Circulation Process

This is how we, Jackie and I, experimented with the Circulation process before finally reaching our final product:

This is how we started laying out the different areas. We knew we wanted activities that included the importances of Greensboro, NC--art, music, textile, sculpture, and theatrical arts. We started out by looking at where datum lines crossed the art courtyard space. The picture to the right just shows the activities that are going on in the different spaces.

This is the process of each product the we created, as well as where we thought it should go in the courtyard.

The picture on the left, shows how we begin to layout our curved datum lines and the different areas/activities that went in them. The picture to the right shows how the tree systems branch would create a shading device on the datum lines. We talked about different vines such as honey suckles to give out different aromas to engage students in sound.

These next few images are playing with circulation, where different activities should take place, if the art patio should be designated to one area or if it should be the whole courtyard and also continuing to look at the sound distribution.

Circlation/looking at activities Where should the art patio go?

Sound Distribution Circuation pathways

Both of these pictures represent circulation, activities, sound distribution and looking at the art patio (Art).

Discussion with Patrick (Wed. April 8, 2009)

(image of what we were going to do--tree and datum lines)


After talking to Patrick--I realized that Jackie and I were trying to use two different elements to approach the space, instead of one. Therefore, we had tons of ideas flowing through our heads, but didn't really know how to put them together. We had been struggling with the project for a while, mostly because Jackie and I had so many ideas and good one most of the time, that we didn't know how to put all of the ideas together to make one element. Patrick gave us this idea about using the datum lines that we already had to make special moments happen at the intersections of the lines and build off of them to design the space.

Jackie and I took this new idea of the special moment and created moments where the intersections would be made into columns that held every thing together. We also made the space between each column a special moment too, but more interactive. We achieved this by creating these interactive walls with different activities for the art students to learn on.

(image of datum lines with concrete poured datum lines on ground with synthetic grass surrounding it. These datum lines represent rhythm.)

(image of top view of datum lines across ceiling plane). The curved datum lines came from the footprint of the building. The curved part of the footprint (left side of building) is where the band room is.

(image of our new interactive walls with different learning stations for the art students. These interactive walls rotates, compacts, and also locks in place for easy mobility and productive working space.)

NGMS PROCESS WORK

For this project I am working with another student named Jackie. Jackie and I are redesigning the art courtyard. We have decided to take the concept "Creative Journey" and show students, faculty, and the community the beauty of art. Art comes in all forms, whether it be sculpture, textiles, paintings, graffiti, music, drama, and many other forms. I have found out through research that children learn the most through play, as well adults. For our project we are trying to incorporate collaboration, experimentation, observation, and organization, while allowing students to learn while they have fun. (pictures: most recent sketches to beginning of project)


This picture shows a collaboration to the left and a display area to the right. The collaboration area is more for quiet reading areas or small group gathering. The display area is designed specifically for art displays. This is located on the north wall.



This is a layout of circulation throughout the space. We were looking at where the best location for someone to access the space. This is not what we went with.



This perspective shows the datum lines and the foliage that makes up the courtyard area. This perspective shows that we were proposing that there would be two entrances and that the users would decide on the "journey" they took.



Again, the collaboration area and display area. The grass area shown in front of the display wall represents an amphitheater setting to view the art work.



This is another circulation experimentation--trying to see if giving the users two entrances would be the best fit for the project. We decided it wasn't.



This perspective represents the art courtyard with two entrances (green arches), canopy awnings (red), view ports (front fence) and the art space in the back with the two doors.



This perspective shows that instead of a collaboration area in the corner, we were proposing something totally different--a swing set. This swing set, we were hoping, would intrigue students and other users to journey through the whole courtyard area and enjoy swinging through the fresh air.



This perspective is a close up of the amphitheater seating and display wall. The purple shapes represent the awning canopies.



This drawings represent circulation. We were especially experimenting with the art patio.



This drawing shows the drum set and xylophone sets.



This drawing shows experimentation with cafeteria seating. Also the placing of the seating.



This shows the art sculpture garden. Our intention behind these sculpture pieces was that they would act as another form of playful creativity. They could be looked at for enjoyment, climbed on for fun, and set on for relaxation. It's how one perceived the piece is how one experienced it.



This drawing was showing the excavated amphitheater seating in front of the display wall.



This was also playing with putting the art patio in the middle of the classroom with all of the other activities surrounding it.



The picture on the left is the footprint we were dealing with. The picture on the right was the display area.



The picture on the left shows seating that would function as seating, as well a partition that divided the courtyard from the existing eating area. The picture on the right shows the display area and seating that would function as a seat and storage.



The picture above is [laying with circulation and what we wanted to take place in the courtyard.

This next few pictures show the proposal of one entrance and concentrating on more collaboration areas then anything else.







collaboration and classroom space planning.



The red shows where the activities take place and the green shows where the circulation takes place.



This drawing shows the display sculpture garden in the middle of the courtyard with collaboration seating around the garden.



this is an idea of putting a canopy over the whole courtyard.



The numbers represent the classrooms (mostly the art classroom, but the others are encore (extra curriculum activities). The seating represents the amphitheater seating and also seating facing the art patio for collaboration.




This seating is playing with the existing light poles in the art courtyard. The seating was mainly for collaboration and cafeteria seating.



Another perspective showing the amphitheater seating and the display wall.



This drawing is using our process to help come up with a circulation plan, along with space planning.



This drawing is playing with different types of seating located near the art patio and amphitheater.



This drawing shows a pretend water wall coming off the side of the building (south side), which would be made up of LED lights.



This idea is using shapes to create movement and rhythm within the courtyard.



This drawing is playing with the ideas that the grass would literally extend off the ground creating a grass covered arch that one could enter into.

This drawing is playing with canopies in different spots of the courtyard allowing for light studies to be created for the students.



more process, product design and locating them on the circulation plan.



Another collaboration idea for seating.



This drawing shows the collaboration area to the right, and an interactive wall that can be creative by users of the space (they are building blocks).



these drawings were drawn by me during church (whoops) for process and brainstorming about products and circulation.