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Comprehensive Studio Project Bachelor of Interior Architecture 2012 University of Oregon
Citation preview
Afte
r Sc
hool
Pro
gram
for
the
Per
form
ing
Arts
[1]
the linkAfterschool Program for the Performing ArtsMelissa A. Gambino
[2]
the linkMelissa A. Gambino
Comprehensive ProjectInterior Architecture ProgramDepartment of ArchitectureUniversity of Oregon, Eugene, Oregon
Submitted for Completion of a Bachelor of Interior Architecture Degree, June 2012
Melissa Ann Gambino
Design Studio Professor:Alison Snyder
Comprehensive Project Professor:Erin Cunningham
[3]
Table of Contents
Part I. Formal Project Statement of Intention [4]
Part II. Building Conditions and Codes [16]
Part III. Final Program [38]
Part IV. Reference Archive [52]
Part V. Design Archive [62]
[4]
PART I.
Formal Project Statement of Intention
[5]
A. Abstract: Problem Statement The Link is an afterschool community
program for children ages 5-18 located in Eugene.
The program provides music, dance instruction,
theater and performance as a means to improve
students’ academic, social and personal abilities
through learning, sharing and collaborating. The Link
is a non-profit public organization, mostly funded
through grants and donations to make it available
to all families. Based on the nature of the program,
the proximity to nearby businesses generates an
ideal location. The Link will be a new interior built
environment that the broader community in Eugene
will identify as a safe and fun place for the youth to
inhabit, and will also be intriguing and exciting.
There is a great demand for a facility
that provides after school services to the Eugene
community. From the hours of three to six in the
evening, children who are left alone and unsupervised
are at a higher risk of making destructive choices that
may lead to drug abuse, drinking, teen pregnancy,
crime, and other life threatening activities.1 Though
Eugene offers community organizations like the
YMCA and The Shedd Institute Music Academy,
there is no specific after school program that
targets these at-risk youth. This program will have
a positive impact on Eugene by providing a “way-
out” for the youth who are headed towards making
wrong decisions. This proposal investigates how
community youth programs impact learning through
facilitating creative expression and how music, dance
and performance help students grow socially and
academically. The development of this facility will
contribute to the rehabilitation of downtown and
will create a sustaining relationship with the greater
community. This program will use the performing
arts as a connective tissue between professionals
and artists in the community to the youth.The Link
teaches and uses the arts in this program as a tool to
help these kids ultimately succeed in life.
1 “AfterschoolAlliance::AmericaAfter3PM.”AfterschoolAlliance.http://www.afterschoolalliance.org/AA3PM.cfm(ac-cessedMarch7,2012).
[6]
[7]
B. Statement Summary
The Link is an after school community
program for children ages 5-18 located in Eugene.
The program provides music, dance instruction,
theater and performance as a means to improve
students’ academic, social and personal abilities
through learning, sharing and collaborating. The Link is a non-profit public organization, mostly
funded through grants and donations to make it
available to all families. Based on the nature of
the program, the proximity to nearby businesses
generates an ideal location. The Link will be
a new interior built environment that the broader
community in Eugene will identify as a safe and
fun place for the youth to inhabit, and will also be
intriguing and exciting.
There is a great demand for a facility that
provides after school services to the Eugene
community. From the hours of three to six in
the evening, children who are left alone and
unsupervised are at a higher risk of making
destructive choices that may lead to drug abuse,
drinking, teen pregnancy, crime, and other life
threatening activities. Though Eugene offers
community organizations like the YMCA and The
Shedd Institute Music Academy, there is nospecific
after school program that targets these at-risk
youth. This program will have a positive impact
on Eugene by providing a “way-out” for the youth
who are headed towards making wrong decisions.
This proposal investigates how community youth
programs impact learning through facilitating
creative expression and how music, dance and
performance help students grow socially and
academically. The development of this facility
[8]
will contribute to the rehabilitation of
downtown and will create a sustaining
relationship with the greater community.
This program will use the performing
arts as a connective tissue between
professionals and artists in the community
to the youth. The Link teaches and
uses the arts in this program as a tool to
help these kids ultimately succeed in life.
“Links have been found consistently
between teen’s well-being and
environments that are emotionally
positive and warm and that provide
support for developing adolescent
autonomy. Some research suggests
that positive experiences in one are (for
example, in the family, among peers, at
school, through community service…) may
lessen the effect of negative experiences
in other areas. Adolescents who spend
time in communities that are rich in
developmental opportunities for them
experience less risk and show evidence
of higher rates of positive development,”
(After School All-Stars, 2011). The Link is
a new built environment that redefines
the use and methods of after school
programs. The youth in Eugene identify
The Link as a safe and fun place to inhabit
that is conducive to social development, academic achievement and the prevention of risky behaviors.
In 2009 the Afterschool Alliance
conducted a survey across the United
States called “America After 3PM” to
investigate the need and demand for after
school programs and how that need is
being met. In 2009, along with this survey,
Oregon pronounced itself to be “on the
move towards providing after school
care,” (Afterschool Alliance, 2009) but is
slower and behind most other states that
are already on track with this movement.
Majority of the parents who responded to
the poll stated their recognition of the need
for a built environment. In general parents
who appreciate after school programs
listed their concerns and obstacles with
the movement as addressing the demand,
affordability of the program, and the
child’s lack of enjoyment, respectively.
Here in Oregon 83 percent of parents are
happy with the cost, 68 percent of parents
were satisfied with their child’s enjoyment
of the program and a low 57 percent of
parents thought the level of safety was
adequate (Afterschool Alliance 2009).
On average, Oregon parents/guardians
spend 49 dollars per week on after
school programs, which can be a very
large hurdle for some families to get over
financially. The Link is solely funded
through grants, donations and fund-
raising, which alleviates the financial stress
for low-income families that work full-time
and leave their children unattended and
unsupervised. Though the survey showed
that roughly 70 percent of parents are
home for some portion of the afternoon,
there is still 30 percent of kids K-12 that
are responsible for themselves at least 9
[9]
hours a week (Afterschool Alliance). The Link helps close the gap for those
families who are unable to physically be
with their kids after school. Through the
development and integration of The Link as a built environment, it strives
to enrich the lives of the youth in Eugene
through, social development, character
growth, and academic achievement.
Social Development
“Healthy social and emotional development
is critical to success in school,” (Afterschool
Alliance 2011). It’s important to focus on
providing vital resources for kids of ages
5-18 because during this phase of their life,
they are most impressionable. Incidents
that occur during this portion of their life
can affect their ability to be successful
later in life. The Link harbors spaces
that are designed to foster participation,
communication, relationship building, and
leadership skills ultimately increasing self-
confidence and self-esteem. Through the
use of hierarchy, spaces vary and promote
small to large group interaction and
relationship building. These social spaces
are interrelated with the activities and
games that are housed within.
Prevention of Risky Behaviors
Having activities for youth to be
involved in plays a crucial role to their
success and lowers the risk of getting in
trouble. “When students feel connected,
supported and safe, they are more likely
to make healthy choices for themselves”
(Afterschool Alliance 2011). Kids that have
extracurricular and athletic activities to be
associated with, decreases the percentage
of delinquent activity, violence and sexual
activity. To accomplish these goals The Link provides free music, dance and
theater instruction as the backbone of the
curriculum. Kids have the ability to choose
an instrument (donated to the program)
they wish to learn, and can develop their
skills as a musician. Providing instruments
and equipment allows kids who come
from low-income families to have an equal
opportunity at a creative talent. For those
who prefer to be in larger groups and exert
more energy, dance classes from jazz,
lyrical, tap, hip hop and break dancing are
offered. Bringing various types of dance
into the environment reaches a spectrum
of personalities and hopefully appeal to
even the troublesome kids. Dance is a very
positive and reflective way to express
oneself and this can be very therapeutic
to kids who struggle with speaking their
thoughts and feelings.
Academic Achievement
Studies conducted by the Afterschool
Alliance have shown that students who
have an after school program that they
attend has “improved school attendance
and their engagement in learning.”
Many kids don’t have the support they
need at home to be successful in school
due to lack of encouragement and
[10]
accountability. The Link provides
spaces that facilitate sessions for tutoring
and nurturing those relationships being
built between the students and the
mentors. There is currently a growing
relationship between The Link and
University of Oregon students to open the
opportunity for students to volunteer and
tutor the kids at the after school program.
By providing this spatial resource, The Link is a place of encouragement and
accountability that these kids need to be
triumphant in their studies.
The original goal of this recreational
facility was to look at how design can
choreograph spaces for both the classes
as well as open free time for the users.
Through design the variety of spaces
facilitate both individual growth, and
growth in team building. The Link provides
space and design requirements to reach
across the age groups and caters to each
learning level. The Link has enough space
to serve up to 300 students across the city
of Eugene. A large team of 30 employees
work together each day with the youth.
During the day when school is in session,
the facility is open to the community to
rent and use the spaces for their personal
endeavors.
Spaces and rooms in The Link are designed in such a way that encourage
interaction between community members
and students by linking them together
with a common gathering “hub.” The
auditorium is intentionally designed
to exhibit to the community seasonal
performances that the students learned,
and also be available for the community to
rent out for other venues, having flexible
design to suit . The design of this facility
promotes people to inhabit the spaces for
longer periods of time, creating a sense
of “community.” For the parents who pick
up their kids and are waiting can use the
lounge and café to watch classes finishing
up and converse with other parents.
Since this building contains a very active
environment, deliberate circulation will be
key for quick way finding and transition
between activities. The Link is a place
that facilitates a stronger connection
between school and home, as well as
bridges community and students together.
The city of Eugene has been continuously
working on the revitalization of downtown,
making it a desirable place to inhabit by
‘cleaning up the streets.’ By locating The
Link downtown, the program becomes a
central “hub” for the youth in Eugene as
well as promotes a better and cleaner
downtown area by keeping in an active
environment. Placing the facility downtown
is appropriate because it is in proximity
to other resources like the Eugene Public
Library, the LTD Bus Station, and the Hult
Center. The proposed building is the Old
Market Building adjacent to the new Lane
Community College building and housing
in the downtown business district. This
[11]
building is a “medium road” building with
one and a half levels. The building is in
decent condition but has lost all historic
details and qualities through multiple
renovations. The scope of this project
is 30,000 square feet with no exterior
work included. The new building use
maintained existing floor conditions but
added a mechanical room to the roof. Due
to the facility type, the design consistently
projects use of sustainable and durable
materials through repurposing of objects
and raw construction materials.
The design of the exterior shell is very
unusual. The exterior had a concrete/
stucco construction which was removed
and refinished with new plaster. It
appears, the concrete stucco finish was
later applied to the building in attempt to
hide doors from original building design.
The exterior facade had signage from a
previous tenant (Shaw Med) which showed
the lack of attention paid in recent years.
With the new design for The Link, the
North facade was reconfigured to create
outdoor niches for sitting. When the
building was originally built in the 1960’s it
was well used and maintained, however as
the tenants changed and in most recent
years the building has lost it’s quality and
desperately needed updating.
The two main reasons I wanted to use
this building is that it is located in the
downtown district in proximity to other
community facilities and the structural
grid is very open and non constrictive
which is important for dance studios. This
building was clearly outdated and run-
down which provided room for a lot of
potential for design and repurposing the
building.
The idea for my project was inspired by
two main interests in my life.
I have been involved in dance since I was
young and have actively been involved in
a performing company for the past ten
years here in Eugene.
Also, building relationships with youth and
teenagers has always been an interest in
my life and something I value. I believe
it’s important for the community to help
them grow and develop into young adults
through mentoring and support.
There is a great demand for a facility that
provides after school services to the youth
of Eugene. From the hours of three to six in
the evening, youth and teenagers who are
left home alone and unsupervised are at a
higher risk of making destructive choices
that may lead to things like drug abuse,
drinking, teen pregnancy, crime and other
life threatening activities. The After School
All Stars state that “Adolescents who
spend time in communities that are rich
in developmental opportunities for them
experience less risk and show evidence of
higher rates of positive development.”
[12]
With this project I was interested in the
current use of after school programs
and their impact on local communities,
specifically Eugene. Eugene is also a town
that largely supports the performing
arts and I was interested in providing
a place that was another resource to
the community. The Link is a new
prototype for an after school program
with a focus on the performing arts as a
means to bring success into the lives of the
youth. The link provides free music, dance
and theater instruction as the backbone
of the curriculum along with educational
and life skills resources.
During initial investigation and
schematic design, there were four key
design intentions that were important to
me.
1. Developing a dialogue between the
functional design of the building to the
existing truss system.
2. Creating spaces that promote
collaboration, communication, exploration
and exhibition on various levels of scale.
3. Creating a strong connection to the
local community and creating interaction.
4. Creating a design that demonstrates a
consciousness of budget and durability.
With those things in mind, the conceptual
parti is comprised of several layers which
creates the dialogue “Wrapping the Core.”
[Layer 1.] The program is organized into
five main categories. The perimeter is
defined with the community area, the
dance wing, music wing and education
wing. Each activity results in a showcase
which is demonstrated in the experimental
theater in the core of the building.
[Layer 2.] There is an axis that is created
through the placement of open gathering
spaces for collaboration between users.
These spaces delineate shared space by
the use of flexible walls and boundaries.
I chose to make these spaces feel like a
unit by wrapping them in a homogeneous
material. Focus Space. As you can see,
the two student lounges on the north and
south wings have built in stadium seating
with removable upholstered high density
cushions. To continue the language of
breaking down spaces in scale, there
are large moveable ottomans that can
be taken away, creating an informal
demonstration or performance space.
The track lighting is meant to mimic the
setting in the experimental theater yet
provide task lighting.
[Layer 3. ] Connection to the community.
The entry extends from the street into
the main foyer, pulling people into the
experiment theater. Focus Space. The
design intention for the materials is to stay
simple and playful. By using raw materials
like OSB plywood, there is practicality
and durability in the material that still
creates a warm and inviting atmosphere.
Using the same materials throughout the
[13]
building creates uniformity between all of
the spaces.
[Layer 4.] The roof grid partitions the
building into three zones which acts as an
organizational agent.
Levels of scale: throughout the building
there is a language of breaking down
spaces in scale to provide unique
experiences for each type of person. For
each wing, there is a collaboration lounge
where users can view adjacent activities
and communicate with each other. The
experimental theater is wrapped with a
thick wall that has niches cut out along
the perimeter to provide spaces for more
intimate and separate activities.
Focus Space. The theater construction is
steel stud framing with typical gyp board
and plaster. The outside layer is perforated
mild steel with a custom pattern that
reveals pops of color in the background.
Focus Space. Providing flexibility and
variety are two key aspects of the smaller
spaces.
-The music wing is separated from the
main corridor with a thick wall that houses
cubby space for personal belongings,
acts as visual display and storage of
instruments and ultimately creates a
sound barrier.
Connection to the community: The after
school program runs during specific
times of the day which leaves the building
vacant for majority of the time. The
Link is partnering with local groups like
the Umbrella Arts Association and other
dance programs. These organizations
will rent out the facility during off-hours,
creating more of a community.
Youth and teens need more
resources that provide safe environments
which are interesting and desirable to
inhabit. The Link helps close the
gap for those families who are unable to
physically be with their teens after school.
The development and integration of The Link as a built environment strives to
enrich the lives of the youth in Eugene
through social development, character
growth and academic achievement. The
hope is that through this program, a
strong and dynamic relationship between
the youth and the local community would
be created.
[14]
Thesis Issues/Questions
User]
Issue 1 | The design needs to create an environment
that promotes collaborative relationships between the
staff and at-risk students.
[1] How do the relational needs vary by age,
and is this, or should this, be reflected in a
hierarchy of spaces?
[2] How can the arrangement of faculty spaces
and student’s spaces facilitate a stronger
relationship between the users?
[3] How can design promote interaction between
kids?
[4] How will the program be supervised? (What
spaces need it?)
[Interior Space]
Issue 2 | This proposal investigates community youth
programs and how the built environment can impact
learning through the support of or by facilitating
creative expression?
[1] How can the built environment support/
enhance/promote dance & physical
movement?
[2]How can physical activity and education be
incorporated into a single, cohesive physical
environment?
[3] What is currently lacking from the design of
youth centers?
[4] How does music and dance relate spatially
to one another and what are design implications
for musical spaces?
[15]
[Activity]
Issue 4 | The Link will explore current and new
supplemental activities.
[1] What types of activities do after school
programs support already?
[2] What additional spaces are required that
the community can use/or rent out?
[3] How often will these additional activities
occur?
[Social]
Issue 5 | The built environment needs to understand
the role of the users parents.
[1] What are the spatial requirements of the
parents and what types of spaces are needed
to support them?
[2] How often will parents be using the facility
and what time of day?
Issue 6 | The built environment plays a role in the
growth of high-risk kids.
[1] What aspects of color, light and form create
a positive and encouraging atmosphere?
[2] What are the different social needs of the
users and how can design address them?
[3] How can design be proactive rather than
reactive to how students use the space?
[4] How does music and dance help students
grow socially?
[16]
PART II.
Building Conditions and Codes
[17]
A. Building Site + Quick Information
The Old Market Building194 West Broadway Ave. Eugene, OR 97401USA
Downtown Business District : C-3
Footprint Dimensions: 24,025 SF = 155’W x 155’L x 21’-2”H
Gross Available Square Footage: 29,636 SF
Net Total Program Square Footage: 27,082 SF
Gross Available Exterior Space Square Footage: N/A
No. of Levels: Two
Floor-to-Floor Height: 10’ (first floor), 8’ (second floor)
existing conditions
Year Built: 1915 (remodel and face-lift in 1960)
Structural Type: Column Grid 70’ spacing, roof truss system
Historical Register: No
Building Type: Medium Road
Renovation Architect: Gary Moye, Eugene, OR
Current Use: Mixed-use, Lord Leebrick Theater
[18]
B. Building + Site Visual Documentation
1/2 MILE RADIUS AROUND SITEEUGENE, OREGON DOWNTOWN BUSINESS DISTRICT
WILLA
METTE STREET
OLIVE STREET
CHA
RNLETO
N STREET
LINCO
LN STREET
W. 8TH AVENUE
W. BROADWAY
EUGENE PUBLIC LIBRARY
NEW LCC CAMPUS
RESIDENTIAL BLOCK
RESIDENTIAL BLOCK
RESIDENTIAL BLOCK
MCDONALDTHEATER
THE DAC
LTD MAIN STATION
RESIDENTIAL BLOCK
W. 10TH AVENUE
W. 11TH AVENUE
LAWREN
CE STREET
PROXIMITY MAP
[19]
historic photos
historic facade - broadway street
historic facade - charnelton street
[20]
existing site documentation
[21]
adjacent building
ad
ja
ce
nt
bu
ild
ing
adjacent building
ad
ja
ce
nt
bu
ild
ing
190-194 W BROADWAY198 W BROADWAY 174 W BROADWAY
156’-0”
76’-0”38’-0”
37
’-4
”4
0’-
0”
155
’-0
”
115
’-10
”3
9’-
0”
38
’-5
”3
9’-
0”
38’-0”
164 W BROADWAY
164b W BROADWAY C CC C
b b
b
a a
b
a a
EW
N
E
W
N
adjacent building
ad
ja
ce
nt
bu
ild
ing
adjacent building
ad
ja
ce
nt
bu
ild
ing
190-194 W BROADWAY198 W BROADWAY 174 W BROADWAY
156’-0”
76’-0”38’-0”
37
’-4
”4
0’-
0”
155
’-0
”
115
’-10
”3
9’-
0”
38
’-5
”3
9’-
0”
38’-0”
164 W BROADWAY
164b W BROADWAY C CC C
b b
b
a a
b
a a
EW
N
E
W
N
existing site documentation
interior photos
ground fl oor plan- no scale
second fl oor plan- no scale
[22]
existing elevations
broadway elevation
east elevation
charnelton st. elevation
existing sections
[23]
existing elevations
broadway elevation
east elevation
charnelton st. elevation
north-south section
east-west section facing north
east-west section facing south
existing sections
[24]
existing structure diagram solar analysis on site
[25]
January 15 | 9:30a m
January 15 | 1:30p m
January 15 | 4:30p m
July 15 | 9:30a m
July 15 | 1:30p m
July 15 | 4:30p m
existing structure diagram solar analysis on site
[26]
THE
PRO
DU
CER
S PU
BLIC
MA
RKET
BU
ILDIN
G
This
bui
ldin
g w
as c
onstr
ucte
d in
191
5 w
hen
the
city
of E
ugen
e op
ened
it’s
first
publ
ic m
arke
t. Th
e m
arke
t w
as fo
r fa
rmer
s an
d m
erch
ants
to s
ell t
heir
loca
l goo
ds,
sim
ilar
to h
ow th
e Sa
turd
ay M
arke
t and
Far
mer
’s M
arke
t is
run
toda
y. T
he d
etai
ls of
the
build
ing’
s or
igin
al a
rchi
tect
ure
was
influ
ence
d by
Isla
mic
arc
hite
ctur
e,
with
tall
gran
dios
e op
enin
gs a
s en
tries
and
car
ving
s an
d til
e in
lay
on th
e fa
cade
. The
stru
ctur
e of
the
build
ing
is C
MU
blo
ck w
ith a
pplie
d co
ncre
te s
tucc
o. T
he in
terio
r stru
ctur
e of
the
build
ing
is c
ompr
ised
of c
oncr
ete
col-
umns
and
larg
e tim
ber
truss
es.
Late
r in
196
0 th
e bu
ildin
g w
as r
enov
ated
and
sep
arat
ed i
nto
four
tena
nt
spac
es fo
r re
tail
mer
chan
ts. D
urin
g th
e re
nova
tion,
all
histo
ric d
etai
l was
dem
olis
hed
and
repl
aced
with
a
strea
mlin
ed m
oder
nist
stucc
o fa
ce.
The
build
ing
is a
ppro
pria
te fo
r Th
e Lin
k be
caus
e of
the
larg
e sp
an b
e-tw
een
the
colu
mn
grid
as
wel
l as
bein
g in
a c
entra
l loc
atio
n of
Dow
ntow
n Eu
gene
.
Me
lis
sa
Ga
mb
ino
. In
st
ru
ct
or
Al
iso
n S
ny
de
r .
Co
mp
re
he
ns
ive
st
ud
io .
Win
te
r T
er
m 2
012
Cur
rent
tena
nt:
The
Lord
Lee
bric
k Th
eate
r Com
pany
/Sha
w M
ed19
4 W
est B
road
way
Ave
Euge
ne, O
rego
n 97
402
His
tory
:O
ld M
arke
t Bui
ldin
gYe
ar B
uilt
: 196
0’s
His
toric
al R
egis
ter:
No
No.
of f
loor
s : 2
Stru
ctur
al ty
pe :
Col
umn
grid
, tim
ber t
russ
Gro
ss A
reas
:G
roun
d Fl
oor:
23,7
97 s
fSe
cond
Flo
or: 5
,839
sf
Tota
l: 29
,636
sf
Foot
prin
t:15
5’ x
155
’
Af
te
r S
ch
oo
l P
ro
gr
am
fo
r t
he
Pe
rf
or
min
g A
rt
s
1SIT
E P
LA
N
1
/32
” =
1’-
0”
2H
IST
OR
IC C
HA
RN
EL
TO
N S
TR
EE
T E
LE
VA
TIO
N
1/16
” =
1’-
0”
3H
IST
OR
IC B
RO
AD
WA
Y A
VE
. E
LE
VA
TIO
N
1/16
” =
1’-
0”
EX
IST
ING
CO
ND
ITIO
NS
: E
XT
ER
IOR
PH
OT
OS
SO
LA
R D
IAG
RA
MS
Ja
nu
ar
y 1
5 |
9:3
0a
m
ro
of
jo
ist
s,
16”
oc
la
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tr
us
sc
ric
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t t
ru
ss
sy
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em
sc
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s i
n a
3 m
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ra
diu
s
sit
e
co
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te
co
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mn
g
rid
se
co
nd
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or
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ing
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ist
s
Ja
nu
ar
y 1
5 |
1:3
0p
m
Ja
nu
ar
y 1
5 |
4:3
0p
m
Ju
ly
15
| 9
:30
am
Ju
ly
15
| 1
:30
pm
Ju
ly
15
| 4
:30
pm
NO
RTH
WES
T C
ORN
ER
BRO
AD
WAY
, LO
OKI
NG
EA
STW
EST
FAC
AD
E
CH
ARN
ELTO
N S
T. L
OO
KIN
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OU
TH
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ENE,
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GO
N
1/2
MILE
RA
DIU
S A
ROU
ND
SIT
E
DO
WN
TOW
N B
USI
NES
S D
ISTR
ICT
WILLAMETTE STREET
OLIVE STREET
CHARNELTON STREET
LINCOLN STREET
W. 8
TH A
VEN
UE
W. B
ROA
DW
AY
W. 1
0TH
AVE
NU
E
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NU
E
LAWRENCE STREET
STRE
ET M
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GR
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RIC
AL
PH
OT
OS
pip
e c
ol
um
ns
WILLAMETTE STREET
OLIVE STREET
CHARNLETON STREET
LINCOLN STREET
W. 8
TH A
VEN
UE
W. B
ROA
DW
AY
EUG
ENE
PUBL
IC
LIBR
ARY
NEW
LCC
CA
MPU
S
RESI
DEN
TIA
L BL
OCK
RESI
DEN
TIA
L BL
OCK
RESI
DEN
TIA
L BL
OCK
MCD
ON
ALD
THEA
TER
THE
DAC
LTD
MA
IN
STAT
ION
RESI
DEN
TIA
L BL
OCK
W. 1
0TH
AVE
NU
E
W. 1
1TH
AVE
NU
E
LAWRENCE STREET
PRO
XIM
ITY
MA
P
0’
10’
6E
XIS
TIN
G N
OR
TH
(B
RO
AD
WA
Y A
VE
.) E
LE
VA
TIO
N
1/
16”
= 1
’-0
”
5E
XIS
TIN
G S
EC
ON
D F
LO
OR
PL
AN
1/
16”
= 1
’-0
”1E
XIS
TIN
G G
RO
UN
D F
LO
OR
PL
AN
1/1
6”
= 1
’-0
”
ad
ja
ce
nt
bu
ild
ing
adjacent building
ad
ja
ce
nt
bu
ild
ing
adjacent building
7E
XIS
TIN
G W
ES
T (
CH
AR
NE
LT
ON
ST
.) E
LE
VA
TIO
N
1/16
” =
1’-
0”
9E
XIS
TIN
G E
AS
T (
AL
LE
Y)
EL
EV
AT
ION
1/
16”
= 1
’-0
”
4E
XIS
TIN
G E
AS
T-W
ES
T S
EC
TIO
N -
C
1/16
” =
1’-
0”
3E
XIS
TIN
G E
AS
T-W
ES
T S
EC
TIO
N -
A
1/16
” =
1’-
0”
2E
XIS
TIN
G N
OR
TH
-SO
UT
H S
EC
TIO
N -
B
1/16
” =
1’-
0”
SHAW
-MED
SH
AW-M
ED
TEN
AN
T SP
AC
E #3
TEN
AN
T SP
AC
E #4
SHAW
-MED
SH
AW-M
ED
EX
IST
ING
CO
ND
ITIO
NS
: I
NT
ER
IOR
PH
OT
OS
0’
10’
190
-19
4 W
BR
OA
DW
AY
198
W B
RO
AD
WA
Y17
4 W
BR
OA
DW
AY
156
’-0
”
76
’-0
”3
8’-
0”
37’-4” 40’-0”
155’-0”
115’-10” 39’-0”
38’-5” 39’-0”
38
’-0
”
164
W B
RO
AD
WA
Y
164
b
W B
RO
AD
WA
YC
CC
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bb
b
aa
b
aa
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W
N
E
W
N
bo
tt
om
of
(e
)c
eil
ing
fr
am
ing
+(1
5’-
6 1
/4”)
bo
tt
om
of
(e
)c
eil
ing
fr
am
ing
+(1
5’-
6 1
/4”)
bo
tt
om
of
(e
)c
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ing
fr
am
ing
+(2
0’-
11 3
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to
p o
f (
e)
su
b-f
lo
or
+(1
2’-
10 3
/4”)
bo
tt
om
of
(e)c
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ing
f
ra
min
g+
(10
’-2
1/2
”)
existing site boards
[27]
THE
PRO
DU
CER
S PU
BLIC
MA
RKET
BU
ILDIN
G
This
bui
ldin
g w
as c
onstr
ucte
d in
191
5 w
hen
the
city
of E
ugen
e op
ened
it’s
first
publ
ic m
arke
t. Th
e m
arke
t w
as fo
r fa
rmer
s an
d m
erch
ants
to s
ell t
heir
loca
l goo
ds,
sim
ilar
to h
ow th
e Sa
turd
ay M
arke
t and
Far
mer
’s M
arke
t is
run
toda
y. T
he d
etai
ls of
the
build
ing’
s or
igin
al a
rchi
tect
ure
was
influ
ence
d by
Isla
mic
arc
hite
ctur
e,
with
tall
gran
dios
e op
enin
gs a
s en
tries
and
car
ving
s an
d til
e in
lay
on th
e fa
cade
. The
stru
ctur
e of
the
build
ing
is C
MU
blo
ck w
ith a
pplie
d co
ncre
te s
tucc
o. T
he in
terio
r stru
ctur
e of
the
build
ing
is c
ompr
ised
of c
oncr
ete
col-
umns
and
larg
e tim
ber
truss
es.
Late
r in
196
0 th
e bu
ildin
g w
as r
enov
ated
and
sep
arat
ed i
nto
four
tena
nt
spac
es fo
r re
tail
mer
chan
ts. D
urin
g th
e re
nova
tion,
all
histo
ric d
etai
l was
dem
olis
hed
and
repl
aced
with
a
strea
mlin
ed m
oder
nist
stucc
o fa
ce.
The
build
ing
is a
ppro
pria
te fo
r Th
e Lin
k be
caus
e of
the
larg
e sp
an b
e-tw
een
the
colu
mn
grid
as
wel
l as
bein
g in
a c
entra
l loc
atio
n of
Dow
ntow
n Eu
gene
.
Me
lis
sa
Ga
mb
ino
. In
st
ru
ct
or
Al
iso
n S
ny
de
r .
Co
mp
re
he
ns
ive
st
ud
io .
Win
te
r T
er
m 2
012
Cur
rent
tena
nt:
The
Lord
Lee
bric
k Th
eate
r Com
pany
/Sha
w M
ed19
4 W
est B
road
way
Ave
Euge
ne, O
rego
n 97
402
His
tory
:O
ld M
arke
t Bui
ldin
gYe
ar B
uilt
: 196
0’s
His
toric
al R
egis
ter:
No
No.
of f
loor
s : 2
Stru
ctur
al ty
pe :
Col
umn
grid
, tim
ber t
russ
Gro
ss A
reas
:G
roun
d Fl
oor:
23,7
97 s
fSe
cond
Flo
or: 5
,839
sf
Tota
l: 29
,636
sf
Foot
prin
t:15
5’ x
155
’
Af
te
r S
ch
oo
l P
ro
gr
am
fo
r t
he
Pe
rf
or
min
g A
rt
s
1SIT
E P
LA
N
1
/32
” =
1’-
0”
2H
IST
OR
IC C
HA
RN
EL
TO
N S
TR
EE
T E
LE
VA
TIO
N
1/16
” =
1’-
0”
3H
IST
OR
IC B
RO
AD
WA
Y A
VE
. E
LE
VA
TIO
N
1/16
” =
1’-
0”
EX
IST
ING
CO
ND
ITIO
NS
: E
XT
ER
IOR
PH
OT
OS
SO
LA
R D
IAG
RA
MS
Ja
nu
ar
y 1
5 |
9:3
0a
m
ro
of
jo
ist
s,
16”
oc
la
rg
e t
imb
er
tr
us
sc
ric
ke
t t
ru
ss
sy
st
em
sc
ho
ol
s i
n a
3 m
ile
ra
diu
s
sit
e
co
nc
re
te
co
lu
mn
g
rid
se
co
nd
le
ve
l f
lo
or
an
d c
eil
ing
jo
ist
s
Ja
nu
ar
y 1
5 |
1:3
0p
m
Ja
nu
ar
y 1
5 |
4:3
0p
m
Ju
ly
15
| 9
:30
am
Ju
ly
15
| 1
:30
pm
Ju
ly
15
| 4
:30
pm
NO
RTH
WES
T C
ORN
ER
BRO
AD
WAY
, LO
OKI
NG
EA
STW
EST
FAC
AD
E
CH
ARN
ELTO
N S
T. L
OO
KIN
G S
OU
TH
EUG
ENE,
ORE
GO
N
1/2
MILE
RA
DIU
S A
ROU
ND
SIT
E
DO
WN
TOW
N B
USI
NES
S D
ISTR
ICT
WILLAMETTE STREET
OLIVE STREET
CHARNELTON STREET
LINCOLN STREET
W. 8
TH A
VEN
UE
W. B
ROA
DW
AY
W. 1
0TH
AVE
NU
E
W. 1
1TH
AVE
NU
E
LAWRENCE STREET
STRE
ET M
AP
WES
T FA
CA
DE
WES
T FA
CA
DE
ST
RU
CT
UR
AL
DIA
GR
AM
HIS
TO
RIC
AL
PH
OT
OS
pip
e c
ol
um
ns
WILLAMETTE STREET
OLIVE STREET
CHARNLETON STREET
LINCOLN STREET
W. 8
TH A
VEN
UE
W. B
ROA
DW
AY
EUG
ENE
PUBL
IC
LIBR
ARY
NEW
LCC
CA
MPU
S
RESI
DEN
TIA
L BL
OCK
RESI
DEN
TIA
L BL
OCK
RESI
DEN
TIA
L BL
OCK
MCD
ON
ALD
THEA
TER
THE
DAC
LTD
MA
IN
STAT
ION
RESI
DEN
TIA
L BL
OCK
W. 1
0TH
AVE
NU
E
W. 1
1TH
AVE
NU
E
LAWRENCE STREET
PRO
XIM
ITY
MA
P
0’
10’
6E
XIS
TIN
G N
OR
TH
(B
RO
AD
WA
Y A
VE
.) E
LE
VA
TIO
N
1/
16”
= 1
’-0
”
5E
XIS
TIN
G S
EC
ON
D F
LO
OR
PL
AN
1/
16”
= 1
’-0
”1E
XIS
TIN
G G
RO
UN
D F
LO
OR
PL
AN
1/1
6”
= 1
’-0
”
ad
ja
ce
nt
bu
ild
ing
adjacent building
ad
ja
ce
nt
bu
ild
ing
adjacent building
7E
XIS
TIN
G W
ES
T (
CH
AR
NE
LT
ON
ST
.) E
LE
VA
TIO
N
1/16
” =
1’-
0”
9E
XIS
TIN
G E
AS
T (
AL
LE
Y)
EL
EV
AT
ION
1/
16”
= 1
’-0
”
4E
XIS
TIN
G E
AS
T-W
ES
T S
EC
TIO
N -
C
1/16
” =
1’-
0”
3E
XIS
TIN
G E
AS
T-W
ES
T S
EC
TIO
N -
A
1/16
” =
1’-
0”
2E
XIS
TIN
G N
OR
TH
-SO
UT
H S
EC
TIO
N -
B
1/16
” =
1’-
0”
SHAW
-MED
SH
AW-M
ED
TEN
AN
T SP
AC
E #3
TEN
AN
T SP
AC
E #4
SHAW
-MED
SH
AW-M
ED
EX
IST
ING
CO
ND
ITIO
NS
: I
NT
ER
IOR
PH
OT
OS
0’
10’
190
-19
4 W
BR
OA
DW
AY
198
W B
RO
AD
WA
Y17
4 W
BR
OA
DW
AY
156
’-0
”
76
’-0
”3
8’-
0”
37’-4” 40’-0”
155’-0”
115’-10” 39’-0”
38’-5” 39’-0”
38
’-0
”
164
W B
RO
AD
WA
Y
164
b
W B
RO
AD
WA
YC
CC
C
bb
b
aa
b
aa
E
W
N
E
W
N
bo
tt
om
of
(e
)c
eil
ing
fr
am
ing
+(1
5’-
6 1
/4”)
bo
tt
om
of
(e
)c
eil
ing
fr
am
ing
+(1
5’-
6 1
/4”)
bo
tt
om
of
(e
)c
eil
ing
fr
am
ing
+(2
0’-
11 3
/4”)
to
p o
f (
e)
su
b-f
lo
or
+(1
2’-
10 3
/4”)
bo
tt
om
of
(e)c
eil
ing
f
ra
min
g+
(10
’-2
1/2
”)
existing site boards
[28]
C. Building + Site Affect
on Design of The Link
The Old Market Building is located along
the perimeter of downtown Eugene.
It is surrounded by commercial retail
buildings with apartment condos to
the west of it’s location. The new Lane
Community College facility is currently
being built directly behind the South
end of the site. Other buildings in
proximity are the Eugene Public Library
one block South, the McDonald Theater
two blocks East, and other facilities like
the Downtown Athletic Club and The
Hult Center. The Old Market building is
located in a section of downtown that is
more quiet and less populated due to the
surrounding business that are positioned
there. This area is included as part of the
downtown initiative to make downtown
better, making it more eventful, safe and
enjoyable. The building is surrounded by
two alleys on the East and South ends
as well as streets located on the North
and West sides which allows for potential
access. The existing main entry is located
on the Northwest corner of Broadway
and Charnelton.
schools in a3 mile radius
site
[29]
The elevation that bring in the most
daylight is the North elevation which
faces Broadway street with storefront
windows. The rest of the elevations
have limited fenestration however there
is potential for the roof to open up for
skylight construction to bring in more
daylight as well. The existing condition
of the building is separated into three
retail spaces that are determined by
the structural grid. The structure has a
column grid which roughly creates 30-
70’ bays and a truss roof structure which
allows for a very open floor plan. The
exterior shell appears to have a concrete/
stucco construction. The interior walls
are non load-bearing walls and can be
removed for the remodel. The overall roof
height changes and reaches it’s highest
point on the South end. This unusual
ceiling condition limits the location and
square footage of the second level and
will need to be further investigated.
The design of the exterior shell is very
unusual. Further investigation is needed
but from it appears, the concrete stucco
finish was later applied to the building
in attempt to hide doors from original
building design. The exterior facade
has signage from a previous tenant
(Shaw Med) which just shows the lack of
attention paid in recent years. When the
building was originally built in the 1960’s
it was well used and maintained, however
as the tenants changed and in most
recent years the building has lost it’s
quality and desperately needs updating.
The Lord Leebrick Theater Company is
temporarily renting out the central retail
space for rehearsals but the other retail
tenant spaces are currently vacant.
The two main reasons I wanted to use
this building is that it is located in the
downtown district in proximity to other
community facilities and the structural
grid is very open and non constrictive
which is important for dance studios. This
building is clearly outdated and run-down
which provides room for a lot of potential
for design and repurposing the building.
Hopefully this new proposal will bring
in more people to the area, making it a
more lively part of downtown.
[30]
city of eugene zoning
[31]
city of eugene zoningZoning Why do you need to know the zoning? What does this mean for your project?Zoning is important to understand because there are use-specific codes that pertain to different building types and zoning laws. Every parcel or area that can be developed has zoning laws that control parameters like building height, area, amount of parking, and how far the building can be placed from the street. The building site for The Link is located downtown Eugene in the business district, however it is also adjacent to apartment and residential blocks. There are specific zoning laws that will control how much I can expand/change the building envelope.
Source Cited : 1Research and Report:What are the Permitted uses in your zone or zones?
Purchaser Goods, Educational opportunities, entertainment, offices, travel accommodations, and services that attract people from the entire metro area, Lane County, and adjacent counties. [9.2120]
Source Cited : 2
If you have a discrepancy (for ex. you want to place an assembly in an area zoned industrial) stemming from your hypothetical project’s needs and/or the site location you have chose, please explain what the listing is and what it allows, then explain how you are attempting to modify the situation.
Building Zone : C-3 Major Commercial [9.2120]Overlay Zone : Transit Oriented District (TD) [9.4500], Broadway Overlay (BW) [9.4070]
[BW 9.4070]
Purpose:-Implementation of the Metro Plan and TransPlan. -Establishing, maintaining a high quality urban environment with commercial and recreational uses-Pedestrian friendly environment-Encouraging Active retail uses and eating establishments on the ground floor-Prohibiting development and activities that are antithetical to pedestrian activity along the street-Creating development standards that improve quality and appearance of city, encourage crime prevention, increase alternatives for alternate modes of transportation, promotes streetscapes that are consistent with the desired character of the underlying commercial zones, safe pedestrian circulation systems, encourage residential usage above ground floor.
Overlay Zone Development Standards [apply to]:-A proposed expansion of 30% or more of the total existing structure square footage on the site. -A proposed modification affecting 30% or more of the ground floor wall surface facing Broadway
Source Cited : 2
Design regulations/restrictions: including heights, setbacks, façade design, landscape requirements, historic pres. issues?
Height: A building shall provide either a floor-to-ceiling first floor minimum height of 12 feet for new construction, or a two-story entry space with corresponding glazed area of no less than one-third of the building width along Broadway. Setbacks: At least 70% of Broadway-facing linear footage of first and second floors shall have a maximum of two-foot
Code Research
[32]
building set-back. Façade Design: At least 75% of Broadway-facing first floor wall area shall have openings, glazing, display windows or doorways with and least 75% of the total door faces being glazing or combination. Landscape Requirements: N/AHistoric Pres: N/A
Source Cited : 2
Any other special requirements applicable to your project’s zone?Rain Protection : Awnings, canopies, or recessed entries, or combination, shall provide at least 30 inches of rain protection along at least 50% of the buildings wall on Broadway.
Source Cited : 2
Occupancies/Occupant Load and Construction
What are the occupancy group[s] in your program? Why is this important?A-1-TheatersA-2-Food/drinkA-3-RecreationB-BusinessS-2-Storage
Understanding the occupancy groups is important because codes may vary depending on the group.
What are the occupant loads for each occupancy group (can use spreadsheet to relate to program spaces)
A-1 [theater]: OL = 3000/7=428 OL = 3000/15=200A-2 [food/drink]: OL = 1200/15=80A-3 [Recreation]: OL = 1800/50=36 OL = 1400/50=28
OL = 800/50=16B [offices]: OL = 600/100=6S [storage]: OL = 400/300=1
Source Cited : 3, page 80-81
What is the Construction Type of your existing building?
Type III-B:Combustable-No fire resistance requirements except for exterior bearing walls = 2 hours rating. Source Cited : 3, page 95
What is the finish class rating for this type of space?
Atrium Spaces = Class B rating
Source Cited : 5
If appropriate, what is maximum aggregate area for a mezzanine?
Maximum total aggregate area of a mezzanine should equal no more than 1/3 of the area of the room it is located in.
My building first level = 23,797 sf-Total aggragate area of potential mezzanine = 7,932 sf
Source Cited : 1, page 303
What is head height for a mezzanine or any ceiling minimum as in under stairs, etc.?
Minimum ceiling height = 90”Minimum head height = 80”
Source Cited : 3, page 130
Egress and Fire Rating
What is maximum travel distance to an
[33]
exit for your occupancy if the space is sprinkled and if it is unsprinkled?
Assembly (A):Sprinklered : 250ftUnsprinklered : 200ft
Business(B)Sprinklered : 200ftUnsprinklered : 300ft
Storage(S)Sprinklered : 200ftUnsprinklered : 250ft
Source Cited : 1
What are dead end corridor lengths limits?Maximum Length = 20ft
Source Cited : 3, page 171
What is the minimum egress width? – Estimate the minimum for your particular occupanciesFor 250 Occupants (.2 inch per person) = 50” minSource Cited : 3, page 156
What is the minimum number of exits required in the building for this type of occupancy?
1-500 people = minimum of 2 Exits per story/area
Source Cited : 3, page 152
When does a room need more than one exit, for what occupancy?
A, B: When the occupancy load is 50 people or greaterS: When the occupancy load is 30 people or greater
Source Cited : 3, page 153
What is the minimum width requirement for egress doors? Calculate this for specific occupancies.
A, B: Minimum width for egress doors = 32” (provided with a 36” door)
Source Cited : 1, 3 page 157
What is the minimum distance allowed between two exits?
Equation = 1/2D : Distance between two exits be at least one-half of the longest diagonal distance within the building or the building area the exits are serving.
Source Cited : 3, page 164
What is the minimum stairway width? How is this calculated for specific occupancies? Show diagrams to clarify, if you like.
44” min for an occupancy load 50 people or greater36” min for an occupancy load of 50 people or fewer
Source Cited : 1, page 267
Are “places of refuge” required for all projects?
A “Place of refuge” is not required for sprinklered buildings (NFPA codes), however the 2006 IBC requires all buildings to have accessible means of egress, which typically has an “area of refuge.”
Source Cited : 3, page 147
When is a stair to be completely enclosed for fire and egress? When can a stair be open at the first level but not above?
1. An egress stair must ALWAYS be
[34]
enclosed if it is designated as such.
2. There are very specific exceptions to when a stair can be open; if and when the stair is not desigated as an egress stair (there are already ones that exist), or when the exit stairway only serves transition to an adjacent floor.
Source Cited : 4, page 174
How many enclosed stairs will you need in your project?
Technically I don’t think I need any enclosed stairs since I will only have a partial second floor.
Stairs/Ramps
Stairs: What is the maximum Rise/Run?
Rise: Max = 7”, min = 4”Run: Minimum = 11”
Source Cited : 5
What is the Handrail height for stairs? What are the proper minimum lengths of the extensions at top & bottom of the stairs or at the top or bottom of a ramp?
Handrail: 34” – 38” Above finished floorExtensions of rail: Stairs at Top = 12” MinimumStairs at Bottom = Tread depthRamp at Top/Bottom = 12” Minimum
Source Cited : 3, page 132-134
What is the Ramp Rise to Run ratio?
Ratio = no steepr than 1:12
Source Cited : 3, page 134
When are landings required? On ramps and stairs...how do you size the landings?
Depth of landing to be at least as wide as stair. -One landing for every 12’ of rise
For ramps, typically a minimum of 60” is required. -1 landing for every rise of 30”
Source Cited : 3, page 133
What is head height clearance and max. requirement for stairs?
Ceiling Height = 90” Head clearance = 80” Source Cited : 3, page 130
If you have an elevator, are they used in time of a fire emergency?
NO.
Source Cited : Note inside elevator.
Plumbing
Bathroom fixture and drinking fountain counts? What are the per person requirements for the various occupancies that you have in your building? Occupancy A:Water Closets:Male: 1 per 125Female: 1 per 65
Lavatory: 1 per 200
Drinking Fountain: 1 per 500, 1 service sink
Occupancy B:Water Closets: 1 per 25 for first 50Lavatories: 1 per 40 for first 80Drinking Fountain: 1 per 100
Source Cited : 5What are the number of bathroom
[35]
fixtures that you need for your project? What are the % of fixtures needed for being accessible, and % of rooms that need accessible bathrooms (for ex. in hotels and other public situations)? Look for requirement of changing baby station in public bathrooms. Look into the Unisex, or bathrooms for all. Use diagrams as appropriate.The Link:Water Closets: Male: 4Female: 5 Lavatories: 4Drinking Fountains: 1
Source Cited : 5
Fixture Accessibility:Bathrooms: At least one type of fixture element should be accessible in each toilet room, or with single user toilet facilities, 5% or one per cluster of single user facilities needs to be accessible
Drinking fountains: 50% need to be accessible
Source: 4, page 203, 204
Accessibility
What does clear floor space mean?
ADA requires 60” diameter turning circle that is uninterrupted by protruding objects or fixtures.
Source Cited : 3
What is the Required clear floor space needed for door swings:
What are the Front approaches-Pull side & Push side dimensions?Pull Side : 18” min Push Side : 12” min
Source Cited : 3
What are the Hinge side approaches-Pull side & Push side?
Pull Side : 36”-42” Push Side : 54-60”
Source Cited : 6, page 14
What are the Latch side approaches- Pull side & Push side?
Pull Side : 24” x 48” Push Side : 24 x 42”
Source Cited : 6, page 14
What are the requirements for protruding objects? Give an example of a few of these objects.
4” max -Trash Receptacle-Drinking fountain-Door pull
Source Cited : 3, page 283
What is the clear floor space for a lavatory (height)?
Clear floor space: 30” x 48”dKnee space: 8” MinToe space: 6” maxDepth of lavatory: 17” minHeight of Lavatory: 34” max
Source Cited : 3, page 273
What are the different requirements for water closet clear floor space (height)? What is the min. center line dimension to a wall?
Wall to centerline of toilet: 18”Clear floor space: 60”w x 56”d
Source Cited : 3, page 280
[36]
Sources Cited
1. Allen, Edward, and Joseph Iano. The architect’s studio companion rules of thumb for preliminary design. 3rd ed. New York: Wiley, 2002.
2. “Planning and Development .” City of Eugene . www.eugene-or.gov (accessed January 28, 2012).
3. Harmon, Sharon Koomen, and Katherine E. Kennon. The codes guidebook for interiors. 4th ed. Hoboken, NJ: John Wiley & Sons, 2008.
4. Ching, Frank, and Steven R. Winkel. Building codes illustrated: a guide to understanding the 2000 international building code. Hoboken, NJ: John Wiley, 2003.
5. “INTERNATIONAL CODE COUNCIL.” INTERNATIONAL CODE COUNCIL. http://publicecodes.citation.com (accessed January 28, 2012).
6. McMorrough, Julia. Materials, structures, and standards: all the details architects need to know but can never find. Gloucester, Mass.: Rockport Publishers, 2006.
[37]
[38]
PART III.
Final Program
short program
[39]
Name of Space Qty. Occupancy Sq Ft. Adjacencies Lighting
CO
MM
UN
ITY Entry Vestibule 1 1-20 400 Lobby, information desk Daylight, electric light
Lobby 1 150 1,711 Theater entry, cafe Daylight, electric light
Front Desk 1 2 150 Lobby, entry vestibule Daylight
Cafe + Lounge 1 125 1,235 Theater, lobby Daylight, electric light
DA
NC
E +
TH
EA
TE
R Large Studio 1 40 1,463 Lobby, studios Daylight, electric light
Small Studio 2 15 550 Large studio, theater Daylight, electric light
Costume Lab 1 30 815 Theater, lockers, wc Daylight, electric light
“Black Box” 1 250 seated 4,075 WC, lobby, entry Theater lights, electric
Niche 8 1-2 15 Theater, lobby, classrooms Electric light
MU
SIC
Band Room 1 60 seated 1,060 Theater, sm music rms Daylight, electric
Recording Lab 1 5-8 350 Band Room, lounge Electric light
Small Practice 1 15 275 Lounge, recording lab Electric light
Digital Music Lab 1 5-20 400 Lounge, WC, band room Electric light
LE
AR
N Digital Media Room 1 20 550 Homework Lab Electric light
Homework Lab 1 50 950 Digital media room Electric light
Teaching Kitchen 1 30 850 Lounge, WC, cafe Electric light
AD
MIN
IST
RA
TIO
N Girls Locker Room 1 60 810 Boys locker room Electric light
Boys Locker Room 1 50 735 Girls locker room Electric light
Administrative Office 1 20 415 Conference room, kitchenette Electric light
Conference Room 1 20 500 Administrative office Electric light
Kitchenette 1 1-5 100 Administrative office Electric light
SE
RV
ICE
S
Bathrooms 6 1 75 Theater, office, classrooms Electric light
Elevator 1 1-5 70 Entry, lobby, cafe Electric light
Front Stair 1 30 270 Entry, lobby, cafe Electric light
Egress Stair 1 50 600 Recording lab, homework lab Electric light
Storage 4 2-5 545 total Misc. Electric light
Mechanical 2 n/a 250 Entry stair, egress stair n/a
Circulation 23% - 4,765
TO
TA
LS Total Occupancy 1054-1100
Net Total Sq. Footage 25,264
Gross Available SF 29,095
Building Footprint SF 24,025
short program
[40]
program adjacenciesdiagrammatic program
[41]
DANCE
LOUNGECAFE KIOSK
TEACHING KITCHEN
STUDIOS
LOCKER ROOMS
MULTIPURPOSE
RECORDING ROOMS
COSTUME SHOP
GREEN ROOM
STUDY SPACES
CLASSROOM
COLLABORATION ROOMS
THEATERMUSIC
COMMUNITY
LOBBY
EDUCATION
DIAGRAMMATIC PROGRAM
program adjacenciesdiagrammatic program
[42]
C. Long Program
[Entry Vestibule] Qty. 1Occupancy:1-20
SQ. Footage:400SF
Adjacency: Lobby,entrytotheater,informationdesk
Daylight/Electric:Daylight,tasklighting
Main Activities:Transitionspacemeanttoaddlevelofsafetyforaccesstobuilding
Design Mood:Shouldfeelsecure(duetolocation),welcoming/invitingdrawingpeople
intothebuilding,flexibleandopen.
FF&E: Openforcirculation,donornamesengravedintointeriorwallofvestibule,
benchesforwaiting.
[Lobby Space] Qty. 1Occupancy:150,variesontimeofday
SQ. Footage:1,711SF
Adjacency: Theaterentry,informationdesk,cafeandseating
Daylight/Electric:Daylight,tasklighting
Main Activities:Usedastransitionspace,flexibleuseforreceptionsandintermissions
Design Mood:Welcoming/invitingdrawingpeopleintothebuilding,flexibleandopen.
Lotsoflightandaccentsofcolortodirectpeopleintospaces.
FF&E: Flexibleandmoveableseating
[Front Desk] Qty. 1Occupancy:2
SQ. Footage:150SF
Adjacency: Theaterentry,informationdesk,dancestudios
Daylight/Electric:Daylight,tasklighting
Main Activities:Kidscometocheckin,waitforparents,visitorsgetinformation
Design Mood:Focalpointtohelpwithwayfinding,industrial,repurposedmaterials
FF&E: Deskforemployees,shelvingfor“cubby”spaceforkids’possessions,taskchair,
filingstorage,computersystem,moveablechairsforwaiting.
[43]
[Cafe and Lounge] Qty. 1Occupancy:125
SQ. Footage:1,235
Adjacency:Entryvestibule,lobby,academicwing,mainstair
Daylight/Electric:Task,ambient
Main Activities:Foodprep,drinkprep,service,userssittingandeatinginlounge.
Design Mood:Colorfulandvibrantstringasaceilingelementtocreateafocalpointin
thelounge
areaanddrawpeoplein.
FF&E: Register,espressomachine,blenders,counterspace,icemachine,refrigerator,
menus
[Lounge + Informal Performance] Qty. 3Occupancy: 50Standing+sitting
SQ. Footage:520SF
Adjacency:Smalldancestudio,teachingkitchen,musicpracticerooms
Daylight/Electric:Ambientelectriclight
Main Activities:Sitting,conversation,informalperformanceandpracticespace
Design Mood:Spacesstandoutincontrasttothesurroundingmaterialstocreatefocal
point,loudatmospherewithsoftermaterialstoabsorbsound.Spaceseenasoneunit.
FF&E: Stadiumseating,loungeseatingremovabletousefloorspace.
[Large Studio] Qty. 1Occupancy:40standing
SQ. Footage:1,463SF
Adjacency: Lobby,informationdesk,smallstudios,lounge,theater,bathrooms
Daylight/Electric:Daylight,ambient
Main Activities:Danceclassesforlargergroups
Design Mood:Shouldpromoteactivityandenergy,simplecolorschemewithcolorful
ceilingelements
FF&E:Removablemarleyfloorforflexibility,stereoandsoundequipment,acoustical
treatmentforsound
[44]
[Small Studio] Qty. 2Occupancy:15standing
SQ. Footage:550SF
Adjacency: Lounge,bathrooms,theater,largestudio
Daylight/Electric:Daylight,ambient
Main Activities:Danceclassesforsmallgroups
Design Mood:Shouldpromoteactivityandenergy,thisstudioshouldfeelmore
intimate,simplecolorschemewithcolorfulceilingelements
FF&E:Removablemarleyfloorforflexibility,stereoandsoundequipment,acoustical
treatmentforsound
[Costume Lab] Qty. 1Occupancy:30
SQ. Footage:815SF
Adjacency: Bathrooms,theater,lockers,largemusicroom
Daylight/Electric:Daylight,ambient
Main Activities:Roomforcreativityandcostumedesignandconstruction.
Design Mood:Shouldpromoteactivityandenergy,kidsshouldfeelfreetobeinventive
andexpressive.Roomshouldpromotecollaboration.
FF&E:Fullwritablewall,storageforfabricandsewingsupplies,tableswithsewing
machinesandworkstations,tasklightingisimportantinthisroom.
[“Black Box”] Qty. 1Occupancy:250,seated
SQ. Footage:4,075SF
Adjacency:Lounge,CafeKiosk,bathrooms,studios,lockers,storage,costumelab,
musicrooms
Daylight/Electric:Ambient,Stagelightingwithtensiongrid
Main Activities:Musicalanddanceshowcases,performances,largeactivitiesand
games,teambuilding
Design Mood:Shouldpromoteactivityandenergyandshouldbeabletobringfocusto
thestagewhenneeded.Spaceshouldreflecttheflexibilityofactivitythattakesplace.
Materialsshouldbeneutralandmostlyblack,abletobepaintedoverorchanged
frequently.
FF&E: Soundequipment,stageequipment,curtains,flexible/removableseatingforupto
[45]
250,acousticalceilingandwalltreatment.
[Niches] Qty. 8Occupancy:1-2,seated
SQ. Footage:15SF
Adjacency:Lounge,CafeKiosk,bathrooms,studios,lockers,storage,costumelab,
musicrooms
Daylight/Electric:Ambient,moodlighting
Main Activities:Sitting,studying,conversationwithothers
Design Mood:Smallandfunspacesthatbreakdownscaleofspaceandcreate
interactioninamoreintimatelevel.
FF&E: Upholsteredcushionsforinsideofniche,brightandcolorfulpaint
[Large Band Room] Qty. 1Occupancy:60seated
SQ. Footage:1,060SF
Adjacency:Theater,costumelab,digitalmusiclab
Daylight/Electric:Daylight,ambientlighting
Main Activities:Practicespaceforlargeensembles,usedbybothTheLinkandUmbrella
Arts
Design Mood:Simpleandopenspaceforflexibility,largetallceilingstoletalotoflight
in.
FF&E: Removablestadiumplatformsforseats,stackableseats,piano,builtin“cubby”
spaceforbelongings
[Recording Lab] Qty. 1Occupancy:5-8
SQ. Footage:350SF
Adjacency:Lounge,smallpracticerooms,homeworklab
Daylight/Electric:Ambient,tasklighting
Main Activities:Smallgroupsrecordingsongsandmusicwithinstrumentsand
equipment
Design Mood:Interactiveandcollaborativeenvironment,lotsofnoiseanduseof
acousticsmaterials.
FF&E: Recordingsystem,soundbooth,desk,taskchair,severalmoveablechairs,simple
[46]
materialspalette.
[Small Practice Room] Qty. 1Occupancy:15
SQ. Footage:275SF
Adjacency:Lounge,largebandroom,recordinglab,theater
Daylight/Electric:Ambient,tasklighting
Main Activities:Employeeworkingwithandteachingkidstouseinstruments,
Design Mood:Interactiveandcollaborativeenvironment,lotsofnoiseanduseof
acousticmaterials.
FF&E: Stackablechairsforflexibleseatingarrangements,wallhooksforinstrumentsto
hang,“cubby”spaceforkidstostorebelongings
[Digital Music Lab] Qty. 1Occupancy:5-20
SQ. Footage:400SF
Adjacency:Lounge,smallpracticeroom,lounge,largebandroom
Daylight/Electric:Ambient
Main Activities:Playingdigitalinstruments(i.e.GuitarHero,Wii)
FF&E: Projector,largescreenorblankwall,beanbagchairs,“cubby”spaceand
storage
[Digital Media Room] Qty. 1Occupancy:20
SQ. Footage:550SF
Adjacency:HomeworkLab,teachingkitchen,lounge,bathrooms,theater
Daylight/Electric:Ambient,tasklighting
Main Activities:Kidscancomeinandcheckoutcomputers,surftheinternet,project
moviesontowall,useasstudyspace
FF&E: Beanbagchairs,tablesandchairsforworkspace,wallstorage,projector
[Homework Lab] Qty. 1Occupancy:50seated
SQ. Footage:950SF
Adjacency:Bathroom,lounge,digitalmediaroom
[47]
Daylight/Electric:Task,ambientlighting
Main Activities:Thisiswherestudentswillcomeduringasettimetoworkwithtutorsand
mentorsontheirschoolwork,andalsowheretheydeveloplifeskills.
Design Mood:Shouldbecolorfulandlivelytopromoteenthusiasmandmotivation.
Seatingandtablesshouldbeflexibleforvarioustypesofuse.
FF&E: Flexibleseatingandtables,desksandtaskchairsformentors.Projectorand
screen.
[Teaching Kitchen] Qty. 1Occupancy:30
SQ. Footage:850SF
Adjacency:Lounge,theater,digitalmediaroom
Daylight/Electric:Task,ambientlighting
Main Activities:Thisspaceisusedforeducationallessonsaswellastheresourceroom
formealprepfortheprogram.
Design Mood:Clean,simplematerialsandlighting,collaborativeenvironment,teaching
counterasfocalpointinroom
FF&E: Severalkitchenareasforstudentstoworkingroups,largecommercial
refrigerators
[Locker Rooms] Qty. 2 (Girls + Boys)Occupancy:60,50
SQ. Footage:810,735SF
Adjacency:Office,conferenceroom
Daylight/Electric:Ambient
Main Activities:Storingbelongings,changingin/outofclothes
Design Mood:Calmandquietatmosphere,lowerlightingsetting
FF&E: Lockers,benches,mirrors,trashreceptacles,outlets,loungeseating
[Office] Qty. 1Occupancy:1-20
SQ. Footage:415SF
Adjacency:Lobby,Kitchenette,Conferenceroom,storage
Daylight/Electric:Task,ambient,daylight
[48]
Main Activities:Administration,directorsusethisspaceforbackgroundworkand
information
Design Mood:Theofficeshouldfeellikeanopenandcollaborativeenvironment
throughuseofcolorandspatiallayout.Thisisaplacethatemployeescancometo
takeabreakandberemovedfromactivity.
FF&E:Desks,taskchairs,storage,computers,loungeseating.
[Conference Room] Qty. 1Occupancy:20seated
SQ. Footage:500SF
Adjacency:Office,kitchenette
Daylight/Electric:Ambient,fluorescentceilingmountedlights
Main Activities:Meetings,gatherings,presentations,
FF&E:Largeconferencetable,20moveableflexiblechairs,screen,AVhookup,outlets,
osbplywoodtable,simplefurniture
[Kitchenette] Qty. 1Occupancy:1-5
SQ. Footage:100SF
Adjacency:Office,conferenceroom
Daylight/Electric:Task,fluorescentrecessedcanlighting
Main Activities:Prepare/heatupfood,storefood/meals
FF&E:Counterspace,fridge,microwave
[Bathrooms] Qty. 6Occupancy:1
SQ. Footage:75SF
Adjacency:Lounge,studios,theater,office,classrooms
Daylight/Electric:Ambient,task
Main Activities:Service
FF&E: Stalls,waterclosets,sinks,handdryers,bench,outlets
[Elevator] Qty. 1Occupancy:1-5
SQ. Footage:70SF
Adjacency:Lobby,cafeandlounge,theater
[49]
Daylight/Electric:Ambient.general
lighting
Main Activities:ADAaccessibility
FF&E:Rubbertilefloor,metalscreenson
wall,handrail
[Entry Stair] Qty. 1
Occupancy:30
SQ. Footage:540SF
Adjacency:Lobby,theater,cafeand
lounge,entryvestibule
Daylight/Electric:Ambient,focallighting
Main Activities:Servicetogettosecond
floor
FF&E: Concretestairswithmisc.objects
andtrinketsembeddedintread.Metal
stringerspowdercoatedwithmetalrailing.
Wallcoveredwithreusedspraypaintcans.
[Egress Stair] Qty. 1
Occupancy:30
SQ. Footage:600SF
Adjacency:Musicrecordingroom,
homeworklab,theater
Daylight/Electric:Ambient,emergency
lights
Main Activities:Service,fireegress
FF&E: Concrete stairs with metal stringers.
[Equipment Storage] Qty. 4Occupancy:2standing
SQ. Footage:545TotalSF
Adjacency:Studios,musicrooms,
classrooms,cafe
Daylight/Electric:Task,recessedcan
lighting
Main Activities:Storeallinstruments,needs
easyaccessibility,foodstorage,theater
equipment
FF&E:Openspaceandshelvingfor
organizing
[Mechanical] Qty. 2
Occupancy:2
SQ. Footage:250SF
Adjacency:Entrystair,egressstair
Daylight/Electric:Tasklighting
Main Activities:Service,mechanical
FF&E: n/a:housesHVACunits
[Circulation] Qty. n/a
Occupancy:n/a
SQ. Footage:4,765SF
Adjacency:Maincirculation
Daylight/Electric:Ambientlighting,ceiling
mountedpendants
Main Activities:Service,walking,transition
space
FF&E: n/a:housesHVACunits
[50]
Name : Rebecca JohnsonUser : High School SeniorFemale| 17
Q: How did you hear about The Link?A:Myteachersaretheonesthattoldme.Ya,theystartedtellingusatschoolabouthowthiswasgoingtostartupsoon.AfewfriendsandIthoughtwecouldatleastcomecheckitoutonce,andifitwaslame..thenwewouldn’tcomeback.Wehavebeenhopingthatitwouldbecoolthough,becausesometimeswejustgetsickofstayingathomeanddoingnothingbutwatchTVandcheckFacebook.Q: What have you liked the most about this program so far?A:AfewpeopleIknowareintodance,andIhavebeenwantingtotryitoutbutit’sreallyexpensivetojoinastudiohereintown.We’llspendaboutanhourlearningnewchoreographyinthedance studios,whichisreallyfun.Ialsoreallylikethattheygiveustimetoworkonhomeworkandgetitoutoftheway.Thereisoneladywhosupervisesusandshestartedhelpingmeplanforcollegeandfigureoutapplicationprocessesforeachschool,shewasreallynice-Iikedher.Q: How much do you interact with the younger kids?A:Wedon’tevenreallyseethemmuch.Theykeepusprettyseparatedbecausewehaveourownspacestoworkin.MyfriendsandIwerehangingoutintheloungeearlierthough,andabunchofmiddleschoolkidswererunningaround,soIguessthat’swhereweseetheyoungerkidsthemost.WhichI’mgladwedon’thavetobeinthesamespacesasthem.
Name : David ReynoldsUser : After School In-structorMale | 24
Q: What do your regular activities look like while at work?A:IhaveafulltimejobthatisduringthedayandIjustcomestraighthereafterwards.OurofficeandloungeareahavebeenveryusefulformebecauseIneedafewminutestogetsettledandplacemybelongingssomewhere.ForthedaysIdecidetobringfood,I’mabletokeepitinthefridgeoverinthekitchenette.ItypicallypreparemylessonsaweekearlysowhenIgettoworkeachdayIjusthavetolookitovertoseewhatI’mdoing.Ourdaysalternate.Todaywearemeetingthekidsinoneofthelargerstudios-Ihaveages11to14inmine,workingonbreak-dancing.Afterthat,Iwillmeetwithsmallergroupsofkidsinourstudyroomstogooverhomeworkortutorthosewhoneedit.Wetrytocreateavarietyofgroupsizestomeetdifferentsocialneedsofthekids.Ourdayusuallyendswithafewofthemultipurposespacesopeningupforactivitiesandgamesforthekidstodountiltheygohome.Q: Are the kids separated by age? A:Ya,mycoworkersandIeachhaveanagegroupthatweworkwith,andduringtheweekwealternatewhogetswhatsizespace.Theonlytimeallthekidswillinteractwitheachotherisduringfreetimeattheend.Q: What has been the most useful space for this facility?A:Iwouldsaythemulti-purposeroomshavebeengreatforourprogram.Itallowsustoholdeventsforthekidslikemovienights,largegameactivities,etc.Also,whenthespacesarenotbeingusedforthekids,wehavebeenabletousethespacesforbanquetsorothergatherings.
user scenarios
[51]
Name : Jacob Stanley User : Middle School, 6th grade Male | 12
Jacob is a very sweet but difficult boy to work with. He comes from a single parent home who works full time trying to support Jacob and his sister. Before The Link opened up, Jacob would sometimes get stuck at school late in the afternoon until his mom would be able to pick him up, and on days when that didn’t happen he would go to a friends house. Jacob had too much time on his hands and became curious about his friends older brothers drugs and began getting in trouble and making poor decisions. He has always been interested in playing the guitar but his mom has never been able to afford all the equipment so as soon as Jacob found out about the music program he became very interested in going. He really works best in the environments that are designed for smaller amounts of people like the practice rooms and study rooms. In those smaller environments he is able to get the attention he needs and can work closely with the mentors. Jacob has already shown growth and change in his behavior and it’s clearly visible he enjoys being around people who are interested in his life.
Name : Mary WeaverUser : ParentFemale | 47
Mary is a middle school parent from South Eugene who has a work schedule that varies each day. There are weeks where she is unsure of what time she is able to leave work and go home. Mary has been really wishing for a program like The Link because her daughter is unsupervised after school until Mary is able to get home from work. She appreciates that the program not only provides activities and encourages the kids to learn a new talent, but that it provides a space and setting to learn and grow personally and academically. Her daughter is able to work with mentors which is really great because she looks up to people who are older than her. Now that her daughter attends The Link regularly, Mary is able to swing by the building on her way home and pick up her daughter. Since her schedule is uncertain at times, she will arrive before a study session is over and will need to wait around. On days where the program ends with dance and music activity, Mary is able to watch the end of the session through the viewing windows into the studio. The lounge has been a great place for Mary to sit and read and sometimes grab a cup of coffee while she waits for her daughter to finish. She also doesn’t mind waiting in the lounge because it give her an opportunity to connect and chat with other parents that are waiting.
user scenarios
[52]
PART IV.
Reference Archive
[53]
FULL BIBLIOGRAPHY
After School ProgramsAfter School All-Stars. “Factoids: Facts about After school Programs & At Risk Youth.” 2011. Web, Oct. 2011. http://www.afterschoolallstars.org/site/pp.asp?c=enJJKMNpFmG&b=854685
Corvino, Trenton (Direct Contact). Portland Tennis & Education Program. “PAST&E Program Goals.” 2011. Web, Oct. 2011. http://pastande.org/
“Issue Briefs.” Afterschool Alliance. 2009. Digital. Web Nov. 26, 2011.http://www.afterschoolalliance.org/
Hirsh, J. Barton. A Place to Call Home: After School Programs for Urban Youth. Published Feb. 2005. Pgs 1-165, Print.
Dance and Music
“Trying to Address a Growing Youth-At-Risk Problem.” Americans for the Arts. Pgs 1-16. Digital Print. <http://www.americansforthearts.org/NAPD/files/9209/Arts%20Programs%20for%20Youth%20At-Risk_Pamphlet.pdf>
“After School Programs.” Inner-City Arts. Web. 2011http://www.inner-cityarts.org/what-we-do-programs-after-school.php
American Dance Therapy Association. “About Dance/Movement Therapy,” 2009. Web, Oct. 2011. http://www.adta.org/Default.aspx?pageId=378213
Hancock Center for Dance|Movement Therapy. “About Dance/Movement Therapy.” 2011. Web, Nov. 2011 http://hancockcenter.net/index.php?page=about-dance-movement-therapy
Goodill, Sherry. “The Healing Power of Dance.” Art Works. May 3,2011. Web, Nov. 2011. http://www.arts.gov/artworks/?p=6871#more-6871
Buildings
Brand, Stewart. How buildings learn: What happens after they’re built. New York: Penguin Books. 1995.
De Chiara, J., Panero, J., & Zelnik, M. Time-saver standards for interior design and space planning. New York: McGraw-Hill. 2001
Harmon, S. K. & Kennon, K. E. The codes guidebook for interiors. Illinois: International Code Council. 2008
[54]
Interview List
Tim Sinatra - Director of Salem Boys and Girls Club[Tim is the director for several clubs in Oregon and has a lot of knowledge of how the program runs and the important issues of spatial needs and logistics.]
Perry Williams - High school student and dancer[The most important user to interview is a high school student because it is the age category that is the toughest to please and get involvement from.] -If there were a place you and your friends could go to after school, what would you like to see there? -What are your main means of transportation? -How do you balance your social life with dance, homework, and family? -What would deter you from going to an after school program?
Trenton Corvino - Mentor and Employee at Portland Afterschool Tennis & Education[Trenton is a teacher and mentor at this program and it would be useful to see how they managed to turn a big warehouse into the facility they needed.] -How can the spaces better suit the needs for the academic and tutoring portion? -What is the most utilized space in the building for faculty? Students? -What are the some of the kids’ favorite spaces?
Susan Goes - Director of CT Play at The Cottage Theater[They offer a theater summer camp for young kids but only during the summer. They recently added new construction to create new spaces that they were lacking.]
[55]
With Tim Sinatra fromSalem Boys and Girls Club- Can you talk about the difference between age groups and their needs spatially?... how segregated should the spaces be for the various ages (my program is 5-18). 6-9, 10-12, 13-15..16-18.. three groups.. little kids-focus on eye level, whats in the environment…environment conducive to activity.. experiential learning.. -What are the security issues that need to be addressed with high school students? Cool issue.. separate entrance is preferred… security issue-want to keep older kids away from -How does the program provide resources and availability during off-hours(weekends/no school days)? Non-profit renting spaces..-What is the most utilized space in the building for faculty?.... Students?-What is your building currently lacking(dream big)?the verizon connect center:communication career fields…communications to teach..academy theme(sustainable energy/culinary theme).. -The music/recording room.. Is it working well? What could make it better? How many kids use it in a day? 30-35 lessons… sound booths, 4-5 studios for different purposes… vocals/editing/drums-What are some important elements/qualities to consider spatially for the educational classrooms?(Dealing with different ages... how should they be different...etc) see above.. walls to write on… to come alive.. create interaction.. -Could you see any benefits of having some sort of lounge/café in a central part of the building? How successful is the café at “the Club?”Teach heathy eating… very social thing to do.. -do you think it is crucial to have a kitchen and provide meals(I currently do not have a kitchen/mean setup for
the daily routine)? Need a kitchen for sure!!(food gets outsourced)…make it a teaching/demonstration kitchen.
Notes from Susan Goes @ CT PlayFirst camp is ages 5-8, takes place in childrens workshop and rehearsal hall -informal demonstration at the end of camp in the theater-full dance floor and mirrors with curtains-extra space for furniture to sit down and watch, -piano-half day morning camp-sit in the auditorium first to get oriented-snack break mid way through
Second camp ages 9-14, performance camp-reading the kids for performance, melodrama-teaching/formal/dance tech/vocal tech/rehearsal/costume fittings/line read through-one group uses the theater for singing technique
wish list--space works well since it is a short term camp-rehearsal hall-to make it a second performance space but more informal
Theater space-need to think about where the actors get ready if you have a black box theater-should have separate bathrooms for actors and audience-create some sort of space for cast members to hang out/wait while not on stage-Think about enough clearance for lighting and need to create an elevated space for the light tech platform for controls-spring boards in dance floor-2 adults per 10 students… look up adult to kid ratio
Full Interview
[56]
A. Topical Research Information
“Trying to Address a Growing Youth-At-Risk Problem.” Americans for the Arts. Digital Print.
This article specifically looks at the use of creative arts and the social and academic impact they can have on the youth in communities. It suggests that art is “a powerful crime preventive tool,” that “attracts and engages even the toughest kids.” The article continues to address the doubt that people have regarding how effective art really is in children’s lives. Kids who have something like the arts to put their time and energy into, grow to feel like they are part of a larger picture and see their potential. The information is pertinent to the design proposal because it looks at the success in lives of delinquent youth. The proposed site is located downtown Eugene where a lot of troubled youth hang out and get themselves into trouble. Looking at this article for ways to address the growing issue of where kids go and what they do after 3pm will help develop the unique focus The Link has on music and dance.
Hirsh, J. Barton. “A Place to Call Home: After School Programs for Urban Youth.” Print.
This book investigates the debate regarding the format of after school programs. Some say that an after school program should be more intense and rigid, making the focus about academics and success, however this writer precedes to explain that students grow when they feel connected to a community, and ultimately feel like they are part of a “second family.” Barton gives evidence that there are greater chances of success in the lives of these kids when the core focus isn’t academics and school. He conducted studies and gathered information about The Boys and Girls Club organization to see how successful their program is and what they are doing to get there. It’s important to have an understanding of other after school programs that implemented and successful in their communities. This book will give me insight on how to shape my other spaces in the program involved physical activity, tutoring and mentoring.
“Issue Briefs” Afterschool Alliance. 2009. Digital
The Afterschool Alliance is a nation wide organization that is dedicated to raising awareness regarding the need for after school programs. “The Afterschool Alliance is working to ensure that all children have access to affordable, quality after school programs. Afterschool programs are critical to children and families today, yet the need for programs is far from being met.” The organization provides data from research that has been done in 2005 and 2009. The “Issue Briefs” page discusses topics surrounding the need for after school programs. There is a section devoted to the correlation between after school programs and success in school, explaining the various reasons why it has such a large impact on the lives of the youth. Studies have shown that students who have a program to be involved in, improved their social and communication skills, and decreased their behavioral problems. The website also gives pertinent data regarding the state of Oregon which clearly demonstrates the lack of support and the large need for after school programs to be implemented.
[57]
B. Design Case-Study Research
[Music]SubCat StudiosSyracuse, New York | 2011Fiedler Marciano Architecture, LLPProject Area: 18,300 SF
Royal Welsh College of Music & DramaCardiff, Wales | 2011BFLS ArchitectsProject Area: 4,400 SM
[Performing Arts/Dance]Williams College‘62 Center for Theater and Dance | 2008Williamstown, MassachusettsWilliam Rawn Associates, Architects Inc. Project Area: 126,000 SF
Young Centre for the Performing ArtsToronto, Ontario, Canada | 2006Kuwabara Payne McKenna Blumberg ArchitectsProject Area: 44,000 SF
Houston Ballet Center for DanceHouston, Texas | 2010GenslerProject Area: 115,000 SF
[After School Program]Portland Afterschool Tennis and EducationPortland, Oregon
[58]
http://www.archdaily.com/154884/subcat-studios-fiedler-marciano-architecture-llp/
subcat studios
[59]
http://www.dezeen.com/2011/10/29/royal-welsh-college-of-music-and-drama-by-bfls/
royal welsh college of music and drama
[60]
http://archrecord.construction.com/projects/bts/archives/perform/06_62Center/
williams college
[61]
http://www.archdaily.com/142776/young-centre-for-the-performing-arts-kpmb-architects/
young centre for the performing arts
[62]
PART V.
Design Archive
[63]
Week 6 : Initial Parti Investigations
[64]
Week 5 : Initial Parti Investigations
[65]
Week 5 : Initial Parti Investigations
[66]
Week 5 : Initial Parti Investigations
[67]
Week 6 : Midterm Review - 3 Schemes
[68]
Week 6 : Midterm Review - 3 Schemes
[69]
Week 6 : Midterm Review - 3 Schemes
[70]
Week 6 : Midterm Review - 3 Schemes
[71]
Week 6 : Midterm Review - 3 Schemes
Review 1: Erin Cunningham-Don’t isolate entry or bottleneck it-Further develop the inner core of the building where the theater is-Think about ways to create space without using solid walls or partitions and how each space blends into the adjacent room/space-There needs to be a very clear logic and legitimate reason for having a second floor and what goes in it. -Think about making the costume shop an exciting place to look into rather than tucking it back into the dark corner of the building.-Suggested making a lighting model to mock up daylight conditions
Review 2: Allison Hirzel-What am I trying to showcase? -Think about the purpose of this place and what you are trying to show-Pay attention/think about the spatial layout and push barriers, break boundaries and limits with space-How does this project/building reach out to the community?Building Scheme 3:-Weird location for office… walk straight into building and see a blank wall… think about views from the street and entry. -Consider combining scheme 1 and 3… idea of theater taken and put in scheme 3
-Make second floor full strip rather than squares… too impractical and choppy-Think about levels of permeability, similar to scheme 2-Look up the contemporary art academy in Boston.
1. Is/Was my work clear?-Diagrams are abstract but were easy to understand and read-Models begin to lose translation and are confusing. They need to be able to represent the spaces but still be somewhat simple-2nd floor drawings are very confusing and not well thought out-Program diagram needs to change -I try to make big moves in my plan with the theater or other spaces but then ruin the moment by putting an office in the way or by making the entry bottleneck into the larger space
[72]
Charrette from February 24th, 2012 Reflection notes + ideas 1. Perspective A [Second Level including stairs] The intention of this perspective was to show how the design intersects and relates with the existing structure. Once a person arrives at the top of the stairs, they will have a visual connection to the first floor through the existing truss structure. Rather than trying to conceal the truss, this way calls attention to it and uses it as a gateway for viewing. This perspective was successful in showing the relationship to the existing building structure and shows a hint of playfulness, but it doesn’t convey the desired openness I was going for. This feels very boxed and compartmentalized, and I would rather it feel open and inviting. 2. Perspective B [Exterior view looking into dance/lounge area] As I was imagining how people would approach this building, I had this idea that people would get a glimpse of the activities and excitement taking place inside as they approach the main entry. In the perspective, there is a portion of a wall that is visible and is called out with color. This is the main theater/multipurpose space that is meant to be a focal point in the building. The intention is that it will grab the attention of those on the street. This perspective could have been more successful in showing “excitement” or busyness inside. It could have framed the theater space more rather than only giving a glimpse. 3. Perspective C [Lounge looking into theater space] The lounge is a space that should feel busy, somewhat loud and conversation friendly. Lots of interaction and movement should be happening in this space and the design intention is to echo that level of activity. This space should feel open and large, yet create an intimate and comfortable feeling. I imagine this space to be occupied by all ages between 5-18 in addition to staff and parents. The materials and atmosphere should feel exciting and bright but cater to multiple ages. This space could play with light more and look at the other adjacent spaces and how they interact. Overall the colors and materials chosen were meant to convey the idea that this place is fun and enjoyable and playful and facilitates interaction and activity.
Week 7 : Materials + Atmosphere Charrette
[73]
Week 7 : Materials + Atmosphere Charrette
[74]
Week 8 : 3/4 Review - 2 Schemes
[75]
Week 8 : 3/4 Review - 2 Schemes
[76]
Week 9 : Scheme Development
[77]
Week 10 : [Term 1] Final Review - 2 Schemes
[78]
Week 10 : [Term 1] Final Review - 2 Schemes
[79]
Week 10 : [Term 1] Final Review - 2 Schemes
[80]
Week 10 : [Term 1] Final Review - 2 Schemes
[81]
Week 10 : [Term 1] Final Review - 2 Schemes
[82]
Melissa GambinoComp Studio : Spring TermA. SnyderSpring Term Charrette : One Scheme + One Parti
[1] Pro’s and Con’s
[2] The most critical issue I need to consider for moving forward is how each scheme currently addresses the existing roof structure and how it can better relate and how easy that change will be to make. My build-ing has a complex roof system and contains a lot of potential. The other issue I need to consider while moving forwards is how well the design benefits the children using the spaces. They need to facilitate collabo-ration and community between the children and staff.
[3] CHOSEN SCHEME : #1 “WRAPPING THE CORE”
Scheme 1 - Wrapping the Core
PRO’S-Building interior stays true to existing conditions with second level. -Language of lounge spaces creates potential for way finding and gives an “identity” to each section of buliding-Openness and ability to remove walls and boundaries allows facilitates a safe and collaborative environment between staff and students-This design has unique spaces that allow me to address the roof struc-ture better. -The design also suits after hours use by the community.
CON’S -Using the existing entry doesn’t make sense, because the location is bad. -Spaces seem smaller and more cramped in this design, and will need to be re-worked.. some spaces may need to be compromised-This design doesn’t have some of the components of the second scheme like the dance hall arrangment and informal performance space
SCOREa. Use of building site [5]b. Ease of fulfilling the program [6]c. Attention to social issues and thesis [8]d. Challenging and interesting design [8]TOTAL = [27]
Scheme 2 -
PRO’S-Entry vesitibule pulls people in from street and also provides extra saftey barrier for childiren-Using space differently by adding a second floor in the front part of the builiding-Has the informal performance space/stadium seating area which offers unique experiences -Spatial organization is clear and easy to navigate, not cluttered-Offers more flexibility with square footage
CON’S -The open connection between the the floors in the theater causes problems for acoustics and also the type of views that will be avail-able. The opening is too small and awkward-Doesn’t relate to roof structure at all, completely covers up the existing trusses and does a diservice to the design -Needs additional egress for front second level. This design has too many egress issues to deal with.
SCOREa. Use of building site [7]b. Ease of fulfilling the program [8]c. Attention to social issues and thesis [7]d. Challenging and interesting design [8]TOTAL = [30]
Week 11 : Charrette - One Scheme
[83]
Week 11 : Charrette - One Scheme
[84]
Week 11 : Charrette - One Scheme
[85]
Week 12 : Pin Up
[86]
Week 13 : Charrette - Materials and Lighting
[87]
Week 13 : Charrette - Materials and Lighting
[88]
Term 2 : midterm review in portland
[89]
1 ground floor plan 1/8” = 1’-0”
After School Program for the Performing Arts
entry + lobby : east side
entry + lobby floor plan : west side 1/4” = 1’-0”
concrete maharam maharam bm paint
b b
a
A
upup
2 second floor plan 1/8” = 1’-0”
3 section a: north-south 1/8” = 1’-0”
4 section b: east-west 1/8” = 1’-0”
osb plywood
maharam
bm paint
bm paint
steel
acoustic tileosb plywoodrubber tile recycled rubber
shaw contract
youth lounge and dance studio b : floor plan 1/4” = 1’-0”
hallway looking into classrooms: floor plan 1/4” = 1’ - 0”
music recording experimental room floor plan 1/4” = 1’ - 0”
hallway looking into classrooms
youth lounge and dance studio b
b b
a
A
dn
Term 2 : midterm review in portland
[90]
06. 07. 12
final review
[91]
Term 2 : fi nal comprehensive review
[92]
Term 2 : final comprehensive review
[93]
Term 2 : final comprehensive review
[94]
Term 2 : final comprehensive review
[95]
Term 2 : final comprehensive review
[96]
Term 2 : final comprehensive review
[97]
Term 2 : final comprehensive review
[98]
Term 2 : final comprehensive review
[99]
Term 2 : final comprehensive review
[100]
Term 2 : fi nal comprehensive review
[101]
COMMUNITY SPACE
ENTRY
LOUNGE
MUSICINTER SPACE
COM
MUN
ITY S
PACE
ENTRY
LOUN
GE
MUS
ICIN
TER
SPA
CE
Term 2 : final comprehensive review
[102]
[103]
WE
LC
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CH
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LEARN
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tal
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120
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Hom
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150
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ADMINISTRATION
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tri
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Boys
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150
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570
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Fron
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130
270
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4,765
TOTALS
Tot
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Occu
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1054
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Net
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Sq. F
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25,264
Gros
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29,095
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ns
5E
XIS
TIN
G S
EC
ON
D F
LO
OR
PL
AN
1/
16”
= 1
’-0
”1E
XIS
TIN
G G
RO
UN
D F
LO
OR
PL
AN
1/1
6”
= 1
’-0
”
ad
ja
ce
nt
bu
ild
ing
adjacent building
ad
ja
ce
nt
bu
ild
ing
adjacent building
0’
10’
190
-19
4 W
BR
OA
DW
AY
198
W B
RO
AD
WA
Y17
4 W
BR
OA
DW
AY
156
’-0
”
76
’-0
”3
8’-
0”
37’-4” 40’-0”
155’-0”
115’-10” 39’-0”
38’-5” 39’-0”
38
’-0
”
164
W B
RO
AD
WA
Y
164
b
W B
RO
AD
WA
YC
CC
C
bb
b
aa
b
aa
E
W
N
E
W
N
3E
XIS
TIN
G E
AS
T-W
ES
T S
EC
TIO
N -
A
1/16
” =
1’-
0”
2E
XIS
TIN
G N
OR
TH
-SO
UT
H S
EC
TIO
N -
B
1/16
” =
1’-
0”
bo
tt
om
of
(e
)c
eil
ing
fr
am
ing
+(1
5’-
6 1
/4”)
bo
tt
om
of
(e
)c
eil
ing
fr
am
ing
+(1
5’-
6 1
/4”)
6E
XIS
TIN
G N
OR
TH
(B
RO
AD
WA
Y A
VE
.) E
LE
VA
TIO
N
1/
16”
= 1
’-0
”7
EX
IST
ING
WE
ST
(C
HA
RN
EL
TO
N S
T.)
EL
EV
AT
ION
1/
16”
= 1
’-0
”
EX
IST
ING
CO
ND
ITIO
NS
SHAW
-MED
SHAW
-MED
TEN
AN
T SP
AC
E #3
TEN
AN
T SP
AC
E #4
INT
ER
IOR
CO
ND
ITIO
NS
EA
ST
/WE
ST
SE
CT
ION
LO
OK
ING
SO
UT
H
1/8
” =
1’-
0”
NO
RT
H/S
OU
TH
SE
CT
ION
LO
OK
ING
EA
ST
1/
8”
= 1
’-0
”
Ja
nu
ar
y 1
5 |
1:3
0p
mJ
an
ua
ry
15
| 4
:30
pm
Ju
ly
15
| 1
:30
pm
Ju
ly
15
| 4
:30
pm
sc
ho
ol
s i
n a
3 m
ile
ra
diu
s
sit
e
EUG
ENE,
ORE
GO
N
1/2
MILE
RA
DIU
S A
ROU
ND
SIT
E
DO
WN
TOW
N B
USI
NES
S D
ISTR
ICT
WILLAMETTE STREET
OLIVE STREET
CHARNLETON STREET
LINCOLN STREET
W. 8
TH A
VEN
UE
W. B
ROAD
WAY
EUG
ENE
PUBL
IC
LIBR
ARY
NEW
LCC
CA
MPU
S
RESI
DEN
TIAL
BL
OCK
RESI
DEN
TIAL
BL
OCK
RESI
DEN
TIAL
BL
OCK
MCD
ON
ALD
THEA
TER
THE
DAC
LTD
MAI
N
STAT
ION
RESI
DEN
TIAL
BL
OCK
W. 1
0TH
AVE
NU
E
W. 1
1TH
AVE
NU
E
LAWRENCE STREET
PRO
XIM
ITY
MA
P
THE
PRO
DU
CER
S PU
BLIC
MA
RKET
BU
ILDIN
G
This
build
ing
was
con
struc
ted
in 1
915
whe
n th
e ci
ty o
f Eug
ene
open
ed it
’s fir
st pu
blic
mar
ket.
The
mar
ket w
as fo
r fa
rm-
ers
and
mer
chan
ts to
se
ll th
eir
loca
l go
ods,
sim
ilar
to
how
th
e Sa
turd
ay
Mar
ket a
nd F
arm
er’s
Mar
ket i
s run
toda
y.
The
deta
ils
of
the
build
ing’
s or
igin
al
arch
itect
ure
was
inf
luen
ced
by I
slam
ic
arch
itect
ure,
with
tall
gran
dios
e op
enin
gs
as e
ntrie
s an
d ca
rvin
gs a
nd ti
le in
lay
on
the
faca
de.
The
struc
ture
of t
he b
uild
ing
is C
MU
bl
ock
with
ap
plie
d co
ncre
te
stucc
o. T
he in
terio
r str
uctu
re o
f the
bui
ld-
ing
is co
mpr
ised
of c
oncr
ete
colu
mns
and
la
rge
timbe
r tru
sses
. La
ter
in 1
960
the
build
ing
was
ren
ovat
ed a
nd s
epar
ated
in
to f
our
tena
nt s
pace
s fo
r re
tail
mer
-ch
ants.
Dur
ing
the
reno
vatio
n, a
ll hi
storic
de
tail
was
dem
olish
ed a
nd re
plac
ed w
ith
a str
eam
lined
mod
erni
st stu
cco
face
. The
bu
ildin
g is
appr
opria
te f
or T
he L
ink
be-
caus
e of
the
lar
ge s
pan
betw
een
the
colu
mn
grid
as
wel
l as
bein
g in
a c
entra
l lo
catio
n of
Dow
ntow
n Eu
gene
.
1SIT
E P
LA
N
1
/32
” =
1’-
0”
2H
IST
OR
IC C
HA
RN
EL
TO
N S
TR
EE
T E
LE
VA
TIO
N
1/16
” =
1’-
0”
3H
IST
OR
IC B
RO
AD
WA
Y A
VE
. E
LE
VA
TIO
N
1/16
” =
1’-
0”
HIS
TO
RIC
AL
PH
OT
O
0’
10’
ro
of
jo
ist
s,
16”
oc
la
rg
e t
imb
er
tr
us
s
co
nc
re
te
co
lu
mn
g
rid
se
co
nd
le
ve
l f
lo
or
an
d c
eil
ing
jo
ist
s
ST
RU
CT
UR
AL
DIA
GR
AM
pip
e c
ol
um
ns
5E
XIS
TIN
G S
EC
ON
D F
LO
OR
PL
AN
1/
16”
= 1
’-0
”1E
XIS
TIN
G G
RO
UN
D F
LO
OR
PL
AN
1/1
6”
= 1
’-0
”
ad
ja
ce
nt
bu
ild
ing
adjacent building
ad
ja
ce
nt
bu
ild
ing
adjacent building
0’
10’
190
-19
4 W
BR
OA
DW
AY
198
W B
RO
AD
WA
Y17
4 W
BR
OA
DW
AY
156
’-0
”
76
’-0
”3
8’-
0”
37’-4” 40’-0”
155’-0”
115’-10” 39’-0”
38’-5” 39’-0”
38
’-0
”
164
W B
RO
AD
WA
Y
164
b
W B
RO
AD
WA
YC
CC
C
bb
b
aa
b
aa
E
W
N
E
W
N
3E
XIS
TIN
G E
AS
T-W
ES
T S
EC
TIO
N -
A
1/16
” =
1’-
0”
2E
XIS
TIN
G N
OR
TH
-SO
UT
H S
EC
TIO
N -
B
1/16
” =
1’-
0”
bo
tt
om
of
(e
)c
eil
ing
fr
am
ing
+(1
5’-
6 1
/4”)
bo
tt
om
of
(e
)c
eil
ing
fr
am
ing
+(1
5’-
6 1
/4”)
6E
XIS
TIN
G N
OR
TH
(B
RO
AD
WA
Y A
VE
.) E
LE
VA
TIO
N
1/
16”
= 1
’-0
”7
EX
IST
ING
WE
ST
(C
HA
RN
EL
TO
N S
T.)
EL
EV
AT
ION
1/
16”
= 1
’-0
”
EX
IST
ING
CO
ND
ITIO
NS
SHAW
-MED
SHAW
-MED
TEN
AN
T SP
AC
E #3
TEN
AN
T SP
AC
E #4
INT
ER
IOR
CO
ND
ITIO
NS
Term 2 : final comprehensive review
[104]
06. 07. 12
final comprehensive review
interior architecturethe department of architecture
university of oregon