Mary Wagner Senior Capstone Book

StringTheory

MARY WAGNER University of Cincinnati Interior Design Capstone 2014

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Table of Contents Abstract

Clients

Site

Research

Design

Progress

Final Design 5

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WHAT 7

Music Store & Outreach Center A place of EXPLORATION This project addresses the problem of the lack of awareness and appreciation of stringed instruments and the various forms of classical and contemporary music to musicians, under privileged youth, and the general public of the community.

String Theory seeks to foster the appreciation of stringed instruments and classical music while promoting an environment of exploration by blending the two vibrant worlds of children’s pop culture and traditional classical music. It will create unique potential for the community by exposing them to the importance of music as part of children’s education. Additionally this project offers the the availability and convenience to musicians of the needed services of a full service music store and repair shop.

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ABSTRACT

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RESTORING BROKEN CONNECTIONS ©© Musicians: Mission connections The connection to local musicians and the on location luthier is the idea of preservation.

To preserve their culture of art and passion and promote the idea that it is passed on and explored in the context of contemporary culture. ©© Youth: Educational connections Promote to the youth in the community the excitement of a classical music education and it's bold and important connections to contemporary music and pop culture. Portraying the excitement of music and the role it can play in their lives. ©© Community: Visible connections Create visibility of the program within the community and allow for unlimited connections with other similar Cincinnati programs and groups. Allow the community to see the benefits for the youth in the interest of making the city a better place.

To succeed in the built environment: Alter perceptions of what a musical environment should be by providing a visually stimulating environment that promotes creativity and by giving life and movement(vibrancy) to a re imagined space.

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musicians

children

CONNECTIONS

community 11

musicians

children

CONNECTIONS

community 12

classical

CONNECTIONS

current

contemporary

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WHAT PROBLEMS ARE BEING ADDRESSED? ©© Enlightenment: I want this project to bring music to the community through a fusion of classical and contemporary styles to portray that music is a universal language ©© Opportunity: to children in the community who don't have music education made available to them in other ways. To show them how music can be used as a creative outlet and can relate to their lives and help with school. ©© Authenticity: availability and convenience to musicians, local and traveling, offering the needed and desired services of traditional quality while keeping the latest trends and technology. ©© Exploratory: a welcoming and comfortable space for music and instruments to be freely explored, portrayed and understood. ©© Personal Statement: I am interested in this topic because I am a musician myself and I have seen that music education is lacking or is nonexistent in public schools. I would like to provide a way for youth in the community to have access to music and to understand its importance in their lives and their educations. I want to form a place to facilitate interaction with the community, particularly musicians to promote the importance of music and to spread a passion for it.

I want to explore the effects of a music education of a child’s overall education and social interactions. I would like to investigate how the local community in general and the music community can become involved in this effort. Then how this can be translated into a built environment that enhances and encourages this interaction and diversity in a love for music.

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WHAT IS THE GOAL AND SUPPORTING OBJECTIVES? Goal: Blending two vibrant worlds of children's pop culture and musician’s classical tradition and enlightening the community by showing them this unique potential for music education and its importance of thriving and being nurtured in this city.

Objectives: ©© Fusion of classical and contemporary styles to achieve a unique experience aesthetically and sensuously. ©© Encouraging environmental responsibility by proposing electronic purchase of music, and printing when necessary ©© Creating a welcoming environment for children that feels exciting and promotes an interest in classical music and instruments. ©© Allowing the space to feel encompassing to the community and to inspire collaboration with other programs and associations. ©© Incorporate natural day lighting to provide a fresh, productive environment.

WHAT IS THE DESIRED OUTCOME? Encourage continued exploration by providing a space to foster experimentation and to realize the endless possibilities in adapting to embrace changes as they come.

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THE CHALLENGE: Providing music lessons to children after school + Providing a one-stop shop for musicians ©© Pushing the two together in a truly interactive setting versus the isolated music community ©© Challenges traditional music shops to seriously incorporate a contemporary component, and even be in a modern setting ©© Anticipates the movement towards technology reliance in retail and celebrating a fusion of classical and contemporary

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WHAT IS OFFERED? Music: coffee lessons instruments repairs accessories recording studio

DESIGN THEMES 1: Visibility: open space, glazing 2: Exploratory: visually interesting, open to learning by exposing repairs, store and recording 3: Digital: interactive opportunities that provide education on pods, store, railings

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WHO

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luthier -needs to work alone in quiet -able to be accessed by customers but otherwise away from people and noise musicians -access first to music and instruments -welcoming feeling to cafe and to feel part of community and have invol vement in outreach shop assistant -access to all parts of the building -visible to customers -people to check out kids instruments

local elementary school students -Easy access to outreach rooms without going through the store.

-Need a place to wait/ hang out without disrupting people in the other spaces

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parent/general public -easy access first and foremost to cafe/lounge -need a visibility of the store *digital music -and sounds of the outreach classrooms

CLIENT PROFILES

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For Kids: welcome fun opportunity learn music resources exciting

local elementary school student name: Adrianna Roberts age: 11 family: single mother, 2 brothers hobbies: playing outisde with her best friend Jessica, drawing, dancing, listening to music, and doing hair favorite singer: Rihanna

children 24

about: spends time after school watching her younger brother and helping make dinner.

She love music but there are no opportunities for instrumental music at her school.

For Musicians: convenient growth community vibrant value unique Concept: Including a shop offering the full range of products and services for stringed instrument musicians and a place to be engaged in spreading music education and their passion.

local musician/teacher name: Michael Borders age: 54 family: single father, 2 daughters, 3 grandchildren hobbies: rock climbing, yoga, private lessons favorite musician: Bach

musicians

about: attended University of Cincinnati CCM. was a member of Cincinnati Symphony for 20 years, has taught at CCM, is part of a jazz fusion group of 6 local musicians and works to bring music to the commmunity.

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traveling musician

local musician

name: Ra j Kapur

name: Cynthia Suarez

age: 37

age: 35

family: single, no children. 1 brother

family: married, 2 daughters, 1 son

hobbies: visiting tea rooms, swimming

hobbies: rock climbing, yoga, private lessons favorite musician: Paganini

favorite musician: Vivaldi about: originally from Delhi, India, attened the Manhatten School of Music. Now resides in London, UK and travels the world performing in a chamber ensemble.

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about: attended Julliard. moved to Cincinnati 10 years ago and is currently a member of the symphony and as well as a local quartet on the side.

For Public: appreciation impact acceptance awareness support comfort Concept: The blending of the two will create a community opportunity and cultural connection for the musical and nonmusical sectors to come together to expand the knowledge of and passion for music.

luthier name: Francesco Sala age: 51 family: married, 3 sons, 1 grandchild hobbies: dancing, hiking, cooking favorite musician: Corelli

community

about: A third generation Italian he moved to Italy after attending college and went to the Cremona School to learn the luthier trade and then apprenticed in Naples before returningtoAmericaandmarryingagirlfrom Cincinnati 27

foundation (owners) name: Synchronize

shop assistant

about: Cincinnati residences dedicated to enhancing the culture of music througout the city.

Particularly involving children in underprivileged communities to be exposed to music and its advantages and getting local musicians involved in these efforts. As part of their mission Synchronize will fund a music shop business to suppor the outreach center in Over-The-Rhine.

name: Lilly Thompson age: 23 school: University of Cincinnati, CCM family: mom, dad, 1 sister hobbies: biking, cooking, reading favorite musician: Tchaikovsky about: From Cincinnati, OH, ma joring in violin performance and music education. gives private lessons on the side to elementary age students.

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WHERE

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SITE ANALYSIS

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washington park

BUSINESS/SHOPS

washingto park

CULTURE

washington park

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FOOD

washingto park

RESIDENTIAL

on

on

washington park

Taft Information Technology High School and Virtual High School *1 block

SCHOOLS

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T

B

B

washington park

B

P

P B

T

B B

B

B

B

B

PARKING/TRANSIT

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washington park

CULTURE & EDUCATION

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BUILDING

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Cincinnati Community Programs

mission: to work in collaboration not competition with these associations to bring classical and contemporary music to the lives of local children

OUR MISSION: To inspire and engage inner city youth through innovative hip hop arts programs, leadership development and community building.

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use hip hope to enhance the lives of youth in the community open to growth full-time after school program work to support and develop leadership in the community financial support from sponsors close connection to inner city youth

http://www.elementz.org/about.html 1599 Central Parkway Cincinnati, OH Phone: 513.721.5800

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OTHER LOCAL ORGANIZATIONS

ABOUT: COR Music Project is an educational community outreach program aimed at promoting diversity in classical music by providing high quality music instruction to youth in Cincinnati while eliminating obstacles related to access and affordability.

MISSION: Our mission is to use music as a vehicle for social change by providing free, world-class music instruction to Cincinnati’s youth.

VISION: We envision a world in which world-class music education is accessible to youth of all social and economic backgrounds and where the diversity of our communities is reflected within the arts.

- partners with local schools lacking resources for music programs - El Sistema: emphasizes group participation and keeping the fun of learning music alive - to change the tra jectory of hundreds of children in need - without cost at a deterrent, opportunity in music education becomes a reality. http://www.cormusicproject.org/live/ BENEFITS OF COR PROGRAM: - mentoring and guidance from knowledgeable music professionals - self discipline through playing and practice - increased self-confidence and self worth - safe, encouraging environment

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ArtsWave helps create the kind of thriving arts environment that makes the Cincinnati region a better place to live, work, and play. http://www.theartswave.org

http://www.azzi-violins.com 1400 Elm Street Cincinnati, OH 45202-7517

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PRESERVATION: Long time local stringed instrument store and repair shop. Upholds a great reputation for quality service and outstanding work. This project hopes to work in collaboration with this local shop and become another important participant in the music community.

WHY

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OUTREACH

RETAIL

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PRECEDENTS

CAFE

IDENTITY

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RESEARCH

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Non-Musical benefits of Music Education for Children “Music Advocacy: Moving From Survival to Vision� by John L. Benham - early musical training helps develop brain areas involved in

language and reasoning - link between music and spatial intelligence (the ability to

perceive the world accurately and to form mental pictures of things) - Learn to think creatively and solve problems by imagining

various solutions - more successful in standardized tests and get better grades - provides a glimpse of other cultures leading to compassion and

respect of other races - Learn craftsmanship as they study how details are put together - Learn the value of sustained effort to achieve success and the real rewards of hard work - Enhances teamwork skills and discipline. Commitment - Provides a means of self-expression which leads to self-esteem - Skills necessary for the workplace: students learn to

communicate and cooperate with one another - Teaches young people to conquer fear and take risks. To deal with a little anxiety early

and often makes it less of a problem later

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MUSIC AND ACADEMIC CONNECTIONS

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Basics of math and music connection.

- basic use of math in music: chords, time sig, dotted half notes - music pleasing due to mathematical structure - music and cognitive performance: credit to active playing of instruments as the same parts of the brain are active when engaged in spatial-temporal reasoning - part-whole concept: musician constantly mentally subdividing=fractions, decimals, % - slow work of practice, attention to detail, discipline=strong math skills - learning math through music retain info better

The Mozart Effect - - - - - - - - -

- - - - - - - - - -

basic math used in music theory (chords, time signatures, notes) source of research in abstract algebra, set theory, number theory research shows certain pieces of music end up being more popular due to “mathematical” structure Pachelbel’s Canon in D: repetitive structure popularity of hip-hop music due to our innate mathematical need for rhythm and patterns mind-body connections between music and math – Mozart Effect better performance on spatial-temporal tasks immediately after listening to Mozart same parts of the brain active more credit to actually playing instruments (Dr. Frances Rauscher, University of Wisconsin Oshkosh)her article in 2006 Educational Psychologist: “young children provided with instrumental instruction score significantly higher on tasks measuring spatial-temporal cognition, hand-eye coordination and arithmetic.”

Due to amount of overlap between music skills and math skills Part whole concept (fractions, decimals, %) highly relevant in understanding rhythm Musicians required to continually subdivide beat Context changed but structure is same as any part-whole problem in math Visual and spatial skills used every time child practices an instrument strengthens mentalphysical connection Link of physical practice of music and strong mathematical abilities Kid who plays instrument can perform more complex math operations Slow work of practice, attention to detail and discipline to learn excellent prep for building strong math skills LTTA Learning Through The Arts: lessons using art, dance, story, song to learn math, science, others Patterns of rhythm, beat harmony, melody, embodied mathematical expressions

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MUSIC AND COLOR - UC Berkeley: humans share a common emotional palette when it comes to music and color - Appears to be intuitive and cross cultural barriers - Faster-paced major key = lighter more vivid yellow colors - Slower-paced in minor key = darker grayer bluer colors - Implications for creative therapies, advertising, music gadgets - Create more emotionally engaging electronic music visualizers?

- Right now colors and patterns appear random not taking emotion into account - Insight into synesthesia - Bright, vivid, warm = upbeat - Dark, dull, cool = somber - - - - - - - - - - - - -

sense of hearing has a much wider scope than sight.

Ear can register from 9 to 11 octaves of sound Eye is restricted to 7 fundamental color tones Do – red Re – orange Mi – yellow Fa – green Sol – blue La – indigo Si (ti) – violet Do – red Fundamental notes 1st, 3rd, 5th, corresponds with 3 primary colors Least perfect tone, 7th corresponds with purple, least perfect color

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ACOUSTICS - wood: resonates easily, absorbs some sound, lets some sounds pass thru,

some reflects back. Good finishing material in good sounding rooms - new absorptive glass-like products absorb enough to reduce harsh reflectivity - fiberglass and rock wool– good sound absorption - absorb sound by slowing the velocity of the air particles carrying the wave - wood absorbs sound best with in the pressure zone of a sound wave - sound waves are at highest pressure when at lowest velocity - waves generally at highest pressure at room boundaries - carpet absorbs too much high frequency sound - diffusers re-scatter sound back into room to reduce wave interference - absorbers - recording studios: insulation material in walls (+4dB), floating a wall (+15 dB) % of room surface that needs to be absorber material RT60 = .049 V

Sa RT60= reverb time, seconds V = room volume, cu. Ft. S = room surface area a = average absorption coefficient of room surfaces

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Acoustic Principles: - Most speech information is found between 3000-4000 Hz - Sound travels through air 1087 ft per sec - Wood 11,700 ft per sec - Steel 18,000 ft per sec - String’s of violin produce cylindrical waves - Music benefits from a longer reverberation time (over 1 sec) - To parallel flat or concave surfaces cause flutter: change geometries or add absorbers - Eliminate standing waves: nonparallel walls, undulating ceilings - Concave causes focusing and creep - Convex diffuses fairly constant Acoustic Design: - massive materials keep sound from traveling to the other side - thin plywood good absorber at low freq. good reflector at high freq.

- resilient flooring: vinyl, cork, rubber reflective, but useful for impact noises like footfall - CMU’s made with hollow cores and normal weight concrete can attenuate sound well - Well separated double glazing = superior sound attenuation - Laminated glass - Reflects higher freq but because glass resonates absorbs good amounts of low freq.

- Soft porous acoustically absorbent materials are often covered with perforated metal or other

for protection and stiffness - These coverings are designed to be acoustically transparent except at higher freq.

- With smaller holes they can pass thru too - Staggering holes improves absorption - Open weave fabric is completely transparent to sound…only a decorative cover on absorbent

wall covering In Space: - Layer of air between absorptive material and rigid surface - Installation: - Hanging absorptive material below ceiling and supporting it away from wall works better than attaching - Best, hang cubes or tetrahedrons from ceiling - Thick blocks installed at a distance = edge absorption very large - Treat ceiling, floor, and wall opposite the sound source approx. equally - Carpet best absorber on floor

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Group: sensory Issues, Trends, Precedents

Issue: piles and piles of music that need to be translated into digital and esaily accessible formats

touch

redefining interactions

sound Issue: old, cluttered music shop. in need of something fresh and simple.

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sight

Issue: a connection between classical and contemporary music

DIGITAL INTERACTION

INTERVIEW about recording Drew Phipps Producer & Editor, Soundlink Studio - depends on how many musicians in room - need quite a large space for piano - center of room has best sound - computer sounds are audible in recordings - movable walls are a great asset to separate musicians playing at the same time and to make the space useable in a variety of ways - for recording room want to isolate each persons sound

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ACOUSTIC MATERIAL

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HOW

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STORE 3,800 Sq. Ft. ACTIVITIES: For sale: Instruments (violin, viola, cello, double bass), bows, cases, strings Accessories: tuners, chin rests, music stands, rosin, mutes, rock stops Music: digitally available for download directly onto devices or to print

OBJECTIVES: - Availability and convenience to musicians, offering the needed and desired services of traditional quality, while keeping the latest trends and technology.

- In a space that promotes a sense of exploration and involvement

USERS: Local and traveling musicians, students from UC CCM and other Cincinnati colleges, students from SCPA, children in the community

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SPATIAL ADJACENCIES: CafĂŠ Outreach Classrooms

FUNCTIONAL REQUIREMENTS: Access to storage Easy access to elevator Wide walkways for carrying instruments

EQUIPMENT AND FURNITURE: Glass display cases (various sizes) for cello, bass, and accessories Wall hung glass display cases for violin and viola Furniture for tryout area

MATERIALS AND FINISHES: Carpet, 3form, Felt, Glass, Paint

LIGHTING: Wall wash lighting for wall displays General down lighting Accent pendants over counter Acoustic shade in try out area

ACTIVITY DESCRIPTIONS

CAFE 1,520 Sq. Ft. ACTIVITIES: Coffee shop open to public Meeting place for musicians/students

OBJECTIVES: - Observation point for the community of the outreach component - Comfortable place for musicians to meet, contribute to the exploration of music in the community - Provides a place for parents to wait during lessons

USERS: Musicians Students Parents Community

SPATIAL ADJACENCIES Store Outreach classrooms Student lounge

FUNCTIONAL REQUIREMENTS: Most visible by being at ground level Near storage for food Obvious way finding

EQUIPMENT AND FURNITURE: Coffee and food preparation equipment CafĂŠ tables and chairs Lounge chairs and tables Standing height tables Booths

MATERIALS AND FINISHES: Cork flooring Upholstered seating 3Form Paint

LIGHTING: Felt accent pendants General down lighting

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OUTREACH LOUNGE 1,200 Sq. Ft. ACTIVITIES: Children can wait for lessons/wait for teacher Children can spend time here learning about music together

SPATIAL ADJACENCIES: Classrooms Outreach offices Store Repairs

OBJECTIVES: - Providing a place for children to feel comfortable and given the opportunity to explore music together - Provided in a setting that promotes exposure to the other parts of the program including the store.

FUNCTIONAL REQUIREMENTS: Must be near storage for students to access their instruments Must be in sight of the outreach offices for safety and discipline purposes Provide adequate room for doing homework

USERS: Children in the community Children coming to take lessons

EQUIPMENT AND FURNITURE: Tables and chairs Sofa/lounge furniture Learning touch screens

MATERIALS AND FINISHES: Cork flooring Upholstered furniture Plastic furniture

LIGHTING: Felt pendants

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OUTREACH CLASSROOMS 720 Sq. Ft. ACTIVITIES: One on one lesson Small group lessons Individual practice

OBJECTIVES: - Promote creativity in an intriguing, visually stimulating yet comfortable environment - Provide and excellent environment for playing stringed instruments whose shape was designed around acoustic properties and behaviors.

USERS: Music students Musicians Music teachers

SPATIAL ADJACENCIES: Outreach lounge

FUNCTIONAL REQUIREMENTS: Must be accessible by bridges following ADA compliances Must receive all functional requirements: lighting, HVAC, electric Tall enough for comfortable standing in a portion of the room

EQUIPMENT AND FURNITURE: 2 – 4 chairs 2 stools 2-4 music stands

MATERIALS AND FINISHES: Cork flooring Bamboo wall cladding Felt wall coverings Foam acoustic material

LIGHTING: 3 adjustable can lights

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REPAIRS 600 Sq. Ft. ACTIVITIES: Luthier makes all repairs Luthier meets with customers

OBJECTIVES: - Create a comfortable and productive environment for the luthier with adequate yet intimate space - Make a portion of the space visible to people in the other space of the building, to create an educational opportunity and awareness of this process to the general public and the children.

USERS: Luthier (repair person) Customers who need to meet with luthier

SPATIAL ADJACENCIES: Storage

FUNCTIONAL REQUIREMENTS: Must be near storage for safety of instruments Must be open with no obstructions for walking Adequate lighting *to be designed with heavy input from resident luthier

EQUIPMENT AND FURNITURE: Worktables Hangers for instruments Tool storage Stool Chairs and sofa

MATERIALS AND FINISHES: Cork and wood flooring Wood ceiling Wooded tables LIGHTING: Working lamp pendants

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RECORDING 500 Sq. Ft. ACTIVITIES: Recording Editing

OBJECTIVES: - Create an available space for local musicians to have access to - Express the studio’s presence into the space of the atrium so children and the public can see it’s role in the music industry and the opportunities available.

USERS: Local musicians Local recording engineers

SPATIAL ADJACENCIES: Storage Outreach classrooms

FUNCTIONAL REQUIREMENTS: Include all acoustic properties to properly be used as a recording studio.

Sealed of from sounds in rest of building

EQUIPMENT AND FURNITURE: Recording equipment Chairs Music stands Sofa/coffee table Piano

MATERIALS AND FINISHES: Carpet Felt and foam acoustics Wooden diffusers

LIGHTING: Can lighting in recording studio (dimmable) General lighting in sound booth

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Jurisdiction: Over-the-Rhine

STORAGE

STORE

Occupancy classification: Moderate-Hazard storage S-2

Occupancy classification: Mercantile Occupant Load: 57 Minimum Plumbing fixtures:

Water closets: 1 per 500

Lavertories: 1 per 750

Drinking fountains: 1 per 1000

1 service sink

Occupant Load: 3 people Minimum Plumbing fixtures:

1,000 Sq. Ft.

4,000 Sq. Ft.

CAFE

OUTREACH CENTER

Occupancy classification: Assembly A-2

Occupancy classification: Educational Group E

Occupant Load: 66 people Occupant Load: 5, 10, 25 people Minimum Plumbing fixtures:

Water closets: 1 per 75

Lavertories: 1 per 200

Drinking fountains: 1 per 500

1 service sink

Minimum Plumbing fixtures:

Water closets: 1 per 15

Lavertories: 1 per 15

Drinking fountains: 1 per 100

1 service sink

1,000 Sq. Ft. 4,000 Sq. Ft.

CODES 64

REPAIR SHOP Occupancy classification: Moderate- Hazard Factory Industrial Occupant Load: 5, 10, 25 people Minimum Plumbing fixtures:

Water closets: 1 per 100

Lavertories: 1 per 100

Drinking fountains: 1 per 400

1 service sink 500 Sq. Ft. Special Codes: 1004.5 Outdoor areas.

Yards, patios, courts and similar outdoor areas accessible to and usable by the building occupants shall be provided with means of egress as required by this chapter. The occupant load of such outdoor areas shall be assigned by the building official in accordance with the anticipated use. Where outdoor areas are to be used by persons in addition to the occupants of the building, and the path of egress travel from the outdoor areas passes through the building, means of egress requirements for the building shall be based on the sum of the occupant loads of the building plus the outdoor areas.

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1ST SEMESTER

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store

luthier 500 sq. ft.

cafe?

outreach

storage 1000 sq. ft. classrooms 4000 sq. ft.

shop 4000 sq. ft.

cafe 1000 sq. ft.

SPATIAL ADJACENCY DIAGRAMS 68

luthier

storage rented rooms

shop

cafe

classrooms

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FIRST SCANS

FIRST IDEAS 70

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1st SEMESTER FINAL

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STORE

STORAGE

PUBLIC ROOMS

CAFE

LOWER LEVEL

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1ST FLOOR

LUTHIER

OUTREACH ROOMS

LOUNGE STORE

LOCKERS

BAG CHECK

2ND FLOOR

3RD FLOOR

75

LOWER LEVEL

76

1ST FLOOR

2ND FLOOR

3RD FLOOR

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78

79

80

81

82

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PROGRESS

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86

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STORAGE

STORAGE

ENTRANCE

LESSON ROOM

CAFE

STORE

ENTRANCE

LOWER LEVEL

LEVEL 1

N SCHEMATIC REVIEW 88

STORAGE

STORAGE

RECORDING LESSON ROOMS OUTREACH

LESSON ROOMS REPAIRS

LEVEL 2

LEVEL 3

N 89

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WAYFINDING

2 1

B 91

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DEVELOPMENT 94

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Suspended classroom development: FORM derived from acoustic research and conceptually, the abstracted form of a stringed instrument

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FINAL

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PROGRAM

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TOTAL SQ. FT.: APPROX. 13,240

RETAIL:

3,800 SQ. FT.

NSTRUMENTS, SUPPLIES, SHEET MUSIC

OUTREACH:

1,920 SQ. FT.

EXPLORATION, GROWTH, IMPACT

CAFE:

1,520 SQ. FT.

REPAIRS:

600 SQ. FT.

RECORDING:350 SQ. FT.

PUBLIC, VIBRANT, AWARENESS

TRADITION, CONVENIENT, PERSONAL

UNIQUE, FRESH, EXCELLENCE

STORAGE:

1,950 SQ. FT.

INTEGRATED, ACCESSABLE, SAFE

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CIRCULATION/BOH: 3,100 SQ. FT.

I

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Final design integrating the development of the suspended classrooms and circulation, creating a space that stimulates creativity.

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FINISH PLANS

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108

N

LOWER LEVEL FLOOR PLAN

3’

12’ 9’

LEVEL 1 FLOOR PLAN

3’

12’ 9’

109

110

N

LEVEL 2 FLOOR PLAN

3’

12’ 9’

LEVEL 3 FLOOR PLAN

3’

12’ 9’

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PERSPECTIVES

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ENTRANCE

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2 Touch screen offers a wide variety of information about the music industry, history, people, and facts. It also keeps an up to date database of the stores inventory and offerings. Others can be found in the cafe an lounge.

Interactive hand railing plays notes along a one octave scale as your hand runs along the top. A different color lights up on the glass for each new note that is played.

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B

DETAILS

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118

CAFE

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120

WALL DISPLAY

The violin display wall offers a simple backdrop for the store with neutral colors and simple organization.

There are also large touch screen kiosks for purchasing music digitally and syncing directly to any devices or offering the option to print sheet music.

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STORE COUNTER

VIEW UP

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LOUNGE

SUSPENDED CLASSROOM (POD)

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PODS

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As a creative and malleable project, an artist or furniture designer will be commissioned to help design and contruct the final suspended room shapes. It is neccessary for someone with much experience and knowledge in steam bending bamboo to be involved. It is also very important for the people involved to be local to contrubute as part of the community and be able to collaborate and see the results.

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model progression - top left: linework for plywood framing - top right: final pod form - bottom: photo of powder print for physical model

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REFLECTED CEILING PLAN

FLOOR PLAN

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WALL SECTION DETAILS

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CONSTRUCTION DETAILS

PLYWOOD FRAME CONSTRUCTION WITH BAMBOO PLANK CLADDING ON EXTERIOR AND FELT INTERIOR WITH SOME EXPOSED WOOD MIDDLE PORTIONS OF WALL TREATED WITH FOAM

CUSTOM ACRYLIC WINDOWS FORMED TO SHAPE

CUSTOM DOOR AND DOOR FRAME

PLYWOOD SUBSTRATE WITH CORK FLOORING FINISH

WALL SECTION

BRIDGE FLOOR CONNECTION

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FIXTURES/FINISHES/FURNITURE

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image

tag

quantity

fixture

L1

100

Neo-Ray: 23 DR LED Straight & Narrow

lamp

LED 3500K

voltage

finish

dimension

location

120V277V

white

4’ x 4”

general lighting

120V277V

white

4’ x 4”

product displays

23DR-LED-ETG

L2

50

Neo-Ray: 23XR Wall Wash Straight & Narrow

3

Moooi: Random Light

LED 2600K

120V

white

31.5”

above store counter

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Buzzispace: Buzzishade

LED 60W

120V

felt: various colors

24” x 43”

cafe/ lounge

L5

12

Weave Ideas: Industry

LED

120V

polished stainless steel

10” x 24”

repairs

L6

6

Metalux: WNLED

32 W Wraparound LED

UNV

white/ frost acrylic

24”

stairs

L7

24

Metalux: WNLED

65 W Wraparound LED

UNV

white/ frost acrylic

48”

storage

L8

3

1.5 W LED

110V230V

metal coaxial cable/ clear glass

36” x 20”

accent pendants

L9

15

120V

white

6”

L3

L4

136

LIGHTING

Bocci: 14.14

RSA Lighting: Versa CDMR111 Series

T5

39 W metal halide

classrooms

technical

GENERAL MATERIALS

137

cafe

store 138

FURNITURE

recording room

kids lounge

outreach offices

lesson rooms

139

140

TECHNICAL DRAWINGS

141

142

N

3’

12’ DIMENSIONED FLOOR PLAN LOWER LEVEL 9’

N

3’

12’ LIFE SAFETY PLAN LOWER LEVEL 9’

143

144

N

3’

12’ REFLECTED CEILING PLAN + SPRINKLERS LOWER LEVEL 9’

REFLECTED CEILING PLAN GROUND LEVEL

145

146

N

3’

12’ REFLECTED CEILING PLAN LEVEL 2 9’

REFLECTED CEILING PLAN LEVEL 3

147

148

PHYSICAL MODEL

149

150

MODEL PROGRESS

FINAL MODEL

151

152

FINAL MODEL

DISPLAY

153

SOURCES

Binggeli, Corky. "Acoustics." Building Systems for Interior Designers. Hoboken, NJ: J. Wiley & Sons, 2003. 395-34. Print.

Brownell, Blaine. Transmaterial. New York: Princeton Architectural, 2006. Print.

Grueneisen, Peter. Soundspace: Architecture for Sound and Vision. Basel: Birkhäuser, 2003. Print. http://www.vancouversun.com/Entertainment/interesting+connection+between+math+mu sic/1473881/story.html http://www.weslachot.com/new/articles_materials.html http://hyperphysics.phy-astr.gsu.edu/hbase/acoustic/revtim.html#c3 http://blogs.telegraph.co.uk/culture/stephenhough/100056655/music-and-maths-joinedat-the-hip-or-walking-down-different-paths/ http://www.sciencedaily.com/releases/2013/05/130516151256.htm http://www.sacred-texts.com/eso/sta/sta19.htm http://www.hammondashley.com/resources/articles/care-and-maintenance http://www.bplans.com/musical_instrument_store_business_plan/market_analysis_ summary_fc.php#.UtNCtWRDuEh http://www.independentrecording.net/irn/resources/freqchart/main_display.htm http://www.corbisimages.com/ 154

icon attributions: coffee mug: Coffee designed by Hugo Freijanes from the Noun Project music store Cover Flow designed by Michael Rowe from the Noun Project lessons: Music designed by Simple Icons from the Noun Project repairs: Hammer designed by factor[e] design initiative from the Noun Project Lights: general lighting: http://www.cooperindustries.com/content/public/en/lighting/products/recessed_linear_ lighting/direct_indirect/_827489.ssd.html wall wash: http://www.cooperindustries.com/content/public/en/lighting/products/recessed_linear_ lighting/wall_wash/_135423.ssd.html string lights over store counter: http://www.moooi.com/products/random-light cafe /lounge accent: http://www.buzzispace.com/products/buzzishade​

FURNITURE: Hightower Herman Miller Haworth West Coast Industries Shar Music All photographs used with permission of Page Boggs.

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