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

[beta] leggio

Assign: Within Gatewood Bldg, Rm 204: redesign lectern, accommodating functionality + flexibility + manipulability.

Research on learning stations led to the thought of an organic lectern, one geared towards ergonomics, aesthetics, and function. Most existing lecterns are rectilinear, heavy, and static pieces; not allowing for much flexiblity in their typical application, lecture classrooms.

Successful designs included easy to use interfaces, multi-functionality, and adaptability.

Examples above led to the development of the sketches below:

Initial aspects of what is now known as the Peanut Glow were lockable/dockable capabilities, storage, pc/laptop holder, wire/cord storage, wheels, curvilinear, and designated place for standing. As stated before, the thought of a lectern in a common design is usually an after-thought. The goal for the Peanut Glow was to be an addition to the spacing, creating a feature piece for any room and not being singled out as an eye sore.

[alpha] personalizzare

Assign: Completing a very eye opening experience with a collaboration of work in a more than large scale came down to a final and minimal approach...personalize...add that individual touch that makes us each unique in our own ways!

*image here*

Reflecting over not only this first class assignment, and the unity that it has reinforced from years of previous relationships built, analyzing the "IARC" experience overall constructed a series of thoughts. Thoughts that came to be more organized than which these steps were expressed on individual cards, but constructed as one installation, parallel to the theme of this assignment...."many pieces to create a whole".....

steps for successful design...or what has been discovered thus far:

1]rejuvenate 2]embrace3]execute

[alpha] processo

Assign: as a class develop "your" interpretation of School of Athens painting. take 5.5"x8.5" rectangle and apply different media to create overall composition.

After such an extensive break, applying this theory of school and education provoked my brain and got everything churning. I immediately jumped into experimental mode. Media such as paint, pen, pencil, marker, and model came to mind as ways to express my addition to the class installation. The goal of my intrepretation was to be as abstract and open-ended as possible. Evoking thought and everlasting change in the visual provided.