[1]

the linkAfterschool Program for the Performing ArtsMelissa A. Gambino

[2]

the linkMelissa A. Gambino

Comprehensive ProjectInterior Architecture ProgramDepartment of ArchitectureUniversity of Oregon, Eugene, Oregon

Submitted for Completion of a Bachelor of Interior Architecture Degree, June 2012

Melissa Ann Gambino

Design Studio Professor:Alison Snyder

Comprehensive Project Professor:Erin Cunningham

[3]

Table of Contents

Part I. Formal Project Statement of Intention [4]

Part II. Building Conditions and Codes [16]

Part III. Final Program [38]

Part IV. Reference Archive [52]

Part V. Design Archive [62]

[4]

PART I.

Formal Project Statement of Intention

[5]

A. Abstract: Problem Statement The Link is an afterschool community

program for children ages 5-18 located in Eugene.

The program provides music, dance instruction,

theater and performance as a means to improve

students’ academic, social and personal abilities

through learning, sharing and collaborating. The Link

is a non-profit public organization, mostly funded

through grants and donations to make it available

to all families. Based on the nature of the program,

the proximity to nearby businesses generates an

ideal location. The Link will be a new interior built

environment that the broader community in Eugene

will identify as a safe and fun place for the youth to

inhabit, and will also be intriguing and exciting.

There is a great demand for a facility

that provides after school services to the Eugene

community. From the hours of three to six in the

evening, children who are left alone and unsupervised

are at a higher risk of making destructive choices that

may lead to drug abuse, drinking, teen pregnancy,

crime, and other life threatening activities.1 Though

Eugene offers community organizations like the

YMCA and The Shedd Institute Music Academy,

there is no specific after school program that

targets these at-risk youth. This program will have

a positive impact on Eugene by providing a “way-

out” for the youth who are headed towards making

wrong decisions. This proposal investigates how

community youth programs impact learning through

facilitating creative expression and how music, dance

and performance help students grow socially and

academically. The development of this facility will

contribute to the rehabilitation of downtown and

will create a sustaining relationship with the greater

community. This program will use the performing

arts as a connective tissue between professionals

and artists in the community to the youth.The Link

teaches and uses the arts in this program as a tool to

help these kids ultimately succeed in life.

1 “AfterschoolAlliance::AmericaAfter3PM.”AfterschoolAlliance.http://www.afterschoolalliance.org/AA3PM.cfm(ac-cessedMarch7,2012).

[7]

B. Statement Summary

The Link is an after school community

program for children ages 5-18 located in Eugene.

The program provides music, dance instruction,

theater and performance as a means to improve

students’ academic, social and personal abilities

through learning, sharing and collaborating. The Link is a non-profit public organization, mostly

funded through grants and donations to make it

available to all families. Based on the nature of

the program, the proximity to nearby businesses

generates an ideal location. The Link will be

a new interior built environment that the broader

community in Eugene will identify as a safe and

fun place for the youth to inhabit, and will also be

intriguing and exciting.

There is a great demand for a facility that

provides after school services to the Eugene

community. From the hours of three to six in

the evening, children who are left alone and

unsupervised are at a higher risk of making

destructive choices that may lead to drug abuse,

drinking, teen pregnancy, crime, and other life

threatening activities. Though Eugene offers

community organizations like the YMCA and The

Shedd Institute Music Academy, there is nospecific

after school program that targets these at-risk

youth. This program will have a positive impact

on Eugene by providing a “way-out” for the youth

who are headed towards making wrong decisions.

This proposal investigates how community youth

programs impact learning through facilitating

creative expression and how music, dance and

performance help students grow socially and

academically. The development of this facility

[8]

will contribute to the rehabilitation of

downtown and will create a sustaining

relationship with the greater community.

This program will use the performing

arts as a connective tissue between

professionals and artists in the community

to the youth. The Link teaches and

uses the arts in this program as a tool to

help these kids ultimately succeed in life.

“Links have been found consistently

between teen’s well-being and

environments that are emotionally

positive and warm and that provide

support for developing adolescent

autonomy. Some research suggests

that positive experiences in one are (for

example, in the family, among peers, at

school, through community service…) may

lessen the effect of negative experiences

in other areas. Adolescents who spend

time in communities that are rich in

developmental opportunities for them

experience less risk and show evidence

of higher rates of positive development,”

(After School All-Stars, 2011). The Link is

a new built environment that redefines

the use and methods of after school

programs. The youth in Eugene identify

The Link as a safe and fun place to inhabit

that is conducive to social development, academic achievement and the prevention of risky behaviors.

In 2009 the Afterschool Alliance

conducted a survey across the United

States called “America After 3PM” to

investigate the need and demand for after

school programs and how that need is

being met. In 2009, along with this survey,

Oregon pronounced itself to be “on the

move towards providing after school

care,” (Afterschool Alliance, 2009) but is

slower and behind most other states that

are already on track with this movement.

Majority of the parents who responded to

the poll stated their recognition of the need

for a built environment. In general parents

who appreciate after school programs

listed their concerns and obstacles with

the movement as addressing the demand,

affordability of the program, and the

child’s lack of enjoyment, respectively.

Here in Oregon 83 percent of parents are

happy with the cost, 68 percent of parents

were satisfied with their child’s enjoyment

of the program and a low 57 percent of

parents thought the level of safety was

adequate (Afterschool Alliance 2009).

On average, Oregon parents/guardians

spend 49 dollars per week on after

school programs, which can be a very

large hurdle for some families to get over

financially. The Link is solely funded

through grants, donations and fund-

raising, which alleviates the financial stress

for low-income families that work full-time

and leave their children unattended and

unsupervised. Though the survey showed

that roughly 70 percent of parents are

home for some portion of the afternoon,

there is still 30 percent of kids K-12 that

are responsible for themselves at least 9

[9]

hours a week (Afterschool Alliance). The Link helps close the gap for those

families who are unable to physically be

with their kids after school. Through the

development and integration of The Link as a built environment, it strives

to enrich the lives of the youth in Eugene

through, social development, character

growth, and academic achievement.

Social Development

“Healthy social and emotional development

is critical to success in school,” (Afterschool

Alliance 2011). It’s important to focus on

providing vital resources for kids of ages

5-18 because during this phase of their life,

they are most impressionable. Incidents

that occur during this portion of their life

can affect their ability to be successful

later in life. The Link harbors spaces

that are designed to foster participation,

communication, relationship building, and

leadership skills ultimately increasing self-

confidence and self-esteem. Through the

use of hierarchy, spaces vary and promote

small to large group interaction and

relationship building. These social spaces

are interrelated with the activities and

games that are housed within.

Prevention of Risky Behaviors

Having activities for youth to be

involved in plays a crucial role to their

success and lowers the risk of getting in

trouble. “When students feel connected,

supported and safe, they are more likely

to make healthy choices for themselves”

(Afterschool Alliance 2011). Kids that have

extracurricular and athletic activities to be

associated with, decreases the percentage

of delinquent activity, violence and sexual

activity. To accomplish these goals The Link provides free music, dance and

theater instruction as the backbone of the

curriculum. Kids have the ability to choose

an instrument (donated to the program)

they wish to learn, and can develop their

skills as a musician. Providing instruments

and equipment allows kids who come

from low-income families to have an equal

opportunity at a creative talent. For those

who prefer to be in larger groups and exert

more energy, dance classes from jazz,

lyrical, tap, hip hop and break dancing are

offered. Bringing various types of dance

into the environment reaches a spectrum

of personalities and hopefully appeal to

even the troublesome kids. Dance is a very

positive and reflective way to express

oneself and this can be very therapeutic

to kids who struggle with speaking their

thoughts and feelings.

Academic Achievement

Studies conducted by the Afterschool

Alliance have shown that students who

have an after school program that they

attend has “improved school attendance

and their engagement in learning.”

Many kids don’t have the support they

need at home to be successful in school

due to lack of encouragement and

[10]

accountability. The Link provides

spaces that facilitate sessions for tutoring

and nurturing those relationships being

built between the students and the

mentors. There is currently a growing

relationship between The Link and

University of Oregon students to open the

opportunity for students to volunteer and

tutor the kids at the after school program.

By providing this spatial resource, The Link is a place of encouragement and

accountability that these kids need to be

triumphant in their studies.

The original goal of this recreational

facility was to look at how design can

choreograph spaces for both the classes

as well as open free time for the users.

Through design the variety of spaces

facilitate both individual growth, and

growth in team building. The Link provides

space and design requirements to reach

across the age groups and caters to each

learning level. The Link has enough space

to serve up to 300 students across the city

of Eugene. A large team of 30 employees

work together each day with the youth.

During the day when school is in session,

the facility is open to the community to

rent and use the spaces for their personal

endeavors.

Spaces and rooms in The Link are designed in such a way that encourage

interaction between community members

and students by linking them together

with a common gathering “hub.” The

auditorium is intentionally designed

to exhibit to the community seasonal

performances that the students learned,

and also be available for the community to

rent out for other venues, having flexible

design to suit . The design of this facility

promotes people to inhabit the spaces for

longer periods of time, creating a sense

of “community.” For the parents who pick

up their kids and are waiting can use the

lounge and café to watch classes finishing

up and converse with other parents.

Since this building contains a very active

environment, deliberate circulation will be

key for quick way finding and transition

between activities. The Link is a place

that facilitates a stronger connection

between school and home, as well as

bridges community and students together.

The city of Eugene has been continuously

working on the revitalization of downtown,

making it a desirable place to inhabit by

‘cleaning up the streets.’ By locating The

Link downtown, the program becomes a

central “hub” for the youth in Eugene as

well as promotes a better and cleaner

downtown area by keeping in an active

environment. Placing the facility downtown

is appropriate because it is in proximity

to other resources like the Eugene Public

Library, the LTD Bus Station, and the Hult

Center. The proposed building is the Old

Market Building adjacent to the new Lane

Community College building and housing

in the downtown business district. This

[11]

building is a “medium road” building with

one and a half levels. The building is in

decent condition but has lost all historic

details and qualities through multiple

renovations. The scope of this project

is 30,000 square feet with no exterior

work included. The new building use

maintained existing floor conditions but

added a mechanical room to the roof. Due

to the facility type, the design consistently

projects use of sustainable and durable

materials through repurposing of objects

and raw construction materials.

The design of the exterior shell is very

unusual. The exterior had a concrete/

stucco construction which was removed

and refinished with new plaster. It

appears, the concrete stucco finish was

later applied to the building in attempt to

hide doors from original building design.

The exterior facade had signage from a

previous tenant (Shaw Med) which showed

the lack of attention paid in recent years.

With the new design for The Link, the

North facade was reconfigured to create

outdoor niches for sitting. When the

building was originally built in the 1960’s it

was well used and maintained, however as

the tenants changed and in most recent

years the building has lost it’s quality and

desperately needed updating.

The two main reasons I wanted to use

this building is that it is located in the

downtown district in proximity to other

community facilities and the structural

grid is very open and non constrictive

which is important for dance studios. This

building was clearly outdated and run-

down which provided room for a lot of

potential for design and repurposing the

building.

The idea for my project was inspired by

two main interests in my life.

I have been involved in dance since I was

young and have actively been involved in

a performing company for the past ten

years here in Eugene.

Also, building relationships with youth and

teenagers has always been an interest in

my life and something I value. I believe

it’s important for the community to help

them grow and develop into young adults

through mentoring and support.

There is a great demand for a facility that

provides after school services to the youth

of Eugene. From the hours of three to six in

the evening, youth and teenagers who are

left home alone and unsupervised are at a

higher risk of making destructive choices

that may lead to things like drug abuse,

drinking, teen pregnancy, crime and other

life threatening activities. The After School

All Stars state that “Adolescents who

spend time in communities that are rich

in developmental opportunities for them

experience less risk and show evidence of

higher rates of positive development.”

[12]

With this project I was interested in the

current use of after school programs

and their impact on local communities,

specifically Eugene. Eugene is also a town

that largely supports the performing

arts and I was interested in providing

a place that was another resource to

the community. The Link is a new

prototype for an after school program

with a focus on the performing arts as a

means to bring success into the lives of the

youth. The link provides free music, dance

and theater instruction as the backbone

of the curriculum along with educational

and life skills resources.

During initial investigation and

schematic design, there were four key

design intentions that were important to

me.

1. Developing a dialogue between the

functional design of the building to the

existing truss system.

2. Creating spaces that promote

collaboration, communication, exploration

and exhibition on various levels of scale.

3. Creating a strong connection to the

local community and creating interaction.

4. Creating a design that demonstrates a

consciousness of budget and durability.

With those things in mind, the conceptual

parti is comprised of several layers which

creates the dialogue “Wrapping the Core.”

[Layer 1.] The program is organized into

five main categories. The perimeter is

defined with the community area, the

dance wing, music wing and education

wing. Each activity results in a showcase

which is demonstrated in the experimental

theater in the core of the building.

[Layer 2.] There is an axis that is created

through the placement of open gathering

spaces for collaboration between users.

These spaces delineate shared space by

the use of flexible walls and boundaries.

I chose to make these spaces feel like a

unit by wrapping them in a homogeneous

material. Focus Space. As you can see,

the two student lounges on the north and

south wings have built in stadium seating

with removable upholstered high density

cushions. To continue the language of

breaking down spaces in scale, there

are large moveable ottomans that can

be taken away, creating an informal

demonstration or performance space.

The track lighting is meant to mimic the

setting in the experimental theater yet

provide task lighting.

[Layer 3. ] Connection to the community.

The entry extends from the street into

the main foyer, pulling people into the

experiment theater. Focus Space. The

design intention for the materials is to stay

simple and playful. By using raw materials

like OSB plywood, there is practicality

and durability in the material that still

creates a warm and inviting atmosphere.

Using the same materials throughout the

[13]

building creates uniformity between all of

the spaces.

[Layer 4.] The roof grid partitions the

building into three zones which acts as an

organizational agent.

Levels of scale: throughout the building

there is a language of breaking down

spaces in scale to provide unique

experiences for each type of person. For

each wing, there is a collaboration lounge

where users can view adjacent activities

and communicate with each other. The

experimental theater is wrapped with a

thick wall that has niches cut out along

the perimeter to provide spaces for more

intimate and separate activities.

Focus Space. The theater construction is

steel stud framing with typical gyp board

and plaster. The outside layer is perforated

mild steel with a custom pattern that

reveals pops of color in the background.

Focus Space. Providing flexibility and

variety are two key aspects of the smaller

spaces.

-The music wing is separated from the

main corridor with a thick wall that houses

cubby space for personal belongings,

acts as visual display and storage of

instruments and ultimately creates a

sound barrier.

Connection to the community: The after

school program runs during specific

times of the day which leaves the building

vacant for majority of the time. The

Link is partnering with local groups like

the Umbrella Arts Association and other

dance programs. These organizations

will rent out the facility during off-hours,

creating more of a community.

Youth and teens need more

resources that provide safe environments

which are interesting and desirable to

inhabit. The Link helps close the

gap for those families who are unable to

physically be with their teens after school.

The development and integration of The Link as a built environment strives to

enrich the lives of the youth in Eugene

through social development, character

growth and academic achievement. The

hope is that through this program, a

strong and dynamic relationship between

the youth and the local community would

be created.

[14]

Thesis Issues/Questions

User]

Issue 1 | The design needs to create an environment

that promotes collaborative relationships between the

staff and at-risk students.

[1] How do the relational needs vary by age,

and is this, or should this, be reflected in a

hierarchy of spaces?

[2] How can the arrangement of faculty spaces

and student’s spaces facilitate a stronger

relationship between the users?

[3] How can design promote interaction between

kids?

[4] How will the program be supervised? (What

spaces need it?)

[Interior Space]

Issue 2 | This proposal investigates community youth

programs and how the built environment can impact

learning through the support of or by facilitating

creative expression?

[1] How can the built environment support/

enhance/promote dance & physical

movement?

[2]How can physical activity and education be

incorporated into a single, cohesive physical

environment?

[3] What is currently lacking from the design of

youth centers?

[4] How does music and dance relate spatially

to one another and what are design implications

for musical spaces?

[15]

[Activity]

Issue 4 | The Link will explore current and new

supplemental activities.

[1] What types of activities do after school

programs support already?

[2] What additional spaces are required that

the community can use/or rent out?

[3] How often will these additional activities

occur?

[Social]

Issue 5 | The built environment needs to understand

the role of the users parents.

[1] What are the spatial requirements of the

parents and what types of spaces are needed

to support them?

[2] How often will parents be using the facility

and what time of day?

Issue 6 | The built environment plays a role in the

growth of high-risk kids.

[1] What aspects of color, light and form create

a positive and encouraging atmosphere?

[2] What are the different social needs of the

users and how can design address them?

[3] How can design be proactive rather than

reactive to how students use the space?

[4] How does music and dance help students

grow socially?

[16]

PART II.

Building Conditions and Codes

[17]

A. Building Site + Quick Information

The Old Market Building194 West Broadway Ave. Eugene, OR 97401USA

Downtown Business District : C-3

Footprint Dimensions: 24,025 SF = 155’W x 155’L x 21’-2”H

Gross Available Square Footage: 29,636 SF

Net Total Program Square Footage: 27,082 SF

Gross Available Exterior Space Square Footage: N/A

No. of Levels: Two

Floor-to-Floor Height: 10’ (first floor), 8’ (second floor)

existing conditions

Year Built: 1915 (remodel and face-lift in 1960)

Structural Type: Column Grid 70’ spacing, roof truss system

Historical Register: No

Building Type: Medium Road

Renovation Architect: Gary Moye, Eugene, OR

Current Use: Mixed-use, Lord Leebrick Theater

[18]

B. Building + Site Visual Documentation

1/2 MILE RADIUS AROUND SITEEUGENE, OREGON DOWNTOWN BUSINESS DISTRICT

WILLA

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W. 10TH AVENUE

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[19]

historic photos

historic facade - broadway street

historic facade - charnelton street

[20]

existing site documentation

[21]

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[22]

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east elevation

charnelton st. elevation

existing sections

[23]

existing elevations

broadway elevation

east elevation

charnelton st. elevation

north-south section

east-west section facing north

east-west section facing south

existing sections

[24]

existing structure diagram solar analysis on site

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[27]

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[28]

C. Building + Site Affect

on Design of The Link

The Old Market Building is located along

the perimeter of downtown Eugene.

It is surrounded by commercial retail

buildings with apartment condos to

the west of it’s location. The new Lane

Community College facility is currently

being built directly behind the South

end of the site. Other buildings in

proximity are the Eugene Public Library

one block South, the McDonald Theater

two blocks East, and other facilities like

the Downtown Athletic Club and The

Hult Center. The Old Market building is

located in a section of downtown that is

more quiet and less populated due to the

surrounding business that are positioned

there. This area is included as part of the

downtown initiative to make downtown

better, making it more eventful, safe and

enjoyable. The building is surrounded by

two alleys on the East and South ends

as well as streets located on the North

and West sides which allows for potential

access. The existing main entry is located

on the Northwest corner of Broadway

and Charnelton.

schools in a3 mile radius

site

[29]

The elevation that bring in the most

daylight is the North elevation which

faces Broadway street with storefront

windows. The rest of the elevations

have limited fenestration however there

is potential for the roof to open up for

skylight construction to bring in more

daylight as well. The existing condition

of the building is separated into three

retail spaces that are determined by

the structural grid. The structure has a

column grid which roughly creates 30-

70’ bays and a truss roof structure which

allows for a very open floor plan. The

exterior shell appears to have a concrete/

stucco construction. The interior walls

are non load-bearing walls and can be

removed for the remodel. The overall roof

height changes and reaches it’s highest

point on the South end. This unusual

ceiling condition limits the location and

square footage of the second level and

will need to be further investigated.

The design of the exterior shell is very

unusual. Further investigation is needed

but from it appears, the concrete stucco

finish was later applied to the building

in attempt to hide doors from original

building design. The exterior facade

has signage from a previous tenant

(Shaw Med) which just shows the lack of

attention paid in recent years. When the

building was originally built in the 1960’s

it was well used and maintained, however

as the tenants changed and in most

recent years the building has lost it’s

quality and desperately needs updating.

The Lord Leebrick Theater Company is

temporarily renting out the central retail

space for rehearsals but the other retail

tenant spaces are currently vacant.

The two main reasons I wanted to use

this building is that it is located in the

downtown district in proximity to other

community facilities and the structural

grid is very open and non constrictive

which is important for dance studios. This

building is clearly outdated and run-down

which provides room for a lot of potential

for design and repurposing the building.

Hopefully this new proposal will bring

in more people to the area, making it a

more lively part of downtown.

[30]

city of eugene zoning

[31]

city of eugene zoningZoning Why do you need to know the zoning? What does this mean for your project?Zoning is important to understand because there are use-specific codes that pertain to different building types and zoning laws. Every parcel or area that can be developed has zoning laws that control parameters like building height, area, amount of parking, and how far the building can be placed from the street. The building site for The Link is located downtown Eugene in the business district, however it is also adjacent to apartment and residential blocks. There are specific zoning laws that will control how much I can expand/change the building envelope.

Source Cited : 1Research and Report:What are the Permitted uses in your zone or zones?

Purchaser Goods, Educational opportunities, entertainment, offices, travel accommodations, and services that attract people from the entire metro area, Lane County, and adjacent counties. [9.2120]

Source Cited : 2

If you have a discrepancy (for ex. you want to place an assembly in an area zoned industrial) stemming from your hypothetical project’s needs and/or the site location you have chose, please explain what the listing is and what it allows, then explain how you are attempting to modify the situation.

Building Zone : C-3 Major Commercial [9.2120]Overlay Zone : Transit Oriented District (TD) [9.4500], Broadway Overlay (BW) [9.4070]

[BW 9.4070]

Purpose:-Implementation of the Metro Plan and TransPlan. -Establishing, maintaining a high quality urban environment with commercial and recreational uses-Pedestrian friendly environment-Encouraging Active retail uses and eating establishments on the ground floor-Prohibiting development and activities that are antithetical to pedestrian activity along the street-Creating development standards that improve quality and appearance of city, encourage crime prevention, increase alternatives for alternate modes of transportation, promotes streetscapes that are consistent with the desired character of the underlying commercial zones, safe pedestrian circulation systems, encourage residential usage above ground floor.

Overlay Zone Development Standards [apply to]:-A proposed expansion of 30% or more of the total existing structure square footage on the site. -A proposed modification affecting 30% or more of the ground floor wall surface facing Broadway

Source Cited : 2

Design regulations/restrictions: including heights, setbacks, façade design, landscape requirements, historic pres. issues?

Height: A building shall provide either a floor-to-ceiling first floor minimum height of 12 feet for new construction, or a two-story entry space with corresponding glazed area of no less than one-third of the building width along Broadway. Setbacks: At least 70% of Broadway-facing linear footage of first and second floors shall have a maximum of two-foot

Code Research

[32]

building set-back. Façade Design: At least 75% of Broadway-facing first floor wall area shall have openings, glazing, display windows or doorways with and least 75% of the total door faces being glazing or combination. Landscape Requirements: N/AHistoric Pres: N/A

Source Cited : 2

Any other special requirements applicable to your project’s zone?Rain Protection : Awnings, canopies, or recessed entries, or combination, shall provide at least 30 inches of rain protection along at least 50% of the buildings wall on Broadway.

Source Cited : 2

Occupancies/Occupant Load and Construction

What are the occupancy group[s] in your program? Why is this important?A-1-TheatersA-2-Food/drinkA-3-RecreationB-BusinessS-2-Storage

Understanding the occupancy groups is important because codes may vary depending on the group.

What are the occupant loads for each occupancy group (can use spreadsheet to relate to program spaces)

A-1 [theater]: OL = 3000/7=428 OL = 3000/15=200A-2 [food/drink]: OL = 1200/15=80A-3 [Recreation]: OL = 1800/50=36 OL = 1400/50=28

OL = 800/50=16B [offices]: OL = 600/100=6S [storage]: OL = 400/300=1

Source Cited : 3, page 80-81

What is the Construction Type of your existing building?

Type III-B:Combustable-No fire resistance requirements except for exterior bearing walls = 2 hours rating. Source Cited : 3, page 95

What is the finish class rating for this type of space?

Atrium Spaces = Class B rating

Source Cited : 5

If appropriate, what is maximum aggregate area for a mezzanine?

Maximum total aggregate area of a mezzanine should equal no more than 1/3 of the area of the room it is located in.

My building first level = 23,797 sf-Total aggragate area of potential mezzanine = 7,932 sf

Source Cited : 1, page 303

What is head height for a mezzanine or any ceiling minimum as in under stairs, etc.?

Minimum ceiling height = 90”Minimum head height = 80”


Egress and Fire Rating

What is maximum travel distance to an

[33]

exit for your occupancy if the space is sprinkled and if it is unsprinkled?

Assembly (A):Sprinklered : 250ftUnsprinklered : 200ft

Business(B)Sprinklered : 200ftUnsprinklered : 300ft

Storage(S)Sprinklered : 200ftUnsprinklered : 250ft

Source Cited : 1

What are dead end corridor lengths limits?Maximum Length = 20ft


What is the minimum egress width? – Estimate the minimum for your particular occupanciesFor 250 Occupants (.2 inch per person) = 50” minSource Cited : 3, page 156

What is the minimum number of exits required in the building for this type of occupancy?

1-500 people = minimum of 2 Exits per story/area


When does a room need more than one exit, for what occupancy?

A, B: When the occupancy load is 50 people or greaterS: When the occupancy load is 30 people or greater


What is the minimum width requirement for egress doors? Calculate this for specific occupancies.

A, B: Minimum width for egress doors = 32” (provided with a 36” door)

Source Cited : 1, 3 page 157

What is the minimum distance allowed between two exits?

Equation = 1/2D : Distance between two exits be at least one-half of the longest diagonal distance within the building or the building area the exits are serving.


What is the minimum stairway width? How is this calculated for specific occupancies? Show diagrams to clarify, if you like.

44” min for an occupancy load 50 people or greater36” min for an occupancy load of 50 people or fewer


Are “places of refuge” required for all projects?

A “Place of refuge” is not required for sprinklered buildings (NFPA codes), however the 2006 IBC requires all buildings to have accessible means of egress, which typically has an “area of refuge.”


When is a stair to be completely enclosed for fire and egress? When can a stair be open at the first level but not above?

1. An egress stair must ALWAYS be

[34]

enclosed if it is designated as such.

2. There are very specific exceptions to when a stair can be open; if and when the stair is not desigated as an egress stair (there are already ones that exist), or when the exit stairway only serves transition to an adjacent floor.


How many enclosed stairs will you need in your project?

Technically I don’t think I need any enclosed stairs since I will only have a partial second floor.

Stairs/Ramps

Stairs: What is the maximum Rise/Run?

Rise: Max = 7”, min = 4”Run: Minimum = 11”

Source Cited : 5

What is the Handrail height for stairs? What are the proper minimum lengths of the extensions at top & bottom of the stairs or at the top or bottom of a ramp?

Handrail: 34” – 38” Above finished floorExtensions of rail: Stairs at Top = 12” MinimumStairs at Bottom = Tread depthRamp at Top/Bottom = 12” Minimum

Source Cited : 3, page 132-134

What is the Ramp Rise to Run ratio?

Ratio = no steepr than 1:12


When are landings required? On ramps and stairs...how do you size the landings?

Depth of landing to be at least as wide as stair. -One landing for every 12’ of rise

For ramps, typically a minimum of 60” is required. -1 landing for every rise of 30”


What is head height clearance and max. requirement for stairs?

Ceiling Height = 90” Head clearance = 80” Source Cited : 3, page 130

If you have an elevator, are they used in time of a fire emergency?

NO.

Source Cited : Note inside elevator.

Plumbing

Bathroom fixture and drinking fountain counts? What are the per person requirements for the various occupancies that you have in your building? Occupancy A:Water Closets:Male: 1 per 125Female: 1 per 65

Lavatory: 1 per 200

Drinking Fountain: 1 per 500, 1 service sink

Occupancy B:Water Closets: 1 per 25 for first 50Lavatories: 1 per 40 for first 80Drinking Fountain: 1 per 100

Source Cited : 5What are the number of bathroom

[35]

fixtures that you need for your project? What are the % of fixtures needed for being accessible, and % of rooms that need accessible bathrooms (for ex. in hotels and other public situations)? Look for requirement of changing baby station in public bathrooms. Look into the Unisex, or bathrooms for all. Use diagrams as appropriate.The Link:Water Closets: Male: 4Female: 5 Lavatories: 4Drinking Fountains: 1

Source Cited : 5

Fixture Accessibility:Bathrooms: At least one type of fixture element should be accessible in each toilet room, or with single user toilet facilities, 5% or one per cluster of single user facilities needs to be accessible

Drinking fountains: 50% need to be accessible

Source: 4, page 203, 204

Accessibility

What does clear floor space mean?

ADA requires 60” diameter turning circle that is uninterrupted by protruding objects or fixtures.

Source Cited : 3

What is the Required clear floor space needed for door swings:

What are the Front approaches-Pull side & Push side dimensions?Pull Side : 18” min Push Side : 12” min

Source Cited : 3

What are the Hinge side approaches-Pull side & Push side?

Pull Side : 36”-42” Push Side : 54-60”


What are the Latch side approaches- Pull side & Push side?

Pull Side : 24” x 48” Push Side : 24 x 42”


What are the requirements for protruding objects? Give an example of a few of these objects.

4” max -Trash Receptacle-Drinking fountain-Door pull


What is the clear floor space for a lavatory (height)?

Clear floor space: 30” x 48”dKnee space: 8” MinToe space: 6” maxDepth of lavatory: 17” minHeight of Lavatory: 34” max


What are the different requirements for water closet clear floor space (height)? What is the min. center line dimension to a wall?

Wall to centerline of toilet: 18”Clear floor space: 60”w x 56”d


[36]

Sources Cited

1. Allen, Edward, and Joseph Iano. The architect’s studio companion rules of thumb for preliminary design. 3rd ed. New York: Wiley, 2002.

2. “Planning and Development .” City of Eugene . www.eugene-or.gov (accessed January 28, 2012).

3. Harmon, Sharon Koomen, and Katherine E. Kennon. The codes guidebook for interiors. 4th ed. Hoboken, NJ: John Wiley & Sons, 2008.

4. Ching, Frank, and Steven R. Winkel. Building codes illustrated: a guide to understanding the 2000 international building code. Hoboken, NJ: John Wiley, 2003.

5. “INTERNATIONAL CODE COUNCIL.” INTERNATIONAL CODE COUNCIL. http://publicecodes.citation.com (accessed January 28, 2012).

6. McMorrough, Julia. Materials, structures, and standards: all the details architects need to know but can never find. Gloucester, Mass.: Rockport Publishers, 2006.

[38]

PART III.

Final Program

short program

[39]

Name of Space Qty. Occupancy Sq Ft. Adjacencies Lighting

CO

MM

UN

ITY Entry Vestibule 1 1-20 400 Lobby, information desk Daylight, electric light

Lobby 1 150 1,711 Theater entry, cafe Daylight, electric light

Front Desk 1 2 150 Lobby, entry vestibule Daylight

Cafe + Lounge 1 125 1,235 Theater, lobby Daylight, electric light

DA

NC

E +

TH

EA

TE

R Large Studio 1 40 1,463 Lobby, studios Daylight, electric light

Small Studio 2 15 550 Large studio, theater Daylight, electric light

Costume Lab 1 30 815 Theater, lockers, wc Daylight, electric light

“Black Box” 1 250 seated 4,075 WC, lobby, entry Theater lights, electric

Niche 8 1-2 15 Theater, lobby, classrooms Electric light

MU

SIC

Band Room 1 60 seated 1,060 Theater, sm music rms Daylight, electric

Recording Lab 1 5-8 350 Band Room, lounge Electric light

Small Practice 1 15 275 Lounge, recording lab Electric light

Digital Music Lab 1 5-20 400 Lounge, WC, band room Electric light

LE

AR

N Digital Media Room 1 20 550 Homework Lab Electric light

Homework Lab 1 50 950 Digital media room Electric light

Teaching Kitchen 1 30 850 Lounge, WC, cafe Electric light

AD

MIN

IST

RA

TIO

N Girls Locker Room 1 60 810 Boys locker room Electric light

Boys Locker Room 1 50 735 Girls locker room Electric light

Administrative Office 1 20 415 Conference room, kitchenette Electric light

Conference Room 1 20 500 Administrative office Electric light

Kitchenette 1 1-5 100 Administrative office Electric light

SE

RV

ICE

S

Bathrooms 6 1 75 Theater, office, classrooms Electric light

Elevator 1 1-5 70 Entry, lobby, cafe Electric light

Front Stair 1 30 270 Entry, lobby, cafe Electric light

Egress Stair 1 50 600 Recording lab, homework lab Electric light

Storage 4 2-5 545 total Misc. Electric light

Mechanical 2 n/a 250 Entry stair, egress stair n/a

Circulation 23% - 4,765

TO

TA

LS Total Occupancy 1054-1100

Net Total Sq. Footage 25,264

Gross Available SF 29,095

Building Footprint SF 24,025

short program

[40]

program adjacenciesdiagrammatic program

[41]

DANCE

LOUNGECAFE KIOSK

TEACHING KITCHEN

STUDIOS

LOCKER ROOMS

MULTIPURPOSE

RECORDING ROOMS

COSTUME SHOP

GREEN ROOM

STUDY SPACES

CLASSROOM

COLLABORATION ROOMS

THEATERMUSIC

COMMUNITY

LOBBY

EDUCATION

DIAGRAMMATIC PROGRAM

program adjacenciesdiagrammatic program

[42]

C. Long Program

[Entry Vestibule] Qty. 1Occupancy:1-20

SQ. Footage:400SF

Adjacency: Lobby,entrytotheater,informationdesk

Daylight/Electric:Daylight,tasklighting

Main Activities:Transitionspacemeanttoaddlevelofsafetyforaccesstobuilding

Design Mood:Shouldfeelsecure(duetolocation),welcoming/invitingdrawingpeople

intothebuilding,flexibleandopen.

FF&E: Openforcirculation,donornamesengravedintointeriorwallofvestibule,

benchesforwaiting.

[Lobby Space] Qty. 1Occupancy:150,variesontimeofday

SQ. Footage:1,711SF

Adjacency: Theaterentry,informationdesk,cafeandseating


Main Activities:Usedastransitionspace,flexibleuseforreceptionsandintermissions

Design Mood:Welcoming/invitingdrawingpeopleintothebuilding,flexibleandopen.

Lotsoflightandaccentsofcolortodirectpeopleintospaces.

FF&E: Flexibleandmoveableseating

[Front Desk] Qty. 1Occupancy:2

SQ. Footage:150SF

Adjacency: Theaterentry,informationdesk,dancestudios


Main Activities:Kidscometocheckin,waitforparents,visitorsgetinformation

Design Mood:Focalpointtohelpwithwayfinding,industrial,repurposedmaterials

FF&E: Deskforemployees,shelvingfor“cubby”spaceforkids’possessions,taskchair,

filingstorage,computersystem,moveablechairsforwaiting.

[43]

[Cafe and Lounge] Qty. 1Occupancy:125

SQ. Footage:1,235

Adjacency:Entryvestibule,lobby,academicwing,mainstair

Daylight/Electric:Task,ambient

Main Activities:Foodprep,drinkprep,service,userssittingandeatinginlounge.

Design Mood:Colorfulandvibrantstringasaceilingelementtocreateafocalpointin

thelounge

areaanddrawpeoplein.

FF&E: Register,espressomachine,blenders,counterspace,icemachine,refrigerator,

menus

[Lounge + Informal Performance] Qty. 3Occupancy: 50Standing+sitting

SQ. Footage:520SF

Adjacency:Smalldancestudio,teachingkitchen,musicpracticerooms

Daylight/Electric:Ambientelectriclight

Main Activities:Sitting,conversation,informalperformanceandpracticespace

Design Mood:Spacesstandoutincontrasttothesurroundingmaterialstocreatefocal

point,loudatmospherewithsoftermaterialstoabsorbsound.Spaceseenasoneunit.

FF&E: Stadiumseating,loungeseatingremovabletousefloorspace.

[Large Studio] Qty. 1Occupancy:40standing

SQ. Footage:1,463SF

Adjacency: Lobby,informationdesk,smallstudios,lounge,theater,bathrooms

Daylight/Electric:Daylight,ambient

Main Activities:Danceclassesforlargergroups

Design Mood:Shouldpromoteactivityandenergy,simplecolorschemewithcolorful

ceilingelements

FF&E:Removablemarleyfloorforflexibility,stereoandsoundequipment,acoustical

treatmentforsound

[44]

[Small Studio] Qty. 2Occupancy:15standing

SQ. Footage:550SF

Adjacency: Lounge,bathrooms,theater,largestudio


Main Activities:Danceclassesforsmallgroups

Design Mood:Shouldpromoteactivityandenergy,thisstudioshouldfeelmore

intimate,simplecolorschemewithcolorfulceilingelements

FF&E:Removablemarleyfloorforflexibility,stereoandsoundequipment,acoustical

treatmentforsound

[Costume Lab] Qty. 1Occupancy:30

SQ. Footage:815SF

Adjacency: Bathrooms,theater,lockers,largemusicroom


Main Activities:Roomforcreativityandcostumedesignandconstruction.

Design Mood:Shouldpromoteactivityandenergy,kidsshouldfeelfreetobeinventive

andexpressive.Roomshouldpromotecollaboration.

FF&E:Fullwritablewall,storageforfabricandsewingsupplies,tableswithsewing

machinesandworkstations,tasklightingisimportantinthisroom.

[“Black Box”] Qty. 1Occupancy:250,seated

SQ. Footage:4,075SF

Adjacency:Lounge,CafeKiosk,bathrooms,studios,lockers,storage,costumelab,

musicrooms

Daylight/Electric:Ambient,Stagelightingwithtensiongrid

Main Activities:Musicalanddanceshowcases,performances,largeactivitiesand

games,teambuilding

Design Mood:Shouldpromoteactivityandenergyandshouldbeabletobringfocusto

thestagewhenneeded.Spaceshouldreflecttheflexibilityofactivitythattakesplace.

Materialsshouldbeneutralandmostlyblack,abletobepaintedoverorchanged

frequently.

FF&E: Soundequipment,stageequipment,curtains,flexible/removableseatingforupto

[45]

250,acousticalceilingandwalltreatment.

[Niches] Qty. 8Occupancy:1-2,seated

SQ. Footage:15SF

Adjacency:Lounge,CafeKiosk,bathrooms,studios,lockers,storage,costumelab,

musicrooms

Daylight/Electric:Ambient,moodlighting

Main Activities:Sitting,studying,conversationwithothers

Design Mood:Smallandfunspacesthatbreakdownscaleofspaceandcreate

interactioninamoreintimatelevel.

FF&E: Upholsteredcushionsforinsideofniche,brightandcolorfulpaint

[Large Band Room] Qty. 1Occupancy:60seated

SQ. Footage:1,060SF

Adjacency:Theater,costumelab,digitalmusiclab

Daylight/Electric:Daylight,ambientlighting

Main Activities:Practicespaceforlargeensembles,usedbybothTheLinkandUmbrella

Arts

Design Mood:Simpleandopenspaceforflexibility,largetallceilingstoletalotoflight

in.

FF&E: Removablestadiumplatformsforseats,stackableseats,piano,builtin“cubby”

spaceforbelongings

[Recording Lab] Qty. 1Occupancy:5-8

SQ. Footage:350SF

Adjacency:Lounge,smallpracticerooms,homeworklab

Daylight/Electric:Ambient,tasklighting

Main Activities:Smallgroupsrecordingsongsandmusicwithinstrumentsand

equipment

Design Mood:Interactiveandcollaborativeenvironment,lotsofnoiseanduseof

acousticsmaterials.

FF&E: Recordingsystem,soundbooth,desk,taskchair,severalmoveablechairs,simple

[46]

materialspalette.

[Small Practice Room] Qty. 1Occupancy:15

SQ. Footage:275SF

Adjacency:Lounge,largebandroom,recordinglab,theater


Main Activities:Employeeworkingwithandteachingkidstouseinstruments,

Design Mood:Interactiveandcollaborativeenvironment,lotsofnoiseanduseof

acousticmaterials.

FF&E: Stackablechairsforflexibleseatingarrangements,wallhooksforinstrumentsto

hang,“cubby”spaceforkidstostorebelongings

[Digital Music Lab] Qty. 1Occupancy:5-20

SQ. Footage:400SF

Adjacency:Lounge,smallpracticeroom,lounge,largebandroom

Daylight/Electric:Ambient

Main Activities:Playingdigitalinstruments(i.e.GuitarHero,Wii)

FF&E: Projector,largescreenorblankwall,beanbagchairs,“cubby”spaceand

storage

[Digital Media Room] Qty. 1Occupancy:20

SQ. Footage:550SF

Adjacency:HomeworkLab,teachingkitchen,lounge,bathrooms,theater


Main Activities:Kidscancomeinandcheckoutcomputers,surftheinternet,project

moviesontowall,useasstudyspace

FF&E: Beanbagchairs,tablesandchairsforworkspace,wallstorage,projector

[Homework Lab] Qty. 1Occupancy:50seated

SQ. Footage:950SF

Adjacency:Bathroom,lounge,digitalmediaroom

[47]

Daylight/Electric:Task,ambientlighting

Main Activities:Thisiswherestudentswillcomeduringasettimetoworkwithtutorsand

mentorsontheirschoolwork,andalsowheretheydeveloplifeskills.

Design Mood:Shouldbecolorfulandlivelytopromoteenthusiasmandmotivation.

Seatingandtablesshouldbeflexibleforvarioustypesofuse.

FF&E: Flexibleseatingandtables,desksandtaskchairsformentors.Projectorand

screen.

[Teaching Kitchen] Qty. 1Occupancy:30

SQ. Footage:850SF

Adjacency:Lounge,theater,digitalmediaroom

Daylight/Electric:Task,ambientlighting

Main Activities:Thisspaceisusedforeducationallessonsaswellastheresourceroom

formealprepfortheprogram.

Design Mood:Clean,simplematerialsandlighting,collaborativeenvironment,teaching

counterasfocalpointinroom

FF&E: Severalkitchenareasforstudentstoworkingroups,largecommercial

refrigerators

[Locker Rooms] Qty. 2 (Girls + Boys)Occupancy:60,50

SQ. Footage:810,735SF

Adjacency:Office,conferenceroom

Daylight/Electric:Ambient

Main Activities:Storingbelongings,changingin/outofclothes

Design Mood:Calmandquietatmosphere,lowerlightingsetting

FF&E: Lockers,benches,mirrors,trashreceptacles,outlets,loungeseating

[Office] Qty. 1Occupancy:1-20

SQ. Footage:415SF

Adjacency:Lobby,Kitchenette,Conferenceroom,storage

Daylight/Electric:Task,ambient,daylight

[48]

Main Activities:Administration,directorsusethisspaceforbackgroundworkand

information

Design Mood:Theofficeshouldfeellikeanopenandcollaborativeenvironment

throughuseofcolorandspatiallayout.Thisisaplacethatemployeescancometo

takeabreakandberemovedfromactivity.

FF&E:Desks,taskchairs,storage,computers,loungeseating.

[Conference Room] Qty. 1Occupancy:20seated

SQ. Footage:500SF

Adjacency:Office,kitchenette

Daylight/Electric:Ambient,fluorescentceilingmountedlights

Main Activities:Meetings,gatherings,presentations,

FF&E:Largeconferencetable,20moveableflexiblechairs,screen,AVhookup,outlets,

osbplywoodtable,simplefurniture

[Kitchenette] Qty. 1Occupancy:1-5

SQ. Footage:100SF

Adjacency:Office,conferenceroom

Daylight/Electric:Task,fluorescentrecessedcanlighting

Main Activities:Prepare/heatupfood,storefood/meals

FF&E:Counterspace,fridge,microwave

[Bathrooms] Qty. 6Occupancy:1

SQ. Footage:75SF

Adjacency:Lounge,studios,theater,office,classrooms

Daylight/Electric:Ambient,task

Main Activities:Service

FF&E: Stalls,waterclosets,sinks,handdryers,bench,outlets

[Elevator] Qty. 1Occupancy:1-5

SQ. Footage:70SF

Adjacency:Lobby,cafeandlounge,theater

[49]

Daylight/Electric:Ambient.general

lighting

Main Activities:ADAaccessibility

FF&E:Rubbertilefloor,metalscreenson

wall,handrail

[Entry Stair] Qty. 1

Occupancy:30

SQ. Footage:540SF

Adjacency:Lobby,theater,cafeand

lounge,entryvestibule

Daylight/Electric:Ambient,focallighting

Main Activities:Servicetogettosecond

floor

FF&E: Concretestairswithmisc.objects

andtrinketsembeddedintread.Metal

stringerspowdercoatedwithmetalrailing.

Wallcoveredwithreusedspraypaintcans.

[Egress Stair] Qty. 1

Occupancy:30

SQ. Footage:600SF

Adjacency:Musicrecordingroom,

homeworklab,theater

Daylight/Electric:Ambient,emergency

lights

Main Activities:Service,fireegress

FF&E: Concrete stairs with metal stringers.

[Equipment Storage] Qty. 4Occupancy:2standing

SQ. Footage:545TotalSF

Adjacency:Studios,musicrooms,

classrooms,cafe

Daylight/Electric:Task,recessedcan

lighting

Main Activities:Storeallinstruments,needs

easyaccessibility,foodstorage,theater

equipment

FF&E:Openspaceandshelvingfor

organizing

[Mechanical] Qty. 2

Occupancy:2

SQ. Footage:250SF

Adjacency:Entrystair,egressstair

Daylight/Electric:Tasklighting

Main Activities:Service,mechanical

FF&E: n/a:housesHVACunits

[Circulation] Qty. n/a

Occupancy:n/a

SQ. Footage:4,765SF

Adjacency:Maincirculation

Daylight/Electric:Ambientlighting,ceiling

mountedpendants

Main Activities:Service,walking,transition

space

FF&E: n/a:housesHVACunits

[50]

Name : Rebecca JohnsonUser : High School SeniorFemale| 17

Q: How did you hear about The Link?A:Myteachersaretheonesthattoldme.Ya,theystartedtellingusatschoolabouthowthiswasgoingtostartupsoon.AfewfriendsandIthoughtwecouldatleastcomecheckitoutonce,andifitwaslame..thenwewouldn’tcomeback.Wehavebeenhopingthatitwouldbecoolthough,becausesometimeswejustgetsickofstayingathomeanddoingnothingbutwatchTVandcheckFacebook.Q: What have you liked the most about this program so far?A:AfewpeopleIknowareintodance,andIhavebeenwantingtotryitoutbutit’sreallyexpensivetojoinastudiohereintown.We’llspendaboutanhourlearningnewchoreographyinthedance studios,whichisreallyfun.Ialsoreallylikethattheygiveustimetoworkonhomeworkandgetitoutoftheway.Thereisoneladywhosupervisesusandshestartedhelpingmeplanforcollegeandfigureoutapplicationprocessesforeachschool,shewasreallynice-Iikedher.Q: How much do you interact with the younger kids?A:Wedon’tevenreallyseethemmuch.Theykeepusprettyseparatedbecausewehaveourownspacestoworkin.MyfriendsandIwerehangingoutintheloungeearlierthough,andabunchofmiddleschoolkidswererunningaround,soIguessthat’swhereweseetheyoungerkidsthemost.WhichI’mgladwedon’thavetobeinthesamespacesasthem.

Name : David ReynoldsUser : After School In-structorMale | 24

Q: What do your regular activities look like while at work?A:IhaveafulltimejobthatisduringthedayandIjustcomestraighthereafterwards.OurofficeandloungeareahavebeenveryusefulformebecauseIneedafewminutestogetsettledandplacemybelongingssomewhere.ForthedaysIdecidetobringfood,I’mabletokeepitinthefridgeoverinthekitchenette.ItypicallypreparemylessonsaweekearlysowhenIgettoworkeachdayIjusthavetolookitovertoseewhatI’mdoing.Ourdaysalternate.Todaywearemeetingthekidsinoneofthelargerstudios-Ihaveages11to14inmine,workingonbreak-dancing.Afterthat,Iwillmeetwithsmallergroupsofkidsinourstudyroomstogooverhomeworkortutorthosewhoneedit.Wetrytocreateavarietyofgroupsizestomeetdifferentsocialneedsofthekids.Ourdayusuallyendswithafewofthemultipurposespacesopeningupforactivitiesandgamesforthekidstodountiltheygohome.Q: Are the kids separated by age? A:Ya,mycoworkersandIeachhaveanagegroupthatweworkwith,andduringtheweekwealternatewhogetswhatsizespace.Theonlytimeallthekidswillinteractwitheachotherisduringfreetimeattheend.Q: What has been the most useful space for this facility?A:Iwouldsaythemulti-purposeroomshavebeengreatforourprogram.Itallowsustoholdeventsforthekidslikemovienights,largegameactivities,etc.Also,whenthespacesarenotbeingusedforthekids,wehavebeenabletousethespacesforbanquetsorothergatherings.

user scenarios

[51]

Name : Jacob Stanley User : Middle School, 6th grade Male | 12

Jacob is a very sweet but difficult boy to work with. He comes from a single parent home who works full time trying to support Jacob and his sister. Before The Link opened up, Jacob would sometimes get stuck at school late in the afternoon until his mom would be able to pick him up, and on days when that didn’t happen he would go to a friends house. Jacob had too much time on his hands and became curious about his friends older brothers drugs and began getting in trouble and making poor decisions. He has always been interested in playing the guitar but his mom has never been able to afford all the equipment so as soon as Jacob found out about the music program he became very interested in going. He really works best in the environments that are designed for smaller amounts of people like the practice rooms and study rooms. In those smaller environments he is able to get the attention he needs and can work closely with the mentors. Jacob has already shown growth and change in his behavior and it’s clearly visible he enjoys being around people who are interested in his life.

Name : Mary WeaverUser : ParentFemale | 47

Mary is a middle school parent from South Eugene who has a work schedule that varies each day. There are weeks where she is unsure of what time she is able to leave work and go home. Mary has been really wishing for a program like The Link because her daughter is unsupervised after school until Mary is able to get home from work. She appreciates that the program not only provides activities and encourages the kids to learn a new talent, but that it provides a space and setting to learn and grow personally and academically. Her daughter is able to work with mentors which is really great because she looks up to people who are older than her. Now that her daughter attends The Link regularly, Mary is able to swing by the building on her way home and pick up her daughter. Since her schedule is uncertain at times, she will arrive before a study session is over and will need to wait around. On days where the program ends with dance and music activity, Mary is able to watch the end of the session through the viewing windows into the studio. The lounge has been a great place for Mary to sit and read and sometimes grab a cup of coffee while she waits for her daughter to finish. She also doesn’t mind waiting in the lounge because it give her an opportunity to connect and chat with other parents that are waiting.

user scenarios

[52]

PART IV.

Reference Archive

[53]

FULL BIBLIOGRAPHY

After School ProgramsAfter School All-Stars. “Factoids: Facts about After school Programs & At Risk Youth.” 2011. Web, Oct. 2011. http://www.afterschoolallstars.org/site/pp.asp?c=enJJKMNpFmG&b=854685

Corvino, Trenton (Direct Contact). Portland Tennis & Education Program. “PAST&E Program Goals.” 2011. Web, Oct. 2011. http://pastande.org/

“Issue Briefs.” Afterschool Alliance. 2009. Digital. Web Nov. 26, 2011.http://www.afterschoolalliance.org/

Hirsh, J. Barton. A Place to Call Home: After School Programs for Urban Youth. Published Feb. 2005. Pgs 1-165, Print.

Dance and Music

“Trying to Address a Growing Youth-At-Risk Problem.” Americans for the Arts. Pgs 1-16. Digital Print. <http://www.americansforthearts.org/NAPD/files/9209/Arts%20Programs%20for%20Youth%20At-Risk_Pamphlet.pdf>

“After School Programs.” Inner-City Arts. Web. 2011http://www.inner-cityarts.org/what-we-do-programs-after-school.php

American Dance Therapy Association. “About Dance/Movement Therapy,” 2009. Web, Oct. 2011. http://www.adta.org/Default.aspx?pageId=378213

Hancock Center for Dance|Movement Therapy. “About Dance/Movement Therapy.” 2011. Web, Nov. 2011 http://hancockcenter.net/index.php?page=about-dance-movement-therapy

Goodill, Sherry. “The Healing Power of Dance.” Art Works. May 3,2011. Web, Nov. 2011. http://www.arts.gov/artworks/?p=6871#more-6871

Buildings

Brand, Stewart. How buildings learn: What happens after they’re built. New York: Penguin Books. 1995.

De Chiara, J., Panero, J., & Zelnik, M. Time-saver standards for interior design and space planning. New York: McGraw-Hill. 2001

Harmon, S. K. & Kennon, K. E. The codes guidebook for interiors. Illinois: International Code Council. 2008

[54]

Interview List

Tim Sinatra - Director of Salem Boys and Girls Club[Tim is the director for several clubs in Oregon and has a lot of knowledge of how the program runs and the important issues of spatial needs and logistics.]

Perry Williams - High school student and dancer[The most important user to interview is a high school student because it is the age category that is the toughest to please and get involvement from.] -If there were a place you and your friends could go to after school, what would you like to see there? -What are your main means of transportation? -How do you balance your social life with dance, homework, and family? -What would deter you from going to an after school program?

Trenton Corvino - Mentor and Employee at Portland Afterschool Tennis & Education[Trenton is a teacher and mentor at this program and it would be useful to see how they managed to turn a big warehouse into the facility they needed.] -How can the spaces better suit the needs for the academic and tutoring portion? -What is the most utilized space in the building for faculty? Students? -What are the some of the kids’ favorite spaces?

Susan Goes - Director of CT Play at The Cottage Theater[They offer a theater summer camp for young kids but only during the summer. They recently added new construction to create new spaces that they were lacking.]

[55]

With Tim Sinatra fromSalem Boys and Girls Club- Can you talk about the difference between age groups and their needs spatially?... how segregated should the spaces be for the various ages (my program is 5-18). 6-9, 10-12, 13-15..16-18.. three groups.. little kids-focus on eye level, whats in the environment…environment conducive to activity.. experiential learning.. -What are the security issues that need to be addressed with high school students? Cool issue.. separate entrance is preferred… security issue-want to keep older kids away from -How does the program provide resources and availability during off-hours(weekends/no school days)? Non-profit renting spaces..-What is the most utilized space in the building for faculty?.... Students?-What is your building currently lacking(dream big)?the verizon connect center:communication career fields…communications to teach..academy theme(sustainable energy/culinary theme).. -The music/recording room.. Is it working well? What could make it better? How many kids use it in a day? 30-35 lessons… sound booths, 4-5 studios for different purposes… vocals/editing/drums-What are some important elements/qualities to consider spatially for the educational classrooms?(Dealing with different ages... how should they be different...etc) see above.. walls to write on… to come alive.. create interaction.. -Could you see any benefits of having some sort of lounge/café in a central part of the building? How successful is the café at “the Club?”Teach heathy eating… very social thing to do.. -do you think it is crucial to have a kitchen and provide meals(I currently do not have a kitchen/mean setup for

the daily routine)? Need a kitchen for sure!!(food gets outsourced)…make it a teaching/demonstration kitchen.

Notes from Susan Goes @ CT PlayFirst camp is ages 5-8, takes place in childrens workshop and rehearsal hall -informal demonstration at the end of camp in the theater-full dance floor and mirrors with curtains-extra space for furniture to sit down and watch, -piano-half day morning camp-sit in the auditorium first to get oriented-snack break mid way through

Second camp ages 9-14, performance camp-reading the kids for performance, melodrama-teaching/formal/dance tech/vocal tech/rehearsal/costume fittings/line read through-one group uses the theater for singing technique

wish list--space works well since it is a short term camp-rehearsal hall-to make it a second performance space but more informal

Theater space-need to think about where the actors get ready if you have a black box theater-should have separate bathrooms for actors and audience-create some sort of space for cast members to hang out/wait while not on stage-Think about enough clearance for lighting and need to create an elevated space for the light tech platform for controls-spring boards in dance floor-2 adults per 10 students… look up adult to kid ratio

Full Interview

[56]

A. Topical Research Information

“Trying to Address a Growing Youth-At-Risk Problem.” Americans for the Arts. Digital Print.

This article specifically looks at the use of creative arts and the social and academic impact they can have on the youth in communities. It suggests that art is “a powerful crime preventive tool,” that “attracts and engages even the toughest kids.” The article continues to address the doubt that people have regarding how effective art really is in children’s lives. Kids who have something like the arts to put their time and energy into, grow to feel like they are part of a larger picture and see their potential. The information is pertinent to the design proposal because it looks at the success in lives of delinquent youth. The proposed site is located downtown Eugene where a lot of troubled youth hang out and get themselves into trouble. Looking at this article for ways to address the growing issue of where kids go and what they do after 3pm will help develop the unique focus The Link has on music and dance.

Hirsh, J. Barton. “A Place to Call Home: After School Programs for Urban Youth.” Print.

This book investigates the debate regarding the format of after school programs. Some say that an after school program should be more intense and rigid, making the focus about academics and success, however this writer precedes to explain that students grow when they feel connected to a community, and ultimately feel like they are part of a “second family.” Barton gives evidence that there are greater chances of success in the lives of these kids when the core focus isn’t academics and school. He conducted studies and gathered information about The Boys and Girls Club organization to see how successful their program is and what they are doing to get there. It’s important to have an understanding of other after school programs that implemented and successful in their communities. This book will give me insight on how to shape my other spaces in the program involved physical activity, tutoring and mentoring.

“Issue Briefs” Afterschool Alliance. 2009. Digital

The Afterschool Alliance is a nation wide organization that is dedicated to raising awareness regarding the need for after school programs. “The Afterschool Alliance is working to ensure that all children have access to affordable, quality after school programs. Afterschool programs are critical to children and families today, yet the need for programs is far from being met.” The organization provides data from research that has been done in 2005 and 2009. The “Issue Briefs” page discusses topics surrounding the need for after school programs. There is a section devoted to the correlation between after school programs and success in school, explaining the various reasons why it has such a large impact on the lives of the youth. Studies have shown that students who have a program to be involved in, improved their social and communication skills, and decreased their behavioral problems. The website also gives pertinent data regarding the state of Oregon which clearly demonstrates the lack of support and the large need for after school programs to be implemented.

[57]

B. Design Case-Study Research

[Music]SubCat StudiosSyracuse, New York | 2011Fiedler Marciano Architecture, LLPProject Area: 18,300 SF

Royal Welsh College of Music & DramaCardiff, Wales | 2011BFLS ArchitectsProject Area: 4,400 SM

[Performing Arts/Dance]Williams College‘62 Center for Theater and Dance | 2008Williamstown, MassachusettsWilliam Rawn Associates, Architects Inc. Project Area: 126,000 SF

Young Centre for the Performing ArtsToronto, Ontario, Canada | 2006Kuwabara Payne McKenna Blumberg ArchitectsProject Area: 44,000 SF

Houston Ballet Center for DanceHouston, Texas | 2010GenslerProject Area: 115,000 SF

[After School Program]Portland Afterschool Tennis and EducationPortland, Oregon

[58]

http://www.archdaily.com/154884/subcat-studios-fiedler-marciano-architecture-llp/

subcat studios

[59]

http://www.dezeen.com/2011/10/29/royal-welsh-college-of-music-and-drama-by-bfls/

royal welsh college of music and drama

[60]

http://archrecord.construction.com/projects/bts/archives/perform/06_62Center/

williams college

[61]

http://www.archdaily.com/142776/young-centre-for-the-performing-arts-kpmb-architects/

young centre for the performing arts

[62]

PART V.

Design Archive

[63]

Week 6 : Initial Parti Investigations

[64]


[65]


[66]


[67]

Week 6 : Midterm Review - 3 Schemes

[68]


[69]


[70]


[71]


Review 1: Erin Cunningham-Don’t isolate entry or bottleneck it-Further develop the inner core of the building where the theater is-Think about ways to create space without using solid walls or partitions and how each space blends into the adjacent room/space-There needs to be a very clear logic and legitimate reason for having a second floor and what goes in it. -Think about making the costume shop an exciting place to look into rather than tucking it back into the dark corner of the building.-Suggested making a lighting model to mock up daylight conditions

Review 2: Allison Hirzel-What am I trying to showcase? -Think about the purpose of this place and what you are trying to show-Pay attention/think about the spatial layout and push barriers, break boundaries and limits with space-How does this project/building reach out to the community?Building Scheme 3:-Weird location for office… walk straight into building and see a blank wall… think about views from the street and entry. -Consider combining scheme 1 and 3… idea of theater taken and put in scheme 3

-Make second floor full strip rather than squares… too impractical and choppy-Think about levels of permeability, similar to scheme 2-Look up the contemporary art academy in Boston.

1. Is/Was my work clear?-Diagrams are abstract but were easy to understand and read-Models begin to lose translation and are confusing. They need to be able to represent the spaces but still be somewhat simple-2nd floor drawings are very confusing and not well thought out-Program diagram needs to change -I try to make big moves in my plan with the theater or other spaces but then ruin the moment by putting an office in the way or by making the entry bottleneck into the larger space

[72]

Charrette from February 24th, 2012 Reflection notes + ideas 1. Perspective A [Second Level including stairs] The intention of this perspective was to show how the design intersects and relates with the existing structure. Once a person arrives at the top of the stairs, they will have a visual connection to the first floor through the existing truss structure. Rather than trying to conceal the truss, this way calls attention to it and uses it as a gateway for viewing. This perspective was successful in showing the relationship to the existing building structure and shows a hint of playfulness, but it doesn’t convey the desired openness I was going for. This feels very boxed and compartmentalized, and I would rather it feel open and inviting. 2. Perspective B [Exterior view looking into dance/lounge area] As I was imagining how people would approach this building, I had this idea that people would get a glimpse of the activities and excitement taking place inside as they approach the main entry. In the perspective, there is a portion of a wall that is visible and is called out with color. This is the main theater/multipurpose space that is meant to be a focal point in the building. The intention is that it will grab the attention of those on the street. This perspective could have been more successful in showing “excitement” or busyness inside. It could have framed the theater space more rather than only giving a glimpse. 3. Perspective C [Lounge looking into theater space] The lounge is a space that should feel busy, somewhat loud and conversation friendly. Lots of interaction and movement should be happening in this space and the design intention is to echo that level of activity. This space should feel open and large, yet create an intimate and comfortable feeling. I imagine this space to be occupied by all ages between 5-18 in addition to staff and parents. The materials and atmosphere should feel exciting and bright but cater to multiple ages. This space could play with light more and look at the other adjacent spaces and how they interact. Overall the colors and materials chosen were meant to convey the idea that this place is fun and enjoyable and playful and facilitates interaction and activity.

Week 7 : Materials + Atmosphere Charrette

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Week 7 : Materials + Atmosphere Charrette

[74]

Week 8 : 3/4 Review - 2 Schemes

[75]

Week 8 : 3/4 Review - 2 Schemes

[76]

Week 9 : Scheme Development

[77]

Week 10 : [Term 1] Final Review - 2 Schemes

[78]


[79]


[80]


[81]


[82]

Melissa GambinoComp Studio : Spring TermA. SnyderSpring Term Charrette : One Scheme + One Parti

[1] Pro’s and Con’s

[2] The most critical issue I need to consider for moving forward is how each scheme currently addresses the existing roof structure and how it can better relate and how easy that change will be to make. My build-ing has a complex roof system and contains a lot of potential. The other issue I need to consider while moving forwards is how well the design benefits the children using the spaces. They need to facilitate collabo-ration and community between the children and staff.

[3] CHOSEN SCHEME : #1 “WRAPPING THE CORE”

Scheme 1 - Wrapping the Core

PRO’S-Building interior stays true to existing conditions with second level. -Language of lounge spaces creates potential for way finding and gives an “identity” to each section of buliding-Openness and ability to remove walls and boundaries allows facilitates a safe and collaborative environment between staff and students-This design has unique spaces that allow me to address the roof struc-ture better. -The design also suits after hours use by the community.

CON’S -Using the existing entry doesn’t make sense, because the location is bad. -Spaces seem smaller and more cramped in this design, and will need to be re-worked.. some spaces may need to be compromised-This design doesn’t have some of the components of the second scheme like the dance hall arrangment and informal performance space

SCOREa. Use of building site [5]b. Ease of fulfilling the program [6]c. Attention to social issues and thesis [8]d. Challenging and interesting design [8]TOTAL = [27]

Scheme 2 -

PRO’S-Entry vesitibule pulls people in from street and also provides extra saftey barrier for childiren-Using space differently by adding a second floor in the front part of the builiding-Has the informal performance space/stadium seating area which offers unique experiences -Spatial organization is clear and easy to navigate, not cluttered-Offers more flexibility with square footage

CON’S -The open connection between the the floors in the theater causes problems for acoustics and also the type of views that will be avail-able. The opening is too small and awkward-Doesn’t relate to roof structure at all, completely covers up the existing trusses and does a diservice to the design -Needs additional egress for front second level. This design has too many egress issues to deal with.

SCOREa. Use of building site [7]b. Ease of fulfilling the program [8]c. Attention to social issues and thesis [7]d. Challenging and interesting design [8]TOTAL = [30]

Week 11 : Charrette - One Scheme

[83]


[84]


[85]

Week 12 : Pin Up

[86]

Week 13 : Charrette - Materials and Lighting

[87]

Week 13 : Charrette - Materials and Lighting

[88]

Term 2 : midterm review in portland

[89]

1 ground floor plan 1/8” = 1’-0”

After School Program for the Performing Arts

entry + lobby : east side

entry + lobby floor plan : west side 1/4” = 1’-0”

concrete maharam maharam bm paint

b b

a

A

upup

2 second floor plan 1/8” = 1’-0”

3 section a: north-south 1/8” = 1’-0”

4 section b: east-west 1/8” = 1’-0”

osb plywood

maharam

bm paint

bm paint

steel

acoustic tileosb plywoodrubber tile recycled rubber

shaw contract

youth lounge and dance studio b : floor plan 1/4” = 1’-0”

hallway looking into classrooms: floor plan 1/4” = 1’ - 0”

music recording experimental room floor plan 1/4” = 1’ - 0”

hallway looking into classrooms

youth lounge and dance studio b

b b

a

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dn

Term 2 : midterm review in portland

[90]

06. 07. 12

final review

[91]

Term 2 : fi nal comprehensive review

[92]

Term 2 : final comprehensive review

[93]


[94]


[95]


[96]


[97]


[98]


[99]


[100]

Term 2 : fi nal comprehensive review

[101]

COMMUNITY SPACE

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[103]

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(e

)c

eil

ing

fr

am

ing

+(1

5’-

6 1

/4”)

6E

XIS

TIN

G N

OR

TH

(B

RO

AD

WA

Y A

VE

.) E

LE

VA

TIO

N

1/

16”

= 1

’-0

”7

EX

IST

ING

WE

ST

(C

HA

RN

EL

TO

N S

T.)

EL

EV

AT

ION

1/

16”

= 1

’-0

”

EX

IST

ING

CO

ND

ITIO

NS

SHAW

-MED

SHAW

-MED

TEN

AN

T SP

AC

E #3

TEN

AN

T SP

AC

E #4

INT

ER

IOR

CO

ND

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EA

ST

/WE

ST

SE

CT

ION

LO

OK

ING

SO

UT

H

1/8

” =

1’-

0”

NO

RT

H/S

OU

TH

SE

CT

ION

LO

OK

ING

EA

ST

1/

8”

= 1

’-0

”

Ja

nu

ar

y 1

5 |

1:3

0p

mJ

an

ua

ry

15

| 4

:30

pm

Ju

ly

15

| 1

:30

pm

Ju

ly

15

| 4

:30

pm

sc

ho

ol

s i

n a

3 m

ile

ra

diu

s

sit

e

EUG

ENE,

ORE

GO

N

1/2

MILE

RA

DIU

S A

ROU

ND

SIT

E

DO

WN

TOW

N B

USI

NES

S D

ISTR

ICT

WILLAMETTE STREET

OLIVE STREET

CHARNLETON STREET

LINCOLN STREET

W. 8

TH A

VEN

UE

W. B

ROAD

WAY

EUG

ENE

PUBL

IC

LIBR

ARY

NEW

LCC

CA

MPU

S

RESI

DEN

TIAL

BL

OCK

RESI

DEN

TIAL

BL

OCK

RESI

DEN

TIAL

BL

OCK

MCD

ON

ALD

THEA

TER

THE

DAC

LTD

MAI

N

STAT

ION

RESI

DEN

TIAL

BL

OCK

W. 1

0TH

AVE

NU

E

W. 1

1TH

AVE

NU

E

LAWRENCE STREET

PRO

XIM

ITY

MA

P

THE

PRO

DU

CER

S PU

BLIC

MA

RKET

BU

ILDIN

G

This

build

ing

was

con

struc

ted

in 1

915

whe

n th

e ci

ty o

f Eug

ene

open

ed it

’s fir

st pu

blic

mar

ket.

The

mar

ket w

as fo

r fa

rm-

ers

and

mer

chan

ts to

se

ll th

eir

loca

l go

ods,

sim

ilar

to

how

th

e Sa

turd

ay

Mar

ket a

nd F

arm

er’s

Mar

ket i

s run

toda

y.

The

deta

ils

of

the

build

ing’

s or

igin

al

arch

itect

ure

was

inf

luen

ced

by I

slam

ic

arch

itect

ure,

with

tall

gran

dios

e op

enin

gs

as e

ntrie

s an

d ca

rvin

gs a

nd ti

le in

lay

on

the

faca

de.

The

struc

ture

of t

he b

uild

ing

is C

MU

bl

ock

with

ap

plie

d co

ncre

te

stucc

o. T

he in

terio

r str

uctu

re o

f the

bui

ld-

ing

is co

mpr

ised

of c

oncr

ete

colu

mns

and

la

rge

timbe

r tru

sses

. La

ter

in 1

960

the

build

ing

was

ren

ovat

ed a

nd s

epar

ated

in

to f

our

tena

nt s

pace

s fo

r re

tail

mer

-ch

ants.

Dur

ing

the

reno

vatio

n, a

ll hi

storic

de

tail

was

dem

olish

ed a

nd re

plac

ed w

ith

a str

eam

lined

mod

erni

st stu

cco

face

. The

bu

ildin

g is

appr

opria

te f

or T

he L

ink

be-

caus

e of

the

lar

ge s

pan

betw

een

the

colu

mn

grid

as

wel

l as

bein

g in

a c

entra

l lo

catio

n of

Dow

ntow

n Eu

gene

.

1SIT

E P

LA

N

1

/32

” =

1’-

0”

2H

IST

OR

IC C

HA

RN

EL

TO

N S

TR

EE

T E

LE

VA

TIO

N

1/16

” =

1’-

0”

3H

IST

OR

IC B

RO

AD

WA

Y A

VE

. E

LE

VA

TIO

N

1/16

” =

1’-

0”

HIS

TO

RIC

AL

PH

OT

O

0’

10’

ro

of

jo

ist

s,

16”

oc

la

rg

e t

imb

er

tr

us

s

co

nc

re

te

co

lu

mn

g

rid

se

co

nd

le

ve

l f

lo

or

an

d c

eil

ing

jo

ist

s

ST

RU

CT

UR

AL

DIA

GR

AM

pip

e c

ol

um

ns

5E

XIS

TIN

G S

EC

ON

D F

LO

OR

PL

AN

1/

16”

= 1

’-0

”1E

XIS

TIN

G G

RO

UN

D F

LO

OR

PL

AN

1/1

6”

= 1

’-0

”

ad

ja

ce

nt

bu

ild

ing

adjacent building

ad

ja

ce

nt

bu

ild

ing

adjacent building

0’

10’

190

-19

4 W

BR

OA

DW

AY

198

W B

RO

AD

WA

Y17

4 W

BR

OA

DW

AY

156

’-0

”

76

’-0

”3

8’-

0”

37’-4” 40’-0”

155’-0”

115’-10” 39’-0”

38’-5” 39’-0”

38

’-0

”

164

W B

RO

AD

WA

Y

164

b

W B

RO

AD

WA

YC

CC

C

bb

b

aa

b

aa

E

W

N

E

W

N

3E

XIS

TIN

G E

AS

T-W

ES

T S

EC

TIO

N -

A

1/16

” =

1’-

0”

2E

XIS

TIN

G N

OR

TH

-SO

UT

H S

EC

TIO

N -

B

1/16

” =

1’-

0”

bo

tt

om

of

(e

)c

eil

ing

fr

am

ing

+(1

5’-

6 1

/4”)

bo

tt

om

of

(e

)c

eil

ing

fr

am

ing

+(1

5’-

6 1

/4”)

6E

XIS

TIN

G N

OR

TH

(B

RO

AD

WA

Y A

VE

.) E

LE

VA

TIO

N

1/

16”

= 1

’-0

”7

EX

IST

ING

WE

ST

(C

HA

RN

EL

TO

N S

T.)

EL

EV

AT

ION

1/

16”

= 1

’-0

”

EX

IST

ING

CO

ND

ITIO

NS

SHAW

-MED

SHAW

-MED

TEN

AN

T SP

AC

E #3

TEN

AN

T SP

AC

E #4

INT

ER

IOR

CO

ND

ITIO

NS


[104]

06. 07. 12

final comprehensive review

interior architecturethe department of architecture

university of oregon

The Link Afterschool Program for the Performing Arts

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Transcript of The Link Afterschool Program for the Performing Arts