Process

Gallery

Abstract Proportion

This was useful for me in measuring site B (unity alley) in Chalreston. Many occurances in nature and man-nature are approximations of these proportions, such as flowers or examples from the architectural world. Vocatus atque non vocatus, Deus aderit.

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Midterm Post

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Gallery Display

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Midterm

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Midterm MarkUps

Explanation:

A series of 5 social linkage spaces overlap operational student learning spaces in order to provide a visual and physical connection between the public and the functions of the culinary school. This is to facilitate a clear understanding of what they are experiencing, eating, seeing, and occupying. These linkage spaces could be seen as primarily public; however a different approach can be taken in order to break up this singularity of use in such a way that could blend both the social and learning experiences. Because the visual experience of food preparation is so crucial, transparency within the school is also vital. With this overlapping of public interaction in a learning environment, it is imperative to maintain a series of visual connections where the eye is free to wander from space to space, food to texture, person to architecture.

Jury Comments:

Critiques I received from the midterm jury were that the current state of my structure was not systematic enough.  It needed more layers and secondary systems to come into play in order to connect the main spaces to secondary ones.  Professor Maze and Hill agreed that the interior views on my last layout were much more dynamic than my plan drawings because they represented the exposed steel structural components, whereas the plan drawings did not accurately represent the structural system and how the spaces were organized by it.  The main critique was to improve the level of detail in the structural system in the plans to better illustrate my design.  I also need to reduce the square footage to allow for a more thoughtful entry into the public space.

Next Steps:

I feel that I should begin the next phase of my design by organizing the spaces in plan drawings by detailing and completing the steel structure and how the spaces are organized within it.  Another step I feel I need to take is to implement the use of the public space more into my design concept.

MIDTERM_review

My design intent was to emphasize the educational aspect of cooking in Charleston by designing the teaching kitchens to be seen from the exterior and allowing the users of the space the ability to see what happens behind the scenes. I want to define the culinary school's restaurant as a destination node on the peninsula where locals and visitors can come to dine while featuring the learning aspect of cooking. The form of the building will disrupt the current rhythmic street façade to formulate a city node where people can gather. Just as the energy of cooking in a kitchen is a fast pace environment with people collaborating to create the final plate, I want the main vertical circulation to act in the same manner: people moving through out the structure as if they are the ingredients.

Being last, not much was said. I was told to rethink the location of the restaurant so it will mesh more with my intent. Work out the details of the vertical circulation. Design the exterior skin to be more cohesive.

They had some very good insight on my project. While discussing the restaurant and its location and purpose, I agree with the jury and will change around the program on the second level to emphasize this. Also I will work on the circulation patterns as well as defining the skin of my building.

Midterm Review

About:

The project is based on the idea of local parks acting as circulation and service areas to the smaller businesses and facilities nearby. The parks are represented by the structural core that is in each zone of the project The businesses/facilities are represented by the different programmatic spaces. The three different zones are the library, teaching kitchens, and restaurant/administration. The structural cores are both clad and unclad in areas to reveal ideas about tectonics and structural joints. The structure would be clad when it exits the volume of the building, protecting it from the weather and allowing it to read as a solid member. The idea of selling the school to the people on east bay is a driver for the programmatic distribution of the building. The front facade acts as a retail window, displaying the diners in the restaurant, the students cooking, and the bake shop.

Comments:

The front entrance looks questionable/sketchy. More like an alleyway than a grand entrance
The project should be accessible from more than one side in discrete or indiscreet ways.
The different zones within the structure need to become more integrated with one another.
The building should be four stories and the courtyard should expand farther towards the edge of the site.
The public space needs to ba addressed in an architectural manner
The east facade needs something to block the view of the adjacent buildings mechanical equipment.
The south and west facades should take into account the position of the sun.
The glass facade needs to be thought about in reference to cooking/grease.

Next:

From here I would address all the aforementioned suggestions and comments. I also would like to develop the cores more in both plan and the 3d model, drawing them more tectonicaly and with more detail. I would also like to develop a way to hide the mechanical equipment on the roof and also address the ground as an architectual element of the site and building. I will be developing a skin on either three or all four facades to address the view and the suns path around the building.

Midterm Review

• Charleston's lengthy streets and alleyways left a lasting impression on myself as a visitor. Every street composed a perspectile view drawing the visitor in and allowing one to experience the entirety of the street at once. All the facades aligned, so that each store and restaurant was visible. The idea for my design is to construct a building that incorporates these ideals.  The entrance draws the occupant in and focuses their eyes on a central circulation. The building has a central void allowing for light to enter through the glass illuminating the circulation and reinforcing the gesture. The circulation is surrounded by the public spaces of the program and also the administrative. The second and third floors are reserved for the students of the culinary school.
• The jury told me to reduce the size of the program allowing for more circulation space. The big idea needs to be reinforced with a diagram showing how the occupants move within the site. The plans need to be situated within a context to understand my building's relation to the site. More articulation needs to occur to allow for a system to develop throughout the project. If I want to show a certain part of my building, I need to develop the space more, to allow for clarity. The building needs to work sectionally more, too much horizontality. Push the ideas, so that they read on their own. Add more structure and expose it in a delicate way. 
• I intend on creating layered diagrams that demonstrate the circulation of my building and how the different occupants would move through the spaces. I want to push the tectonics of the building and develop a structural grid that is consistent throughout the design. I need to draw sectionally to allow for my spaces to read vertically. I hope to develop an idea for a building skin through the diagrams that I create. I want to articulate everything more, to break the repetitious square spaces of my design. I need to think of this building as if I were moving through it to ensure that the spaces flow and make sense programmatically. I need to reinforce my big idea!

MIDTERM-Culinary school

the culinary school will bring students, visitings, restaurants to the town. It has a relationship between school,town people and food.
Restaurant in town seems to be a showroom for the culinary school where produce chef and theme of the town. The transition between inside and outside space. This idea is bring into the design that would like this school building to be come a part of the town that also create an event and interacting with people from inside through outside

why plan have to be angle?, any layer that relate to the city of Charleston besides just view of the city. the drawing did not show a lot of information that can tell about the project. some structure and envelope still not clear from the presentation.Do not need to be angle everywhere could it be ninety degree

what to do more?
research and integrate more of the site information and history. More precise about how to arrange the plan how to decide why to cut in this space or why it need to be shift or be an angle. study some sun and wind from the site that can relate to the design and envelope of the building and how can we rearrange plan from that. Structure need to be more precise and really represent the steel structure that still relate with the main design. Make everything more systematic and more meaning with itself and as a whole 

Midterm Mark-Ups

Explanation:      
 The idea behind the building is a mirrored image of the cites circulation. There are alleyways that connect the city streets together.  These alleyways and sidewalks are what people use to walk throughout the city of Charleston.  While cars use main streets and one way side streets to travel through the city.  So with in the building the circulation, streets mirror the primary movement throughout the building.  Alleyways represented in the building almost have their own primary circulation rather secondary only. The idea of vehicle transportation vs. the people walking, which is a vertical horizontal version of circulation becomes more vertical on this site.  The building will take up most of the site, leaving a small alleyway in the back to separate it from the existing buildings. Since alleyways are used throughout the city to connect circulation, a main alleyway  leads one into the main circulation of the building becoming the main entrance.  Once  one enters the main circulation which is a  tube structure connects all of the public circulation. So one can occupy the public spaces while school is not in session.  The entire building is pushed to the ends of the site to make the public space in the center of the site.   
Summary of jury comments:      
The main thing I understood from their comments was I need to have more of a open public space.  I need to not just make an alleyway for the entrance and back of the building, it needs to have more meaning behind it.  If I am going to represent an alleyway it needs to be more clear.  The overall building also needs more design behind it. Also the plans and sections need to show more of what my building is doing.   
What to do from here: 
Now I need to go back to the city and look at it in more depth. Since alleyways are a big part of my project I need to look at them more to see how the work so it can be represented more in my building.  I need to do some diagramming of the city that would help the form and flow of the build more. Also i need more structure showing with the building. 

 

Midterm

The Culinary Arts School is focused on bridging the common gap experienced by culinary artists and the public. This space is experienced as hunger. For the student it is a desire to express creativity and thought and to translate it to others through food. For the consumer, it is the desire to experience that food. Food becomes the bridging element between two. The design of the school captures focuses on this dynamic as the hunger manifests itself as a large and open lobby where circulation meets and crosses to weave together program. Slices of program are revealed through cuts in enclosure, small moments to whet the appetite. While the lobby becomes a mixing pot of ingredients, the circulation volume becomes the knife that divides more private program elements from the public spaces. As you ascend the stair, slices of program continue to be revealed, bits of ingredients that get left behind on the blade. This slicing strategy carries on to the East façade where the large spaces are stacked to reveal the program of the school where knowledge is explained at the top floor and comes down to the second in practice within the teaching kitchens before it is finally presented to the public on the bottom floor.

Criticisms:
Reconsider the circulation to run north-south instead of parallel to the preexisting alley way. Design the outdoor space outside of the entrance. Try not to lose the ephemeral quality of the lobby present in the renders.

Next steps:
Return to the early diagrams of the layout in plan. Many of the qualities in circulation and the lobby are lost in the most recent iteration of the design. Continue to develop a structure that is not confined to a domestic scale. Develop enclosure.

Midterm Mark-Ups

The jury comments that I received were relating to the plans, and how I need to show a differentiation between what is opaque and what is transparent. I also need to be more systematic in the way I use the structure throughout the building, since right now, I only have certain moments occurring at certain areas. So what I really need to do from here is learn how to draw a plan and make it readable. However, some difficulties I'm having is knowing which plans I should look at or learn from. I also need to find a way to carry out the structure throughout the project in one language. I tend to work in individual spaces and then move on to another space, but I need to look at this project as a whole to avoid the piece-like nature of my building.