PATHWAYS, EDGES, BOUNDARIES

On October 22, 2008 we dove head first into a new and exciting experience. For the second half of the fall semester, the first years were assigned a project called "Pathways, Edges, Boundaries”. The focus of our project was the enhancement of the Gatewood Studio Arts Center parking lot. Our challenge was to define the pathways, edges, and boundaries between the building and the parking lot. But there was a catch, whatever we built had to be made from concrete!
For the first part of the project, we split into our Northside, Midtown and Southside groups. We then conducted a Behavioral study, Historical and Cultural study, and an Environmental study. I was a part of Northside, which was responsible for the Behavioral Study. As a group we took 24- hour surveillance of the parking lot to find out more about how people behave and interact with the parking lot. We compiled our findings into several different forms for a presentation. Northside produced a PowerPoint, surveys, charts, graphs, and maps depicting the information we researched.


The largest piece of information we observed was a human behavior called “cutting the corner”. We decided that this was important because a large majority of the pedestrians would step up on an island only for a brief moment to cross the corner and then step off while making their way to the building. Because so many people did it, we wanted to find out more about why. As a group, we came to the conclusion that cutting corners was caused by a pedestrian path that was, in fact, a place of worn down leaves and pine straw that was created by frequent traffic. This helped our class come to the conclusion that we wanted to elaborate on the existing pedestrian paths. Also as a class, we decided that we wanted to focus on commonality using circles and squares. Although they are basic shapes, we thought that they would really help convey a message of pathways, edges and boundaries. We also decided that we were going to focus on the islands, which really needed attention in the barren parking lot.
After studying our parking lot, we the split into smaller groups (most of about 15) to begin working on our islands. They became “Desert, Mirage, Oasis, Gateway, and Building Edge”. I was a member of the Oasis group, which was lead by Department Chair Tommy Lambeth.
[photos of our island]

[Notes and Ideas: doodling] Excited and teeming with ideas, each group began formulating plans for their island. The Oasis group had huge ideas: such as walls, seating, tables, and other large structures. Although our ideas were good, we were quickly brought down by reality. We were working with concrete, which is heavy and not easily mastered in a few short weeks. We had to downsize our plans. After much discussion and trial and error we decided to make a path out of circles and squares with cylindrical posts flanking the path. We made a small model to convey our idea clearly.


Fortunately, the class loved it, and used Oasis’s idea as springboard to their own projects. After a few more revisions to our concept by Tommy and Stoell, we produced a final model and were ready to begin creating molds and casting.
The first few casting experiments didn’t go so well. We had to find a good aggregate and appropriate casting molds. I had an idea to bring in shoeboxes for our rectangles. I was proud to find out that these worked the best for removing concrete from molds versus regular cardboard boxes. Luckily, I had a closet full of shoeboxes! We also used plastic organizing containers for smaller rectangles and smaller squares. For the circles we used some gardening pans and cutouts of carpet rolls. For an aggregate, we decided on Perlite. Perlite is a lightweight concrete aggregate which is mostly used in tiles, is easy to handle and mix, and is cost efficient. The Perlite worked better than our previous choices, wood chips and sawdust. The wood chips were too large of an aggregate and the sawdust was very brittle. After a lot of casting we realized that there would be no time for the cylindrical columns we wanted. So we decided to cut up the carpet rolls they would have been molded from and use them to crate more circles. Our project then evolved to a pathway, which would be outlined by the circles and squares instead of a path made of circles and squares. After countless hours of casting, we finally had enough shapes for our pathway border.
We placed our circles and squares the morning before the critique. I was very pleased with the outcome of the project as a whole. Each group had incorporated the circles and squares design, and our exhibit was great. Overall we faced some difficult questions about our concept, but I think we did a really great job.
We plan to go back, and refine our concepts to make the “Pathways, Edges, Boundaries” project even better!!

Dialog:Critique

In our Critique, we discussed several key points when evaluating our projects.
We went over seven questions to obtain a better understanding of our designs.

How is Dialog Created?
Dialog is created when a relationship is formed between two spaces. When doing their projects, most people thought of some type of conversation to help create dialog between their spaces.

How is a sense of space/place defined?
Space is often defined by the scale of the area in relation to other surrounding areas.

How is the idea of a system generated?
Systems are generated by using a kit of parts to create a structure. Every piece of the kit is important.

How does the joinery support the project concept/strategies?
In most of the projects, joinery played a major role in connecting the two spaces.

How is scale utilized in the project?
Scale can be used in a project in many ways. In some projects, equality of scale creates a sense of unity. In others, variations of size create an interest between the two parts. Scale also creates primary and secondary spaces.

How do two dimensional images add to the understanding of the project?
In the case of dialog, two dimensional drawings can be used to show relationships in terms of line, scale, and space. Two dimensional drawings also allow the viewer to understand the project better.

How did the initial project idea evolve?
Some ideas were taken from previous projects such as Unity while others were developed from precedents. Most people had to really focus on simplification to make sure that there were only two distinct spaces.

UNITY FINAL

Here is my first try at creating unity 12 rods and 12 planes. Although it was creative and dynamic, it was messy. I wanted to go for a more streamlined look.
This was my second attempt at unity. Here I began working on using my pieces to make a whole.

This is my final Unity Project. At first, i thought of Unity as my rods and planes coming to a central point as unity. Then I decided to go in a totally opposite direction. I wanted to use my rods and planes to create ONE THING...that's how I see unity.

UNITY COMPARISON

Today in studio we compared two projects at a time to determine the weaknesses and strengths that we have as designers and as a class as a whole. I was amazed at the level of craft and ingenuity that our class displayed today. There was a broad range in the design of products. It seems that everyone really reached for the limit when designing with his or her kit of parts. The professors also stated that we had done well with our projects.
We were then instructed to pick another project in our class to compare to our own. I chose Tracey K. Wright's project to compare to mine. Ours were very much alike, involving angled lines, and planes glued horizontally across the rods. Visually, our projects look very similar. But in fact, they are quite different. Tracey’s project used two rods with a plane glued on either side to create a sense of thickness and stability. On the other hand, my project used two rods and one plane to create four modules. I wanted mine to have a sense of space, which would allow the eye to form closure; therefore I left one side of the planes exposed. Our projects also differed because Tracey formed her project by using angles that radiate from a central point. On the contrary, my rods and planes worked together to convene to a central point.
Overall, our projects may have looked quite similar, but the construction method is what made them different. And although they are different, I would say that we both effectively achieved unity.

A BOX FOR 12 TWIGS

FINAL

Three of the best attempts

My first attempt was way off scale and very messy

I went through several different models before I reached my final product. I struggled the most with craft and scale. Overall I was able to create a product that was very similar to the concept I formed through my precedent.

Architecture 2030

Architecture 2030 is an exciting new initiative to reduce the carbon footprint of humans on earth. A carbon footprint is caused when humans use anything that is not organic. Architects all over America are banding together to make building more efficient by harvesting sustainable energy; for example: the use of solar energy. As young architects, we are told, “Architects transform everything in their paths.” And “The process is messy.” We must use these thoughts to think of our carbon use as a Storm.
The 2030 Challenge is an initiative to combat this powerful storm of human activity. The goal is to become “Zero Carbon”, or “Carbon Neutral”. This will be achieved by using the 2030 Blueprint: Measurable target goals, benchmarked timeline, adoptive design leaders, and the operation of buildings. Currently, the 2030 is supported by ASHRAE, IESNA, USBGC, and DOE. It is also adopted by the AIA. The goal is to reduce fifty percent of our carbon use immediately, sixty percent by 2010, and so on until we are Carbon Neutral in 2030.
This will be started by AIA 50>>50. A program which slogan is “Fifty percent now, fifty ways to do it.” AIA 50>>50 gives architects fifty steps they can follow to begin reducing the carbon footprint immediately. It focuses on the carbon that is used when the building is in place, not as it is being built. Another motto is “Long life, loose fit.” Which means architects must create buildings that will be efficient for years to come.
Overall, I found the lecture very interesting. I am excited about aiding Architecture 2030 in reducing our carbon footprint.

9.16.08 [Class Discussion]

Today in class we separated into three groups. In our groups we took time to discuss each members project for “A Box for Twelve Twigs”. Ironically, I was the first to present in my group. Initially, I was discouraged by the outcome of my project since I had struggled a great deal with creating it. The materials I had chosen did not work as well together in reality as I had thought they would in my mind. Although I was still unhappy with my model, my group was able to show me that failure is simply a step towards creating a spectacular design. I left the small group discussion eager to try many new ideas and iterations for my box. I also felt empowered by the small critique group due to the fact that I was more comfortable offering my critiques, opinions, and suggestions to a smaller crowd.
After we discussed in small groups we moved back into the critique room as entire class. There we discussed various issues such as: scale & relativity, color, visualization, focus, and craft. I found this discussion personally very helpful because I needed to improve my product in every single area. As far as scale and relativity, I needed to choose larger twigs and construct a smaller box. In the case of color, I decided that I white vellum would be the most efficient for conveying the idea I was trying to show. When it came to visualization my project needed to better showcase the twigs, which would also incorporate focus. I also decided that the craft of my project needed a lot of work. Words such as tighter and neater immediately entered my mind. Overall, today’s class was quite informative and imperative to the progression of my project.

Precedent 001

My design for “A Box for Twelve Twigs” highly favors the TransCurve™ by Major Industries Skylights. What immediately caught my eye was the prominent black crossing line support system and design element which were much like the crossing of my twigs.
Also the translucent covering over the window is identical to the translucency of the vellum which covers the twigs. I was amazed at how much my project resembled the TransCurve™. I was also excited at the the thought that I could create something in my mind that was so similar to a genuine, successful product.

A PLACE FOR A LEAF