A compilation of work done during my final year as an undergraduate student of architecture at California Polytechnic State University in San Luis Obispo, CA.

1. front cover
architectuRe
A
T
Kendra Ann Gartrell
Cal Poly Architecture 2015

2. Copyright © 2015 by Kendra Gartrell
All rights reserved. No part of this publication may be
reproduced, distributed, or transmitted in any form or by any
means, including photocopying, recording, or other electronic
or mechanical methods, without the prior written permission
of the publisher, except in the case of brief quotations em-
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write to the publisher, addressed “Attention: Permissions
Coordinator,” at the address below.
Kendra Gartrell
kendragartrell@live.com
Printed in the United States of America
1
A thesis submitted in partial fulfillment of the
requirements for the degree of
Bachelor of Architecture
in
Architecture Department,
College of Architecture & Environmental Design
Kendra Ann Gartrell
California Polytechnic State University
San Luis Obispo, CA 93407
June 2016
archItectuRe
A
T
2

3. 3
Table of Contents
COPYRIGHT 1
TITLE PAGE 2
VELLUM SHOW 5-14
Poster 7
Design Process 8
Production 9-12
Final Product 13,14
ABSTRACT 15-22
Statement 17,18
Show 19
Paint Survey 20
Results 21,22
RESEARCH 23-28
Statistics 25,26
Reasoning 27,28
SITE RESEARCH 29-36
Detroit, Michigan 31,32
Site Selection 33-36
CASE STUDIES 37-52
Case Study Research 39,40
Indian Mountain School 41-44
John Curtin College of the Arts 45-48
Rhode Island College Art Center 49-52
PROJECT DESIGN 53-74
Building Form 55-58
Program 59-62
Floor Plans 63,64
Section 65,66
Detail 67,68
Renders 69,70
Physical Models 71-74
SOURCES 75-78
4

4. S
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5. HOTARU
Origin: Japanese
Meaning: Firefly
Designed, Built, and Painted by: Kendra Gartrell
7
Design Process
Initial Concept Side View Lighting Design Canvas Wrapping
8

6. 9
Step 1: Lights
Production
Double-sided 3’x5’ wood frame.
8 LED lights on each side.
Each side of wires connects to a single AA
battery box at the top of the frame.
The lights are turned on using an on/off
switch located on top of the battery box.
10
Step 2: Framing
Production
Oval shaped top and bottom frame pieces.
Curved to a thin edge to match the width of
the interior board frame.
1/4” edges and 2.5” center width.
Each frame piece was attatched to the inner
board frame using 7 screws and wood glue.

7. 11 12
Step 3: Canvas
Production
Canvas was cut into two 3’4”x5’4” pieces.
Canvas was wrapped, stretched, and
stapled down to the board frame on both
sides of the piece.
Edges were folded, glued, and painted to
minimize seams on all sides.
Step 4: Paint
Production
Using acrylic paint, a garden of flowers,
vines, and leaves were painted across both
sides of the piece.
Placement of the paint was used to
accentuate the firefly qualities of the LED
lights hidden behind the canvas.
Real leaves and fake moss were added to
provide a three dimensional aspect to the
painting.

8. 13 14
13 14

9. A
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10. “Creativity now is as
important in education as
literacy, and we should treat
it with the same status.”
- Ken Robinson, “Do Schools Kill Creativity?”, Educationalist
17
A R C H I T E C T U R E
A
T
Art provides the opportunity for self-exploration and
self-expression. Through art we visualize and
understand the meaning of the world around us.
There is a cohesive and indispensible relationship
between art and architecture; each inspires and
informs the other and both rely upon the creativity and
tremendous talent of the human mind.
Unfortunatley, for most of the world, including the
United States, there is a lack of creativity found in
education. As the importance of art education
decreases or ceases to exist in some school systems,
the abundance of creativity found in humanity
declines. Without creativity and art we begin to lose
our ability as human beings to express and explore
how we view the world we live in.
We must rethink the way we view art and education
and revitalize the abundant creativity of the human
mind.
“Art reveals to us
the essence of things,
the essence of our
existence; that is its
function.”
- Rudolph Arnheim, Art and Visual Perception, Theorist
“Every child is an
artist.”
- Picasso, Peter’s Quotations, Artist
18

11. 19
Fifth Year Abstract Show
Paint Survey
PAINT SURVEY
For each question below please paint a stroke anywhere on the canvas corresponding to
the color of your answer.
20
1. Did you participate in a music
class during elementary school?
Yes No
2. Did you participate in an art
class during elementary school?
Yes No
3. Did you participate in a theater
class during elementary school?
Yes No
4. Did you participate in a dance
class during elementary school?
Yes No
5. Did you participate in a music
class during secondary school?
Yes No
6. Did you paticipate in an art class
during secondary school?
Yes No
7. Did you participate in a theater
class during secondary school?
Yes No
8. Did you participate in a dance
class during secondary school?
Yes No
9. Do you feel that music, art,
theater, or dance has influenced
your creativity?
Yes No
10. Are any of the arts a significant
part of your major or career?
Yes No
11. Do you feel that there is enough
importance put on the arts in
education?
Yes No

12. 21
Paint Survey Results
22
Majority participated in a music
class during elementary
Majority participated in an art
class during elementary
Majority did not participate in a
theater class during elementary
Majority did not participate in a
dance class during elementary
Majority did not participate in a
music class during secondary
Majority did not participate in
an art class during secondary
Majority did not participate in a
theater class during secondary
Majority did not participate in a
dance class during secondary
Majority feel that the arts have
influinced their creativity
Majority feel that the arts is a
significant part of their major
Majority feel there is not enough
importance put on the arts
Three Key Findings:
There is only a small
amount of the arts
incorporated into
elementary education.
In secondary school,
there is a clear lack of
student involvement in
any of the arts.
Responders feel that the
arts influences creativity,
and there is a need for
more arts in education.

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14. 94% of U.S. public elementary schools offer
instruction in music.
83% of U.S. public elementary schools offer
instruction in the visual arts.
4% of U.S. public elementary schools offer
instruction in theater. *down from 20% in 2000
3% of U.S. public elementary schools offer
instruction in dance.
Music 94%
Visual Arts 83%
Theater 4%
Dance 3%
Art Education In Elementary
U.S. Department of Education
25
Art Education In Secondary
U.S. Department of Education
91% of U.S. public secondary schools offer
instruction in music.
89% of U.S. public secondary schools offer
instruction in visual arts.
45% of U.S. public secondary schools offer
instruction in theater.
12% of U.S. public secondary schools offer
instruction in dance.
Music 91%
Visual Arts 89%
Theater 45%
Dance 12%
26

15. “Once it is recognized that
productive thinking in any area of
cognition is perceptual thinking,
the central function of art in general
education will become evident.”
- Rudolph Arnheim
Philippe Tarbouriech
27
In the current education system in the United States there is a blatant
lack of emphesis put on arts education and the important role it plays
in providing a successful education and learning environment.
Although there have been recent efforts to make the arts more
available in many school systems, the focus of arts as a central and
vital part of educating our youth is still lacking. The study of arts in
education from the U.S. Department of Education shows an increase of
visual art and music classes as an available part of many curriculums,
but for many students the access to art, music, theater, and dance is
limited to an average of once or twice a week, if at all. The arts should
be seen as an equal part of education; just as math, language, and
science are held as a daily and essential part of a student’s education.
According to the National Endowment for the Arts, students who have
a higher engagement in the arts on average perfom better in every
area of study, have higher GPA’s, and are more likely to graduate from
a university. (Caterall, 2012) It shows that education in the arts helps
students to succeed not only in other classes but in higher education
and in life as well.
Research shows that the arts provides an opportunity for students to
better understand the world in which we live and the tools to express
their own individual view of it. It allows students to expand and
express their creativity while at the same time providing a way of
understaning who and where we are. Individual perception and a
better understanding of the world in which we live provides a solid
foundation to all the subjects of education and a reasoning for
studying them. As Rudolph Arnheim pointed out, the arts are an
avenue of productive thinking through perceptual thinking and
education without productive thinking is incomplete. (Arnheim, 1974)
28
Art Education Today

16. R
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17. Wilson, Shawn
31
Detroit
Michigan
It is all too common that the schools with the least amount
of education in the arts are also the schools that perform
the worst in academics. In order to better the
academics of these schools as a whole we must also
improve and impliment the arts successfully as a part of the
curriculum. Detroit is an example of a city with poor
academics and little arts education. Known for having one
of the worst public education systems in the country; Detroit
is a city that is struggling financially, socially, and
academically.
“Only a complete overhaul of this school system and how these students
are taught ought to be permitted at this point because the results, to our
minds, represent a complete breakdown and failure of the grownups who
have been running the schools in this city,”
- Michael Casserly
Executive Director of the Council on Great City Schools in Detroit
National Endowment for the Arts
The Arts and Acheivment in At-Risk Youth (2012)
High-school students with high arts engagement:
- have higher GPAs
- higher enrollment rates in competitive and
four-year colleges
- are three times more likely to receive a bachelor’s
degree
Trial Urban District Assessment
National test developed by the Governing Board, the National Center for Education
Statistics of the U.S. Department of Education, and the Council of the Great City Schools.
- The Detroit Public Schools posted the lowest
scores ever recorded in the 30-year history of the
National Assessment of Educational Progress.
- 96% of 8th graders are not proficient in math
- 93% of 8th graders are not proficient in reading
32

18. Population density greater than 10,000
people per square mile
High population density
Median household income less than
$25,000
Area of low income households
Greater than 25% of the population are
childern ages 3+ enrolled in school
High density of children in school
Highland
Park
Hamtramck
Detroit
Windsor
Highland
Park
Hamtramck
Windsor
Highland
Park
Hamtramck
Windsor
33
Highland Park
Hamtramck
Highland
Park
Hamtramck
Detroit
Highland
Park
Hamtramck
Using GIS mapping software I
was able to find the most densely
populated, low income, student
filled area of Detroit. Located on
the edges of Highland Park and
Hamtrack is a desnsely populated
residential area with low income
households and poorly performing
schools, an area desperately in
need of the arts.
34
High Population Density
Low Income Housholds
High Density of Students
Target Demographic
- High Density: areas of high density typically contain more low income
households and a higher number of school aged children
- Low Income Households: typically have children who perform worse in
school, higher drop out rates, and less access to the arts
- High Density of Students: provides the opportunity for more students to
have easy access to the arts
Site
Detroit
Detroit
N

19. 100’ 500’
OaklandAve.
California St.
Oakland Park Blvd.
Massachusetts St.
Rhode Island St.
Colorado St.
McLean St.
Farrand Park
E Buena Vista St.
Winona St.
Beresford St.
Davison South Service Dr.
BrushSt.
JohnRSt.
Davison Fwy
E Grand St.
OaklandParkBlvd.
OaklandParkCt.
Connecticut Ave.
ParkCt.
Woodland St.
GrandHavenSt.
DyarSt.
DequindreSt.
Woodland Ave.
Commor St.
Carpenter Ave.
DyarSt.
GrandHavenSt.
SelfridgeSt.
OklahomaSt.
NegalSt.
StAubinSt.
Carpenter Ave.
McPherson St.
Burnside St.Halleck St.
McLean St.
ChrystlerServiceDr.
Mead St.
GreeleySt.
ChrystlerFwy
Railroad
BusRoute
12600 Oakland Ave.
Highland Park, Michigan
Highland
Park
Hamtramck
Site
The Site:
Located along the edge of Highland Park and Hamtramck, near the intersection of the Davison and Chrysler
Freeways, the site occupies an empty plot along Oakland Ave. The site is located among several businesses
and across the street from a densely populated residential neighborhood. With close ties to the car
production industry and immersed among highly populated, low income neighborhoods; the site
encompasses a mix of business and residential zones.
N
35 36

20. S
T
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21. Courtesy of Schwartz/Silver Architects
Courtesy of JCY Architects and Urban Designers, Peter Bennetts
Courtesy of Flansburgh Architects
Indian Mountain School Student Center
Flansburgh Architects
Rhode Island College Art Center
Schwartz-Silver
John Curtin College of the Arts
JCY Architects and Urban Designers
39
Characteristics of a Successful Art School
Precedent Research
What Does a Successful Arts School Look Like?
In order to answer this question I researched a variety of education buildings
specifically dedicated to one or more aspects of the arts that are renowned for their
success and innovative design. Ranging from single ballet studio buildings to
multi-story art centers I found each of them to have specific design and programatic
elements in common. From there I narrowed to three of the most successful projects.
Each building emphasized:
- Naturally lit spaces (using clerestories, large windows)
- Areas of common space (for art and non-art students)
- Durable building materials
- Public gallery and display spaces
- Flexible classroom floor plans
- Equipment and materials for specific arts subjects
- High ceilings
- Connectivity and accessibility between spaces and other disciplines
40

22. Courtesy of Flansburgh Architects
41
Points of Interest:
- High ceilings throughout
- Clerestories and floor to ceiling
windows in every classroom
- Lots of natural light
- Access to nature
- Flexible spaces
- A gallery along the center of the
building that connects the spaces with
large doors that open to the classrooms
- A “fab lab” multi-disciplinary workshop
- Cross-disciplinary, collaborative, and
project based learning
Indian Mountain School Student Center
Flansburgh Architects
Courtesy of Flansburgh Architects
42

23. KEY
A. COMMON ROOM
B. MUSIC REHEARSAL
C. PRACTICE
D. CAFE
E. GALLERY
F. FAB LAB
G. ART ROOM
H. OFFICE
J. MECHANICAL
K. TOILET
L. OUTDOOR TERRACE
Central gallery space acts as
the spine of the building.
Large studios for various arts
subjects.
Access to the exterior from
studios and common area.
Cafe and flexible common
area to bring students
together and promote
interaction.
Smaller practice spaces for
more private learning.
Expansive exterior windows
to bring in ample natural
light.
Courtesy of Flansburgh Architects
43
High ceilings throughout the
building.
Clerestories to allow natural
light to reach all the spaces.
Public gallery space along
the main corridor to display
student work.
Large, moveable work
spaces to allow flexible and
interactive learning.
Large operable doors and
moveable walls to open and
combine various spaces.
Flexible common areas to be
used for learning and
hangout space for all
students.
Courtesy of Flansburgh Architects
Courtesy of Flansburgh Architects
44

24. Courtesy of Schwartz/Silver Architects
45
Points of Interest:
- Naturally lit spaces
- Durable materials
- Space for specific equipment and
processes belonging to each discpiline
of art
- Gallery and display spaces along
public corridors
- Spaces to engage and educate the
community (i.e. lecture rooms and
display spaces)
- Outdoor work areas
Rhode Island College Art Center
Schwartz-Silver
Courtesy of Schwartz/Silver Architects
Courtesy of Schwartz/Silver Architects
46

25. Floor to ceiling windows to
allow studios and
classrooms to be naturally
lit.
High ceilings to allow for
large scale projcets.
Clerestories to allow
natural light and
ventilation.
Open floor plan to create
flexible spaces.
Lots of blank wall space to
expand the workspace.
Courtesy of Schwartz/Silver Architects
Courtesy of Schwartz/Silver Architects
47
Moveable work stations to
provide flexible workspace.
Ample shelving and
storage space for projects
and maerials.
Proper equipment for
various types of arts
subjects.
(i.e. pottery wheels)
Public gallery spaces
located along circulation
pathways and in public
areas to allow access to
the public and ample
display space for students.
Durable interior cladding
materials for longevity and
easy cleaning.
Courtesy of Schwartz/Silver Architects
Courtesy of Schwartz/Silver Architects
48

26. Courtesy of JCY Architects and Urban Designers, Peter Bennetts
49
Points of Interest:
- Accessibility and multi-level
connectivity
- Large, operable doors/walls to open
and connect spaces
- Multi-use outdoor terracing
- Emphasis on natural lighting
- Stong connection between interior
and exterior
- Connection between art and
architecture in the design process and
aesthetic of the building
John Curtin College of the Arts
JCY Architects and Urban Designers
Courtesy of JCY Architects and Urban Designers, Rob Ramsay
Courtesy of JCY Architects and Urban Designers
50

27. FIRST FLOOR PLAN
GROUND FLOOR PLAN
1 LIFT
2 WC
3 STAFF KITCHEN / MEETING
4 STAFF ROOM
5 CLASSROOM
6 CIRCULATION / ACTIVITY SPACE
7 GENERAL STORE
8 EXTERNAL TERRACE
9 AMPHITHEATRE LANDSCAPE
10 DANCE STUDIO
11 CHANGE ROOM
12 SCIENCE LAB
13 WATER STORAGE TANK
1 2 2 2
11
3
4
10 10 10 105
11
12 12
6
1 2 2 2
3
4 5 5 5 5 5
2 2
7
6
8
9
Large windows to allow
expansive views and ample
natural light.
High ceilings in the dance
studios.
Exterior facade designed by
local artists to emphasize the
building’s connection to art
and local community.
Multiple interconnecting
levels built into the sloping
hill of the site.
Courtesy of JCY Architects and Urban Designers
51
Dance studios located on
upper floor to allow better
lighting and views.
Operable doors between
rooms to expand dance
spaces.
DANCE STUDIOS
INTERIOR/EXTERIOR
CIRCULATION AND
ACTIVITY SPACE
AMPHITHEATRE
LANDSCAPE
Multiple activity spaces to
encourage cross-disciplinary
exposure.
Operable walls to connect
interior and exterior spaces.
Multi-functional outdoor
amphitheater built into the
hillside.
Courtesy of JCY Architects and Urban Designers
52

28. P
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S
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N

29. OaklandAve.
Colorado St.
McLean St.
Farrand Park
Buena Vista St.
Winona St.
BrushSt.
OaklandParkBlvd.
N
N/S Direction
Access to Northern Light
E/W Direction
Block Western Light
Predominant Wind Direction
Residential Grid Lines
Site Grid Analysis Building Form
Building Footprint:
The building footprint was
generated from overlapping
grid lines imposed upon the
site.
Form Generation:
The building form was raised
from the footprint. Three cuts
where made following the
predominant winds and grid
of neighboring residential
areas to allow for more light
throughout, outdoor space,
and air circulation.
Levels:
Next a second floor was
generated influenced by the
overlapping grid lines of the
site and the need for rooftop
outdoor space.
55 56

30. Faculty
Housing
Oakland Ave.
N
N
57 58

31. Program N
PAINTING
DANCE
DRAWING
GRAPHIC
DESIGN
PHOTOGRAPHY
PRINT MAKING
WOOD SHOP
SCULPTURE
METAL SHOP
LECTURE
HALL
CLASSROOMS
COMMON AREA
LOUNGE
MUSIC
PRACTICE
ROOMS
THEATER
Needs access to
northern light
Needs access to
northern light
Needs access to
northern light
Needs access to
northern light
Needs access to
northern light
Needs access to
northern light
Needs access to
outdoor space
Needs access to
outdoor space
Needs access to
outdoor space
Needs access to
outdoor space
Needs access to
outdoor space
Needs access to
outdoor space
Needs access
to exterior and
road
Dance 6,000 sq. ft.
Painting 6,000
Drawing 3,000
Graphic Design 4,000
Photography 2,000
Printmaking 2,000
Wood Shop 4,000
Sculpture 6,000
Metal Shop 4,000
Lecture Hall 2,000
Classrooms 4,000
Common Area 7,500
Music 3,000
Practice Rooms 3,000
Theater 8,000
OaklandAve.
OaklandParkBlvd.
OUTDOOR SPACE
PARKING
59 60

32. Studio/Work Shops
Labs/Classrooms
Practice Rooms
Gallery
Administration
Theater
Schematic Floor Plans
First Floor Second Floor
61 62

33. Arts Studio/Workshop
Media/Graphic Design Lab
Faculty/Administration
Performace/Practice Rooms
Gallery/Show Room
Theater
Restrooms
Arts Studio/Workshop
Media/Graphic Design Lab
Faculty/Administration
Performace/Practice Rooms
Gallery/Show Room
Theater
Restrooms
N N
First Floor Plan Second Floor Plan
63 64

34. 65 66
Menil Collection, Houston, TX
10’ 30’
National Library of France, Paris
Tropical Home, Singapore
Section

35. 1’ 5’ 10’
Section Detail
67 68
Green roof to improve air quality,
provide insulation and improve thermal
performance, and reduce urban heat
island effect.
Filtered light to bring in natural lighting
and ventilation to hallways, light garden,
and classrooms.
Steel trusses to provide support for long
spans in labs and studios.
1 GREEN ROOF
2 LOUVRE SHADE
3 STEEL TRUSSES
4 GARDEN ACCESS
Access to garden space through lifted
walkways to blur the physical and visual
line between interior and exterior.
1
2
3
4
1 2
3 4

36. 69 70

37. Section Model
71 72

38. 73 74
Site Model

39. S
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S

40. 77
Research References
Do Schools Kill Creativity? Accessed December 6, 2015. https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en.
Arnheim, Rudolph. Art and Visual Perception: A Psychology of the Creative Eye. California, 1974.
Peter’s Quotations: Ideas for Our Time. Laurence J. Peter. Bantam Books, New York NY, USA. 1977/1979. Page 25.
“All Children Are Artists. The Problem Is How to Remain an Artist Once He Grows Up. - Pablo Picasso at BrainyQuote.” Accessed December 6,
2015. http://www.brainyquote.com/quotes/quotes/p/pablopicas169744.html.
“U.S. Department of Ed Releases Report: Arts Education in Public Elementary & Secondary Schools.” Accessed October 7, 2015.
http://artsedwashington.org/research/u-s-department-of-ed-releases-report-arts-education-in-public-elementary-secondary-schools/.
“11 Facts About Arts in Education | DoSomething.org | Volunteer for Social Change.” Accessed October 7, 2015.
https://www.dosomething.org/facts/11-facts-about-arts-education.
“The Good and Bad News About Arts Education in U.S. Schools.” NEA Today. Accessed October 7, 2015.
http://neatoday.org/2012/04/05/the-good-and-bad-news-about-arts-education-in-u-s-schools-2/.
Caterall, James S. The Arts and Acheivment in At-Risk Youth: Findings From Four Longitudinal Studies. Research Report #55. National
Endowment for the Arts, 2012. https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf.
“Detroit’s Public Schools Post Worst Scores on Record in National Assessment.” Crain’s Detroit Business. Accessed November 13, 2015.
http://www.crainsdetroit.com/article/20091208/free/912089997/detroits-public-schools-post-worst-scores-on-record-in-national.
“Detroit Public Schools: 93% Not Proficient in Reading; 96% Not Proficient in Math.” CNS News. Accessed November 13, 2015.
http://www.cnsnews.com/news/article/terence-p-jeffrey/detroit-public-schools-93-not-proficient-reading-96-not-proficient.
“Detroit Income, School Population, Schools.” Accessed November 30, 2015.
https://calpoly.maps.arcgis.com/home/webmap/viewer.html?webmap=8f881f5759404460bbd26b5262419e13.
78
Image References
“Creaviva-Kunst-Macht Schule-Philippe-Tarbouriech - Creaviva-Kunst-Macht Schule-Philippe-Tarbouriech - Category:Art Education - Wikimedia
Commons.”
Accessed December 4, 2015. https://commons.wikimedia.org/wiki/Category:Art_education#/media/File:Creaviva-Kunst-macht_Schule-philippe-
tarbouriech.jpg.
“File:DetroitSkyline.jpg.” Windsor, Onterio. Image: 2004 Shawn Wilson. Some Rights Reserved. Creative Commons Attribution-Share Alike 1.0
Generic Liscense. Retreived Date: December 2, 2015. From: https://en.wikipedia.org/wiki/File:DetroitSkyline.jpg.
“Indian Mountain School Student Center | Flansburgh Architects.” Lakeville, CT, USA. Images: 2013 Robert Benson, Photography. All Rights
Reserved. Waiting on permission. Retrieved Date: November 29, 2015. From: http://flansburgh.com/projects/indian-mountain-school/.
“Rhode Island College Art Center | Schwartz/Silver,” Providence, RI, USA. Images: 2014 Schwartz Silver Architects. All Rights Reserved.
Permission granted per Mark Schatz. December 1, 2015. mschatz@schwartzsilver.com. Retreived Date: November 29, 2015.
From: http://schwartzsilver.com/portfolio/ric-arts-center/.
“John Curtin College of the Arts Year 7 Teaching Facility | JCY.” Freemantle, WA, Australia. Images: 2014 JCY Architects and Urban Designers.
All Rights Reserved. Waiting on Permission. Retrieved Date: November 30, 2015.
From: http://jcy.net/project/john-curtin-college-of-the-arts-year-7-teaching-facility/.