Monday, May 11, 2009


To end our semester, re-designing our space served as another way to give back to the community around us. We have created an open area suitable for a collaborative work area where students can feel free to converse with their peers easily or work quietly in their on spacing. The "fun fun fun" inspiration wall serves just as that, inspiration to evoke ideas of color and form for projects and even serve as a basis for focus or discussion starter for our peers that will inhabit the space next semester. The re-design of the space was hard work! Consisting of 15 counterparts and 1 million ideas we came together through a series of charettes and each person contributed to the overall design and appeal of the space. I feel as if the space was a success in introducing color, continuous form, and new storage spacings. I am sure the next group will utilize this space to its fullest potential and hopefully be able to understand why the adjustments that were made were put into use for a better working and learning studio environment.

NGM [final submission]

From the concept and learning theory chosen, I began to edit the space, eliminating a boundary wall to create an open flow throughout the entire space. Taking the process of a computer, I broke down the steps into 4 phases: input, transmission, processing, and output. These phases relate to a classroom by way of teacher, lecture area, work areas, and overall classroom area. Each phase runs simultaneously with the list above in comparison to one another and their functions. Once adhering the phases and components of the overall classroom, design began with applying different forms, structures, and techniques to develop a space of networking.

NGM [final submission]

Design is an everchanging process. Design grows, evolves, and sometimes reverses itself in that an original idea could become the final idea....that did not occur so much with this project. However, I feel that I was able to really develop a believeable space with realistic design approaches for a successful learning environment. The end concept came to be networking, exploring the relationship between the functionality of a computer unit versus the perplexities of the human brain.

Friday, April 17, 2009

NGM [equivalence process]

NGM [concept change]

So.....had a conversation with Patrick and it was more than useful! I am now rejuvenated and energized to complete and fulfill the needs of this project. My direction has evolved, now incorporating nature and the purpose of the classroom....TECHNOLOGY.

New concept now stands as:

[equivalence] a balance between nature and technology
This concept is going to be supported by a study of Left Brain versus Right Brain theories of education. Adhering to the different ways in which the brain works and the ways that these differences can be incorporated into various teaching styles.

Monday, April 6, 2009

NGM [process work]

Above is a combination of the existing room design, incorporated with my ideals for the space. The most influential concerns for the space were to provide a balance for the excessive heat gain due to all of the computer units, glare from the windows on the computer screens, but Dorand mentioned that he enjoyed the layout of the space because it gave him easy access to all students computer screens while having instructional or lecture time.

The above image features my proposal for the "lab wall" separating the classroom area from the task area. Now the space has two square windows blocking out the space to ensure adequate viewing from teacher to student. I propose slits that mimic movement and growth, the opening will be filled with a 3form glass product. The spaces would still be visible from each side but provide visual interest to the overall concept and design.

Friday, April 3, 2009

NGM [precedent]

SHELL designed by Japanese architects ARTechnic is located in Karuizawa Japan. The 2 story structure features 2 oval shapes within cube forms. Constructing the building has a focus of nature and inhabitance, infusing the two for successful design reminiscent of chi, enforcing free energy movement.

Friday, March 27, 2009

NGM [inspiration]

NGM [the beginning]

Our class discussion Wednesday changed the gear on the approach or more importantly the outcome of the design that I am going to re-create for the technology classroom of NGM. The circulation group decided to use the tree as a metaphor for design. Circulation being the bulk of any design project, holding the various components together. Applying this metaphor to a school, I put much thought into how each component [classroom, art courtyard, people, etc...] would fit into this cycle. The sketch below helps to create a better understanding of how this overall process works within my head.

After further analysis and research, I came to think of the classroom as the roots of the entire school experience. Roots, in relation to a tree has its most influential developmental years towards the beginning of its lifetime. Roots grow in any direction, if given the right environment to flourish, and they consist of two systems: primary and secondary stages of growth. Within individual roots, each part serves a specialized function. When comparing these characteristics to the function and usage of a classroom, the details run parallel. Students use "roots" to develop, grow, and depend on their nourishment to push them forward, in any direction, with the common theme of success and achievement.

NGM [technology class]

I took another trip to NGM, in which my focus was to find a classroom to observe in regards to function, space, and form. Fortunately, I ran in to a fellow friend that teaches at NGM Dorand. He allowed me to sit in and take pictures of the space given, to gather a better understanding of the successes and failures of the overall functionality of the space. I found that the floor plan of the space to be very successful in that the room is centered around a common unit of desks, which is bordered around another series of desks on the perimeter of the space. Dorand also relayed to me that he enjoyed the floor plan due to the ease to assist multiple students at one time and the option to gather for lecture time or presentation. Dorand did say that he wished windows were operable and a system that could reduce the glare on the computer screens within the space.

Tuesday, March 24, 2009

The Courage to Teach

Teaching takes part in an intellectual, spiritual, and psychological manner, heeding to various learning styles and communities. The Courage to Teach provides guidance within the act of teaching. It breaks down the successes and failures of procedure and practice, while providing ground notes for physical, intellectual, emotional, and spiritual spatial requirements. [pg. 7-12] Each category focuses on what additions can take place within group and individual interaction to set-up comfortable learning environments, the foundation for any intellectual exchange.


Intimate Immensity

intimate: space and time devoted to individualism
immensity: philosophical category of daydream (daydream: original contemplation)~pg.183

Chapter 8 analyzes man and the effects of different types of daydream. From the motionless to infinitive, each daydream is stretched to pass the time and provide the ability to analyze solely on individual characteristics. I found this chapter to be rather intriguing in that it compared the intimate with the exterior in a structural sense as well as a personable sense, always referring to man and our role on the environment we inhabit. Within the space we inhabit, there are specifics: space of intimacy and world space, which both become identical when immensities touch. (pg. 203)


This chapter focused on the concept of miniature. Miniature, in terms of Bachelard, can be defined as the miniscule details that influence a greater outcome. Miniature is the reasoning behind the daydreams of man, it provides a basis to evaluate and scale those surrounding elements that evolve to mold & shape man. (pg.152) Exploring this concept goes on to explore the ways in which we as people perceive the space around us and how much detail we allow our eye to engage. It explores our actions, and in comparison, reveals how the volume of our actions undertakes the results and consequences from the choices we make in life.

Tuesday, March 17, 2009

IARC 2 ATL.....success

In light of our Atlanta experience, I can now say that I officially understand "success", in terms of a design firm.

SUCCESS = ability to express oneself creatively with visual and verbal communications : ability to contribute on design basis for range of project selections (national & international) : ability to work within design group proactively


Concluding Bachelard's analysis of intimate spacing, he addresses corners and their effects on mental capacity in regards to daydream initiatives. Nests and shells are transpositions of the function of inhabiting, whereas corners are impressions of intimacy (pg. 136). This simply breaks down the decisions we make as humans, emphasizing the fact that we are the space that we choose, we are the people that we surround ourselves with, we are the result of our mental daydreams and what they propose for future being. The first portion of the Poetics of Space is a journey through self. How past incidents structured our being of today and how our choices today will determine the paths for tomorrow.


"Shells are sublime subjects of contemplation for the mind" (pg. 131)

In this chapter, Bachelard analyzes the reaction of man as a result of shell observation. The shell's shape determines inordinate objects (pg. 105). We learn as readers and designers that nature is very clever when it comes to design, evolving and constructing those assets necessary for prosperous survival. This then leads me to believe that as designers, we should always turn to nature to determine shapes and structures for our designs.

Referring back to past concepts of daydream, and how these moments are influenced by our surrounding spaces, Bachelard explains that an empty shell, like an empty nest invites daydreams ( pg. 107). From this observation I gathered that these moments can be defined as "moments of creative intuition" where emptiness provides opportunity to explore various renditions of space, light, and form.


The chapter covered beings and functions of inhabitating. Using Michelet's words for various description and analysis, Bachelard compares a nest to the evolution of man and the importance of inhabitance and being in regards to personal development.

One of the most interesting statements throughout the entire chapter was Bachelard's breakdown that "bird's nest are most comparable home structures of our time" (pg. 92) This thought intrigued me because the extent that we as humans excel for structure development, using a lot of space for minimal tasks. Comparing home and nest goes to show that we as humans do not need the lavish necessities we possess, for all the meaningful things in life can be done in confined quarters and done to a greater capacity.

Monday, February 23, 2009


Today, we were given 2 tours: one for N.G.M. and N.G.H. The schools are LEED certified and feature a variety of unconventional design areas that promote a different type of learning. For example, the high school equipping all teachers with laptops for easy travel, not designating one particular room for a designated teacher, more-so seen on the collegiate level where professors have designated offices & not classrooms.

A few fun facts that help qualify the schools as LEED buildings are there exterior architecture. The middle building sits on a 10 degree angle to assist with the diffusion of natural light within the space and the overall construction contains a build up of angles to always ensure adequate distribution of light for the interior of the spacing. The larger interior spaces [auditorium, cafe, gym, media center] are built with "light shelves". These light shelves are also used to deflect the sunlight @ times for those rooms that receive maximum sun exposure. There is a raised floor system, NO DUCTWORK! so air flows freely under the surface that the users walk on, the reason being is to naturally heat and cool spaces that have higher or lower occupancy.

[back 2 your roots]

Following the concept of taking a look back into our grad school years, geared our minds toward our visit to Northern Guilford Middle & High schools. We were to choose 2 items that defined "school" to us. I choose a compass & ruler....reason being, they are a couple of the most complex tools introduced to us at a primary school level, in which we may not understand there true value, but these tools remain in our lives & rise in significance, especially if you enter the design field! Following our selection, we were instructed to sketch 8 contour drawings, extending that to a total of 128 equisse of each item, then break that down to 16 interesting images, analyze those 16 then break those 16 to 8 interesting images, ending with 4 main images that should influence our design of passageways within institutional design.

Sunday, February 22, 2009


An analysis of small objects that are closed versus larger objects that open, raised the question of what would contain more value? Then the question arose, where do you store items of importance? Challenging the mind to fully analyze and grasp the concept of open versus closed was the main focus of chapter three. However, the introduction of chest, drawers, wardrobes, and cabinets was to show the mimicking of characteristics between these items that are within a house and the house as a whole.

Bachelard proposes a very interesting thought about imagination, protesting that imagination sharpens our senses and prepares our attention for instantaneousness [pG.87]. The initiation of daydream, in conjunction with memory is imagination. The more in depth evaluations of house and man are revealing a basis of psychological effects for me. Proving that the space we are introduced to as kids depicts daydreaming, which can limit imagination, therefore deterring sharp minds and activities that could embellish traits of vast intelligence.


While home can remodel man [pG.47], Bachelard reveals theories and methods of Minkowska as well as various poets, supporting the strength of the house past and present. Metaphorically speaking, the chapter introduces the relationship of the house and disaster. Pointing out the homes role of protector and provider of shelter. The main strength of the house being its ability to transform, allowing the house to accommodate for its surroundings [pG.46]. The home bends and shakes, but never breaks, once it has been redefined within the user's mind.

The most intriguing finding of the effects of house in chapter two would be configuring the psychological status of children by way of their perception of house. Whether their memory supports a positive or negative connotation of their primary home, Bachelard stresses the ability of the home to transcend form what is naively viewed as a geometrical entity, and flourishing into its exterior surroundings, affecting it's visual reality in an inferior sense. The geometry of the house however lies in its echoes [pG.61], relying on the five sense to ignite these trails of memory, connecting the dots and harboring effective daydreams. I enjoyed the discovery of space and user interaction, restoring the creative mind in all of us by way of daydream.


When I reflect on my grade school years, several teachers pop into my mind when I try to narrow down to "my favorite teacher"...I honestly cannot say that I have a favorite teacher. From Mrs. Watson to Mr. Daniels, Ms. Sparks....Mrs. Gillis......each teacher pushed my intelligence and ability, allowing me to flourish into an independent person, with the ability to think & stand on my own 2 feet.

Technically a teacher is someone who guides, instructs, trains, or helps another in the process of learning, obtaining, and understanding knowledge [], defining those traits would truly be my mother! My mother has guided me through life with an iron but flexible rod. Allowing me to discover the person I am & who I want to be. Always encouraging me in whatever endeavors that are presented to me or any obstacles that are thrown my way.

Mommy, Thank You for always being there, loving me, guiding me, and essentially taking me under your wing.....setting a FINE example of what a responsible, upholding, and loving person should be...LOVE YOU MOMMY!

Wednesday, February 18, 2009


....hmmmm....I would have to say that during my grad school years....I definitely enjoyed math!...math was my favorite subject because 9 out of 10 times it was logical (omitting calculus) and it always put forth a challenge...a puzzle to configure....a formula to complete....always building from the previous step forcing you to pay attention to not only the problem[s] as a whole but the detail of step-by-step instruction....


An initial thought of Bachelard, but a summation of the overall
concept translated in chapter one, the quote above gives the
basis for daydreaming and memory recap. This statement holding
true determines the significance and specificity of the memory
restored for the inhabitant for whichever dwelling that is considered
home.... the beef of all theories proposed is to recognize the
separation between daydreaming and dreaming, importance of
ascending or descending within any structure, and the relationship
between the hierarchy of a home and the physical makeup of a human

[alpha] finale progettazione

After responding....more-so picking up where our classmates left a whole we were to install our new proposals in a passageway of Gatewood Studio Arts Bldg. As an extension to our previous installation inspired by the School of Athens, we decided to use blue paint tape as wayfinding and linkage from one project to the next, mimicking the process of our studio.

[beta] classe risposta/class response

After completing our proposals for Room 204, the challenge was to then pick-up where our classmates left out with their proposals. Paying special attention to equipment, lighting, and storage gave the basis for the new structure of room 204...squared!

[beta] finale progettazione/final design

Thursday, February 12, 2009

[beta] classe

Assign: Extending from lectern design, reach out into classroom space. Design for audience and additional users with respect to mechanical equipment, lighting, sign age, materiality, & function.

Classroom design development was to be shared with 2 other group members, completing Group Trigonometry: Hancock.Jackson.Pound. Together, we analyzed Rm 204 through programming, specifying users, usage, and purpose of the space given. Listing off the needs, wants, and haves helped determine an order of importance for design, ensuring that all needs were met for each occupant. A few key notes taken were:

-egress without interferance
-projectable/writeable/tackable surfaces
-heat gain/loss accomodation
-flexibility of lectern usage