m.arch studio blog at the boston architectural college : semester 02
Tuesday, August 14, 2007
studio:02
Space program + bubble diagram for studio and classroom facility to serve 24 students while studying in the intensive portion of a distance learning program.
Rick, I left a comment on your Carbon Footprint post rather than here... but after looking at it again, I see that you are planning on stacking the program vertically. good thought.
Ken.. I planned for the possibility of a second story. It will depend upon our site constraints, but given the urban area near the BAC, I think it's a good bet. I do know that I want some "tall" spaces!
Tim, you are showing a complete program. The spaces drawn to scale help visualize the relative proportions of the different program areas. It doesn’t describe the relationship / adjacencies of the individual spaces that well. Do you think the table and the area diagram is sufficiently describing what will go on in these spaces?
The bubble diagram is arranged in loose groupings of adjacencies or zones. The positioning is intentional.
I find that when I start to anchor them into place at this early programming phase, I get too focused on the spaces themselves and not their function and relationship to the other spaces. So a looser bubble diagram works well for me.
I think that I have captured the essence of the program with these tables and the diagram. Do you? Are there wholes that I am not seeing?
Rick, i don't see any glaring holes. The one thing the dagram and the table doesn't describe clearly is the relationship between classroom and living qurters, or is it indeed intentional that the connection between classrooms/flex is through security and mechanical?
Werner... good point. My intention is that the classroom/flex space be seperated from the living spaces. There needs to be a link, but I would like that link to provide a distinct separation. It's a basic public vs. private issue. The students should be able to return to their rooms to decompress and refresh. This is the reason I am providing single rooms and single baths. Although they should not be too comfy so as to discourage students from working in isolation of their rooms. The studio atmosphere is a valuable learning and design tool.
How exactly do I do that and still provide circulation... not sure yet... distance?... multiple floors?
Security and mechanical spaces are centraly grouped to increase visibility by security and to reduce lengths of mechanical runs.
M.Arch student at the Boston Architectural College.
1994 graduate of The Ohio State University, BS in Arch.
Project designer and manager for Meyer+Bates Architects and Planners in Perrysburg, Ohio.
10 comments:
Rick,
I left a comment on your Carbon Footprint post rather than here... but after looking at it again, I see that you are planning on stacking the program vertically.
good thought.
Ken.. I planned for the possibility of a second story. It will depend upon our site constraints, but given the urban area near the BAC, I think it's a good bet. I do know that I want some "tall" spaces!
Tim, you are showing a complete program. The spaces drawn to scale help visualize the relative proportions of the different program areas. It doesn’t describe the relationship / adjacencies of the individual spaces that well. Do you think the table and the area diagram is sufficiently describing what will go on in these spaces?
Rick, I'm tired, calling you Tim. Sorry. Or just not used a these constantly changing windows...
Rick, I'm tired, calling you Tim. Sorry. Or just not used a these constantly changing windows...
No problem at all... I understand.
The bubble diagram is arranged in loose groupings of adjacencies or zones. The positioning is intentional.
I find that when I start to anchor them into place at this early programming phase, I get too focused on the spaces themselves and not their function and relationship to the other spaces. So a looser bubble diagram works well for me.
I think that I have captured the essence of the program with these tables and the diagram. Do you? Are there wholes that I am not seeing?
Just wait Rick, If you still have the goatee, Werner will probably start calling you Paul.....
Great programming look, very concise and well organized. Looks like and OSDM manual....Now it's time to play with the shapes.
yeah I still have the goatee... chris and werner will confuse us for sure!
Rick, i don't see any glaring holes. The one thing the dagram and the table doesn't describe clearly is the relationship between classroom and living qurters, or is it indeed intentional that the connection between classrooms/flex is through security and mechanical?
Werner... good point. My intention is that the classroom/flex space be seperated from the living spaces. There needs to be a link, but I would like that link to provide a distinct separation. It's a basic public vs. private issue. The students should be able to return to their rooms to decompress and refresh. This is the reason I am providing single rooms and single baths. Although they should not be too comfy so as to discourage students from working in isolation of their rooms. The studio atmosphere is a valuable learning and design tool.
How exactly do I do that and still provide circulation... not sure yet... distance?... multiple floors?
Security and mechanical spaces are centraly grouped to increase visibility by security and to reduce lengths of mechanical runs.
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