Sunday, May 18, 2014

Luminaire (ECS2)

This past week I created this lamp with my ECS (Environmental Control Systems) group. We have been learning about lighting (daylight and electrical light). This lighting design created a focal and ambient glow, and aims to provide ambiance and decoration for a small intimate space. The material used was poplar wood and aluminum metal flashing. The idea was for the metal to act as if it were peeling away from the darkness of the room to reveal the light. The light washing onto the wood creates a focal point for the viewer. It was fun to get back in the wood shop (I haven't created anything in there since the sensory vessel last year).
Above is our brochure I made for the group. All photos were taken by me. We used Marietta's Wall in the lighting lab to determine the amount of candelas the lamp created.

Monday, May 12, 2014

conceptual models

 Here are a couple models I did a while ago to play around with form and spaces. I liked how these models enclosed spaces that were open to interpretation. The forms also resemble mountains which I had previously wanted to do.
 Although I had not kept with this conceptual model, I thought it'd be nice to document because it creates interesting spaces and potential for something in the future.

 This second model is a continuation of the first model. I decided to simplify the forms to the program. I imagined classroom wings and larger spaces enclosed for public areas such as the gym and cafeteria.

What I liked about this model is that it shows how a space may be enclosed by slanted walls, as shown to the left. the angles create dynamic and dramatic spaces, and have a good potential for play with light and surfaces.

Mid review spring studio 2014

Mid review went well for my project. At such a conceptual stage, I felt I had enough feedback to sharpen the design for the final review in just three weeks. To the left is a perspective of the main level classroom wing. It has an open lookout into the first level where the younger student (kindergarten and preschool) wing is. The tree branch sticking out from below is a key play element in the open, indoor playground below.
 Here is my perspective of the enclosed meadow formed by the two shapes of my design. This area serves as a linear connection between the wildflower field and the open grass field of the site. It also provides a private outdoor play area for the children.
 I'm not sure why the boards are all different sizes when I uploaded them, but the boards are all 24" by 42". The mapping to the left shows the site and the two views I wanted to connect with my building. The first level, or the entry level, serves the administration to the left, and the teachers wing to the right, which looks down into the cafeteria/communal space. Through the outdoor corridor, you enter the main level classrooms and library (this is the interior rendering level).
 My next board shows the basic diagrams that reveal my concept. The first one shows the separation of public and private areas of the building. The following one shows how my primary circulation lies in the outline of the enclosed meadow. The third diagram shows the shape of the meadow, the fourth diagram shows the classrooms pivoting at different angles at a single anchor point. This shows how the top
floor classrooms act as overhangs for the classrooms below, and the bottom most classrooms serve as garden space above. At this top level, the open outdoor corridor separating the private and public building is joined, and serves as a bridge that provides an overhang for the outdoor corridor.
This board shows the bottom most level which holds the cafeteria, kitchen and gym as well as the preschool and kindergarten rooms.

Overall what I like about my design is the opportunity for outdoor connection and natural light because of the narrow forms of the building. However, the narrow forms also  create long corridors which may be exhausting, as well as uninteresting dead ends.

My first reviewer wanted more attention to the scale, and to find ways to lead the ends of the corridors into different areas of the building, such as a staircase to another floor. This reviewer also recommended I square my classrooms and to start thinking about the rooms, interactions, and sequences visitors experience. Most of the surfaces at my scale seem overwhelming, especially at the entrance, thus I need to find ways to break up my surfaces, they cannot just be single long walls. Because of the long corridors, I may create interesting spaces within them, and make them enjoyable places to be and stay, instead of rush through.

The second reviewer suggested I make the bridge at the third floor a center point for the school. It could act as the "hearth" for the children to gather and play, or enjoy. Because it symbolizes the connection between the wildflower field of the upper left of the site and the open field to the bottom right of the site, it holds the most interesting views. I'd like to look into precedents that use interior bridges as connections between buildings.