Sensation, The Kindergarten

Our Final Review will be in HHS 111 starting at 12n sharp.

The first session will go from 12n-3p, the second session from 3.30p-approx. 6p.

The jurors will be as follows:

12n-3p

1. Gregory Merryweather

2. Jason Lee

3. Deborah Gans

4. Trent Welcome

5. Bess Krietemeyer

6. Michael Chen

3.30p-6p

1. Gregory Merryweather

2.  Adam Hayes

3. Deborah Gans

4. Trent Welcome

5. Theo David

6. Mike Szivos

The order for the review will be as follows:

12n-3p

1. Joel

2. Anna

3. Yonathan

4. Johana

5. James

3.30p-6p

1. Chris

2. Hyun

3. Robert

4. Gloriana

5. Dexter

Are located here:

http://pressg5.net/Sensation/sensation/

Note: the Building Section template will be posted tomorrow morning.

All templates are saved in Illustrator CS2 format.

Final Review deliverables are as follows.

Refer to Templates (in separate post and under Sensation tab) for graphic layouts.

Drawings

1. Thesis/Title Board

a. Include Design Thesis for Kindergarten and supporting text as required.

b. Include name of project if applicable

2. Site Plan

a. 1/16″ scale

b. Annotate all relevant site features including street names, property line dimensions, cardinal points, parking and pick-up/drop-off zones, topographic information, view points, etc.

3. Building Plans

a. 1/8″ scale, to limit of site.

b. Be specific about where your cuts are taken. Three or more are probably required.

c. Annotate all interior rooms/zones, exterior spaces, section cut tags,  stairways and ramp directions, etc.

d. Annotate the area of the Enlarged Plan.

e. Poche all cut through geometry with a 50% poche.

f. Use lineweights to effectively convey emphasis and distance from the cut plane. Do not include extraneous linework from Rhino “make2d” command or similar by default.

g. Dimension elements as appropriate.

h. Skin/envelope is to be accurately drawn. This includes visual apertures like ‘windows’ and physical apertures like ‘doors’. In short, there should be a clear and identifiable distinction between interior and exterior space.

4. Enlarged Plan

a. 1/4″ scale

b. Annotate specific program elements (e.g., cubbies, stage area, cafe seating, etc.)

5. Building Sections

a. 1/8″ scale, to limit of site.

b. There should be a minimum of (2) East-West and (2) North-South sections.

c. Be specific about where you cut your sections.

d. Annotate all interior rooms/zones, exterior spaces, floor levels, etc.

e. Dimension elements as required.

f. Provide child and adult scale figures

g. Poche all cut through geometry with a 50% poche.

h. Use lineweights to effectively convey emphasis and distance from the cut plane. Do not include extraneous linework from Rhino “make2d” command or similar by default.

i. The sections should reveal structural and morphological hierarchy through the variation in the thickness of surfaces.

6. Enlarged Sections

a. 1/4″ scale, of enlarged plan

b. May be drawn as section perspective

c. Annotate

7. Exploded Axon

a. Showing site grading, foundation/first floor, structure and skin system as distinct elements.

b. Consider the construction of this drawing. Elements may be organized vertically, horizontally or both.

8. Details: Skin & Texture

a. Illustrating construction of skin system and/or texture system

9. Renderings: Exterior

a. Board should be laid out hierarchically so that no more than two, but ideally one, rendering is dominant. Other renderings can live on the board, but smaller.

b. Should be rendered with sun shadows.

c. Views should include perspectival (i.e., eye level) from one or both streets and birds-eye (i.e., from above) among others.

d. Include scale figures.

10. Renderings: Interior

a. Board should be laid out hierarchically so that no more than two, but ideally one, rendering is dominant. Other renderings can live on the board, but smaller.

b. Renderings should be a composite of a render and linework. See examples here: http://pressg5.net/Sensation/sensation/

c. May be rendered with sun shadows or GI.

d. Include scale figures.

11. Renderings: Mood & Materiality

a. Renderings should show either specific materiality (e.g., concrete, glass, wood, etc.) or material qualities (e.g., color, reflectivity, gloss, etc.)

b. Renderings should provide the mood and Sensation of interior spaces. These qualities of mood may include oversaturation, intense texture, darkness, overlit, etc.

c. The mood effect should directly relate to your Design Thesis. That is, how sensorial learning looks, feels, smells, etc. in your Kindergarten.

12. Diagrams: Program

a. Include abstract program organizational diagrams and specific program relational diagrams.

b. Annotate as required.

c. Include Sense diagram on this board

13. Diagrams: Morphology

a. Should show progression, sequence or otherwise generation of morphology.

b. This can include the digital taxonomy of surface effects from the Active Surface models.

14. Diagrams: Site Grading

a. Should show progression, sequence or otherwise generation of site mass from existing condition to final condition because of your intervention.

DELETED: (15. Diagrams: Sense/Cinema)

15. Diagrams: Circulation

a. Should clearly show the trajectories of circulation in a graphic format. Can be 2d or 3d. Absolutely no arrows allowed.

b. Consider the use of a field notational system. Densities, trajectories, scalar shifts in the field would indicate movement.

16. Experiential Storyboard

a. Should show a specific route, trajectory or other experiential sequence in the Kindergarten.

b. Refer to Johana’s storyboard.

17.  Analysis: Site (Precedent only if directly relevant to your project)

Models

1. Site Model

a. 1/8″ scale, of entire Kindergarten including exterior space

b. To fit into large studio-wide site model

2. Sectional Model

a. 1/4″ scale, of enlarged portion

3. Texture Model

a. Full or half scale

4. Paper Models

a. Only most relevant set of models; this may be the final set of models. This may be one, two or three.

5. Assemblage Model

a. If still relevant

6. Study Models

a. As relevant

We will have individual pinups on Thursday.

The following is required:

1. Building Plans:

a. Of entire Kindergarten and to limits of the site

b. 1/8″ scale

c. Black and white lines only with 50% gray poche

d. Annotate room names

e. Include section tag references

2. Detail Plans:

a. Of a portion of the Kindergarten. In almost all cases, this portion is either one Classroom or the entire Classroom ‘cluster’.

b. Should include envelope/skin strategy (large scale surface), all program elements of the selected portion (medium scale surface) and possibly a textural strategy (small scale surface).

c.  All required program elements (for the classroom: cubbies, bathrooms, play spaces, stage, etc.) are required to be located.

d. 1/4″ scale

e. Black and white lines only with 50% gray poche.

f. Annotate areas, zones or activity spaces

3. Building Sections:

a. Minimum (2) East-West, (2) North-South

b. 1/8″ scale

c. Black and white lines only with 50% gray poche

d. Annotate room names

4. Diagrams:

a. Structure. You should be able to diagram a structural logic. This may include a highly specific material system (e.g., steel truss, conventional wood framing, etc.) or a specific geometric system (areas of stiffness, areas of rigidity, etc.)

5. Renderings:

a. Tests of interior and exterior views.

b. One or more should indicate either specific materiality (e.g., glass, grass, concrete, steel, etc.) and/or specific material qualities (e.g., reflectivity, high gloss, matte, etc.)

c. One test should indicate a mood/feeling/atmospheric effect.

Monday April 26.

More details to follow.

As mentioned, Thursday’s pinup is predominantly to review enclosure/skin (large scale surface articulation) and specific interior layout (medium scale surface articulation).

We will have one outside juror and our TA, Guy.

Following is required for Thurday’s pinup:

(Note: Use the midterm templates for layout. Modify as necessary.)

1. Building Plans:

a. Of entire Kindergarten and to limits of the site

b. 1/8″ scale

c. Black and white lines only with 50% gray poche

d. Annotate room names

e. Include section tag references

2. Detail Plans:

a. Of a portion of the Kindergarten. This portion should be the same portion as the 1/4″ physical model (see below).

b. Should include envelope/skin strategy (large scale surface), all program elements of the selected portion (medium scale surface) and possibly a textural strategy (small scale surface).

c.  If the portion is a classroom, refer to the Assemblage for the required program elements. If the portion is another space (e.g., cafeteria, music room, etc)  include specific program elements as you see fit.

d. 1/4″ scale

e. Black and white lines only with 50% gray poche.

f. Annotate areas, zones or activity spaces

3. Building Sections:

a. Minimum (2) East-West, (2) North-South

b. 1/8″ scale

c. Black and white lines only with 50% gray poche

d. Annotate room names

4. Diagrams:

a. Program Organization. This is the more abstract diagram that carries organizational concepts, i.e., the notational system is referenced from the Sense diagram.

b. Program Maps. This illustrates the specific program adjacencies and relationships. This can be ‘color-coded’ or otherwise graphically show the specific program areas.

c. Site Grading. This illustrates the logic for grading the site, i.e., cutting and filling. It can be a few perspective views of the site, an exploded axon, a sequential progression showing how individual surface effects create the entirety of the site grading, etc. Alternately, if you have updated your physical site grading model (e.g., Johana has done this), you don’t need this diagram. So, it’s either diagram or model to reveal the site grading.

d. Skin Strategy. Isolate all or a portion of the skin strategy as it relates to the two basic criteria of deep thickness and multi-functionality.

5. Thesis:

a. Updated statement(s).

6. Renderings:

a. Show screen shots or, if you prefer, renderings of interior spaces, overall form, from specific view points, etc.

b. These should give a specific sense of the spatial and/or material conditions in the Kindergarten.

c. These can be the place where you begin to test material effects of color, reflectivity, transparency, translucency, etc.

d. These can also be the place where you begin to test textural effects.

e. On 8.5×11 or 11×17. Color or black and white.

f. Reference the camera/viewer’s location of the rendering on the plans, sections or some other location.

7. Models:

a. 1/4″ model of selection portion of Kindergarten (this is the portion that relates directly to the detail plan above). Material of your choosing (e.g., basswood, chipboard, etc.)

1. This is a study model, so while the craftsmanship should be sufficiently precise to illustrate the intent, it does not have to be totally refined as you would for the fnal.

b. Half scale or full scale model of textural effects (small scale surface).

c. Bring Assemblage model, Midterm massing model (and large site model) and last set/relevant paper models.

8. Misc:

a. Any additional information you feel is relevant to where your design progress is (e.g., skin systems research, etc).

If you haven’t seen this yet, you should go Friday or Saturday.

The gallery is open 11a-6p T-Sa.

http://www.pratt.edu/about_pratt/visiting_pratt/exhibitions/pratt_manhattan_gallery/

http://www.digitalfutures.info/1/vray-for-rhino-workshop%20/

1. Plans/Sections at 8.5×11 or 11.x17

2. Final Thesis statement/paragraph

3. Final Program organization diagram

4. Skin studies and evidence of skin strategy for entire k.g.

a. Skin should be thick, deep and/or layered and multi-functional (i.e., address environment and interior function, program and/or space)

5. Refinement of Surface morphology at envelope and interior

6. Attempt at a structural system or principle

7. A physical model of your choosing (examples: updated site grading, updated massing morphology, detail of skin, detail of interior condition, detail of texture, etc.)

1. Skin:

a. Several of you have researched skin systems and some of you have begun investigating surface effects of the skin in isolated studies in Rhino. It’s critical that everyone begin to incorporate the design of the skin system into the k.g. proposal. If you have research examples, look to incorporate those effects. If you have isolated studies, look to extend those into the specificity of your proposal.

b. Again, the skin system should be thick/deep/layered and should allow multiple performative effects (e.g., environmental, ergonomic, functional, etc.).

2. GH

a. Everyone should have GH working after yesterday’s studio. Chris/Dexter, since you were absent, if you’re having problems. Re-download GH build .0055 or .0059 and install.

b. Use the definition. Specifically, it should be used to develop the skin system and to build on the three scales of surface articulation developed in the Assemblage. Moreover, you should begin to find affiliations between the development of these two portions of the design.

3. Process

a. I want to reiterate again how critical the next week is for development of your proposal. Everyone is, of course, working through ideas; but be sure that this is done in a productive way. In other words, all aspects of design (e.g., program organization, circulation, function, skin, etc.) will be solved and refined through making. This does not obviate sketches and writing, but that cannot be the only mode of production. In short, your ideas must reside in the architecture.

b. I wanted to give you a heads-up that next  Thursday’s individual pin-ups will require at least one physical model. This may be a detail of a portion of the skin system, a detail of a textured surface, an updated classroom, an updated site massing/grading, etc. Remember that physical output in the form of models and drawings must be performed along side the digital development.

4. Thesis

a. I discussed and clarified several people’s design theses. Along with this I clarified ways in which to mine both the Sense diagrams and Active Surface models for usable information. It is critical to concretize and formalize these ideas in writing and diagramming. These should be clear and concise and most importantly, understood on the deepest level by each of you. By next Thursday, the design concept of everyone’s K.G. will be completed. After that, all discussions will be regarding the architectonic effects of these concepts.