Design Studio 2 Final

After the midterm review, the structure I had in mind changed significantly to be more coherent in terms of where program is located and what the space intends for patrons to do both above and below. I wanted to maintain the core spatial relationships I established throughout the semester, but I had to “reel in” the form enough that it could be understood easier.

1:20 site drawing

Plans

starting from bottom to above:

Sections

context: section through playground and sidewalk, front entrance, Auburn Assessment center in the background

context: a cut through the site and library, ingersoll housing complex in background

Diagram of the panel-to-pod fiber optic system

The panels that reach above the surface bring natural light into the pods and underground space by using fiber optics.

Models

the 1:20 and 1/8″ models were meant to act as supplements to one another

1:20 model

Photos of the 1:20 model were taken at angles associated with the site

Aerial

From Auburn Place sidewalk

From sidewalk level access, looking towards front entrance

view of outdoor performance stage from outdoor seating platform

View from a room in an eastern part of the Ingersoll complex across from the site

view from playground

view from further into the playground

view from walkway passing the school playground

view at the entrance of playground access slope into potluck space. note: areas that are open are not enclosed because of the spatial quality created by the “parted wood” system on the roof of the structure. This allows for light to pass through the side facing south, which flows into the public potluck space.

 

view from sidewalk+stairs that lead into the playground

1/8″ model

This model highlights the spatial quality of the area below the roof, where a large portion of the program takes place:

Materiality and Assembly/ Design Studio 2 integration models

The first attempt to integrate both an existing family of systems from Materiality and Assembly with my concept from Design Studio 2 was utilizing the Wire x Plastic bag family to create the orb shapes that comprises a large of amount of the space.

throughout this process it’s been difficult to find a way to properly keep the plastic bag taught around the geometry established by the wire, in the material study here panty-hose were used to show the enclosed area

This set of studies utilizes the flexible characteristics of basswood sticks relying on the stability of metal wire & rods, while also being held in place by a basin of rockite to demonstrate how these orb shapes will be oriented in the floor slab

This next model uses characteristics from the Plastic Barrier X Basswood stick family:

Forming the same grid as the original material study, the basswood sticks used here make a rough spatial model representing where the orb shapes will be located underneath the site, along with a flexible sheet material (in this case wire mesh) to represent to ramped nature of the floor plane

Design Studio 2: Midterm

Starting this semester we were first tasked with researching the site provided to us before creating any designs. This site is located in Fort Greene, Brooklyn, on Auburn Place, and is in-between the Walt Whitman Public Library, Community Roots Charter School, Auburn Assessment Center, and NYCHA housing complexes.

Quantitative:

I was assigned to the group that would focus on the Auburn Assessment center. Through site visits and measurements on Google Earth we were able to find the building’s dimensions without official documents as they were unavailable to the public.

to present the information, I was in charge of drawing a section of Auburn;

After acquiring these measurements, our group was tasked with creating a 1;20 scale model of the assessment center that would fit in the site model.

First came the plans;

After our first meeting about these models, we as a class decided to only use chipboard for the entire model.

After focusing on one building within the area of the site, we were tasked with representing the site itself;

Qualitative:

Now that we had the measurements of the site and the buildings around it, we needed context for the site, a collection of observations that could provide us with a better understanding of the site and its identity.

I focused on the individual, in-between spaces of the site. These areas highlighted an interstice of two things, a lack of maintenance or attention and, at times, a sprouting growth developing despite the conditions surrounding it.

From this, I organized them into a diagram that sorted my observations into three sections, that is degraded, naturalized, and pristine;

 

CUT, LIFT, FILL

After this research it was finally time to design an intervention that would occupy the space provided to us. I wanted my cut/lift/fill to take characteristics from the way the sidewalk broke off into what seemed like tectonic plates, or slabs positioned at various orientations that could provide different spatial qualities.

Auditory Project

This piece was made to explore how sound can be distorted when coming from a central apparatus filled with water.

Community Music Works, and the realization of program/ material relationships

After this cut/lift/fill, I felt that I had defined the template for the rest of the structure to follow. However I was not going to just simply fill this mass with program and call it a day. During discussions about the program, the topic of community and how the school would identify with the population surrounding the structure would be brought up frequently. Specifically about how the children that participate in the instruction housed within the structure would grow and develop with it. I wanted to add in a secondary element that would relay this sort of relationship physically, something that would happen clearly where CMW takes place and not in the public area.

This was first tested through modeling;

the idea of these antennae draws from projects like the Lowline, or Parans solar lighting system, which use fiber optic panels to redirect sunlight from the surface into an area underground. This effect has the possibility of blurring the lines between underground and above ground, which is an effect I want for this school. To essentially have a sense of insulation and privacy without feeling entirely separated from the outside world.

Thus far the result from these efforts are bulbous orbs that can contain program while also connecting with one another, however much work is left to do going forward if these are to adequately fit the program while also having good acoustics.