bedroom
2 bedroom
VERTICAL CIRCULATION DAYLIGHT
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
BELONGING: ALTHOUGH BELONGING IS A COMPONENT OF MASLOW'S HIERARCHY OF NEEDS, THE EMOTIONAL CONNOTATION OF THE WORD ENCOMPASSES THE IDEALS OF THIS PROJECT BY HELPING THE END USER FEEL SAFE, SECURE, AND ABLE TO CLIMB TO HIGHER ACHIEVEMENTS BY DRAWING ENERGY FROM THEIR COMMUNITY. SHAPES IN THE DRAWN PARTI CORRELATE TO THE FORMS IN THE CONCEPT MODEL, MIMICKING THE LEVELS OF MASLOW'S HIERARCHY. IN THE 3D MODEL EACH FORM IS INTERTWINED WITH ANOTHER, PROVING THAT EACH LAYER OF THE HIERARCHY IS NECESSARY AND RELATED TO THE OTHERS.
SELF ACTUALIZATION ESTEEM
LOVE
SAFETY
physiological needs
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
acoustic ceiling clouds aim to reduce noise in space designed for learning
EXPLORATION : FOCUS AND SEPARATION investigation into workplace strategies resulted in the need for both private and social spaces, but the need for sunlight asked for minimal walls. hubs may be color coated to denote louder versus quieter spaces, or occupied versus available for use.
lighting within hubs gives user opportunity for choice, feeling of indepdendence within the space.
glass panel dividers allow sunlight to come through into space while still creating privacy for focus
singular booth design to encourage focus and privacy in both traditional education and expressive spaces THE VILLAGE AT 7 SOHIER
variety in seating to allow user choice flooring pattern mirrored in ceiling soffit
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
EXPLORATION : UNCONVENTIONAL SEATING the importance of creativity and risk taking resulted in a deeper investigation of traditional seating methods. risk, mediation, and organization are essential components to the development of proper socialization skills.
VARIED STEP HEIGHT TO ACCOMMODATE BOTH ADULTS AND CHILDREN UNIVERSAL ACCESSIBILITY
VERTICAL CIRCULATION THAT ENCOURAGES RISK AND COLLABORATION TO BUILD COMMUNITY
large structure allows seating to hang off, can host up to 6 seats similar to a dining table table encourages users to sit with one another, but also incorporates an aspect of enjoyment
CREATING "LEISURE" SPACE BUILDS THIRD PLACE CONNECTION
mild to moderate movement during education can help many young children focus THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
EXPLORATION : VERTICALITY
THIRD FLOOR RISK X PLAY INDIVIDUAL ROOMS
an inspiration image resulted in an exploration of sightlines from one level to another. by allowing different levels of the building to have visual access to one another, the space was able to function as more of a whole.
small rooms allow for the sensation of discovery, peaks interest in young children creating stairs with integrated design elements allowed the upwards movement from floor to floor to conceptually represent the movement through maslow's hierarchy
THE VILLAGE AT 7 SOHIER
venturi - complexity of architecture
FIRST FLOOR STAGE, AUDITORIUM EXISTING TO REMAIN
SECOND FLOOR EDUCATIONAL HUDDLE ROOMS
SIGHTLINES AVAILABLE FROM ROOM TO ROOM, FROM STAGE TO ROOMS, CREATES INTEREST, BUILDS COMMUNITY
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
D E S I G N D E V E LO P M E N T
how can the built environment fulfill human needs to support educational achievement in children aged k-12? Does the building provide access to fulfillment of physiological needs? Does the infrastructure disguise socioeconomic differences to encourage an atmosphere of emotional safety? Does the building provide access to resources which enrich traditional education? Does the building provide exposure to non-traditional careers/paths? Does the building encourage a sense of community and help users create place attachment? Is there space for free play among children? Is there a balance of social versus personal spaces in public areas? Are there opportunities for non-directed attention, so as to refresh the directed conscience? Is there a balance of ease and complexity in architecture?
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
USE space : play
research is able to support that children suffer from a lack of play. play specifically involves both joy and risk taking. through play, children learn to develop relationships, to organize activities, and to assess risks.
use space : exploration of i nte rests
children are often exposed to a select channel of opportunity through traditional schooling, and without support from mentors, they are not able to access other career paths such as the trades.
use space : tradi tional e ducation
children from lower socioeconomic households fall behind substantially in traditional education settings. lack of resources, mentors, and support results in the development of the achievement gap - a high 25% in beverly ma.
th eory : place attach m e nt
place attachment explains the connection between human and space. place attachment has positive benefits, but is often seen at a deficit in children with lower socioeconomic status in accordance with their often transient housing.
th eory : atte ntion restoration
this theory outlines the concepts of directed attention, which says that learning requires an active focus, while enjoyment is focus as well, but voluntary. this voluntary engagement allows the brain to rest and recharge.
th eory : complexi ty i n arch i tec ture
VENTURI WRITES ABOUT THE ALLURE OF A SPACE WHICH IS BOTH ABLE TO BE NAVIGATED, BUT ENCOURAGES A LEVEL OF DISCOVERY. FOR CHILDREN ESPECIALLY, THE ABILITY TO HAPPEN UPON A SPOT CREATES A SENSE OF PRIDE, AS WELL AS REINFORCING THE IDEA THAT EXPLORATION BRINGS JOY. THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
th eory : maslow / physiological
for children to have the ability to learn to the best of their ability, their physiological needs must be met. in this project, this will be fulfilled through the inclusion of groceries, a cafe, dental care, primary care, & housing.
Th eory : Maslow / saftey & securi ty
the second step to maslows pyramid is safety and security. by creating an environment that is open to all local children, the use of the space can be emotionally safe, as well as being a physical safe place for community.
th eory : maslow / love & be longi ng
the integration of communal hubs throughout the building, as well as the open policies of the building will allow users to build strong and meaningful relationships which will build the community.
th eory : maslow / este e m
the support of mentors and programming throughout the building will help children build their skills both in traditional educational models, and in other areas. in turn, they can build their self esteem.
th eory : maslow / self ac tualization
the final step to the pyramid is self actualization. the goal of this building would be to inspire students to develop ideas for their future, to build skills and interests and be prepared to move forward. students will build human and cultural capital and have a fair chance at social mobility.
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
AUDITORIUM NETWORK GROCERY CAFE
ME NTA L H EA LTH
THE THE THE THE
FACULTY THE NETWORK RECEPTION
FILE STORAGE
COMMUNITY HUB
UNISEX BATHROOMS
THE AUDITORIUM DENTAL HEALTH
THE GROCERY
FAC ULT Y
THE COURTYARDS
THE COURTYARDS
PRIMARY CARE THE STAGE
O T T NO
LE SCA
BACKSTAGE
BOH
SERVING
THE CAFE
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
THE STUDIOS DRAWING STUDIO
CERAMICS STUDIO MOVEMENT
KILN
CO MP UTE R
MEDIA STUDIO
MOVEMENT STUDIO
STUDIO
PAINTING STUDIO
COMMUNITY HUB LAB
G DIN OR S REC UDIO T S
MENS
WOMENS
THE CONFERENCE
THE CONFERENCE THE GAME ROOM
LIB RA RY
OPEN TO ABOVE & BELOW
THE WAR ROOM
THE WAR ROOM
COURTYARD
COURTYARD
THE OFFICE
DIO AU DIO STU
THE FOCUS ROOM
THE INFORMAL
THE HUDDLE
G DIN OR S REC UDIO ST
THE HUDDLE THE BOOTH
MENS
THE 1 V 1
NS
ME WO
E RAG STO
THE PHONE ROOM THE LOUNGE
THE LOUNGE
FAC ULT Y
Y LOG ETO IO SM CO STUD
OPEN TO BELOW
INFORMAL LOUNGE
STUDY STUDIOS
DRY UN LA
RY NT RPE CA
COMMUNAL CONFERENCE
DIO STU
N HIO FAS
DIO STU
O T T NO
LE SCA
Y AR LIN CU UDIO ST
OPEN TO BELOW
PANTRY
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
1
Section 1 1/8" = 1'-0"
THE VILLAGE AT 7 SOHIER
SCALE : 1/8" = 1'
DESIGN DEVELOPMENT PRESENTATIONS
No.
Description
ID 490 | SPRING 2020 Date
11x17 B
1. cpt-1 2. existing brick 3. concrete 4. wd-1 5. p-1 6. p-2 7. p-3 8. p-4 9. p-5 10. p-6 11. p-7 12. p-8 13. bolon 1 14. bolon 2 15. ss-1 16. wt-1 17. bolon 3 18. lvt-1 19. turf 20.wc-1 21. uf-1 22. uf-2 23. uf-3 24. uf-4 25. uf-5 26. uf-6 27. uf-7 28. p-9 29. p-10 30. p-11 31. p-12 THE VILLAGE AT 7 SOHIER
1
2
5 6 7 8 9 10 11 12
20
18
19
13
21
22
14
23
24
28 10
3
29
15 4 16 DESIGN DEVELOPMENT PRESENTATIONS
17
25
30
26
31
27
9 ID 490 | SPRING 2020
FO CA L A R E A WO R K P L A C E S T R A T E G I E S E X P L O R A T I O N E N L A RG E D P L A N E N L A RG E D RC P PE RSPEC TIVES
legend ACTIVITY & OPPORTUNITY (war rooms) RISK X PLAY (conference rooms) COMMUNITY BUILDING (informal rooms) FULFILLING BASIC NEEDS (private rooms) TRADITIONAL EDUCATION (formal rooms) OTHER SPACES (huddle rooms)
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
USERS : 2 USERS : 1
USERS : 2
INTENT : DISCUSS
INTENT : FOCUS
INTENT : DISCUSS
PRIVACY : MAX
PRIVACY : MAX
PRIVACY : MODERATE
SOUND :
SOUND : LOW/NONE
SOUND : LOW/SOME
LOW/NONE
TECH : NONE
TECH : NONE
TECH : NONE
LIGHTS : CONTROLLED
LIGHTS : CONTROLLED
LIGHTS : CONTROLLED
T H E
T H E P H O N E ROO M
T H E
1
O N
T H E
BOOT H
O F F I C E
USERS : 2
USERS : 3
INTENT : COLLABORATE
INTENT : COLLABORATE
PRIVACY : MODERATE
PRIVACY : MODERATE
SOUND : LOW/SOME
SOUND : MEDIUM
TECH : NONE
TECH : AV
LIGHTS : UNCONTROLLED
LIGHTS : CONTROLLED
T H E
1
FOC US
ROOM
ACTIVITY & OPPORTUNITY
COMMUNITY BUILDING
TRADITIONAL EDUCATION
RISK X PLAY
FULFILLING BASIC NEEDS
OTHER SPACES
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
T H E
USERS : 4
USERS : 5
INTENT : COLLAB.
INTENT : COLLAB.
PRIVACY : LOW
PRIVACY : MEDIUM
SOUND : HIGH
SOUND : MEDIUM
USERS : 6-7
TECH : NONE
TECH : AV
INTENT : PLAN
LIGHTS :
LIGHTS :
PRIVACY : MEDIUM
UNCONTROLLED
CONTROLLED
SOUND : HIGH
I N FO R MA L
T H E
TECH : NONE
H U D D L E
LIGHTS : CONTROLLED
T H E
USERS : 8 INTENT : PLAY
INTENT : ENJOY
SOUND : HIGH
PRIVACY : LOW
TECH : NONE
SOUND : HIGH
LIGHTS :
TECH : AV
CONTROLLED
F U N
O N E
ROOM
USERS : 10+
PRIVACY : MED.
T H E
WA R
LIGHTS : UNCONTROLLED
T H E
LO U NG E
ACTIVITY & OPPORTUNITY
COMMUNITY BUILDING
TRADITIONAL EDUCATION
RISK X PLAY
FULFILLING BASIC NEEDS
OTHER SPACES
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
LEGEND
THE CONFERENCE
THE CONFERENCE
THE GAME ROOM
ACTIVITY & OPPORTUNITY (war rooms) RISK X PLAY (conference rooms)
THE FOCUS ROOM
THE OFFICE
COMMUNITY BUILDING (informal rooms)
OPEN TO ABOVE & BELOW
THE WAR ROOM
FULFILLING BASIC NEEDS (private rooms)
OUTDOOR COURTYARD
THE INFORMAL
THE HUDDLE
TRADITIONAL EDUCATION (formal rooms) OTHER SPACES (huddle rooms)
THE WAR ROOM
THE HUDDLE THE BOOTH
THE 1 ON 1 THE PHONE ROOM
THE LOUNGE
OPEN OFFICE
THE VILLAGE AT 7 SOHIER
OPEN TO BELOW (STAGE)
DESIGN DEVELOPMENT PRESENTATIONS
NOT TO SCALE
THE LOUNGE
ID 490 | SPRING 2020
LEGEND ACTIVITY & OPPORTUNITY (war rooms) RISK X PLAY (conference rooms) COMMUNITY BUILDING (informal rooms) FULFILLING BASIC NEEDS (private rooms)
OUTDOOR COURTYARD
TRADITIONAL EDUCATION (formal rooms) OTHER SPACES (huddle rooms)
recessed can round pendant light
THE VILLAGE AT 7 SOHIER
NOT TO SCALE
linear pendant light
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
C U STO M O BJ E C T PE RSPEC TIVE C O N S T R U C T I O N D E TA I L S E L E VA T I O N S
what if a conference table could engage the users in movement? can chairs be replaced with swings? can engaging the body postively affect focus?
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
scale : 1/2" = 1'
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
scale : 1/2" = 1'
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
scale : 1/2" = 1'
THE VILLAGE AT 7 SOHIER
DESIGN DEVELOPMENT PRESENTATIONS
ID 490 | SPRING 2020
RE F L EC TION GETTING TO BE THE TELLER OF THIS STORY HAS BEEN ONE OF THE MOST REWARDING EXPERIENCES OF MY LIFE. OVER ONE CALENDAR YEAR AGO, I DECLARED MY IDEA, LOUD AND PROUD TO AN EMPTY ROOM. TODAY, AT 4 AM, AS I BRING THIS PROJECT TO IT'S CLOSE, I HAVE EARNED MY WAY TO THE LARGEST AUDIENCE I COULD FIND. I HOPE THIS PROJECT FINDS A WAY TO CONVEY ALL THE EMOTION I FELT THROUGH THIS PROCESS : HORROR, FEAR, HOPE, AND JOY. BECAUSE THE JOB OF THE DESIGNER IS TO FIND NEW WAYS TO FRAME DAILY LIFE, TO SHARE INFORMATION, AND TO LEARN, ALWAYS. THIS PROJECT WAS MET WITH A UNIQUE SPEEDBUMP. I CAN'T SAY THAT I IMAGINED A PANDEMIC BEING MY BIG CHANGE OF 2020. I ALSO CAN'T BELIEVE HOW UNPREPARED THE WORLD IS FOR SUCH A SITUATION. AS A DESIGNER, IT POSES THE GREATEST CHALLENGE. NOW WHAT? DO WE REVERSE OUR OPEN OFFICE TRENDS, AND SEE AN INCREASE IN SQUARE FOOTAGE PER PERSON FOR THE FIRST TIME IN 10 YEARS? DO WE RESUME WORKING REMOTELY INDEFINITELY - DOES THE OFFICE BECOME OBSOLETE? ARE CONFERENCE ROOMS A THING OF THE PAST? AND DID ANYONE REMEMBER THE KIDS WHO WERE DEPENDING ON SCHOOL LUNCH? THE STUDENTS WHOSE STORies are TOLD IN THIS PROJECT ARE STRUGGLING JUST AS MUCH AS ANYONE THROUGH THIS CHANGE. THESE STUDENTS ARE MORE LIKELY TO BE ON INDIVIDUALIZED EDUCATION PLANS - AND THOSE ARE NOT BEING FULFILLED. THESE KIDS ARE LESS LIKELY TO OWN TECHNOLOGY - AND SCHOOL IS ONLINE. THESE KIDS DEPEND ON SCHOOL FOR FOOD - AND THE BUILDINGS ARE CLOSED. THEIR PARENTS ARE LIKELY WORKING MINIMUM WAGE JOBS - MANY OF WHICH ARE ESSENTIAL - AND so THEY ARE ALONE. THE INSPIRATION FOR THIS PROJECT CAME FROM MY MOM, WHO WORKS TIRELESSLY FOR THE BEVERLY SCHOOL DISTRICT. I'VE OVERHEARD MEETING AFTER MEETING, LISTENED TO HER PACE LATE AT NIGHT, WATCHED HER STARE INTO THE DISTANCE, PLANNING, WISHING SOMEONE WOULD THINK ABOUT THIS USER GROUP. MOM - FOR THE LOVE OF GOD, I HEAR YOU. CHEERS TO MY OWN EDUCATION FROM ENDICOTT, THE HOPEFUL EDUCATION OF MY SO-REAL-USER-GROUP, THE EDUCATION OF ALL WHO TAKE THE TIME TO READ THIS NOVEL, AND THE EDUCATION I AM SO LUCKY TO CONTINUE TO PURSUE ELSEWHERE IN THE FALL. MY LAST FOUR YEARS AT ENDICOTT HAVE TAUGHT ME MORE THAN CAN BE COUNTED IN CREDITS. MAY WE ALWAYS ASK "WHAT IF?" AND MAY WE REMAIN BRAVE ENOUGH TO KEEP SEARCHING FOR NEW ANSWERS.
"EDUCATING THE MIND WITHOUT EDUCATING THE HEART IS NO EDUCATION AT ALL" - ARISTOTLE SJ V