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FINAL PROJECT

FINAL PROJECT. Case Study Paul L Cejas School of Architecture Content Research, Renovation Solutions, Program Designers Alexandra Fernandez, Andrea Moreno, Desiree Vazques.

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FINAL PROJECT

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  1. FINAL PROJECT Case Study Paul L Cejas School of Architecture Content Research, Renovation Solutions, ProgramDesigners Alexandra Fernandez, Andrea Moreno, Desiree Vazques “This extraordinary building will be a landmark on our campus, it’s imaginative, it’s unique and will attract visitors to the university and Miami-Dade County”. -Modesto Maidique

  2. CONTENTSINTRODUCTION1 COVER PAGE 2 TABLE OF CONTENTSPART 1 - RESEARCH 9 PROJECT DETAIL overview, objectives and methods needed resources and deliverables 3 BUILDING IDENTIFICATION background information areas of study 5 USER IDENTIFICATION6 SYSTEM IDENTIFICATION statement of problems statement of successes solutions and goals 12 RESOURCES AND PART 2 - RENOVATION SOLUTIONS 20 RENOVATIONS level 1 level 2 level 3 PART 3 - PROGRAM 13 PROGRAM SHEETS gallery room 140 pin-up room 241 multi-purpose room 240 pin up room 341 17 PROGRAM SPECIFICATIONS REFERENCES23 RESEARCH REFERENCES 24 FIGURE REFERENCES T A B L E O F C O N T E N T S

  3. Building Information Building name Paul L. Cejas School of Architecture Building Designed by Bernard Tschumi Architects and BEA InternationalProject Architect Anne Save de Beaurecueil Design group Over 30 architects, 10 engineers, 1 landscape architect and a couple construction managers Location 11200 SW 8th St., Miami, FL, 33199 Year designed 2000  Year completed 2003 Size 102,000 square-ft Client FIU School of Architecture Total cost $16,000,000.00 Brief SynopsisNot only was the design selected from a competition, but some of the participating designers are affiliated with or part of FIU faculty and staff. The new building had to create an identity and act as a generator, activating spaces as well as defining them (Santana).The Paul Cejas School of Architecture building is compromised of 5 individual buildings interconnected by walkways and bridges which displays the idea of flowing energy. The complex has two linear pre-cast concrete wings, which are intended to evoke a feeling of sobriety. They border an event-oriented courtyard that is activated by exuberantly colored polygonal generators that are clad in bright yellow, orange and red tiles (Santana). The generator on the west side of the complex contains a lecture hall, while the east side generator, which is awaiting the renovation plans, encloses an art gallery(140), reading room(240), and review/crit rooms (241,341). Background Information Areas of study RESEARCH / BUILDING IDENTIFICATION

  4. Areas of StudyThe exuberant generator that encompasses the gallery, multi-purpose room and 2 critique rooms, is currently under study and being funded for renovation. It has three levels, and is clad in bright yellow and light orange tiles. The west façade of each room has a glass wall that extends from floor to ceiling. The west , north and south sides have irregular angles and rectangular glass windows. The spaces for possible renovations that we will be focusing on are: Background Information • 1) GALLERY / Room 140 • large 2 story room • located on the first floor • displays student work produced throughout the school semesters • occasionally holds meetings and exhibitions • visitors, prospective students and guests of students take tours • throughout this space2) MULTI-PURPOSE ROOM / Room 341 • entrance is located on the second floor • interior space extends to the third level • complex space • serves multiple functions • holds meetings, exhibitions, project presentations and “pin-ups” • some classes are even held in this space due to size and lighting. • numerous types of occupants • 3) CRITIQUE ROOMS / Room 240 & 340 • “pin-up rooms” • where students display their semester work per project • work is evaluated by their teachers or third-party panel • students conduct presentations and await criticism from the panel • when pin-ups are not in progress, students use these rooms to do work • individuals use these rooms to minimize interruption • groups use them to work on group projects in isolation Areas of study RESEARCH / BUILDING IDENTIFICATION

  5. Users Occupants that use these spaces are common amongst all three spaces, what varies is the amounts and the time of day. Amount of occupants change because of the function and/or size of the room, while the time of day effects the use of the room due to natural restrictions (e.g. amount of accumulated) heat or typical schedule use of that room per day (e.g. busy during studio there may be a pin-up going on, or A/C is shut off). • 1) GALLERY / Room 140 • used the least amount of times per day • It has occupants that come in to view the work and immediately leave • prospective students along with their families that are participating in a tour • administrative personnel that serve as tour guides • students viewing work on display (whether its their work or a classmates) • any guests of the students as well as outside visitors • teachers viewing student’s work • faculty members 2) MULTI-PURPOSE ROOM / Room 341 • this space is used many time throughout the day • teachers conducting classes • students using the room for meetings or group work • stakeholder meetings • faculty and administrative personnel holding meetings and gatherings • student organization members • any other affiliates having presentations or exhibitions • 3) CRITIQUE ROOMS / Room 240 & 340 • are used by a couple occupants at many times throughout the day • students doing their own personal work • groups of students participating in group work • teachers and classes for critique and evaluation sessions • critique panel may also include other students, faculty and members from other schools RESEARCH / USER IDENTIFICATION

  6. Statement of ProblemsThese three spaces that are considered for renovation pose a number of issues, generally stated as follows: Statement of problems • 1) LIGHTING ISSUES/ artificial & natural • track lighting is uniformly placed as opposed to by area of importance or use • drop down fluorescent lighting is suspended very high from floor • the morning light that comes into east façade of the reading room is very strong and causes a glare, and tends to hurt occupants’ eyes • during sunset, the sunlight shining through the west side facades of all 4 spaces (mainly the crit rooms) is “unbearable” creating an extremely uncomfortable atmosphere.2) TEMPERATURE ISSUES/ HVAC • natural light shining through the glass panes creates a change in temperature • HVAC system is also erratic; sometimes it may be excessively cold or hot • HVAC system is also very loud, and creates a loud or constant noise that causes difficulty when listening to presentations • “At times during the day, it sounds like equipment is banging, or objects are being thrown.”(Rivero) • the AC vent of the 2nd floor crit room is parallel to the reading room vent (its as if it were a shared vent)which allows you to hear what is going on in the reading room • 3) ACOUSTICS • the HVAC system is the main complaint of occupants when it comes to ultimate hearing capabilities, because it produces a loud noise that becomes a distraction • the materiality of the floors and walls creates problems with acoustics • the concrete floors in the gallery and crit rooms are concrete and exemplify the sound of footsteps and shuffling chairs • the majority of complaints accompanied echo problems belong to the reading room, which become an annoyance during presentations (DeLeon) Statement of successes RESEARCH / SYSTEM IDENTIFICATION

  7. 4) OCCUPANT EMOTION & DISPOSITION • occupants have complained that these rooms are very stoic and cold • due to material and color choices • the feeling the majority of students experience in these rooms(mainly the reading room) is said to be “weird”, and even “unemotional” or “empty”(DeLeon, Diaz, Rivero, Nawrocki) • causes crits and pin-ups to feel longer and maybe less interesting5) VIEW OR DIRECTION • the focus in the reading room is said to be “lost” • students have uncertainty when entering the room • during presentations, occupants are confused as where to start • an order of presentations does not exist • furniture seems to be scattered • the irregular wall angles also contribute to a messy, incohesive look • the gallery also seems to be messy, the space planning is not optimized here either6) PIN-UP WALLS / DISPLAY BOARD • All spaces are lacking sufficient pin-up or display area • material is old, becoming ruined • rooms need spaces to display models7) FURNITURE • furniture can be changed to optimize the experience in these spaces • smarter designs or furniture pieces that are multi functional Statement of problems Statement of successes RESEARCH / SYSTEM IDENTIFICATION

  8. Statement of Successes As well as having issues, these spaces have successes or key building features that are conclusive to the architects design intent. These may be architectural features or positive use of natural elements. Statement of problems • 1) LIGHTING • ample amount of existing artificial lighting in critique rooms and reading room • track lighting is close to the perimeter pin-up walls in the critique rooms • the morning light that comes into the spaces from the east façade is plentiful • as well as the light shining through the west facades during sunset. • gallery has clerestory windows • large size and amount of windows2) TEMPERATURE • if heat from over exposure to sunlight is not accounted for, the A/C in each of the rooms is at a decent temperature • when its not compensating in making up for the heat gain, or under performing 3) ACOUSTICS • the carpeting of the floors lessens acoustic problems in the reading room • as well as the non-linear walls • the installation of material of the pin-up walls allows an absorption of sound • the open plenums of all three rooms also help with sound reduction.4) OCCUPANT EMOTION & DISPOSITION • the dynamism of the reading room is evident and can be exemplified, as well as the gallery5) VIEW OR DIRECTION • the size of the gallery may allow a great flow of direction if added panels or walls • the walls of the reading room may allow different areas of focus,6) PIN-UP SPACE/DISPLAY • gallery has a great amount of wall space that can be utilized • existing pin up panels are a good size Statement of successes RESEARCH / SYSTEM IDENTIFICATION

  9. Overview FIU School of Architecture has been awarded a grant to improve these specific interior spaces of the PCA complex. As previously stated, these interior spaces are integrated into one of the two exuberant “generators” that possess a unique identity and role within the PCA complex. The grant should be enough to cover furnishings, finishes and architectural enhancements that will intensify the value of these spaces and attempt to solve certain inefficiencies. Our job as designers will be to develop a sustainable and smart design that could be incorporated into these spaces, while maintaining the integrity of the initial building structure and design intent. Overview Objective Methods RESEARCH / PROJECT DETAIL Needed Resources Objectives and Methods1) Building issues are to be experienced, to gain a better understanding of the resulting complications and how they affect the different types of users. Since these rooms are open and available, personal time should be spent in the over the next weeks to gain personal experience. 2) Research is to be conducted through interviews, for all types of users in these spaces, as well as designers of the building.3) Furniture and substitute materials and their effects should be also researched.4) Construction drawings would be ideal in analyzing the space and the opportunities to change it.5) Building System components learned along the course should be identified: (Bingelli)a) Structural: floors, ceilings, walls, doors, windows, staircases(elevators)b) Thermal Comfort: HVAC, system components (vents, fans, ducts) Heat transfer, temperature qualities/irregularities c) Acoustics: materials, absorption, noise reduction, sound transmission, open plenum, white noise, AC bufferingd) Lighting: maximizing or minimizing, glare issues, windows, light fixtures, light placemente) Indoor Air Quality: All systems should be tested or under some sort surveillance so problems can be identified. Deliverables

  10. Available Resources • Rooms are public and open for viewing at any time • Student users of the building can be found at any time and questioned about personal experience and views • Administrative users can be questioned as well, can be found during the day in the offices • Photos can be taken of spaces for further study • Research of materials, products and furnishings is available • We have the list of companies that produced or shipped the existing architectural elements, can always call and question for further advice, product info and request • Companies are available daily for questioning about products and furnitureNeeded Resources • Architectural floor plans and sections should be acquired for study and possible changes • Contact with stakeholders will be necessary for design choices • Budget needs to be acquired after selection of products Overview Objective Methods RESEARCH / PROJECT DETAIL • Deliverables • PROJECT OVERVIEWDiscussing project guidelines, design intent and ideas for solutions. Turned in as power point presentation or pdf. • PROJECT RESEARCHResearch should be conducted on all solutions including materials, acoustics, lighting, furniture, partitions, products, window treatments. Research on costs and quantities of all materials, products, finishes and changes turned in as a power point presentation • BUDGET AND TIMELINEEstimated timeline of work that will be produced, and turned in as a 8.5”x11”word document. • SELECTED MATERIALS • Final choices of materials, presented on a materials board, about 24”x36”, or multiples of 11”x17”. • ARCHITECTURAL DRAWINGS • Floor plans, RCPs and FF&Es with added renovations and elevations showing renovations, produced in Autocad or altered originals and turned in as a set of 8.5”x11” drawings. Needed Resources Deliverables

  11. 1) LIGHTING SOLUTIONS • Adding an opaque film to west facing glass facades • Movable shades or blinds that will allow occupants to control amount of light • Direction/angles of reading room windows can be altered to maximize light reflectance and direction • Material added to window panes to saturate light • Use of clerestory windows • Track lighting and suspended down lights can be lowered and more direct RESEARCH / SOLUTIONS AND GOALS • 2) TEMPERATURE SOLUTIONS • Vents could be added or direction and placement can be altered • Heat transfer should be reduced • Materials chosen wisely to help gain heat or lose heat depending on place • Create a comfortable space for users that will be there for hours at a time • West side sun should be taken into account

  12. 3) ACOUSTICS • Materials should be suited to help sound absorption, especially floor material • There should be a reduced echo effect • Muffle AC sound if possible • Open plenum should be kept for sound purposes, disperses sound better • Parallel/shared vents should be changed so sound doesn’t transfer between adjacent rooms RESEARCH / SOLUTIONS AND GOALS • 4) OCCUPANT EMOTION AND DISPLAY • Space should guarantee a positive experience • Especially in the reading room that holds presentations with other professionals and prospective students • Materials or color scheme should be inviting and harmonious

  13. 5) VIEW OR DIRECTION • Room set-up should also fulfill class and presentation needs • Way around room/circulation should create an easy flow • Focus should ensure no distractions or confusion RESEARCH / SOLUTIONS AND GOALS • 6) PIN-UP SPACE / DISPLAY • Pin-up walls should satisfy class needs to ensure easy going presentations • Mobile or freestanding partitions should be added • Material should be durable, long-lasting • Pin-up space should be maximized

  14. 7) FURNITURE • Furniture should suit occupant’s needs • Swivel chairs should be introduced to help rotating/changing focus • All furniture should be somewhat light-weight and easier to move around an easy flow • All materials and products should be sustainable RESEARCH / SOLUTIONS AND GOALS

  15. PROGRAM / GALLERY / ROOM 140 • POSSIBLE RENOVATIONS – ARCHITECTURAL ENHANCEMENTS, FURNISHES AND FINISHES • GALLERY • The gallery was created as a space where students could showcase their work. The main entrance is on the first floor on the east side of the building facing the courtyard. It was designed and should remain as an open space where 2-dimensional and 3-dimensional displays could be reconfigurable and placed to the student or faculty member’s liking.

  16. PROGRAM / PIN-UP ROOM / ROOM 241 • POSSIBLE RENOVATIONS – ARCHITECTURAL ENHANCEMENTS, FURNISHES AND FINISHES • PIN-UP ROOM (CRITIQUE ROOM) • It is located on the second floor on the south side of the studio building. Room 241 was created as a pin-up room for student critiques and as a meeting place for studio classes. These rooms should come equipped with an area for projection, sufficient seating and sufficient desk space. The furniture should be reconfigurable and comfortable in the case of long presentations. In addition, the surrounding walls in the room must be available for showcasing the students work. That is the walls should look clean and be made of a material that can be easily punctured.

  17. PROGRAM / MULTI-PURPOSE ROOM (READING ROOM) / ROOM 340 • POSSIBLE RENOVATIONS – ARCHITECTURAL ENHANCEMENTS, FURNISHES AND FINISHES • MULTI-PURPOSE ROOM (READING ROOM) • It is located on the third floor of the building. Room 340 was created as a room was people would read and study in the space. The Room is currently used as a general room was class’s presentations and critics are healed. These rooms should come equipped with an area for projection, sufficient seating and sufficient desk space, as well as a partition wall that will provide space were projects can be displayed. The furniture should be reconfigurable and comfortable in the case of long presentations. In addition, the room should also be equipped to hold presentation without having glare problems or lighting issues.

  18. PROGRAM / PIN-UP ROOM / ROOM 341 • POSSIBLE RENOVATIONS – ARCHITECTURAL ENHANCEMENTS, FURNISHES AND FINISHES • PIN-UP ROOM (CRITIC ROOM) • It is located on the third/fourth floor on the south side of the studio building. Room 341 was created as a pin-up room for student critiques and as a meeting place for studio classes. These rooms should come equipped with an area for projection, sufficient seating and sufficient desk space. The furniture should be reconfigurable and comfortable in the case of long presentations. In addition, the surrounding walls in the room must be available for showcasing the students work. That is the walls should look clean and be made of a material that can be easily punctured.

  19. PROGRAM / SPECIFICATIONS 1) SHADES (Interior Retractable Shades-Duo Shades) -Polar Shades -Dual Shades allow for light percentage values of 1- 10% openness while saving on energy cost. They are mechanical as well so they be can operated with the push of a button or by sun sensor. -can fit in any opening from 30 inches to 20 feet and are custom made to fit the appropriate windows -cost varies as does size 2) PIN UP BOARDS -Quartet® Prestige Plus® Diamond Mesh Fabric Bulletin Board -Highly durable, densely woven magnetic diamond-mesh bulletin board backed by high-density fiberboard effortlessly secures documents with push pins or magnets. -6' x 4‘ -$425.95 per unit 3) PROJECTION SCREEN -Black matte, baked enamel casing features powder coated end caps and a flat back design for simple wall mount or stable ceiling suspension. It is easy to install and although hardware is not included in price it can be easily mounted to any wall or ceiling -96” x 96” -$487.95 FIGURE 3 FIGURE 4 FIGURE 5

  20. PROGRAM / SPECIFICATIONS TABLES, CHAIRS, DISPLAY STANDS/ TRESTLES - This furniture proposes various complementary typologies of seats, and heights of work-top. In this particular case for the students of the new building of the school of Arts and design of Saint-étienne in the Cité du design; but it could be imagined in lots of design studios or actually in every studio looking for office furniture as modular as possible. (http://www.dezeen.com/2009/11/07/saint-etienne-by-sophie-franc%CC%A7on-and-franc%CC%A7ois-mangeol/) - 6’ x 7.5’ 3’x 6.6’ 2.5’ 3.3’ FIGURE 7 FIGURE 8 3.3’ 1.5’ 3.5’ 3.5’ 1.5’ 2.3’ FIGURE 6 FIGURE 10 FIGURE 9

  21. PROGRAM / SPECIFICATIONS 7) GALLERY BENCH - The Return Bench from Gus* Modern is rugged yet simple making it perfect for a clean modern interior design. The illusion of a solid beam floating in mid air accentuates the smooth, hand-applied finish of the light Zebrano wood veneers over a solid wood construction. - 60"L x 16"W x 18"H -$722.50 FIGURE 11 8) CARPET-Jumbo Tiles are the perfect solution for medium to larger size spaces.  These tiles are the heaviest industrial grade available.  They wear like Iron in the highest traffic conditions.  -Manufactured in 1 meter size (39.0" x 39.0") = 10.56 sq/ft each, they install quickly and easily.-$9.99 per tile-Company: icarpettiles-Color: 175122-Style: block weave FIGURE 12

  22. PROGRAM / LEVEL ONE Gallery Bench Projector Model Display Stand Projector Screen Duo Shade

  23. PROGRAM / LEVEL TWO Shades Reconfigurable Table Stackable Chairs Display Stands Stackable Chairs

  24. PROGRAM / LEVEL THREE Same Window Treatments Apply Same Furniture Applies

  25. RESEARCH / REFERENCES • REFERENCES • Werne, J. (2004, March). Build it, and they will come!. Hispanic Magazine, 1-3. Retrieved from • http://www.hispaniconline.com/magazine/2004/march/Features/fiu.html. • Penton Inc. Florida International University, Paul L. Cejas School of Architecture and Building. American School & University Magazine, 1. Retrieved from http://schooldesigns.com/Project-Details.aspx?Project_ ID=1679. • McGraw-Hill Company. Paul L. Cejas School of Architecture Building. Architectural Record, 1. Retrieved • from http://archrecord.construction.com/projects/portfolio/archives/0310school.asp. • Santana-Bravo, M. FIU presents the Paul L. Cejas School of Architecture Building, 2-5. • Retrieved from http://www2.fiu.edu/~soa/cejas/architecture.html. • Binggeli, C. (2010). Building Systems for Interior Designers. Hoboken: John Wiley & Sons, Inc. • Rivero, Carmen. Architecture student, Graduate Design 1. • DeLeon, Mauricio. Architecture student, Graduate Design 1. • Nawrocki, Zak. Architecture student, Graduate Design 1. • Diaz, Andres. Architecture student, Graduate Design 1.

  26. RENOVATIONS / FIGURES AND REFERENCES • FIGURES AND REFERENCES • FIGURE 1 - Werne, J. (2004, March). Build it, and they will come!. Hispanic Magazine, 1-3. Retrieved from • http://www.hispaniconline.com/magazine/2004/march/Features/fiu.html. • FIGURE 2- http://www.leviton.com/OA_HTML/ibeCCtpSctDspRte.jsp?section=17219&minisite=10022http://www.leviton.com/OA_ • HTML/ibeCCtpSctDspRte.jsp?section=17219&minisite=10022 • FIGURE 3- http://www.polarshade.com/photo_gal.html • FIGURE 4- http://www.acco.com/productdetail.aspx?s=0&pid=B443A# • FIGURE 5- http://www.ergoindemand.com/manual-pull-down-projection-screen-96-x-96-wall-or-ceiling-mounted.html • FIGURE 6-10 - http://www.modecodesign.com/search/modular+school+furniture+sophie+franc • FIGURE 11- http://www.furniturestoreblog.com/2009/01/11/the_industrial_styled_return_bench_from_gus_modern.html

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