Fall 2021 Studio I in Architecture 1/5 (Sinclair) by ucalgarySAPL

H O M E F O R AC T I V I S T - X PROFESSOR: DR. BRIAN R. SINCLAIR, PHD DRHC FRAIC AIA (INTL) A R C H 5 0 6 F O U N D AT I O N S T U D I O FA L L 2 0 2 1 SCHOOL OF ARCHITECTURE, PLANNING AND LANDSCAPE UNIVERSITY OF CALGARY

C O V E R I M A G E BY : D R . B R I A N R . S I N C L A I R P U B L I S H E D BY : P R O F E S S O R : D R . B R I A N R . S I N C L A I R , P H D D R H C F R A I C A I A ( I N T L ) E D I T E D & D E S I G N E D BY : C AT H R Y N J O H N A N D L A U R A D O Y O N

CONTENTS INTRODUCTION - DR. BRIAN SINCLAIR C H A P T E R 0 1 - S U N N Y B AYA R CHAPTER 02 - CARMEN CHU CHAPTER 03 - LAURA DOYON CHAPTER 04 - ALA EBDALLA C H A P T E R 0 5 - C AT H R Y N J O H N CHAPTER 06 - JOSH JOHNSON CHAPTER 07 - SINEAD MCGOLDRICK CHAPTER 08 - NUMI ODUFESO CHAPTER 09 - SAEID SHAFIEE C H A P T E R 1 0 - U R VA S H I T I WA R I C H A P T E R 1 1 - Y I M I N G YA N G CHAPTER 12 - KARENA YEUNG BIOGRAPHIES REFERENCES

INTRODUCTION STUDIO ONE EXPLORATIONS, REFLECTIONS, PROJECTIONS + MACHINATIONS DESIGN AS ACTIVISM: COMPLE(X)ITY AND PLURALISM AT FORT CALGARY DR. BRIAN R. SINCLAIR, PHD DRHC FRAIC AIA (INTL)

"We must take on the work of facing our fears, opening to intimacy and vulnerability, and opening to the unknown, to surprise. We can learn to open to situations simply, without aggression or defensiveness. And open to the inside as well; the depths beyond the surfaces of all life.” (Glazer, 1999)

A HOME FOR ACTIVIST-X Architectural education stands out as rather unique in the landscape of higher education. Bridging art and science, balancing the poetic and pragmatic, and juggling the intuitive with the rational, architectural design presents potent means and mechanisms to approach and solve complex problems. Students coming into such a realm are typically inventive, industrious and courageous. The work of an architecture student requires many skills and ample capabilities. The role of a foundation studio, as a launching point for a journey of discovery, knowledge acquisition, and skill building, is paramount. This opening studio was directed to the home for an activist (Activist-X) -- with the building serving as the dwelling and office for a hypothetical City of Calgary ‘Activist-in-Residence’. The site for the home was the high profile, and at times politically charged, Fort Calgary. In Spring 2021 I was tasked, as Studio One Course Manager, with reconsidering the curriculum of this introductory design course with an eye to equity, diversity and inclusion as fundamental facets of student learning. Beyond the formal features of design, including aesthetics, attention needed to be paid to many of the daunting human dimensions of space and place. Together with my talented and dedicated colleagues

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(Alison MacLachlan, Daniel Hapton, Matthew Parker and Alberto de Salvatierra) our teaching team jumped headfirst into the redesign of the studio. Over a busy summer of meetings, conversations and considerations we challenged many conventional notions of design education. The result, I believe, were new ways of immersing students into the culture, conditions, opportunities and possibilities inherent in the journey to becoming an architect. The base curriculum for the studio was developed by the five members of the teaching team, and manifest in a common syllabus shared by all five instructors and their respective sections of first year students. I note that students arrive from an impressive breadth of backgrounds -many have no formal exposure to nor experience in the realms of design. Once the semester commenced each of the five instructors had freedom to customize the curriculum in ways that best resonated with pedagogy, principles and practices for teaching. The present book reflects only the work of my section of 12 remarkable students. That said, the presence of my teaching colleagues, in the novel + demonstrable ways of seeing and acting, proves undeniable -- for this I am both indebted and thankful.

“In that context, and in practice, the process of individual creativity was imbued with a certain Utopian potential and intrinsic positive value and universal social dimensions. Today, however, that ‘creativity’ is reduced to a caricature of aesthetic forms, expressionistic objects or sculpture – and is mobilized in the service of the dominant power structures.” (MacDonald, 2014)

Stained Glass Mosaic © brian r. sinclair 2021

This is the first studio in the four-studio foundational rotation, and therefore, it shoulders the responsibility to define fundamental aspects of architecture, its culture, its design processes, its discipline, and its users + consumers. Part of the learning curve explicit in the pedagogy of a first studio is the development of a consciousness around moving from lived experience to its abstract interpretation within architectural conventions. These architectural conventions collectively form a language that can be consciously manipulated towards the construction of design intention in architecture. Architectural form & space, in turn, anticipates lived experience. The studio experience, then, encompasses the above process as a designed sequence of explorations by the student, specifically geared to develop each student’s consciousness around how architecture exists simultaneously as its own abstract way of understanding the world while projecting and anticipating new realities in that same world. The studio was structured in a manner that opened with an emphasis on analysis, transitioned towards the introduction of synthesis, then concluded with full and meaningful immersion into design - namely the development of a mid-scale mid-complexity architectural project. F O U N D AT I O N S T U D I O F 2 0 2 1

The studio embraced a pedagogy that aimed to provide a wellgrounded introduction into not only the technical skills of communicating, but also and critically the social, psychological, cultural and other ways of conceiving and creating Architecture. In this way, over the course of the semester, Studio One engaged each student to develop a relationship between critical thinking and design thinking. Concurrently, students were encouraged to begin to develop an understanding of context & conditions (that is, a world view) while forging a perspective on their role in the system (that is, a self view). Interspersed with more conventional studio mentorship & guidance at the section level were required topical seminars, with invited guests, targeting pressing issues facing architecture and societies beyond. Overarching specific considerations of technical competency are broader objectives around understanding society, human behavior, environmental dimensions and quality of life (QoL). The studio incorporated four all-section topical seminars (workshops) intended to heighten awareness of students on key parameters increasingly relevant to both the theory and practice of Architecture: namely, Landscape, Sustainability, Indigeneity, and Equity. Various faculty members volunteered to organize and host these sessions. My workshop addressed Indigenous Culture and involved two good friends & traditional knowledge keepers: Blackfoot Elder Casey Eagle Speaker and Metis artist + musician Sandra Sutter. These wonderful and kind-hearted leaders spent an afternoon of storytelling with all the students -- opening minds and touching souls. Such knowledge is evermore important in all areas of contemporary life, including and without question in the design sector & building business.

Indigenous Culture Workshop - Dr. Brian R. Sinclair, Elder Casey Eagle Speaker + Sandra Sutter

PHASE ONE My studio was organized into three distinct yet intertwined phases. This separation was intentional and tactical. Conceptually the phases were: Analysis/Research, Analysis/Research to Synthesis/Design, and Synthesis/Design. Operationally, however, each phase was embedded with assignments that, taken together, aimed to prepare students for the culmination of their semester-long design project (i.e., Home for Activist X) and life beyond Studio One. I note that this studio was the first in-person offering since the arrival of the pandemic -- and as such was especially meaningful and special for all of us. The studio benefited immeasurably through the support of Teaching Assistant Nooshin Esmaeili, a research student in the Master of Environmental Design degree program. Nooshin was present and engaged across all five sections of studio and over all phases of the semester -- we are appreciative of her assistance and dedication. Phase One was notably about place, site and sustainability. It also involved an initial and critical study of the phenomena of ‘activism’. Students were not permitted to delve into architectural design during this phase. Instead, they focused gaze, energies and efforts to grasping the geography, history, emotions and essence of Fort Calgary. I took my students physically to the site, early in the term, to learn firsthand about the land where they would, eventually, be designing their home for Activist X. I had them sit quietly & calmly on the land and mediate -- an experience perhaps foreign and no doubt uncomfortable to many. We also had an amazing talk and walking tour delivered by Fort Calgary staff member Dr. Allison Graham. This richly informative experience helped ground and inspire all the students as they sought to comprehend this important place. Students also sketched, wandered and explored Fort Calgary. Following from this encounter, students went on to explore and express their feelings, and characterize the site, space and place, through graphite drawing and glycerin modeling. Beyond a moratorium on building design, the students also had a moratorium on using our school’s impressive workshop. They also had a ban on computer graphics through this first month. In other words, all production work was analog -- a key aspect of the pedagogical reset of Studio One. A focus was on orthographic drawing with limited application of color. This opening phase also involved detailed and somewhat empirical site analysis -- as a complement to the more ephemeral and arguably subjective aspects of meaning and place. The phase ended with the students’ first formal reviews in their Master of Architecture and Minor in Architecture Programs. Reviews were held at the City Building Design Laboratory in downtown Calgary, with a review team comprising architects Coben Christiansen (ACE), Chika Daniels-Akunekwe (SAPL) and Nooshin Esmaeili (SAPL). F O U N D AT I O N S T U D I O F 2 0 2 1

Fort Calgary Site Visit © brian r. sinclair 2021

Phase One Reviews at the City Building Design Lab

Medicine wheel at Nose Hill Park - overlooking the city of Calgary © brian r. sinclair 2021

PHASE TWO The second month, that is Phase 2, saw the students gradually move from a focus on research, site and place into an ethos of building design. Research work still underway included more detailed precedent exploration -considering exemplars and culling out the lessons to be learned (and later applied in design). Precent research was thoughtfully critiqued by two of my immensely talented former students, Yanja Tumurbaatar and Ryan Turner, visiting Calgary from their firms in Vancouver. During this key phase students began to conceptually consider the design of a Home for Activist-X. This phase required familiarization with user needs and architectural programming. It also, and crucially, required students to identify and study a specific activist -- a leading figure who would, in essence, act as the student’s first client. The notion was to design the home with the first (of many one-year residencies) resident front-of-mind. I cautioned students to choose their activist with care and commitment, knowing they would need to become intimately involved with this person over the remainder of the semester. Without exception all students chose wisely - they thoughtfully selected a ‘client’ whose values resonated with their own and for whom they would be motivated to design a sensitive and supportive dwelling. The basic architectural charge was as follows:

an architectural model for the first time. Drawing-wise the focus remained predominantly on orthographics, with axonometrics included and some use of color. A month of novel learning culminated in formal reviews at the historical Fort Calgary Centre - courtesy of the kindness and support of Dr. Alison Graham and Dr. Troy Patenaude. It was intensely meaningful for all of us to be presenting designs for the Fort Calgary site on the Fort Calgary site. The review team for Conceptual design comprised Peter Schulz (RKA), Meg Galachiuk (LEMAY) and Farhad Mortezaee (FarMor).

User: A contemporary activist (Activist-X) based in Calgary Canada. Program: Home (300 M2 +/- 10%) including a live/work studio inspired by and based on research into a particular activism + activist’s life/work. Residence @ 200 m2. Public Zone @ 100 m2.

Phase Two Reviews - Fort Calgary

Site: Fort Calgary (three distinct site options A-B-C assigned equally among the class) A part of the study of the activist was to develop a graphic (inspired by OMA’s master planning of the Japanese port city of Yokohama) delineating a ‘Day in the Life’ of Activist-X. This in-depth accounting of their activist’s typical routine served as a potent departure point in the student’s design journey. From the ‘Day in the Life’ diagram each student then developed a detailed program, including proxemics and bubblediagrams as well as numeric tables and space descriptions. The jump into conceptual design included the crafting of parti models and diagrams -- poetic and abstract expressions of big ideas that would fuel, inform and inspire actual design of building form and space. These parti artifacts were rich and communicative, serving as manifestations of student’s awareness of their user, of the act of activism, of the power of place, and the potential of design to support and further agendas beyond the utilitarian. This pivotal phase of studio also saw the introduction of physical modeling in wood -- students needed to craft both a parti model and a 1:200 massing model. To express architectural ideas through models is a key skill and powerful vehicle. It was remarkable to see the care and determination of the students in this regard, many of whom were making F O U N D AT I O N S T U D I O F 2 0 2 1

Head in Pond © brian r. sinclair 2021

PHASE THREE The final month (phase 3) of studio was focused on design development and professional delineation of the 300 M2 (+/-10%) home, for Activist X, located on the grounds of the historically significant Fort Calgary site. A landscape component, as part of the house design, was vitally included. Students developed the initial concept, generated in Phase 2, into a resolved, well-considered and well-communicated Architectural project. Details of space and form were pursued, including aspects of materiality, light, proportions, circulation, access, views, meaning, identity, landscape, and so forth. The goal of this ultimate segment of Studio One was to have students competently advance their design, execute clear illustrative drawings, and effectively communicate their work to others. This phase also included the crafting of a site topography model (to hold their 1:200 massing model of their building) as well as a 1:100 architectural model. This latter model, with its requisite details, was undeniably challenging for all students. That said, all students rose to the occasion and built compelling, convincing and very thoughtful works. To see the array of deliverables in one room, and on the dais for each student’s final presentation, was exciting, impressive and rewarding.

“And now here is my secret, a very simple secret: It is only with the heart that one can see rightly; what is essential is invisible to the eye.” Saint-Exupery (1946)

Final Reviews at the City Building Design Lab

Final Reviews for the semester were held mid-December at the City Building Design Laboratory. The jury members for this ultimate review were Coben Christiansen (ACE), Brook Melchin (RKA), Cody Beaudry (Abugov Kaspar) and Nooshin Esmaeili (SAPL).

PRÉCIS “Appropriate solutions to some of our most daunting problems will arise through the concerted efforts, open dialogue, and collective wisdom of the wide array of stakeholders, professionals, politicians, decision makers, and citizens (both engaged and disenfranchised) who have the will and wherewithal to make a difference and to make the world safer, healthier, and better. It seems vital for us to critically examine, and question, our belief systems and their connections to the ways we define, refine, and realize progress”. Sinclair (2015 Cybernetics + Systems)

Construction Tour

One special event in the final phase was my taking all the students on a construction tour courtesy of my colleagues at EllisDon. The tour, lead by Charles Benard, was truly outstanding. The contractors took great care and time to guide students through the large institutional project, to answer all student questions, and to point out how complex buildings are constructed. The students were thrilled to see how lines on a page (or vectors on a computer) translate into concrete, steel and glass.

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Studio One proved a rich, colorful, complex, demanding yet rewarding journey for teachers and students alike. Deploying a reset pedagogy with new values to pursue and novel vehicles for learning, the semester was busy, exciting and encouraging. Countless hours of classroom sessions, desk crits, model studies, refining and rehearsing culminated in twelve impressive final presentations. All my students worked hard over the term to realize imaginative homes for their activists -- and along the way grew wonderfully as architecture students. I am humbled and honored to have had the good fortune to mentor and guide such an amazing cohort of aspiring Architecture students. Good luck to all of them as their journeys continue!

COURSE SYLLABUS EXCERPTS LEARNING OUTCOMES Design as Activism: Comple(x)ity and Pluralism at Fort Calgary Studio One aims to develop a well-rounded set of competencies, strategies and ways of seeing, that equip students to move forward in the program. The learning outcomes target foundational knowledge and skills, with the design project -- a home -- intentionally limited in scale and manageable in complexity. The following objectives inform the teaching approach for Studio One: 1. To acquire the knowledge of a design process based on the relationship between critical thinking and design thinking as a means of translating bodies of knowledge into innovative design solutions. 2. To develop a consciousness around, and become conversant with, the fundamental aspects defining the discipline of architecture. 3. To attain awareness of, and sensitivity to, the diversity of users that access the built environment, and to pursue environmental design that fosters health, wellness, happiness, and heightened quality of life (QoL) of individuals, and the broader communities, that access our buildings, landscapes, and urban realms. 4. To develop the skills to explore and manipulate architectural space and form towards pursuing design intentions. 5. To develop an awareness of a functional program and its relationship to architectural space and form, as well as the act of programming towards conceptually tuning function as a contributive element to manifesting architectural intentions.

TEACHING APPROACH In this studio there will be five studio sections, each necessarily covering the same fundamental material and deliverables, based on the Architecture Program’s established pedagogy. Within this overall pedagogical and studio delivery framework, each instructor can particularize the studio experience strategically. Each instructor will provide detailed project descriptions, and communicate specific requirements, throughout the semester, based on the studio framework. Guidance and feedback will be provided during regular on-line desk crits, informal lectures, and formal reviews. Interwoven within the studio education are selected and required topical seminars, or workshops, addressing numerous issues of intense concern and relevance to our contemporary world. These seminars, involving all studio sections, will involve invited guests who are leaders in their respective fields. These seminars are intended to introduce students to new knowledge deemed vital to improving the nature of modern cities and societies, including ensuring social/spatial justice, pursuing sustainability in natural/built environments, and heightening quality of life for all people. Seminars are coordinated with studio phases, subjects, and assignments. The course will be appropriately dovetailed with the Graphics One and History One courses, creating the necessary dialogue between the development of knowledge bases and their strategic applicability to contribute to the conceptual framework of the studio project, and its development into resolved architectural form. Students are expected to apply skills and knowledge acquired in graphics and history within the studio environment, with an aim to realize design solutions that are sensitive to circumstances, informed by evidence, and appropriate for intended users.

6. To develop the skills to critically interpret context and deploy mapping strategies towards revealing a context’s capacity to contribute to an architectural project’s design intentions. 7. To develop the skills to explore and document ideation from analysis and interpretation, through to conception and design development, as an iterative and synthetic process. 8. To develop in students, self and world views that couple the pursuit of excellence in design with the need to advocate for equity, diversity, inclusion, wellness + sustainability in our built environments. F O U N D AT I O N S T U D I O F 2 0 2 1

DELIVERABLES & SCHEDULE Week 1 Researching Activism (group) Week 2 Researching Place (group) Week 3 Researching Site/Sustainability (individual) Week 4 Review Preparation (individual) Base Deliverables (specific deliverables issued per section | instructor): 1. Research exploration + representation on Activism a. Mixed Media collage (NTS) b. One-page Manifesto

Confluence of the Bow and Elbow Rivers © Cathryn John 2021

PHASE 1

2. Delineating, explaining, and celebrating Place: Calgary, Mohkinstsis, Urban Core, East Village, Fort Calgary

a. Landscape Precedent Studies b. ‘Making’ Exercise Physical Model - Conceptually exploring Place

ANALYSIS | RESEARCH Description:

3. Preliminary Sustainability Strategy

The opening phase of studio permits students to delve into critical aspects

4. Site Analysis:

of analyzing, or researching, key components regarding the term project.

Detailed analysis and narrative presentation of the site based on both

Architects refer to problem seeking -- pursuing a rich understanding of the

its physical and immaterial aspects: drawing is used in translating the

essence of a design problem -- informed by investigation into the factors

diverse knowledge developed from a site analysis into a comprehensive

and forces in play. By studying these core components an awareness is built

two-dimensional representation of site. Graphic strategies are utilized to

concerning the foundations upon which the project, a home for Activist X,

explore the site as a complex, layered entity.

will be conceived and created later in the term. Research across Phase 1 examines basic topics: the act of Activism, the qualities that define Place

a. Site Plan incorporating appropriate representations of existing conditions

(including landscape precedents), and finally, the understanding of Site

including vegetation, circulation systems, structures, art installations, urban

& Sustainability. Each of these areas, in principle and in practice, are

armatures, outdoor rooms, sun path shadows, wind shadows.

interrelated. However, for the purposes of studio, each will be considered separately over Phase 1 then assembled and connected for the first studio

b. Two Extended Site Sections of existing conditions

review. Phase 1 will also include a discrete assignment focused on Making -- in this case a physical model exploring place. Instructors, per section, will guide students through various tasks based on an overall set of Studio One

5. PowerPoint & PDF for Review Presentation (details per section | instructor)

objectives informed by their own approach to pedagogy and learning. F O U N D AT I O N S T U D I O F 2 0 2 1

DELIVERABLES & SCHEDULE Week 5 Investigating Precedents in Architecture (group) Week 6 Studying Activism Types + Activist Agendas (Day in the Life) (group) Week 7 Develop Architectural Program + Design Concept (individual) Week 8 Review Preparation (individual) Base Deliverables (specific deliverables issued per section | instructor): 1. Precedent Studies (Architecture) 2. Activism Type Description - A Day in the Life of Activist X

3D Parti Model © Cathryn John 2021

PHASE 2 ANALYSIS TO SYNTHESIS | RESEARCH TO DESIGN Description: Students in Phase 2 of Studio One will continue to examine, in more detail, vital aspects of the district, land and site (Fort Calgary) while concurrently considering architectural precedent and architectural program. Equipped with an initial understanding of place and people, informed by research in Phase 1, students delve deeper into the nuances of project users, gaining awareness of needs and aspirations. Students will research an activism ‘type’ to better understand how user needs and space effectively connect. Students, in groups, will craft narratives illustrating a typical ‘dayin-the-life’ of Activist X - this understanding of activities will inform building requirements. With a grasp of user needs, and insights into space and form, students will individually develop initial conceptual designs for a Home for Activist X. In this phase students delineate and communicate design ideas, with knowledge acquired in the graphics course and in studio. The nature of architectural graphics in this opening stage of design is focused on disciplined line work and simple orthographic drawings, with an emphasis on monochromatic expression. F O U N D AT I O N S T U D I O F 2 0 2 1

3. Program: A detailed program for a live/work studio for Activist X based on the research of a specific activist, how they live and their strategies into cultural/social tactics and impacts. Programming includes a list of spaces (including SQM), a ‘bubble diagram’ explaining the spatial relationships between the different constituent spaces of the program, and a description of each space. 4. Conceptual Design: An array of drawings, primarily focused on line work and orthographics, that effectively communicate the initial design directions for a home for Activist X. Clarity of drawings, including use of line weights, is essential at this stage of studio. Drawings should be monochromatic. The following drawings are required: a. Parti (2D|3D) b. Site Plan with roof plan proposed landscape design c. Floor Plans (per level) d. Elevations (minimum 4) e. Sections (minimum 2) f. Precedents (minimum 2) g. Sustainability Strategy Diagram h. Axonometrics (minimum 2) The following physical model is required: • 1:200 massing model 5. PowerPoint & PDF for Review Presentation (details per section | instructor) 11

DELIVERABLES & SCHEDULE Week 9-12 Designing a Home for Activist X (iteration, refinement, resolution) Base Deliverables (specific deliverables issued per section | instructor): 1. Design Development: An array of more advanced drawings, primarily focused on line work and orthographics, that effectively communicate the initial design directions for a home for Activist X. Clarity of drawings, including use of line weights, remains essential for this stage of studio. Drawings should be mainly monochromatic, with sparing use of color based on instructor’s guidance. The following drawings are required:

Perspective Drawing of Final Design © Sunny Bayar 2021

PHASE 3 SYNTHESIS | DESIGN: A HOME FOR ACTIVIST-X Description: The final month (Phase 3) of studio is focused on design development and professional delineation of a 300 M2 (+/-10%) home, for Activist X, located on the grounds of the historically significant Fort Calgary site. A landscape component, as part of the house design, will be included. Students will develop the initial concept, generated in Phase 2, into a resolved, wellconsidered and well-communicated Architectural project. Details of space and form will be pursued, including aspects of materiality, light, proportions, circulation, access, views, meaning, identity, landscape, and so forth. The goal of this ultimate segment of Studio One is to have students competently advance their design, execute clear illustrative drawings, and effectively communicate their work to others.

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a. Parti (2D|3D) b. Site Plan with roof plan proposed landscape design c. Floor Plans (per level) d. Elevations (minimum 4) e. Sections (minimum 2) f. Precedents (minimum 2) g. Sustainability Strategy Diagram h. Axonometrics (minimum 2) i. Perspectives (minimum 2) j. A0 Project Presentation Board The following physical models are required: • 1:200 massing model • 1:200 site topography model • 1:100 architectural model 2. PowerPoint & PDF for Review Presentation (details per section | instructor) 3. Final Individual Portfolio + Section Studio Book Submission

Canadian Architectural Certification Board (CACB) Student Performance Criteria (SPC): The following CACB Student Performance Criteria will be covered in this course at a primary level: A1. Design Theories, Precedents, and Methods. The student must demonstrate an ability to articulate a design process grounded in theory and practice, an understanding of design principles and methods, and the critical analysis of architectural precedents. A2. Design Skills. The student must demonstrate an ability to apply design theories, methods and precedents to the conception, configurations, and design of buildings, spaces, building elements, and tectonic components. A3. Design Tools. The student must demonstrate an ability to use the broad range of design tools available to the architectural discipline, including a range of techniques for two-dimensional and three-dimensional representation, computational design, modeling, simulation, and fabrication.

Centre for Human Values - sinclairstudio inc. + RK Architecture (© b.r.sinclair 2021)

A4. Program Analysis. The student must demonstrate an ability to analyse and respond to a complex program for an architectural project that accounts for client and user needs, appropriate precedents, space and equipment requirements, the relevant laws, and site selections and design assessment criteria. A5. Site Context and Design. The student must demonstrate an ability to analyze and respond to local site characteristics, including urban, non-urban, and regulatory contexts; topography; ecological systems; climate; and building orientations in the development of an architectural design project. B1. Critical Thinking and Communication. The student must demonstrate an ability to reach clear and precise questions; record, assess and comparatively evaluate information; synthesize research findings and test potential alternative outcomes against relevant criteria and standard; reach well-supported conclusions related to a specific project or assignment; and write, speak, and use visual medial effectively to appropriately communicate on subject matter related to the architectural discipline with the profession and general public.

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CHAPTER 1

HARMONY AS ONE S U N N Y B AYA R

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PROJECT DESCRIPTION Welcome to Calgary’s newest learning centre focused on providing an immersive experience for all ages. This project will provide an opportunity to be exposed to Alberta’s ecosystems and wildlife through learning opportunities. Everyone should have access to outdoor experiences. This is supported through hands-on educational programs that support curriculum learning, outdoor seminars, courses, and training with onsite educator and wildlife conservationist Mollie Beattie. This 300 sq. m. project is a multiuse 3 storey building located at 750 9 Ave SE in Calgary and is based on the existing Fort Calgary site, specifically in zone A. Fort Calgary is a layered historic site located at the confluence of the Elbow and Bow Rivers in the traditional territories of Treaty 7. In the Indigenous culture, there is a belief that humans are deeply connected with nature. This belief preserves knowledge and ways of living that are compatible with modern ideals of environmental protection and resource sustainability. Part of the project requirements was to incorporate a connection between the public learning centre and the private dwelling. This connection was critical to the design since it allowed the community to witness the project’s progressive restoration of natural habitat. F O U N D AT I O N S T U D I O F 2 0 2 1

WHO IS ACTIVIST X Mollie Beattie was an American Conservationist and the first woman to head the U.S. Fish and Wildlife Service. Being the first woman to break into the male-dominated forestry profession, she sought to conserve endangered species by managing landscapes and ecosystems holistically. She believed that the economy and the environment were the same thing and that it was the rule of nature. As a result, it was critical to develop a public and private program for the initial activist that addressed the issues of ecosystem and the economy through a holistic design. Through the study of “A Day in the Life” of Mollie Beattie, the activist needed a space that aligned with her teaching and outdoor activities. Right: A Day In the Life Study Below: 2D and 3D Parti Models 3 DIMENSIONAL PLANE

BALANCE

SOURCE/EARTH

8 ELEMENTS • PEOPLE • ANIMALS • HYDROSPHERE • ATMOSPHERE • ECONOMY • VEGETATION • LANDSCAPE • RESOURCES

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B U B B L E D I AG R A M

S U S TA I N A B I L I T Y S T R AT E G Y

GREEN ROOF

M AT E R I A L I T Y

PRODEMA CLADDING PANELS

LUNAWOOD THERMOWOOD

PILKINGTON OPTIPHON

TERAGREN BAMBOO FLOORING

RECYCLED PINE-BEETLE WOOD

SITE PLAN

WATER POND

BOW RIVER

MEMORIAL STATUE

BRIDGE

FOREST BERM AMPHITHEATRE

LEARNING CENTRE CONNECTION ACTIVIST DWELLING COMMUNITY GARDEN

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FLOOR PLANS

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E L E VAT I O N S + S E C T I O N S

EAST ELEVATION

NORTH ELEVATION

SOUTH ELEVATION

WEST ELEVATION

SECTION A-A F O U N D AT I O N S T U D I O F 2 0 2 1

SECTION B-B 19

AXONOMETRICS

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1:200 MASSING + TOPOGRAPHY MODEL

1:100 PHYSICAL MODEL

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CHAPTER 2

PÜR STUDENT: CARMEN CHU F O U N D AT I O N S T U D I O F 2 0 2 1

PROJECT DESCRIPTION More and more people are suffering and in pain with their daily lives. Pür House focuses on providing spiritual guidance to clear the mental chaos and noise of every day. Through the use of zen views, healing architecture, and environmental psychology, the vision for Pür House is to help the surrounding community take control of their inner chaos and bring them to a state of physical, mental, and emotional clarity and inner peace. By providing the proper resources and spiritual teachings, Pür House occupied by His Holiness the Dalai Lama will act as the gathering space that connects communities to help bring compassion and love to all beings.

SITE B

(THE DRONE EYES, 2014)

URBAN LANDSCAPE: SITE B

SITE OF FOCUS: SITE B

O B S E R VAT I O N S

SITE B

G LY C E R I N M O D E L F O U N D AT I O N S T U D I O F 2 0 2 1

PLACE STUDY

WIND X TOPOGRAPHY X NOISE

S I T E A N A LY S I S

F O U N D AT I O N S T U D I O F 2 0 2 1

(SELIGER, 2021)

WHO IS ACTIVIST X? Tenzin Gyatso is the 14th Dalai Lama of Tibetan Buddhism, believed to be the manifestation of Avolokiteshvara and Chennezig, the Bodhissattra of Compassion and patron saint of Tibet. He regularly holds spiritual teaching seminars and teaches enlightenment, goes on pilgrimages, and interacts with wellwishers and followers of Tibetan Buddhism. As the initial activist who will be staying in Pür House, located on Fort Calgary, AB, he will use that space to help guide Calgarians and people around the world on how to act with compassion, self discipline, forgiveness, tolerance, and contentment. Through a study of his daily activities, it is crucial that Pür House should have spaces for spiritual teachings, public interactions, meditation, study, and a seamless integration of interior and exterior elements for His Holiness the 14th Dalai Lama to serve the community.

FROM CHAOS TO CLARITY Samsara defines all matter and life as a cyclical process of death and rebirth. The pain and suffering human beings experience on Earth is part of the journey towards reaching Nirvana: the ultimate state of mental clarity and purity.

3 D PA R T I M O D E L F O U N D AT I O N S T U D I O F 2 0 2 1

2 D PA R T I D I A G R A M

F O R M E X P L O R AT I O N S

Storage

Guest Bedroom

M/E Room

Kitchen Guest Bathroom Master Ensuite Master Bedroom Outdoor Meditation

Laundry Powder Room Spiritual & Meditation

Study Area Outdoor Terrace

Casual Dining

Entry Sequence Connection to Private/Public Coat Closet

Private Gardens Garbage

M/E Room Outdoor Gathering Area

Gardens

Private Access

Living Room

Vehicular Access Spiritual Teaching Room

Residential Commercial

Gallery

Major Adjacency Minor Adjacency Relationship Cluster

Reception Entry

Public Office

Public Outdoor & Landscape Not in Contract (N.I.C.)

Entry

Public Coat Closet Universal WC

Views to Nature Natural Dayligting High Noise Levels (STC 30) Medium Noise Levels (STC 40)

Connection to Private/Public Storage

Quiet Noise Levels (STC 45-60) Buﬀer Zones

S PAT I A L R E L AT I O N S H I P S F O U N D AT I O N S T U D I O F 2 0 2 1

S E N S O R Y R E L AT I O N S H I P S

VOLUME STUDY 28

PUBLIC PRIVATE

S E PA R AT I O N O F S PA C E S

FIRST FLOOR PLAN F O U N D AT I O N S T U D I O F 2 0 2 1

SITE PLAN

SECOND FLOOR PLAN

E L E VAT I O N S

SECTION A-A

F O U N D AT I O N S T U D I O F 2 0 2 1

+ SECTIONS

SECTION B-B

N O R T H E L E VAT I O N

E A S T E L E VAT I O N

S O U T H E L E VAT I O N

W E S T E L E VAT I O N 30

S U S TA I N A B I L I T Y I N I T I AT I V E S

F O U N D AT I O N S T U D I O F 2 0 2 1

AXONOMETRICS

F O U N D AT I O N S T U D I O F 2 0 2 1

NORTHEAST (1:200)

WEST (1:100) TOPOGRAPHY (1:200) WEST (1:200)

SOUTHWEST (1:200) SOUTHWEST (1:100)

TOPOGRAPHY (1:200) F O U N D AT I O N S T U D I O F 2 0 2 1

NORTHEAST (1:100)

TOP VIEW (1:100) 33

M E D I TAT I O N R O O M

F O U N D AT I O N S T U D I O F 2 0 2 1

CHAPTER 3

A RIGHTFUL HOME STUDENT: LAURA DOYON

F O U N D AT I O N S T U D I O F 2 0 2 1

G LY C E R I N M O D E L

PROJECT DESCRIPTION This project involved designing a home for an activist as well as indoor and outdoor public spaces. This home will sit on the Fort Calgary site, Calgary, AB, which is at the confluence of the Bow and Elbow Rivers. My project, “A Rightful Home”, will be situated on Site A at the edge of the Bow River. It currently holds many public spaces such as a plaza, community garden, playground, dog park, and gazebo. This page showcases some of the site exploration that took place through this project’s design process. Upon site analysis, it was discovered that Site A is subject to a large-amount of disruptive noise that while can be harmful, also indicates a high level of human activity. Therefore, this site provides opportunities to make it a community space. The site is also in a floodplain, which needed to be addressed in the design phase.

F O U N D AT I O N S T U D I O F 2 0 2 1

A STUDY OF THE SITE AS A PLACE

WHO IS ACTIVIST X While this home will house many activists through its lifetime, it will be designed for Ruth Bader Ginsburg. Ruth was born in 1933 and unfortunately passed away in 2020. Early on in her career, she became the first female member of the Harvard Law Review. She was also a professor at two different law schools, where, at Columbia, she was the first female to become a tenured professor at the school. She was nominated in 1993 to the US Supreme court and became a justice, where she spent the rest of her life fighting for equal gender rights. Through the courts, Ruth fought for rights for women and men after facing years of gender discrimination.

A D AY I N T H E LIFE OF RUTH BADER GINSBURG

The main theme for my project is the bringing together of people as a way to share knowledge on women’s rights and make positive change in the world. There is more than one way to be an activist, but it starts with sharing, community, and finding solidarity with others. The 3D parti model below represents community (the central circle) and how different groups of people, represented by the dowels, are systematically treated unequally, and some stand higher than others. When the injustices of the world which prevent us from being unequal, represented by the wooden planks, are pulled out, we find ourselves in a world where we, the dowels, all sit at equal levels. This similar idea is represented in the 2D parti model. Activists search to turn the darkness of this world into light, where in the darkness, there is segregation and inequality. Through activism, which is not linear but instead a difficult and messy path, we may one day flip the tides and create a world with more equality. The themes of education and community have been included in the design of this project, playing into my chosen activist’s values but also working with the site, where the business of the area brings an opportunity to create meaningful gathering spaces. This design was created to maintain the privacy of the activist while they work to create a more just world while acting as a public space… because we cannot fight for equality alone. F O U N D AT I O N S T U D I O F 2 0 2 1

3 D PA R T I M O D E L

2 D PA R T I M O D E L 37

FLOOR PLANS

BUBBLE DIAGRAM

F O U N D AT I O N S T U D I O F 2 0 2 1

PERSPECTIVE

M A I N TA I N E D E X I S T I N G PAT H & POND

VIEW OF THE BOW RIVER

F O U N D AT I O N S T U D I O F 2 0 2 1

SECTION A

SECTION B

S O U T H E L E VAT I O N

N O R T H E L E VAT I O N

A PUBLIC VIEW

A P R I VAT E V I E W

W E S T E L E VAT I O N F O U N D AT I O N S T U D I O F 2 0 2 1

E A S T E L E VAT I O N 40

AXONOMETRIC FA C I N G N O R T H

AXONOMETRIC FA C I N G S O U T H

F O U N D AT I O N S T U D I O F 2 0 2 1

F O U N D AT I O N S T U D I O F 2 0 2 1 42

1:100 ARCHITECTURAL MODEL 1:200 MASSING MODEL 1:200 SITE MODEL

INTERIOR PERSPECTIVE

F O U N D AT I O N S T U D I O F 2 0 2 1

CHAPTER 4

HOPE STUDENT: ALA EBDALLA

F O U N D AT I O N S T U D I O F 2 0 2 1

PROJECT DESCRIPTION This project aims to provide both a private and public space for an activist on an historical site filled with complex stories, Fort Calgary. Over ten thousand years ago, various Indigenous nations were widespread across the Canadian prairies, such as Fort Calgary, living freely according to their traditional ways of knowing and being. However, contact with Europeans drastically altered the lifestyles of these peoples, and analysis into contemporary affairs depicts the brutal legacy of European imperialism and colonization. Today, Fort Calgary is known to be a place of education, social gatherings, exchange, and much more.

site a.

East Village

site b.

site c.

Prior to designing a home on this beautiful land, the site was rigorously studied to feel a true connection with the land. Items such as the movement of the birds and the warmth emitted from the sun were depicted into hand drawings and glycerin models.

F O U N D AT I O N S T U D I O F 2 0 2 1

WHO IS ACTIVIST X The proposed home is designed for a disability rights activist named Edward Roberts. Edward Roberts was an American activist who contracted polio at the age of fourteen and became paralyzed from the neck down except two fingers on one hand and several toes. Despite the vast influx of negative comments Edward received, such as being called “crippled” or “unable”, he eventually gave up thinking of himself as a “helpless cripple” and decided to think of himself as a “star”. Edward Roberts hoped for a society where individuals experiencing different disabilities could feel that they were a part of a community. He hoped for barrier free designs and open spaces, where he can get in and out without having to negotiate. Edward Roberts valued the Universal Design concept where buildings are functional and adapt to the people who are going to be using them, as opposed to having people adapt to the built environment. The following home highlights the concept of taking everything Edward Roberts hoped for and turning it into a reality. Both the private and public spaces are open concept, have no barriers, wider rooms, and neutral calm tones to create a soothing, cozy, and versatile atmosphere. Left: A Day In the Life Study Below: 2D and 3D Parti Models

( WAT K I N S , 2 0 1 7 ) F O U N D AT I O N S T U D I O F 2 0 2 1

Program Bubble Diagram BUBBLE DIAGRAM Moderate

Mechanical Room 12 sqm

Immediate Supplementary Space

Master Bathroom

Master Bedroom

10 sqm

Laundry/ Storage 10 sqm

20 sqm Physiotherapy Room

Predominant Space

Elevator

15 sqm

5 sqm

Guest Bedroom

10 sqm

Guest Bathroom 5 sqm

8 sqm

Second Floor

Elevator 5 sqm

Guest Bedroom 10 sqm

Living Area

Theater

5 sqm

Dining Room 10 sqm

20 sqm

15 sqm

Powder Room

Guest Bathroom

First Floor Kitchen 10 sqm

Entry

5 sqm

Storage/ Mechanical 10 sqm

5 sqm

Closet 1 sqm

Connection 15 sqm

Vehicular Access

EXTERIOR PERSPECTIVE

60 sqm

Public Washrooms 5 sqm

Public Engagement

F O U N D AT I O N S T U D I O F 2 0 2 1

60 sqm

35 sqm

Entry 10 sqm

FIRST FLOOR PLAN

Outdoor Gathering Area

Indoor Gathering Area

Closet 1 sqm

Garden 10 sqm

Storage/ Mechanical 10 sqm

N 0

SECOND FLOOR PLAN

SITE PLAN

it's

BENCHES

I RETENTION POND

EIJI

SITE PLAN N 0

20 m

A M P H I T H E AT R E F O U N D AT I O N S T U D I O F 2 0 2 1

E L E VAT I O N S

+ SECTIONS

A B A

SECTION A

S O U T H E L E VAT I O N

F O U N D AT I O N S T U D I O F 2 0 2 1

E A S T E L E VAT I O N

SECTION B

N O R T H E L E VAT I O N

W E S T E L E VAT I O N 49

AXONOMETRICS

A X O N O M E T R I C FA C I N G S O U T H 0

A X O N O M E T R I C FA C I N G N O R T H F O U N D AT I O N S T U D I O F 2 0 2 1

F O U N D AT I O N S T U D I O F 2 0 2 1 51

1:200 ARCHITECTURAL MODEL

1:200 MASSING MODEL

1:200 SITE MODEL

F O U N D AT I O N S T U D I O F 2 0 2 1

CHAPTER 5

AMPLIFII S T U D E N T : C AT H R Y N J O H N F O U N D AT I O N S T U D I O F 2 0 2 1

PROJECT DESCRIPTION There is a unique opportunity for historic and cultural celebration and activation at Fort Calgary. The site currently tells a one-sided story of the historical importance of the confluence. It does not pay homage to the long history of gathering, ceremony, and trade by the Aboriginal Peoples of the region, who inhabited this land for thousands of years. This Design seeks to provide the opportunity to amplify indigenous voices alongside the voice of each resident activist. The initial activist, Rebecca Belmore, will be a case study client and the inspiration for this architectural program.

site a.

East Village

site b.

site c.

Ultimately, the new residence and gathering place will transform the physical and conceptual landscapes of the Fort Calgary site to one that reflects its historic significance and meets the needs of the community.

F O U N D AT I O N S T U D I O F 2 0 2 1

A Day in the Life

IN DIGEN O US | AC T I V I S T | A R T I S T

BY: CATHRYN JOHN ARCH 506 BRIAN SINCLAIR OCTOBER 25, 2021

CASE STUDY: REBECCA BELMORE 0

SLEEP WALKING & OBSERVATION EATING & SOCIAL COFFEE/TEA & CONTEMPLATION

STUDIO WORK PERFORMANCE PREPARATION

PERFORMANCE READING & RELAXATION

ADMIN WORK

PREPARATION PERFORMANCE & CLEAN UP

WALKING & OBSERVATION

SLEEP EATING & SOCIAL

COFFEE/TEA & CONTEMPLATION GARDENING

READING & RELAXATION

WHO IS ACTIVIST X Rebecca Belmore is an Anishinaabe artist that specializes in performance and sculpture. Her work is based in her observations and seeks to address representation, politics and violence against women. The structures will support Belmore’s practice and methods by providing ample spaces to observe her surroundings and explore three dimensional forms. The initial activist in residence should find the space supports her practice of sculptural and performative artwork. The ideal residence for her would highlight views and provide ample areas for observation and contemplation. Through the study of “A Day in the Life” of Rebecca Belmore, a key take away was that this building needed to amplify. A successful design would amplify both voices and views in order to best support Rebecca Belmore’s practice and goals. Right: A Day In the Life Study

WEEK DAY

F O U N D AT I O N S T U D I O F 2 0 2 1

2 4 H O U R C YCLE

WEEKEND

Below: 2D and 3D Parti Models

STORMWATER POND

DECK

WC MASTER BEDROOM

CLO. ELEVATOR

DECK

GREEN ROOF CONCRETE

SECOND FLOOR PLAN PUBLIC CONCRETE

PRIVATE

VEHICLE ACCESS

MECH/ STORAGE

S E PA R AT I O N O F S PA C E S

OUTDOOR GATHERING SPACE

ENTRY GALLERY

CLOSET OUTDOOR ENTRY SEQUENCE

MAIN FLOOR INDIGENOUS GATHERING SPACE

PUBLIC WC

CONNECTION TO DWELLING

STUDIO PATIO

GARDEN

LIVING ROOM MAIN PATIO

STUDIO/ OFFICE

FIRE PIT

PWDR ROOM

GALLERY WC

STUDIO + OFFICE

KITCHEN

INDIGENOUS GATHERING SPACE

ENTRY SEQUENCE

PATIO

ELEVATOR

MAINT. STAIR

LIVING ROOM

MASTER BEDROOM

GARAGE RECEPTION

STO.

MASTER BATHROOM

COURTYARD GARDEN W.I.C.

ENTRY

SECOND FLOOR

GARAGE OUTDOOR GATHERING SPACE

ORGANIZATION

STORAGE/ PRIVATE LAUNDRY ACCESS

INTENSITY

INTERIOR

PUBLIC

IMMEDIATE

PERMEABLE PAVERS

PRIVATE

MEDIAN

OUTDOOR

MINIMAL

COAT CLOSET

GUEST BATHROOM

CLO.

GUEST BEDROOM

VEHICLE ACCESS

FIRST FLOOR PLAN F O U N D AT I O N S T U D I O F 2 0 2 1

BUBBLE DIAGRAM 56

SITE PLAN

AMPLIFII HOUSE SIDEWALK

VIEW OF EAST VILLAGE

ROADWAY STORM WATER PONDS GRASS PERMEABLE PAVER CONIFEROUS TREES DECIDUOUS TREES 5m

25m

VIEW OF CONFLUENCE

BOW RIVER

6 TH ST SE

SITE A

RIVE R

Multiple pathways encourage exploration and support community

WALK

Stormwater Retention Ponds collect runoff water, prevent flooding and increase biodiversity Permeable paver pathways allow water to return into the soil and minimal disruption to the environment

7 TH AVE

ROADWAY

WATER

INGLEWOOD TO THE EAST

EAST VILLAGE TO THE WEST

GRASS

AMPLIFII HOUSE SITE B BOUNDARY

Outdoor firepit & gathering space support community building and resiliency

8 TH AVE

6 TH ST SE

BUILDINGS

FORT CALGARY SITE C FORT CALGARY PARKING

OTHER SITE OUTLINES

25m

125m

F O U N D AT I O N S T U D I O F 2 0 2 1

9 TH AVE

Reforestation and berms for shelter from strong winds and to improve biodiversity

E L E VAT I O N S

+ SECTIONS

A C

S E C T I O SECTION N A -AA A 1m

S E C T I O SECTION N C -AA C

S O U T H E LNORTH E VAT ION ELEVATION 1m

1m 1m

F O U N D AT I O N S T U D I O F 2 0 2 1

E A S T E LNORTH E VAT ION ELEVATION 1m

5m 5m

N O R T H E LNORTH E VAT ION ELEVATION NORTH ELEVATION 5m 5m

1m 1m

5m 5m

W E S T E LNORTH E VAT ION ELEVATION 1m

58 1m 1m

5m 5m

AXONOMETRIC FROM NORTH WEST

AXONOMETRIC FROM SOUTH EAST

F O U N D AT I O N S T U D I O F 2 0 2 1

INTERIOR PERSPECTIVE F O U N D AT I O N S T U D I O F 2 0 2 1

CHAPTER 6

BREAKING FREE STUDENT: JOSH JOHNSON

F O U N D AT I O N S T U D I O F 2 0 2 1

PROJECT DESCRIPTION Located along the south bank of the Bow River in Calgary, Alberta, immediately upstream of its confluence with the Elbow River, Site ‘A’ at Fort Calgary consists of a series of existing walking and biking paths. These connect to the larger riverfront system, as well as two retention ponds, a small dog park and a community garden. Being at the north end of the site, closest to the river, this area has the most activity and existing points of public intersection of the three sites provided. The features and history of this site, combined with the characteristics of the chosen activist on the following page, have led to the proposed project’s core concept of ‘Breaking Free’. This concept will be represented in the built form by a series of shuffling boxes hovering above ground, implying tension and movement, ultimately culminating in a clear glazed box, completely broken free from the original rectilinear grid below.

F O U N D AT I O N S T U D I O F 2 0 2 1

2300

2400 READ

FREE TIME

2200

2100

2000

PERSONAL DINNERS & EVENTS

1900

1800

1700

1600

1500

PUBLIC SPEAKING & EVENTS

1400

LUNCH

1300

1200

1100 FREE TIME

0900

0800

1000 MEDITATE

WAKE - UP

PHYSICAL ACTIVITY

0700

0600

0500

0400

0300

0200

READ

FREE TIME

PROFESSIONAL DINNERS & WORKSHOPS

TEAM DE-BRIEF

PUBLIC SPEAKING & EVENTS

LUNCH

PODCAST & REMOTE INTERVIEW RECORDING

MORNING PLANNING

MEDITATE

PHYSICAL ACTIVITY

SLEEP

CALLS, EMAILS & RESEARCH

0000

0100

BROADCAST TO PUBLIC

WAKE - UP

The concept of ‘Breaking Free’ is represented in the parti diagram by a series of colourful beams of light escaping a dark shadowy box. The parti model further communicates this idea by showing the subject initially isolated and forlorn, a hard and shiny reflection of the negative experiences and emotions projected onto them by society or oppression. The subject eventually shatters this shell and emerges as their fully realized, original self, leaving behind the broken pieces of the past at their feet.

SLEEP

WEEKEND

Henry Rollins, Human Rights and Freedoms Activist, is a writer, performer, and public speaker involved with speaking up against human rights violations and for individual freedoms. His causes have included LGBTQ2+ rights and victims of war and violence, particularly in cases of individuals or minorities against governments or corporations. In his earlier years, Henry became known to the world as the lead singer of the 80’s American hardcore band “Black Flag”.

MID-WEEK

WHO IS ACTIVIST X

H. ROLLINS 24 HOUR ACTIVITY MAP

FITNESS + MEDITATION

MASTER BED

SITE PLAN AND FLOOR PLANS

‘OPEN’ OFFICE W/C

ELEVATOR

STAIR

L O C AT I O N O N S I T E ‘ A ’ AT F O R T C A L G A R Y :

MECH

T H I R D F L O O R ( P R I VAT E )

F O U R T H F L O O R ( P R I VAT E )

GALLERY + GATHERING GUEST BED

W/C

RECEPTION

VESTIBULE

ELEVATOR

‘OPEN’ LIVING

MECH

W/C

‘OPEN’ KITCHEN + DINING

ELEVATOR

MECH

STAIR

FIRST FLOOR (PUBLIC) F O U N D AT I O N S T U D I O F 2 0 2 1

S E C O N D F L O O R ( P R I VAT E ) 65

E L E VAT I O N S

NORTH

WEST F O U N D AT I O N S T U D I O F 2 0 2 1

EAST

SOUTH 66

AXONOMETRICS

F O U N D AT I O N S T U D I O F 2 0 2 1

1:100 SCALE MODEL AND 1:200 MASSING PICTURES

F O U N D AT I O N S T U D I O F 2 0 2 1

EXTERIOR GROUND PERSPECTIVES

F O U N D AT I O N S T U D I O F 2 0 2 1

CHAPTER 7

THE BELCOURT HOUSE STUDENT: SINEAD MCGOLDRICK F O U N D AT I O N S T U D I O F 2 0 2 1

PROJECT DESCRIPTION

“My heart overflows with love for the beauty of this world.” -Christi Belcourt The Belcourt house is inspired by Christi Belcourt and others who may wish to stay in the Belcourt House. Keeping her best interests in mind, the plan is to accommodate and inspire her artistry, while taking into account future guests who might reside in this dwelling. Christi has a love for painting, writing, medicinal herbs and plants, and collaborating with other artists. I believe this house will meet her wants and needs.

F O U N D AT I O N S T U D I O F 2 0 2 1

WHO IS ACTIVIST X Christi Belcourt is a Michif (Métis) visual artist with a deep respect for Mother Earth, and the traditions and knowledge of her people. She is known for her meticulous pointillism acrylic artwork that depicts the natural environment. In addition to her paintings, she is also known as a community-based artist, environmentalist and advocate for the lands, waters, and Indigenous peoples. She is currently a lead organizer for the Onaman Collective which focuses on the resurgence of language and landbased practices. She is also the lead coordinator for Walking With Our Sisters, a community-driven project that honours missing and murdered Indigenous women. Christi is also a powerful motivational speaker with a large following.

F O U N D AT I O N S T U D I O F 2 0 2 1

BUBBLE DIAGRAM

FLOOR PLANS

FLOOR ONE F O U N D AT I O N S T U D I O F 2 0 2 1

FLOOR TWO 73

F O U N D AT I O N S T U D I O F 2 0 2 1

M AT E R I A L I T Y

GREEN ROOF

CEDAR SHINGLES

VITRO GLASS

PRODEMA WOOD CLADDING

STONE

F O U N D AT I O N S T U D I O F 2 0 2 1

E L E VAT I O N S E A S T E L E VAT I O N

W E S T E L E VAT I O N

N O R T H E L E VAT I O N

S O U T H E L E VAT I O N

SECTION A-A E A S T FA C I N G

SECTION B-B N O R T H FA C I N G

F O U N D AT I O N S T U D I O F 2 0 2 1

+ SECTIONS

AXONOMETRICS

F O U N D AT I O N S T U D I O F 2 0 2 1

E A S T FA C I N G 1 : 1 0 0

WEST W FAECSI TN G : 1I 0N0G 1 : 1 0 0 FA1C

PERSPECTIVE 1:100

N O R T H FA C I N G 1 : 1 0 0

T O P FA C I N G 1 : 1 0 0

E A S T FA C I N G 1 : 2 0 0

W E S T FA C I N G 1 : 2 0 0

N O R T H FA C I N G 1 : 2 0 0

T O P FA C I N G 1 : 2 0 0

F O U N D AT I O N S T U D I O F 2 0 2 1

1:200 LANDSCAPE DESIGN 78

F O U N D AT I O N S T U D I O F 2 0 2 1

CHAPTER 8

RECONNECTION AND R E C O N C I L I AT I O N STUDENT: NUMI ODUFESO

F O U N D AT I O N S T U D I O F 2 0 2 1

PROJECT DESCRIPTION The Reconnection and Reconciliation project was designed on Fort Calgary. The purpose of this project was to design a home for an activist. This activist would not only live but conduct their daily operations within the site. As seen in the image above, site A was chosen for this project. To further understand the site, the analysis of two to three elements within the site was conducted. These elements were then drawn and carved into glycerin blocks. Human movement and Fort Calgary’s history where also analyzed. This exercise provided insight on components that brought people to the site. F O U N D AT I O N S T U D I O F 2 0 2 1

PA R T I DIAGRAM

A D AY I N T H E L I F E

WHO IS ACTIVIST X The selected activist for this project is Topeka K Sam. Topeka’s work focuses on helping women who were once incarcerated readjust into society. Topeka also works with policy makers to improve conditions in prisons. Topeka is able to achieve these goals though education, spiritual empowerment and entrepreneurship. She also teaches these three factors to her clients with the intention of preventing reincarceration. The parti model and diagram on the bottom right of the page reflect the process of reconnecting incarcerated women back into society. F O U N D AT I O N S T U D I O F 2 0 2 1

N ORRTTI HMEOL D PA E VAT EL ION 82

BUBBLE DIAGRAMS E X P L O R AT I O N O N E

E X P L O R AT I O N T W O

DIRECT ACCESS INDIRECT ACCESS L O U D S PA C E P R I VAT E FA C I L I T Y P U B L I C FA C I L I T Y F O U N D AT I O N S T U D I O F 2 0 2 1

SITE PLAN

INDIGENOUS PAV I L I O N

TÊTE-À-TÊTE S E AT I N G

RETENTION PONDS TOPOGRAPHY MODEL

M E D I TAT I O N GARDEN

A M P H I T H E AT R E INDIGENOUS PAV I L I O N

0 F O U N D AT I O N S T U D I O F 2 0 2 1

50M 84

FLOOR PLANS

I O.T.B O.T.B

O.T

15 14

O.T.B

FIRST FLOOR 17 UP

19 1

O.T.A

O.T.B O.T.B

O.T.A

10 11

F O U N D AT I O N S T U D I O F 2 0 2 1

SECOND FLOOR

O.T.A

5 5

10 m 10 m

1. Foyer 2. Powder Room 3. Kitchen 4. Mechanical Room 5. Dining Room 6. Living Room 7. Library 8. Entrance 9. Security Room 10. Store 11. W/C 12. Indoor Gathering Area 13. Guest Bedroom 14. Guest W/C 15. Master W/C 16. Master Bedroom 17. Office 18. Reading Nook 19. Laundry room

O.T.A

E L E VAT I O N S + S E C T I O N S 2

O.T.A

4 7

O.T.A

9 8

O.T.A

N O R T H E L E VAT I O N

DN 10

O.T.A

10 m

4 7

O.T.A

9 UP

O.T.A

E A S T E L E VAT I O N

SECTION A-A 2

10 m

12 4

10 m

O.T.A

4 7

O.T.A 8

10 11

10 12

S O U T H E L E VAT I O N

SECTION B-B

10 m

W E S T E L E VAT I O N 0

F O U N D AT I O N S T U D I O F 2 0 2 1

10 m

AXONOMETRICS

F O U N D AT I O N S T U D I O F 2 0 2 1

1:200 AND 1:100 MODELS

F O U N D AT I O N S T U D I O F 2 0 2 1

CHAPTER 9

THE HEALING WOUND STUDENT: SAEID SHAFIEE

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G LY C E R I N M O D E L

PROJECT DESCRIPTION We live in a very turbulent period. Different layers are always complicating human life and giving it various forms over time. Every day, an intertwined network of destructive and productive disciplines overshadows communities. During this turmoil, we need activists to turn great sorrows into great deeds. This project attempts to demonstrate an architectural response based on the inner concepts of activism. It also expresses that architects must take responsibility for the community they live in and strive to promote it. The project is designed on the site of Fort Calgary as a place full of historical significance and meanings and seeks to provide a home for an activist.

P L A C E S T U D Y : H I S T O R Y, A X E S , T R E E S

SITE OF FOCUS: SITE C N

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WHO IS ACTIVIST X Educator Touran Mirhadi (1927 – 2016) invested her life in creating methods in order to smooth out the path of seeking knowledge, and therefore she should never be forgotten.

PA R T I : 3 D M O D E L

PA R T I : 2 D D I A G R A M This diagram is inspired by Ugur Gallenkus and one of his works is included directly into the diagram due to the common nature with the subject of the project.

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Ugur Gallenkus is a world renown Istanbul-based digital artist. His collages conscientiously address the widening global divide between the privileged and oppressed, weaving together misery and mirth, wealth and poverty, and love and despair. 92

FIRST FLOOR PLAN

SECOND FLOOR PLAN

BUBBLE DIAGRAM

Designing a house for an activist requires a different set of spaces. These spaces are based on the context in which the activist influences society. In order to be able to identify what spaces we should use for our activist, we reviewed his daily activities in one day. Turan Mirhadi, as a researcher and activist in the field of education, has a high level of social interaction. F O U N D AT I O N S T U D I O F 2 0 2 1

PLACEMENT The placement of these spaces will be such that all have a good view and perspective. As the cultural core of the project, the public sector should have good access to outdoor areas. The transparency of this space can lead to it being more inviting experiences and affecting the level of social interactions inside the building. SITE PLAN

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BASEMENT The possibility of moving within the project can add to the attractiveness of the interior design of the building. The study space should have suitable views and light. Providing the right vision can be effective in increasing the level of creativity. THIRD FLOOR PLAN

E A S T E L E VAT I O N

N O R T H E L E VAT I O N

SECTION A-A F O U N D AT I O N S T U D I O F 2 0 2 1

W E S T E L E VAT I O N

S O U T H E L E VAT I O N

SECTION B-B 95

AXONOMETRICS

F O U N D AT I O N S T U D I O F 2 0 2 1

1:200 MODEL

1:100 MODEL

F O U N D AT I O N S T U D I O F 2 0 2 1

PERSPECTIVE: LOOKING DOWN ONTO LEVEL 3 AND 4

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CHAPTER 10

HOUSE OF ENLIGHTENMENT S T U D E N T : U R VA S H I T I WA R I

F O U N D AT I O N S T U D I O F 2 0 2 1

PROJECT DESCRIPTION

An amalgamation of a religion, Buddhism, and Indigenous culture, gives us an opportunity to create a medicinal wheel for the land of Fort Calgary to heal. Presently, the land stands as a symbol of a long history and does not honour the region’s Aboriginal Peoples, who have lived here for thousands of years and have a history of gathering, ceremony, and commerce. This design will provide an opportunity for the land and my chosen activist to heal, achieve inner peace, and find the true purpose of life. The primary activist, Siddhartha Gautam ‘The Buddha’, was the inspiration for the development of this design and architectural program. The House of Enlightenment will stand as a healing space and transform the existing land into an experiential site for the user. The act of using architecture as a means of narrative and emotion provides the users with an experience of self discovery.

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100

WHO IS ACTIVIST X

A D AY I N T H E L I F E O F B U D D H A

Siddhartha Gautam, ’The Buddha’ belonged to the 5th Century world. As The Founder of Buddhism, he became the first ever social activist to go against the societal status-quo. He used meditation as an ultimate method to seek inner peace and his true purpose of life. He used his knowledge to teach all who struggled with societal identity crises and were not accepted the way they wanted to be. This design includes all the necessary spaces for the initial activist while being adaptable enough for future activists. The ‘Day in the life of an ActivistX’ exercise was the perfect way to understand the need for certain spaces. Creating ‘The Parti’ helped develop the message the design wants to say without using words.

YOU ARE EVERYTHING, WHEN YOU ARE NOTHING.

PA R T I M O D E L F O U N D AT I O N S T U D I O F 2 0 2 1

PA R T I D I A G R A M 101

DESIGN APPROACH The design concept is based on the 7 Chakras of Enlightenment. The users pass through all 7 zones, experiencing the spaces to reach the ultimate space of enlightenment and feel calm and peace. From the entrance to the stupa, the design not only accommodates the buildings but also the site. The conceptual design also connects to the urban context.

DESIGN CONCEPT

D E S I G N A P P R O A C H W. R . T S I T E F O U N D AT I O N S T U D I O F 2 0 2 1

BUBBLE DIAGRAM 102

SITE PLAN 8.

1. Private Space 2. Connecting Space 3. Public Space 4. Water Court 5. Contemporary Stupa 6. Outside Amphitheatre 7. Zen Garden 8. Tree Garden 9. Parking 10. Retention Pond 11. Pavilion 12. Digital Board

2. 4.

11. 12.

9. 10.

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FLOOR PLANS 1. Kitchen 2. Living Room 3. Dining Room 4. Powder Room 5. Coat Closet 6. Laundry Room 7. Reception 8. Coat Closet 9. Administration Area 10. Charity Collection Area 11. Café 12. Restroom 13. Public Interaction Area 14. Guest Room 15. Balcony 16. Guest Toilet 17. Open Terrace 18. Master Bedroom 19. Balcony 20. Master Toilet 21. Solitude Room 22. Garbage Collection Area

FI R S T - F L OOR PLAN

GROUND-FLOOR PLAN

22.

SEC ON D- F LOOR P LA N

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N O R T H E L E VAT I O N

S U S TA I N A B L E S T R AT E G Y

B B’

S O U T H E L E VAT I O N A’

SECTION- AA’

E A S T E L E VAT I O N

SECTION- BB’ W E S T E L E VAT I O N 0

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40 105

AXONOMETRICS

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106

1:200 TOPOGRAPHY MODEL

1:100 MODEL FRONT VIEW

1:100 MODEL PERSPECTIVE

ABOVE: 1:100 MODEL TOP VIEW BELOW: 1:200 MODELS TOGETHER

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107

F O U N D AT I O N S T U D I O F 2 0 2 1

108

CHAPTER 11

ENGAGING WITH NATURE STUDENT: YIMING YANG

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109

PROJECT DESCRIPTION Our site, Fort Calgary, is located to the East of the downtown area, where the strong winds blow in from the high-rise buildings due to the “downdraught effect”. There are large open areas to the South as well as the Trans Canada Rail. While the noisy and crowded transportation routes to the South can be disadvantageous, they also bring the potential to exhibit information. Site C, located in the Northeast corner of Fort Calgary, has a dark history of colonialism. The natural, social, and historic factors of the site are the main determinants for my project. The ‘Body as Measure’ diagram shows the relationship between sunlight (shown as angled dashed lines), the sound and motion of trains (shown as rhythmic polylines), and the historical feeling from the footprint of Fort Calgary. The trail to the North of the site is an attraction due to the scenery of the Bow River. This project involved us designing a building combining the functions of a residence for an activist, working studio, and a public area.

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WHO IS ACTIVIST X Phil Torres is an American activist who received his degree of entomology at Cornell University. After graduation, he hosted several TV programs on wildlife and nature. He also took an expedition to the Amazon jungle, the tropical rainforest of Southeast Asia, among many other adventures all over the world. On these trips, he photographed marvelous scenes of wildlife and nature. Aside from being a photographer and entomologist, he also calls himself a science communicator and a conservation educator. In the parti model below, the green cubes represent nature and the wooden cubes represent our society and human life. Today, people are more and more separated from nature. The rubber bands between the cubes are a metaphor for the activists like Phil Torres who advocate for environmental protection and natural conservation in an attempt to connect society and nature.

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BUBBLE DIAGRAM & PROGRAM

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112

SITE PLAN

URBAN CONTEXT

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SITE PLAN

113

FLOOR PLANS

GROUND FLOOR PLAN F O U N D AT I O N S T U D I O F 2 0 2 1

SECOND FLOOR PLAN 114

ELEVATIONS + SECTIONS

SOUTH ELEVATION

NORTH ELEVATION

EAST ELEVATION

WEST ELEVATION

F O U N D AT I O N S T U D I O F 2 0 2 1

SECTION A-A

SECTION B-B 115

AXONOMETRICS

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116

1:200 AND 1:100 MODEL PICTURES SITE & MASSING MODEL

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BUILDING MODEL

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INTERIOR & EXTERIOR PERSPECTIVES

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EXHIBITION HALL

LIVING ROOM

FROM 9 AVE SE

FROM FORT CALGARY 118

CHAPTER 12

PROGRESSIV(HUB) STUDENT: KARENA YEUNG

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119

Racial Demographic Sales

PROJECT DESCRIPTION Designing with and for Empathy —Architecture that Empowers

38% Visible Minority

1st Qtr

Since its conception, Fort Calgary has survived a complicated and layered history, all which has helped redefine and strengthen the evolution of the site. Today, it is a place of education, exchange, and social gathering— an empowering place as a consequence of its past. Progressiv(hub) utilizes empathy as a design method to ignite and cultivate past and current stories of the Fort Calgary site. My Activist-in-Residence for this project, Alexandria Ocasio-Cortez, is known to speak truth to power with respect—her progressive approach to activism drove the design of both the architecture and landscape. Infused with principles of social equity and transparency, this project introduces a community hub where the needs of its residents are understood and social and environmental challenges are addressed. Through a community-driven approach, a once under-utilized urban space will be reclaimed to empower local low-income residents, who make up a substantial portion of the population, and create long-term resilience through various design strategies. The result is an honest reflection of its program and a design that speaks to the integrity of OcasioCortez’s work for her community.

F O U N D AT I O N S T U D I O F 2 0 2 1

2nd Qtr

Sales

3rd Qtr

56% Visible Minority

1st Qtr

2nd Qtr

Income Levels Sales

23% $100,000-$200,000

Analysis of movement and spoken language 31% $40,000-$100,000

46% under $40,000

1st Qtr

2nd Qtr

Sales

18% $100,000-$200,000 Water

37% $40,000-$100,000

45% under $40,000

1st Qtr

2nd Qtr

Historical / Public Art

East Village

The Bronx

Throughout my research, I noticed a similar demographic background between East Village—where Fort Calgary is located, and The Bronx—where Alexandria Ocasio-Cortez was born and raised. Both cities overlap in their high population of visible minority and low income residents. Ocasio-Cortez’s first hand experience with a similar neighbourhood allows her to truly understand the needs of the people in East Village.

Urban Fabric

Varied Surroundings of Site B

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WHO IS ACTIVIST X Alexandria Ocasio-Cortez is an American politician and activist, serving as the U.S. representative for New York’s 14th congressional district of The Bronx and Queens. Taking the office at age 29, she is the youngest woman to ever serve in the U.S. Congress. Growing to popularity due to her bold grassroots campaign, Ocasio-Cortez’s progressive and radical platform empowers and stands for the working class. Prior to running for Congress, she was of working class herself— working as an organizer for Bernie Sander’s presidential campaign during the day and bartending and waitressing at night to make ends meet for her family.

Left: 2D Parti Bottom: 3D Parti

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6 Base Program

Bubble Diagram

1 8

Entry

7 2

Views to nature Private Access

Coat Closet

Powder Room

Guest Bathroom

Meeting Room

Storage / Mech.

Living Area Exercise Room

Office / Media Room

1 Living Room 2 Kitchen 3 Powder Room 4 Meeting Room 5 Storage / Mechanical 6 Home Office

Master Bedroom

7 Garage 8 Pathway Connection 9 Office 10 Washroom 11 Security

N Views to Stairs / Elevator nature

to Level 2

Kitchen

Floorplan: Main Level

Conn.to Dwelling & Indoor

Exit

Outdoor Gathering Area

Entry to commercial area Coat Closet

Connection to Dwelling

Entry Sequence

Garage

Views to nature

Master Bathroom

Guest Bedroom

11 10

Cafe

Vehicular Access

Entry & Reception

Security

Community Garden

Indoor Gathering Area Entry to outdoors

Entry Sequence

Exit

Office Space Storage / Mech.

Public Restroom

2 Immediate Adjacency

Public

Moderate Adjacency

Private

Neutral Adjacency

Semi-Private

6 1 Exercise Room 2 Guest Bedroom 3 Guest Bathroom 4 Master Bedroom 5 Balcony 6 Patio 7 Green Roofs

Bubble Diagram

Floorplan: Level 2 F O U N D AT I O N S T U D I O F 2 0 2 1

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6 3

Future LRT Station

Engagement with Water Engagement with Community

1 2 3 4 5 6 7

Stormwater Retention Pond Enhanced Riverwalk / Bike Lane Community Garden Public Amphitheatre Social Gathering Space Shared Bike/eScooter Rental Drop-off Zone

Engagement with Building

Engagement with Urban Site Engagement with Art

F O U N D AT I O N S T U D I O F 2 0 2 1

Top: Site Plan Bottom: Connection with Existing/Enhanced Site Elements

123

3 4

North Elevation

South Elevation

8 8

7 6

East Elevation

1 Glass Atrium Living Room 2 Exercise Room 3 Patio 4 Indoor Gathering Area

F O U N D AT I O N S T U D I O F 2 0 2 1

West Elevation

5 Cafe 6 Garage 7 Office 8 Bedrooms

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2 6

Section AA B

Section BB 1 Indoor Gathering Area 2 Glass Atrium Living Room 3 Patio 4 Bedrooms F O U N D AT I O N S T U D I O F 2 0 2 1

5 Cafe 6 Connection Pathway 7 Exercise Room 8 Office Space 125

A X O N O M E T R I C D R AW I N G S

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126

Clockwise from Top Left: 1:200 Massing Model with Topography; 1:100 Architectural Model F O U N D AT I O N S T U D I O F 2 0 2 1

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DR. BRIAN SINCLAIR

NOOSHIN ESMAEILI

S U N N Y B AYA R

CARMEN CHU

Dr. Brian R. Sinclair, PhD DrHC FRAIC AIA (Intl) is an awardwinning Professor of Architecture + Environmental Design, and former Dean, in the University of Calgary’s School of Architecture, Planning + Landscape (SAPL). Brian is president of sinclairstudio inc., a multi-disciplinary design|research corporation engaged in an array of global projects. He holds postgraduate degrees in architecture and psychology. An educator and practitioner, Sinclair`s expertise and explorations span from science to art. Professional memberships include American Institute of Architects, Union of Mongolian Architects, Society of Nepalese Architects, Council for Tall Buildings + Urban Habitat, and Fellowship in the Royal Architectural Institute of Canada. His doctoral degree (University of Missouri) focused on an innovative holistic design + planning framework to improve quality of life for some of world’s poorest people. Scholarship includes professional practice, design methods, open building, agile architecture, indigenous culture, integrated design, environmental psychology, international development, systems & sustainability, and the collision of science + spirit.

Nooshin Esmaeili, M.Arch, B.FA is a Registered Architect and LEED accredited professional in Canada. After graduating from the University of Calgary, Faculty of Environmental Design (EVDS), known today as SAPL, with the Master of Architecture, Nooshin began working in various offices focusing on commercial, mixed-use, and residential design projects. She has always been interested and intrigued by the “quality” and the “spirit” of place and its impacts on the users. Her interest for architecture and environmental design coupled with passion as an educator in the academic world encouraged her to follow her dream and return to SAPL in 2020 as a post graduate researcher. Nooshin won numerous awards and scholarships including the Alpha Rho Chi Architectural Bronze Medal, and Architectural Research Centres Consortium (ARCC) Graduate student scholarship to just name a few. Currently she is an active member of the Alberta Association of Architect (AAA) as well as a teaching assistant, researcher, educator, and a mentor within SAPL and the architectural industry.

Sunny Bayar has a Diploma in Interior Design technology & an undergraduate degree in Interior Design. She is presently pursuing a Masters of Architecture to further her passion and knowledge in design. Sunny aims to create conscious design centered around human needs and lasting experiences by developing a strong understanding of sustainability, technology and research that can foster responsible design decisions. She enjoys traveling in her spare time and is frequently inspired by other cultures and technological innovations throughout the world. As a Mongolian, her perfect day consists of traveling over Mongolia’s steppes with her family.

Outgoing, creative, and tech-savvy M.Arch candidate who is motivated to create beautiful and sustainable projects for clients from the inside out. With an undergraduate degree in interior design from BCIT, I am very passionate about how the built environment can alter a person’s experience of space and improve human wellness and health. With fluency across various architecture and design software programs and limitless imagination, I hope to create artful spaces that speak without words.

F O U N D AT I O N S T U D I O F 2 0 2 1

During my free time, I enjoy jogging around the neighbourhood, exploring new places, learning new languages, reading books about health, neurology, philosophy, psychology, and the classics, playing the piano, and watching anime.

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LAURA DOYON

ALA EBDALLA

C AT H R Y N J O H N

JOSH JOHNSON

Laura Doyon is a University of Calgary student majoring in Urban Studies and completing her Minor in Architecture through the School of Architecture Landscape and Planning. She is also a graduated Architectural Technologist from Saskatchewan Polytechnic.

Ala is a Civil Engineer graduate with a minor in Structural Engineering, and a current Engineer in Training. She has experience in the estimating and project management fields of Civil Engineering where she oversaw projects with the City of Calgary and other general contractors that require extensive estimating, scheduling, and interpretation of contract documents.

An Emily Carr alumna, Cathryn John is a creative self-starter with a drive to make the world a better place, one project at a time. Her experience in the creative industry is varied which allows her to tackle projects from a holistic point of view. She’s passionate about human rights, social justice and protecting the environment. Cathryn recently started her own business, Flo. Studios, that seeks to help companies tell their story and attract their ideal clients. She uses a combination of graphic design and illustration and works on everything from children’s books to commercial logos and branding.

Josh’s academic background consists of a BSc. in Civil Engineering from the University of Alberta in 2009. Since then, he has steadily grown his experience within the building design and construction industry while working for a number of architectural firms as a Contract Administrator, and construction management companies as a Field Engineer and Project Coordinator. This experience has also allowed him the opportunity to become a LEED Accredited Professional, as well as a registered Professional Engineer with APEGA. With a strong interest in building form, material expression, trade craft and execution, Josh looks forward to developing his graphic presentation and communication skills in order to more powerfully and clearly illustrate bold ideas, now that he is in the M.Arch program at the University of Calgary.

Her interests in art, architecture, traveling, and sustainability have led her towards pursuing a creative career path as well as attaining a LEED Green Associate designation. With a passion for design, Laura seeks to become an architect who works towards a more sustainable, equitable, and community-driven future.

For engineers, spatial thinking involves calculating forces and recognizing the physical and mathematical principles of structures and spaces. However, Ala craves taking her spatial thinking and creativity a step further by intertwining her engineering background with the discipline of architecture. She aspires to create and build sustainable structures with the importance of the social experience at the forefront of her designs.

After years of wanting to pursue a career in Architecture, Cathryn is now enrolled in the Masters of Architecture program at the University of Calgary. Cathryn’s ideal day would include a hike out in nature followed by great food on a local patio.

F O U N D AT I O N S T U D I O F 2 0 2 1

Outside of designing and making, Josh enjoys snowboarding regularly, as well as being a huge music fan and living room guitar player. You can also find him on the streets of Calgary riding his bike in the summer, or walking his goofball bull terrier, aptly named Brick. 130

SINEAD MCGOLDRICK

NUMI ODUFESO

SAEID SHAFIEE

U R VA S H I T I WA R I

Sinead McGoldrick has an undergraduate degree in Travel Tourism & Hospitality. She has had many years experience in managing groups and running trips around the world. Throughout her career, she has had the privilege of being sent to various locations around the world. Her trips have run from South Africa to Egypt, Benin to Senegal, England to Kyrgyzstan, Alaska to Patagonia, Thailand to Mongolia, etc. Throughout her many adventures abroad and living as a nomad, she has grown a passion for architecture and how our history and cultures are intertwined with the buildings we construct. Her travels took a hiatus in Montreal where she decided to become a Residential/ Commercial Carpenter. Her vision soon moved past carpentry and forward to becoming a designer, where she enrolled in the Masters of Architecture at the University of Calgary. Sinead has future hopes to work with renewable materials and to build structures that embrace the natural world. With an understanding that the environment is a fundamental source of inspiration in sustainable building practices, she believes the way forward is to integrate the natural environment with the manufactured one.

My passion for design has led me to receive my bachelors in Interior Design. It has also motivated me to complete a study abroad program in Italy where I studied showroom design. It is my belief that one can never stop learning. Due to this, I have also received my certificate in Business management. This experience has helped me become more well-rounded, considering the design and economic factors of the project.

Saeid is interested in art, philosophy, music and is a student in the Masters of Architecture at the University of Calgary. He has already acquired his skills in interior design and has successfully designed and implemented several interior design projects. His interest in philosophy shapes the way he looks at his surroundings. He tries to play his role as a conscious architect in building a cohesive and dynamic society. He has participated in many voluntary social services and always seeks to help vulnerable social groups. He is interested in nature, and learning languages, guitar and violin in his spare time.

Urvashi has the desire to explore the world, and wants to make the world a better place by removing bitterness and conflicts which she believes can be tackled through design. Urvashi Tiwari sees architecture as a means to achieve equity, respect and peace on a global scale.

F O U N D AT I O N S T U D I O F 2 0 2 1

In the future, I would love to further explore an architect’s role when approaching a social justice issue. I am also growing more curious about the role of technologies in making buildings more efficient. In my free time I tend to read and I am known to bake a couple cakes here and there.

Even as a young architect, her experience in the field allows her to design a variety of spaces from private dwellings to government facilities. For her, architecture can be used as a political statement to disrupt the status quo and provide an opportunity to those less fortunate. She believes that architecture has immense impacts on our planet and that it can either demonstrate leadership or perpetuate isolation.

131

YIMING YANG

KARENA YEUNG

Yiming Yang graduated from Hunan University in China and is now pursuing his Masters of Architecture at the University of Calgary. He advocates for improving the environmental conditions of society. He is enthusiastic about the sustainability, atmosphere, vernacular and humanity of architecture.

Karena’s curiosity for the built environment stems from her intersected passion for good design, honest storytelling, and sustainability. After graduating from the University of British Columbia with an undergraduate degree in Visual Arts and a minor in Environmental Studies, Karena began her career in architecture, where she worked in the marketing department for both small and global design firms; utilizing strategic thinking and collaboration to create important connections between people and places. She is now pursuing a Master of Architecture at the University of Calgary.

He has had the experience of participating in workshops in many countries, including China, New Zealand, and the Netherlands. He also likes to organize architecture visiting trips. He has visited most metropolises in China, New Zealand, and Western and Northern Europe. He always gets inspired from visiting and experiencing the beautiful and delicate architecture projects around the world. He used to work in a local design institute in China and an American architectural design company, where he implemented the value of equity, harmony and sustainability into his professional career, and this will remain the same in the future.

F O U N D AT I O N S T U D I O F 2 0 2 1

Outside of school and work, Karena enjoys traveling Europe, trying new restaurants, and visiting local museums.

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REFERENCES INTRODUCTION - DR. BRIAN SINCLAIR Glazer, Steven. The Heart of Learning: Spirituality in Education. Penguin Putnam Inc.: New York, 1999. Page 247 MacDonald, Robert. Foreword. In: Design for a Complex World: Challenges in Practice and Education. Graham Cairns – Editor. Libri Publishing: Oxfordshire. 2014. Page vii.

CHAPTER 8 - NUMI ODUFESO Image of activist: The LOHM. “Founder & Executive Director.” The Ladies of Hope Ministries (The LOHM). October 20, 2021. Accessed December 16, 2021. https:// thelohm.org/founder-executive-director/. Image of site: Google Earth. Google Earth. Accessed December 16, 2021. https:// earth.google.com/web/@51.04572947,-114.04482858,1041.08916003a,944. 32641408d,35y,-1.89202573h,0.84786236t,0r.

Saint-Exupéry, Antoine de. The Little Prince. Houghton Mifflin Harcourt: Boston. 1943. English translation by Richard Howard 2000. Page 63.

CHAPTER 9 - SAEID SHAFIEE

Sinclair, Brian R. “Integration | Innovation | Inclusion: Values, Variables and the Design of Human Environments”. Cybernetics and Systems: An International Journal, 46:6-7, 2015.

CHAPTER 11 - YIMING YANG

CHAPTER 2 - CARMEN CHU Seliger, M. (2021). His Holiness the 14th Dalai Lama. Tricycle. Tricycle. Retrieved 2021, from https://tricycle.org/magazine/dalai-lama-interview/. The Drone Eyes. (2014). Fort Calgary - The Drone Eyes. YouTube. Retrieved 2021, from https://www.youtube.com/watch?v=22yY0S2v5fs. CHAPTER 3 - LAURA DOYON

Artwoonz (2019). Collage art by Uğur Gallen. Artwoonz. Retrieved 2021, from: https://artwoonz.com/collage-art-ugur-gallen

Bertrand, L. (2020, July 10). ▷ 1001 + idées pour la décoration et l’aménagement d’entrée réussie. Archzine. Retrieved December 16, 2021, from https://archzine.fr/maison/couloir-et-entree/amenagement-dentreeconseils-et-astuces/ Nielsen, D. (2019, July 1). 50 modern Glass House designs. Dwell. Retrieved December 17, 2021, from https://www.dwell.com/article/ modern-glass-house-designs-1932c2da

Some of the tree outlines based on the work of:

Barattini, C. R. (2019, October 12). The Achille Castiglioni Studio Museum. FLAWLESS.life - The Lifestyle Guide. Retrieved December 17, 2021, from https://flawless.life/en/italy/milan/studio-museum-achille-castiglioni/

Foforeds. (N.D.). Silhouette tree wall mural • pixers® • we live to change. Pixers. Retrieved december 7, 2021, from https://pixers.Ca/wallmuralssilhouette tree-20193092

Bock, C. (2019, May 4). Trend watch: Educational charts. Apartment Therapy. Retrieved December 17, 2021, from https://www. apartmenttherapy.com/old-school-trend-educational-charts-213187

CHAPTER 4 - ALA EBDALLA

Learn how to create stunning Macramé Décor. Beacm. (2020, May 20). Retrieved December 17, 2021, from https://beacm.com/learn-how-tocreate-stunning-macrame-decor/

Watkins, J. (2017, July 22). Disability activist Ed Roberts on “60 Minutes” in 1989 with Harry Reasoner (CC). Disability Activist Ed Roberts on “60 Minutes” in 1989 with Harry Reasoner (cc). Retrieved December 15, 2021, from https://abilitychicagoinfo. blogspot.com/2015/07/disability-activist-ed-roberts-on-60_15.html CHAPTER 7 - SINEAD MCGOLDRICK Bio | Christi Belcourt. (2015). Christibelcourt.com. http://christibelcourt. com/bio/ Recent Work | Christi Belcourt. (n.d.). Christibelcourt.com. http:// christibelcourt.com/ancestry/

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