Research and Design Proposal for Cartwright Secondary School

BRITISH COLUMBIA INSTITUTE OF TECHNOLOGYINTD 7350 CAPSTONE PROPOSAL | COMM 7520 PROPOSAL WRITING FOR INTDPRESENTED TO KATHRYN LANGE, ROBIN MCINTOSH AND CATH-ANNE AMBROSE

PREPARED BY JESSICA KIM | DECEMBER 7, 2015

RESEARCH & DESIGN PROPOSAL FOR

Image 1. With three students at White Sands National Monument in New Mexico, USA from personal collection (Kim, 2015)

MY STORYFrom February of 2013 to June of 2014, I had the privilege of becoming a teacher, mentor, friend and mom to eleven wonderful secondary school students. We traveled to nearly 40 countries together. We slept in tents under the stars despite the cold; we surfed even when the waves were frighteningly tall; we tirelessly explored nooks and crannies of castles and ancient ruins; we hiked to the peak of Machu Picchu; we walked over 30 kilometres every day on the Way of Saint James (Camino de Santiago) to discover ourselves; and the list goes on. All the adventures we embarked on together couldn’t possibly fit on one page, but what I learned from this time can.

First, I learned that children often “fail” in school not because they are incapable, but because there isn’t someone who constantly reminds them they are invaluable, loved, and cared for. Children need to hear and feel that educators genuinely believe in them as they spend most of their days at school.

Second, teacher-focused learning is an outdated method of education. Students need some guidance as to how to obtain information, but as long as they have a clear direction, students learn so much more working on projects by conducting research, discussing with one another, building things, and often “failing” in doing many of these things. It’s the human relationship that shapes them into critical thinkers, an individual with self-awareness and personality.

Third, students learn from their environment. The most valuable lessons they learned during this period of time was through their relationship with one another and with the city they were in. They did not need desks and chairs, a whiteboard, 50-minute class time, or exams. The world already is a learning environment—a very inspiring one.

These three things made me raise some serious question about how children today are typically taught; in large groups, they face forward to the teacher and listen all day long. What is wrong with this picture? What could I possibly do to make even the smallest contribution to change? This had led me to reevaluate, chal-lenge and redesign a standard secondary school setting.

I am forever grateful for every one of these eleven children that I now call my own. They are indeed my source of inspiration and strength. I would also like to thank my amazing parents who supported me throughout what seemed like one crazy roller-coaster ride. I wouldn’t be able to execute this project without my instruc-tors at British Columbia Institute of Technology, who continue to encourage me to pursue something I am so passionate about. What a great privilege it is to have these loving people in my life. I am indebted to all of them.

INTD 7350 Capstone Proposal | Assignment 3

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This Research and Design Proposal is to present all findings from extensive research and how they will be implemented in design development of CARTWRIGHT SEC-ONDARY SCHOOL. The goal behind this proposal is to address how transforma-tions can be made to foster and inspire our future generations and to kindle con-nectedness of everyone involved in their learning through innovative and engaging design. It is proposed that CARTWRIGHT SECONDARY SCHOOL be located in four different buildings on the southeast side of Granville Island in Vancouver, Brit-ish Columbia.

FOUNDATION

Design TopicThis project will challenge the standard approach to secondary education in the City of Vancouver and propose design solutions to create a safe, engaging and rewarding learning environment where all three sources of learning—students, ed-ucators and the community—are constantly encouraged to be part of it. Proposed site and buildings will play a significant role as this holistic design process aspires to involve all its end users in the decision making and design process.

Design VisionInspired by the rich history of Granville Island and False Creek region, CART-WRIGHT SECONDARY SCHOOL will be a project-based learning environment that is built for students, educators, and local communities.

Problem Identification StatementWith outdated education system still in place, it is not surprising to find the stan-dard school design also stuck in the past, lacking considerations for its users. Rather than creating an environment and placing users afterwards, school design must fo-cus on reassessing the norm through evidence-based research and identifying how each user group can maximize the use of their environment.

Project SignificanceBy promoting interaction and exploration for each and every student and educator as well as local communities, this collaborative community of CARTWRIGHT SEC-ONDARY SCHOOL will contribute to the connectedness of the end user groups and cultivate the rich, unique, multicultural dynamic of Vancouver. As Emily Carr University of Art + Design is relocating outside of Granville Island, CARTWRIGHT SECONDARY SCHOOL will compensate for the “institutional use area” allotted on the Island by CMHC (Canada Mortgage and Housing Corporation). By thought-ful and considerate selection of building materials and methods, furnishing and more, the project will make every attempt to obtain LEED certification and meet the standards of Living Building Challenge so it can contribute to “The Greenest City” initiative.

RESEARCH FINDINGS

Comprehensive research has been conducted in order to successfully complete this Capstone Proposal. In-depth case study analysis and comparisons are the founda-tion of the research. Both qualitative and quantitative analysis should support the all decisions to be made. Core design principles are formed based on research findings and they will inform the design decisions of this Capstone Project until its completion in April of 2016.

Student-Centred Learning EnvironmentStudent-centred teaching method shifts the focus of activity from the teacher to the learners. These methods include active learning, in which students solve prob-lems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class; cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdepen-dence and individual accountability; and inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. One of many inductive methods, Project-Based Learning is the basis of curriculum design at CARTWRIGHT SECONDARY SCHOOL. In order for Project-Based Learning to take place, CART-WRIGHT SECONDARY SCHOOL must be designed to accommodate such meth-od. Prior to making design decisions, the designer, stakeholders, and readers must thoroughly understand the concept of Student-Centred, Project-Based Learning. As this proposal challenges how schools are typically designed, the following twelve main elements of learning environments are derived from extensive research and literature review.• No more teacher-focused classrooms• Blurred line between arts and sciences• Small learning studios• Outdoor learning• Hands-on and satellite learning• Community involvement (give-and-take)• Pride as one identity• Safe and accessible for everyone• Room for collaboration and independence• Healthy environment• International citizens• Cultivating creative learners

Prakash Nair’s Design PrinciplesEach case study in this proposal is to be tested against the Four Design Principles

for Schools to determine its effectiveness in supporting the Six Educational Strat-egies, as written by Prakash Nair in his book, Blueprint for Tomorrow: Redesigning Schools for Student-Centred Learning. The designer, stakeholders, and readers are to be acquainted with Nair’s work prior to reading the remainder of this Proposal. Countless research articles and published journals refer to Nair as a source to sup-port their visions, theories and claims.

Six Educational Strategies that the Design Principles Should Support• Student-centred learning • Teacher collaboration• Positive school climate• Technology integration• Flexible scheduling • Connection to the environment, community, and global network

Four Design Principles for Schools• Be welcoming (safe, nurturing, encouraging good citizenship).• Be versatile (agile and personalized).• Support varying and specific learning activities (multiple learning settings).• Send positive messages (about identity and behaviour)

ON-SITE CASE STUDY

An extensive on-site case study took place in order to inform the designer basic needs of a similar environment as the one proposed. From this study, the design-ers determined what works and what doesn’t and applied findings to the Project. Quest University Canada is an exemplary institution located in Squamish, BC. The school’s curriculum is based on student-centred, project-based learning. By visit-ing an institution that has been established for nearly 10 years, a form of POE (Post-Occupancy Evaluation) can take place through interviews and direct observa-tion. Information gathered on site will be invaluable to the design of CARTWRIGHT SECONDARY SCHOOL. Three buildings on campus were visited: The Library, The Academic Building, and University Services Building. The following methodologies are used: Behavioural Mapping, Direct Observation, Interviews, and Literature Re-views. Some of the main findings from Quest University Canada to be applied at CARTWRIGHT SECONDARY SCHOOL are:• Accessible natural light and its contribution to the relationship between indoors

and outdoors; • Operable windows for ventilation;• Centrally controlled, programmable lighting;• Carpet tiles, perforated wood acoustic panels, acoustical metal deck ceiling for

effective noise control;

EXECUTIVE SUMMARY

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Jessica Kim | INTD 7350 Capstone Proposal

• Need for “The Heart” of school for naturally reoccurring social gatherings;• Identifiable, welcoming and inviting “front doors” to school;• Learning Commons for exchange of knowledge and ideas; • Need for a form of separation between “The Heart” of school and “The Learn-

ing Hub” to clarify and solidify purpose to each space. This may not result in a solution as obvious as separate buildings or floors;

• Curvilinear corridors with nooks rather than linear ones to invoke curiosity and to spark a conversation;

• Multiple use of corridor space other than a means of travel between classes;• Indoor and outdoor relationship through transparency and positioning within

site;• Incorporation of a shop in the cafeteria/dining area for students and visitors;• Ability to open up to a large outdoor dining area (eg. Large garage doors to

the deck);• Visual access to nature;• Assembly area which can be transformed for various types of events.

CASE STUDY COMPARISON

Two case studies were chosen to make a comparison in order to find materials and inspirations that are applicable to CARTWRIGHT SECONDARY SCHOOL. Marys-ville Getchell High School in Washington, USA and Fuji Kindergarten in Tokyo, Ja-pan were chosen as each presented unique, specific, and applicable elements that inspire and guide the design process of CARTWRIGHT SECONDARY SCHOOL.

Main Findings from Marysville Getchell High School Case Study• Small Learning Community (SLC) model: Nair’s book thoroughly explains the

reasoning and implications of the use of SLC and MGHS proves its success. • Location and orientation: Being in the wetlands and forest characterizes the

school and its identity. Finding a site within the context of the vision of the school is crucial. Orientation of each building to maximize the benefit of the natural environment is also to be considered.

• Elimination or expansion of corridors: Replacing corridors with “commons” and “living room spaces” capsulizes the intentional purpose to break away from the standard that isn’t working and to utilize underused space.

• Community design: Sharing of the athletic fields, gymnasium, wetlands and forest with the community strengthens the relationship between the school and its neighbours. This could also be a space saver, eliminating needs to build an-other facility in close proximity.

• Use of climate-appropriate materials: Careful selection of materials in both the interior and exterior compliment the wet conditions of Pacific Northwest cli-mate.

Main Findings from Fuji Kindergarten Case Study• Challenging the notion of how schools must be built: Fuji Kindergarten has el-

evated the term school design to another level of innovation. Evidence-based research should drive Capstone but not dictate the solutions.

• Natural, infinite circulation: Even if it’s not as literal as is for Fuji Kindergarten, design so there is a natural flow of circulation.

• Turning restrictions into innovations: Building Codes exist for the safety of us-ers, not to mandate design solutions. Find ways to interpret codes to accom-plish design objectives before defaulting onto standard solutions.

• Looking forward not backward: Challenging the notion of how schools must be built involves looking forward. As important as it is to study how it’s been done, find creative ways to suggest how it should be done in the future.

TARGET DEMOGRAPHICS

Analysis of target demographics is crucial as the proximity between the proposed site location and user groups are most often relevant. However, for prospective students of CARTWRIGHT SECONDARY SCHOOL, many are likely to deliberately travel from somewhere distant as the school offers such a unique, holistic system that no other institution currently offers. Nonetheless, it is important to see where secondary student age groups are residing within Lower Mainland, particularly close to the proposed site, as convenient travel routes would be another incentive for some prospective students.

GEOGRAPHICAL ANALYSIS

Proposed Site OverviewA lot on the southeast side of Granville Island have been chosen to locate CART-WRIGHT SECONDARY SCHOOL. The rich history of Granville Island, its trans-formation over the years and the culture of local businesses must be taken into consideration as preservation of such stories should be treasured and told through this Capstone Project.

Historical Significance of the SiteTransformed in 1970s—from a declining 37-acre industrial wasteland in Vancouver’s False Creek, to one of the most successful urban redevelopments in North Amer-ica—Granville Island is a public waterfront destination and many of its sheds were preserved and restored through a Federal Government initiative.

Proposed BuildingsFour buildings on Cartwright Street on Granville Island have been chosen to be

Small Learning Communities (SLCs).• Building One: Arts Umbrella as The Home Base• Building Two: Morrison Steel & Wire as The Garden• Building Three: Performance Works as The Studio• Building Four: Railspur District as The Shop

Although Cartwright deems convenience of location important, many prospective students are presumed to be traveling from distance. There is a substantial number of private schools in Vancouver, However, there is no school that has such holistic approach to the 21st, project-based learning. Easy access to many of the city’s finest educational facilities are within easy reach from the site. Landmarks such as Science World, Vancouver Public Library, Museum of Vancouver can be reached on foot or by public transportation. False Creek Community Centre adjacent to Arts will become a great partner to Cartwright with potential to share gymnasium and field spaces. Granville Island is a hub for many local artists, artisans and businesses that prospective CARTWRIGHT SECONDARY SCHOOL students are going to connect with for various purposes. Public Market and Net Loft allow students local produce and products for their meals and projects. The hope is that there would be contin-uous, consistent collaboration between the local businesses and Cartwright. The Island is surrounded by the ocean and greeneries of parks. This grants the school easy access to nature, on foot, by bike, kayak, etc. The proximity to such areas will crucial part of design as outdoor learning is strongly encouraged.

PROGRAMMING

The Essential ComponentsThere are four areas that must be built into every Small Learning Community (SLC):Learning Commons, Teachers’ Pod, Lockers, and Washrooms.

The Home BaseSchool Entrance, Gallery, Advisors’ Offices, Library, Nurse’s Office, and Flex Seminar Rooms

The StudioBlack-Box Theatre, Music Studio, and Visual Arts Studio

The ShopThe DaVinci Studio and Maker Lab

The GardenOutdoor Learning Area + Garden, Café + Seasonal Market, and Teaching Kitchen

EXECUTIVE SUMMARY


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Adding all four SLCs are together, the total square footage required for the inte-rior spaces of given program is 31,150 square feet. Exterior square footage re-quirements must be considered before the commencement of design phase. The area sizes will continue to be adapted accordingly as program is further developed through the execution phase of design.

BUILDING CODES AND REGULATIONS

According to City of Vancouver, Granville Island falls under CD-1 Comprehensive Development District, more specifically FCCDD (False Creek Official Development Plan By-Law #4812). The proposed site is owned and operated by CMHC, a feder-al government body, thus British Columbia has no jurisdiction in enforcing codes and regulations. For this Project, however, it is assumed that all buildings are to follow the latest version of British Columbia Building Codes (2012) and sprinklered throughout. Occupancy Load per Building is as follows:• The Home Base: 229• The Studio: 401• The Shop: 180• The Garden: 141

CONCEPT & BRAND

The concept for CARTWRIGHT SECONDARY SCHOOL will be derived from its beautiful, natural surroundings, the rich history of Granville Island and False Creek, and the vibrancy of a young mind. A refined concept statement will be developed prior to design development phase; meanwhile, conceptual illustrations and sketch-es in Section 2.5 are provided to convey few key ideas for the school. A successful branding is necessary to demonstrate the vision, mission and values of any organization. In this Project, a brand should encapsulate the essence—the identity—of CARTWRIGHT SECONDARY SCHOOL.

ADJACENCIES, BUBBLE DIAGRAMS & BLOCK PLANS

Adjacency matrix, bubble diagrams and block plans have been developed accord-ing to the detailed programming. These drawings will be the solid foundation to begin the next phase of design development, but are subject to change. Please see pages 86-103.

KEY DESIGN PRINCIPLES

Granville Island Planning PrinciplesIt is important to comprehend and abide by all of Granville Island Planning Prin-ciples set out by CMHC for this Project will make every attempt to respect and sustain the integrity of the original intent of design of the site.• Retain and enhance the Granville Island “experience, e.g. unique, local, artis-

tic, cultural, diverse, pedestrian-oriented, animated, “people place”• Preserve and build on the historic character of Granville Island • Maintain an accessible destination for a diverse range of people• Promote safety and security• Support sustainable development initiatives --economic, social and environ-

mental• Take an incremental approach to change• Ensure financial sustainability

Preliminary Design Principles for CartwrightThese are the preliminary design principles set out for CARTWRIGHT SECOND-ARY SCHOOL. Throughout the design phase, more thorough list of design princi-ples will be naturally formed and applied.• Adaptive reuse• Agility and flexibility• Moderated visual transparency• Atypical approach• Connectedness and movement

WHAT’S AHEAD

Capstone Project Design PhaseUpon approval of this research and design proposal, the next phase of Design De-velopment and Construction Documents will commence. Continuous research will further inform the project throughout the entire length of the Capstone Project. Design Development Phase will include activities such as space planning, materi-al selection, material life cycle assessment, and furnishing selection. Construction Documents will include construction drawings, material specifications, and F&E lay-out and selections.

Community InvolvementCommunity involvement and volunteer work will help strengthen the quality of the Capstone Project by learning through experience and exposure to potential user groups. Also, this provides a great opportunity to give back to the local organiza-tions.

• Designing New Learner Spaces at BCIT• Contributing to CityStudio’s The Everett Crowley Outdoor Learning Project• Mentoring the designer’s former students (grade 10 to freshmen in college) and

cousin, Ryan Kim, grade 12• Volunteering at Take a Hike Youth-at-Risk Foundation

In Summary, this Research and Design Proposal for Interior Design Capstone Project titled CARTWRIGHT SECONDARY SCHOOL presents the project significance, re-search findings, building/site analysis and design concept of CARTWRIGHT SEC-ONDARY SCHOOL. Review and approval of the proposal is mandatory before moving forward with the next phase of design development and construction doc-uments.

EXECUTIVE SUMMARY

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pageTABLE OF CONTENTS

PART 1.0 RESEARCH & ANALYSIS 08

SECTION 1.1 FOUNDATION DESIGN TOPIC, VISION & PROBLEM IDENTIFICATION STATEMENT PROJECT SIGNIFICANCE BRAINSTORM: ASKING QUESTIONS RESEARCH TOPICS AND & STAGES

SECTION 1.2 RESEARCH FINDINGS SCHOOL DESIGN: TYPICALLY VS. WHAT IF? FOUR PRIMORDIAL MODES OF LEARNING & STUDENT-CENTRED LEARNING ENVIRONMENT ELEMENTS OF LEARNING ENVIRONMENTS NAIR’S EDUCATIONAL STRATEGIES & DESIGN PRINCIPLES

SECTION 1.3 ON-SITE CASE STUDY OBJECTIVES & METHODOLOGIES OF ON-SITE CASE STUDY MAIN FINDINGS FROM ON-SITE CASE STUDY QUEST UNIVERSITY CANADA PART A. THE LIBRARY BUILDING PART B. THE ACADEMIC BUILDING PART C. UNIVERSITY SERVICES BUILDING ELEVATIONS OF QUEST UNIVERSITY CANADA

SECTION 1.4 CASE STUDY COMPARISON OBJECTIVES & METHODOLOGIES OF CASE STUDY COMPARISON MAIN FINDINGS FROM CASE STUDY COMPARISON PART A. MARYSVILLE GETCHELL HIGH SCHOOL PART B. FUJI KINDERGARTEN

SECTION 1.5 TARGET DEMOGRAPHICS TARGET DEMOGRAPHICS

SECTION 1.6 GEOGRAPHICAL ASSESSMENT PROPOSED SITE & BUILDINGS HISTORICAL SIGNIFICANCE OF THE BUILDINGS LOCATION OF SITE WITHIN THE CITY ACCESSIBILITY TO THE PROPOSED SITE SECTION 1.7 DETAILED PROGRAMMING DETAILED PROGRAMMING — ESSENTIAL COMPONENTS DETAILED PROGRAMMING — THE HOME BASE DETAILED PROGRAMMING — THE STUDIO & SHOP DETAILED PROGRAMMING — THE GARDEN DETAILED PROGRAMMING — SQUARE FOOTAGE CALCULATIONS

PART 2.0 DESIGN PROPOSAL 80

SECTION 2.1 CONCEPT & BRANDING CONCEPT & BRANDING

SECTION 2.2 ADJACENCIES ADJACENCY MATRIX RELATIONSHIP BETWEEN BUILDINGS ON SITE

SECTION 2.3 BUBBLE DIAGRAMS & BLOCK PLANS BUBBLE DIAGRAM — COLLECTIVE VS. INDIVIDUAL SPACES BUBBLE DIAGRAM — NOISY VS. QUIET SPACES BUBBLE DIAGRAM — CONSTANTLY USED VS. PERIODICALLY USED SPACES BUBBLE DIAGRAM — POINTS OF ENTRY POST FEASIBILITY ANALYSIS BLOCK PLAN BLOCK PLAN — POINTS OF ENTRY BLOCK PLAN — DAYLIGHT ACCESS BLOCK PLAN — INTENDED USE & ACCESS BLOCK PLAN — VISUAL ACCESS STRUCTURAL GRIDS — THE HOME BASE STRUCTURAL GRIDS — THE STUDIO

SECTION 2.4 KEY DESIGN PRINCIPLES GRANVILLE ISLAND PLANNING PRINCIPLES PRELIMINARY DESIGN PRINCIPLES FOR CARTWRIGHT

SECTION 2.5 CONCEPTUAL ILLUSTRATIONS THE SITE & EXTERIOR THE ESSENTIAL COMPONENTS — LEARNING COMMONS THE ESSENTIAL COMPONENTS — TEACHERS’ POD THE ESSENTIAL COMPONENTS — LOCKERS & WASHROOMS THE HOME BASE — GALLERY THE HOME BASE — ADVISORS’ OFFICES THE HOME BASE — LIBRARY

THE HOME BASE — FLEX SEMINAR ROOMS THE STUDIO - BLACK-BOX THEATRE AND VISUAL ARTS STUDIO THE SHOP - DAVINCI STUDIO & MAKER LAB THE GARDEN — OUTDOOR LEARNING AREA + GARDEN THE GARDEN — CAFÉ + SEASONAL MARKET

PART 3.0 WHAT’S AHEAD 130

CAPSTONE PROJECT DESIGN PHASE COMMUNITY INVOLVEMENT

REFERENCES 134

TABLE OF ILLUSTRATIONS 136

APPENDICES 138

APPENDIX A. MAP OF GRANVILLE ISLAND APPENDIX B. GRANVILLE ISLAND REDEVELOPMENT PLAN APPENDIX C. GRANVILLE ISLAND LEASING GUIDELINES

SECTION 1.8 CODE, REGULATIONS & FEASIBILITY ANALYSIS ANALYSIS OF APPLICABLE CODES AND REGULATIONS FEASIBILITY ANALYSIS

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HERE YOU WILL FIND...

Foundation Design Topic Design Vision Problem Identification Statement Project Significance Research Topics and StagesMain Findings from Research Design PrinciplesOn-Site Case StudyCase Study ComparisonTarget DemographicsGeographical AssessmentProposed Building Assessment Analysis Feasibility Analysis Applicable Codes and Regulations

RESEARCH & ANALYSIS

1.0

Image 2. Photograph of Granville Island entrance from City of Vancouver Archives, Item CVA 1135-37

All title page illustrations of the proposed site map created by Jessica Kim

FOUNDATION1.1


Design TopicDesign VisionProblem Identification StatementProject SignificanceResearch Topics and Stages


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DESIGN TOPIC

According to Italian teacher and psychologist Loris Malaguzzi, the founder of the Reggio Emilia, there are three sources of learning: teachers, your peers, and the physical environment (The Third Teacher). This project will challenge the standard approach to secondary education in the City of Vancouver and propose design solutions to create a safe, engaging and rewarding learning environment where all three sources of learning—students, educators and the community—are constantly encouraged to be part of it. Design process will be inspired by human behaviours and dimensions rather than conventional standards. Proposed site and buildings will play a significant role as this holistic design process aspires to involve all its end users in the decision making and design process. The design principles of CART-WRIGHT SECONDARY SCHOOL will encompass a sense of shared purpose and commitment to our future generations so they may learn to be critical thinkers, problem solvers and responsible citizens.

DESIGN VISION

Inspired by the rich history of Granville Island and False Creek region, CART-WRIGHT SECONDARY SCHOOL will be a project-based learning* environment that is built for students, educators, and local communities. Driven by the urgent need of change in secondary school design, the goal behind this proposal is to address how transformations can be made to foster and inspire our future gener-ations and to kindle connectedness of everyone involved in their learning through innovative and engaging design.

* What is Project-Based Learning?A type of Student-Centred Learning, Project-Based Learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they’re studying (Edutopia).

PROBLEM IDENTIFICATION STATEMENT

The foundation of this project comes from the following questions: What gets young students excited and intrigued to come to school? Does today’s common learning environment support students’ natural instinct to learn through creation and discov-ery? How can design make significant and lasting impacts to help students learn better and be engaged?

With outdated education system still in place, it is not surprising to find the standard school design also stuck in the past, lacking considerations for its users (Robinson, 2015). Rather than creating an environment and placing users afterwards, school design must focus on reassessing the norm through evidence-based research and identifying how each user group can maximize the use of their environment.

DESIGN TOPIC, VISION &PROBLEM IDENTIFICATION STATEMENT

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CULTURAL AND SOCIAL SIGNIFICANCE

A successful learning environment will ensue from promoting interaction and ex-ploration for each and every student and educator as well as local communities. Such collaboration will contribute to the connectedness of the end user groups and cultivate the rich, unique, multicultural dynamic of Vancouver. Such significance can be further clarified specific to the proposed site, Granville Island.

Significance to Granville Island

As Emily Carr University of Art + Design (currently located at 1399 Johnston St, Vancouver, BC V6H 3R9) is planning to relocate outside of Granville Island, CMHC (Canada Mortgage and Housing Corporation) has developed strategies to repur-pose the properties of the university. During this phase, CMHC published a study of Granville Island, which the following excerpt is taken from (2014).

Granville Island is a unique, iconic and cherished Vancouver neighbourhood, and recognized as one of North America’s great neighbourhoods.• Granville Island is one of the most widely admired and emulated urban regen-

eration projects in North America.• It is a thriving neighbourhood characterized by artisan production and retail;

educational and training institutes, public and commercial art galleries; restau-rants, theatres, and other public attractions, set in a picturesque waterfront set-ting.

• It is one of Vancouver’s most visited tourist attractions with an estimated 10 million visits a year. Notably, an estimated 80% of these visits are local.

• A secret to Granville Island’s success – and an important reason it is so hard to replicate – is its authenticity. It is a place where people do real things: produce art and hand-made goods, go to school, shop for their dinner, attend the the-atre, and take their out-of-town visitors (Repurposing Strategy, 2014).

Notwithstanding the successes, Granville Island is increasingly viewed as a mature product and in need of revitalization.• Behind its many successes is a growing perception that Granville Island has lost

some of its cutting edge, and is not one of Vancouver’s hot spots for evening activity.

• Many of the available arts and cultural space on Granville Island are leased by groups and individuals who have been at Granville Island for many years – in some cases since the very beginning. This in itself is not a negative, but, as Granville Island has a scarcity of space, especially for artisans and cultural groups, it has meant that subsequent generations of younger innovators have, to a certain degree, not been able to access space at Granville Island (Repur-posing Strategy, 2014).

This Proposal to design and build an educational facility on Granville Island will contribute to economic stability for local businesses (such as Opus Art Supplies) that may be concerned with the departure of Emily Carr University of Art + Design.

ENVIRONMENTAL SIGNIFICANCE

By thoughtful and considerate selection of building materials and methods, fur-nishing and more, the project will make every attempt to obtain LEED certification and meet the standards of Living Building Challenge so it can contribute to “The Greenest City” initiative.

What is LEED?

LEED certification provides independent, third-party verification that a building or community was designed and built using strategies aimed at achieving high perfor-mance in key areas of human and environmental health: sustainable site develop-ment, water savings, energy efficiency, materials selection and indoor environmen-tal quality (LEED Canada Rating Systems).

What is Living Building Challenge?

A program of the International Living Future Institute™, the Living Building Chal-lenge™ is a philosophy, advocacy tool, and certification program that addresses development at all scales. It is comprised of seven performance areas: Site, Water, Energy, Health, Materials, Equity, and Beauty. These are subdivided into a total of twenty Imperatives, each of which focuses on a specific sphere of influence. The purpose of the Living Building Challenge is straightforward – it defines the most ad-vanced measure of sustainability in the built environment possible today and acts to diminish the gap between current limits and ideal solutions. Whether your project is a single building, a park, a college campus or even a complete neighbourhood community, Living Building Challenge provides a framework for design, construc-tion and the symbiotic relationship between people and all aspects of the built en-vironment. The Living Building Challenge is taking root around the world. There are now more than 150 projects pursuing certification under this vigorous performance standard and interest continues to rise. See the Professional Development Calendar for workshops in your area (Living Building Challenge).

PROJECT SIGNIFICANCE

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BRAINSTORM: ASKING QUESTIONS

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Comprehensive research has been conducted in order to successfully complete this Capstone Proposal. In-depth case study analysis and comparisons are the founda-tion of the research. Both qualitative and quantitative analysis should support the all decisions to be made. Core design principles are formed based on research findings and they will inform the design decisions of this Capstone Project until its completion in April of 2016. Below shows each research topic section is followed by its method of inquiry.

PRELIMINARY RESEARCH TO DEVELOP CONCRETE FOUNDATION

Basic Needs + Bodies in Motion• Safety of building elements • Acoustics in learning environment• Impact of daylight control• Accessibility and functionality of agile classrooms

A design manual will be compiled from relevant case study materials, reference books, and documentaries and will serve as a guide throughout Capstone Project.

Realm of the Senses• Definition of learning landscape• Project-based learning• Pace of movement within school• Methods of communication between user groups• How humans absorb information and their relationship with spatial environ-

ment

Based on findings from case studies, qualitative research will be conducted through observation of movements of user groups at a local secondary school and “hang out spots” around the city. This will be vital in supporting design decisions later on.

INTERMEDIATE RESEARCH TO EXAMINE FEASIBILITY

Community Connections• Proximity to local businesses and residences• Closeness to the nature• Accessibility to public transit, museums and education centres• Openness of the facility to public

Mapping of different parts of the city using environics analytics and observation (videography and photography to present evidence) will determine the most ap-propriate site location and building to maximize the project’s potential.

Forerunners of Learning Environment Design • Exemplary facilities around the world• Furnishing and equipment for new ways of learning

Case studies, visits to innovative learning environments, and interviews with archi-tects, designers, and/or staff member of facility will inspire programming and de-sign.

IN-DEPTH RESEARCH TO EXECUTE DESIGN PROJECT

Programming Needs• Relationship between chosen site and building• Daylight analysis• Spatial requirements of areas to be included

Examination of relationship between the site and building is to be administered through communication with architects and designers of the chosen building and Vancouver’s 3-1-1 information service. Programs such as VELUX Daylight Visualizer will be used to analyze daylight.

Design Application• POE’s (post-occupancy evaluations) of exemplary schools• Outcomes of user group involvement through design process

Case studies will continue to inform design decisions until the final stages of the project. Advisors’ recommendation will be taken into consideration.

RESEARCH TOPICS & STAGES

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RESEARCH FINDINGS1.2


What’s been typically done in school design:Why it’s not working:What this proposal challenges:Solutions:How to accomplish them:


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SCHOOL DESIGN: TYPICALLY VS. WHAT IF?

The illustrations below have been created based on research to demonstrate how secondary schools are typically designed. They also ask the question of ‘what if.’

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Illustration 1. Typical versus new classroom design (Kim, 2015) Illustration 2. Teacher-centred versus student-centred learning (Kim, 2015)

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FOUR PRIMORDIAL MODES OF LEARNING &STUDENT-CENTRED LEARNING ENVIRONMENT

DAVID THORNBURG

One of the founding members of the Xerox Palo Alto Research Centre, Thornburg is an award-winning futurist, author, and PBS commentator who has been active in the field of education since the late 1970s. He believes that real learning only oc-curs when learners have an opportunity to cycle through most or all of these four modes on a regular basis. These four terms coined by Thorburg is widely used amongst architects and design professionals and can be found in government guidelines and standards (Nair, 2014, pg 65-67).

FOUR PRIMORDIAL MODES OF LEARNING BY THORNBURG

CAMPFIRE Learning from an expert

WATERING HOLE Learning from peers

CAVE Learning from introspection

LIFE Learning by doing

WHAT IS STUDENT-CENTRED LEARNING?

Student-centred teaching method shifts the focus of activity from the teacher to the learners. These methods include active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class; cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive in-terdependence and individual accountability; and inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning (which is what CARTWRIGHT SECONDARY SCHOOL will adapt as the basis of their curriculum structure), discovery learning, and just-in-time teaching. Student-centred methods have repeatedly been shown to be superior to the traditional teacher-centred approach to instruction, a conclu-sion that applies whether the assessed outcome is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills (Felder).

STUDENT-CENTRED LEARNING & FOUR PRIMORDIAL MODES OF LEARNING

Schools are heavily oriented to the campfire mode of learning. Good schools must have a balance of spaces to accommodate all four modes of learning in order to allow students to fully benefit from their education (Nair, 2014, pg 67). Research shows that student-centred learning environment promote all four modes of learn-ing when designed properly.

WHAT DOES THIS MEAN?

Design determines how users move within and between spaces. In order for Proj-ect-Based Learning to take place, CARTWRIGHT SECONDARY SCHOOL must be designed to accommodate such learning. Prior to making design decisions, the designer, stakeholders, and readers must thoroughly understand the concept of Student-Centred, Project-Based Learning.

The next page summarizes research findings and presents the essence of what elements are necessary at the institution. Based on this, a set of core design prin-ciples has been created for this specific purpose. Every space in CARTWRIGHT SECONDARY SCHOOL will be designed to encourage at least one primordial mode of learning. Please see Detailed Programming in Section 1.7 for application.

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CAMPFIRE WATERING HOLE CAVE LIFE

Illustration 3. Four modes of learning (Kim, 2015)


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ELEMENTS OF LEARNING ENVIRONMENTS

This proposal challenges how schools are typically designed. The following twelve main elements of learning environments are derived from extensive research and literature review and they will be applied to all applicable areas.

NO MORE TEACHER-FOCUSED CLASSROOMS

Rows of desks and chairs facing the front of the room does not work.

OUTDOOR LEARNING

Humans are naturally drawn to the nature. Connecting indoor and outdoor environments by design allows free movement to the out-side where students can learn.

PRIDE AS ONE IDENTITY

School identity plays an important role in the students’ pride and desire to take ownership. This can be accomplished by design.

HEALTHY ENVIRONMENT

Buildings should challenge limitations bound by existing envelope and systems and push to create a healthy environment for its users and the surroundings.

BLURRED LINE BETWEEN ARTS AND SCIENCES

The hard lines separating the arts and the sciences should be blurred by creating an interdisciplinary space where students can explore both sides of the brain. This also maximizes usage of a space.

HANDS-ON AND SATELLITE LEARNING

Students should be able to engage in learning by tactile methods in school as well as remote, satellite learning enabled by wireless connections.

SAFE AND ACCESSIBLE FOR EVERYONE

Not only all facilities on the proposed site should be accessible by wheelchair, but also by people of all ages—from young children to elderly.

INTERNATIONAL CITIZENS

Location of the proposed site and user groups of the school should encompass the diversity Vancouver embodies.

COMMUNITY INVOLVEMENT (GIVE-AND-TAKE)

Many areas of the school will be accessible to the neighbours as the facilities such as the library, cafe and garden will be open to public. School will also be using the athletic field and gymnasium with its neighbour, False Creek Community Centre.

SMALL LEARNING STUDIOS

Classrooms will be replaced with Flex Seminar Rooms where small, interactive, group learning will take place. Break-out areas will allow students to learn in small groups or independently.

ROOM FOR COLLABORATION AND INDEPENDENCE

While many students often learn better in small groups, some find it distracting and prefer to be independent. This will be accommodat-ed by design.

CULTIVATING CREATIVE LEARNERS

Creative space allows for creative ways of learning. Humans are cre-ative to begin with, so design should not limit them from exploring and thinking outside the box.

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NAIR’S EDUCATIONAL STRATEGIES & DESIGN PRINCIPLES

OVERVIEW: WHY PRAKASH NAIR’S DESIGN PRINCIPLES ARE STUDIED AND AP-PLIED TO THIS PROJECT

Each case study to be presented in the following section of this Proposal Booklet is to be tested against the Four Design Principles for Schools to determine its effec-tiveness in supporting the Six Educational Strategies listed on the right, as written by Prakash Nair in his book, Blueprint for Tomorrow: Redesigning Schools for Stu-dent-Centred Learning.

The designer, stakeholders, and readers are to be acquainted with Nair’s work prior to reading the remainder of this Proposal. Countless research articles and published journals refer to Nair as a source to support their visions, theories and claims. Meth-odologies will be discussed more in-depth under each case study. Sources of the content are from online news articles, architectural magazines and more.

BIOGRAPHY OF PRAKASH NAIR

Prakash Nair is a futurist, a visionary planner and architect with Fielding Nair Interna-tional, one of the world’s leading change agents in school design. He also works as the Managing Editor of DesignShare.com, a resourceful and well-respected website about educational facilities and their impact on the learning process. Nair is the recipient of several international awards including the CEFPI MacConnell Award, the top honor worldwide for school design. He has written extensively about school design and educational technology and their connection to established educational research in leading international journals. Nair previously worked for 10 years as Director of Operations of school construction program for New York City. His re-search-based tool to evaluate the educational effectiveness of schools is now being tested by schools and governments in the United States, Australia and Singapore and is revolutionizing the way school buildings and campuses are designed to sup-port teaching and learning (DesignShare). Below are excerpts from Nair’s book that are directly related to evaluation of school design.

SIX EDUCATIONAL STRATEGIES THAT THE DESIGN PRINCIPLES SHOULD SUP-PORT

1. Student-centred learning2. Teacher collaboration3. Positive school climate4. Technology integration5. Flexible scheduling6. Connection to the environment, community, and global network (Nair, p12-16)

FOUR DESIGN PRINCIPLES FOR SCHOOLS

1. Be welcoming (safe, nurturing, encouraging good citizenship).2. Be versatile (agile and personalized).3. Support varying and specific learning activities (multiple learning settings).4. Send positive messages (about identity and behaviour) (Nair, p12).

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ON-SITE CASE STUDY1.3


Objectives of on-site case studyMethodologies of on-site case studyMain findings from on-site case study at Quest University Canada The Library Building The Academic Building University Services Building


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OBJECTIVES & METHODOLOGIES OF ON-SITE CASE STUDY

OBJECTIVES

Why conduct an on-site case study?

This extensive on-site case study is to inform the designer basic needs of a similar environment as the one proposed. From this study, the designers can determine what works and what doesn’t and apply findings to the Project.

Why Quest University Canada?

Quest University Canada is an exemplary institution located in Squamish, BC. The school’s curriculum is based on student-centred, project-based learning. By visit-ing an institution that has been established for nearly 10 years, a form of POE (Post-Occupancy Evaluation) can take place through interviews and direct observa-tion. Information gathered on site will be invaluable to the design of CARTWRIGHT SECONDARY SCHOOL.

PROJECT NAME AND LOCATION

Quest University Canada3200 University BlvdSquamish, British Columbia V8B 0N8

ARCHITECT

Hotson Bakker Boniface Haden Architects + Urbanistes (now DIALOG)

OVERVIEW

Located at the mouth of Howe Sound, Quest University Canada (formerly known as Sea to Sky Foundation) is Canada’s first private not-for- profit, secular liberal arts university. Opened in 2006, the 240-acre campus sits on the coastal mountain range in the Garibaldi Highlands. The school campus considers itself an integrated community that draws its inspiration from its spectacular context while nurturing an intimate sense of community like the European hillside villages (Southcott, 2009).

METHODOLOGIES USED

Behavioural MappingDirect ObservationInterviewsLiterature Reviews

The material for this case study was obtained by a visit to Quest University Canada on October 28, 2015, from 11:45 to 17:00. Behavioural mapping was conducted immediately upon arrival and exclusively until 13:00. Direct observation continued throughout the entire length of the visit, while partaking in various activities, such as class participation in Dr. I-Chant’s Chiang’s seminar from 13:00 to 14:30. Indirect observation took place in the form of 3 separate interviews, with Andrea Stokes, Admissions Manager, with Lotte Bond, Associate Director of Admissions, and Mare-na Salerno Collins and Zoë Gould, two students studying at Quest.

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MAIN FINDINGS FROM ON-SITE CASE STUDY

MAIN FINDINGS FROM THE LIBRARY BUILDING

Part A has looked at all relatable areas found in the Library at Quest, the heart of the campus. From direct and indirect observations of the space and its users over the course of the visit, it was evident that all spaces in this building were utilized for the purposes it was meant to serve. Some of the key elements to be applied to CARTWRIGHT SECONDARY SCHOOL from Quest University Canada are: • Accessible natural light and its contribution to the relationship between indoors

and outdoors; • Operable windows for ventilation;• Centrally controlled, programmable lighting;• Carpet tiles, perforated wood acoustic panels, acoustical metal deck ceiling for

effective noise control;• Cohesive colour and materials used throughout for uniformity and identifica-

tion;• Need for “The Heart” of school for naturally reoccurring social gatherings;• Identifiable, welcoming and inviting “front doors” to school;• Areas with unspecified purposes (could be disorganized) that are customizable

by students for pop-up events;• Desks of varying heights;• Learning Commons for exchange of knowledge and ideas.

MAIN FINDINGS FROM THE ACADEMIC BUILDING

Part B has looked at all relatable areas found in the Academic Building at Quest, the learning hub of the campus. From direct and indirect observations of the space and its users over the course of the visit, it was evident that all spaces in this building were utilized for the purposes it was meant to serve. Level 1 was used the least, as Science Laboratories and Media Rooms are not used on daily basis. The placement of these rooms were optimal as Level 1 had the least direct daylight coming in due to the slope of the site. Some of the key elements to be applied to CARTWRIGHT SECONDARY SCHOOL from Quest University Canada are: • Need for a form of separation between “The Heart” of school and “The Learn-

ing Hub” to clarify and solidify purpose to each space. This may not result in a solution as obvious as separate buildings or floors;

• Curvilinear corridors with nooks rather than linear ones to invoke curiosity and to spark a conversation;

• Multiple use of corridor space other than a means of travel between classes;• Using corridor spaces to display students’ work in an organized manner;• Indoor and outdoor relationship through transparency and positioning within

site;• Placement of a media room where there is no access to natural light;• Secured access to certain facilities such as science laboratories for the safety of

students;• Use of various size discussion rooms to encourage movement and participation.

MAIN FINDINGS FROM THE UNIVERSITY SERVICES BUILDING

Part C has looked at all relatable areas found in the Academic Building at Quest, the great dining hall of the campus. From direct and indirect observations of the space and its users over the course of the visit, it was evident that all spaces in this building were utilized for the purposes it was meant to serve. Level 1 and 2 were used occa-sionally for assembly purposes. The Cafeteria and Dining Area are occupied at their full capacities at least three times a day, during meal times, but unused the rest of the day. Some of the key elements to be applied to CARTWRIGHT SECONDARY SCHOOL from Quest University Canada are: • Incorporation of a shop in the cafeteria/dining area for students and visitors;• Ability to open up to a large outdoor dining area (eg. Large garage doors to

the deck);• Visual access to nature;• Control of operable doors and windows for ventilation;• Turning such utilitarian areas into a learning space whenever possible;• Provide comfortable seating and various sizes of tables;• Display of students’ work in dining area;• More stalls in washrooms;• Assembly area which can be transformed for various types of events;• Separation/distance from learning areas.

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CURRICULUM

It is crucial to acknowledge the unique curriculum of Quest University Canada as it is the main factor that defined the design principles and programming. Quest has integrated multiple disciplines into intensive three-and-a-half-week blocks. As they use seminar-based learning approach, a student-to-tutor (professors are referred to as tutors as their main job is to teach, not research) ratio is not more than twenty to one (Southcott, 2009).

SITE LOCATION AND BUILDING ORIENTATION

The location of the university campus and the series of interlocking plazas within it take full advantage of dramatic views of Squamish. The Library sits on the up-permost peak while the Academic and Services Buildings are set into more steeply sloping western portion of the site as shown on the site map on the right, Illustration 2. They ensured to preserve the nature in and around the site as much as possible, especially the Mashiter and Ring Creek ravines as recreational and ecological assets (Southcott, 2009). One of the key elements of this project was a network of pedes-trian and cycling trails through the campus and its neighbourhood and linkages with the trail network external to the site. The University has created a “Sense of Place” for the neighbourhood, a staging ground and meeting area for community events, and areas for passive and active recreation (Sea to Sky University, 2004, p. 8).

QUEST UNIVERSITY CANADA

Illustration 4. Vision Plan by Civitas Urban Design & Master Planning (Civitas, 2013).

Illustration 5. Rendered site plan of Quest University Canada (N. Maribel, personal commu-nication, November 3, 2015).

MATERIALS AND COLOURS

While the structure and layout of each building is governed by its individual pro-gram-driven design, the buildings complement each other through common materials, colour, and their relationship with the outdoors. The materiality of the buildings —heavy timber and laminated beams, or horizontally laid corrugated met-al siding—is informed by the industrial context of the region. Colour is used to unite each building and becomes a tool for wayfinding within the complex. Locally sourced materials, the use of bioswales, infiltration fields and retention ponds fur-ther reduce environmental impact of the campus (Southcott, 2009).

ENVIRONMENTAL CONSIDERATIONS

Quest has used environmentally, socially and economically responsible principles throughout their design process. Geothermal heating and cooling are used as the main energy source and they are distributed through radiant-slab systems. The de-sign of both the interior and exterior spaces was governed by solar orientation. All buildings have operable windows for natural ventilation and user comfort while exterior sunshades and high-performance glazing were used wherever appropriate (Southcott, 2009).

SOCIAL SIGNIFICANCE

For Squamish, a town historically fueled by the local pulp-and-paper mill, the devel-opment of Quest University Canada helped position the community within a larger global context while creating new economic opportunities for residents, who had been affected by the decline in the British Columbia forest industry (Sea to Sky University, 2005, p. 9).

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In Part A, 12 different areas (marked on the image below) on Level 1 of The library is explored in relation to the Capstone. It is followed by Level 2 (the library) and Level 3 (open space).

OVERVIEW

The Library is both the heart of the campus and a gateway to the university com-munity. Yet it is an introverted, centrally focused building constructed around a large three-storey interior atrium functioning as the main social hub for students and visitors. High clerestory windows allow daylight to penetrate deep into the interior, creating a room that is warm and welcoming, even during the shorter days of winter (Southcott, 2009). It is 45,000 square feet and acts as a welcome centre and houses administrative offices, a bookshop and café. As the formal front door to the cam-pus, the library provides a simple, strong and identifiable image for the university. Perforated wood acoustic panels finish the atrium interior and work together with the acoustical metal deck ceiling at the upper level and carpet tile flooring to keep noise under control (Quest, 2015).

LEVEL 1

Main Entry

An obvious, welcoming entry is visible from the roundabout, which is where stu-dents and visitors would be arriving to on foot and by car. Wide, transparent, dou-ble doors immediately lead you into the open atrium area.

Reception

A long, continuous, curved reception desk is the first point of contact with staff upon arrival at Quest. It has both 42” and 36” high service counters, with two computer stations, drawers, pedestals, a phone on the work side to be used by a receptionist or a student volunteer.

Waiting/Meeting Area

To the right of the reception desk are three sets of seating back-to-back where guests can wait to be directed to different offices. It is also used by students who wish to be somewhat private as this area is tucked away from the Atrium.

Illustration 6 . Hand-drawn sketch of the Main Level of The Library building at Quest (Kim, 2015)

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Elevator

Private study rooms

In The Library, there are also:• Registrar’s Office• Security Office• Human Resources• IT Services• Accounting

Health clinic

Fireplace

Feature staircase

Elevator

Bike racks

Bookstore

Offices

Side entrance - Access to University Services Building

Emergency exit

Emergency exit

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PART A. THE LIBRARY BUILDING

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Atrium

This is the heart of not only the Library building, but of Quest. It is a place of so-cial gathering, group discussions, relaxing, and more. Large, rectangular tables and comfortable chairs on casters are provided which can be assembled to be a long communal table when necessary. They are often used for group projects as the work surface is large to accommodate laptops, books and space to write for up to six stu-dents. Two high, fixed bar tables with stools are also available for more short, casual meetings. The Atrium is the most popular place for students to spend their days as it is filled with daylight even on the gloomiest days (Collins). There is also a fireplace with four comfortable lounge chairs adjacent to the café where students can put their feet up and take a break in between classes. As the fireplace area is high in demand, it’s suggested to install more than one casual social area with fireplaces.

Feature Staircase

The feature staircase in the centre of the atrium is an eye-catcher and adds vibrancy to the space. Laser-cut in the steel guardrail of the stair is a poem by Al Purdy called Inside the Mill. When sunlight strikes the rail, the words are projected in light on the staircase (Quest, 2015). “All students love taking the stairs when it’s sunny because it’s just so cool,” said Zoë (Gould).

Learning Commons

Learning Commons is an enclosed study area where students can give and take tutoring sessions or study in semi-private space. The transparency through windows between this room and Atrium enables students to communicate with one another despite the physical separation. Marena during an interview said this was her favou-rite place to study because “It is not as loud as the Atrium, but not as quiet as the Library upstairs...I can still see what’s going on while getting work done (Collins).”

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Image 3. Reception desk in the Library (Kim, 2015).

Image 6. Words projected on staircase (Quest, 2015).

Image 4. Atrium at Quest (Kim, 2015).

Image 5. A student takes a break inside the Learning Commons (Kim, 2015).


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Image 7. Students’ work and pictures make space more personal while giving guests a sense of interactions that occur at Quest (Kim, 2015).


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Image 10. Feature Staircase in the centre of the Atrium (Kim, 2015).Image 9. Café behind the fireplace (Kim, 2015).

Admissions Office

There is a sofa and two armchairs for meetings upon entry. Separation between private and public spaces are created by two large bookcases just past the meeting area. Behind the bookcases are a table with four chairs for staff meetings and it leads to private office area.

Café

Also told by Marena, the interviewee, the Café is a popular destination used to all students and faculty (Collins). This was created as a student initiative and attracts patrons by serving coffee, tea, cold-pressed juices, and healthier snack options. A small seating area is provided on the other side of the fireplace as shown in Image 6 on the left.

Washrooms

For women’s washroom, there are four regular stalls and one wheelchair accessi-ble stall. Assuming men’s washroom is of equal size and given that there are three floors, 30 public washroom stalls are in total in the library.

Student Opportunities Office and Campus Living Office

These are private offices and are separated from the rest of Atrium by a wall. The colour scheme of the corridor changes as well from warm tones in the Atrium to cool tones of white, reinforcing the different use of the area.

Dean’s Office

The location of the Dean’s Office was easily accessible as it is in the busiest circula-tion path in the building, between the Café and doors that lead to University Ser-vices Building where cafeteria is. It is a small office with a desk, a return, a bookcase and some filing cabinets. Students are pleased how informal they can be with the Dean because of the location and layout of her office (Collins and Gould).

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Image 8. Student Opportunities Office (Kim, 2015).


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LEVEL 2

Library

The Library is where students come to find resources, a quiet place to study, take a break on a sofa, gain energy with SAD light, and much more. It is designed so that books are placed in the middle and the parametre of the building and atrium has desks, maximizing access to daylight for the users. The library is relatively small, thus currently only occupying Level 2. The contingency plan for growing collection is that the library could expand and take part or all of Level 3. Standing desks are provided for students who prefer to be more mobile. Shelves underneath are provided for storage. Students are all facing the floor-to-ceiling glazing that lets in natural light and fresh air through operable windows, even though it was raining outside.

Image 11. Glazing allows natural daylight to penetrate from the clerestory windows in the Atrium (Kim, 2015).

Image 12. Computer stations are available for students but it was observed that majority of students bring their own laptop, thus left unused (Kim, 2015).

Image 13. A student uses SAD light in the Library while working on an assignment (Kim, 2015).

Image 14. Standing desks inside the Library (Kim, 2015).


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Image 15. The Library at Quest (Kim, 2015).

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LEVEL 3

Open Area

A fun space for casual interaction amongst the students, pop-up exhibitions, and Student Government Office, the Open Area on the top level of the Library is somewhat chaotic. This is where they hold convocations, holiday parties, and other assemblies on special occasions, but is left to students’ discretion to utilize it however they wish to otherwise. Students can go and play ping pong and pool, walk on slacks, display their work, do group assignments, or be left alone. Because there is no specific purpose assigned to this area, thus lack of equipment and furniture, it appeared disorganized but “no one minds that” (Collins).

The Student Government Office is made completely of floor-to-ceiling glazing to be transparent, both literally and figuratively. This also allows natural light to penetrate well into its office. Linear light fixtures were controlled so that the ones along the exterior windows were turned off to conserve energy.

Section drawing of the Library below shows the extent of transparency of the building envelope through extensive use of glazing.Image 16. A group of students engage in discussion around a round table just outside of Student Government Office (Kim, 2015).

Image 17. A pop-up exhibition and discussion area in one corner on Level 3. At this time, students share what innovation means and what relevant events are happening on campus (Kim, 2015).

Image 18. Disorganized but completely customizable space on Level 3 inside the Library (Kim, 2015).

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Cross Section

Longitudinal Section

Illustration 7. Section drawing of the Library (N. Maribel, personal communication, November 3, 2015).


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Image 19. Science Laboratories on Level 1 (Kim, 2015).

In Part B, 5 different areas (marked on the image below) on Level 1 of The Academ-ic Building is explored in relation to the Capstone. It is followed by Level 2 and 3 which have identical layout.

OVERVIEW

The 50,000 square foot Academic Building is an unconventional structure designed specifically to suit the needs of Quest University’s seminar-based learning program. With class sizes capped at 20 students, the building forgoes typical classrooms for smaller seminar rooms supplemented by breakout rooms. The corridors have nu-merous niches and other spaces suited to the idea of informal learning and part of overall approach to the 21st century learning. Each floor plate is designed to create a series of social spaces that contribute to the academic life of the school. Semi-nar rooms are located along the perimeter of the building, while smaller breakout rooms are focused inwards (Quest, 2015) and this is more visible on the sketched floorplan on the following page. Each study and meeting space is coded by door type and differentiated by glass panels that feature one or two pieces of a larger poem (Southcott).

LEVEL 1

Science Laboratory

Two Science Laboratories each consist of 4 large, rectangular tables, ergonomic chairs and stools, and access to power from both the ceiling and floor. They remain locked unless a seminar is in session for security purposes.

PART B. THE ACADEMIC BUILDING

Student work display

Work surfaces along the corridor with power source and natural light

Main entrance

Storage

Elevator

Illustration 8. Hand-drawn sketch of the Level 1 of The Academic Building at Quest (Kim, 2015)

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Steep slopes

Exit in direction of on-campus housing

Main staircase

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Media Room

The only room in the building which was purposefully designed without access to natural light. It has a large projector screen in front and theatre seats with tables to accommodate approximately 50 people in the audience at once.

Seminar Rooms

Seminar Rooms are Quest’s version of classrooms. It consists of 6 tables shaped so they make a large oval as a whole. There are also 21 ergonomic chairs to account for 20 students and 1 tutor. Every room has at least one large whiteboard and operable window for natural air flow. Class participation and direct observation occurred in a Seminar Room on Level 3. See Seminar Rooms heading under Level 2 & 3 for more details.

Corridors

The typical corridors don’t exist here at the Academic Building of Quest. The cor-ridors in Level 1 look slightly different from the other levels as it has clerestory win-dows, due to the steeply sloped terrain of the site. There is a working counter along the courtyard side of the building where students can plug in their laptop.On Level 1, the straight corridor next to the Media Room is used to display the work of one Marketing seminar course.

Courtyard

The courtyard is where students must go through to reach the building from both The Library and University Services Building. Curvilinear concrete staircase leads you down to Level 1 from which you can take the interior staircase up to upper levels. As the Academic Building envelope boasts transparency through abundant use of glazing, it allows interaction between the luscious green courtyard and the interior of every room facing. “We see who’s doing what in there and that’s always fun,” said Zoë (Gould).

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Image 23. Corner Breakout Rooms on Level 1, 2 and 3 of the Academic Building and the landscape (Kim, 2015).

Image 20. A Seminar Room on Level 2 (Kim, 2015).

Image 21. Work stations along the corridor in Level 1 of the Academic Building (Kim, 2015).

Image 22. Student work displayed in a corridor in Level 1 of the Academic Building (Kim, 2015).

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LEVEL 2 & 3

Seminar Rooms

Like aforementioned Seminar Rooms on Page 9, these learning areas on Level 2 and 3 are the most used space in the building. During Dr. I-Chant Chiang’s seminar, it was noted the tutor only facilitates learning, not lectures. Students are assigned reading daily and they come prepared to engage in discussions, presentations and debates. All users sit around the table, thus facing each other, making eye contact every time they spoke. Students are broken into groups of three to five for in-depth discussions on a specific subject in the Breakout Rooms and they return back to the Seminar Room afterwards. This is repeated multiple times in each session. A stu-dent during a breakout session shared, “Some students are not as open to speaking up in the Seminar Room because it still seems too big. I know that sounds silly, since compared to, say, UBC, 20 people are nothing. But usually, those students tend to be more verbal in the Breakout Rooms as it is a smaller group and they still want to contribute. So, the dynamic changes between rooms.”

Breakout Rooms

Breakout Rooms are a smaller version of the Seminar Room. It typically has a round table with 4 chairs and a whiteboard and is used for group discussions during sem-inar sessions. Since every seminar room is facing the Courtyard, thus each other, there are interactions occurring from one room to another. Like any room in the building, there is a large, operable window for ventilation. No Breakout Room is assigned to a specific seminar or groups. It is first-come, first-served basis. The two corner Breakout Rooms, shown on Page 12, are most popular and students must “fight for it” (Collins).

Corridors

The layout of the corridors is the same as Level 1, but it is more social on Level 2 and 3 due to larger number of Seminar Rooms on these floors. Zoë shares how “[curved] hallways and the little nooks and crannies are where everybody wants to go (Gould).” “Because it’s carpeted, I think many of us just sit wherever we want. Sitting in a chair can get boring. I read or socialize or do both at the same time if I can manage. This is where you see all your friends, you know,” described Marena as she greeted and hugged many of her friends (Collins).

LEVEL 4

Tutors’ Offices

There was no time allotted to visit Tutors’ Offices on Level 4, but according to Zoë and Marena, the Offices are organized so that no tutor from the same disci-pline sits next to each other. This, in turn, removes tutors out of the comfort zone (of their expertise) and innovates new ways to approach each subject so they are crossovers of many disciplines rather than a singular one. Integration of multiple disciplines is the key to Quest’s approach to education and it is clearly shown through and made possible by design. From the map of Fire Alarm Annunciator on the building, the floor plate is identical as Level 3, but seminar rooms are divid-ed into 2 smaller rooms and two corner rooms do not exist.

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Illustration 9. Hand-drawn sketch of the Level 2 & 3 of The Academic Building at Quest (Kim, 2015).

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Image 24. A typical Breakout Room in Level 2 and 3 of the Academic Building (Kim, 2015). Image 25. Floor plan of each level of Academic Building on the Fire Alarm Annunciator (Kim, 2015).


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Image 26. Student takes the staircase in the courtyard to the Academic Building (Kim, 2015).


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Image 29. Students’ favourite Breakout Room with expansive view of the terrain outside (Kim, 2015).

Image 27. Students are naturally drawn to the nooks on the side of the corridor (Kim, 2015). Image 28. A typical Seminar Room inside the Academic Building (Kim, 2015).

Image 30. Covered walkways to dormitory buildings allow students to put away umbrellas and grab keys before entering (Kim, 2015).


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In Part C, few key areas of the University Services Building will be explored in rela-tion to the Capstone.

OVERVIEW

The University Services Building is a 31,000 square foot facility open year-round. Its main purpose is to provide meals to students and the public, thus mostly used during breakfast, lunch and dinner hours. Most users enter the building from the east entrance into Level 3 as it is the most direct path from the Library and Academ-ic Building. The Multi-Purpose Room on Level 1 can be accessed from the interior staircases or from its own doors on the west entrance that can be reached through stepped walkway outside.

LEVEL 1

Multi-Purpose Room

With multiple access points, including from other floors and the exterior of the building, Multi-Purpose Room (MPR) is a venue used for performances, fairs, con-certs and more. It is a large, open space without any equipment for furniture, allow-ing flexibility and adaptability depending on what event is being held. A courtyard outside of MPR can also provide additional space to showcase or mingle, as all five double doors along the parametre of this room can remain open. According to Marena, this room becomes “almost unrecognizable” every time there is an event due to dramatic transformation it can take on (Collins).

Gender-Free, Universal Washrooms

Gender-free, universal washrooms are available next to the main staircase on every floor of this building. There is proper clearance for a wheelchair turn-around inside the washrooms as well as next to the doors, grab bars are mounted at the appro-priate height, and sinks are wall-mounted so wheelchair users can still reach for the faucet without difficulty.

PART C. UNIVERSITY SERVICES BUILDING

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Plan - Level 3

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1 Dining Hall2 Servery / Open Kitchen3 Closed Kitchen4 Deli Seating5 Staff Area6 Dish Washing

Illustration 10. Floor plan of Level 3 of University Services Building at Quest (N. Maribel, personal communication, November 3, 2015).


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LEVEL 2

In-Between Floor

Level 2 of University Services Building serves mostly utilitarian purposes. There is a Loading Platform for deliveries of groceries and equipment, Mechanical and Elec-trical Rooms, and a underground passage which connects to the underground park-ing lot of the Library building.

Music Bay

One area students access frequently on this floor is the Music Bay. It is where stu-dent bands come to play during their free time. This space was originally built as a Guest Dining Room, thus lacks the additional acoustical dampening any music studio would need for proper soundproofing. The sound does travel up the stairs to Level 3.

Image 34. Dining Area after the lunch rush hour (Kim, 2015).

LEVEL 3

This is the main floor as most users approach the building from either the Library or the Academic Building. Due to the steep slopes of the site, Level 1 and 2 appear to be basements, but are in fact, erected above grade from the west end.

Cafeteria

All students dine at the Cafeteria as meal plans are, for most part, mandatory. All three meals are served here to students and the public. Its extensive kitchen pro-vides a diverse range of food and beverages to an international student body. The check-out area has two pairs of back-to-back cashier desks (total of four) and rel-atively narrow corridors on either side of them. However, no long line-up was wit-nessed during the observation period. There is a small grocery store in the Cafeteria which sells kitchen staples and some fresh produce for students who may not have full meal plans or who wish to buy snacks. On-campus dormitories have communal kitchens on each floor, allowing students to opt out from full meal plan in their 3rd and 4th years.

Dining Area

Dining Area adjacent to the Cafeteria boasts clerestory windows and glazed garage doors that can be open and closed by students at their discretion. Flags of all 42 home countries of attending students drop from the high ceiling, adding personal touch to this large, open space. The undulating ceilings seem to bounce off noise well. Vinyl flooring was used throughout for easier cleaning and maintenance. Large tables with chairs are provided like a typical dining area at any school. There is a cor-ner where students’ paintings are displayed on easels and a sofa is in front. When asked how often do students actually open the garage doors, Marena responded, “We love [opening up and] sitting on the patio outside even in the winter, as long as it doesn’t rain. It is beautiful out. Why wouldn’t you?” (Collins).

Image 31. Each washroom door is clearly indicated with both diagrams and letters (Kim, 2015).

Image 32. Grocery Store on the left and cashiers ahead (Kim, 2015).

Image 33. The Dining Area filled with students at 12:35 (Kim, 2015).

PART C. UNIVERSITY SERVICES BUILDING

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These drawings should be read in conjunction with the floor plans and research findings in this section to better understand the location and relationships between areas and buildings.

West and South Elevations of the Library Building

North and East Elevations of The Academic Building

South and West Elevations of University Services Building

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ELEVATIONS OF QUEST UNIVERSITY CANADA

North Elevation

East Elevation

North Elevation

East Elevation

South Elevation

West Elevation South Elevation

West Elevation

East Elevation

South Elevation

West Elevation

East Elevation

South Elevation

West Elevation

Illustration 11. Elevation drawings of the Library, Academic and University Services Buildings at Quest (N. Maribel, personal communication, November 3, 2015).

CASE STUDYCOMPARSION

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Objectives of case study comparisonMethodologies of case study comparisonMain findings from case study comparison Marysville Getchell High School Fuji Kindergarten


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OBJECTIVES & METHODOLOGIES OF CASE STUDY COMPARISON

OBJECTIVES

Why compare case studies?

The purpose of this case study comparison is to find materials and inspirations that are applicable to CARTWRIGHT SECONDARY SCHOOL. In this Section, key play-ers, factors, and design elements are to be identified. Underlying challenges will be defined, followed by recommendations.

Why Marysville Getchell High School and Fuji Kindergarten?

Two case studies were chosen as each presented unique, specific, and applicable elements that inspire and guide the design process of CARTWRIGHT SECOND-ARY SCHOOL. Chosen for its regional connection and successful design, the first case study is of Marysville Getchell High School in Marysville, Washington, USA. Designed by DLR Group, the core value during the design process was sustainabili-ty. The second case study, Fuji Kindergarten by Takaharu Tezuka is located in Tokyo, Japan and it was chosen for the outside-the-box, “cutting edge” factor.

METHODOLOGIES USED

As mentioned previously, each case study is to be tested against the Four Design Principles for Schools as written by Prakash Nair in his book, Blueprint for Tomor-row: Redesigning Schools for Student-Centered Learning to determine its effec-tiveness in supporting the Six Educational Strategies.

Specifically for Marysville Getchell High School

Compiled data from multiple sources is sufficient to analyze whether or not all four design principles are applied. There is not enough evidence, however, that sup-ports teacher collaboration and technology integration, two of the six educational strategies. For clarity of this case study, it will be regarded ‘insufficient data to as-sess these criteria’. See Chart 1 on the next page (45) for summary of the findings.

Specifically for Fuji Kindergarten

Although the Capstone project is a secondary school in Vancouver, British Colum-bia, Canada and this case study is of a kindergarten in Tokyo, Japan, the same methodologies still can be used to test the results. Compiled data from multiple sources is sufficient to analyze whether or not all four design principles are applied. There is not enough evidence, however, that supports student-centred learning, technology integration and flexible scheduling, three of the six educational strat-egies. For clarity of this case study, it will be regarded ‘insufficient data to assess these criteria’. See Chart 2 on the next page (45) for summary of the findings.

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MAIN FINDINGS FROM CASE STUDY COMPARISON

MAIN FINDINGS FROM MARYSVILLE GETCHELL HIGH SCHOOL CASE STUDY

The following design elements found in the case study of Marysville Getchell High School will inspire and guide the Capstone project:• Small Learning Community (SLC) model: Nair’s book thoroughly explains the

reasoning and implications of the use of SLC and MGHS proves its success.• Location and orientation: Being in the wetlands and forest characterizes the

school and its identity. Finding a site within the context of the vision of the school is crucial. Orientation of each building to maximize the benefit of the natural environment is also to be considered.

• Elimination or expansion of corridors: Replacing corridors with “commons” and “living room spaces” capsulizes the intentional purpose to break away from the standard that isn’t working and to utilize underused space.

• Community design: Sharing of the athletic fields, gymnasium, wetlands and forest with the community strengthens the relationship between the school and its neighbours. This could also be a space saver, eliminating needs to build an-other facility in close proximity.

• Use of climate-appropriate materials: Careful selection of materials in both the interior and exterior compliment the wet conditions of Pacific Northwest cli-mate.

These findings will be interpreted and applied to CARTWRIGHT SECONDARY SCHOOL. Refer to Sections 1.5 Target Demographics, and 1.6 Geographical As-sessment to see how. Models of few floor plates of MGHS on Page 49 can be used to understand how School District’s Five Guiding Principles formed the 8 functions listed in Key Players, Factors and Design Elements on page 47.

MAIN FINDINGS FROM FUJI KINDERGARTEN CASE STUDY

The following design elements found in the case study of Fuji Kindergarten will inspire and guide the Capstone project:• Challenging the notion of how schools must be built: Fuji Kindergarten has el-

evated the term school design to another level of innovation. Evidence-based research should drive Capstone but not dictate the solutions.

• Natural, infinite circulation: Even if it’s not as literal as is for Fuji Kindergarten, design so there is a natural flow of circulation.

• Turning restrictions into innovations: Building Codes exist for the safety of us-ers, not to mandate design solutions. Find ways to interpret codes to accom-plish design objectives before defaulting onto standard solutions.

• Looking forward not backward: Challenging the notion of how schools must be built involves looking forward. As important as it is to study how it’s been done, find creative ways to suggest how it should be done in the future.

These findings will be interpreted and applied to CARTWRIGHT SECONDARY SCHOOL. Refer to Section 1.7, Detailed Programming, to see how. Photographs and sketches in this Section of the Booklet can be used to visually understand how design was executed.

SUMMARY OF CASE STUDY COMPARISON

Chart 2 and 3 below summarize findings from both case studies. Check lists have been created to clearly deliver whether Marysville Getchell High School and Fuji Kindergarten have met the criteria laid out by Nair..

Chart 1. Case study evaluation check list for Marysville Getchell High School (Kim, 2015).

Chart 2. Case study evaluation check list for Fuji Kindergarten (Kim, 2015).

From how two exceptional school designs stand against Nair’s evaluation criteria, it is regrettable that there is not enough evidence (marked as Insufficient Data on the charts above) to address all the components of educational strategies and design principles from research. It is certainly possible all components were careful-ly thought out and executed but never made it to prints and media. Highlights from Marysville Getchell High School and Fuji Kindergarten will inspire and inform the design of CARTWRIGHT SECONDARY SCHOOL, while what they seemingly lack are to be meticulously studied and addressed before the commencement of the design phase of this Capstone Project.

Components Succesful Somewhat Insufficient Data Evidence1. Student-centred learning ✓ SLC structure2. Teacher collaboration ✓ No evidence can be found to support this3. Positive school climate ✓ Improvement in graduation rates4. Technology integration ✓ No evidence can be found to support this5. Flexible scheduling ✓ SLC structure6. Connection to the environment, community, and global network

✓1) Open connection through community design and 2) five buildings on site

Components Succesful Somewhat Insufficient Data Evidence1. Be welcoming ✓ Transparency in materials, blend in with nature2. Be versatile ✓ Some labs are too specific to course content3. Support varying and specific learning activities ✓ SLC structure, use of commons and living rooms4. Send positive messages ✓ Overall design aesthetics and community design

Case Study Evaluation ChecklistMarysville Getchell High School

Six Educational Strategies

Four Design Principles for Schools

Components Succesful Somewhat Insufficient Data Evidence1. Student-centred learning ✓ No evidence can be found to support this2. Teacher collaboration ✓ Mobile, open teachers' desks3. Positive school climate ✓ Core design goa isl to be "fun" for children4. Technology integration ✓ No evidence can be found to support this5. Flexible scheduling ✓ No evidence can be found to support this6. Connection to the environment, community, and global network

✓Connection between interior and exterior and with landscapes, but no evidence of others

Components Succesful Somewhat Insufficient Data Evidence1. Be welcoming ✓ Transparency in building, openness2. Be versatile ✓ Barely any fixed furniture3. Support varying and specific learning activities ✓ Enclosure may be necessary for some situations4. Send positive messages ✓ Overall design aesthetics

Case Study Evaluation ChecklistFuji Kindergarten

Six Educational Strategies

Four Design Principles for Schools

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Image 35. (five above) Marysville Getchell High School is set among a second-growth forest and wetlands and students are engaged to learn through its indoor-outdoor relationship (Work, 2010).

PART A. MARYSVILLE GETCHELL HIGH SCHOOL

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Image 37. Typical corridors do not exist at Marysville Getchell High School (Work, 2010).Illustration 12. Site plan of Marysville Getchell High School (Marysville, 2011).

Image 36. Corridors are turned into flexible spaces for students to gather, socialize, study and more (Work, 2010).


KEY PLAYERS, FACTORS AND DESIGN ELEMENTS

A recipient of 16 distinguished awards, Marysville Getchell High School (MGHS) comprises design and construction totaling 195,000 ft2 on 43 acres of second-growth forest and wetlands to accommodate 1,600 students in grades 9 to 12. In order to provide great flexibility in the administration of student-focused learning, archi-tects planned four independent small learning community (SLC) buildings and the Campus Commons. Within each SLC building, a series of interconnected learning spaces support the educational approach described by the key player, the District’s Five Guiding Principles: Relationships at the Center; Focused Learning; Identity and Purpose; Community; and Accountability.

By adapting to these principles formed Universal Learning Spaces, with the follow-ing 8 functions:1. Core Learning: instructional space2. Specialized Learning: curriculum-specific space3. Applied Learning: real world application of learning 4. Project Learning: interdisciplinary, interactive projects5. Science: labs and grounds as powerful learning tools that promote inquiry-based learning6. Learning Commons: resource/research area, and interactive/interdisciplinary sup-port spaces to Core Learning7. Social Commons: informal gathering space8. Admin/Student Services: administration

The architecture of MGHS envelopes these functions into a three-story, shell-and-core building for each SLC. The shell-and-core solution draws most load bearing structure and plumbing out to the exterior walls, with electrical and HVAC routed through floor and ceiling. This maximizes interior connectivity and allows interior walls to be easily reconfigured as necessary to adapt to future changes in educa-tional program. As seen on the site plan (Illustration 6 on this page), building arrangement creates outdoor in-between spaces where the school offers opportunities for outdoor learn-ing and community connection. Community design (one of the five principles by the District) naturally occurred as the athletic fields and gymnasium are shared with the neighbours of MGHS. The property is unrestricted to community and visitors who wish to visit the forest and wetlands (Work, 2010). Their resolute sustainability approach is to be discussed under Outstanding Design Elements on Page 48.

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UNDERLYING CHALLENGES

The underlying problems of MGHS was similar to many schools around North Amer-ica—the tension between school districts, teachers and community. After a state-re-cord 49-day teacher strike in 2004, strongly negative tensions built up between the community and school board. Moreover, school overcrowding had increased over the course of 15 years. The District and community rallied together to heal old and deep fractures in order to improve the quality of student learning. The new Marys-ville Getchell High School Campus embodies the District’s reinvigorated focus through its design and the results prove its success as shown below (Work, 2010).

Chart 3. Graduation rate prior to new program (Work, 2010).

Execution of successful programming and design based on the needs of the user groups is the solution to the underlying problem and goes far beyond the immedi-ate reward.

OUTSTANDING DESIGN ELEMENTS

Sustainability was the pillar of the design of MGHS and is what sets them apart; site, energy, materials, water, and indoor environmental quality (IEQ) were accounted for and each is addressed here.

Site — Characterized by second-growth forest, steep grade changes from east to west, the site of Marysville Getchell High School has extraordinary views of Elliot Bay, and neighboring wetlands. Buildings on the site are connected by boardwalks as the buildings nestle into the preserved landscape and sloping topography. Each building is oriented to maximizes daylighting. An outdoor amphitheater, decks, and viewing platforms provide unlimited learning opportunities outside SLCs (Work, 2010).

Energy — Operable widows and shading by the forest canopy is used to cool the buildings. Classrooms and offices are equipped with occupancy sensors and dim-mable lights. Air handling units are set to economizer cycles in every building and hot water tanks are minimized. A high-efficiency HVAC system was selected to ex-ceed local energy code requirements by more than 20 percent (Work 2010).

Materials — Durability and ease of maintenance of materials are sustainable fac-tors to consider in order to forestall replacements. Architects chose roofing and carpeting products with significant 20-30 year warranties. They employed polished concrete flooring in high traffic areas. By exposing ducts and ceiling structure, they minimized the ceiling materials. Local materials and manufacturers sourced. The use of native, drought tolerant species in the landscape eliminated the need for irrigation (Work 2010).

Water — Storm water runoff is significantly reduced by deliberate design choices and the use of pervious materials. DLR group chose water permeable grid paving products to be used in other hardscape elements, while parking lot size is minimized to avoid paving and to encourage the use of public transportation and car sharing.

Indoor Environmental Quality (IEQ) — The design creates an interior experience that connects users to the verdant, natural surroundings. Each school building is de-signed without a corridor; learning areas are planned instead around “commons” and “living room spaces” as shown in Illustration 7 on this page. Daylight pene-trates the interior through many large windows, while views of the outside from within remain equally uninterrupted. Sunshades are used to minimize glare through operable windows. The buildings each satisfy Washington Sustainable Schools Pro-tocol (WSSP) acoustical requirements, by the use of acoustic gypsum board ceilings and walls to deftly muffle the ambient noise (Work, 2010).

Illustration 13. Floor plan of typical upper level of Learning Community (Marysville, 2011).

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Illustration 14. Models of SLC floor plates at Marysville Getchell High School (Work, 2010).

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Image 38. Outdoor areas and a corner of the library at Marysville Getchell High School (Work, 2010).


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Image 39. Children in action on the roof and the courtyard of Fuji Kindergarten in Tokyo, Japan (Tezuka, 2013).

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KEY PLAYERS, FACTORS AND DESIGN ELEMENTS

Named “The World’s Best Kindergarten” by numerous sources, Fuji Kindergarten is far removed from the “standardized post-World War II white concrete boxes” that is typical of Japan (Ha, 2015 and Cravel, 2014). The architects of the project, of Tezuka Architects, are committed to creating educational environments to cultivate and inspire the next generation. Built in 2007, Fuji Kindergarten has the ceiling height of mere 2.1 metres (~6’10”). Despite the exceptionally low ceiling (as seen in Image 37 on page 17 and in Illustration 9 on the right), the kindergarten is reportedly Japan’s largest single kindergarten with about 750 students in its 183m external, 108m in-ternal circumferences of structure (Cravel, 2014).

As seen on the site plan (Illustration 8), shaped like a giant halo or a donut, Fuji Kin-dergarten which is has no interior walls and no dead ends. Full sized sliding glass doors have replaced the exterior walls on the inner and outer rings. The no- barrier concept allows total freedom of movement between the interior and exterior for the users.

Three tall zelkova trees had to remain on site, so now they shoot up through the roof deck (as seen in Illustration 9) and children love to climb them. Instead of handrails, Takaharu Tezuka installed nets on the opening around the tree trunk, like the con-ceptual sketch in Illustration 10. During his TED talk, the architect said “We added these safety nets so the students wouldn’t fall through the holes around the trees. But I know kids, and they love to play with nets. Whenever they see a hammock, they want to jump into it, to shake it. These were really just an excuse for me to give the kids another way to play (2014).”

As shown in Illustration 10, watercooler tanks or “wells” are where conversations start, like the way women used to gather around wells centuries ago in Japan. Handrails along the rooftop are too narrow for kids to put their heads through (as regulated by code), but wide enough for their legs, so they instinctively hang their legs off the roof and watch what’s happening downstairs, like seen on Image 38 on page 19 (Ha, 2015).

UNDERLYING CHALLENGES

Because majority of the existing educational facilities are designed for the past, challenges linger no matter what age group you design for (Robinson & Aronica, 2015). To get away from the standardized layout and design process and to create this type of no-dead end, infinite circulation, completely open building, the archi-tect had “no preconceived notions.” He stated that “Studying other kindergartens was like looking in the rear-view mirror of a car: Even if you look very closely, you can’t see anything in front (Ha, 2015).” He instead looked to his two children and their behaviours in order to design this school with his wife (Cravel, 2014). A completely open plan would undoubtedly raise the question of acoustics for de-signers as sounds are constantly transmitted between spaces. The sounds are not blocked by the acoustic absorption material on the ceiling here. The rooms are only divided by casually stacked-up furniture, like building blocks. Tezuka challenges the notion of acoustic values we deem so crucial and argues the accessibility to each other physically, visually and acoustically is more important. “With no hidden rooms, children will automatically adopt socially acceptable behavior patterns,” said the architect (McManus, 2014). The directors of Fuji Kindergarten also strongly believe spaces with a lot of noise are better for raising children rather than in silence (Cravel, 2014).The traffic on the ground floor, center courtyard and roof may be visually fatiguing for observers such as the teachers. However, studies have shown that children at Fuji invent and play six times the number of games that a typical kindergarten stu-dent plays and the average Fuji student runs about 5 km each day (Ha, 2015).

OUTSTANDING DESIGN ELEMENTS

Overcoming the underlying challenges through innovation proves how the think tank behind Fuji Kindergarten have executed a successful design. Elimination of interior walls, tangible division between areas, and offices create a dynamic, trust-worthy environment for young children. With the windows open most of the year, the indoor-outdoor connection is inevitable. Incorporation of skylights, where chil-dren often peek through to see what others are up to, is not only for the purpose of natural lighting but also to spark curiosity and to create visual transparency between levels. Movable furniture to create “rooms” at users’ discretion is also an innovative way to approach layout.In 2011, the Organization for Economic Co-operation and Development (OECD) named Fuji Kindergarten the most exemplary of all educational facilities in the world, chosen from 166 submissions from 33 countries (Cravel, 2014).

Illustration 17. Architect’s sketches of safety net around tree trunks and wells (Tezuka, 2015).

Illustration 16. Section drawing of Fuji Kindergarten (Tezuka, 2015).

Illustration 15. Site plan of Fuji Kindergarten (Tezuka, 2015).

PART B. FUJI KINDERGARTEN

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Image 40. Children hang their legs off the rooftop between the handrails at Fuji Kindergarten (Tezuka, 2013).

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Image 43. Tens of children climbing the tree or hanging out in the safety net on the roof level (Tezuka, 2015).

Image 41. Learning happens both “inside” and outside the building (Tezuka, 2015). Image 42. Children at Fuji Kindergarten by the water hoses (Tezuka, 2015).

Image 44. Children lean over the skylight to peek inside (Tezuka, 2015).

Illustration 20. Compilation of Tezuka’s simple and detailed sketches during design process (Tezuka, 2013).

Illustration 19. Tezuka’s detailed sketch of his vision during design phase (Tezuka, 2013).

Illustration 18. Tezuka’s simple sketch of his vision during design process (Tezuka, 2013).

PART B. FUJI KINDERGARTEN

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TARGETDEMOGRAPHICS

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Analysis of the target demographicsObjectives of and methodologies used for the analysisHighlightsFuture ConsiderationsMaps of the target demographics


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OBJECTIVES OF TARGET DEMOGRAPHICS

Analysis of target demographics is crucial as the proximity between the proposed site location and user groups are most often relevant. However, for prospective students of CARTWRIGHT SECONDARY SCHOOL, many are likely to deliber-ately travel from somewhere distant as the school offers such a unique, holistic system that no other institution currently offers. Nonetheless, it is important to see where secondary student age groups are residing within Lower Mainland, partic-ularly close to the proposed site, as convenient travel routes would be another incentive for some prospective students.

METHODOLOGIES USED

In order to obtain statistics on local population, number of secondary students residing in BC, number of independent schools and more, the following databases were used: BCTF (British Columbia Teachers’ Federation, BC Ministry of Education and SimplyMap.

BRIEF HIGHLIGHTS

According to BC Ministry of Education, the number of students enrolled in inde-pendent schools in BC in 2014/15 school year was 80,640. There was a total of 633,428 students in the province of British Columbia. The breakdown of 80,640 students are:• Gr 8: 5573• Gr 9: 5504 • Gr 10: 5900 • Gr 11: 5612 • Gr 12: 5858• SU (Secondary Upgraded): 328 • Sec Total: 28775 • GA (Graduated Adult): 3There was an annual growth in the number of independent schools of 5.9% from 2013/14 school year. Out of all (both public and independent) schools, that was a 13% increase in number.

FUTURE CONSIDERATION

Since over 40 percent of independent schools in BC did not exist 20 years ago, today’s parents are left with more options than ever before. The effect of an increase in the number of independent schools while public school en-rollment rate is declining or relatively flat is a relationship that needs further exploration (Yan, 2010). This exceeds beyond the scope of this Capstone project but is worth mentioning.

ENROLLMENT IN LOCAL SECONDARY SCHOOLS

Students The following list shows the approximate number of students at all Van-couver public and some private secondary schools in Lower Mainland. This will help inform how many students can be enrolled in CARTWRIGHT SECONDARY SCHOOL.

Enrollment in Public Secondary Schools in the City of Vancouver• Vancouver Technical Secondary School: 1616• University Hill Secondary School: 532 • Sir Winston Churchill Secondary School: 2100• Sir Charles Tupper Secondary School: 1000• Prince of Wales Secondary School: 1300• Point Grey Secondary School: 1200• King George Secondary School: 468• Killarney Secondary School: 2000• John Oliver Secondary School: 1135• Gladstone Secondary School: 1340• Magee Secondary School: 1200• Templeton Secondary School: 1100• Kitsilano Secondary School: 1570• David Thompson Secondary School: 1800• Britania Secondary School: 732• Eric Hamber Secondary School: 1600• Lord Byng Secondary School: 1200• Windermere Secondary School: 1250

Enrollment in Private Secondary Schools (Grade 8 to 12 only) in Lower Mainland• York House Senior School (all girls): 100• Crofton House (all girls): 360• St. George’s School (all boys): 485• St. John’s School (co-ed): 230• West Point Grey Academy (co-ed): 390• The Westside School (co-ed): 84• Bodwell High School (co-ed): 520• Alexander Academy (co-ed): 50• Vancouver Waldorf School (co-ed): 105

MAPS OF TARGET DEMOGRAPHICS’ LOCATIONS

Although many users may be commuting from the neighbourhoods of the proposed school campus site, proximity does not necessarily determine and/or limit the user group. The following maps illustrate the numbers of the population between the age of 15 to 19 in various parts of Lower Main-land. Under each map is a description of potential means of transportation to the site.

# Population by Age | Total 15to 19, 2015 by Census Tracts

0 - 140

141 - 214

215 - 292

293 - 398

399 - 2411

0 m 440 m 880 m

Illustration 21. # Population by Age, Total 15 to 19 (SimplyMap, 2015).

There is a concentration of the specified age group south of 16th Avenue. Travel distance varies anywhere between 2.2km to 5.3km within the parametre of this map. These groups will most likely be able to commute by public transportation if desired without much difficulty.

TARGET DEMOGRAPHICS

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0 - 140

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This shows Richmond and Delta. Note the concentration of population of the spec-ified age group in the southernmost part of Richmond. Canada Line Skytrain and buses may easily be used for transportation. For parents who work in downtown core are likely to pass by the proposed site with their vehicles.


This shows much of Vancouver, Burnaby (west), North Vancouver and West Vancou-ver. Note the concentration of population of the specified age group past the Lion’s Gate Bridge. Means of transportation used will most likely be private vehicles and public transportation.


This shows much of Burnaby (east), New Westminster, Port Moody, Coquitlam, Port Coquitlam, and Surrey. Although there is high number of specified age group pop-ulation, these areas are far and would most likely require arranged transportation by the user groups.

TARGET DEMOGRAPHICS

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GEOGRAPHICALASSESSMENT

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Analysis of proposed site and buildingsMap of proposed site and buildingsHistorical significance of the buildingsLocation of the site within the cityAccessibility to the proposed site


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PROPOSED SITE OVERVIEW

A lot on the southeast side of Granville Island have been chosen to locate CART-WRIGHT SECONDARY SCHOOL. The rich history of Granville Island, its trans-formation over the years and the culture of local businesses must be taken into consideration as preservation of such stories should be treasured and told through this Capstone Project.

HISTORICAL SIGNIFICANCE OF THE SITE

In the late 1970s, Granville Island began to change. From a declining 37-acre in-dustrial wasteland in Vancouver’s False Creek, to “one of the most successful urban redevelopments in North America” (Island Heritage). Granville Island is a public waterfront destination and many of its sheds were preserved and restored through a Federal Government initiative (Arts Umbrella). Visitors can still see Railway tracks amongst the cobblestone streets and the industrial heritage of the Island is stamped on every building.

A concrete company, Ocean Construction Ltd. has been on Johnston St. for more than 90 years while Micon Industries, a drill bit manufacturer, moved into its Ander-son St. location in the 1960s and still remains there. The narrow lots and buildings are the evidence of early Twentieth-Century industrial land use; the 50-60-foot-wide lots allowed the tenants frontage to the water at one end and to the Island’s rail net-work at the other. There are no curbs or sidewalks on the Island as it was necessary to provide unobstructed passage for trucks, trolleys and forklifts (Island Heritage).

PROPOSED BUILDINGS OVERVIEW

Four buildings on Cartwright Street on Granville Island have been chosen to be Small Learning Communities (SLCs). Each building will be explored in depth in the following paragraphs.

Building One: Arts Umbrella1286 Cartwright Street, V6H 3R8

Building Two: Morrison Steel & Wire 1244 Cartwright Street, V6H 3R8

Building Three: Performance Works1218 Cartwright Street, V6H 3R9

Building Four: Railspur District1241 Cartwright Street, V6H 3S1

PROPOSED SITE & BUILDINGS

1.6

Image 45. Picture of sawmill at Granville Island in 1917 from City of Vancouver Archives Item Wat P93

N

ALDER BAY

BUILDING ONE

SPORTS FIELDS

RON BASFORD PARK

OUTDOORAMPHITHEATRE

DESIGNATED STUDENT DROP-OFF ZONE

PARKING LOT

LITTLE HUTBUILDING

TWO

BUILDING THREE

BUILDING FOUR

Illustration 25. Location of proposed buildings on Granville Island (Kim, 2015).


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It is crucial to learn and understand the history of these buildings as they each embody a unique story of transformation over the years. This Capstone Project will make every attempt to preserve and promote the originality of each building. Building One: Arts Umbrella

Arts Umbrella was co-founded by Carol Henriques in 1979 as a non-profit arts in-stitute for youth. Her son Gregory Henriquez’s first project after graduation from an architecture school was the present east wing, which “represents a fragmented oversized face.” The school’s success required replacing an adjacent former nail factory—a survivor of industrial Granville Island —with a three-storey cubic block (Kalman, p.108). A additional 18,000-square-foot space was constructed between existing buildings in 1998, which provides a new front entry and arts studio on the ground floor, a second floor arts studio, and a dance studio above that. Part of the addition’s form was inspired by an adjacent one-storey stucco shed. The resulting new front façade represents a fragmented oversized face. A large, lead-ed-glass window “eye” on the second floor looks down onto the street underneath the protective arch of a corrugated metal “cosmic eyebrow” roof. With windows at a child’s eye level, the new studio spaces evoke the non-scalar imagination of a child. For Arts Umbrella’s next addition, the original stucco shed was demolished and replaced with a second transformation, this one more rectilinear than the first. The playful harmony and contrast between the first organic design and the second rectilinear addition represents the dialogue between the rational and subconscious impetuses behind the act of creation (Arts Umbrella).

Building Two: Morrison Steel & Wire

Mr. Morrison brought his nail-making company to Granville Island in 1925 and set up business in two buildings on the island’s southern shore. For years, Morrison Steel was the only nail manufacturer north of San Francisco and west of Hamilton. Morrison Steel stayed on as an industry of public interest when Granville Island was updated early in 1970. But it shut down in 1982 because of declining markets. Cur-rently, the only occupant in this building is Featherworks Products.

Building Three: Performance Works

Originally a machine shop dating back to the 1920’s, the Barbara Dalrymple-de-signed Performance Works opened on Granville Island in 1992 with a mandate to provide the arts community with a permanent rehearsal and performance venue. Performance Works is now a multi-functional, flexible black box theatre space show-casing performance events and productions (Granville Island).

Building Four: Railspur District

There is no available information on the history of this building at the moment.

Image 46. Photograph of Arts Umbrella taken by Henriquez Partners Architects (Arts Um-brella).

Image 47. Joel Berman Glass Studio used to be inside Morrison Steel & Wire (Kim, 2015).

Image 48. The alley between Building Two and Three (Kim, 2015). Image 49. Performance Works today (Kim, 2015)

1.6

HISTORICAL SIGNIFICANCE OF THE BUILDINGS

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LOCATION OF SITE WITHIN THE CITY

1.6Location of the site must be carefully examined in relation to what’s in proximity. Although Cartwright deems convenience of location important, many prospective students are presumed to be traveling from distance.

Locations of Other Private Secondary Schools

There is a substantial number of private schools in Vancouver as shown on the map below. However, there is no school that has such holistic approach to the 21st, project-based learning. As for many private schools, CARTWRIGHT SECONDARY SCHOOL will be attracting students from all over Lower Mainland, not just the local neighbourhood.

Locations of Educational Facilities

Easy access to many of the city’s finest educational facilities are within easy reach from the site. As marked on the large map on the following page, landmarks such as Science World, Vancouver Public Library, Museum of Vancouver can be reached on foot or by public transportation. False Creek Community Centre adjacent to Arts will become a great partner to Cartwright with potential to share gymnasium and field spaces.

Locations of Local Businesses

Granville Island is a hub for many local artists, artisans and businesses that prospec-tive CARTWRIGHT SECONDARY SCHOOL students are going to connect with for various purposes. Public Market and Net Loft allow students local produce and products for their meals and projects. The hope is that there would be continuous, consistent collaboration between the local businesses and Cartwright. See the full list of businesses on Granville Island in the Appendix A.

Locations of Local Parks

Granville Island is surrounded by the ocean and greeneries of parks. This grants the school easy access to nature, on foot, by bike, kayak, etc. The proximity to such areas will crucial part of design as outdoor learning is strongly encouraged.

Illustration 26. Locations of private secondary schools in Vancouver (Google Maps).

Illustration 27. Locations of museums in Vancouver (Google Maps).

Map data ©2015 Google 200 m

Google Maps

Illustration 28. Geographical assessment: Relevant landmarks and their distances from proposed site (Google Maps, 2015)

← To UBC, 8.8km

↓ To VanDusen Botanical Garden, 4.9km

Olympic Village Skytrain Station, 1.8km

→ To Great Northern Way Campus, 4.6km

Granville Island Public Market, 450m

False Creek Community Centre, 58m

Museum of Vancouver, 1.8km

Vancouver Maritime Museum, 1.9km

Vancouver Art Gallery, 3.7km

Vancouver Public Library, 4.4km

The Dance Centre, 1.7km

Science World, 4.9km

marks the location of the proposed site.

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By Bus

• #50 False Creek: The bus comes from Gastown in the downtown area, along Granville Street and stops at the intersection of Anderson Street and West 2nd Avenue.

• Other Bus Routes: The Granville & 5th Ave at the south end of the Granville Bridge, is also an interchange for many of the urban and suburban routes. It is 5-10 minutes walk from this intersection.

By Boat

• Aquabus: The Aquabus travels around False Creek with stops at the foot of Hornby St., Stamp’s Landing, Yaletown, and Science World. The Aquabus dock on Granville Island is located between the Public Market and the Arts Club Theatre.

• False Creek Ferry: The False Creek Ferries also travel around the Inlet and stop at the Maritime Museum, the Aquatic Centre, Stamp’s Landing, and Science World. The False Creek Ferry dock on Granville Island is located near the en-trance to Bridges Restaurant.

• Boat Parking: There is a free, limited public dock behind the Public Market that allows three-hour moorage for privately own boats.

On Foot

• Walking from the East or West: A seaside walk follows the False Creek Inlet on both the north and south shores. The south shore walk, which passes right by Granville Island, begins at its easternmost point under the Cambie Street Bridge and continues to beaches in Kitsilano.

• Walking from the South: Follow the underside of the Granville Street Bridge.

By Car/Bike

A number of main thoroughfares run nearby, such as the Granville St. Bridge above, and 4th Avenue to the south, and Burrard Street to the west. Upon the entrance of the Island (on Cartwright Street), all of the streets on the Island are one-way. A scenic bicycle path (shared with pedestrians) that runs east-to-west past the Island along the south shore of False Creek Inlet.

ACCESSIBILITY TO THE PROPOSED SITE

1.6

PRIORITY

MovementEfficiency

Pedestrian

Highest

Lowest

Lowest

Highest

Cyclist

Transit

Vehicle

Infrastructure

COST

Illustration 29. Means of transportation in terms of priority and cost (Kim, 2015). Illustration 30. Movement between proposed buildings (Kim, 2015).

DETAILEDPROGRAMMING

1.7


Detailed programming for all four of proposed buildingsSquare footage calculations of how much space is needed in each area and building

N

ALDER BAY

THE HOME BASE

THE SHOP

THEGARDEN

OUTDOOR LEARNING AREA + GARDEN

THESTUDIO

SPORTS FIELDSTO BE UPDATED

RON BASFORD PARK

OUTDOORAMPHITHEATRE

DESIGNATED STUDENT DROP-OFF

ZONE

PARKING LOT

LITTLE KAYAK HUTTO BE UPDATED

Illustration 31. Proposed site plan illustrated by hand (Kim, 2015).

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DETAILED PROGRAMMING — ESSENTIAL COMPONENTS

Based on the thesis statement, design brief and documented site research, this Sec-tion will provide a preliminary program document for CARTWRIGHT SECONDARY SCHOOL. It documents and itemizes all of the spaces, functions and equipment required in each area, and circulation. A desired square footage for each space is estimated based on programming and will need further refinement throughout the design process. Areas included in this program are once again inspired and guided by Prakash Nair’s book, Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning (2014) as well as many other case studies not included in this Proposal. Calculation of the school capacity was adapted from a presentation slides from CEFPI Pre-Conference Workshop held in Toronto, presented by Amy Yurko and two other architects. Note that the average gross area per student in a Canadian high school building is 130.4 ft2 (Calculating School Capacity). Each area will be indicated with the primordial metaphors of learning (as described on Page 25) it embodies.

CAMPFIRE: Learning from an expert

WATERING HOLE: Learning from peers

CAVE: Learning from introspection

LIFE: Learning by doing

Note that gymnasium and outdoor athletic fields are to be shared with existing False Creek Community Centre. Some upgrade to these facilities may be recom-mended if permission is granted by the City of Vancouver. The Library, Gallery, Theatre, Café + Seasonal Market as well as parts of the Outdoor Learning Area will be open to public. This is part of Community Involvement (Give-and-Take) initiative as described on Page 21.

There are four areas that must be built into every Small Learning Community (SLC), except for The Garden. The Garden will only have Washrooms from this list.

Learning Commons

Learning Commons is the old corridor space. It is now a place where students can go do homework, socialize, and read, both individually and as a group. Imagine all Flex Seminar Rooms spilling out into these Learning Commons, like bedrooms opening up to a living room in a house. In order to accommodate students with different needs, the Commons must be able to house various group sizes. There will be Learning Commons in every building, including the Home Base. Where these Commons congregate to create an atrium, it will naturally form the heart of the school.• Comfortable, movable and fixed seating • Work surfaces• Controllable directional lighting• Changes in flooring to mark the area• Access to natural light

Teachers’ Pod

The design of areas for teachers should empower them to do the best job they can. Rather than departmental grouping, each teacher will have a semi-permanent desk spaces in the building they teach the most. They will be sharing Learning Commons area with the students when they need to meet. If they are in a dire need of privacy, private meeting rooms in the Advisors’ Offices or the Library can be used.• Compact workstation with an ergonomic chair• Pedestal on casters• Storage system on casters• A form of acoustical separation

Lockers

Lockers will be installed in every SLC so students and teachers have a somewhat permanent place they can call their own for an entire school year. Lockers should not be tucked away in the corners to prevent bullying. The face of the lockers can be personalized to display individuality and to communicate with one another.

Washrooms

Accessible washrooms will be in each SLC. No separate staff washrooms will be provided to further foster social interactions between user groups and to prevent bullying. One private washroom will be provided in the Nurse’s Office. Communal sink will be placed outside the washrooms to avoid crowding and also to promote interaction amongst students.

1.7


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DETAILED PROGRAMMING — THE HOME BASE

School Entrance

As students and visitors may approach the building from extreme side views, sig-nage and circulation path must be considered even prior to reaching the school grounds. It should afford fresh air, sunlight, signature elements to embrace the com-munity’s local ethos. There should be extended overhang to mark the transition onto the school grounds. An immediate outdoor area to exhibit school pride and student accomplishments should be available. There should be a smooth transition from the exterior into the interior (Gallery), by adding adequate level of lighting and greenery.

Gallery

Gallery is on the interior side of the School Entrance. It is where first impressions are made. Public has access to this area. There should be a gradual transition from the outside in terms of level of brightness, and other visual cues. The Principal’s Office will be placed there to overlook the entryway as a security measure and as the first point of contact between students and teachers and/or staff members. The Princi-pal’s Office will be connected to the Advisors’ Offices. Gallery may be adjacent or in close proximity to the DaVinci Studio (discussed later).• Wall space with a form of grid system to hang artwork• Millwork or platform to display three-dimensional artwork• School map and wayfinding cues• Grouped and individual seating areas that are fixed to create a sense of perma-

nence for visitors• Elements from the outside such as greenery and/or water feature• A unspecified “free” area for pop-up exhibitions

Advisors’ Offices

This is where advisors and administration staff work, hold meetings either in groups or in private with individual students. Advisors are there on full-time basis.• A semi-open workspace with 8 units of systems furniture with a filing cabinet

and pedestal• 4 private, secure meeting rooms• A welcoming waiting area• 2 phone rooms/area with acoustic privacy

Library

Library is not a storage for books; it is where personalized learning happens. Here students can not only borrow books but also meet with tutors and mentors, get assistance with research, or simply read and do homework. It also doubles as a quiet sanctuary to get away. A virtual library will be available on a secure network. Reading places will be designed into each building, outside the library as well. Small, satellite libraries will be in each building, but inside the main library will be furnished with:• Bookshelves• Archival room• Reference desk• Computer/tablet stations (Access to virtual library database)• Printers/Photocopiers• Reading nooks/Private tutor rooms• Small group meeting rooms• Movable desks and chairs • Standing desks and chairs• Fireplace and lounge chairs• Drop box (book return)• Movable whiteboards

Nurse’s Office

This is an office space for a school nurse as well as a treatment and counseling area for students.• A desk with return • 1 office chair for nurse• 2 guest chairs• Private examination area• Private counseling room • Private washroom• Lockable storage

Flex Seminar Rooms

Lecture and research segments of learning will occur here. This area will be signifi-cant as it is the most obvious evidence that CARTWRIGHT SECONDARY SCHOOL is a student-centred, not teacher-centred, learning environment. These Flex Semi-nar Rooms will flow into Learning Commons (what is conventionally used and called as corridors), the circulation area.• Tables on casters to form a large communal table to accommodate 12 students

in each room• Movable whiteboard sliding doors between learning area and storage• 13 ergonomic chairs• A bookcase and storage units • Minimum of 5 rooms needed• Projector and screen• Small break-out areas

1.7

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1.7THE STUDIO

Black-Box Theatre

The Theatre is where students can learn and play drama, dance, performance arts, and more. It is fitted with movable furniture, creating natural agility. A large open room should be equipped with an array of lighting and acoustic fittings within a flexible ceiling grid. Sprung wood floor and foldaway bleachers are recommended. The Theatre could be where the entire school body congregates for assemblies and other large events. This implies that there is a need for activities to spill out to the outdoors when necessary. The acoustical design of the Theatre is different than that of the rest of the building, because of the specific demands of the performing arts. Clear and easy intelligibility of actors’ speech and a natural connection with the audience is crucial (Sacks, 2014).

Music Studio

Similar to the Black-Box Theatre, Music Studio is to contain all equipment necessary to store instruments securely. It is vital to have acoustic fittings so sound during practices do not travel elsewhere. Although performances and concerts will be held in the Theatre, there should still be enough seating for drop-in guests. Individual or small practice rooms with acoustic privacy should also be part of the Music Studio.

Visual Arts Studio

This studio is a combination of photography studio, a film set, and editing stations. In Visual Arts Studio, students can create various forms of visual arts with both clas-sic and cutting-edge technology equipment. Total control of lighting fixtures will be necessary. It may include areas such as:• Dark room to develop photos• Green screen / chroma key• Beauty stations for make-up and hair• Computer workstations• Printer/Photocopier• Projector and screen

THE SHOP

The DaVinci Studio

Hard lines separating the arts and the sciences need to be blurred. They both can and should be celebrated together, by escaping the restrictions of left- and right-brain categories. This, however, will require flexibility and multi-purpose furnishing and equipment. The interdisciplinary studio of the arts and the sciences will have:• Natural lighting and ventilation through operable windows• Water-resistant, durable flooring• Ample storage for tools and supplies• Generous preparation area• Display area for in-progress and finished work• Access to water and power, drainage and ventilation• Transparent windows or doors to allow visual contact with bypassers• Connection to an outdoor project deck• Printers• Versatile seating arrangements such as desks and chairs, counter-height tables

with bar stools, and project benches

Maker Lab

Maker Lab is where children’s natural enthusiasm for making things can flourish. It is a flexible space with plenty of storage, where both collaboration and independent work can be done. Think of it as a garage, where students can learn to use tools for woodworking or sewing and realize their vision in a tangible way.• CNC milling machines• Laser cutters• Electric table saws• 2D and 3D printers• Sewing machines• Commercial-grade sewing machines• Movable whiteboards• Storage shelving for drawings• Large recycling bin to dispose materials

DETAILED PROGRAMMING — THE STUDIO & SHOP


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section 1.7Outdoor Learning Area + Garden

There will be a large, Outdoor Learning Area where students can not only learn from nature, but also from each other and the community. Three categories of learning will happen here: 1) Play — Gross and fine motor coordination, creativity, and social skills2) Fieldwork — Physically examine the natural and human processes and designs that make up the world3) Inside goes outside — Any form of learning, whether it be individual or in groups, can be done outside when weather permits (Nair, p. 132)A Garden will be part of the Outdoor Learning Area, where students can study more than just culinary arts, such as agricultural science, chemistry, social issues, writing, innovation, and entrepreneurism. In conjunction with a Teaching Kitchen, a stu-dent-run Seasonal Market and Café, the Garden will be another inspiring, positive and active learning environment.

Café + Seasonal Market

A Café is where students could purchase lunch from if they wish, though many will be bringing lunch from home on regular basis. It is to be connected to the Garden and Seasonal Market which will be run by students in conjunction with local vendors and Seasonal from Granville Island Public Market. Rather than having a dining hall where is only used during lunch, students are encouraged to go outside or utilize all parts of school to eat. Fresh produce can be brought in from the garden. Both the Café and Seasonal Market are open to public and will be connected to the Teaching Kitchen. These spaces will require visual transparency and physical access to the pedestrian traffic outside. A living wall could be a valuable addition if it is deemed maintainable through all four seasons.• Various seating types for dining• Transaction counter and cashier’s area• Juice bar• Condiment table• Recycling and compost bins• Merchandise and produce display area

Teaching Kitchen

A fully-equipped commercial grade kitchen to serve food and drinks at the Café, Teaching Kitchen is also opened to students for classes. The semi-open Teaching Kitchen should have direct access to the Garden, Café and Seasonal Market and it is to include:• 6 large movable preparation islands • 2 units of dishwashers• 2 units of range and hood fans• Wall ovens• 2 full-size sinks and 2 bar sinks• 4 full-size refrigerators• 2 freezers• Pantry• Storage• Passthrough area to the Café side

DETAILED PROGRAMMING — THE GARDEN

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1.7Area specified above and the Essential Components make up Small Learning Com-munities (SLCs). The below is the breakdown of each SLC.

THE HOME BASE

• School Entrance 0 sf (in the interior)• Gallery 2,000 sf • Advisors’ Offices 2,000 sf • Library 1,500 sf• Nurse’s Office 400 sf• Flex Seminar Room 800 sf/ea x 5 = 4,000 sf• Learning Commons 2,000 sf• Washrooms 800 sf• Teachers’ Pod 600 sf• Lockers 600 sf• Mechanical Room 150 sf• Server Room 250 sf• Janitor’s Closet 40 sf• Storage 200 sf• SUBTOTAL 14,140 sf The Home Base is the largest SLC building.

THE STUDIO

• Black-Box Theatre 1,700 sf• Music Studio 1,700 sf • Visual Arts Studio 1,700 sf • Learning Commons 1,100 sf• Washrooms 600 sf• Teachers’ Pod 400 sf• Lockers 120 sf• Mechanical Room 150 sf• Server Room 250 sf• Janitor’s Closet 40 sf• Storage 200 sf• SUBTOTAL 7,960 sf

THE SHOPS

• The DaVinci Studio 1,500 sf• Maker Lab 1,500 sf • Learning Commons 1,100 sf• Washrooms 600 sf• Teachers’ Pod 400 sf• Lockers 120 sf• Mechanical Room 150 sf• Server Room 250 sf• Janitor’s Closet 40 sf• Storage 200 sf• SUBTOTAL 5,860 sf

THE GARDEN

• Outdoor Learning Area + Garden 0 sf (in the interior)

• Café + Seasonal Market 1,200 sf

• Teaching Kitchen 800 sf • Washrooms 800 sf• Mechanical Room 150 sf• Janitor’s Closet 40 sf• Storage 200 sf• SUBTOTAL 3,190 sf

TOTAL OF 31,150 SF REQUIRED

Adding all four SLCs are together, the total square footage required for the inte-rior spaces of given program is 31,150 square feet. Exterior square footage re-quirements must be considered before the commencement of design phase. The area sizes will continue to be adapted accordingly as program is further developed through the execution phase of design.

Adjacencies, relationship between the four buildings, bubble diagrams and block plans are part of the next stage (design phase), and will be in Sections 2.2 and 2.3 (under 2.0 Design Proposal).

DETAILED PROGRAMMING — SQUARE FOOTAGE CALCULATIONS

CODE, REGULATION &FEASIBILITY ANALYSIS

1.8


Analysis of applicable building codes and regulationsFeasibilty analysis to determine if the proposed buildings/site can accommodate the program


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ANALYSIS OF APPLICABLE CODES AND REGULATIONS

According to City of Vancouver, Granville Island falls under CD-1 Comprehensive Development District, more specifically FCCDD (False Creek Official Development Plan By-Law #4812). FCCDD Reference Document states “A significant degree of flexibility is given to those persons preparing plans and proposals and to the De-velopment Permit Board and Advisory Panel in the interpretation of the policies, objectives and other information set out in this Reference Document (1999).” The proposed site is owned and operated by CMHC, a federal government body, thus British Columbia has no jurisdiction in enforcing codes and regulations. For this Project, however, it is assumed that all buildings are to follow the latest version of British Columbia Building Codes (2012) and sprinklered throughout.

1. Governing Code SectionBCBC 3.2.2.24 Group A, Division 2, up to 5 storeys, any area, sprinklered

2. Classification of BuildingBCBC 3.1.2.1.(1) Group A. Division 2. Assembly occupancies not elsewhere classi-fied in Group A

3. Building Major Occupancy ClassificationBCBC 3.1.2.1.(2) Group A. Division 2. Assembly Occupancies not elsewhere classi-fied in Group A

4. Project Occupancy ClassificationBCBC 3.1.2.1.(1) Group A. Division 2. Assembly Occupancies not elsewhere classi-fied in Group A

5. Type of BuildingBCBC 3.2.2.24.(2) Non-combustible construction

6. Occupancy Load Table with Room Sizes and Occupant Load Multiplying FactorsBCBC Table 3.1.17.1 See Tables on the next page

7. Minimum Fire Resistance RatingBCBC 3.2.2.24.(2)(a) Floor assemblies shall be fire separations with a fire-resistance rating not less than 1h.

8. Flame Spread Rating for Walls and CeilingsBCBC 3.1.13.2.(1)(2)

9. Smoke Developed ClassificationBCBC 3.1.12.1.(3) Determination of rating based on D-3.1.1.( )(b)

10. Fire Alarm and Detection System Requirements• Fire Alarm: BCBC 3.2.2.1.(1)(4)(c)• Type of Fire Alarm System Required: BCBC 3.2.2.3.(1)(d)• Fire Detectors: BCBC 3.2.2.11.(1)• Smoke Detectors: BCBC 3.2.2.12.(1)(b)(g)(4)

11. Emergency Light Requirements with Illumination• Emergency Lighting: BCBC 3.2.5.3.(1)(a)(b)(c)(f)(h)(i)(ii)(k)• Illumination Required: BCBC 3.2.5.3.(2)• Value of Illumination: BCBC 3.2.5.3.(3)

12. Exit Light Requirements with Illumination Levels• Exit Signs: BCBC 3.4.5.1.(2)(a)(b)(c)(i)(ii)(iii)(iv)• Illumination Required: BCBC 3.4.5.1.(3)(a)• Externally Illuminated: BCBC 3.4.5.1.(4)• Circuitry Serving Exterior Lights: BCBC 3.4.5.1.(5)(a)(b)(6)• Signs for Stairs and Ramps at Exit Level: BCBC 3.4.5.2.(1)

13. Travel Distance RequirementsBCBC 3.4.2.2.(1) See floor plan for travel paths• Provided Exit is Separated form Door of Room: BCBC 3.4.2.2.(2)(a)(ii)(b)(i)(ii)(iii)

(3)

14. Exit Capacity and Exit Capacity Multiplication FactorTotal Exit Width based on BCBC 3.4.3.2.aThe Home Base 229 x 8mm = 1832mmThe Shop 115 x 8mm = 920mm Library 75 x 8mm = 600mmThe Studio 401 x 8mm = 3208mmThe Garden 141 x 8mm = 1128mm

15. Location of ExitsBCBC 3.4.2.3.(1)(c) Travel distance not more than 45m (148ft) apart.

16. Separation Between ExitsBCBC 3.4.1.2.(1)(2)

17. Distance Between ExitsBCBC 3.4.1.7.(1)(a)(b)(3)

18. Width of Exits RequiredBCBC 3.4.3.2.(1) The minimum widths of exits shall conform to Table 3.4.3.2.A Group A Corridors and Ramps 1100 mm (43 in) Group A Stairs 900 mm (35 in) Group A Doorways 800 mm (31 in)

19. Width of Exit CorridorsBCBC 3.4.3.2.(a) Minimal width of exit shall conform to Table 3.4.3.2.A

20. Total Occupant Load BCBC 3.1.17.1 See Tables on the next pageThe Home Base 229The Shop 115 Library 75The Studio 401The Garden 141

21. Exit Capacity Required BCBC 3.4.2.1.BThe Home Base (229) x 8mm / 1070mm = 2 exits requiredThe Shop 115 x 8mm / 1070mm =1 exit required Library 75 x 8mm / 1070mm = 1 exit requiredThe Studio 401 x 8mm / 1070mm = 3 exits requiredThe Garden 141 x 8mm / 1070mm = 2 exits required

22. Exit Capacity Provided The numbers may be adapted according to design decisions made later but will always be or over the number of exits required.The Home Base 229 6 exits provided The Shop 115 7 exits provided Library 75 1 exit providedThe Studio 401 10 exits provided The Garden 141 7 exits provided

23. Number of Water ClosetsBCBC 3.7.2.2.A Water Closets for an Assembly OccupancyThe Home Base 229 5 male 9 femaleThe Shop 115 3 male 5 female Library 75 2 male 3 femaleThe Studio 401 7 male 12 femaleThe Garden 141 3 male 6 female

1.8

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BARRIER FREE DESIGN CONFORMANCE REQUIREMENTS

• BCBC 3.8.2.17. Schools and Colleges, Non-residential • BCBC 3.8.2.17 (1) Non-residential schools and colleges need

not comply with Sentence 3.8.2.3.(1) but shall have • BCBC 3.8.2.17 (1) (a)<to each administrative, educational, and

recreational building, at least one entrance that> (i) coforms to Article 3.8.3.5., and (ii) is accessible from adjacent parking stalls conforming to Article 3.8.3.4. • BCBC 3.8.2.17 (1)(b) from within each building, access to (i) all educational and recreational facilities (ii) each tyupe of refreshment facility (iii) offices (iv) lockers (v) areas where work functions can reasonably be expected to be performed by eprsons with disabilities, (vi) viewing positions conforming to Article 3.8.3.15., where fixed seating is installed, (vii) accessible washrooms conforming to sentence 3.8.2.3.(2), where washrooms are required, and (viii) at least one bath or shower, conforming to Sentences 3.7.2.10(10) or (11), where one or more baths or showers are provided• BCBC 3.8.2.17(2) In addition to the washroom facilities re-

quired by Subcaluse (b)(vii), an accessible toilet room conform-ing to Sentence 3.7.2.10(9) shall be provided in each principal building at a non-residential school or college.

• BCBC3.8.2.17.(3) In addition to the requirements of Sentence (1), every floor area (<that> is required to be accessible shall conform to Article 3.8.3.19.

ANALYSIS OF APPLICABLE CODES AND REGULATIONS

1.8

Area Area Area/Person Maximum(square feet) (square metre) (square metre) Occupancy

THE HOME BASEGallery 2,000 186 9.30 20Advisors' Offices 1,500 139 9.30 15Flex Seminar Rooms 2,400 223 1.85 121Learning Commons 2,000 186 3.70 50Teachers' Pods 600 56 9.30 6Nurse's Office 400 37 9.30 4Server Room 250 23 4.60 5Mechanical Room 150 14 4.60 3Storage 200 19 4.60 4Janitor's Closet 40 4 4.60 1THE HOME BASE Occupant Load: 9540 886 229

TYPE OF USE OF FLOOR AREA

OCCUPANT LOAD CALCULATIONS - BCBC 3.1.17.1 OCCUPANCY LOAD TABLE WITH ROOM SIZES AND OCCUPANT LOAD FACTORS


The ShopMaker Lab 1,500 139 4.60 30Davinci Studio 1,500 139 4.60 30Learning Commons 1,100 102 3.70 28Teachers' Pods 400 37 9.30 4Server Room 250 23 4.60 5Mechanical Room 150 14 4.60 3Storage 200 19 4.60 4Janitor's Closet 40 4 4.60 1The Library* 1,500 139 1.85 75THE shop Occupant Load: 6640 617 180

*Note that The Shop and The Library are two separate buildings.




THE studioVisual Arts Studio 2,000 186 9.30 20Music Studio 1,500 139 9.30 15Black-Box Theatre 2,400 223 0.75 297Learning Commons 2,000 186 3.70 50Teachers' Pods 600 56 9.30 6Server Room 250 23 4.60 5Mechanical Room 150 14 4.60 3Storage 200 19 4.60 4Janitor's Closet 40 4 4.60 1THE studio Occupant Load: 9140 849 401




The GardenCafé + Seasonal Market 1,200 111 3.70 30Teaching Kitchen 800 74 9.30 8Flex Seminar Rooms 1,600 149 1.85 80Learning Commons 600 56 3.70 15Mechanical Room 150 14 4.60 3Storage 200 19 4.60 4Janitor's Closet 40 4 4.60 1THE garden Occupant Load: 4590 426 141



Chart 4. Occupant load calculation for the Home Base (Kim, 2015).Chart 6. Occupant load calculation for the Studio (Kim, 2015).

Chart 7. Occupant load calculation for the Garden (Kim, 2015).

Chart 5. Occupant load calculation for the Shop (Kim, 2015).


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section 1.8

FEASIBILITY ANALYSIS

WHY THESE FOUR BUILDINGS?

Initially, the exploration of the east part of Granville Island began as the old Mor-rison Steel and Wire Co. was mostly vacant after its previous tenant, Joel Berman Glass Studio moved out of the building. After multiple site visits (at different times on different days), it was observed that these four buildings are in less busy part of the Island where foot traffic from tourist groups aren’t as evident. Nonethelss, they have direct access to all relative businesses such as woodworking shop, print-ing press studio, and more. Finally, these buildings are appropriate sizes in square footage and in heights to accommodate the necessary areas as per programming.

WHAT HAPPENS TO THE CURRENT TENANTS?

Although more in-depth assessment is still required (of the site and the nature of businesses of the current tenants), two strategies will be proposed:1) Some shops may remain in their units and school areas will be built around them.2) Some will move to the Emily Carr building once they vacate the premises.

ALLOWANCES FOR EDUCATIONAL SPACES ON GRANVILLE ISLAND

The original land use distribution set out by CMHC mandates flexible ranges of square footages per the type of occupancy as shown below.

Projected Distribution by Type:1. Commercial Arts & Crafts 40,000 to 60,000 sf Other 210,000 to 320,000 sf2. Cultural/Institutional Arts & Crafts 40,000 to 60,000 sf Other 50,000 to 60,000 sf3. Residential 10,000 to 40,000 sf4. Industrial 50,000 to 120,000 sf5. Educational 200,000 to 250,000 sf6. Recreational 40,000 to 80,000 sf

Modifications have been made over the years as built areas did expand; allowanc-es per land use type didn’t see a drastic change. Chart on right is a copy of the comparison of proposed concept to reference document included in Repurposing Strategy for EUCAD Buildings at Granville Island (2014). This shows that the intend-ed institutional land use is 189,000 sf, 21 per cent of the Island. As of January 2012 (and to this day) 18 per cent of the Island (158,022 sf) is being utilized for the pur-pose. With Emily Carr University of Art and Design’s relocation, it will drop to 8 per cent (76,367sf), 13 per cent below the dedicated square footages. The presence of CARTWRIGHT SECONDARY SCHOOL will contribute to the institutional land use (up to 12 of total area).

Chart 8. Comparison of proposed concept to reference document (Repurposing Strategy, page 26)

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1.8

FEASIBILITY ANALYSIS

WHAT THE FUTURE HOLDS

In 5 yearsIt is projected that CARTWRIGHT SECONDARY SCHOOL will become a truly inte-grated part of Granville Island. Collaboration between the businesses on the Island and students will take place on regular basis. Public spaces within the school are uti-lized by the community. Post-Occupancy Evaluation (POE) should identify potential design issues and bring the concerns to the designer for solutions.

In 20 yearsCARTWRIGHT SECONDARY SCHOOL will be building a new history for Granville Island and the education sector in Vancouver. It will set an example for how schools, through design, can change how students learn and thrive. Alumni of the school may return with their children who will be then enrolling in school.

SPACE AVAILABILITY SPACE REQUIREMENT DISCREPANCIES/SOLUTIONS

The Home Base inside Arts Umbrella10988 sf (first floor only) 14,140 sf (3,152 sf) Relocate the library to The Shop (2,000 sf) Relocate two Flex Seminar Rooms to The Garden

The Studio inside Performance Works7873 sf (if completely vacant) 7,960 sf (87 sf) Adjust programming to fit

The Shop inside the Railspur Building8358 sf (if completely vacant) 5,860 sf 2,498 sf Propose a shop/gallery to remain in their unit Library now part of The Shop, not Home Base The Garden inside the old Morrison Steel and Wire Company6388 sf (if completely vacant) 3,190 sf 3,198 sf Propose Featherworks to remain in their unit Two Flex Seminar Rooms now part of The Garden

TOTAL 33,707 sf 31,150 sf 2,457 sf By relocating few areas between the buildings and proposing some current tenants to remain in their units, all spaces in the four buildings will be fully utilized.


Concept & BrandingAdjacenciesBubble Diagrams & Block PlansKey Design PrinciplesConceptual Illustrations Sketches Inspirational Images Materials, Finishes, Lighting, FF&E

DESIGN PROPOSAL

2.0

Image 50. Aerial photograph of Granville Island and False Creek from City of Vancouver Archives, Item CVA 515-12

2.1


Initial concept development ideasRationale behind branding

CONCEPT & BRANDING


84page

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CONCEPT & BRANDING

2.1

Illustration 32. Development of logo of Cartwright Secondary School (Kim, 2015)

CONCEPT

The concept for CARTWRIGHT SECONDARY SCHOOL will be derived from its beautiful, natural surroundings, the rich history of Granville Island and False Creek, and the vibrancy of a young mind.

A refined concept statement will be developed prior to design development phase; meanwhile, conceptual illustrations and sketches in Section 2.5 are provid-ed to convey few key ideas for the school.

A strong concept will be the driving force to make design decisions, particularly in terms of forms, proportions, scale, and colour schemes. A successful concept will push the boundaries of given limitations and create a coherent, beautiful, and functional space.

BRANDING

A successful branding is necessary to demonstrate the vision, mission and values of any organization. In this Project, a brand should encapsulate the essence—the identity—of CARTWRIGHT SECONDARY SCHOOL. On the right, you can see the development of the logo and rationale behind why it’s designed this way.

Scanned by CamScanner

Scanned by CamScanner

85page

section


CONCEPT & BRANDING

2.1

Illustration 33. Development of branding (Kim, 2015)

2.2


Adjacencies between areas in each buildingAdjacency analysis between the buildings and the site

ADJACENCIES


88page

section 2.2

ADJACENCY MATRIX

IMMEDIATE

CONVENIENT

AVOID

Illustration 34. Adjacency matrix for Cartwright Secondary School (Kim, 2015)

89page

section


2.2

RELATIONSHIP BETWEEN BUILDINGS ON SITE

NALDER BAY

THE HOME BASE

THE SHOP

THEGARDENOUTDOOR

LEARNING AREA + GARDEN

OUTDOORLEARNING

AREA

THESTUDIO

SPORTS FIELDS

RON BASFORD PARK

OUTDOORAMPHITHEATRE

DESIGNATED STUDENT DROP-OFF

ZONE

LITTLE KAYAK HUT

LINES OF MOVEMENT BETWEEN BUILDINGS

Illustration 35. Relationship between buildings on site (Kim, 2015).

BUBBLE DIAGRAMS &BLOCK PLANS

2.3


Bubble diagrams of each building Collective vs. individual spaces Noisy vs. quiet spaces Constantly used vs. Periodically used spaces Points of entryBlock plans of each building Visual access Daylight access


92page

section 2.3

BUBBLE DIAGRAM — COLLECTIVE VS. INDIVIDUAL SPACES

Illustration 35. Bubble diagrams of Cartwright Secondary School: Collective vs. Individual Spaces (Kim, 2015).

93page

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2.3

BUBBLE DIAGRAM — NOISY VS. QUIET SPACES

Illustration 36. Bubble diagrams of Cartwright Secondary School: Noisy vs. Quiet Spaces (Kim, 2015).


94page

section 2.3

BUBBLE DIAGRAM — CONSTANTLY USED VS. PERIODICALLY USED SPACES

Illustration 37. Bubble diagrams of Cartwright Secondary School: Constantly Used vs. Periodically Used Spaces (Kim, 2015).

95page

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2.3

BUBBLE DIAGRAM — POINTS OF ENTRY

Illustration 38. Bubble diagrams of Cartwright Secondary School: Points of Entry (Kim, 2015).


96page

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POST FEASIBILITY ANALYSIS

2.3As shown on Page 79, Feasibility Analysis has revealed that some areas need to be relocated between buildings. The following block plans show that the preliminary design still shows all programming needs are met. Further exploration of spaces and programming will help determine the final location of all areas during the next phase of design development.

SIGNIFICANT CHANGES TO NOTE

The Home Base inside Arts UmbrellaRelocate the library to The Shop (2,000 sf)Relocate two Flex Seminar Rooms to The Garden

The Shop inside the Railspur BuildingPropose a shop/gallery to remain in their unitLibrary now part of The Shop, not Home Base The Garden inside the old Morrison Steel and Wire CompanyPropose Featherworks to remain in their unitTwo Flex Seminar Rooms now part of The Garden

Illustration 39. Post feasibility analysis bubble diagram (Kim, 2015).

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BLOCK PLAN

2.3

Illustration 40. Block plan of Cartwright Secondary School (Kim, 2015).


98page

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BLOCK PLAN — POINTS OF ENTRY

2.3

Illustration 41. Block plan of Cartwright Secondary School: Points of Entry (Kim, 2015).

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section


BLOCK PLAN — DAYLIGHT ACCESS

2.3

Illustration 42. Block plan of Cartwright Secondary School: Daylight Access (Kim, 2015).


100page

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ADVISORS’OFFICES

ADVISORS’OFFICES

ADVISORS’OFFICES

BLOCK PLAN — INTENDED USE & ACCESS

2.3

OPEN TO COMMUNITY

OPEN TO STUDENTS & EDUCATORS

LIMITED ACCESS

LEARNING COMMONS; CIRCULATION

NO ACCESS UNLESS AUTHORIZED

NOT IN SCOPEIllustration 43. Block plan of Cartwright Secondary School: Intended Use & Access (Kim, 2015).

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BLOCK PLAN — VISUAL ACCESS

2.3

COMPLETELY ACCESSIBLE

MODERATELY ACCESSIBLE

NOT ACCESSIBLE

NOT IN SCOPE

Illustration 44. Block plan of Cartwright Secondary School: Visual Access (Kim, 2015).


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section 2.3

STRUCTURAL GRIDS — THE HOME BASE

STRUCTURAL GRID The Home BaseHorizontal and vertical structural grids have been provided by Arts Umbrella.

The StudioThere is no plan acquired for the old Morrison Steel and Wire Co. Drawings will be sought from the architects and structural engineers before the design phase.

The ShopHorizontal and vertical structural grids have been provided by Performance Works.

The GardenThere is no plan acquired for the old Morrison Steel and Wire Co. Drawings will be sought from the architects and structural engineers before the design phase.

Illustration 45. Structural grid system of Arts Umbrella building (Kim, 2015).

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2.3

STRUCTURAL GRIDS — THE STUDIO

Illustration 46. Structural grid system of Performance Works building (Kim, 2015).

KEY DESIGN PRINCIPLES

2.4


Planning Principles according to Granville Island Leasing Guidelines (2007)How concepts support these principlesKey design elements and principles to be applied to the project


106page

section 2.4

PLANNING PRINCIPLE (Granville Island Leasing Guidelines, 2007)

Retain and enhance the Granville Island “experience, e.g. unique, local, artistic, cultural, diverse, pedestrian-oriented, animated, “people place”

Preserve and build on the historic character of Granville Island

Maintain an accessible destination for a diverse range of people

Promote safety and security

Support sustainable development initiatives --economic, social and environmental

Take an incremental approach to change

Ensure financial sustainability

HOW CONCEPTS SUPPORT PRINCIPLES

• Unique: Supports the uniqueness of Granville Island by supporting and aligning with Granville Island Leasing Guidelines per attached as Appendix C (2007)• Artistic, cultural: Provides a diversity of cultural and arts spaces, including a variety of studio types, performance spaces, arts education space, and office space for

arts and cultural groups• Pedestrian-oriented: Public access to waterfront through “in-between” spaces and parts of buildings• Animated, “people place”: Diverse range of uses to provide daytime and evening activity; creation of public gallery and library allow viewing of students’ work

• Proposed retrofits and changes to building exteriors respect and protect the physical integrity of all buildings• Facades will enhance the public use and enjoyment of the building

• Repurposed buildings create a destination with variety of attractions (gallery, theatre, library, outdoor learning area, garden, cafe and more) to appeal to a diverse range of visitors

• Transparency of buildings to increase numbers of visitors and “eyes on the street,” promoting better safety and security

• Economic sustainability: A new, major incubator spaces to help support the future generation, young talents, arts, culture and food industries• Social sustainability: Creation of vibrant public space in parts of the buildings on Granville Island’s template of creating a “people place”• Environmental sustainability: Building reuse, with limited amounts of refurbishments, fundamentally sustainable approach to redevelopment; creation of commercial

uses in location with good connectivity, and in close proximity to high-density residential development

• By aligning with the Granville Island Reference Document, the concept supports the long-standing vision for the Island• Building reuse with minimal renovations required

• Revenue generating through tuitions and donations, providing net benefit to Granville Island

GRANVILLE ISLAND PLANNING PRINCIPLES

It is important to comprehend and abide by all of Granville Island Planning Prin-ciples set out by CMHC for this Project will make every attempt to respect and sustain the integrity of the original intent of design of the site.

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2.4

PRELIMINARY DESIGN PRINCIPLES FOR CARTWRIGHT

This section will summarize some of the key preliminary design principles that are specific to CARTWRIGHT SECONDARY SCHOOL. They need to be applied to all four buildings on the proposed site. It should be read in conjunction with aforemen-tioned 12 Elements of Learning Environments on Page 23. Throughout the design phase, more thorough list of design principles will be naturally formed and applied.

ADAPTIVE REUSE

Ethical, economical, and environmental considerations will lead to adaptive reuse of existing building envelope and materials as much as possible. This is to ensure the project keeps the integrity and originality of the proposed buildings and site. It is also aligned with Granville Island Design Principles addressed by CMHC (Canadian Mortgage and Housing Coorporation). See Appendix C at the end of this booklet for the Leasing Guidelines by CMHC.

Apply this principle in relation to the following Elements of Learning Environments:• Community involvement (give-and-take)• Pride as an identity• Safe and accessible for everyone• Healthy environment• International citizens

AGILITY AND FLEXIBILITY

Agility and flexibility are crucial as most areas have more than one purpose and since students all learn in their own unique ways. This should be strongly empha-sized in Flex Seminar Rooms and Learning Commons.

Apply this principle in relation to the following Elements of Learning Environments:• No more teacher-focused classrooms• Blurred line between Arts and Sciences• Small learning studios• Outdoor learning• Hands-on satellite learning• Safe and accessible for everyone• Room for collaboration and independence• Cultivating creative learners

MODERATED VISUAL TRANSPARENCY

Visual transparency plays a crucial role in keeping all user groups safe. However, uncontrolled transparency (e.g. abundance use of clear glazing between rooms and corridors) can be distracting and uncomfortable. Each area should be carefully ana-lyzed and assigned appropriate level of transparency to ensure safety and comfort for the user groups. Visual access to nature is most often encouraged.

Apply this principle in relation to the following Elements of Learning Environments:• Small learning studios• Outdoor learning• Community involvement (give-and-take)• Safe and accessible for everyone• Room for collaboration and independence

ATYPICAL APPROACH

Typical school design is obviously flawed, so why continue to look at them for in-formation gathering? By turning gaze onto innovative, out-of-the-box solutions in different disciplines, atypical design arises.

Apply this principle in relation to the following Elements of Learning Environments:• No more teacher-focused classrooms• Blurred line between Arts and Sciences• Small learning studios• Safe and accessible for everyone• Room for collaboration and independence• Cultivating creative learners

CONNECTEDNESS AND MOVEMENT

One of the main reasons why four separate buildings were proposed is because it inevitably promotes movement between not only areas within a building, but be-tween buildings through the outdoors. The SLC design approach is to be realized not only in the insides of the buildings but also the outsides of the buildings—in the parks, playgrounds, markets and shops, and Seawall of Vancouver. The Project attempts to create connections not just amongst the daily users, but also between neighbours, visitors, and the city itself.

Apply this principle in relation to the following Elements of Learning Environments:• Small learning studios• Outdoor learning• Hands-on satellite learning• Community involvement (give-and-take)• Pride as one identity• Safe and accessible for everyone• Room for collaboration and independence• Healthy environment• International citizens• Cultivating creative learners

CONCEPTUAL ILLUSTRATIONS

2.5


Hand drawn and digitally produced sketches and diagrams to illustrate design intentInspirational images and illustrations to demonstrate design conceptMaterials and finishes appropriate for use in the intended environment and for sustainability initiativesFurniture and equipment options suitable for use in the given areas


110page

section

THE SITE & EXTERIOR

DESIGN INTENT

It is one of the project’s priority to keep the integrity of the proposed site and the building envelopes as is. The most significant transformation in this aspect will be the removal the parking lot in between The Home Base (Arts Umbrella building) and The Garden (old Morrison Steel and Wire Co. building). The lot will turn into a safe, car-free Outdoor Learning Area and Garden.

2.5

GREENERY TO CREATE VISUALLY AC-CESSIBLE DIVISION

POROUS MATERIAL FOR RAINWATER DRAINAGE

USE OF DIFFERENT MATERIAL ON THE GROUND IN BETWEEN BUILDINGS

VISUAL ACCESS TO NATURE FROM ALL BUILDINGS

All sketches in this Section 2.5 are drawn and scanned by J. Kim unless noted otherwise (2015). Image 51. Gubei Promenade pedestrian walkway (Gubei, 2011).

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THE SITE & EXTERIOR

2.5

ENHANCED INTERIOR-EXTERIOR RELA-TIONSHIP THROUGH TRANSPARENCY

BUILDINGS ON SITE CONGREGATE TO FORM A PUBLIC SPACE IN THE MIDDLE

SENSE OF ARRIVAL AS A HOLISTIC SCHOOL GROUND RATHER THAN INDIVIDUAL BUILDINGS

USE OF LIGHTING TO ADD INTEREST AND SECURITY TO THE OUTDOORS

CONNECTION BETWEEN TWO CLOSE BUILDINGS THROUGH THE LANEWAY

Image 52. The Youth Wing for Art Education, Israel Museum (IMJ Tree House, 2015). Image 53. Youth Centre in Roskilde (Youth Centre, 2012).


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section

THE ESSENTIAL COMPONENTS — LEARNING COMMONS

2.5

USE OF NOOKS AND NICHES TO CREATE MULTI-PURPOSE AREAS WITHIN WIDE CIRCULATION PATH

POWER OUTLETS AVAILABLE FOR STUDENTS TO PLUG IN

DESIGN INTENT

One of the ways which sets CARTWRIGHT SECONDARY SCHOOL apart from standard schools is their approach to corridors. Typical, rectilinear corridors with lockers on either side no longer exist. Learning Commons is a way of circulation, but also a place to learn, converse, rest, mingle, and much more.

Image 54. New City School, Frederikshavn (2013).

MULTIPLE USE OF A STAIRCASE

SKYLIGHT TO LET NATU-RAL LIGHT IN

MOVABLE, COMFORTABLE SEATING OPTIONS

LANDING IN THE MIDDLE TO PROMOTE INTERACTION

Image 55. Staircase in Golden West College (Golden West College, 2012). Image 56. Staircase inside a cultural centre (Cultural Center in Landvetter, 2015).

2.5


Image 57. Hangout area inside Muse Student Space (Muse Student Space, 2014).

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2.5


MIXED ARRANGEMENTS AND STYLES OF SEATING

“SOFT” FLOORING TO ABSORB SOUND IN NOISY AREAS

ENCOURAGE OBSERVATION ON GROUND LEVELS

ENCOURAGE MOVEMENT ALONG SLOPED SURFACE

UTILIZING HEIGHTS TO ADD UNCONVENTIONAL AREAS

ACCESS TO NATURAL LIGHT WHENEVER POSSIBLE

Image 58. Playful space inside a library building (Thomous, 2014).


116page

section 2.5

THE ESSENTIAL COMPONENTS — TEACHERS’ POD

DESIGN INTENT

At CARTWRIGHT SECONDARY SCHOOL, teachers do not work in departmental offices. They will be stationed in small groups in the building they work the most in; flexible arrangements with ability to relocate, these Teachers’ Pods will be ap-proachable by students but still provide privacy.

TYPE OF FURNITURE SUITABLE FOR TEACHERS’ PODS

TEACHERS’ PODS WILL BE CRE-ATED IN LEARNING COMMONS, AS A SPACE WITHIN A SPACE

SEMI-CLOSED FOR VISUAL ACCESS BUT SHOULD BE SECURE

Image 59. Types of furniture potentially suitable for Teachers’ Pods (Docklands by Bene). Image 60. Portable “pods” for teachers area (UC Flat Pack Shelter, 2013).

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DESIGN INTENT

Students at CARTWRIGHT SCHOOL will be encouraged to show their individual-ity. Visual cues such as personalizable lockers promote ownership, an essential el-ement of school identity (Nair, 9). In order to prevent incidents of bullying, lockers should be placed in a well-lit area with continuous foot traffic. Washrooms should be kept in small for the same reason; one way to achieve it is by placing commu-nal sinks outside the toilet stalls.

ACCESS TO DAYLIGHT WHENEVER POSSIBLE

WALL-MOUNTED OR SUS-PENDED STALLS FOR ACOUSTIC TRANSPARENCY

2.5

THE ESSENTIAL COMPONENTS — LOCKERS & WASHROOMS

PERSONALIZABLE LOCKERS TO BE CREATIVE, SHOW YOUR INDIVIDUALITY

PLACEMENT OF SINKS OUTSIDE THE WASHROOMS TO REDUCE CHANCES OF BULLYING AND TO AVOID CONGESTION

Image 61. Public washroom design (Niop Hacienda, 2015).

Image 62. Writable lockers (Workplace Element: Lockers, 2012).

Image 63. Communal sink inside Renova All Public Restroom (Heijlaerts, 2013).


118page

section 2.5

THE HOME BASE — GALLERY

REUSE OF ORIGINAL MATE-RIAL FOR CONSERVATION PURPOSES

NATURAL TRANSITION FROM OUTSIDE TO THE INITIAL POINT OF CONTACT IN-SIDE BY ADDING NATURAL ELEMENTS

DESIGN INTENT

Gallery is the initial point of contact for many students and all guests. It is the formal entrance to CARTWRIGHT SEC-ONDARY SCHOOL and thus should be representative to the school’s ethos. The space should be inviting and give clear directions to where the rest of the school is located. Students’ creative works will be displayed and an area for pop-up exhibition will also be within the Gallery space. Tran-sition from the outside to inside—greenery, level of lighting, temperature—should be as natural and seamless as possible.

Image 64. Old factory converted to industrial home in Spello (Rue du chat qui pêche, 2013). Image 65. Penda Cafe (2014).

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2.5

THE HOME BASE — ADVISORS’ OFFICES

TRANSPARENCY BETWEEN WORK-STATIONS TO BE WELCOMING AND TO PROMOTE COLLABORATION

PRIVATE MEETING AR-EAS TO HAVE A SENSE OF COMFORT AND SECURITY THROUGH WARM COLOUR SCHEME AND LIGHTING

SMALL, SHORT-TERM USE ROOMS FOR PRIVATE PHONE CONVERSA-TIONS OR BREAKS

Image 66. Sparbanken Rekarne (Strong, J.).

Image 67. A meeting room in Dropbox San Francisco office (Ganea, 2013).

Image 68. A phone room in Lundbeck Istanbul office (Lundbeck, 2015).


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section 2.5

THE HOME BASE — LIBRARY

COMFORTABLE SEATING (EG. BEAN BAGS) FOR USERS TO TAKE A BREAK OR DO WORK

DIRECTIONAL LIGHTING WHERE AP-PLICABLE SO USERS HAVE CON-TROL OF BRIGHTNESS AND ANGLE

Image 70. Between Books and Trees by Jaja (2012).Image 69. Library at Ørestad College (Ørestad , 2008).

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THE HOME BASE — LIBRARY

2.5

DESIGN TO CREATE NICHES FOR SPECIFIC AGE GROUPS

ACCESS TO NATURAL DAYLIGHT AND VISTA; SEATING ALONG THE WINDOWS TO ADD VISUAL DIALOGUE BETWEEN THE INTERIOR AND EXTERIOR

USE OF SMART CONTROLS OF AR-TIFICIAL LIGHTING, PARTICULARLY NEAR LARGE WINDOWS, IN ORDER TO CONSERVE ENERGY

DESIGN INTENT

The Library is a big part of Community Involvement (Give-and-Take) aspect of the school. It will be open to public, after school hours and during seasonal breaks. The space should accommodate users of all ages.

Image 71. Kongsberg Public Library (2015).


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section 2.5

THE HOME BASE — FLEX SEMINAR ROOMS

DESIGN INTENT

CARTWRIGHT SECONDARY SCHOOL’s project-based learning model requires many hours to be spent in The Studio and The Shop, but lecture and research segments of learning will occur in Flex Seminar Rooms. They can open up to each other, to Learning Commons as well as to the outside. This allows collaboration between classes.

BREAKOUT AREA FROM THE MAIN LEARNING/RESEARCH AREA

CHANGE IN MATERIAL TO SIG-NIFY SEPARATION WITHOUT PHYSICAL BARRIER

ASSEMBLY OF SMALLER TABLES INTO A LARGER ONE FOR FLEXIBILITY

SOME KEY ELEMENTS TO BE INCLUDED IN FLEX SEMINAR ROOM

ERGONOMIC CHAIRS AND CUSTOMIZABLE TABLES

Image 72. Kredytowa Street apartment with meeting room (Industrial, 2014).

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2.5

FLOORING MATERIAL TO BE EASY TO CLEAN AND MAINTAIN

SOME LEVEL OF TRANSPARENCY BETWEEN SEMINAR ROOM AND THE ADJACENT AREAS

USE OF GARAGE STYLE DOORS TO OPEN UP THE ROOM TO LEARNING COMMONS AND TO OUTSIDE

Printed in Canada. KS-PIXEL-R1© 2015 Knoll, Inc. All rights reserved.knoll.com/pixel

®

Pixel™

True to Marc Krusin’s design philosophy, Pixel combines clean, linear forms with high-performance components to deliver a simple, architectural design that is equally adaptive and attractive. With a wide range of finish options and base styles, Pixel integrates with any environment.

Image 73. Pixel by Knoll (Knoll). Image 74. Learning environment in a science lab building (Kids Science Labs 02, 2014).


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section 2.5


CREATIVE WALL SPACES TO ADD VISUAL INTEREST VERTICALLY AND TO DEFINE AREAS

VARIOUS TYPES OF SEATING TO ACCOMMODATE EVERY STUDENT’S LEARNING NEEDS

Image 75. Hero Office in Melbourne (2013).

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2.5

THE STUDIO - BLACK-BOX THEATRE AND VISUAL ARTS STUDIO

APPROPRIATE LIGHTING OP-TIONS FOR THEATRE PER-FORMANCES AND ACCESS TO FIXTURES THROUGH MEZZANINE SPACE

ADDITIONAL ACOUSTIC WALL PAN-ELS IN BETWEEN ALL AREAS IN THE STUDIO TO REDUCE SOUND TRAVEL

FOLDABLE BLEACHERS/SEAT-ING OPTIONS TO CREATE LARG-ER PERFORMANCE/PRACTICE AREA WHEN NECESSARY

LARGE SPACE FOR VARI-OUS TYPES OF SET UP AND SECURED STORAGE FOR ALL GEARS AND EQUIPMENT

Image 78. Hexagon acoustic wall tiles (Form Us With Love).

Image 76. Logan Center for the Arts (University of Chicago).

Image 77. A photography studio (Kim, 2015).


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THE SHOP - DAVINCI STUDIO & MAKER LAB

RESILIENT FLOORING TO ACCOM-MODATE PAINT, SOLUTIONS, ETC.

MOVABLE FURNITURE PIECES FOR FLEXIBLE ARRANGEMENTS

SUFFICIENT AMOUNT OF STOR-AGE FOR STUDENTS’ WORK

ACCESS TO NATURAL LIGHT AND OUTDOORS

WELL VENTILATED THROUGH HVAC AND OPERABLE WINDOWS

2.5

Image 79. Logan Center for the Arts (University of Chicago).

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THE SHOP - DAVINCI STUDIO & MAKER LAB

VERTICAL SURFACES TO WORK ON AND TO DISPLAY

HIGH CEILING TO HOUSE LARGE PIECES OF MATERIAL AND WORK

VISUAL ACCESS FROM ADJACENT AREAS AND OUTSIDE

RESILIENT FLOORING TO ACCOM-MODATE HEAVY OBJECTS

LARGE OPEN AREA FOR STU-DENTS TO CREATE, ASSEM-BLE, DRY, DISPLAY, ETC.

2.5

Image 80. Logan Center for the Arts (University of Chicago). Image 81. Woodworking shop (Google Search).


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THE GARDEN — OUTDOOR LEARNING AREA + GARDEN

DESIGN INTENT

One of the best part of being on the proposed site of Granville Island is the easy access to nature and local businesses. Next to multiple parks, the water, and Seawall, CARTWRIGHT SECONDARY SCHOOL is already connected outdoor learning environment. Nonetheless, as the large parking lot is turned into an Out-door Learning area specifically for students, users can feel safe and comfortable conducting research, reading, working on projects outside the buildings.

FUN ELEMENTS TO PROMOTE LEARNING BY PLAYING

COVERED WALKWAY TO STILL ENCOMPASS ELE-MENTS OF NATURE

GRASS, NOT ASPHALT

VARIOUS TYPES OF APPROACH TO NATURE

2.5

Image 82. Free Play (Ferro, 2014). Image 83. Kurve 7 (2015).

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THE GARDEN — CAFÉ + SEASONAL MARKET

2.5

OBVIOUS CONNECTION BETWEEN THE GARDEN AND THE CAFE

VARIOUS TYPES OF SEAT-ING FOR STUDENTS AND THE PUBLIC

PERSONALIZABLE AREA FOR STUDENTS TO WRITE AND DRAW THE MENU

DESIGN INTENT

The Café + Seasonal Market is another part of Community Involvement (Give-and-Take) aspect of the school. It will be open to public, after school hours and during seasonal breaks. The space should accommodate users of all ages.

Image 84. Line Hotel in Los Angeles (Lange, 2015). Image 85. Chalkboard Illustration at Ladenlokal (decor8, 2012).


Next: Capstone Project Design PhaseCommunity Involvement

WHAT’S AHEAD

3.0

Image 86. Photograph of Granville Island from City of Vancouver Archives, Item CVA 1135-40


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CAPSTONE PROJECT DESIGN PHASE

ASSESSMENT

• Existing conditions• Site and building analysis• Definition of needs• Problem identification• Research topics• Schedule

CONCEPTUAL DESIGN

• Understanding design topic and vision• Contextual and cultural resonance discov-

ery• Branding• Concept development

SCHEMATIC DESIGN

• Defined program goals• Focus and priorities• Sustainability goals• Initial space planning

DESIGN DEVELOPMENT

• Space planning• Material selection • Material life cycle assessment• Furnishing selection• Coordination of design elements and facil-

ity systems

CONSTRUCTION DOCUMENTS

• Construction drawings• Material specifications• FF&E layout and selections

COMPLETEDSEPTEMBER 2015 JANUARY 2016 APRIL 2016DECEMBER 2015 NEXT PHASE

Upon approval of this research and design proposal, the next phase of Design De-velopment and Construction Documents will commence. Continuous research will further inform the project throughout the entire length of the Capstone Project.

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section


COMMUNITY INVOLVEMENT

Community involvement and volunteer work will help strengthen the quality of the Capstone Project by learning through experience and exposure to potential user groups. Also, this provides a great opportunity to give back to the local organiza-tions.

DESIGNING NEW LEARNER SPACES AT BCIT

As a Councillor for School of Construction and the Environment, I will be participat-ing in British Columbia Institute of Technology’s DNA study to determine the es-sence of the Institute and to define learner spaces. As a committe, few Councillors including myself will help design three trial classrooms with new models of learner spaces next school year. This will be led by David Porter, Associate Vice President of Learner Services.

CONTRIBUTING TO CITYSTUDIO’S THE EVERETT CROWLEY OUTDOOR LEARN-ING PROJECT

CityStudio is in the planning phase of building outdoor learning spaces in Everett Crowley Park in Vancouver. They hope these spaces created will “support and en-hance the experiences of people of all ages in using the park for environmental and outdoor learning” (CityStudio). I hope to contribute by generating creative ideas as a designer to help them reach their goal. This will also be a great opportunity for me to witness and understand the indoor-outdoor learning environment relationship.

MENTORING MY FORMER STUDENTS (GRADE 10 TO FRESHMEN IN COLLEGE) AND MY COUSIN, RYAN KIM, GRADE 12

This Capstone project is very close to my heart, because I have worked as an ed-ucator to eleven wonderful students between the age 13 and 18. Communication with this group of students and my younger cousin will help me understand what the needs of today’s secondary students are and how that can be incorporated into design.

VOLUNTEERING AT TAKE A HIKE YOUTH-AT-RISK FOUNDATION

Take a Hike is a full-time alternative education program that engages at-risk youth through a unique combination of adventure-based learning, academics, therapy, and community involvement (Take a Hike). Volunteering at the Foundation will also help me understand how, when, where kids best learn.

3.0


134pageREFERENCES

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Arts Umbrella. (n.d.). Retrieved November 5, 2015, from http://henriquezpartners.com/work/arts-umbrella/

Between Books and Trees by Jaja. (2012, October 19). ArchDaily. Between Books and Trees / JAJA. Retrieved December 1, 2015, from http://www.archdaily.com/284145/between-books-and-trees-jaja/

Calculating School Capacity. (2007, October 6). Lecture presented at CEFPI 84th Annual World Conference & Expo, Toronto.

Clavel, T. (2014, March 2). The Japan Times. Thinking outside the usual white box. Retrieved November 5, 2015, from http://www.japantimes.co.jp/communi-ty/2014/03/02/issues/thinking-outside-the-usual-white-box/#.VkOJha6rRE7

Collins, M. (2015, October 28). What Do You Like and Dislike About Your Spaces on Campus at Quest? [Personal interview].

Cultural Center in Landvetter (2015, October 17). ArchDaily. Cultural Center in Landvetter / Fredblad Arkitekter. Retrieved November 9, 2015, from http://www.archdaily.com/775308/cultural-center-in-landvetter-fredblad-arkitekter

decor8. (2012, September 12). Chalkboard Illustrations at Ladenlokal. Retrieved November 2, 2015, from http://decor8blog.com/2012/09/12/chalkboard-illustra-tions-at-ladenlokal/

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Ferro, S. (2014, January 17). FastCo Design. This Weird-Looking Playground Could Make Your Kids More Creative. Retrieved November 20, 2015, from http://www.fastcodesign.com/3024106/this-weird-looking-playground-could-make-your-kids-more-creative#7

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Gubei Promenade. (2011, April 29). Landezine. Landscape Architecture Works. Re-trieved November 29, 2015, from http://www.landezine.com/index.php/2011/04/gubei-pedestrian-promenade-by-swa-group/

Ha, T. (2015, April 23). Inside the world’s best kindergarten. Retrieved October 3, 2015, from http://ideas.ted.com/inside-the-worlds-best-kindergarten/

Heijlaerts, Anne-Wil. (2013, April 4). Frame Magazine. Renova All Public Restroom by Miguel Vieira Baptista. Retrieved November 28, 2015, from http://www.frameweb.com/news/renova-all-public-restroom-by-miguel-vieira-baptista

Hero Office in Melbourne (2013, May 1). Office Envy. Retrieved November 19, 2015, from http://office-envy.com/2013/05/01/5-way-to-spark-creativity-at-the-of-fice/hero_-_geyer-cpa-melb-012/

IMJ Tree House (2015, March 25). Domus. Retrieved November 2, 2015, from http://www.domusweb.it/en/news/2015/03/25/the_youth_wing_for_art_education.html

Industrial Style Apartment with Meeting Room. (2014, March 24). Home De-signing. Retrieved November 11, 2015, from http://www.home-designing.com/2014/03/industrial-style-apartment-with-meeting-room

Island Heritage. (n.d.). Retrieved November 8, 2015, from http://granvilleisland.com/discover-island/island-heritage

Kalman, H., & Ward, R. (2012). Exploring Vancouver the architectural guide (4th ed., p. 108). Vancouver, BC: Douglas & McIntyre.

Kids Science Labs 02 (2014, December 5). ArchDaily. Kids Science Labs 02 / Woodhouse Tinucci Architects. Retrieved November 17, 2015, from http://www.archdaily.com/567366/kids-science-labs-02-woodhouse-tinucci-architects

Kim, J. (2015). Photographs and sketches by the author of this proposal.

Knoll. (n.d.). Pixel by Marc Krusin. Retrieved December 2, 2015, from http://www.knoll.com/product/pixel-by-marc-krusin%3Fsection=Design#5

Kongsberg Public Library. (2015). Lammhults Biblioteksdesign A/S. Retrieved November 29, 2015, from http://www.lammhultsbiblioteksdesign.dk/projekter/projekter/norge/kongsberg/kongsberg-bibliotek

Kurve 7. (2015, June 22). ArchDaily. Kurve 7 / Stu/D/O Architects. Retrieved De-cember 1, 2015, from http://www.archdaily.com/644945/kurve-7-stu-d-o-architects

Lange, T. (2015, January 8). Trend Land. Greenhouse Eating at the Line Hotel, LA. Retrieved November 5, 2015, from http://trendland.com/greenhouse-eating-at-the-line-hotel-la/

LEED Canada Rating Systems. (n.d.). Retrieved October 29, 2015, from http://www.cagbc.org/CAGBC/LEED/CommercGreenBuild/RatingSystems/CAGBC/Programs/LEED/CommercialInstitutional/RatingsSystems/LEED_Canada_Rating_S.aspx?hkey=5490b62b-b10f-45b7-9c41-2b5a299655b8

Living Building Challenge. (n.d.). Retrieved October 29, 2015, from http://www.cagbc.org/CAGBC/Programs/LivingBuildingChallenge/CAGBC/Programs/Living_Building_Chal.aspx?hkey=b04e1897-c875-4520-8645-31f9d70bce91

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Lundbeck. (2015, March 5). Office Snapshots. Lundbeck – Istanbul Offices. Re-trieved November 4, 2015, from http://officesnapshots.com/2015/03/05/lund-beck-istanbul-offices/

McManus, D. (2014, March 6). e-architect. Fuji Kindergarten, The Roof House Japan, Fuji Building, Japanese Kindergarten. Retrieved October 24, 2015, from http://www.e-architect.co.uk/japan/fuji-kindergarten

Marysville Getchell High School / DLR Group. (2011, August 6). Retrieved Sep-tember 24, 2015, from http://www.archdaily.com/155917/marysville-getchell-high-school-dlr-group

Muse Student Space (2014, April 7). ArchDaily. MUSE / Woods Bagot. Retrieved November 9, 2015 from http://www.archdaily.com/493677/muse-woods-bagot

Nair, P. (2014). Blueprint for tomorrow: Redesigning schools for student-centered learning. Cambridge, MA: Harvard Education Press.

New City School, Frederikshavn (2013, February 20). ArchDaily. New City School, Frederikshavn / Arkitema Architects. Retrieved October 23, 2015, from http://www.archdaily.com/331222/new-city-school-frederikshavn-arkitema-architects

Niop Hacienda. (2015 February 25). ArchDaily. Niop Hacienda / AS arquitectura + R79. Retrieved November 20, 2015, from http://www.archdaily.com/601382/niop-hacienda-as-arquitectura-r79

Ørestad. (2008). Architonic. Ørestad College. Retrieved December 1, 2015, from http://www.architonic.com/aisht/restad-college-3xn/5100079

Penda Cafe (2014, September 1). ArchDaily. Home Cafes / Penda. Retrieved No-vember 2, 2015, from http://www.archdaily.com/541575/home-cafes-penda

Quest University Canada. (2015, January 26). Retrieved October 2, 2015, from http://larigakis.ca/mies_portfolio/quest-university-canada-squamish-bc/

Repurposing Strategy for ECUAD Buildings at Granville Island. (2014, June 1). Retrieved September 27, 2015, from http://granvilleisland.com/sites/all/files/RE-PURPOSING-STRATEGY-ECUAD-BUILDINGS .pdf

Robinson, K., & Aronica, L. (2015). Creative schools: The grassroots revolution that’s transforming education. Viking.

Rue du chat qui pêche. (2013, October 10). {Interior} Old factory converted to industrial home in Spello by Paola Navone. Retrieved November 28, 2015, from http://rueduchatquipeche.blogspot.co.uk/2013/10/interior-old-factory-convert-ed-to.html

Sacks, J. (2014, May 1). The Importance of Auditorium Acoustics. Retrieved Octo-ber 9, 2015, from https://webspm.com/Articles/2014/05/01/Auditorium-Acoustics.aspx

Sea to Sky University Sub Area Plan (2004, July). District of Squmish (7).

Takaharu Tezuka: The best kindergarten you’ve ever seen [Motion picture]. (2014). Japan: TED.

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University of Chicago (2012, November 22). ArchDaily. Logan Center for the Arts, University of Chicago / Tod Williams Billie Tsien Architects. Retrieved November 2, 2015, from http://www.archdaily.com/296212/logan-center-for-the-arts-universi-ty-of-chicago-tod-williams-billie-tsien-associates

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Workplace Element: Lockers (2012, April 2). Office Snapshots. Retrieved No-vember 10, 2015, from http://officesnapshots.com/2012/04/02/workplace-ele-ment-lockers/

Youth Centre (2012, October 10). ArchDaily. Youth Centre in Roskilde / Cornelius + Vöge. Retrieved November 2, 2015, from http://www.archdaily.com/279978/youth-centre-in-roskilde-cornelius-voge


136pageTABLE OF ILLUSTRATIONS

Image 1. With three students at White Sands National Monument in New Mexico, USA from personal collectionImage 2. Photograph of Granville Island entrance from City of Vancouver Archives, Item CVA 1135-37Image 3. Reception desk in the Library Image 4. Atrium at Quest Image 5. A student takes a break inside the Learning CommonsImage 6. Words projected on staircase Image 7. Students’ work and pictures make space more personal while giving guests a sense of interactions that occur at Quest Image 8. Student Opportunities OfficeImage 9. Café behind the fireplaceImage 10. Feature Staircase in the centre of the AtriumImage 11. Glazing allows natural daylight to penetrate from the clerestory windows in the AtriumImage 12. Computer stations are available for students but it was observed that majority of students bring their own laptop, thus left unusedImage 13. A student uses SAD light in the Library while working on an assignmentImage 14. Standing desks inside the Library Image 15. The Library at QuestImage 16. A group of students engage in discussion around a round table just outside of Student Government OfficeImage 17. A pop-up exhibition and discussion area in one corner on Level 3Image 18. Disorganized but completely customizable space on Level 3 inside the Library Image 19. Science Laboratories on Level 1Image 20. A Seminar Room on Level 2Image 21. Work stations along the corridor in Level 1 of the Academic Building Image 22. Student work displayed in a corridor in Level 1 of the Academic BuildingImage 23. Corner Breakout Rooms on Level 1, 2 and 3 of the Academic Building and the landscapeImage 24. A typical Breakout Room in Level 2 and 3 of the Academic BuildingImage 25. Floor plan of each level of Academic Building on the Fire Alarm Annun-ciatorImage 26. Student takes the staircase in the courtyard to the Academic Building Image 27. Students are naturally drawn to the nooks on the side of the corridor Image 28. A typical Seminar Room inside the Academic BuildingImage 29. Students’ favourite Breakout Room with expansive view of the terrain outside Image 30. Covered walkways to dormitory buildings allow students to put away umbrellas and grab keys before enteringImage 31. Each washroom door is clearly indicated with both diagrams and lettersImage 32. Grocery Store on the left and cashiers aheadImage 33. The Dining Area filled with students at 12:35Image 34. Dining Area after the lunch rush hour

Image 35. Marysville Getchell High School is set among a second-growth forest and wetlands and students are engaged to learn through its indoor-outdoor rela-tionshipImage 36. Corridors are turned into flexible spaces for students to gather, social-ize, study and moreImage 37. Typical corridors do not exist at Marysville Getchell High SchoolImage 38. Outdoor areas and a corner of the library at Marysville Getchell High School Image 39. Children in action on the roof and the courtyard of Fuji Kindergarten in Tokyo, Japan Image 40. Children hang their legs off the rooftop between the handrails at Fuji KindergartenImage 41. Learning happens both “inside” and outside the building Image 42. Children at Fuji Kindergarten by the water hosesImage 43. Tens of children climbing the tree or hanging out in the safety net on the roof level Image 44. Children lean over the skylight to peek insideImage 45. Picture of sawmill at Granville Island in 1917 from City of Vancouver Archives Item Wat P93Image 46. Photograph of Arts Umbrella taken by Henriquez Partners ArchitectsImage 47. Joel Berman Glass Studio used to be inside Morrison Steel & WireImage 48. The alley between Building Two and ThreeImage 49. Performance Works todayImage 50. Aerial photograph of Granville Island and False Creek from City of Van-couver Archives, Item CVA 515-12Image 51. Gubei Promenade pedestrian walkwayImage 52. The Youth Wing for Art Education, Israel MuseumImage 53. Youth Centre in RoskildeImage 54. New City School, FrederikshavnImage 55. Staircase in Golden West College Image 56. Staircase inside a cultural centreImage 57. Hangout area inside Muse Student SpaceImage 58. Playful space inside a library buildingImage 59. Types of furniture potentially suitable for Teachers’ Pods Image 60. Portable “pods” for teachers area Image 61. Public washroom designImage 62. Writable lockersImage 63. Communal sink Image 64. Old factory converted to industrial home in SpelloImage 65. Penda CafeImage 66. Sparbanken Rekarne Image 67. A meeting room in Dropbox San Francisco office Image 68. A phone room in Lundbeck Istanbul officeImage 69. Library at Ørestad CollegeImage 70. Between Books and Trees by Jaja Image 71. Kongsberg Public Library

Image 72. Kredytowa Street apartment with meeting roomImage 73. Pixel by KnollImage 74. Learning environment in a science lab buildingImage 75. Hero Office in MelbourneImage 76. Logan Center for the ArtsImage 77. A photography studioImage 78. Hexagon acoustic wall tilesImage 79. Logan Center for the Arts Image 80. Logan Center for the Arts Image 81. Woodworking shop Image 82. Free Play Image 83. Kurve 7Image 84. Line Hotel in Los AngelesImage 85. Chalkboard Illustration at Ladenlokal Image 86. Photograph of Granville Island from City of Vancouver Archives, Item CVA 1135-40

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TABLE OF ILLUSTRATIONS

Chart 1. Case study evaluation check list for Marysville Getchell High School Chart 2. Case study evaluation check list for Fuji KindergartenChart 3. Graduation rate prior to new programChart 4. Occupant load calculation for the Home BaseChart 5. Occupant load calculation for the ShopChart 6. Occupant load calculation for the StudioChart 7. Occupant load calculation for the GardenChart 8. Comparison of proposed concept to reference document

Illustration 1. Typical versus new classroom design (Kim, 2015)Illustration 2. Teacher-centred versus student-centred learning (Kim, 2015)Illustration 3. Four modes of learning (Kim, 2015)Illustration 4. Vision Plan by Civitas Urban Design & Master Planning Illustration 5. Rendered site plan of Quest University Canada Illustration 6. Hand-drawn sketch of the Main Level of The Library building at QuestIllustration 7. Section drawing of the LibraryIllustration 8. Hand-drawn sketch of the Level 1 of The Academic Building at Quest Illustration 9. Hand-drawn sketch of the Level 2 & 3 of The Academic Building at QuestIllustration 10. Floor plan of Level 3 of University Services Building at Quest.Illustration 11. Elevation drawings of the Library, Academic and University Services Buildings at QuestIllustration 12. Site plan of Marysville Getchell High School Illustration 13. Floor plan of typical upper level of Learning CommunityIllustration 14. Models of SLC floor plates at Marysville Getchell High SchoolIllustration 15. Site plan of Fuji KindergartenIllustration 16. Section drawing of Fuji KindergartenIllustration 17. Architect’s sketches of safety net around tree trunks and wells Illustration 18. Tezuka’s simple sketch of his vision during design processIllustration 19. Tezuka’s detailed sketch of his vision during design phaseIllustration 20. Compilation of Tezuka’s simple and detailed sketches during design processIllustration 21. # Population by Age, Total 15 to 19Illustration 22. # Population by Age, Total 15 to 19Illustration 23. # Population by Age, Total 15 to 19Illustration 24. # Population by Age, Total 15 to 19Illustration 25. Location of proposed buildings on Granville IslandIllustration 26. Locations of private secondary schools in VancouverIllustration 27. Locations of museums in VancouverIllustration 28. Geographical assessment: Relevant landmarks and their distances from proposed site Illustration 29. Means of transportation in terms of priority and cost Illustration 30. Movement between proposed buildingsIllustration 31. Proposed site plan illustrated by handIllustration 32. Development of logo of Cartwright Secondary SchoolIllustration 33. Development of brandingIllustration 34. Adjacency matrix for Cartwright Secondary SchoolIllustration 35. Relationship between buildings on site

Illustration 35. Bubble diagrams of Cartwright Secondary School: Collective vs. Individual Spaces (Kim, 2015).Illustration 36. Bubble diagrams of Cartwright Secondary School: Noisy vs. Quiet Spaces (Kim, 2015).Illustration 37. Bubble diagrams of Cartwright Secondary School: Constantly Used vs. Periodically Used SpacesIllustration 38. Bubble diagrams of Cartwright Secondary School: Points of EntryIllustration 39. Post feasibility analysis bubble diagramIllustration 40. Block plan of Cartwright Secondary SchoolIllustration 41. Block plan of Cartwright Secondary School: Points of EntryIllustration 42. Block plan of Cartwright Secondary School: Daylight AccessIllustration 43. Block plan of Cartwright Secondary School: Intended Use & AccessIllustration 44. Block plan of Cartwright Secondary School: Visual AccessIllustration 45. Structural grid system of Arts Umbrella buildingIllustration 46. Structural grid system of Performance Works building

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ILLUSTRATIONSPlease note all illustrations used in this document have been cited in References.


APPENDICESAPPENDIX A. MAP OF GRANVILLE ISLAND

APPENDIX B. GRANVILLE ISLAND REDEVELOPMENT PLAN

APPENDIX C. GRANVILLE ISLAND LEASING GUIDELINES

Jessica Kim | INTD 7350 Capstone Proposal | Appendices

APPENDIX A. MAP OF GRANVILLE ISLAND

SOURCE: Obtained from the official website of Granville Island (http://granvilleisland.com/sites/all/files/Granville%20Island%20Map.pdf) on Oc-tober 2, 2015.

SIGNIFICANCE: It is important to understand the surrounding areas of the proposed site as interaction and collaboration with the local businesses and associations are encouraged at CARTWRIGHT SECONDARY SCHOOL. The location of the site allows for mutually beneficial relationships amongst the neighbouring tenants socially, culturally and economically.

INTD 7350 Capstone Proposal | Assignment 3 | 140

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TRIANGLE

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CMHC Granville Island 1661 Duranleau St., 2nd floor, Vancouver, BC, V6H 3S3 T: (604) 666-6655 E: [email protected] W: granvilleisland.com

ContaCt UsPublic Market Open 7 days a week, 9am–7pmNet Loft Open 7 days a week, 10am–7pm

HoUrs

Food & Restaurants

Shops & Galleries

Entertainment

Washrooms

Parking

Kids

Transportation

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Jessica Kim | INTD 7350 Capstone Proposal | Appendices | 141

KIDS

SHOPS & GALLERIES

ENTERTAINMENT

FOOD

RESTAURANTS

1 Amity Design Studio1 Beadworks1 Circle Craft Co-op1 Devil May Wear1 Dundarave Print Workshop1 Fibre Arts Studio1 Gandharva Loka World

Music Store 1 Geza Burghardt Luthiery1 Gigi B1 Granville Island Hat Store1 John Nutter Glass Studio1 Kingsmill Pottery Studio1 Kroma Artist Acrylics1 Liberty Wine Merchants1 Little Dream1 Maiwa Handprints/Supply1 Mia Bella1 The Market Kitchen1 Paper-Ya1 Parade Organics Baby Co.1 The Postcard Place1 Wickaninnish Gallery4 Granville Island Day Vendors4 Granville Island Florist4 The Smoke Shop4 V&J Plants9 Blue Seas Gallery9 Bodacious9 The Cloth Shop9 Delish General Store9 Dragonspace9 English Bay Gallery9 The Granville Island Soap Gallery9 Inukshuk Gallery9 Kimdoly Beads9 Rhinoceros9 The Silk Weaving Studio9 The Sport Gallery9 Top of the Ramp

31 Crystal Ark32 Umbrella Shop33 Woofles & Meowz20 Darcus Gallery21 Forge & Form25 New Leaf Editions26 Crafthouse35 Daniel Materna Ceramics36 Granville Island Gallery36 Hammered and Pickled

36 The Liberty Distillery38 Gallery of BC Ceramics38 Katherine McLean Studio41 Ainsworth Custom Design41 Black Stone Press41 Federation of Canadian Artists41 The Woodshop on Granville Island 41 Origins Organic Coffee42 Opus Framing & Art Supplies43 Granville Island Broom Company43 Hartmont Candle Company 43 New-Small & Sterling Glass Studio43 Per Wendel Madsen Fine Jewellery43 Ted KL Chang Studio44 Alarte Silks44 Artisan Sake Maker44 Aurum-Argentum Goldsmiths44 Dalbergia Wood + Fine Objects44 Funk Shui44 Hartman Leather44 Hilary Morris/Beaver Pond44 i.e. creative44 Janis Dean Johnson Jewellery Design44 Peter Kiss Gallery44 Sadryna Design44 Studio 1347 Island Studio47 Malaspina Printmakers49a Granville Island Treasures49a Karen Cooper Photography49a Ukama Gallery49a Tribal Rugs & Art49b Eagle Spirit Gallery49b Ocean Floor49b Pirate Adventures49b The Raven & The Bear49b Red Sky Clothing & Footwear49b Taraxca Jewellery49c Carolyn Kramer Artist49c Michael Dean Jewellery Design49c Strüb49c White Ocean Gallery49c Art Works Wonders49d Eklectic Finds49d The Hang Out Place49d Inkary49d make49d Salt Water Studio49d Ten Thousand Villages

49a Vancouver TheatreSports® League/Improv Centre

7 Arts Club Theatre Company/ Granville Island Stage

7 The Revue Stage

17 Performance Works27 Studio 139830 Waterfront Theatre35 Carousel Theatre Company46 The Anderson Street Space

MAJOR BUILDINGS & LANDMARKSAquabus Ferry Docks . . . . . . . . . 6The Boatyard . . . . . . . . . . . . . . 55 Bridges Restaurant . . . . . . . . .50Creekhouse . . . . . . . . . . . . . . . . 9Emily Carr University . . . . . . . . 12False Creek Ferry Docks . . . . . .51Granville Island Brewing . . . . .34Granville Island Hotel . . . . . . . . 15

Kids Market . . . . . . . . . . . . . . .33Maritime Market. . . . . . . . . . . . 49Net Loft . . . . . . . . . . . . . . . . . . . 1Ocean Construction . . . . . . . . . 11Picnic Pavilion . . . . . . . . . . . . . 29Public Market . . . . . . . . . . . . . . . 4Public Market Courtyard . . . . . . 5

24 Waterpark33 Adventure Zone / Toddler Zone33 Beanstalk Bistro33 Blue Bug Toys33 Camelot Kids33 Circuit Circus33 Clownin’ Around Magic33 Funky Little Shop33 Granville Island Stamps Plus33 Granville Island Toy Co.33 The Hairloft33 Halftime Sports33 Humpty Dumpty Books & Music

33 I-Candy Boutique33 I’m Impressed Paper Arts33 Just Imagine... Fun Clothing33 Kaboodles33 Karibou Kids33 Kites & Puppets33 Knotty Toys33 Little Treasures “on the go”33 Potato Arts and Crafts33 Ribbit’s Candy Corner33 The Shoe Box 33 Sweet Monkey

MARITIME

TRANSPORTATION

18 Feathercraft Kayak41 Alder Bay Boat Company49b Bon Chovy Fishing Charters49b Wild Whales Vancouver49c Cooper Boating49c Roton Marine Electronics49c Vancouver Water Adventures Ltd

49d Ecomarine Ocean Kayak Centre52 Accent/Champagne Cruises52 Granville Island Boat Rentals53 Bonnie Lee Charters

6 Aquabus Ferry Docks8 Taxi Stand51 False Creek Ferry Docks

56 #50 Bus to Downtown and Olympic SkyTrain Station

57 Tour Bus Stop

1 Net Loft Café3 A Bread Affair4 Á La Mode4 Armando’s Finest Quality Meats4 Benton Brothers Cheese4 Blue Parrot Espresso Bar4 Candy Kitchen4 Celine’s Fish & Chips4 Chef Kev4 Chilliwack Honey4 ChocolaTas4 Curry 2 U4 Duso’s Italian Foods4 Dussa’s Ham & Cheese4 Four Seasons Farm4 Fraser Valley Juice & Salad Bar4 Gourmet Wok4 The Grainry4 Granville Island Produce4 Granville Island Tea Co.4 Jackson’s Poultry Co. 4 JJ Bean4 Kaisereck Delicatessen4 L’Epicerie Rotisserie &

Gourmet Shop4 La Tortilleria4 Laurelle’s Fine Foods4 Lee’s Donuts4 Longliner Seafoods

4 Market Grill4 The Milkman4 Muffin Granny4 Olde World Fudge4 Omi Japan4 Oyama Sausage4 Petit Ami4 Phoenix Fast Food4 Pizza Pzazz4 Seafood City4 Siegel’s Bagels4 South China Seas4 The Stock Market4 Stuart’s Bakery4 Sunlight Farms4 Tenderland Meats4 Terra Breads4 Thai Eleven4 Zara’s Italian Deli9 GI Gelato & Coffee House9 Rogers’ Chocolates

12 Butler Did It Bistro32 Pedro’s Organic Coffee House34 Granville Island Brewing

Taproom44 Agro Café49c Finest at Sea49c Lobsterman

7 The Backstage Lounge9 The Sandbar

15 Dockside Restaurant28 Cats Social House46 Edible Canada Bistro

48 The Keg49a Tony’s Fish & Oyster Café49a Vancouver Fish Company

Restaurant & Bar50 Bridges

INDUSTRY11 Ocean Construction39 Micon Products47 B&B Scale Models

SERVICES1 CMHC Granville Island

Administration Offices1 Lost & Found,

2nd floor CMHC office7 The Tarot Room

15 Granville Island Hotel

27 Granville Island Buskers Office33 Post Office53 Maritime Market Office49b Ocean Breath Yoga Studios &

Coastal Adventures

COMMUNITY2 Triangle Square5 Public Market Courtyard11 Osgemeos “Giants”12 Emily Carr University13 Semperviva Yoga Centre14 Sea Village16 Ron Basford Park

19 Arts Umbrella22 False Creek Community Centre23 Sutcliffe Park27 Granville Island Cultural Society40 Railspur Park49b Vancouver Animation School54 Foreshore Walk

PUBL

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OUTDOOR MARKETS2 Farmers Market (June - Sept)

MAY 2015

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APPENDIX B. GRANVILLE ISLAND REDEVELOPMENT PLAN

SOURCE: Obtained by Jessica Kim on November 30, 2015 from City of Vancouver Archives. The content has been captured from microfilm num-ber PD 589 Reference Document for Granville Island: False Creek area 9. The document was originally submitted on February 1, 1978.

SIGNIFICANCE: It is important to understand the rich history behind the initial development of Granville Island as this Capstone Project strives to embody the spirit of the place. Intents and design decisions made for the public areas of Granville Island as a whole will be respected.

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APPENDIX C. GRANVILLE ISLAND LEASING GUIDELINES

SOURCE: Obtained by Jessica Kim on November 2, 2015 from Canada Mortgage and Housing Corporation (CMHC) office on Granville Island at 1661 Duranleau Street, 2nd floor. The content has been scanned. The doc-ument was originally created in 2007.

SIGNIFICANCE: It is crucial to understand and abide by the Leasing Guide-lines per outlined by CMHC in order to become a vital, integrated part of the community and culture of Granville Island.

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PLEASE DO NOT REPRODUCE WITHOUT CONSENT.