This slide show is in conjunction with my design portfolio. This showcases my Thesis project as a cumulative example of the variation in acquired skills, and practices.
ICT role in 21st century education and it's challenges.
2010 Thesis Project
1. 2010 Thesis¬Bachelor of Applied Arts: Interior Design
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Adult
Living & Learning Facility
By Charissa Williams
Date: Fall/ Winter Semesters (2009-2010)
Project Synopsis:
Developing a single parent residential and learning facility with an enhanced element of integrating community involvement and connection.
Cumulative Solution
2. ¬ Introduction
¬ Background Information
¬ Site
¬ Conceptual Thinking
¬ Plan
¬ Lighting Plan
¬ Visual Connection
¬ Conclusion
¬ Technical Representation
0¬Table of Contents
Table of Contents
3. A LIVING AND
LEARNING FACILITY
DESIGNED FOR
SINGLE PARENT
FAMILIES WITHIN
THE COMMUNITY OF
HAMILTON...
With the devastating experience of entering a state of homelessness, families are faced with a multitude of stress and responsibility. Though most family
shelters provide housing and minimal support services, self sustainment and growth rely on the fundamentals of education and lifestyle practice. This proposal
for a living and learning facility will address many of the issues and concerns associated with shelter living and re-integration back into society and community.
With privacy, dignity, autonomy, education, and communal values as its guiding point, programs offered in this facility will not only provide users with a sense of
hope, worth, and opportunity, but also equip them with specific tools designed to assist them throughout a lifetime. The promotion of a sustainable lifestyle and
education is addressed with the integration of a communal learning garden. Concepts of social interaction, participation, and activity experienced within a
communal garden space, all work to promote a healthy and economically sustainable lifestyle, enhance a resident’s experience within shelter living, and to
strengthen and build their connection with others within their surrounding community.
This type of facility will be especially beneficial the community of Hamilton. The community of Hamilton, known, for its once thriving Industrial Sector is now
the largest community within the overall city of Hamilton with the lowest median individual income. Hamilton also holds the highest population of families run by
single parents (Don Jaffray, 2008). Though rich in history and activity, the neighbourhood of Ward 3 in Hamilton has become one of the lowest income areas for
the entire city. This proposed site for this project is not only located within this slowly decaying sector of the city, but also near to those who may utilize it.
Katherine Kalinowski, assistant executive director of the Good Shepherd Centre in Hamilton, believes that this facility, since it is more diverse than others that
exist, would be beneficial to the community (Kalinowski, 2009). She also comments that the “gardens here [in Hamilton] are for personal consumption, but the
O¬Introduction
idea of extending this concept to a social enterprise is certainly very interesting,” (Kalinowski, 2009).
Information throughout this document describes not only the site, building, programs, and proposed intentions, but also delves into deeper research
regarding significant factors and implications of homelessness, homeless shelters, the changing face of low-income design, and significant the potentials of this
facility.
Introduction
4. (Don Jaffray, 2008)
1¬Background Information
(Don Jaffray, 2008) (Don Jaffray, 2008)
Background Information
5. Image From: Google Maps
The site is located at 181
Belmont Avenue in downtown
Hamilton, Ontario. The previous
use of this building was the Holy
Existing Façade of Building Name of Jesus Catholic
Picture Taken By: Charissa Williams Elementary School. Harboring
many activities both directed to
the students as well as the
surrounding community; such as
breakfast programs, public
environmental clean ups, cooking
classes, and religious masses,
this school was self-acclaimed as
a hub of its community (HNO
Jottings, 2009). This philosophy
was crucial in the idea of
implementing this facility into the
neighbourhood. Design elements,
programming, concept, views,
and experience are all reflective
1¬Site
of this philosophy and goal to
integrate the facility with the
community.
Original Map From:
http://www.hamilton.ca/NR/rdonlyres/05B7055E-00D4-46B6-BB00-5088D82A5CA5/0/ErosionMapLarge.jpg
Site
6. All public spaces and
community access spaces are
located on the first floor in order
to provide ease of access, as well
as acoustical and traffic (high/
low) separation from the private
spaces. Visitors and users will be
able to access these facilities
from multiple entrances without
posing any disruption to privately
designated spaces. The learning
garden was situated in the space
with the highest ceilings to allow
for easier ventilation and
possible sun light through
implemented skylights. The
kitchen and lounge space is
located in connection with the
garden and learning centers. This
is also located adjacent to the
main stair well to allow for easy
access for all users. Users will not
2¬Site
have to pass through the
educational facility in order to
arrive at these areas.
Site
7. Enhancing the
Concept of
CONNECTION
through the Idea of
the RAILROAD.
As a railroad connects
the cities it travels
through and the people
within it, this motion
remains evident through
the circulation of people
through this space.
With influence from the
site, the school, and the
use, this concept of
CPR Railway towards Hamilton
Connection Evolved.
Industrial Sector
Connection is enhanced
throughout this project
on the levels of
connection to people, to
community, to spaces, and
The Parti Diagram is influenced by specific aspects of the site. The to the environment.
CPR railroad that crosses the site travels through the vibrant liveliness of
the city of Hamilton towards its destination at the more rigid and
Characteristics of
structured characteristics of the industrial sector.
planning was significantly
Similarly, in the plan, the more communal & lively areas are located influenced by the OMA ITT
on the left, flowing into a more structured class and learning section, and by Rem Koolhaus. This is
then gradually towards the more rigid characteristics of the counseling seen through the
0¬Conceptual Thinking
and administrative areas. utilization of views to the
site as pathways that meet
The main circulation path is highlighted in red, acting as the railroad, and intersect with one
connecting all functions clearly and easily to one another. another to create
interesting spaces,
shapes, and forms.
* ALL IMAGES TAKEN FROM GOOGLE
IMAGE SEARCHES
Conceptual Thinking
8. Greenery is used to highlight the views to the site, to define parking Top View of 3D Model showcasing the location of greenery amidst the original
spaces, and to influence the exterior environment. asphalt
This diagram highlights the location of the remaining asphalt on the site.
Perspective View of 3D Model showcasing the relationship between greenery
This project intends to implement as much greenery into the existing
and asphalt in elevation
landscape as possible
1¬Plan
Scale: N/A
Plan
9. Main circulation through the space. There are 5 Main Entrances; 3 are strictly for the Classrooms & learning Spaces are located centrally in respect to the conceptual pro-
residents of the facility, and 2 are more celebrated public entrances. gramming of the space. There are a variety of different types of learning taken into con-
sideration for these spaces: Formal Learning, Collaborative Learning, Individual Study,
and Computer Aided Learning.
1¬Informal Classroom 2¬ GED Classroom 3¬ Formal Classroom
4¬ Individual Study 5¬Computer Access Classroom
2¬Plan
The more communal areas are located conceptually to the left of the plan. These areas These areas are designated for the more administrative functions.
will foster much activity and socialization. 1¬ Reception 2¬ Counselling Rooms 3¬ Print & Storage Area
1¬Interior Learning Garden 2¬ Cafeteria 3¬ Kitchen 4¬ Collaborative Office Space 5¬ Offices
Scale: N/A
Plan
10. Furniture Within Space
3¬Plan
Accent Chair
Wall/Ceiling: Tables: Flooring:
Flooring: Wall/Ceiling:
Expanded Metal Mesh Armstrong Luxury Vinyl Tile
Scale: N/A
Plan
11. L ighting within is placed onisintegratingtothe lighting
0¬Lighting Plan
1. Open To Above 5. Armstrong Wood Grill Slats this space intended appear in-
visible. Priority
2. Armstrong Wave Ceiling System 6. Expanded Metal Mesh Structure
into the walls for cove lighting, as well as, into and
3. Armstrong Metal Mesh Grid System 7. High Gloss Painted Gypsum Board above the ceiling systems for indirect illumination.
4. Polished Concrete 8. Custom Cylinder Design: Drop Ceiling
Scale: N/A
Lighting Plan
13. Interior:
Lighting Concept
Enhanced spatial
experience through
hidden lighting,
glow, and design.
2¬ Visual Connection
Scale: N/A
Visual Connection
14. Conceptual Form
Transitioning
through space and
connecting interior
environments.
Front
With the purpose of highlighting the transition from the liveliness of the cafeteria, to the more structured
atmosphere of the learning spaces, and finally to the rigidity of the office & administrative areas, this form was
developed to act as both a visual and physical representation of this movement.
Back The counselling areas, located within the red component, are enclosed and separated for privacy and con-
fidentiality, meanwhile the learning space within the mesh structure is showcased and on display to promote a
sense of pride and involvement with the rest of the space.
This component is constructed of high-gloss painted gypsum board with metal framing and a sculpted
metal mesh. The metal mesh is utilized to resonate conceptually with the steel industry, meanwhile the red is Images of 3D Model
utilized in reference toe the vibrance of the city. This form provides functional space division, enhanced spatial
Side experience, and aesthetic curiosity.
3¬ Visual Connection
Visual Connection
15. Interior:
Conceptual Form
An experiential
atmosphere influenced
by exterior views,
lighting effects, and a
strong dominant form.
The fluidity and
undisturbed form makes
each end of the path a
significant destination
point.
4¬ Visual Connection
Scale: N/A
Visual Connection
16. Interior:
Conceptual Form
Elements overlapping
and intersecting one
another creating space
while defining place.
By-passers experience a
comforting atmosphere
as elemental planes
create an intriguing
encasing atmosphere.
5¬ Visual Connection
Scale: N/A
Visual Connection
17. EXTERIOR
Exterior Elevation: View from Belmont Avenue
The amplification of the connection between the
interior and exterior environment is extremely impor-
tant to the experiential atmosphere of both the
spaces inside, as well as, the experience gained
from outside the building. A key focus on enhancing
and exposing the play with proportion and place-
ment adds to this intriguing view into the space.
Greenery is also an important feature. With
the implementation of an inaccessible green roof,
the connection to natural environment is enhanced
for residents located on the third floor.
6¬ Visual Connection
Scale: N/A
Visual Connection
18. EXTERIOR
A visually &
structurally
captivating entrance
area, pulling visitors
and by-passers in with
a sense of curiosity
and intrigue.
7¬ Visual Connection
Scale: N/A
Visual Connection
19. Posing another response to the interior and ex-
terior experience of space is the opposite side of the
building. This side offers a dynamic, engaging,
and dominant entrance that is highlighted by an
elongated orange wall and a processional ramp
down into the space.
Greenery is evident on protruding roof planes,
entry areas, and designated areas within the exte-
rior landscape
8¬ Visual Connection
Scale: N/A
Visual Connection
20. EXTERIOR
A multi-purpose and
welcoming landscape
offering areas of
retreat, relaxation,
and congregation.
9¬ Visual Connection
Scale: N/A
Visual Connection
21. G reenery is highlighted at the entrance points
on both the protruding concrete planes and at hu-
man level.
Residents on the second floor are able to view
out to the green space as well as to the entry way.
This entrance is visually connected with the
learning garden to promote a stronger indoor/
outdoor experience.
10¬ Visual Connection
Scale: N/A
Visual Connection
22. Interior: Main
Concourse
This dynamic entry
concourse offers
views into the dining
hall, out to the
exterior, learning
garden, and reception
all at once.
There is a
heightened sense of
connection within
interior spaces as well
as connection through
views to the outside.
11¬ Visual Connection
Scale: N/A
Visual Connection
24. EXTERIOR
A captivating view of
the interior space,
experienced by visitors
and by-passers.
13¬ Visual Connection
Scale: N/A
Visual Connection
25. Aspects researched related to preserving a family’s autonomy, respect, privacy, and integration within the surrounding community, are highly valued within this pro-
posal for this project. Apartment style suites, access to educational services, day care services, and the integration of interior garden space all attempt to aid a family’s transi-
tion into assisted living. Program aspects as well as design
decisions will help to reduce the worry many families feel regarding the loss of freedom, family rituals, routines, and privacy associated with shelter living. Education and hands
-on learning are designed to be the foundation of the programs within this facility. While providing a safe, secure, and stable environment for vulnerable families, unique ways
of offering housing, and educational support services are
addressed.
Building community values, support, and trust through easily accessible programs such as the adult learning centre and the communal learning garden, will help to en-
hance the lives and experiences of individuals utilizing the space.
0¬ Conclusion
A focus on both male and female single parent families promotes the breaking down of gender barriers while encouraging independence and opportunity to a vulnerable
population. Enhancing the architectural aesthetic of the building will attempt to counteract any negative responses surrounding community members might feel.
This facility will provide a positive, nurturing, respectful, and educational atmosphere not only through program substance but also architecturally, spatially, and socially.
Conclusion
