Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

2010 Thesis Project


Published on

This slide show is in conjunction with my design portfolio. This showcases my Thesis project as a cumulative example of the variation in acquired skills, and practices.

Published in: Education, Technology
  • Now you can actually inspire people and earn from your thesis projects. Please check:
    Are you sure you want to  Yes  No
    Your message goes here
  • Hi, great work :)
    Are you sure you want to  Yes  No
    Your message goes here
  • Essay writing is really very hard for students and many students are really stressed to write it. So finding a best essay writing format is not easy. Anyway you can check any essay writing services and they can help you to find a good format to write the essay. I can recommend a site that has helped me. It's called Good luck!
    Are you sure you want to  Yes  No
    Your message goes here

2010 Thesis Project

  1. 1. 2010 Thesis¬Bachelor of Applied Arts: Interior Design A-PDF Merger DEMO : Purchase from to remove the watermark Adult Living & Learning Facility By Charissa Williams Date: Fall/ Winter Semesters (2009-2010) Project Synopsis: Developing a single parent residential and learning facility with an enhanced element of integrating community involvement and connection. Cumulative Solution
  2. 2. ¬ Introduction ¬ Background Information ¬ Site ¬ Conceptual Thinking ¬ Plan ¬ Lighting Plan ¬ Visual Connection ¬ Conclusion ¬ Technical Representation 0¬Table of Contents Table of Contents
  3. 3. A LIVING AND LEARNING FACILITY DESIGNED FOR SINGLE PARENT FAMILIES WITHIN THE COMMUNITY OF HAMILTON... With the devastating experience of entering a state of homelessness, families are faced with a multitude of stress and responsibility. Though most family shelters provide housing and minimal support services, self sustainment and growth rely on the fundamentals of education and lifestyle practice. This proposal for a living and learning facility will address many of the issues and concerns associated with shelter living and re-integration back into society and community. With privacy, dignity, autonomy, education, and communal values as its guiding point, programs offered in this facility will not only provide users with a sense of hope, worth, and opportunity, but also equip them with specific tools designed to assist them throughout a lifetime. The promotion of a sustainable lifestyle and education is addressed with the integration of a communal learning garden. Concepts of social interaction, participation, and activity experienced within a communal garden space, all work to promote a healthy and economically sustainable lifestyle, enhance a resident’s experience within shelter living, and to strengthen and build their connection with others within their surrounding community. This type of facility will be especially beneficial the community of Hamilton. The community of Hamilton, known, for its once thriving Industrial Sector is now the largest community within the overall city of Hamilton with the lowest median individual income. Hamilton also holds the highest population of families run by single parents (Don Jaffray, 2008). Though rich in history and activity, the neighbourhood of Ward 3 in Hamilton has become one of the lowest income areas for the entire city. This proposed site for this project is not only located within this slowly decaying sector of the city, but also near to those who may utilize it. Katherine Kalinowski, assistant executive director of the Good Shepherd Centre in Hamilton, believes that this facility, since it is more diverse than others that exist, would be beneficial to the community (Kalinowski, 2009). She also comments that the “gardens here [in Hamilton] are for personal consumption, but the O¬Introduction idea of extending this concept to a social enterprise is certainly very interesting,” (Kalinowski, 2009). Information throughout this document describes not only the site, building, programs, and proposed intentions, but also delves into deeper research regarding significant factors and implications of homelessness, homeless shelters, the changing face of low-income design, and significant the potentials of this facility. Introduction
  4. 4. (Don Jaffray, 2008) 1¬Background Information (Don Jaffray, 2008) (Don Jaffray, 2008) Background Information
  5. 5. Image From: Google Maps The site is located at 181 Belmont Avenue in downtown Hamilton, Ontario. The previous use of this building was the Holy Existing Façade of Building Name of Jesus Catholic Picture Taken By: Charissa Williams Elementary School. Harboring many activities both directed to the students as well as the surrounding community; such as breakfast programs, public environmental clean ups, cooking classes, and religious masses, this school was self-acclaimed as a hub of its community (HNO Jottings, 2009). This philosophy was crucial in the idea of implementing this facility into the neighbourhood. Design elements, programming, concept, views, and experience are all reflective 1¬Site of this philosophy and goal to integrate the facility with the community. Original Map From: Site
  6. 6. All public spaces and community access spaces are located on the first floor in order to provide ease of access, as well as acoustical and traffic (high/ low) separation from the private spaces. Visitors and users will be able to access these facilities from multiple entrances without posing any disruption to privately designated spaces. The learning garden was situated in the space with the highest ceilings to allow for easier ventilation and possible sun light through implemented skylights. The kitchen and lounge space is located in connection with the garden and learning centers. This is also located adjacent to the main stair well to allow for easy access for all users. Users will not 2¬Site have to pass through the educational facility in order to arrive at these areas. Site
  7. 7. Enhancing the Concept of CONNECTION through the Idea of the RAILROAD. As a railroad connects the cities it travels through and the people within it, this motion remains evident through the circulation of people through this space. With influence from the site, the school, and the use, this concept of CPR Railway towards Hamilton Connection Evolved. Industrial Sector Connection is enhanced throughout this project on the levels of connection to people, to community, to spaces, and The Parti Diagram is influenced by specific aspects of the site. The to the environment. CPR railroad that crosses the site travels through the vibrant liveliness of the city of Hamilton towards its destination at the more rigid and Characteristics of structured characteristics of the industrial sector. planning was significantly Similarly, in the plan, the more communal & lively areas are located influenced by the OMA ITT on the left, flowing into a more structured class and learning section, and by Rem Koolhaus. This is then gradually towards the more rigid characteristics of the counseling seen through the 0¬Conceptual Thinking and administrative areas. utilization of views to the site as pathways that meet The main circulation path is highlighted in red, acting as the railroad, and intersect with one connecting all functions clearly and easily to one another. another to create interesting spaces, shapes, and forms. * ALL IMAGES TAKEN FROM GOOGLE IMAGE SEARCHES Conceptual Thinking
  8. 8. Greenery is used to highlight the views to the site, to define parking Top View of 3D Model showcasing the location of greenery amidst the original spaces, and to influence the exterior environment. asphalt This diagram highlights the location of the remaining asphalt on the site. Perspective View of 3D Model showcasing the relationship between greenery This project intends to implement as much greenery into the existing and asphalt in elevation landscape as possible 1¬Plan Scale: N/A Plan
  9. 9. Main circulation through the space. There are 5 Main Entrances; 3 are strictly for the Classrooms & learning Spaces are located centrally in respect to the conceptual pro- residents of the facility, and 2 are more celebrated public entrances. gramming of the space. There are a variety of different types of learning taken into con- sideration for these spaces: Formal Learning, Collaborative Learning, Individual Study, and Computer Aided Learning. 1¬Informal Classroom 2¬ GED Classroom 3¬ Formal Classroom 4¬ Individual Study 5¬Computer Access Classroom 2¬Plan The more communal areas are located conceptually to the left of the plan. These areas These areas are designated for the more administrative functions. will foster much activity and socialization. 1¬ Reception 2¬ Counselling Rooms 3¬ Print & Storage Area 1¬Interior Learning Garden 2¬ Cafeteria 3¬ Kitchen 4¬ Collaborative Office Space 5¬ Offices Scale: N/A Plan
  10. 10. Furniture Within Space 3¬Plan Accent Chair Wall/Ceiling: Tables: Flooring: Flooring: Wall/Ceiling: Expanded Metal Mesh Armstrong Luxury Vinyl Tile Scale: N/A Plan
  11. 11. L ighting within is placed onisintegratingtothe lighting 0¬Lighting Plan 1. Open To Above 5. Armstrong Wood Grill Slats this space intended appear in- visible. Priority 2. Armstrong Wave Ceiling System 6. Expanded Metal Mesh Structure into the walls for cove lighting, as well as, into and 3. Armstrong Metal Mesh Grid System 7. High Gloss Painted Gypsum Board above the ceiling systems for indirect illumination. 4. Polished Concrete 8. Custom Cylinder Design: Drop Ceiling Scale: N/A Lighting Plan
  12. 12. Interior: Cafeteria and Kitchen 1¬ Visual Connection Scale: N/A Visual Connection
  13. 13. Interior: Lighting Concept Enhanced spatial experience through hidden lighting, glow, and design. 2¬ Visual Connection Scale: N/A Visual Connection
  14. 14. Conceptual Form Transitioning through space and connecting interior environments. Front With the purpose of highlighting the transition from the liveliness of the cafeteria, to the more structured atmosphere of the learning spaces, and finally to the rigidity of the office & administrative areas, this form was developed to act as both a visual and physical representation of this movement. Back The counselling areas, located within the red component, are enclosed and separated for privacy and con- fidentiality, meanwhile the learning space within the mesh structure is showcased and on display to promote a sense of pride and involvement with the rest of the space. This component is constructed of high-gloss painted gypsum board with metal framing and a sculpted metal mesh. The metal mesh is utilized to resonate conceptually with the steel industry, meanwhile the red is Images of 3D Model utilized in reference toe the vibrance of the city. This form provides functional space division, enhanced spatial Side experience, and aesthetic curiosity. 3¬ Visual Connection Visual Connection
  15. 15. Interior: Conceptual Form An experiential atmosphere influenced by exterior views, lighting effects, and a strong dominant form. The fluidity and undisturbed form makes each end of the path a significant destination point. 4¬ Visual Connection Scale: N/A Visual Connection
  16. 16. Interior: Conceptual Form Elements overlapping and intersecting one another creating space while defining place. By-passers experience a comforting atmosphere as elemental planes create an intriguing encasing atmosphere. 5¬ Visual Connection Scale: N/A Visual Connection
  17. 17. EXTERIOR Exterior Elevation: View from Belmont Avenue The amplification of the connection between the interior and exterior environment is extremely impor- tant to the experiential atmosphere of both the spaces inside, as well as, the experience gained from outside the building. A key focus on enhancing and exposing the play with proportion and place- ment adds to this intriguing view into the space. Greenery is also an important feature. With the implementation of an inaccessible green roof, the connection to natural environment is enhanced for residents located on the third floor. 6¬ Visual Connection Scale: N/A Visual Connection
  18. 18. EXTERIOR A visually & structurally captivating entrance area, pulling visitors and by-passers in with a sense of curiosity and intrigue. 7¬ Visual Connection Scale: N/A Visual Connection
  19. 19. Posing another response to the interior and ex- terior experience of space is the opposite side of the building. This side offers a dynamic, engaging, and dominant entrance that is highlighted by an elongated orange wall and a processional ramp down into the space. Greenery is evident on protruding roof planes, entry areas, and designated areas within the exte- rior landscape 8¬ Visual Connection Scale: N/A Visual Connection
  20. 20. EXTERIOR A multi-purpose and welcoming landscape offering areas of retreat, relaxation, and congregation. 9¬ Visual Connection Scale: N/A Visual Connection
  21. 21. G reenery is highlighted at the entrance points on both the protruding concrete planes and at hu- man level. Residents on the second floor are able to view out to the green space as well as to the entry way. This entrance is visually connected with the learning garden to promote a stronger indoor/ outdoor experience. 10¬ Visual Connection Scale: N/A Visual Connection
  22. 22. Interior: Main Concourse This dynamic entry concourse offers views into the dining hall, out to the exterior, learning garden, and reception all at once. There is a heightened sense of connection within interior spaces as well as connection through views to the outside. 11¬ Visual Connection Scale: N/A Visual Connection
  23. 23. 12¬ Visual Connection Scale: N/A Visual Connection
  24. 24. EXTERIOR A captivating view of the interior space, experienced by visitors and by-passers. 13¬ Visual Connection Scale: N/A Visual Connection
  25. 25. Aspects researched related to preserving a family’s autonomy, respect, privacy, and integration within the surrounding community, are highly valued within this pro- posal for this project. Apartment style suites, access to educational services, day care services, and the integration of interior garden space all attempt to aid a family’s transi- tion into assisted living. Program aspects as well as design decisions will help to reduce the worry many families feel regarding the loss of freedom, family rituals, routines, and privacy associated with shelter living. Education and hands -on learning are designed to be the foundation of the programs within this facility. While providing a safe, secure, and stable environment for vulnerable families, unique ways of offering housing, and educational support services are addressed. Building community values, support, and trust through easily accessible programs such as the adult learning centre and the communal learning garden, will help to en- hance the lives and experiences of individuals utilizing the space. 0¬ Conclusion A focus on both male and female single parent families promotes the breaking down of gender barriers while encouraging independence and opportunity to a vulnerable population. Enhancing the architectural aesthetic of the building will attempt to counteract any negative responses surrounding community members might feel. This facility will provide a positive, nurturing, respectful, and educational atmosphere not only through program substance but also architecturally, spatially, and socially. Conclusion
  26. 26. 0¬ Technical Representation Technical Representation
  27. 27. A-PDF Merger DEMO : Purchase from to remove the watermark