Watters Jennifer Design Thesis Spring 2015

MAIN STREET VISUAL & PERFORMING ARTS CENTER Bringing people together to celebrate ϔine art JENNIFER A WATTERS MAIN STREET VISUAL & PERFORMING ARTS CENTER A Design Thesis Submitted to the Department of Architecture and Landscape Architecture of North Dakota State University By Jennifer A Watters In Partial Ful illment of the Requirements for the Degree of Master of Architecture Primary Thesis Advisor Thesis Committee Chair Spring 2015 Fargo, North Dakota TABLE OF CONTENTS PROPOSAL DESIGN SOLUTION List of Tables & Figures Thesis Abstract Theoretical Aspect Narrative Project Typology Typological Research Case Study #1 Case Study #2 Case Study #3 Typological Summary Major Project Elements User Description Site Introduction Project Emphasis Thesis Project Goals Plan for Proceeding 10 11 14 15 16 20 24 29 32 33 35 40 41 43 Theoretical Premise Research Project Justi ication Historical, Social, & Physical Context Site Narrative Site Analysis Site Reconnaissance Site Climate Final Building Program 48 58 60 66 68 78 82 89 Process Documentation Project Solution Documentation Project Analysis: Response to Site Project Analysis: Response to Program Project Analysis: Response to Goals & Project Emphasis Digital Presentation Project Installation Photo 94 96 98 99 100 102 103 APPENDIX Reference List Previous Design Studio Experience Personal Identi ication 106 108 110 PROGRAM LIST OF TABLES & FIGURES Figure 1.1 Project Typology 12 Figure 1.2 Project Similarities -13 Figure 1.3 High School #9 -14 Figure 1.4 High School #9 -15 Figure 1.5 High School #9 -15 Figure 1.6 High School #9 -15 Figure 1.7 High School #9 Site 15 Figure 1.8 Case Study Analysis -16 Figure 1.9 High School #9 -17 Figure 1.10 Logan Center 18 Figure 1.11 Logan Center 19 Figure 1.12 Logan Center 19 Figure 1.13 Logan Center Cantilever 19 Figure 1.14 Logan Center Site 19 Figure 1.15 Case Study Analysis -20 Figure 1.16 Logan Center for the Arts 21 Figure 1.17 Walker Arts Center 22 Figure 1.18 Walkers Arts Center -23 Figure 1.19 Walker Arts Center 23 Figure 1.20 Walker Arts Center Full Building 23 Figure 1.21 Walker Arts Center Site -23 Figure 1.22 Case Study Analysis 24 Figure 1.23 Walker Arts Center Full Building 25 Figure 1.24 The Stream at Edgewood -26 Figure 1.25 Rhodes Arts Center -26 Figure 1.26 Site Region -33 Figure 1.27 Landmark Mapping 34 Figure 1.28 Site Map 35 Figure 1.29 View from Southeast -36 Figure 1.30 Trees -36 Figure 1.31 Trees 36 Figure 1.32 Trees -37 Figure 1.33 Trees -37 Figure 1.34 View from Southwest 37 Figure 1.35 Panorama from center of site 37 Figure 1.36 Fine Arts Clip Art -38 Figure 1.37 North Branch Post Card -38 Figure 1.38 Sustainability Image -38 Figure 2.1 Hersbruck, Germany 48 Figure 2.2 Restored Movie Theatre -51 Figure 2.3 Arts in Minneapolis 52 Figure 2.4 1908 Main Street School -53 Figure 2.5 LEED Checklist 54 Figure 2.6 Potato Crop -61 Figure 2.7 1895 Main Street School -64 Figure 2.8 1908 Main Street School 64 Figure 2.9 1930’s Main Street School -65 Figure 2.10 1970’s Main Street School -65 Figure 2.11 Access to North Branch -66 Figure 2.12 1900’s Main Street 66 Figure 2.13 1905 Main Street -66 Figure 2.14 Site Photos 68 Figure 2.15 Town Photos 69 Figure 2.16 Built Features Map 70 Figure 2.17 Site Photos 70 Figure 2.18 Site Photos 71 Figure 2.19 Wind on the Site -71 Figure 2.20 Site Photos 72 Figure 2.21 Soil Map -74 Figure 2.22 Topography -75 Figure 2.23 Topography -75 Figure 2.24 Site Photos 76 Figure 2.25 Traf ic & Utilities Map 77 Figure 2.26 Site Reconnaissance 78 Figure 2.27 Site Reconnaissance 79 Figure 2.28 Site Reconnaissance 80 Figure 2.29 Climate 82 Figure 2.30 Climate 83 Figure 2.31 Climate 84 Figure 2.32 Climate 85 Figure 2.33 Climate 85 Figure 2.34 Windroses -86 Figure 2.35 Windroses -87 Figure 2.36 Sun Path -87 Figure 2.37 Shading 87 Figure 2.38 Matrix -90 Figure 2.39 Interaction Net -91 ABSTRACT THE TOWN OF NORTH BRANCH, MINNESOTA LACKS A SENSE OF PLACE AND COMMUNITY PRIDE THE SCHOOL DISTRICT HAS BEEN FORCED TO CUT MANY FINE ARTS PROGRAMS IN THE PAST TEN YEARS AND THE ONLY ART CULTURE IN THE CITY EXISTS IN THE SCHOOLS AND BEHIND CLOSED DOORS WITH A PRIMARILY MIDDLE- TO LOWCLASS POPULATION, RESIDENTS HAVE NO INTEREST IN IMPROVING THE COMMUNITY OR SUPPORTING THE ARTS, IF IT WILL COST THEM MY SOLUTION TO THE ISSUES IN THE COMMUNITY IS A SUSTAINABLE CENTER OF VISUAL AND PERFORMING ARTS THE FACILITY WILL ALLOW RESIDENTS TO ATTEND PERFORMANCES, VIEW LOCAL ART, AND PARTICIPATE IN THE CREATION OF ART THE BUILDING WILL ASPIRE TO BE A NET ZERO ENERGY FACILITY TO MINIMIZE OPERATIONAL COSTS THE COMBINATION OF VISUAL ARTS, PERFORMING ARTS AND SUSTAINABLE ARCHITECTURE WILL BRING THE COMMUNITY TOGETHER IN A FACILITY THEY CAN TAKE PRIDE IN HOW CAN ART & ARCHITECTURE BRING PRIDE AND A SENSE OF PLACE TO A COMMUN I T Y ? PROPOSAL THEORETICAL ASPECT CLAIM: The community of North Branch, Minnesota lacks a suitable ine arts culture There are no gathering places for locals to share their creations The school district is unable to provide a quality ine arts education due to lack of funding The inancial hardships of the town have left residents with nothing in the community to be proud of North Branch needs a focal point that will bring people together and restore the sense of pride in the community PREMISES: A visual and performing arts center will give students an education in the arts that the school is unable to provide A visual and performing arts center will provide the community the chance to create art that can be shared with the whole community The architecture can provide a new focal point and gathering space for the community The sustainable architecture will provide the community with a high quality facility with little inancial burden A LEED Platinum certi ied arts center will bring a sense of pride to the community FINAL PREMISE: The integration of art, architecture, and sustainability can provide supplemental ine arts education, a sense of place, and community pride without a long term inancial burden 10 NARRATIVE The town of North Branch, Minnesota is missing a sense of place and pride within the community No one is overly proud to be from North Branch, Minnesota, especially young people The past eight levies for the school district have failed With the amount of public assistance income at 64% over the national average, residents are simply unable to help pay for education (USACityFacts.com, 2013) The school district has been faced with upwards of $17 million in budgets cuts since 2003 (Kytonen, 2013) The school was forced to cut faculty and almost all nonessential programs, resulting in less opportunities for students in the ine arts One effort to reduce the school district’s cost was to demolish the old Main Street School because it was deemed unsafe and the district couldn’t afford to ix it, which saved the district $400,000 per year (Kytonen, 2013) The site of the old Main Street School has been empty ever since I went to North Branch Area Schools for all 13 years of schooling and I was personally affected by those budget cuts Every year another extra-curricular activity was cut that I never had the opportunity to participate in My favorite extra-curricular activity was cut the year after I graduated high school Without these activities students are missing out on many very valuable learning experiences The arts don’t simply teach people how to use paint or how to sing, they teach students lessons that extend far into their future careers, like leadership, teamwork, and determination The creation of art also gives the artist a sense of pride and the viewing or performance of the art brings the community together 11 NARRATIVE | CONTINUED One of the best things about ine art education is the teachers In an art class, students are treated very differently than they are in a core education class The teachers are artists themselves and the relationship between the student and teacher comes closer to friendship Art teachers are able to get to know students at a deeper level because the artwork is an expression of the student who created it Sometimes students are only able to express their hardships through their artwork Since art is such a personal thing, art teachers are able to ask the questions that no one else will and help the students through whatever problems they may be having at home or otherwise My thesis aims to solve the issues in the community of North Branch, Minnesota by providing a place for people to create art and share it with each other The sustainable visual and performing art center will become a focal point in the community with the high quality architecture The building will aim to be net zero energy to minimize operating costs The LEED certi ication will add to the community pride in the new building I think that the combination of art and architecture can restore a sense of place and community pride in North Branch 12 13 PROJECT TYPOLOGY | TYPOLOGICAL PRECEDENTS TYPOLOGICAL RESEARCH CASE STUDIES CENTER FOR THE ARTS CENTER FOR VISUAL & PERFORMING ARTS EDUCATIONAL FACILITIES TYPOLOGICAL PRECEDENTS High School #9 for the Visual and Performing Arts Central Los Angeles, CA Reva and David Logan Center for the Arts University of Chicago, IL Walker Art Center Minneapolis, MN SPECIAL CASES ART GALLERY THEATRE ART STUDIO CONCERT HALL SIMILAR SCALE The Stream, a Visual and Theatre Arts Center Edgewood College, Madison, WI Rhodes Center for the Arts North ield Mount Hermon, MA OTHER CASE STUDIES TO CONSIDER Uptown Performance and Visual Arts Campus Booker T Washington High School for Performing & Visual Arts SIMILARITIES TO MY PROJECT IMPORTANT ELEMENTS SUSTAINABLE STRATEGIES COMMUNITY USE SIMILAR CLIMATE Figure 1.1 Project Typology PROJECT ELEMENTS MIDWEST REGION SUSTAINABILITY COMMUNITY INVOLVEMENT SIMILAR IN SCALE COST EFFECTIVE LANDMARK Figure 1.2 Project Similarities 14 15 CASE STUDY #1 | HIGH SCHOOL #9 FOR THE ARTS INTRODUCTION & FINDINGS PROJECT TYPE: High School for the Arts ARCHITECT: COOP HIMMELB(L)AU LOCATION: Figure 1.4 High School #9 Los Angeles, CA Figure 1.6 High School #9 SIZE: 230,000 Square Feet MATERIALS: Metal panels, oddly shaped windows, metal structure CHARACTERISTICS: Figure 1.7 High School #9 Site Figure 1.3 High School #9 The building certainly draws the eye due to the spiral and cantilever The shiny metal cladding and windows make the building seem new and high tech PROGRAM ELEMENTS: Art Studios Dance Spaces Library Gymnasium 16 Music Rooms Cafeteria Theater Lobby Blackbox Theater Stage Service Space Courtyard Figure 1.5 High School #9 SITE RESPONSE: The building responds to the site in the way it draws people’s attention from all of the transportation happening around it The building is an icon and has views of the rest of the city The amount of green space on the site is less than satisfactory UNDERPINNINGS: Through my research, I did not ind many examples of underpinnings The school was designed to house music, dance, theatre, and art The architecture focuses strongly on the aesthetics The building is not necessarily very functional 17 SITE ANALYSIS | CLIMATE SITE ANALYSIS | CLIMATE Figure 2.29 Climate (City-Data.com) 82 Figure 2.30 Climate (City-Data.com) 83 SITE ANALYSIS | CLIMATE SITE ANALYSIS | CLIMATE Figure 2.32 Climate (City-Data.com) Air Movement The topography does not change the air movement on the site The winds primarily come from the northwest and the southeast Noise The majority of the noise on the site comes from the traf ic on Main Street The other streets near the site are residential Slope & Climate Figure 2.31 Climate (City-Data.com) Since the site is relatively lat, the slope does not effect the climate Figure 2.33 Air & Noise Graph 84 85 SITE ANALYSIS | CLIMATE SITE ANALYSIS | CLIMATE Wind Rose Diagrams Figure 2.34 Windroses (Revit) Annual Wind Rose Figure 2.35 Windroses (Revit) Sun Path Diagram Figure 2.36 Sun Path (Lechner, 2009) Shading Chart 7am & 5pm Summer 9am Noon 3pm Winter Equinox Figure 2.37 Shading (Lechner, 2009) 86 87 FINAL BUILDING PROGRAM Spatial Allocation 88 ART SPACES Drawing Studio Painting Studio Printmaking Studio Sculpture Studio Ceramics Studio Photography Room Woodworking Space 18 Individual Studios Storage 900 sq ft 1000 sq ft 1000 sq ft 1100 sq ft 1400 sq ft 1000 sq ft 800 sq ft 150 sq ft ea 3000 sq ft MUSIC SPACES Choir Room Band Room 10 Music Practice Rooms Recital Space Technical Space Lab Space Instrument Storage 1000 sq ft 2000 sq ft 100 sq ft ea 3500 sq ft 600 sq ft 600 sq ft 600 sq ft THEATRE SPACES Performance Space Rehearsal/Dance Studio Wood Shop Costume Shop Backstage Green Room Dressing & Makeup Scene Storage Costume Storage Film Lab Technical Spaces Film Lab Space 7500 sq ft 1000 sq ft 1500 sq ft 800 sq ft 800 sq ft 800 sq ft 1000 sq ft 600 sq ft 700 sq ft 400 sq ft 500 sq ft OTHER SPACES Lobby Space Restrooms Art Gallery Restaurant Space Rooftop Bar Art Supplies Store Administrative Space Sculpture Garden Outdoor Performance Space 6750 sq ft 2500 sq ft 1000 sq ft 4000 sq ft 1000 sq ft 3500 sq ft 900 sq ft 3000 sq ft 2000 sq ft CIRCULATION 10,000 sq ft TOTAL SQUARE FOOTAGE: 62,450 sq ft SQUARE FOOTAGE OF SITE: 114,700 sq ft 89 FINAL BUILDING PROGRAM FINAL BUILDING PROGRAM Interaction Matrix Interaction Net RESTROOMS ART STUDIOS SHOP SHOP PERFORMANCE SPACE RECITAL SPACE CHOIR ROOM REHEARSAL SPACE DANCE STUDIO DANCE STUDIO TECHNOLOGY SPACE RESTROOMS REHEARSAL SPACE LOBBY ADMINISTRATIVE ART GALLERY RECITAL SPACE TECHNOLOGY SPACES BAND ROOM High Relation Moderate Relation Not Related Figure 2.38 Matrix RESTROOMS ART STUDIOS PERFORMANCE SPACE BAND ROOM ART GALLERY LOBBY PUBLIC RESTROOMS ADMINISTRATIVE SPACE CHOIR ROOM Direct Connection Associated Connection Figure 2.39 Interaction Net 90 91 SOLUTION 92 93 PROCESS DOCUMENTATION WEEK & WEEK & WEEK & WEEK & 94 An initial spatial concept was created in the massing environment in Revit Spaces were organized and site considerations were taken into account I found a height restriction in the city code of 45 feet, which signi icantly chances my original design ideas and spatial planning The spatial organization was solidi ied and a form began to develop After inital forms were lacking in creative inspiration, I began to study the work of Richard Meier and his way of proportioning Began thinking about how to situate the building in the clearing like a jewel Interior spatial organization began to change as different iterations of forms were created based on suggestions from my classmates Sustainable strategies were considered again Think of different ways to allow daylight to penetrate deep into the building and locations outside of the building to view the sunset Egress was addressed in the auditoriums and the egress staircases An intial HVAC system was chosen and studied Building code was studied even further Used sculptural ideas to further develop the form WEEK & 10 WEEK 11 & 12 WEEK 13 & 14 WEEK 15 & 16 After midterm reviews, site context and scale was addressed in the design The structural system became precast concrete due to the versatility of the system Structure, material palette, and HVAC systems were applied to the Revit model A inal building code check was completed Windows were added to the building in a certain proportion The Revit model was completed and inal design set in stone Rendering locations were chosen to highlight the most important aspects of the design such as the south exterior perspective and interior perspectives The boards were created using the images produced during this time period The physical presentation was plotted and set up for display I continued to build the model and put together the oral presentation and digital display for the oral presentation I began putting together the inal thesis book submission 95 PROJECT SOLUTION DOCUMENTATION Presentation Boards & Physical Model 96 97 PERFORMANCE ANALYSIS Response to Site The existing trees on the site were considered throughout the design process I felt that it was important to preserve the trees because they were a major feature on th site and they have historic signi icance As demonstrated in the image to the right, the southern side of the site has many important features such as, the busy street front, historic trees, and southern sunlight Special attention was given to the southern side of the design PERFORMANCE ANALYSIS Response to Typological Research & Program As noted by the color legend and loor plans, the spaces are arranged based on their uses The arrangement of spaces closley matches the interaction matrix in the previous section of this book The program is based on the case studies conducted Parking will be located underground on the west side of the site to bring the traf ic off the busy street to the south Another commercial facility is located off of the west side street The height of the buiding was alo a consideration because the surrounding buidings are homes 98 99 PERFORMANCE ANALYSIS Response to Goals & Project Emphasis PROJECT INSTALLATION An Image of the Physical Presentation Response to Goals: Academic Goal: My academic goal was to incorporate everything I have learned at North Dakota State University in one project I feel that I have used everything I have learned, even though I was unable to fully develop each aspect of the project Professional Goal: My professional goal was to develop a project that considers quality over quantity and examines many problems, including sustainability and community development I feel that I have developed a project that bene its the community in every way and incorporates sustainable design in the early design phases Personal Goal: My personal goal was to produce a project that I am proud of After completing the project, I am proud of the building I have designed and proud to say that I have learned even more about architecture during the process Response to Project Emphasis: Fine Art Culture; The typology of a ine art center will naturally help create a greater ine art culture The architecture also is designed to inspire people of the community as seen to the left History of the Site The historic trees on the site have been carefully preserved and the use of the site remains open to the community Sustainability Sustainable design strategies were thought of in the early design phase in the southern orientation and hemispherical shape The facility easily quali ies for LEED Bronze accreditation 100 101 DIGITAL PRESENTATION Presentation Slides 102 103 104 105 REFERENCE LIST A, W., & Parshall, S (2012) Problem seeking: An architectural programming primer (5th ed.) Hoboken, N.J.: John Wiley & Sons Knutson, D (2013, May 1) School board accepts offer on Main Street School site East Central Minnesota Post Review Retrieved December 5, 2014 Amelar, S (2010, January 1) Higher learning: Coop Himmelblau’s eclecti design for High School #9 in Los Angeles is ambitious But does it succeed? Architectural Record, 56-63 Kytonen, R (2013, April 3) Education funding in rural Minnesota needs to change East Central Minnesota Post Review Retrieved December 5, 2014 American Psychological Association (2010) Publication manual of the American Psychological Association (6th ed.) Washington, DC: American Psychological Association Leaf, S (2004) Potato City: Nature, history, and community in the Age of Sprawl St Paul: Borealis Books Chiara, J., & Callender, J (1973) Time-saver standards for building types New York: McGraw-Hill Lechner, N (2009) Heating, cooling, lighting: Sustainable design methods for architects (3rd ed.) Hoboken, N.J.: John Wiley & Sons City-Data.com - Stats about all US cities - real estate, relocation info, crime, house prices, cost of living, races, home value estimator, recent sales, income, photos, schools, maps, weather, neighborhoods, and more (2014, January 1) Retrieved December 5, 2014, from http://www.city-data.com/ Malmquist, M (2007) From prairie chickens and potatoes to houses: North Branch regional history : Connections, re lections and heritage (Vol 1-4) North Branch Minn.: The author Condon, P (2010) Seven rules for sustainable communities: Design strategies for a postcarbon world Washington, D.C.: Island Press Dillion, D (2010, January 1) Booker T Washington High School Architectural Record, 100-103 Map of Soil Orders of the United States (2014, January 1) Retrieved December 5, 2014, from http://hydro_bm.esri.com/Soils/soilOrderMap2Beta.htm MnTOPO (2014, January 1) Retrieved December 5, 2014, from http://arcgis.dnr.state mn.us/maps/mntopo/ Flanagan, R (2003, November 1) Arts Towns, Our Towns Architecture Minnesota, 56-67 North Branch Centennial Committee (1981) North Branch the irst 100 years (North Branch Centennial 1881-1981) North Branch, MN: North Branch Centennial Committee Fleming, R (2007) The art of placemaking: Interpreting community through public art and urban design London: Merrell Schulz, C (1980) Genius loci: Towards a phenomenology of architecture New York: Rizzoli Futagawa, Y (2013) Tod Williams &Billie Tsien: Reva and David Logan Center for the Arts, University of Chicago In GA document 123 (pp 66-79) Tokyo: A.D.A EDITA Swanson, M (2012, March 1) What’s to become of the Main St School property? East Central Minnesota Post Review Retrieved December 5, 2014 Futagawa, Y (2005) Herzog & De Meuron: Walker Art Center, expansion of museum and cultural center In GA document (Vol 89, pp 82-95) Tokyo: A.D.A Edita Swanson, M (2012, May 2) When is best time to sell school district property East Central Minnesota Post Review Retrieved December 5, 2014 Futagawa, Y (2008) Coop Himmelblau: Central Los Angeles Area High School#9 for the visual and performing arts In GA document (Vol 106, pp 96-107) Tokyo, Japón: A.D.A Edita USA City Facts (2013, January 1) Retrieved December 5, 2014, from http://www usacityfacts.com/ Groat, L., & Wang, D (2002) Architectural research methods New York: J Wiley U.S Green Building Council (2014, January 1) Retrieved December 5, 2014, from http:// www.usgbc.org/LEED/ Knox, P., & Mayer, H (2009) Small Town Sustainability: Economic, Social, and Environmental Innovation Basel: Birkhauser 106 107 PREVIOUS STUDIO EXPERIENCE 108 ARCH 271: Design Studio I ARCH 372: Design Studio IV Professor Rhet Fiskness Professor Steve Martens “It’s about the journey to the tea house.” TEA HOUSE Moorhead, MN “Uncovering the architecture like a fossil.” FOSSIL CONSERVATORY Marmath, ND “Inspiration taken from the Lake Street Bridge.” BOAT HOUSE Minneapolis, MN “Discovering the connection between spaces.” CURLING CLUB & GREEN HOUSE Fargo, ND ARCH 272: Design Studio II ARCH 471: Design Studio V Professor Stephen Wischer Professor Bakr Aly Ahmed “Fragility from dawn to dusk.” TWIN HOUSE Fargo, ND “Bringing people together in the SOMA District.” RENDEZ-VOUS TOWERS San Francisco, CA “A Baroque Contrapuntal Conservatory” CENTER FOR EARLY MUSIC Fargo, ND ARCH 472: Design Studio VI Professor Steve Martens ARCH 371: Design Studio III “Historic Preservation and a new use.” WOODROW WILSON SCHOOL ADAPTIVE REUSE Fargo, ND Professor Mike Christenson ARCH 771: Advance Architectural Design “Exploring the possibilities of spatial organization.” ASKANASE HALL RENOVATION Fargo, ND Professor Ganapathy Mahalingam “Analysis of energy & daylighting with renderings.” GROAT POINT RESIDENCE Medina, WA 109 PERSONAL IDENTIFICATION JENNIFER A WATTERS jennifer.ann.watters@gmail.com 5357 27th St S APT 108 Fargo, ND 58104 651 357 7858 NORTH BRANCH Hometown: North Branch, MN “North Dakota State University is my home away from home It always will be.” 110 111 ... Master of Architecture Primary Thesis Advisor Thesis Committee Chair Spring 2015 Fargo, North Dakota TABLE OF CONTENTS PROPOSAL DESIGN SOLUTION List of Tables & Figures Thesis Abstract Theoretical... Points: Innovation in Design: Specific Title Innovation in Design: Specific Title Innovation in Design: Specific Title Innovation in Design: Specific Title Innovation in Design: Specific Title... VISUAL & PERFORMING ARTS CENTER A Design Thesis Submitted to the Department of Architecture and Landscape Architecture of North Dakota State University By Jennifer A Watters In Partial Ful illment