Final Thesis Proposal by Alex Siekierski

BOSTON ARCHITECTURAL COLLEGE Submission Date: 11.30.2011 | 5:00pm Masterâ&#x20AC;&#x2122;s Thesis Proposal | Thesis Seminar Class | Fall 2011

Thesis Candidate: Alex Siekierski 617.894.0664 siekierski.alex@gmail.com

Thesis 1 Start | Spring 2012

enga ging spaces Degree to be awarded by the BAC: Master of Architecture

Thesis Advisor: Richard Peake 617.640.7564 rpeake.bac@gmail.com

Thesis Seminar Instructor: Anthony Paprocki

Thesis Studio Instuctor: Cedric Robinson

Architecture which can stimulate social interaction Supported by collaboration and inspired by Montessori education

COPYRIGHT ÂŠ 2011-2012 ALEX JEFFREY SIEKIERSKI All rights reserved. No part of this publication may be reproduced, stored in retrieval system, or transmitted in any form or by any means electronic, mechanical, photocoping, or otherwise, without the prior permission of the author.

Section One THESIS MOTIVATIONS

4 5-10

Section Two PRECEDENT STUDIES

11-19

Section Three THESIS STUDIO & SKETCH PROBLEM

20-24

Section Four PROPOSED SITE

25-33

Section Five PROGRAM

34-36

Section Six CASE STUDIES

37-45

Section Seven HISTORY & CULTURAL CONTEXT

46-53

Section Eight

54-56

Section Nine SITE ANALYSIS

57-67

Section Ten CODE REQUIREMENTS

68-71

Section Eleven INFORMATIONAL CONTEXT

72-75

Section Twelve APPENDICES

76-100

ENCLOSED CONTENTS

Executive Summary

PERFORMANCE REQUIREMENTS & BUILDING SYSTEMS INTEGRATION

Thesis Candidate: Alex Siekierski 617.894.0664 siekierski.alex@gmail.com

Executive Summary

Architecture which can stimulate social interaction Thesis Advisor: Richard Peake Supported by collaboration and inspired by Montessori education 617.640.7564 THESIS STATEMENT rpeake.bac@gmail.com Can the engaging of multiple professions yield an environment for enhanced exchanging of information via collaboration and digital media? My thesis is about creating an environment for education, communication, technology, active learning, and collaboration. Key components of collaboration regard adaptability, visual connectivity, integration of nature, order, transformative spaces, layering of program, and the de-standardization of space types. With the standardization of building uses come restraints on adaptability and functionality within spaces. In order for sharing of ideas and problem solving to occur, standard space types are no longer a determining factor for the success for the program. My over arching investigation is to create a resource center which can attract minds from different professions and trades. As a result I am providing an environment which can overlap the artists, mathematicians, philosophers, scientists, doctors and historians, to facilitate the birth of new ideas and provides the tools essential to pSystem of Engaging Pistons bring them to life, all within a mutual environment that is safe for communicating ideas freely.

METHODS OF INQUIRY

TERMS OF CRITICISM

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Does the environment allow for its users to customize for the respected users, promote freedom through visual awareness between multiple spaces, use the architecture as part of the learning, bring in nature into the environment and bring the environment out into nature.

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Does the building encourage social interaction and engagement between various users.

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Will the building showcase the concept of active learning and engagement?

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Does it provide an open and inviting environment?

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Are the spaces arranged in a nonstandard method that caters to a variety of learning styles which can be adaptive and flexible.

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Does the building showcase multiple styles of learning in a completely new type of application.

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Does the building facilitate collaboration in both a physical and digital way.

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Resources in which I am referencing, pertain to active learning and collaboration along with engaging environments. Due to the wide variety of spaces types in which these processes occur, my research and precedents include: assembly spaces, exhibition installations, institutional, public spaces, operas, and libraries. These project types/spaces all act in supporting both new trends in learning as well as bringing large groups of people together. Both tie back to my concept relating to integration of active learning within a collaborative environment, which can support innovative solutions. How can architectural form, spatial relationships and visual openness of programmed elements facilitate and environment which alters the sensory receptors for an ideal learning atmosphere. I might try to answer this question by investigating space types which facilitate learning in a non-academic function. This will help me find references which I can explore beyond implementation in Universities. Can a built environment based on academic principals look like a typology that is nonacademic? This research will be explored in the library and on-line, in order to further find new curriculums and typologies in which I might not know about. This will ensure that I am implementing my ideas into the appropriate program.

BUILDING SITE & TYPOLOGY

pIntegration of Different User Spaces 244 A street in South Boston is currently a large flat parking lot. I find the site to a great area for investigating my thesis idea of engaging because of its connectedness to many means of transportation, adjacent views of downtown, Boston Harbour inlet, Harbour Walk and Convention Center. I am planning on incoporating my design into the 100 year master plan for South Boston. Building Typology and Approximate Size | Innovative Resource Center; 85,000 SF

THESIS STATEMENT THESIS STATEMENT

ABSTRACT THESIS STATEMENT METHODS OF INQUIRY TERMS OF CRITICISM

Abstract THE IDEA This thesis is about exploring the qualities of learning environments which help facilitate collaboration. It then becomes a method which can be furthur utilized to spawn innovation. THE THESIS The thesis will present a new service typology which lends itself to creativity and innovation. This means that the idea of problem solving will be framed within the context of engaging and collaborative spaces working together to attract different minds. The thesis will look directly at methods of collaboration such as Montessori Principals, with forms of experiential and active learning. SITE The chosen site is 244 A Street in South Boston. This perticular location will serve as a destination point for problem solving and the safe expression of ideas. The site is ideal because of the close proximity to many modes of transportation. Secondly the site is connect with water as well as green space. Lastly, the proposed 100 year master plan will be taken into consideration due to its naturalistic qualities. All of thesis site attributes will allow me to explore was of engaging the users with eachother and their built environment. THESIS PROPOSAL This thesis proposal will be the foundation for future investigations involving the creation of built environment which can support the birth and intervention of ideas through the interaction of unlike minds.

â&#x20AC;&#x153;Tell me and I forget. Show me and I remember. Involve me and I understand.â&#x20AC;? - Chinese Proverb 6

THESIS STATEMENT Can the engaging of multiple learning processes yield an environment for enhanced exchanging of information via collaboration and digital media? My thesis is about creating an environment for education, communication, technology, active learning, and collaboration. Key components of collaboration regard adaptability, visual connectivity, integration of nature, order, trans formative spaces, layering of program, and the de-standardization of space types. With the standardization of building uses comes restraints on adaptability and functionality within spaces. In order for sharing of ideas to occur, standard space types are no longer a determining factor for the success for the program. Standardization does not account for Lifelong Learning in a long-term perspective. The more

pMontessori Space Diagram

Spatial Overlapping through the senses This Diagram is intended to show the relationships between spaces. The more interactions the spaces can have the better opportunity for engaging the users. This can be done through materiality, visual awareness (no boundaries), influences by connections with nature, and combinations of spaces which can be used in conjunction with another or independently.

adaptable and flexible a series of spaces becomes further enhances the ability for the environment to provide adequate services which can assist in the exchanging of information. One methodology I first researched was focused upon questioning the standardization of learning process in the early 1910’s. Maria Montessori, is an example of engagement of the users in innovative processes, which assist in exercising collaboration within her students. Her antitraditional methods helped to develop a new process for exchanging information. Her method was primarily driven around “bringing in nature into the environment; creating an atmosphere adaptable and suitable for her learners; the breaking down of visual boundaries to promote openness, and utilizing the environment as a learning instrument.” In truth, Montessori’s aspirations were a large contributor to the process of Lifelong Learning. LLL “is the continuous pursuit of skills and knowledge throughout the life of an individual for personal or professional reasons. It occurs through experiential learning (both formal and informal) encountered in the course of a lifetime.” I feel that Montessori’s primary component of her methodology became the integration of the creative arts into the learning environment. This allowed for the learners right brain to become equally present as its formal left side. Lifelong Learning acknowledges that we all are continuously learning at any given moment throughout our lives. With the uncertainties of where the future is headed I feel that it is critical for forms of learning to incorporate both sides of the brain equally within the process. Innovation, I feel comes from the joining of both sides of the brain. Which is why Architecture has great social responsibilities for fostering

new breakthroughs in science and technology. The act of innovating usually results from implementing innovative methods to a traditional process meaning that in order to move forward there is a reflection of the past that then becomes manipulated. This reflection process is where current trends in collaborative environments occur. This thesis will not solely reiterate the current trends in active learning and professional collaboration, it will focus on extending the range in which these spaces and activates can become larger cohesive network. The objective of this thesis is to study different educational processes and strategies that influence collaboration. The design intent is to develop an Architecture that engages the userâ&#x20AC;&#x2122;s with their surroundings in hope to induce creative moments where innovation can be explored. The goal of my thesis is to create an environment that provides services for technology and collaboration which evoke creative outcomes. Thus heightening the chances for innovation to occur and help the continuation of Lifelong Learning.

pTraditional Stand & Deliver Classroom - image courtesy of google This is my anti-precedent for the type of learning I would like to occur within the context of my thesis. The type of scenario I am trying to create with regards to integration artists and scientists within a cooperative space is to promote social engagement between the two users. The image above is not widely practice that much anymore but still stands true to the fact that this method is no longer suitable for societies needs within the context of learning.

pThe Space Between Implied areas of bounded space within a Piston

pThesis Concept Diagram Based upon a typical Montessori Classroom layout. The Diagram displays the overlapping of the senses. There is visual connections between all the spaces as well as the circulation between them. The connection to nature is brought into the space. Delineations are implied through the selection of materials. These elements are critical components to the design of my thesis moving forward. â&#x20AC;&#x153;Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human societyâ&#x20AC;? -Maria Montessori

METHODS OF INQUIRY •

•

Diagram and trace overlay new Montessori buildings in order to gain insight on the process of designing these types of schools. It also might help me find a common design and programming thread within this type. This lends itself for gaining knowledge in the types of adjacencies these schools have programmatically.

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Read into current day Learning processes and institutional design which describes how the curriculum effects the learner’s emotions and brain activity. This will help justify my thesis ideas by providing contextual research evidence.

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After determining a specific building typology. Research appropriate case studies so that I can understand methods of design. This will allow me to begin introducing my thesis idea into the typology. At this time it might also be appropriate to get someone on my thesis panel which specializes in this typology to ask them about excellent case studies and programming ideas.

•

How can architectural form, spatial relationships and visual openness of programmed elements facilitate and environment which alters the sensory receptors for an ideal learning atmosphere. I might try to answer this question by investigating space types which facilitate learning in a non-academic function. This will help me find references which I can explore beyond implementation in Universities.

•

After my collection of case studies and precedents I am planning on continuously analyzing and sketching through diagrams the critical components of the case studies design in order to further develop design knowledge for the appropriate space I will be exploring in my thesis.

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Can a built environment based on academic principals look like a typology that is non-academic? This research will be explored in the library and on-line, in order to further find new curriculums and typologies in which I might not know about. This will ensure that I am implementing my ideas into the appropriate program.

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Can a service center provide the projected tools for future problem solving?

pStudio Sketch - The engaging of pistons within one another and the abstract forms which are created by their voids

• pHands-On Learning at a San Diego Highschool - Image from http://www.edutopia.org/ •

Does this new typology allow for learning to take place between different users as well as allowing for public involvement? Will the idea of cross-pollinating professional disciples and age groups within the same space create improved problem solving that can achieve innovation. |

TERMS OF CRITICISM • Does the environment created allow for customization for the respected users, promote freedom through visual awareness between multiple spaces, use the architecture as part of the learning, bring in nature into the environment and bring the environment out into nature. • Does the building encourage social interaction and engagement between various users. • Will the building showcase the concept of active learning and engagement? • Does it provide an open and inviting environment? • Are the spaces arranged in a non-standard method that caters to a variety of learning styles which can be adaptive and flexible. • Does the building showcase multiple styles of learning in a completely new type of application. • Does the building facilitate collaboration in both a physical and digital way.

pStudio

Sketch of Engaging Pistons This sketch indicated the inplied boundaries of the pistons and there dependency upon one another. pCase

Study of an Engaging Environment State Park Welcome Center, Rheden, Netherlands The case study above displays critical elements which assist in the learing process through the engagement of the users both physical and mental. To the right of this page is a diagram emphasising all the essential elements which can provide engageing environments. This can become a helpful item for programming spaces and adjacencies for my typology. 10

PRECEDENT PRECEDENT STUDIES STUDIES

OSLO OPERA HOUSE PALAU DE LAS ARTES BEZOEKERSCENTRUM VELUWEZOOM FUJI KINDERGARTEN

ARCHITECTURAL PRECEDENT 1

OSLO OPERA HOUSE BJØRVIKA, OSLO, NORWAY Project Architect

SNOHETTA OSLO, NORWAY

Project Owner/Client

MINISTRY OF CHURCH AN CULTURAL AFFAIRS Type of Project

OPERA HOUSE

Year of Competition

2003 Completion

2007

Gross Square Meters

38.500sqm

Assembly Section displays areas of density

Architect’s Description:

Three diagrams, explain the building’s basic concept. “The wave wall” - The dividing line between the ground ‘here’ and the water ‘there’is both a real and a symbolic threshold. This threshold is realised as a large wall on the line of the meeting between land and sea, Norway and the world, art and everyday life. This is the threshold where the public meet the art. “The Factory” - This factory should be both functional and flexible during the planning phase as well as in later use. “The Carpet”-The building is split in two by a corridor running north-south, the ‘opera street’. To the west of this line are located all the public areas and stage areas. The eastern part of the building houses the production areas which are simpler in form and finish. Thesis Connection:

Mid Level showing exterior elements with interior program

Playful Architecture sloping interior/exterior

I choose this precedent due to the connections in which the building form creates with different user groups. The form of the building works together with the site in order to allow circulation paths to overlap and engage one another. The edge condition of the site, located adjacent to the downtown district and waterfront, assist in attracting various types of user groups. View from Approach alex siekierski summer 2008

User Engagement section through edge condition

Building Form three distinct materials indicate use

Layering of Users public, semi-private & private The diagram above shows how the circulation and program designation of use begin to overlap one another and start to create moments where different users can engage one enother. This engagement may be directly with the architecture it self or with the contex of the site as well as eachother.

Heierarchy Geometric Relationships

Natural Light Penetration long section through central assembly space |

ARCHITECTURAL PRECEDENT 2

PALAU DE LAS ARTES VALENCIA, SPAIN Project Architect

SANTIAGO CALATRAVA Project Owner/Client

MINISTRY OF CHURCH AN CULTURAL AFFAIRS

Type of Project

OPERA HOUSE

Year of Competition

2003 Completion

2007 Gross Square Meters

38.500sqm

Structure & Form perspective from approach

Architect’s Description:

“Located within his fames city of Arts and Science, the Opera House was designed as a series of apparentl random volumes which become unified through their enclosure within two symmetrical cut-away concrete shells. The resulting structure defines the identity of the opera house and enhances its symbolic and dynamic effect within the landscape. The central core is occupied by a 1700-seat ausitorium, as well as a smaller assembly space, concieved mainly for chamber music concerts. Calatrava has dedicated this enique ensemble of facilities to the fostering of musical talent and performance.”

Section Model showing form and internal seperations

Thesis Connection:

I choose this precedent due to the geometric relationships which assist in attracting various users as well as provide order and function to the building. I also was drawn to the use of structural elements which help ground the architecture and become an attractive aestetic entity which can assist in engaging the users with the built environment. The presence of the building at night is also something which helps define the sculptural qualities and integration of natural elements, such as the reflection and sounds of water.

Flexibility seasonal changes to the buildings facade

Main Floor Plan gives overall shape and circulation patterns

Visual Circulation scale and the perceotion of space The diagram above shows how program circulation at many different scales can begin to become visible and overlap. The section shows voided spaces with vertical circulation on top of an enclosed assembly space with directed linear circulation. The use of materials and shapes all add to the hierarchy of the architectural elements. The scale of these shapes all the users to experience different moments within the same space through visual awareness to the adjacent elements of the space.

Form and Material heaviness and ground connection

Structural Engagement human scale

Flexible Facade operable building enclosure |

ARCHITECTURAL PRECEDENT 3 BEZOEKERSCENTRUM VELUWEZOOM RHEDEN (GELDERLAND), NETHERLANDS Project Architect

KOSSMAN DEJONG Project Owner/Client

VERENIGING NATUURMONUMENTEN

Type of Project

WELCOME EXHIBITION

Completion

2007 Gross Square Meters

250sqm

Architect’s Description:

“In this information center, visitors can orient themselves on a visit to the nearby national park. A newly built corridor, which includes several new and existing barns connects all functions of this center in an architectural gesture together. This abstract tree, lined with wood from the immediate area around the visitor center, his stories about the elements that make this area special: the vastness, topography and wildlife. The stories are presented in different ways, so that both adults and children are catered for. In a specially designed pit, children can enjoy themselves like pigs wallow.”

Openess simplicity in materials and visual openess

Thesis Connection:

This public information center is an excellent example of the type of space I am looking to create. The space engages its users with the architecture and allows the environment to teach the visitors about the context of the surrounding area. The space is intended to appeal toward different user age groups creating a friendly and warm atmosphere. Cutouts in the floor and exhibit areas create unique moments for active learning.

Engaging Activities cut-outs in the floor for interactive learning

Primary Floor Plan with emphasis on “the tree”

The Tree architectural objects used to house interactive learning The diagrams on this page show users interacting with a sculptural element within the welcoming center of the national park. This feature houses interactive elements which can teach the visitors about what is going on in nature outside within the national park. This elements becomes very successful because it is visually and textually appealing to both children and adults.

ARCHITECTURAL PRECEDENT 4 FUJI KINDERGARTEN TOKYO, JAPAN Project Architect

TEZUKA ARCHITECTS Project Owner/Client

VERENIGING NATUURMONUMENTEN

Type of Project

SCHOOL

Completion

2007 Gross Square Meters

site area: 4791sqm footprint: 1699sqm floor space: 1094sqm Architect’s Description:

“We definitely wanted to make a space without dead ends. One day, we suddenly drew an oval that avoided the trees, and seeing how much better it was, we used it unchanged as the shape. In this kindergarten, there are no distinctions between the children. The building has no hidden places where the problems in schools over recent years, including bullying, basically start. What occurs in closed spaces is unknown. The children have no refuge. Teachers and pupils in closed spaces don’t know what is occurring in the adjacent spaces. The spaces in this kindergarten are in full view of each other.”

Main Floor Plan displaying bisectors of the oval

Roof-top Activity showing the engaging of trees with the form

Thesis Connection:

The restraints of the site allowed for a circular building form to evolve providing paths connecting to the existing structures on the site. The form of the building provided visual connections in 360 degrees. The operable walls around the inner courtyard provide adaptability for interior/ exterior connections. The key components from this case study are that the form/shape provides minimal impact on the site while allowing the most opportunity for interior / exterior activities for learning and interaction to take place within in a secure area.

Scale and Context showing the functionality of the shape

View from Classroom displaying flexibility within the facade

Connections carving into the shape

Structure maintaining the designs goals

Nature preservation of trees to become a learning tool

Connectedness & Security visual awareness for both students and teachers |

THESIS THESIS STUDIO & STUDIO & SKETCHSKETCH PROBLEM PROBLEM

NATURAL INSPIRATION MECHANICAL INSPIRATION COMBINATION OF NATURAL + MECHANICAL THESIS SKETCH PROBLEM

Single Surface Manipulation

NATURAL INSPIRATION Thesis sketches are the analysis of palm leaves and the weaving of them. I was fascinated by the idea of taking a singular element/surface and manipulate it into another form. This process lead to my discovery of inside vs outside space and the weaving in which can take place between them. This process also created moments where tension and compression have to occur.

Surface Diagram as a Integrated System

Connections Abstraction of Palm into a 2D Form

Path Transforms into a Boundary

MECHANICAL INSPIRATION Pistons were explored through the sketches on the right. I was inspired by there simply form yet complexity when observed as an entire entity of party. The Piston relies upon another in order to function. The sketches begin to reveal the implied and voided boundaries when two gears of a piston engage one another and become dependant of the entire system.

Implied Spaces between Gears |

Exploring Scale with Gears

Exploring types of Gears

Combinations into a 2D Element

Folding Diagram

Spacial Folding Diagram and Section Sketches

Conceptual Model of Combination

COMBINING BOTH NATURAL + MECHANICAL The idea of taking and folding a singular surface (palm leaf) with the context of ia large network which is depend upon the individual components (gears of a piston) became transfused in order to utilize both methods within a single framework. This process lead to further exploration with physical models in the Studio Sketch Problem which was previously shown.

THESIS SKETCH PROBLEM THREE WALLS AND THREE OPENINGS

User Engagement section through edge condition

My sketch problem became a continuation of my combined natural + mechanical process of folding from within a singular surface. The orange part of the diagram to the right is what I used to fold and create the process model to the left. This model began to shape what could be interpreted as architectural space. From this model I began to inform myself about the influence the that the surface has on the form when folded. Through the series of 18 mini models above I developed a language and process for erecting shapes from the surface cut direction. The relationship of the cut at the base is almost mirrored in 3-Dimensions when folded upon itself. The increased number of folds and directions of the folds helps create unique geometry that can engage one another. The three models below are toward the final stages of my sketch problem process which I began folding three walls so that they correspond to the one adjacent to it.

The image to the left is of my final mini process model which captures all the elements of folding, cutting, engaging, overlapping, with implied and voided spaces. The culmination of the process strictly related to the breaking down of the surfaces planes and then segmenting them into other portions which correspond to the adjacent shape, size and cut direction for they all imply circulation within spaces through the lens of a 3-dimensional surface which creates voided areas of complexity around two â&#x20AC;&#x153;walls.â&#x20AC;?

The four b/w images were photographed from my final sketch problem model. This model shows the sloping of walls and angular shapes which can give height to spacial elements that correspond to spaces which are lower in scale. The engaging of one or more surfaces creates moments for programmed spaces and circulation to merge.

PROPOSED PROPOSED SITE SITE

SITE LOCATION SITE REQUIREMENTS 100 ACRE PLAN CLIMATIC INFORMATION SITE SHADING SITE PHOTOS STUDIO SITE SKETCH

SITE REQUIREMENTS The site should be in an urban setting located in a mixed-use residential area with light commercial. An already established community close to the city with easy access to transit. A site on the edge of water. Mixed demographic Based on those characteristics, the South Boston neighborhood does offer such opportunities for my program to flourish. The cultural context of South Boston does welcome the idea to bring more integration into the neighborhood. As the Seaport site becomes more and more developed with vibrant businesses and entertainment, being able to provide housing to all will be beneficial to the diverse group of residents that makes Topography of South Boston up the neighborhood. The placement of my building by the primarily flat around site location bay will be beneficial in serving the surrounding residential * Image Courtesy of Google Maps buildings and operates as a gateway between its residents and that of the city of Boston.

SOUTH BOSTON

Primarily a residential, heavily Irish neighborhood, South Boston enjoys a substantial amount of ocean frontage of which facilities such as Castle Island Park, Carson Beach and the L Street Bathhouse make full use. Very much part of a “neighborhood” atmosphere, South Boston’s population consists of many families. Although close to downtown Boston, the neighborhood will augment its existing shopping facilities in the near future with the construction of a new mall off Route 93. - cityofboston.gov

Existing Building Uses * Image Courtesy of the Boston Redevelopment Authority |

100 Acre Master Plan existing and proposed buildings/parks * Image Courtesy of Fort Point District 100 Acres 11-22-06

100 ACRE MASTER PLAN

This thesis will adopt â&#x20AC;&#x153;The For Point District - 100 Acres Master Planâ&#x20AC;? for South Boston. The Master Plan will be used as a vehicle to test the validity of my thesis concept. Moving forward I am using the 100 Acre Plan to allow for future considerations which can assist in my analysis of the site as well as aid my design intent. After reviewing the proposed conditions of the surrounding context of the site I can begin to imagine my building engaging the new harborwalk as well as the green artery that will connect to the existing convention center. The introduction of new infrustrure will also add additional access points to my site with various means of travel. In additon to the infrustrure the intent of the Master Plan is to attract biotech companies to the innovation district as well as, developing residential plots for the surrounding artist community. These proposed intentions yeild great opportunity for my concept which directly relates to the engagement of different user types within a shared environment that can allow for an interaction with nature. 28

* all statistical information was generated from Autodesk Ecotect

This chart is a useful and convenient way to understand some of the interrelationships of the thermal conditions of the environment. It graphs the mass of water vapor in a unit mass of dry air at various temperatures. Most importantly this allows us to design within the Thermal Comfort Zone (ASHREA 55 standard).

* Diagram Courtesy of Degree Project Studio

CLIMATIC CONCLUSIONS It was most useful to analyze climatic data for Boston annually. I learned that the average wind speeds are relatively high due to the coastal conditions.

EXISTING SITE SHADING

After doing a site visit and analyzing the property and site boundaries I realized that it is pretty much an open lot except for the northeast area consisting of some 4-5 story structures. There are minimal overcast shadows from these adjacent structures but it does not develop and cast onto the site more than 20%. Due to the edge condition of the water the southwest portion of the site is always exposed to solar gain. * This solar study includes the 100 Acre Master Plan

January 12th at 7:50am

January 12th at 1:00pm

January 12th at 4:35pm

March 20th at 8:00am

March 20th at 12:30pm

March 20th at 5:00pm

July 29th at 7:30am

July 29th at 12:45pm

July 29th at 5:30pm

November 4th at 8:15am

November 4th at 1:00pm

November 4th at 4:30pm |

A: View of Site from US Postal Service

SITE PHOTOGRAPHS 244 A STREET SOUTH BOSTON Views of surrounding context

B: View of Site from A Street

C: View from Convention Center

D: View at Summer Street Bridge

E: Ariel View from 14th Floor of Independence Wharf

Analytical Site Drawing - â&#x20AC;&#x153;Stirringâ&#x20AC;? Diagram

THESIS CONCEPT ANALYTICAL SITE SKETCH

In response to my thesis studio design process I have analyzed my site in South Boston through the lens of gears working together and cuts on a surface that influence folding. When layering these ideas on top of one another I unveiled some additional information about my site that was not visible before. In the above diagram I began identifying the large cuts thought the South Boston which were dependant upon some of the primary vehicular paths (both above and below ground). Looking deeper at the surface context I began to identify districts within the larger area as well as zoning. This lead to small overlaps where the districts bled beyond its zoning. Amongst this process I began using these diagrams as a lens for viewing boundaries within my site. These boundaries also help me identify gears (orange) which are dependant upon the cuts through the larger area that help divide up the districts.

PROGRAM PROGRAM

PROGRAM STATEMENT SPACE ATTRIBUTES PROGRAM REQUIREMENTS DIFFICULTIES OVERVIEW

PROGRAM STATEMENT My thesis is about creating an environment for education, communication, technology, active learning, and the sharing of ideas and information. While these concepts can all be found in forms of institutional applications I am looking to explore them in a professional application with an emphasis on utilizing the processes in which information is exchanged as a service to the public. This is about staying up to date on mainstream technology while creating an environment that endues various users to interact on a social level in order to achieve innovative ideas for our future development as a global network. Similar to a specialized building types where individuals and groups of people gather for a common activity. I am looking to develop a new typology that provides all the necessary services so that individuals and groups of people can come with a common goal, regarding problem solving and innovation. The users of this new typology can be broken down into two types: One is young professionals which are advancing technology and have an understanding on societies needs and potential aspirations for future needs. The other is older experienced professionals, such as CEOâ&#x20AC;&#x2122;s and senior leadership who have a broad knowledge of core processes for development but may not have younger innovative dynamics. In creating an environment that creates connections with these two different types of users with the public, I am expecting further development of ideas and concepts to occur. Similar to a â&#x20AC;&#x153;think-tankâ&#x20AC;? the space houses the tools necessary for individuals and corporations that are developing new technologies. The objective was to design a melting-pot that would encourage interaction and reflect innovation within the products the users are developing. SPACE ATTRIBUTES

Internet access, electronic media, computer technology, and other forms of modern-day advancements have a profound effect on the function and design of innovative collaborative. As a result, active learning must engage its users and therefore as a space type design, must be flexible enough to take into account these types of integrated technologies as well as to properly store, handle, and circulate other means of mixed media types. Collaborative spaces must be designed to accommodate large audiences. As such, they tend to have wide spans and are multiple-stories high in order to accommodate seating, sightline, and acoustical requirements. Raised stage floors and special lighting equipment are often required as well. There are seven broad types of spacial requirements needed for a collaborative spaces: 1. Collection space 2. Public workstation space 3. User seating space 4. Staff work space 5. Meeting space 6. Special use space 7. Non-assignable space (including mechanical space) |

PROGRAM REQUIREMENTS

Public Spaces | 25% - Library Services - Scheduling - Bull Pen - Canteen/ Eatery/Wi-fi Lounge - Courtyard - Garrita - Rest Rooms Semi-Private Spaces | 60% - 1-1/1-20 - Hoteling - Huddle Room - Imaginarium - Touchdown Hub - Teaming Space - Collaboration - 20-50 - Training Resources - 50-250 - Mega Training - Large Assembly - Theatre - Digital Media Services - Small Lecture - Time Share Services Private Spaces | 15% - Offices - Information Technology - Facilities & Systems - Security

Throughout seeking a program I found difficulties finding a building typology which can be represented by a state organization. I want to promote a public building which can reflect upon the surrounding community. The building type must support an innovative enviroment which is based upon social interaction and active learning processes within all of the spacial environements. This presence is aimed at almost create an active work community.

OVERVIEW

A collaborative space type may include both open and closed moments for meeting space. This may be achieved by movable partitions. Other spaces needed may include storage systems and moveable shelving systems. Breakout areas are assumed to be general purpose, and may include display spaces and reading, meeting, and electronic workstations.The Auditorium space types are areas for large meetings, presentations, and performances. Assembly space type facilities may include meeting halls, exhibit halls, auditoriums, and theaters. Assembly space types may include such features as sound reinforcement systems, audiovisual systems and projection screens, food service facilities, proscenium stages with heights greater than 50â&#x20AC;&#x2122;- 0â&#x20AC;? or fly gallery, orchestra pits, revolving or hydraulic stage platforms, flying balconies, movable seating, or billboard systems.

I am primarily focusing on spaces which consist of assembly, meeting, group area, and collaboration spaces. This type of space will end up being the pivitol element in which my building operates around. These spacial types also will relate to the users on a variety of scales from large to small. I am currently beginning to analyze what type of adjacent spaces are needed in order to support the larger programmatic elements in which my building uses as primary.

CASE CASE STUDIES STUDIES

LÁZARO CARRETER BIBLIOTECA PREPARATORY ACADEMY ENERGY LABORATORY LULU CHOW WANG CAMPUS CENTER AND DAVIS GARAGE GENZYME CENTER

PROGRAMMING CASE STUDY 1

LÁZARO CARRETER BIBLIOTECA, VILLANUEVA DE LA CAÑADA, MADRID, SPAIN Project Architect

CHURTICHAGA+QUADRASALCEDO ARQUITECTOS

Project Owner/Client

VERENIGING NATUURMONUMENTEN

Type of Project

LIBRARY

Project Cost

1380000 (EUROS)

Main Floor Plan displaying density of load bearing walls

Completion

2002

Gross Square Meters

1100sqm

Architect’s Description:

“The Library has been understood as a hub of communication, research, and knowledge gathering. whole knot of encounters with a variety of uses and demands are spatially resolved by linking their applications to a “spiral” upward of books through a system of ramps that twist, will distribute and step according to their spaces that are distributed around it. As you ascend, the uses associated with different levels correspond to specific tasks, more complex, and more dependent on external communication. The ceramic structure is armed, seen leaving the interior walls and whitewashed, while industrial floors will be oak flooring throughout the building, pursuing continuous spaces without visual interference.”

Interior Images the use of minimal materials & natural lighting

Thesis Connection:

The building form placed the reading material around a centralized core which ramps up and leads users around the different programmed spaces. The circulation was decorated with wood while the rest of the structure was primarily constructed of brick masonry. Due to the structural installation of the masonry this structure became vaulted with two large skylights allowing this core to distribute the natural light. The Architect‘s used local materials as a structural element in order to achieve their design intentions.

Short Section displays core void & programmed edges

View from Approach Lázaro Carreter Biblioteca

Parti Diagram circulation

Short Section entrance of naural light The diagram above shows how the shape of the roof in section can allow for natural light to enter the building. The key here was to allow the structure of the roof to span a large distance to create the openness needed to allow enough light in. The choice of material was non-distracting and provided extra emphasis on the lighting.

Cantilever reinforced masonry walls

Vertical Circulation the core which holds the library stacks

Long Section displays the division of the childrens wing |

PROGRAMMING CASE STUDY 2

PREPARATORY ACADEMY ENERGY LABORATORY, KAMUELA, HAWAII Project Architect

FLANSBURGH ARCHITECTS Project Owner/Client

HAWAII PREPARATORY ACADEMY

Type of Project

LABORATORY

Project Cost

$650/sf Completion

2010

Gross Square Feet

6100sqf

Architect’s Description:

“A building dedicated to the study of alternative energy, functions as a zero-net-energy, building. The project’s fundamental goal is that of educating the next generation of students in the understanding of environmentally conscious, sustainable living systems. The lab currently acts as a living laboratory, furthering its educational goals as a functioning example of sustainability. The building’s configuration facilitates scientific study both indoors and out, linking interior spaces with the surrounding landscape. Students are surrounded by the systems that they study, and constantly reminded of their methods.”

Night Perspective displays the overall atmosphere

Main Floor Plan displays the amount of outside to inside program

Thesis Connection:

Similiar to Montessori, this school eliminates visual boundaries and opens up all spaces into a centralized space. This central areas is utilized in many different ways depending on the needs of the students. Sedcondly the integration/ preservation of nature in this project is something to incoporate into my thesis. The paths and connections to the existing context is also inportant in allowing this new structure to survive and support the entire entitiy.

Interior Image students learning in an open environment

Buildings Mass & Orientation conditioned vs non-conditioned The diagram above shows the amount of massed conditioned area with its supporting unconditioned areas on the exterior. The orientation of the structure allows it to take advantage of the wind for additional cooling.

Flexibility the facade can be movable depending on the needs of the class and weather conditions

Natural Light Penetration long section through central working spaces |

PROGRAMMING CASE STUDY 3

LULU CHOW WANG CAMPUS CENTER AND DAVIS GARAGE WELLESLEY, MA, USA Project Architect

MACK SCOGIN MERRILL ELAM ARCHITECTS

Project Owner/Client

WELLESLEY COLLEGE

Type of Project

CAMPUS CENTER

Completion

2005 Gross Square Feet

74,000 sqf

Architect’s Description:

“Claimed as the best loved building within the Wellesley community having aesthetic properties which blend with those of the landscape. The new Wellesley College campus center was derived from the values which were embedded in the landscape. To become successful architecture, it must be more than a “composition in conformity with topographic conditions;” it must materialize the principles which have guided Wellesley since its inception. The new campus center celebrates those principles and values which have grounded the school and have contributed to its unique character. It is a microcosm of the campus itself, allowing individuals to flourish with the greater collective.”

Night Perspective illuminated geometries

Mid Level showing exterior elements with interior program Informal Gathering small informal spaces infill the building areas

Thesis Connection:

Acting as a campus center, the function of the building is to house many different users with the support of different space types. The unique shapes both interior and exterior, create a unique way to allow the building to accept light during the day and emit light at night. These unique shapes and intricate vertical circulation paths all allow the interior environment to respect and welcome the exterior context of the buildings surroundings. As a central part of the overall campus this building is a great example for creating a place for social interaction.

Main Floor Plan irregular shapes

Long Building Section displays the irregular atrium spaces

Natural Light Penetration long section through central assembly space

Geometry playful building facade

Natural Connection open terraces Wellesley University is known for itâ&#x20AC;&#x2122;s lush landscapes and the building utilizes its surrounding context to respond outward. The use of extruded shapes and glazing help connect the users with the sites natural surroundings. Also exterior terraces provide a heightened space for students to work and collaborate. Visibility the use of glass to provide connections |

PROGRAMMING CASE STUDY 4

GENZYME CENTER 500 KENDALL STREET CAMBRIDGE, MA 02142

Project Architect

BEHNISH, BEHNISH & PARTNER, INC. Project Owner/Client

GENZYME GENETICS

Concept Sketch displays the integration of natural elements

Type of Project

COMMERCIAL (12 STORIES)

Project Cost

140 MIL (TOTAL) 107 CONST Completion

2003

Gross Square Feet

•344,000 ft2 (32,000 m2)

Architect’s Description:

“Genzyme Center is the corporate headquarters for a biotechnology company, with offices, an employee cafeteria, a library, gardens, training rooms, a conference center, cafes, and public retail space. Genzyme Center was created as a symbol of progress to represent a point of identification for the company, its employees, and visitors. The goal of the design was to develop a building from the inside out, from the individual working environment to the overall complex structure of the building. Largely due to the collaboration of the design team, developer, client, and construction team, this led to an environmentally friendly, highly communicative, and innovative signature building.”

Atrium Section showing exterior elements with interior program

Thesis Connection:

The division of solid and void is particularly a special feature which allows the internal voids to emit light into all the office spaces through an open atrium. The integration of vegetated spaces on the interior and exterior of the building add a sense of connectedness for the users to experience. Circulation was a large factor of the central atrium space which connects programmed areas via bridges, ramps and stairs. Also controlled heating and cooling is allowed through a stack effect by the central atrium.

Genzyme Center photo credit: Anton Grassl

Second Floor Plan displays core, floorplate, bridges, nature, voided space

Atrium Section shows vertical light well and vegetation

Building Section how the building breaths

Internal Atrium perspective displaying circulation and structure |

HISTORY & CULTURAL HISTORY & CULTURAL CONTEXT CONTEXT

THE CONTEXT OF CULTURE DEMOGRAPHICS THE CONTEXT OF EVIDENCE THE CONTEXT OF BEHAVIOR

THE CONTEXT OF CULTURE

The background for any project is the Context presented by the Historic, the Architectural, Social, Political, Economic, Historical, and Demographic forces. Without understanding the society, the people, the beliefs, and their history, one will design “blind”.

HISTORIC CONTEXT

qWormwood Factory Building, 1898

The Fort Point Channel Landmark District (FPCLD) encompasses roughly 55 acres across the Fort Point Channel from downtown Boston. Developed in the 1830s by the Boston Wharf Company and owned by the company until the early 2000s, the Fort Point Channel area is Boston’s largest, most cohesive, and most significant collection of late 19th and early 20th century industrial loft buildings. Development of the Fort Point Channel area began in 1836 and continued until 1882. The Boston Wharf Company was entirely responsible for the development of the area; they laid out and constructed streets (which they named for company officers and prominent tenants), parceled out lots, and erected nearly all of the buildings in the FPCLD from the designs of their own staff architects. The primary purposes for the buildings were manufacturing and warehousing, with a variety of goods being produced and stored there. The Boston Wharf Company initially specialized in the storage of sugar and molasses, and gradually expanded its interests to become a major developer of industrial and warehouse properties served by ships docking in Boston Harbor, and by the railroad. Among the chief industries located in the Fort Point Channel area was the wool trade. During the 19th and early 20th centuries, Boston was the principal marketplace for wool for apparel and fabrics in the United States. After warehousing and manufacturing uses declined in the 20th century, artists moved into the abandoned lofts and created what is now New England’s largest artist enclave. The Fort Point Channel district is marked by an exceptional degree of visual uniformity. The buildings in the area are, with few exceptions, loft structures built between the 1880s and 1920s by the Boston Wharf Company, and represent an unusually coherent and well-preserved collection of late 19th and early 20th century lofts that reflect a critical period of social, economic, and physical development in the City and the region. The loft buildings are generally masonry, with simple volumes and flat roofs. Buildings are elegantly proportioned, with classically inspired details concentrated at entrances and cornices. Following 1976 the once industrial district started changing. Artist community looking for affordable studio space moved into vacant buildings bringing new life to the area and reclaiming the neighborhood. In 1980 the Fort Point Arts Community was formed and its 1st open studios were held. Between 1980s and 1990’s area became the largest artist community in New England. Though post Big Dig construction has driven up the value of these properties, the Arts community had been able to preserve more than 100 live/work studios at 249 A Street, Midway Studios (which is 40% affordable housing) and The Artists Building at 300 Summer Street. -History courtesy of Degree Project Studio

-History courtesy of City of Boston.gov

pGillette Razor Company plant on Dorechester Avenue between West First Street and West Second Street in 1920‘s |

pSouth Boston Convention Center

pInstitute of Contemporary Art

ARCHITECTURAL CONTEXT

After walking through the site from South Station your senses are heightened by the openness of the bridge and then the presence of the children’s museum on the left and Boston Harbour to the far left. After making a right after the bridge and walking down a small enclosed boardwalk I felt insecure and congested. I immediately after exiting the boardwalk I became enlightened by the presence of the Channel and a small boat dock directly in front of my site. The buildings adjacent to the site are from the late 1890’s mill factory days. They are rich in character and add some vernacular context to the overall atmosphere. Walking a couple blocks into South Boston I needed to take a small stair up pSouth Boston Children’s Museum to the street level above called Summer Street. The procession down this street toward the cantilever of the convention center was very unappealing until prompted with open views toward the ICA and harbour to the left.

A Street Facade 2001 (top) Canal Center Street Facade 2001 (bottom) * Image Courtesy of Fort Point District 100 Acres 11-22-06

pHistoric Mill Bridges

pCobblestone Roads pArtists for Humanity Building

DEMOGRAPHIC INFORMATION

The estimated population of South Boston is 29,938, an increase of 1.42% from the 2000 Census. The median household income is $40,311. The cost of living is 9.81% higher than the national average. The population density is 9,564.9/sqmi, about 15% lower than the citywide average of 12,172.3. The most common age group is 24-44. South Boston, is increasingly expanding it’s connection to Downtown Boston, through additional bussiness and residential developments. It currently is a mixed use neighborhood, of young professionals and low income housing, though many of its traditional residents remain, many of whom are immigrants from Russia, East Asia, and South America, particularly Brazil and Colombia, and Poland.

In the 1990s, census figures indicated that 42.6% of its population was aged 20-34 (as compared to 33% for the city of Boston as a whole), an indication of the strong student and “twentysomething” presence. That presence has created tension between some long-time residents and the young professional population.

CULTURAL CONTEXT CONCLUSIONS

After reviewing the cultural context of the neighborhood which is urban and gregarious, I feel strongly that a convenient innovative resource center will contribute to this location for many reasons. First, it would help the economy and increase the aestetic of the waterfront. Second, social activity would contribute to cultural, as well as economic development, and neighborhood cohesiveness and pride. Third, visitors could appreciate the history and Museums within South Boston.

BY-PRODUCTS OF USE

The use of auto detailing through an exit only loading door on a prominant side street.

MISSING TRACES

South Boston has a rich amount of history during the harboring days in which Millâ&#x20AC;&#x2122;s created a vast amount of products for trade. Above shows Terkelsen Building (Machine Company) from the late 1920â&#x20AC;&#x2122;s.

PHYSICAL TRACES

This was a difficult area to research because it focuses on studying areas in which functionality and use are not working together and result in a type of non-use or mix-use.

THE CONTEXT OF EVIDENCE

What effect does the evidence of the adaptation of the surrounding area have in relation to the site you have chosen? Use your critical eye and experience to forcast how the environment will effect your building program.

LEFTOVERS

Old Mill Building bridges which are no longer in functioning use.

THE CONTEXT OF BEHAVIOR

Casual Observation is to get the big picture. It consists of watching, identifing potential issues, finding out the story of a place, identifying the qualitative aspects. As an observer you must be unobtrusive. It is often done as part of the site analysis. You note whatâ&#x20AC;&#x2122;s happening that should be encouraged, what could happen, whatâ&#x20AC;&#x2122;s missing. What issues need to be addressed. It is a time to ask questions and test assumptons. DENSITY/CROWDING

This category is not entirely related to people but can been seen near the site at central vehicular nodes. This promotes a center and crowding of vehicles.

STRESSORS

This category relates to any type of external forces which prohibit our daily needs and functions. In this case WIND is a large factor that disrupts workers commuting to the office with no protection to the elements along the waterfront.

ORIENTATION/WAYFINDING

The Boston Wharf Area is something hard to miss being parallel to the waterfront and if you know where you are in relation to the river I think you will be able to orient yourself in the correct direction!

CONCLUSIONS I found that through the behavioral research, my site is not a welcoming location. People walk haphazardly throughout the environment and parking lots filter a large portion of a visitors visual perception. The construction that is taking place shows steps in the right direction which will hopefully bring back business and residences. |

MILITARY DEVELOPMENT

Asphalt islands cover the majority of the Seaport District and provide competition for developers.

The location of the national guard and training facilities is located next to the convention center.

PROTESTING

Groups from Occupy Boston have been camping out in Dewey Square for months.

POLITICAL ISSUES

PRIVILEGES

Local PYC yacht club for local bussiness persons and residences.

South Boston has been undergoing some radical changes in itâ&#x20AC;&#x2122;s seaport district. This provides a lot of competition for developers to gain political trust within the city. In other areas of South Boston, housing has become a political problem where developers are providing improvements which are increasing the rents and forcing the minorities out into low income housing near Dorechester.

NEEDS

Local food stand plastered with wanted adds and postings.

ECONOMIC ISSUES

VACANCIES

The older mill buildings in South Boston are all in need of tenants.

South Boston is taking many financial cuts like the rest of the United States. During the recession a lot of business could not afford the rents and moved elsewhere. Currently South Bostonâ&#x20AC;&#x2DC;s Fort Point is 35% vacant. Efforts have been made to turn these Mill Buildings into artist lofts.

DISPLAYS OF SELF

This is an area similiar to public messages, except that they are promoting something about an individual or group, in a public setting.

SEPERATIONS

Parking lots fill the majority of South Boston’s Seaport District. This is primarily due to the vast amount of cars which come in to the World Trade Center and Convention Center. These lots are not inviting and provide a boundary toward Downtown Boston.

IDENTITY

Local Artist’s Cafe providing is entrance with some sculptural definition.

PUBLIC MESSAGES

These consist primarily of different types messages that are public either professionally or unannounced. Some examples are church bullitin boards, business signs, for sale signs, and politial campaign signs.

EROSIONS

Old delapitated bridge connection Downtown to South Boston has been turned into a foot bridge.

OFFICIAL

Bussiness signage is not prodominant around the site but it is something that is displayed professionally trying to get tenant’s.

PERSONALIZATION

Artist installation on a street light help add personal identities to the surrounding artist’s community.

UNOFFICIAL

Q R Code taped to a random post on the bridge. |

PERFORMANCE REQUIREMENTS PERFORMANCE & BUILDING REQUIREMENTS SYSTEMS & BUILDING SYSTEMS INTEGRATION INTEGRATION

SPIRIT OF PLACE A PLACE OF COMFORT ACCESSIBILITY FROM ALL TRANSPORTATION BUILDING SYSTEMS INTEGRATION & TECHNOLOGY

SPIRIT OF PLACE goal

This goal is aimed at engaging the entire site for uses of outside activities, leisurely play, domestic areas, business spaces, entertainment and nightlife to all converge together and create a â&#x20AC;&#x153;spirit of placeâ&#x20AC;?. It is the mixing pot for the beauty of the Harbor walk development and the 100 Acre Master Plan of South Boston (Fort Point Community). The goal of my thesis is to produce a building which can truly impact the community and create a neighborhood that can celebrate a higher quality of life. qPerformace

Requirement 1.1

Over the 393,106 sf site will incorporate landscape elements around all exterior circulation paths, such as: pedestrian pathways, bike routes, and primary/secondary vehicular circulation ways. Separating the different types of exterior circulation will allow for a number of different experiences to take place dependant on, if the pedestrian is walking, biking, or diving to and around the site. A PLACE OF COMFORT goal

This goal is aimed at creating a place that can feel safe and comfortable to all inhabitants day or night. The site is located between two communities which are safe and suspect. I place that feels comfortable is a place that allows itself to be enjoyable to its full potential. When a development engages many different function into one area it can create an increased amount of opportunities for security risks. uPerformace

Requirement 2.1

Vehicular Access Routes primary and secondary * Image Courtesy of Fort Point District 100 Acres 11-22-06

Security is both needed indoor and outdoor. For the exterior spaces surrounding parks especially as well as other circulation around the built structures, many different forms of lighting will be considered to illuminate paths and areas to decrease the amount of crime. |

ACCESSIBILITY FROM ALL TRANSPORTATION goal

This goal is aimed at creating a place that is welcoming and easily accessible for all visitors to the site. Public transportation is one things that incorporates an urban planning approach to help promote easy access for those who rely on other means of transportation. Other forms to consider leading into the site is highway accessibility, bike ways and sidewalks. Accessibility also relates to functionality in my view and I feel that visitor parking is also something that should be considered as being something convenient. tPerformace

Requirement 3.1

A proposed extension of the existing infrastructure of South Boston, will help increase accessibility to and around the site, as well as a plan to adjust the location of bus stops so that their routes can bisect the site and link with some of the main artery roads and transit stations in order to promote a great amount of increased public transport accessibility. * Image Courtesy of Seaport Public Realm Plan Feb 1999

BUILDING SYSTEMS INTEGRATION & TECHNOLOGY LIST OF ITEMS •

• • • • • •

•

Special Lighting: Some building technology concerns I am beginning to consider are connectedness between flexible open spaces. This can begin to look at the details of the top and bottom connections of walls. Also within a flexible space may come changes in air temperature and changes control and how it might be difficult to maintain in a flexible space. With air control also comes concerns of acoustical awareness and comfort control. Sloping Surfaces: These types of design features might include challenges of constructability depending on the type of material being used. They also provide ADA code challenges and trigger life safety awareness. Acoustic and Visual Privacy: Library space types will typically include reading and private work/study areas that require acoustic and visual separation from general circulation and collaborative group areas. Integrated Technology: Begin the design process with a thorough understanding of the technological requirements of the spaces, including pGenzyme Center anticipated future needs. Future Infrastructure: The Master Plan for Fort Point has very specific design strategies that fall within my site context. It is very important that I pay attention to the future state of the surrounding context and utilize them for the longevity of the buildings life cycle. Integration of nature: Concerns of structural stability and organic envelope maintenance. How does a vegetated area within the interior and exterior of the structure effect the immediate context. Building Envelope: The users should be able to understand the meaning of space and transition between spaces from the spatial experience. Visual perception and the breaking down of boundaries is important. The building skin is also something I might consider implementing in my design as a learning tool for the users and would need to figure out particular elements of that assembly. Increased Cooling Capacity: HVAC systems for large gathering spaces are sized and zoned to accommodate varying internal loads. How can these systems be controlled in spaces where program is being overlap and flexible. The creation of solid and voided areas within a shell, creates a challenge when dealing with heating and cooling. Raised Floor: The recommended system for distribution of HVAC in auditorium spaces is duct supplied through floor vents with duct ceiling return air vents in auditorium and lobby. In other spaces, the vent ceiling supply with return air ceiling plenum is recommended. This design strategy can be challenging if the building is organic in shape and/or is stepped in levels.

SITE ANALYSIS SITE ANALYSIS

WILL MELCHER QUOTE SITE SELECTION STATEMENT LYNCH ANALYSIS MISSION & GOALS PHYSICAL CHARACTERISTICS SITE DIAGRAMS VISION |

ENGAGING SPACE Problem Solving through Social Exchange 244 A Street, South Boston, Massachusetts

“Before planting one prepares for best results by analyzing the soil and adding the prescribed nutients. Progamming is analogous: research and analysis results in the information describing what the site and program require. The Program prescribes the nutrients. If followed, good architecture has a good chance.” -Will Melcher Analogy

SITE SELECTION STATEMENT The edge condition of 244 A Street in South Boston promotes the greatest opportunity for my thesis due to the diversity of user groups which can access the site. The numerous means of public transportation, residences, visitors of conventions, tourists, and museum / artist community all could utilize the site. The engagement of the site with the harbor walk and waterfront also adds additional external means of connectedness which can contribute to my thesis exploration. Also located within the “innovation district” of Boston the site adds future opportunity to develop within a larger urban plan that can assist in maturing the thesis concept at a micro and macro level. 58

PATHS

The district chosen should be easy to navigate from major pathways, including interstate highways coming from the east, west, north, and south, bus routes, and the south subway (green line). This accessible form of transportation is the furthest in reach from the proposed site. Taxi cab frequency is prodominant along western, river, and cambridge streets.

LANDMARKS

The Shopping Center should be a community Landmark amounst many other landmarks confined by Harvar University and adjacent Allston sites. The current site is not utilizing it’s importance as an edge that borders the Charlkes River which is the break between Allston and Cambridge.

EDGES

Streets, waterways, districts, and highway edges help a person visualize and appreciate the differences and advantages of the site as compared with its surroundings. The primary edges being the Boston Harbor Channel and A Street are also visual guides for pedestrian orientation.

DISTRICTS

Districts converging at the site unite a diverse group of people at once for the truest culture of western Boston. The districts consist of the Backbay (southeast) Brighton (West) Cambridge (North) Brookline (South).

BOUNDARIES

The North Allston district is well defined by many different forms of Boundaries, that visitors unfamiliar to the area would be able to identify with, when entering and leaving a neighborhood. While the Charles River is the most identifiable boundary to the district, the area is also contained by western avenue and river street.

NODES

The location of the Shopping Center should also be within a node of activity for easy access to public transportation, taxis, authorities, and commercial establishments. The location is currently near vehicular nodes as well as public community nodes that are formed by the paths.

LYNCH ANALYSIS 5 ELEMENTS 244 A STREET SOUTH BOSTON, MA

This proposed site encompasses all five elements of Kevin Lynch’s “image of the city.” It is situated in a way that can be used for a mixture of programs. Landmarks are all spread out through the site. Large edges help aid vehicles and pedestrians with visual direction. These edges include Western Avenue, the Charles River, Mass Pike and secondary highways. The flat site is located between two pedestrian and vehicular nodes. Located just south of Summer Street provides an opportunity for further development and community connectivity between my proposed building and the 100 Acre Master Plan.

MISSION & GOALS The mission is to create an active learning environment which cultivates innovation through social exchange. It is essentially to have the site working as part of this mission to support collaboration both within the building and outside within the surrounding context. The mission of my thesis is to create a melting-pot where education, culture, community, and nature are all working together to create a place for spending as well as leisure, and outdoor activities to take place. Ultimately I envision the thesis building type to become a part of the urban fabric in which it can create moments which had not occurred. In lesser of a word; the intention is to create an engaging architecture which a focus on natural integration both for experiencing open space and for the fostering of collaboration.

Parking Lots of South Boston * Image Courtesy of Fort Point District 100 Acres 11-22-06

Proposed Lanscape Plan for South Boston * Image Courtesy of Fort Point District 100 Acres 11-22-06

THE PURPOSE of the program is to provide collaborative spaces where problems may be solved. This involves the combination of different types of people who will need to socially interact. The benefit of adding a â&#x20AC;&#x153;think tankâ&#x20AC;? work center is that the site is known to be in the innovation district which immediately applies to the idea of preserving innovation. Currently there is no structure in the area which can hotel users of the community in order to corroboratively work on ideas. The convention center does something similar at a larger corporate level. I am trying to have a more intimate setting that suits the needs of the immediate users. In large the South Boston district will benefit as well as the overall Boston proper and extents from the rail users. The opportunities become definite with the implementation of the building type in this location.

100 Acre Master Plan * Image Courtesy of Fort Point District 100 Acres 11-22-06

PHYSICAL CHARACTERISTICS

The site was located near the canal of Bostonâ&#x20AC;&#x2122;s Fort Point area. I found that from previous knowledge about the community that there is a revitalized effort being placed on the immediate site context. This initiative by the redevelopment authority is aimed at bringing green space into the desolate asphault islands that currently exist. The iniqueness of the present edge condition allows me to further enforece my concept of collaboration due to the diversity of existing building types in the area. There is a mixture of large industrial, loft mills, artist housing, highend residential, coporate entities, convention centers, bars, restaurants, and boutiques. All of these ammenities are very excellent during the working week as there is a large sense of community. Also the different modes of transportation that are in close proximity to the site help to bring in many different users from a large context of areas. To sum up the primary physical elements of the site which help enforce my thesis involve: the connection of green spaces diversity of building types within a close context large amount of transportation nodes around the site |

Fort Point Area Landmark District Boundary * Image Courtesy of Fort Point District 100 Acres 11-22-06

p10 Minute Walking Radius to Landmarks * Image Courtesy of Fort Point District 100 Acres 11-22-06

Existing Transit & Bus Routes * Image Courtesy of Fort Point District 100 Acres 11-22-06

Proposed Transit & Bus Routes * Image Courtesy of Seaport Public Realm Plan Feb 1999 |

pProposed Green Spaces * Image Courtesy of Fort Point District 100 Acres 11-22-06 As part of the master plan the above image displays context for additional green spaces surrounding my site. The the essence of the channel and green space, I feel that they will assist in referencing their natural elements within the architecture in order to result in a heightened atmosphere.

pProposed Open Space & Pedestrian System * Image Courtesy of Fort Point District 100 Acres 11-22-06

pProposed Street Hierarchy * Image Courtesy of Fort Point District 100 Acres 11-22-06

pProjected Open Space vs Built-out * Image Courtesy of Fort Point District 100 Acres 11-22-06 |

Site Section Characteristics * Image Courtesy of Fort Point District 100 Acres 11-22-06

Site Section Location * Image Courtesy of Degree Project Studio

pProjected South Boston Buildout * Image Courtesy of Fort Point District 100 Acres 11-22-06

THE VISION OF INNOVATION PLACE THE INTENT OF THE PROJECT IS TO PROMOTE A GREATOR SENSE OF COMMUNITY IN ALLSTON, WHILE ALLOWING HARVAD UNIVERSITY, AND LOCAL BUSINESSES TO GROW. A SHOPPING COMPLEX IN THE FORM OF MATCHING THE RESIDENTIAL GRID WILL ALLOW REVENUE TO INCREASE AND PROMOTE A HEALTHIER LIFE STYLE THROUGH AN INCREASE IN OUTDOOR PUBLIC SPACES FOR ENGAGEMENT AND ACTIVITIES TO OCCUR.

pFort Point Avenue Corridor * Image Courtesy of Fort Point District 100 Acres 11-22-06 |

CODE REQUIREMENTS CODE REQUIREMENTS

SITE LOCATION & LAND VALUE SETBACKS CODE WORKSHEET COST ESTIMATE ANALYSIS

244 A STREET

SOUTH BOSTON, MA PARCEL ID NUMBER: 0601165010 LAND OWNER: GILLETTE COMPANY, DELAWARE CORP. LAND VALUE: $6,923,462.00 EXISTING BUILDING VALUE: $18,051,397.00 FY2011 PRELIMINARY(ESTIMATED) TOTAL TAX DUE: FIRST HALF: $387,609.81 ARCHEOLOGICAL DATA: NONE FORMER SITE USE: COMMERCIAL

LAND COST TOTALS FY2011 Building value: $18,051,397.00 FY2011 Land Value: $6,923,462.00 FY2011 Total Value: $24,974,462.00 FY2011 Tax Rates: Residential: $12.79 Commercial: $31.04 FY2012 Preliminary Total Tax Due:First Half: $387,609.81

Site Restrictions waterway zone * Image Courtesy of Fort Point District 100 Acres 11-22-06

Site Restrictions building height zones * Image Courtesy of Fort Point District 100 Acres 11-22-06 |

CODE WORKSHEET Project Name: March Thesis Project Address: 244 A Street, South Boston, MA Lot Size: 393,160 sf

Frontage: 436ft Lot Width: 646ft

Zoning Information: Applicable Zoning Regulations: Waterways, Commercial, Mixed-Use Zoning Designation: M-2 / M-4 Special District Designation: Waterway, Atrium, & Parking Garage Zoning Use(s): Commercial Land Dimensional Restrictions: FY none | SY none | RY none | FAR 4.0 Building Code Information: Applicable Building Code: MA State Building Code, 8th Edition Use Group(s): A-1, A-5, B, E, I, M, U Building Area: 42,000sf

Building Height (st/ft): 65ft Max

% Perimeter Access: 150%

Sprinklered: Yes

Proposed Construction Type (circle one): IA IB IIA IIB IIIA IIIB IV VA VB Allowed Height and Area: 3 storeys / 16, 5000sf Sprinkler increase (Height and Area): 95ft / 78,000sf Sprinkler increase (Height and Area): 200% = 78.000sf / 95ft Area Increase for Perimeter Access: 150% = 39,000sf Max. allowed area: 16,500 x 3 = 49,500sf +/Height and Area:

Allowed: 65ft / 49,500sf Actual: 55ft / 104,000sf

Fire Separation Distance:

N 30 ft | S 30ft | E 30ft | W 30ft

Percentage of Allowed Openings: N- UL | S - UL | E - UL | W - UL

CODE SUMMARY

three storeys or 65 feet high, which ever results in less than 16,5000sf for the building footprint. Total Building Square Footage = 49,500sf +/-

Site Restrictions setbacks and building heights * Image Courtesy of Fort Point District 100 Acres 11-22-06

COST ESTIMATE ANALYSIS

A Building Cost $49,500 x $97.25 $4,813,875.00 B Fixed Equipment (8% of A) $385,110.00 C Site Development (15% of A) $722,081.25 D Total Construction Cost = A+B+C $5,921,066.25 E Site Acquisition $6,923,462.00 F Moveable Equipment (8% of A) $385,110.00 G Professional Fees (6% of D) $355,263.97 H Contingencies (10% of D) $592,106.63 I Administrative Costs (1%of D) $59,210.66 J Total Budget Estimate = (D+E+F+G+H+I)=J $14,236,219.51 Note: I did not factor in the value of the existing buildings currently on the site

CODE CONCLUSIONS

The primary restrictions of my site have to do with the maximum number of storeys, the zoning designation and setback requirements. Even though the site is zoned as Commercial Land it still falls into the Waterway Designation for the future development of the 100 Acre Master Plan. There are additional restrictions due to the waterway acts and will have to be explored further to see which codes have authority over the other. In result, this will effect my buildings overall area or by means of a variance.

INFORMATIONAL INFORMATIONAL CONTEXT CONTEXT

USER PROFILE DESCRIPTION INTERVIEWS

USER PROFILE DESCRIPTIONS

Who I envision will be using my proposed building The intent is to provide a service building for the community at large as well as different forms of the arts and sciences professions. With that said I can imagine that the building will accommodate numerous types of users on different levels and amounts. HIGH USAGE: Individuals and groups who will be utilizing the building extensively my be local artists in the Boston community who have rented studio space and might be on site regularly for classes. Biotech professionals are another intended user who will have small satellite research and discussion centers which could be rented out as long-term. The last high usage group would be the buildings personnel. NORMAL USAGE: This user group could be daily visitors who include high school or college students who are utilizing the building for professional resources. Other groups may be surrounding business groups who want to come and have a small function for the company or utilize some of the meeting spaces. LOW USAGE: This user group could be for the travelers who are visiting the nearby convention center. They might come into the building briefly to utilize touchdown space in order to get some work complete or to lounge and meeting other people at the buildings public amenities. Because of the artists integration I can imagine a larger variety of users who come in periodically to exhibit art and interact with the designers.

INTERVIEW 1: USER October 8th 2011 2:20 pm

LOCAL ARTIST WITHIN THE SOUTH BOSTON COMMUNITY Q: Where do you primarily produce your artwork? A: Typically I produce my work out on my deck during the summer. This is because my apartment is relatively small and it is hard to work within the tight space. During the winter I sometime use a friends loft to produce some of my bigger paintings. Q: How often do you go out for art related purposes such as visiting an exhibit? A: Boston has an excellent artist community. I work at a local gallery so I am always visiting exhibits to see what the latest trends and installations are. Q: What types of resources do you feel are lacking in the South Boston Artistâ&#x20AC;&#x2122;s Community? A: I feel that art supply stores are something that could be needed in the South Boston area. It is usually a longer trip away to visit Utrecht, Blick or smaller supply stores in the Back Bay or Cambridge. Q: Where would you say is the least safe place around the Fort Point Channel area? A: Well in the late evenings I sometimes go to the lounges off of Congress/ A Street. This sometimes does not feel like the most safest of places. Q: Why do you feel this is an unsafe area? A: Well you are far away from the primary street and the lighting is not very bright. Q: Would you use a rentable art studio space if it was accessible and provided storage? A: Considering that my apartment is small and the rent in South Boston is pricey I would definitely consider using shared studio space. I know of some business people who share joint office spaces. Q: Would you take art classes/workshops at a studio if they offered a vast variety of options? A: I tend to travel once a year for an artist excursion in which I take workshops for a week. I wish there were more short term learning opportunities in the Boston area rather than full semester classes at the local universities. |

INTERVIEW 2: FACILITIES DIRECTOR October 27th 2009 9:45 am

AMY, OWNER OF SMALL RETAIL SHOP ON NEWBURY STREET Q: What are some of the challenges with managing a large convention center? A: Scheduling and coordinating the number of guests is always challenging. Then there is additional services which might need to be added after a function takes place. This sometimes is tricky depending on how many different venues we are holding. Q: Is your facility open 24hrs is requested? A: Typically some functions have gone as late as 3am but we have new had a client who needed the facility through the entire night. Q: Do you currently have any other amenities which might attract guests? A: The only amenities we have are locates in the Weston Hotel which is connected to the southeast portion of the main entry. The hotel provides a relaxing lobby, smaller conference rooms and two different restaurant/bars. Q: Is it safe to say that the local residences have no use for the convention center? A: Our clientĂ¨le is generally fortune 500 companies which have all hands parties or product showcasing here. So the local community is rarely involved in any of these shows. Sometime we have an Auto Show which is available to the public and attracts the local crowds. Q: What are some ab-normal requests you might have received from clients? A: We once had a request for a wedding party in our smaller grand ball room which would have been for 400 people. Q: Could there be any improvements if any, to the accessibility and accommodations? A: I feel that out location is in an up and coming area for investors and that the accessibility is very ideal for vehicles and public transportation. I would have to think a little further about the amenities part. Q: What is the most problematic area when trying to maintain this building? A: I think programming can be a problem because of its organic nature. One weekend we could have all spaces being used while other we are worrying about which areas the HVAC can be lowered in.

BCEC Convention Center in South Boston Image Courtesy of Google Images

INTERVIEW 3: SCIENTIST November 13th 2009 12:00 pm

SENIOR SCIENTIST AT GENZYME CORPORATION Q: What type of trends do you see changing in the areas of research and development? A: Well I feel technology is an ever growing contributor the success of the industry. The amount of disciplines has also begun to increasingly grow where we have individuals testing chemicals, developing chemicals, analytical scientists, biologists, medicine experts, and numerous other individual parties which are all specialized but all hold a critical component to the success of development. Q: What type of spaces do you typically interact with individuals? A: Well I tend to migrate from my personal office to personal lab. From there I spend time in group lab research space where I can direct and observe what is going on. Other times I am travelling to meet other colleagues and learn what breakthroughs are developing. Conference rooms and webinars are also very typical within a weeks time. Coordination and technical efficiency are very critical to the effectiveness of the business. Q: How many hours do you work a week? A: My work week is always on flux but will always be well over 50hrs. Time frames and budgets need to be met and always require as much of a scientists time as needed. I enjoy the work and it does bother me when you are developing drugs which can cure rare diseases. 12 hours days are very typical for me while I am conducting lab research. Q: Because of your long hours would you enjoy spaces for lounging and sleeping within the work environment? A: I know of some colleagues of mine who would utilize such space but personally I feel that if I had those spaces I would never go home. Q: Are there any other ways in which you develop inspiration ? A: Well during my free time I enjoy activities such as hiking, biking, kayaking etc... Mostly outdoor activities. Most likely because I am working indoors all day. Q: Your new Genzyme Center brings a lot of natural elements into the building, do you find those elements helpful for the users well being? A: When I head over to the center for conferences I always take my time while walking through the atrium space. I feel that the office building does an excellent job bringing the outside into the building. I do wish that lab space could have those qualities. Q:: How could we incorporate those qualities into a lab space? A: I feel that any natural element could not engage the lab space directly due to the process in which we work under controlled conditions. But I feel that the approach to a lab and even the adjacent areas could resemble a lot of the elements from the newer office building. I feel it would certainly add a pleasant atmosphere to the working environment.

NTERVIEW CONCLUSIONS I found that these interviews confirmed much of what I learned during the site analysis portion of the project. Nearly every person interviewed spoke of the need for smaller service spaces, the integration of nature and interaction with others. I found it particularly interesting how different yet similar the individual needs of each interviewed person had. They had things they enjoyed and things they felt could be done better. I would like to further investigate potential users of my thesis building so I can connected some common threads which can lead me to an appropriate program. |

APPENDICES APPENDICIES

SCHEDULE OF REVIEWS PROPOSED THESIS PANEL ANNOTATED BIBLIOGRAPHY THESIS EXHIBITION BOARDS GRADUATE RESEARCH SUMMARIZED PAPER

SCHEDULE OF REVIEWS

FAST TRACK SCHEDULE INTRODUCTION REVIEW Thursday January 12th, 2012

PRELIMINARY REVIEW

Thursday February 23rd, 2012

SCHEMATIC REVIEW

Wednesday April 25th, 2012

DESIGN DEVELOPMENT REVIEW 1 Monday June 18th, 2012

DESIGN DEVELOPMENT REVIEW 2 Thursday July 17th, 2012

FINAL REVIEW

Monday September 10th, 2012

EXTENDED SCHEDULE INTRODUCTION REVIEW Thursday February 23rd, 2012

PRELIMINARY REVIEW

Wednesday April 25th, 2012

SCHEMATIC REVIEW Monday June 18th, 2012

DESIGN DEVELOPMENT REVIEW 1 Thursday July 17th, 2012

DESIGN DEVELOPMENT REVIEW 2 Monday September 10th, 2012

FINAL REVIEW

Thursday November 8th, 2012

ALEX JEFFREY SIEKIERSKI thesis candidate

Designer, Assoc. AIA 670 E Sixth St. #3 South Boston, MA 02127 siekierski.alex@gmail.com, 617.894.0664

Presently Alex am pursuing his Masters degree in Architecture at the Boston Architectural College. He is entering thesis in the Fall of 2011. Alex’s is able to find new thrills in Architecture through every academic & professional project he participates on. Currently Alex participates, as a member of the project team, in all aspects of preparing complete and comprehensive architectural construction drawings and specifications and coordination of documents with project consultants and contractors Essential Duties and Responsibilities: Participate with the Project Architect and/or Senior Designer, to understand the objectives including work plan, schedule and budget parameters. Research products and systems that accomplish the design intent. Assist in the preparation of conceptual design sketches that illustrate the architectural treatment of the project,develop concept statements and develop concept and presentation. During the construction phase assist in the preparation of document revisions such as addenda, bulletins and clarification sketches. Lastly, Alex’s motivation is fueled by the thought of graduation in January of 2013 and becoming a step further toward beginning the Architectural Registration Exams. PROJECT EXPERIENCE ITA Software by Google, Floors 5-10 Cambridge, MA 100,000 SF Biogen Idec, Inc. - Phase II Floors 3 & 4 Weston, MA 100,000 SF BAC 540 West Madison Flrs 9 & 21 Chicago, IL 45,000 SF Fresenius Medical Care -Taunton Home Therapies Taunton, MA 950 SF Belmont Power & Light Colliers-199 Rosewood Security Portals, Belfast, ME Gazelle-25 Thomson Place 100 Federal Street, 27th Fl URBANICA 691 691 Mass Ave. Boston, MA 30,000 SF Private Residence, Phillipston, MA Addition of 2,000SF Valhalla Propeties, Schematic Design 10,000SF, Pyskaty Residence, Saugus, MA - BIM model of an exist. home EDUCATION Boston Architectural College MArch, Architecture 2008 – 2013 (expected) The Technical University of Berlin Semester Abroad, Architecture + Urban Design Summer 2008 The University of Massachusetts Amherst B.F.A. Design, Architectural Design Focus 2006 – 2008

Springfield Technical Comm. College Assoc. Architectural Technology 2003 – 2006 PROFESSIONAL EXPERIENCE Designer Steffian Bradley Architects November 2011 - Present Principal / Founder Alex Siekierski + Partners January 2010 – Present Designer NELSON June 2010 – October 2011 Gallery Exhibition Aid Boston Architectural College July 2009 – Present Revit Draftsman 3/d3 Studio, LLC March 2010 – June 2010 Architectural Programming Assistant Division of Capitol Assest Management January 2010 – June 2010 TEACHING EXPERIENCE Boston Architectural College, Boston, MA 2008-Present Student Ambassador, Tutor, Design Principals TA (3 semesters) & a Design Studio TA (1 semester). BIM/Revit Seminar Instructor 3 Sessions for DCAM Summer 2010

RICHARD PEAKE

thesis advisor

Associate Principal 54 Chestnut Street North Reading, MA rpeake.home@gmail.com, 978.207.1471

Rich is an Associate Principal at ADD Inc and leads several projects in the office as a Senior Project Architect/Project Manager. In addition to ADD Inc, Rich currently teaches several lecture and studio classes at the New England Institute of Art. He also teaches Materials and Methods I and Architectural Detailing at the Boston Architectural College. Rich brings his passion for design, and real world experience into the classroom. In addition to ADD Inc, he has worked at several internationally recognized firms such as CBT, Wood+Zapata, The Stubbins Associates, Hoskins Scott & Partners and AiGroup Architects. With 21 years of experience, on a variety of project typologies, Rich’s focus has been developing the design intent for each project he’s been involved with from the early design through construction. He believes that all phases of a project should be treated with the same level of attentiveness to design. He understands how the technical challenges for each building is unique and should be addressed with creative solutions specific to the challenge. His design skills allow him to fulfill, enhance and deliver any design no matter its complexity or size, and his experience has evolved to encompass all aspects of a project. PROJECT EXPERIENCE Seaport Luxury Apartment Associate Principal Development, Boston MA ADD Inc New England Carpenters Center, December 2005 – Present Boston MA Venetian Casino/Resort, Las Vegas NV Adjunct Faculty The New Soldier Field (Chicago Bears), The New England Institute of Art Chicago IL December 2005 – Present The New Fenway Park (Boston Redsox), Boston MA Associate / Project Architect Seaport Square - 6.5mil sf mixed-use, CBT Architects Boston MA 1999 – 2005 Residence Halls - UMass Lowell, Curry College, Holy Cross Designer Student Center - Framingham State Wood + Zapata Architectue College, Framingham MA April 2001 – February 2002 The Kennedy Center for Performing Arts, Washington DC Job Captain / Designer The Stubbins Associates February 1996 – March 1999 EDUCATION Boston Architectural College Designer BArch, Architecture 1991 – 2005 Hoskins Scott & Partners February 1995 – February 1996 Southern Polytechnic State University Environmental Development Designer 1994 – 1995 Ai Group January 1994 – February 1995 Onondaga Community College AAS, Architectural Technology Architectural Draftsperson 1987 – 1990 Stone & Webster Engineering Corp. September 1991 – August 1992 PROFESSIONAL EXPERIENCE Architecture Adjunct Boston Architectural College January 2009 – Present |

client representative

ELLEN WHITTEMORE

Deputy Director at Commonwealth of Massachusetts #47 16th Tee Street, Newbury, MA 01951 ellenwhittemore@yahoo.com, 617.823.5837

PROFESSIONAL BACKGROUND

Ellen Whittemore currently holds the position of Deputy Director of Programming for the Division of Capital Asset Management for the Commonwealth of Massachusetts where she is responsible for state funded building projects at the five University of Massachusetts campuses. Ms. Whittemore’s architectural career has focused on infusing practice with research.Teaching positions at Harvard, Yale, the University of Virginia, the Rhode Island School of Design and the BAC have acted as venues to investigate topics on urban form and sustainability at the scale of the campus and the city. Current research topics include “The Typology of Sustainability” and “The Dimensions of Inhabitation”. Also working with UNH on grant funding for a sustainable Equine Facility. Ms. Whittemore has 25 years of architectural experience on a wide array of building types located across the country.

EDUCATION

Bachelor of Fine Arts, Rhode Island School of Design 1975

New England College, ME Senior Architect - Master Plan

Bachelor Of Architecture, Rhode Island University of New Hampshire, Durham, N.H. Project Diretor. Master Plan School of Design 1976 Master of Architecture II, Harvard University Graduate School of Design 1986

Marblehead High School, Marblehead, MA Project Director - Conceptual Design

PROFESSIONAL EXPERIENCE Deputy Director of Programming at Commonwealth of Massachusetts and i.e. architectural research Feb 2010present

Billerica Elementary School, Billerica, MA Project Director - Programming, Design & Construction

Overseer at the Boston Architectural College 1994 - present Principle at i.e. Studio 2010-present Master Planning and Arch Consultant Sava Associates, Newburyport, MA 2002- Present Master Planning and Arch Consultant Tsoi Kobus & Associates, Cambridge, MA 2007-2008 Senior Associate SMMA, Cambridge, MA 1997-2002 PROJECT EXPERIENCE

Universities & Public Schools University of Massachusetts Boston Harvard Studio Facilitator

Hingham South Elementary School, Hingham, MA Project Architect 78,000sf COMPETITION S Foreign Service Institute, Arlington Hall, VA Designer- 500,000sf The Peak, Hong Kong Designer Bellevue City Park, Bellevue, WA Designer TEACHING EXPERIENCE Boston Architectural College On-line Thesis Instructor 2008-2010 University of Virginia - Associate Professor of Architecture. 1995-1996 Harvard GSD - Assistant Prof 1988-1994 RISD - Instructor in Architector Fall 20006

SON H. WOOTEN

design critic

Designer/ Project Manager P.O. Box 882, Lynn, MA 01903 son.wooten@gmail.com, 617.571.9866

Son is a senior project manager who has worked at several internationally recognized firms. While at Shepley Bulfinch he partnered with another designer to create the winning entry in an international competition for the Michael Klahr Holocaust and Human Rights Center at the University of Maine at Augusta. Sonâ&#x20AC;&#x2122;s experience spans a variety of typologies, with a focus on large-scale healthcare, corporate and academic projects. Son also has a background in landscape architecture and has enjoyed working on a variety of smaller residential projects. One important area of ongoing exploration is the impact and significance of context on design problems and opportunities. Son explores this interest in community and city development through active roles in local civic and political organizations.

EDUCATION

Boston Architectural College er of Architecture Spring 2008 University of Massachusetts at Amherst Bachelor of Science in Landscape Architecture Spring 1998 University of Copenhagen, Denmark Danish Institute Architecture & Design Program Fall 1995 Stockbridge Agricultural School Amherst, MA Associates Degree in Landscape Contracting Spring 1993 PROFESSIONAL EXPERIENCE Steffian Bradley Architects January 2011 to present Self Employed 2009 to 2010 Childs Bertman Tseckares 2006 to 2009 Shepley Bulfinch 1998 to 2006 Kneeland Construction 1998 Lego Systems, Incorporated 1997 PROJECT DESCRIPTION

Russia Wharf Development Boston, Massachusetts: CBT New 32-story 1,186,223 s.f. The East Office Building at the World Trade Center Boston, Massachusetts: SB New 16-story 505,000 s.f. Winthrop Tower, Office Tower Boston, Massachusetts: CBT Planning New 75-story 1,600,000 s.f. Healthcare Mount Auburn Hospital MRI Center Cambridge, Massachusetts: SB New offsite International Masonry Institute MRI Suite 10,000 s.f. Dartmouthâ&#x20AC;&#x201C;Hitchcock Medical Center, Doctor Office Building Lebanon, New Hampshire: SB New 6-195,000s.f. Academic Worcester Polytechnic Institute Boiler Plant Worcester, Massachusetts: SB Renovation 4,332 s.f. Duke University Perkins Library Durham North, Carolina: SB Renovation, expansion and master plan phasing Perkins Library 133,000 s.f. COMPETITION Winning design for an International Competition for the Michael Klahr Holocaust and Human Rights Center at the University of Maine at Augusta

Corporate/Commercial Greenvale Vineyard Portsmouth, Rhode Island: New 4,000s.f. Site & study model for architect Bill Wilson |

MICHAEL BOURQUE FIIDA, IFMA, NCIDQ Principal design critic

88 Wharf Street, Milton, MA 02186 michaelhbourque@gmail.com, 617.335.1951

Michael is an interior designer with broad experience in design, project management and innovative design / construction delivery systems. He has been an active participant in the design of office space for diverse business types, including corporate headquarters, financial service firms, law firms, and professional service firms. Other specialty expertise includes design for mission critical spaces, health and fitness facilities and the design of marketing centers and other spaces for brand enhancement and architectural messaging.Michael served as an advocate for sustainable design on the US Green Building Council’s LEED® Commercial Interiors Committee. Additionally, he served the interior design profession as the 1999-2001 Chair of the College of Fellows of the International Interior Design Association (IIDA) and previously as the National President of the Institute of Business Designers, the predecessor organization of IIDA.

EDUCATION

Graduate Studies in Environmental / Interior Design, Pratt Institute Bachelor of Arts in Interior Design, American University, Washington, DC

PROJECT EXPERIENCE

Biogen Idec, Inc. Pre-lease Services, Standards and Design for Global Hdqrs, Weston, MA, 250,000 SF Design for Cafeteria, Conference & Training Ctrs, Cambridge, MA, 22,000 SF Tenant fit-up for Neurology SBU & Call Center, Wellesley, MA, 110,000 SF Verizon Customer Briefing Center Waltham, MA, 200,000 SF Co Space Services / InterNap Network Service Nation-wide roll-out of co-location facilities, 440,000 SF Wellington Management Headquarters Boston, MA, 75,000 SF Bank of America Tenant fit-up of floors 8 and 10 Boston, MA,110,000 SF Renovation of 99 Founders Plaza Hartford, CT, 185,000 SF Cabot Corporation Boston, MA Design for Headquarters Offices, Boston, MA, 66,000 SF Seyfarth Shaw

Boston, MA, 66,000 SF Tenant fit-up of offices

LEED CERTIFIED PROJECTS

BANK OF AMERICA Tenant fit-up of floors 8 and 10, Boston, MA 110,000 SF Military Bank at Crosswinds San Antonio, TX, 195,000 SF Adaptive Building Re-use for • LEED® Bronze Certification My Work 10th Floor at 100 Federal Street, Boston, MA, 55,000 SF • LEED® Gold Certification 100 Federal Street Boston, MA, 55,000 SF Renovation of 8th Floor and 10th Floor • LEED® Gold Certification My Work Waltham, MA 14,000 SF • LEED® Silver Certification

YEARS OF EXPERIENCE 30+ AFFILIATIONS/REGISTRATIONS

International Interior Design Association Founding Member Institute of Business Designers National President 1987-1989 International Facilities Management Association Member since 1987 LEED® Accredited Professional NCIDQ - Certified #2637 State of Connecticut - License # 0149 District of Columbia - License #720000638

KARA CRAWFORD

Structural Engineer 34 Walden Drive Unit 3, Natick, MA 01760 krcrawford@gmail.com, 617.894.1973

structural engineer

Licensed structural engineer with over ten years of experience in complex bridge design, inspection and construction. A skilled team leader with the ability to effectively communicate between project stakeholders and various discipline team members.

EDUCATION

Boston University Boston, MA · Master of Business Administration, General Management , January 2010 University of New Hampshire Durham, NH · Bachelor of Science, Civil Engineering, May 2000, Magna Cum Laude

MBTA Greenbush Commuter Rail Extension (July 2005 – September 2008) Project Engineer

VANASSE HANGEN BRUSTLIN (VHB), 2000 – 2005 Watertown, MA

PROFESSIONAL EXPERIENCE

MassDOT Route 106 over Canoe River

HDR INCORPORATED 2011 - Present Boston, MA MBTA Greenline Extension

MaineDOT Alna and Newcastle Bridges

RIDOT Davisville Bridge

MassDOT Route 128 Bridge Replacements.

STV INCORPORATED, 2005 – Present Boston, MA

MassDOT Westfield Great River Bridge (May 2007 – 2011 ending) Deputy Project Manager/Lead Structural Engineer

MassDOT Fore River Bridge Replacement (January 2009 – 2011 ending) Structural Project Coordinator

MassDOT (formerly DCR) Boston University Bridge Rehabilitation (July 2005 – December 2007) Project Engineer

MBTA New Bedford Fall River Commuter Rail Designed a precast concrete parking garage Designed multiple railroad bridges City of Fall River, Government Center Plaza Reconstruction SKILLS AutoCAD, Conspan, PCACol, Larsa, STAAD, Merlin Dash, MathCAD, and VIRTIS CERTIFICATIONS/TRAINING Certified Bridge Inspector, National Bridge Inspection Standards (NBIS), 2007 · Registered Professional Engineer (Structural), Massachusetts, 2005

environmental control systems engineer

BOB FLAHERTY Principal Engineer 88 Black Falcon Avenue Suite 210 Boston, MA 02210 robert.flaherty@wspfk.com, 617-210-1727

Mr. Flaherty is a Senior Vice President and senior mechanical engineer at WSP Flack + Kurtz with and has over 250 years of experience in the design of new and renovation projects. He is responsible for the designs from master planning to construction completion including preparation, and coordination of construction documents and conducting field construction reviews. He has particular experience in commercial, central plants, higher education, R&D laboratories, vivaria, data centers and health care facilities. He is knowledgeable in sustainable building design and construction practices, and is an accredited professional in the U.S. Green Building Councilâ&#x20AC;&#x2122;s Leadership in Energy and Environmental Design (LEED).

EDUCATION

Kitchen and Administrative Offices, Hamilton, Bermuda Higgins Armory Museum, Cooling for the Great Hall, Worcester, MA Museum of Fine Arts, Boston, Enabling Works, Commissioning, design, Construction Administration and PROFESSIONAL EXPERIENCE Master Planning for the New East HEALTH CARE Boston Medical Center, Evans Building, Wing, 280,000 SF, Boston, MA DATA CENTERS Boston, MA Berkley Financial Group, Tenant Fit-up Boston Medical Center, ACC Sewage of 95,000 sf with a 10,000 sf Computer Pump Station, Boston, MA Room, Boston, MA Boston Medical Center, Review of EMC Corporation, 10,000 sf Raised Existing Power Capacity, Boston, MA Boston Medical Center, New Telephone Floor Data Center, Franklin, MA Room in the ACC Building, Boston, MA Environmental Protection Agency, 150,000 sf National Computer Center, Brigham & Womenâ&#x20AC;&#x2122;s Hospital, 850 Research Triangle Park, NC Boylston Street, Ambulatory Care Building, Boston, MA REGISTRATIONS Lahey Clinic Northshore, Clinical Massachusetts, California, Connecticut, Services Expansion, Peabody, MA Lawrence General Hospital, Emergency Illinois, Kentucky, Louisiana, Maine, Maryland, Minnesota, Michigan, New Department, Lawrence, MA Jersey, New Hampshire, New York, INTERNATIONAL North Carolina, Ohio, Pennsylvania, Bermuda Underwater Exploration Rhode Island, South Carolina, Institute, Including Museum Exhibits, Wisconsin Kitchen and Administrative Offices, Hamilton, Bermuda Charles River Laboratories, Animal PROFESSIONAL AFFILIATIONS Space, Administration Offices and American Society of Heating, Warehouse and Laboratory Space, Refrigerating and Europe Air-Conditioning Engineers Petronas Visitor Experience, 88-Story National Society of Professional Twin Tower Fit-out, Kuala Lumpur, Engineers Malaysia International Society for Sandoz Corporation, 150,000 gsf Pharmaceutical Engineering Animal Lab Facility, Vienna, Austria Building Officials and Code MUSEUM Administrators International Bermuda Underwater Exploration Boston Society of Architects Institute, Including Museum Exhibits, MS, Mechanical Engineering Northeastern University BS, Mechanical Engineering Northeastern University

acoustical consultant

JEFF FULLERTON

Director, Architectural Acoustics, INCE Bd. Cert., LEED AP 33 Moulton Street, Cambridge, MA 02138 jeff.fullerton@the-bac.edu, 617.499.8058

Mr. Fullerton is an acoustician working with various projects involving institutional, commercial and residential facilities. His areas of concentration include architectural acoustics, mechanical systems noise and vibration control, and environmental acoustics. His experience includes a wide scale of facilities, ranging from performance facilities for musical organizations, classroom buildings for universities to exhibition spaces for museums to laboratories for pharmaceutical companies. He is a LEED Accredited Professional and has also contributed to the development of acoustical credits within the USGBC’s LEED 3.0 Commercial Interiors rating system. Mr. Fullerton has also served as an expert witness for several legal and public proceedings.

EDUCATION

MA Harvard Biological Research Institute Mechanical System Noise Control Cambridge, MA Kroc Corps Community Center of Boston Acoustics and Mechanical System Noise Control Dorchester, B.S. Mechanical Engineering, Bucknell University, Lewisburg, PA, MA ZUMIX Youth Cultural Organization for Music and Art 1994 Boston, MA Avid Headquarters Acoustics and Mechanical System B.A. German Studies, Bucknell Noise Control Burlington, MA University, Lewisburg, PA, 1994 Wake County Justice Center Acoustics and Mechanical System PROFESSIONAL POSINoise Control Raleigh, NC TIONS Healtworks Fitness Center Noise and Vibration Control Brookline, Acentech Incorporated, March MA Fidelity Investments Customer 1997-present Service Branches Chicago, IL Century City, CA Wellington, FL Adjunct Professor, Boston Waltham Elementary Schools Architectural College, September Whittemore and Fitzgerald 2009-present Schools Waltham, MA Dartmouth College Alumni Gymnasium GESAC, Inc., August 1995 - March Renovation Hanover, NH 1997 M.S. Mechanical Engineering, Bucknell University, Lewisburg, PA, 1995

REPRESENTATIVE CONSULTING PROJECTS The Mandarin Oriental of Boston High-end Residences, Hotel and Mixed Uses Boston, MA Dartmouth Life Sciences Center Community Sound Estimates Hanover, NH US Federal Courthouse Acoustics and Mechanical System Noise Control Springfield, MA Raleigh Convention Center Acoustics and Mechanical System Noise Control Raleigh, NC Fall River Justice Center Acoustics and Mechanical System Noise Control Fall River,

TEACHING EXPERIENCE Adjunct Professor Boston Architectural College Fall 2009 – Present Director, Arch. Acoustics Acentech May 2004 – Present

PROFESSIONAL SOCIETIES

Member – Institute for Noise Control Engineering (since 2002) President – Greater Boston Chapter of the Acoustical Society of America (2000-2002) Member – Northeast Sustainable Energy Association Boston Chapter (since 2004) Tau Beta Pi – National Engineering Honor Society (since 1995)

MICHAEL D’ANGELO

landscape consultant

Designer, LEED AP 5 Arlington Street #52, Cambridge, MA 02140 mdangelo13@yahoo.com, 203-592-4788 Project management experience while working on numerous urban, mixed-use, retail, corporate, education, and institutional projects. Excellent oral and written communication skills with the ability to collaborate with professionals from a range of disciplines. Specialties | • Project management, design, construction administration • Software: AutoCAD, Adobe (Photoshop, Illustrator, Indesign), Microsoft Office, Google SketchUp, and working knowledge of ArcGIS •Accomplished project manger for numerous urban infill, mixed-use, education, corporate, and institutional projects. •Excels in coordination with design staff, clients, consultant teams, and contractors during design and construction.

EDUCATION

University of Rhode Island BLA, Landscape Architecture Major, Community Planning Minor 2003 – 2007 PROFESSIONAL EXPERIENCE Designer Copley Wolff Design Group June 2008 – Present • Project types include streetscapes, green roofs/roof decks, master planning, college campus site improvements, and institutional design • Responsibilities include project management, proposal development, design, preparation of illustrative graphics, construction documentation, and construction administration Designer LandDesign May 2007 – June 2008 • Master planned community design, clubhouse and amenity design, planting/hardscape design, preparation of graphic illustrations through the use of SketchUp, AutoCAD, and Adobe programs. PROJECT EXPERIENCE Assembly Row Development, Somerville, MA - Streetscape for a mixed-use development (design phase) Methuen High School, Methuen, MA

- Site improvements (construction) North Shore Community College, Danvers, MA - Site improvements (complete) The Merano, Boston, MA - Streetscape for condos, hotel (design phase) Kostas Institute for Homeland Security, NEU, Burlington, MA - site improvements (complete) 800 Huntington, Boston, MA Streetscape (construction) Ringgold Park, Boston, MA - Park design (construction) Johnson and Wales University, Harborside Campus, Providence, RI - Entry Gateway Design (complete) Celebrate Virginia, Fredricksburg, VA Active Adult Community Sales Center and Clubhouse PROFESSIONAL EXPERIENCE •LID (Low Impact Development) Certified through the Rhode Island CRMC, LEED AP •Professional Licensure – anticipated summer of 2011

analytical consultant

JOSHUA WHITE

Director, Academic Services 85 Strathmore Road #37, Brighton, MA 02135 Joshua.white@the-bac.edu, 617.838.2825 Joshua has a Master degree in Writing from Emerson College and has been teaching and tutoring writing and ESL for more than 15 years. He founded the BACâ&#x20AC;&#x2122;s Writing Center in the fall of 1999, guided its development into the Learning Resource Center (LRC) , and now oversees all of Academic Services (Advising and the LRC) . At the BAC he teaches Graduate Research & Writing and works extensively with Thesis students. Josh is also a playwright with several local productions and has taught play writing to school-age children.

EDUCATION

Emerson College, Boston, MA 1990-1994 Master of Fine Arts in Writing (concentration in play writing) Brandeis University, Waltham, MA 1981-1985 Bachelor of Arts in Economics

TEACHING EXPERIENCE

PUBLICATIONS/PLAY PRODUCTIONS When Donnatello Danced, Production by Shadowbox Cabaret as part of 10th Anniversary Show, SeptemberNovember, 2004. Production by Shadowbox Cabaret, Columbus, OH. August, 1997. When They Come, Production by Shadowboxing Workshop, Boston, MA, December 2002. Ho Ho Ho, Staged reading by American Concert Theatre as part of Holiday Tales, Philadelphia, PA, December 2002; production by CentaStage as part of X-Mas Files Christmas show, Boston MA, December 2001. The Spacemaker, Production by Boston Theatre Marathon, Boston, MA, April 2000; staged reading by Coyote Theatre, Boston, MA, November,1998.

Boston Architectural Center, Boston, MA 1997-Present Emerson College, Boston, MA 1991-2003 Massachusetts College of Pharmacy and Allied Health Sciences, Boston, MA 1996-2000 Urban College, Boston, MA 1994-1995 Bentley College, Waltham, MA 1994,1995 PROFESSIONAL EXPERIENCE Boston Architectural Center, Boston, MA PUBLIC SERVICE Director, Academic Services Watertown Public Library, Watertown, 2009-Present Director, Writing & Learning Resource MA, Volunteer English a Second Language Tutor 1994-1996 Center 2003-2009 Tremont Street Project/Coyote Theatre, Director, Writing Center Boston, MA, Childrenâ&#x20AC;&#x2122;s Playwriting 1999-2003 Massachusetts Institute of Technology, Instructor, 1998-2004 Cambridge, MA Entrance Essay Grader Summers, 1996-2002 Massachusetts College of Pharmacy, Boston, MA Writing Tutor 1996-2000

ANNOTATED BIBLIOGRAPHY EDUCATIONAL RESOURCES Freed, Elaine. ARCHITECTURE AS TEACHER Packard Hall at Colorado College. Colorado: Colorado College Studies, 2007. This is a primary source which deals with current trends in education. It will give me insight to cultural effects, methods of implementation and specialized means. Garland, Paul. Integrating education. Boston: BAC Thesis Document (1679), 2009. In general, looking through past thesis books which relate to innovation, collaboration, and learning will give me additional resources and design precedent studies which may help me reinforce my thesis idea. Gombrich, H.H.. TOPICS OF OUR TIME Twentieth-century issues in learning and in art. California:Phaidon, 1991. This resource will give light to some of the issues surrounding my thesis idea and will help me frame my supportive evidence. Jesus, Raquel De. Design Guidelines for Montessori Schools. Center for Arch/Urban Planning Research: Milwaukee, 1987. This was the primary resource which helped me understand Montessori designs and cirriculum over view. It alowed me to determine a common thread amoungst Montessori schools which are critical for the sucess of the programs. This will allow me to incoporate some of her methodologies and intentions into my thesis as supportive context. Lillard, Paula Polk. Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood. New York: Schoken, 1996. As a further extention of the Montessori Guidelines this reference will bring me up to speed on the development of Montessori to present standards in society. This will allow me to engage the most current understandings into my supportive context. Robinson, Ken. “Ken Robinson says schools kill creativity.” TED Ideas Worth Spreading, talk. Monterely. California. Feb. 2006. Robinson is one source in which I use to identify the global and cultural issues relating to my thesis idea. He has become most helpful in framing the cultural context of my ideas. Takiguchi, Noriko. Experimental spaces for new styles of learning – the Stanford Center for Innovations in Learning. Axis, no. 101, pp. 72-4, Jan – Feb. 2003. This source will help me to identify new means of learning processes which hopefully will not be limited to academic institutions. I am looking to implement learning in a newer capacity beyond acadmic institutions.

DESIGN RESOURCES

Architectural Graphic Standards, 11th Edition by Charles Ramsey and Harold Sleeper. New York, NY: John Wiley & Sons, Inc., 2007. In searching for a typology, the graphic standards might help me define spaces within building types in which I might need to better implement my thesis idea. Auditorium Acoustics 104 Acoustical awareness is going to be critical for spaces that have assembly and meeting areas which are flexible. I must be aware of the design issues within these spaces. Broekhuizen, Dolf and Ton Verstegen, Paul Groenendijk, Like Bijlsma. Contemporary Dutch School Architecture. Rotterdam, NL: NAi Publishers 2009. Dutch educational environments is going to be one design reference which will give light to new means of learning environments. This context will ensure that I am pushing the boundary of my design. Building Blocks for Planning Functional Library Space by Buildings and Equipment Section, Library Administration and Management Association (LAMA). Lanham, MD: Scarecrow Press, 2001. Because I feel that the program of a library can be cross polinated within other types I feel it is going to important to have an understanding of how the spaces are arranged. Meek, Anne. Designing places for learning. Alexandria, Va.: Assoc. for Supervision and Curriculum Development, 1995. This source may give me more programmatic context that will support my thesis idea. OWP/P Architects + VS Furniture + Bruce Mau Design. The Third Teacher; 79 Ways You Can Use Design to Transform Teaching & Learning. New York: Abrams, 2010. This source is excellent for collecting case studies which relate to buildings that are currently pushing the boundaries of education and creating newly programmed buildings. I feel this reference will be a very helpful source as it explains current trends, identifies current issues in learning and gives examples of some present day solutions. This will be good for case studies, and analytical context which can support my thesis idea. Perkins, L. Bradford. Building Type Basics for Elementary and Secondary Schools. New Jersey: John Wiley & Sons, Inc., 2010. Perkins Eastman was a firm well known for designing schools and I feel that there book will be an excellent design resource. Taylor, Anne and Katherine Enggass. Linking Architecture and Education: Sustainable Design of Learning Environments. New Mexico: University of New Mexico Press, 2009. I am looking to learn how architecture can effect education and most importantly what are essential in creating this dialogue bewteen user and building. This understanding will better assist in enforcing my thesis concepts.

MAPS

Boston Redevelopement Authority www.cityofboston.gov/bra Google Maps http://maps.google.com Topozone www.topozone Cityrating.com http://www.mapc.org/ http://htaindex.cnt.org/ http://www.radicalcartography.net/ http://www.bing.com/maps/ http://hubmaps1.cityofboston.gov http://en.wikipedia.org/wiki/South_Boston

SITE INFORMATION

it Bostonian Lofts Real Estate www.bostonianlofts.com Boston History www.bostonhistory.com City of Boston Assessment www.cityboston.gov/assessing City of Boston Parcel Info www.cityofboston.gov/website/map/parcel Sperling’s Best Places www.bestplaces.net The Mayor’s Youthline www.bostonyouthzone.com http://www.hdfgroup.org/hdf-java-html/hdfview/index.html http://www.esri.com/ http://www.usgbc.org/DisplayPage.aspx?CMSPageID=222 http://websoilsurvey.nrcs.usda.gov http://apps1.eere.energy.gov/buildings/energyplus/cfm/weather_data.cfm

DATA RESOURCES

http://www.mass.gov/?pageID=eopsterminal&L=4&L0=Home&L1=Consumer+Protection+%26+Business +Licensing&L2=License+Type+by+Business+Area&L3=Architectural+Access+Board&sid=Eeops&b=termi nalcontent&f=dps_aab_regs_pdf_1&csid=Eeops http://www.reedconstructiondata.com/projects/1000524963/ Royal Street Website http://royal-street.com/ Chestnut Hill Reservoir/ Boston Water Supply History. www.mass.gov/dcr/parks/metroboston/chesHistory. htm http://maps.google.com/ http://www.flickr.com/ Chart of Boston Harbor and Massachusetts Bay with Map of Adjacent Country. Boston Police Department www.BPDNews.com http://www1.cie.nl/projects/architecture/residential/the-whale,-amsterdam.aspx http://www.rose-network.com/all-projects http://www.bostonindicators.org/IndicatorsProject/ http://www.data.gov/ http://www.southbostononline.com/ http://en.wikipedia.org/wiki/South_Boston http://www.cityofboston.gov/neighborhoods/southboston.asp http://www.cityofboston.gov/landmarks/historic/fpc.asp http://mirador.gsfc.nasa.gov/cgi-bin/mirador/homepageAlt.pl?search=1&keyword=MOD12CM1&locatio n=Boston,%20populated%20place,%20%28Suffolk,%20Massachusetts,%20USA%29&startTime=1978-0101&endTime=2009-11-18%2023:59:59&CGISESSID=1206f812fc400a9669f17a3111bf1291 http://www.metrofuture.org/ http://www.bostonredevelopmentauthority.org/planning/PlanningInitsIndividual. asp?InitID=33&action=ViewInit http://www.innovationdistrict.org/ http://www.coolinfographics.com/

THESIS EXHIBITION BOARDS

FREE & FULL OF ORDER MONTESSORI LEARNING METHODS APPLIED TO HIGHER EDUCATION GRADUATE RESEARCH & WRITING THEORY Alex Jeffrey Siekierski Graduate Research + Writing (AS 7229) Michael Davis & Joshua White Boston Architectural College Spring/Summer 2011

THE PROBLEM

Robinson identifies the belief that the downfall in creativity and innovation, to have begun just after industrialism. Coincidentally during the same time Maria Montessori (who I will speak upon later) began implementing her new teaching methods. This was when education began its own assembly line process of teaching that could accommodate the massive increase in attending students. The curriculum at this time only focused on subjects that were most relevant to working life : Math, Language and

Figure 1: Portrait of Sir Ken Robinson

Science. It was the beginning of prioritizing

(Google image results)

Figure 3: Typical Classroom in the 1950’s (http://www.topfoto.co.uk/gallery/ClassicStock/ ppages/ppage25.html)

subject matter and as a result the creative arts

their true capabilities are and nor do they

such as painting, theatre, music, and performance As education itself developed standards, so did art all fell to the wayside. the spaces in which they lectured in. Desks all

understand their true talents . High school

It has been Sir Robinson’s assertion that

gears its students for college, which is then

education is currently on a “fast food” model ;

supposed to prepare the student for their

meaning that education currently guarantees

professional career. Sir Ken Robinson (figure

a level of poor quality, 100% of the time and

1), one of the most influential leaders in the

is aimed at delivering this guarantee for rapid

current educational crisis, is an author, speaker

production. Due to this model, Sir Robinson

and international advisor on education. He has

states that, “a time of revolution is when things

claimed that the current educational systems

are happening that upset all the things we

have failed at assisting every individual in

take for granted.” Resulting in the idea that

finding their true capabilities, by not allowing

education needs a revolution rather than mere

for the individual’s creative spirit to develop

reform.

So many adults today do not understand what

facing the front of the room where everyone was instructed to only listen to the teacher. As the population of students increased this “formal” classroom setting had to grow much larger at the university level. By doing so it mearly maintained its original standard and simply extrapolated on it. In higher education, this could be applied in a similar way that office workstations are currently arranged in an open environment but are enclosed enough to protect from noise and visual disturbances.

and flourish.

Another excellent example of a well done

It is not the curriculum which will allow this spirit

Presentation Seminar Rooms” (figure 6) which

academic space is the “Plug & Show Computer

to develop but the vehicle in which the student

are an adaptable space driven by technology for

is taking that should promote an environment

a medium sized lecture.

which assists and facilities in the development

The built environment can be a primary

of the individuals creative spirit. Due to the

contributor to the educational institutions

college graduate inflation, Sir Ken Robinson

around the world, by allowing its students to

theorizes that a “college degree is no longer a

explore learning in a multitude of ways suited to

passport to a job; at best it’s a visa.” Due to this crisis of a de-valued education, Architecture should be serving as a means for adding value back into the educational institutions.

the individual’s needs. This cannot occur merely 400 Person Lecture Hall 1996 (Academic Design : sharing lessons learned by William Ammentorp)

at the elementary levels but throughout the entire educational journey, no matter what age. Architects can add value to education through their buildings which can assist in facilitating and influencing change and personal growth for

INNOVATION

the creative spirit to develop. Over the last 50 years education has tried to

KEN ROBINSON

Educational system started during industrialism(focus on math, english and sciences) Human EcologyUnknown future to prepare forFast Food modelCREATIVITY Revolution not reformLife is not linear but organic3yr old does not = 1/2 of a 6yr oldtradition = conformity-

adapt itself to accommodate and prepare its students for the changes in various professions. Robinson suggests that the small educational shifts in curriculum are not adequate in creating a better learning process for students to grow. It is the delivery and receptiveness of the material that education provides, that is critical for the student to flourish.

HYBRID OF TEACHING

MARIA MONTESSORI

- Exercise, nature experiences, cleanliness, fresh air, nutritious food - Focus on children between 3-6 years of age - Free and Full of Order = prepared environment

CREATIVITY

- Teacher directed approach + free/child directed approach

COLLABORATION Figure 2: Portrait of Maria Montessori In the late 1950’s, Maria Montessori (figure 2), began exploring her unique teaching approach, beginning in Italy. It was a revolutionary method at the time which focused on having a

“Emphasis must be placed on visibility between

teacher directed approach and a child directed

activity areas in order to permit observation by

approach. Montessori’s educational process

the teacher, and activity areas in order to permit

primarily focused on the development of

observation by the teacher and between the

children from the ages of three to six years. She felt this was the most influential time of a child’s life where they were most receptive and creative. Just because history has shown her methods to be effective in an environment with children, does not mean they will not be-able to help in a similar way with adults. One large disconnect that Robinson emphasizes, is that somewhere is the educational journey

The layout of activity spaces should be based

children.”

on the modified open plan facility, where the

For Montessori, visibility promoted freedom

children can observe what is going on from any

and the inclination that if the boundaries of a

part of the school in other words the “modified

space can be visually minimized and the use

open space” is a space which allows the best

can be adaptable, then architecture can begin

of both open and close philosophies, with a

to facilitate collaboration within a larger mass

mixture of open areas with smaller enclosed

of people.

spaces . Additionally this space is open enough to see all activities but enclosed enough to

promote freedom, order, beauty

creative, while the majority of adults do not

protect from noise and visual distractions.

and atmosphere, didatic materials,

believe they are creative and have no idea

In the early 1950’s Maria Montessori had tried

community life, and reality and

to answer the educational crisis at the primary

nature. These concepts determined

children are creative and believe they are

of their true potentials. Somewhere during the transition from childhood to adulthood; the creative spirit becomes diluted within the educational system. While learning about the Montessori’s principles and theory it may actually be easier to incorporate some of her concepts into higher educational practices. The role of higher education must be to create an educational experience which will allow the individual to continually develop into adulthood at his or her own pace. Montessori believed that architecture at the academic installation must “promote freedom, order, beauty and atmosphere, didactic materials, community

level while similarly, today Robinson argues that “to meet the challenges ahead, we must

as the criteria of the Montessori

redesign schools to nurture the creative capacity

approach are critical in allowing the

in all of us.” This was one of Montessori’s goals as she began to implement her teaching

creative mind to flourish.

methods in the late 1950’s. In order to create an environment which can nurture the learner, Montessori believed that the curriculum and the spaces they are taught in, must allow for teachings in the areas of exercise, nature experiences, cleanliness, fresh air, and nutritious food. This set of criteria Montessori developed has been historically proven to be a critical part in allowing the creative mind to flourish.

life, and reality and nature .” These were the overall concepts of her curriculum that still remain in practice today. Montessori felt in order to promote openness in the “prepared environment.”

MARIA MONTESSORI

THE SOLUTION Similar to Robinson’s current take on education, Montessori determined that schooling needed

THEORY

a revolution; which occured toward the end of

Architecture at the academic installation must promote freedom, order, beauty and atmosphere, didatic materials, community life, and reality & nature. These concepts determined as the criteria of the Montessori teaching approach are critical in allowing the creative mind to flourish. Architecture in some manner or another must allow for this criteria to be explored at its maximum potential, not just at the elementary level but through higher education and professionally.

PROPOSED IDEA The inclination is that if the separation of spaces can be minimized, resulting in an increase of freedom within the space. Then Architecture will allow for the masses to collaborate and learn at a higher degree. This exploration might also begin with removal of fixed seating and barriers within a space.

her career, in the early 1950’s. She concluded

The primary connection between Montessori

that it must include “recognition of the goals,

and Robinson is that 60 years ago a large

directions, and powers or characteristics

number of students began attending primary

pertinent to each” student because we all have

schools as a result of World War II and

different capacities and feel them in different

Industrialism. This was the first generation of

ways. The education revolution needed to

family members who attended a “new” formal

be built upon the basic responses of human

style of education (figure 3). Montessori took

beings, which can be made possible, by their

into consideration the problem occurring with

complete development and adaptation to their

such a high volume of students globally and

environment.

created a solution for teaching geared toward

One of the most recent educational design feature which can stimulate all minds a like is the use of technology into the spaces as mentioned in the plug and play rooms. It is best to use technology that can enhance the experiental qualities of the learning environment. The better technology can assist in creating real world situations, the increased chance that students will attain the knowledge of solving these almost authentic cituations.

the learners needs. Similarly, two academic generations later we find a parallel problem where masses of people from all ages are going to higher education. Just as Montessori set the foundation for rebirth in an educational crisis 60 years ago, Robinson is trying to create a new solution for the crisis during the technological era. He claims that the pedagogy needs to adapt with the curriculum, not just to allow for the curriculum to change and be given through the same methods, which were the primary problems during Montessori’s era. Montessori has been known for promoting some of the best creative learning environments simply by implementating and maintaing her

DOLECE + NORRIS

academic design guidelines. Even though these

guidelines were developed to serve a space for - Information age children. Some of the examples listed indicate - Learner driven that they can be applied for adults, focusing - Increase number of older students = change on higher education. The components of her - Industrial age (focus on output not outcome) educational guideline, become the summation - Change does not = transformation of elements (openness, visibility, nature, - Learning has to occur @ time, place & pace of the and atmosphere) which create Montessori’s comprehensive environment, that promotes individual learning and creativity (figure 16). learner driven self pace personal best simulation create barrier-free, pepetual learning open access ANNE MEEK network of experts Architecture can facilitate culture traditional + hydrib disciplines Stimulating & varied physical environments are best just in time learning (Taylot & Vlasto’s 1983) perpetual learning automated learning system

learning experiences by learners needs

A poor example which comes to mind is a typical large scale 300 person lecture hall (figure 4) (4,200 SF, 65FT x 65FT, 14SF per person), with 20 foot high ceilings in the front angled to a 10 foot ceiling in the back, became the best means for housing students in a classroom environment during the 1950’s when population growth was high. Even though this type of space meets some of Montessori’s requirements, it does not allow for openness as a means of a flexible space. Yes these types of spaces have been designed to achieve a high degree of visibility and acoustical soundness (figure 6), but this simply

Figure 8: The ROC Aventus building in Apeldoorn – work areas

has grown into a traditional theatre where students watch education in a 21 inch wide seat

These examples of medium sized types of

The ROC Aventus building in Apeldoorn, (figure

academic spaces are driven toward adaptable

8) where the open work areas for the students

use by allowing furniture, technology, lighting

is divided by partial height walls help stop noise

levels (dimmable, zones) and acoustical qualities

and visual distractions while allowing for wall

of the space (partial height walls) to all be

space to be used collaboratively. Montessori

adapted to the users immediate needs. It is

also felt that freedom by flexibility should also

A more adequate space being utilitized in

questionable that the 20 person seminar room

include, visual flexibility and awareness.

higher education is the, “Plug & Show Computer

has undergone many changes to meet the

Presentation Seminar Rooms” (figure 7) (500

present needs of technology, but it seems that

SF, 18FT x 27FT, 25SF per person), which is an

at a larger scale these efforts of adaptability and

adaptable space that is driven by technology.

individuality fall to the wayside in the large scale

These spaces can also serve as a working area

lecture rooms intended to service groups of

for collaboration or a medium sized lecture

300+ persons.

with a fold down table, rather than experience education. Montessori would not agree with the arrangement of furnishings being fixed because they eliminate the flexibility needed for a “learner driven” environment.

Collaboration and its results for creative learning along with adaptable spaces which became known as “open classrooms” (figure 9) in the 1960’s, freed the teacher from traditional methods allowing for more attention to be placed on the individual learner. This process

environment. The flexibilty of furniture and

created a more conducive, caring, relaxing

arrangement of technology allows for the space

and joyful educational environment. This

to become a hybrid and support more than one

approach was an early effort to balance freedom

type of use.

with responsibility, in education. In order for the Architecture to facilitate some of these ideologies it is critical that it allow for a “barrier free, perpetual learning environment which can give access to a network of experts, in a naturally selfpaced, open access model.” Rather than an Figure 9: 1960’s New Open Classroom Environment In higher education, this could be applied in a similar way that office workstations are currently arranged in an open environment but are enclosed enough to protect from noise and visual disturbances. Another excellent example of a well done academic space is the “Plug &

outward focused lecture space the role should be inverted to support inward collaboration. Groupings of 20 person sections can take place within an overall large lecture space suited for 300 persons with whiteboards facing the instructor for their view rather than the other way around.

Show Computer Presentation Seminar Rooms” (figure 6) which are an adaptable space driven by technology for a medium sized lecture. Figure 7: The Plug & Show Seminar Room

openness QUALITY 1

QUALITY 2

ROTTERDAM SHIPPING & TRANSPORTATION COLLEGE

visibility

Visibility in the lecture hall has been used inadequately according to Montessori’s

standards. This element of visibility that she emphasized can be applied to higher education by opening boundaries beyond the immediate space where learning is held. This can be done both horizontally and vertically by the use of partial height walls, glass fronts, and terracing/ Figure 10: Corlaer College 2, in Nijkerk Indeed, the large scale lecture hall has been designed to achieve a high degree of visibility and acoustical soundness, but this simply has grown into a traditional theatre where students watch education in a 21 inch wide seat with a fold down surface, rather than experience education. This is a primary example of a failed space in the eyes of Montessori principals. Montessori would not agree with the arrangement of furnishings being fixed because they eliminate the flexibility needed for a “learner driven” environment.

bi-leveling of the adjacent program. An example of this is done in a unique application at Corlaer College 2, in Nijkerk (figure 10) where bi leveling is the primary

Figure 11: Shipping and Transport College in Rotterdam

means of visual connection throughout the

overlapping of spaces and there uses. The space

is the only education and training institute catering

takes advantage of the skylight atrium by having to the entire transport sector and for the portglass fronts on the classrooms allowing the light related oil and chemical industry. It is the global to enter and for visual openness to occur. Even

leader in the area of education for operational and

the circulation space can be used as a classroom

management positions in the transport chains. The

setting and created additional microscopic areas

Shipping and Transport College also provides training

for social interactions.

to all professions in the world of shipping, ports,

Similar to auditorium spaces which have specific uses for performances and keynote

port related industry, intermodal and multimodal transport and logistics.

speakers, the focus is on higher educational

About 3,500 full-time students attend daytime

lecture spaces, which immediately eliminates

classes; in addition, hundreds of professionals from

the collaborative process. One example of a

the business world participate in short- or long-term

large scale space which promotes collaboration

refresher courses each year.

through visually connecting spaces occurs at the Shipping and Transport College in Rotterdam (figure 11).

The schools teaching approach indicates it‘s receptiveness to the changes in the transportation industry and as a result is reflected into a very dynamic looking building, where the architecture speaks the language of transportation. The main eating and gathering area in this building labelled the “canteen“ (figure 12) displays great potential for collaboration. The space is closely connected to nature by directing its audiance toward the waterfront and arranging its furnishings by terracing them down toward the glass facade. Interviews show that the students prefer working together in the canteen“ over the library because of the stunning views, close proximity to food and beverage and the flexible arrangement of dining hall furniture. If the higher educational system cannot begin to quickly change and adapt its process toward the type of learning necessary for the future then why not allow the architecture to take the lead in, influencing

Figure 12: Shipping and Transport College in Rotterdam - “canteen“

and facilitating the growth of the creative spirit through academic change.

Didactic materials are something Montessori uses as a physical learning tool. These materials

ALCHEMIST AT MIT

Just as nature was a large influence in Montessori’s educational process, she focused

have a special function in her education

on the use of Didactic materials, which were

as they are the props in which the student

used, in the design of a space as the central

learns. These props all have a place with in the

component for hands on experiential learning.

environment and so does all the belongings of

The use and location of these didactic materials

the individual students. Similarly, Montessori

were heavily incorporated into the architecture

also used nature as one of the biggest learning

where each had a particular function. This

tools by connecting it to the environment and

all relates to the atmosphere of her learning

sometimes making it the environment.

spaces which pay attention to all levels of detail. Montessori:

This inspiration by nature can be tied into the role of “community” in higher education, by

Provides areas in where the child can retire to

engaging the natural environment into the

and observe which activity they would want to

academic buildings as much as possible. This

participate in. These spaces must be cozy and

opens itself for a large scale social interaction and a great example of this is in Washington

semi-private, allowing two or so children to It’s called “Alchemist” by Spanish artist Jaume

State, at the Islandwood School (figure 13) which Plensa and it was placed there in celebration of the has created an institute for helping children university’s 150th birthday. and adults develop a community where all its members incorporate a lifelong commitment to

Alchemist was installed on the grassy lawn area in front of the Stratton Student Center facing

learning. The school creates this atmosphere by Massachusetts Avenue. engaging the different age groups in something they find similarly attractive, such as the natural Constructed by Spanish contemporary artist Jaume

observe their surroundings. In the example of the large lecture hall and the plug in play room, areas within these spaces currently do not exist for students to retire to and use independently and as a result, there is no intermediate spaces for individuals and/ or small groups to interact. Due to the one

Plensa and commissioned specifically for the

dimensional qualities of the large lecture hall;

sesquicentennial celebration by an anonymous

it serves as a poor solution for promoting a

donor, the sculpture consists of mathematical

collaborative environment. The non-flexible

closer to nature. One of her last elements

symbols in the shape of a human form.

nature of the large lecture hall and the lack of

relates to the atmosphere of her “prepared”

Plensa’s number-inspired work for MIT is an

environment, which can be conceived as the

obvious homage to all of the researchers and

balanced combination of openness, visibility,

scientists spawned from the Institute who continue

natural connection and atmosphere.

to contribute to the international scientific and

environment and sustainable influences. In a similar way, Montessori insisted on bringing nature closer to the learner and the learner

individual amenities the plug in play room all serve as bad examples of spaces for separating individual and group learning needs.

mathematical community. The sculpture is lit up at night and visitors are allowed to walk inside of the piece to get a different perspective of the MIT campus from the inside out.

Figure 13: The Islandwood School

nature QUALITY 3 98

QUALITY 4 atmosphere Letâ&#x20AC;&#x2122;s revisit the 300 person lecture hall, which

In higher education, the various numbers in

has not been exemplified as an excellent

specified academic areas of studies and career

example of an atmosphere conducive to

opportunities, clearly become evidence that

collaboration and creative learning. If we

the curriculums in education have been doing

begin to image this space as an atmosphere

a reasonable job keeping current with the

designed with Montessoriâ&#x20AC;&#x2122;s four elements as a

continual changes in the world. It is not the

guideline; it can begin to add value to the future

curriculum that is failing at the college level

of educational institutions. Because this has

but possibly the delivery of the information

become the primary example of a failed space in and dialogue between the information and the

Figure 14: Biogen Collaborative Open Area

our educational system, architecture can begin

learners. As a result, if the Architecture does

to re-evaluate the intentions of this particular

not continue to develop, such as the types

space and how it can be adapted to an organic

of education has begun to, than the spaces

educational process, while keeping in mind the

in which learning occurs will not adequately

needs of the individual user.

support and allow for users to develop and flourish. If the education curricula and the

Presently some excellent spaces in higher

Architecture can develop and evolve together,

education that are suitable places of

then there is opportunity for learners to engage

engagement are cafeterias, intermediate spaces,

with the Architecture, enabling a higher level of

collaborative areas, huddle rooms, media rooms

learning which has not been fully implemented

& studio spaces. Professionally, collaborative

yet.

spaces are utilized in an open environment suitable for semi-private interaction. A great example is at a biotechnical company in the town of Weston, MA. Where open workstations might allow for some audial discomfort therefore small partitioned areas (figure 14) were created near the circulation paths around the open areas for individual to collaborate while not disturbing others. This is a space not used as a conference room nor an office, or even a huddle room, but an informal small space

All of Montessoriâ&#x20AC;&#x2122;s goals expressed by the type

to serve as an intermediate space for people

of educational atmosphere all of her schools

to interact. Most importantly these spaces

provided each student. In higher education

were set up to have a comfortable and casual

some of the spaces begin to touch on a similar

atmosphere, very much like a home (figure 15).

type of atmosphere Montessori perused, but

A similar installation is used in, the Robert Jungk

they do not create a whole, rather bits and

secondary school in Berlin, Germany where

pieces. Just because the plug in play room has

every piece of furniture has a compartment

an open arrangement because of its flexibility

for personal belongings. This design feature

in furniture, does not mean it properly allows

takes full consideration of its users needs and

for the necessary visual connections necessary

incoporates them into the space adding to the

in the space. Even the most technological

overall quality of the space.

lecture hall, still may not promote the ideal

Figure 16: Typical Montessori School Plan

learning environment if it does not allow for openness, visibility, nature, and atmosphere, to work together equally. The ultimate goal is to create a suitable learning environment which promotes comfort for all of its users. The openness and flexibility of the space needs to work with the visual openness of that space with its surroundings. Figure 15: Divided open area for social interaction

CONCLUSION |

BOSTON ARCHITECTURAL COLLEGE Submission Date: 11.30.2011 | 5:00pm Masterâ&#x20AC;&#x2122;s Thesis Proposal | Thesis Candidate: Alex Siekierski 617.894.0664 siekierski.alex@gmail.com

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