Inds714 Program Book

JESSICA BELLINDS 714: STUDIO II

SPRING 2013SCAD ATLANTA

PROF. L. ROBINSON

REACH ACADEMY: PROGRAM BOOK

TABLE OF CONTENTS

THEORY & LITERATURE REVIEWPRECEDENT ANALYSES

CLIENT, USER, GOALS, & OBJECTIVEDESIGN PATTERNS AND TOOLS

AREA, SITE, BUILDING, ANALYSISPROGRAM

CODES AND REVISED CODESIDEATION & CONCEPT

DESIGN DEVELOPMENTCONSTRUCTION DOCUMENTS

1.11.21.31.41.51.61.71.81.9

1.10

1.1: THEORY AND LITERATURE REVIEW

Using the same outline as the original building pat-

tern language developed by Christopher Alexander,

pattern language in schools mainly addresses the

physical aspects of the learning environment.PATTERN LANGUAGE

THEORY & LITERATURE REVIEW

The overall goal is to optimize the school and its

surrounding community as an effective setting for

learning. There are 28 different design patterns iden-

tified for schools divided into 6 sub-pattern groups,

based off of the four realms of human experience:

spatial, spychological, physiological, and behavioral.

Sub-Patterns of the Theory:

-Parts of The Whole

-Spatial Quality

-Brain-Based

-High Performance

-Community Connected

-Higher Order

SPATIAL QUALITY The quality of a given space

that plays a role across various functional areas.

PARTS OF THE WHOLE The components of a

school such as the classroom, eating area, and entry/

display space and how they link together.

BRAIN-BASED Spaces designed to stimulate the

brain in benefficials ways of learning. Examples

include “campfire, watering hole, and cave spaces”,

as well as shared learning resources.

The spatial quality can be improved through trans-

parency, flexibility, dispersed technology, and soft

seating.

HIGH PERFORMANCE Increasing efficiency in

building operation through solar energy, natural

ventilation, and other sustainable elements.

COMMUNITY CONNECTED Locating the school

in a place that allows students to get a portion of

their education by participating in activities within

the community and outside of the school building,

through service and interaction with local business-

es and resources.

HIGHER ORDER Encompassing other patterns to

create a fully functioning school environment with

classrooms, studios, and extracurricular spaces.

Initiated by Lori Malaguzzi and parents after WWII,

the Reggio Schools are part of an early childhood

(ages 6 and under) public system.

Focusing more on the experiential qualities of a

learning environment, the philosophy of the Reg-

gio Emelia theory is that education is a communal

activity, explored jointly by children and adults.

REGGIO EMELIATHEORY & LITERATURE REVIEW

Key Attributes:

-Overall Softness

-Relation

-Osmosis

-Multisensoriality

-Epigenesis

-Community

-Constructiveness

-Narration

-Rich Normality

Design Tools:

-Relational forms

-Light

-Color

-Materials

-Smell

-Sound

-Microclimate

OVERALL SOFTNESS

RELATION

OSMOSIS MULTISENSORIALITY

EPIGENESIS

COMMUNITY

CONSTRUCTIVENESS

RICH NORMALITYNARRATION

RELATIONAL FORMS Utilizing spaces such as the

central piazza and atelier to promote recognizability,

horizontality, transformability, flexibility, sense of

community, inside-outside relationship, transparen-

cy, and communication.COLOR Better for a space to be polychromatic so

that each user can tune into his/her own personal

color preferences, while not being too saturated.

There should be a balance of intrinsic and applied

color, as well as existing and introduced.

Interior Exterior

Transitional Space

Visibility

MATERIALS The tactile nature of space involves

the individual’s processes of orientation and spa-

tial judgment through stimulation and sensation.

Important to encourage material exploration and

provide opportunities for manipulation.

SMELL Making the aromascape varied, stimulating,

and consistently “alive” (using natural materials).

LIGHT Natural light and artificially light are both

apart of our aesthetic perception. It can affect a

space through composition, color, geometry, tex-

ture, and shadow.

MICROCLIMATE The building should have a high

level of environmental reactivity to create ambient

comfort. This can be achieved through flexibili-

ty and interior-exterior climatic zones. Attention

should also be paid to ventilation and the respon-

siveness of the active systems.

SOUNDS When designing a relational space sound

and the soundscape should be considered as an

integral part of the visual landscape.

External Factos:

-Alternation of day and

night

-Alternation of summer

and winter

-Eliminating aggressive

external agents

Internal Factors:

-Alternation of full and

empty

-Control and reduction of

indoor pollution

-Reduction and recovery of

negative emissions

IMAGES (CHRONOLOGICALLY):Pattern Language Images:

-Nair, P., & Fielding, R. (2005). The Language of School Design:

Design Patterns for 21st Century Schools. Minneapolis, Minn.

DesignShare. (All images)

Reggio Emelia Images:

-http://www.old-pz.gse.harvard.edu/mlv/documentation/files/

proj_22_large.jpg (Large graphic)

-http://3.bp.blogspot.com/-ibOQ4158RHk/Tf4U2FT5bvI/

AAAAAAAAAHo/EKU1jVb6eE0/s1600/d8541cd23d.jpg

-http://ad009cdnb.archdaily.net/wp-content/up-

loads/2011/07/1311964795-003-04-001-stephane-chalmeau-

1000x666.jpg

-http://unbounce.com/photos/color-theory-and-landing-pages.jpg

-http://smithsystem.com/wp-content/uploads/2012/06/classrooms.

jpeg

-http://jchangchang.wordpress.com

-http://www.momto2poshlildivas.com

-http://lascuola.com/

-http://foxsden.files.wordpress.com/2008/11/air_freshener.jpg

-http://www.ecophon.com

-http://www.weplay.com.tw

-http://www.boora.com/files/74651232133843Baker-Prairie-Mid-

dle-School--Commons-Natural-Ventilation.jpg

REFERENCES:Nair, P., & Fielding, R. (2005). The Language of School Design:

Design Patterns for 21st Century Schools. Minneapolis,

Minn. DesignShare.

Lackney, J. A. (2000). Thirty-Three Educational Design Principles

for Schools and Community Learning Centers. Educatio

al Design Institute.

Alexander, C., Ishikawa, S., & Silverstein, M. (1977). A Pattern La

guage: Towns, Buildings, Construction. New York: Oxford

University Press.

Gelfand, L., & Freed, E. C. (2010). Sustainable School Architecture:

Design for Primary and Secondary Schools. Hoboken, N.J.:

John Wiley & Sons

Hille, R. T. (2011). Modern schools: A Century of Design for Educa-

tion. Hoboken, N.J.: John Wiley and Sons.

Davilla, D. and Koenig, S. (1998). Bringing the reggio concept to

American educators. Art Education, 51(4), 18-24. National

Art Education Association.

Edwards, C.,Gandini, L., & Forman, G. (2012). The Hundred La

guages of Children: The Reggio Emilia Experience in Tran-

sformation.

RCDARC, Ceppi, G., & Zini, M. (1998). Children, spaces, relations:

Metaproject for an environment for young children.

Schiller, M. (1995, May). Reggio Emilia: A focus on emergent cu-

riculum and art. Art Education, 48 (3), 45-50. NAEA

Wilson, T., Ellis, J. (2007). Children and Place: Reggio Emilia’s Env-

ronment As Third Teacher. Theory Into Practice, 46(1), 40-47

1.2: PRECEDENT ANALYSIS & 1.3: FACILITY, CLIENT, USER, GOALS AND OBJECTIVES

-McAuliffe Elementary School is one of 3 schools

designed by HMFH Architects for the Concord

Public School system.

-Located in Concord, New Hampshire, the school

was completed in 2012.

MCAULIFFE ELEMENTARY SCHOOLPRECEDENT ANALYSIS

PARTI

DIAGRAM: CIRCULATION

-Open plans of the school create subdivisions within

classroom spaces, while nooks and cut-outs allow

different activities to take place (P.L.).

-Implementation of the “Learning Corridor”, located

along the main axis of circulation, to replace tradi-

tional school library

-Areas of display of student projects and work, vis-

ibility of other events happening in another part of

the school (P.L. & R.E.)

RELATIONAL FORMS LIGHT COLOR MATERIAL SMELL SOUND MICROCLIMATE

DIAGRAM: PARTS OF A WHOLE

P.L. = PATTERN LANGUAGE; R.E. = REGGIO EMILIA

-Range of variable learning environments (P.L.)

- Natural ventilation and adequate air circulation

to promote health and wellness among the students

and faculty (R.E.).

-Use of bright colors and natural light to stimulate

senses and imply different uses for certain areas, re-

lating the colors to the different emotions that they

may evoke (-R.E.)

-Transparency being an element of openness and

encouraging a sense of community (P.L. & R.E.)

-The Ecological Children Acitivity and Learning

Center is located in Koh Kood Island, Thailand.

-Designed by 24H > Architecture, the 1776 SF cen-

ter was completed in 2009.

ECOLOGICAL CHILDREN ACTIVITY AND EDUCATION CENTER

PRECEDENT ANALYSIS

PARTI

DIAGRAM: CIRCULATION

-With an auditorium/cinema, art room, music

room, and fashion room, children tap into their

creativity while learning (R.E.).

-Located within the 6-star hotel resort of Soneva

Kiri, the center provides a variety of entertaining

activities for children while raising their level of

ecological awareness.

RELATIONAL FORMS LIGHT COLOR MATERIAL SMELL SOUND MICROCLIMATE

DIAGRAM: PARTS OF A WHOLE

-Features a sleeping pod and cooking cave with a

vegetable garden for the children to prepare their

own lunch with a cook.

-Transparency of the spaces allows for passive

supervision and adds spatial depth and connection

(P.L. & R.E.).

-Angled, rigid wooden pieces separate the common

area from the individual rooms (P.L.).

CONCLUSION:

-Transparency and the sense of community are

important factors for both Pattern Language and

Reggio Emilia Theory because it accomplishes many

beneficial design aspects; also seen in both prece-

dent studies

Dayl

ight

Acou

st. P

rivac

y

Visu

al P

rivac

y

Exte

rior V

iew

s

Inte

rior V

iew

s

Publ

ic A

cces

s

Secu

rity

Dayl

ight

Acou

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rivac

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Visu

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rivac

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Exte

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iew

s

Inte

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iew

s

Publ

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Secu

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Classroom Auditorium/Cinema

Conference Room Art Room

Project Area Music Room

Small Group Space Fashion Room

Gymnasium Den

Admin. Offices Sleeping Pod

Open Shafts Cooking Cave

Restrooms Restrooms

Storage Storage

Important Neutral Not Important

PROGRAMMATIC REQUIREMENTS

MCAULIFFE ELEMENTARY SCHOOL

PROGRAMMATIC REQUIREMENTS

ECOLOGICAL CHILDREN ACTIVITY AND EDUCATION CENTER

-Display work could be used as a focal point

-Importance of adaptable spaces that can be used

for small group activities or individual discovery

and reflection

-Both projects have a strong central core to allow for

student connection and relational development

REFERENCES:ArchDaily. (2009, September 15). Ecological Children Activity and

Education Center / 24H > architecture. ArcDaily. R

trieved April 6, 2013 from http://wwwarchdaily

com/34946/ecological-children-activity-and-educ

tion-center-24h-architecture/

Parrot, C. S. (2011, May 2). 24H-architecture | Ecological Children

Activity and Education Center. Arthitectural. Retrieved

April 2013 from http://www.arthitectural.com/24h-ach

tecture-ecological-children-activity-and-education-center/

HMFH Architects, Inc. (2012). Concord Schools: Abbot-Downing,

Christa McAuliffe, Mill Brook. [PDF] Retrieved April 4,

2012 from http://www.hmfh.com/

Vinnitskaya, I. (2012, December 18). What Architecture Has to Say

About Education: Three New Hampshire Schools by

HMFH Architects. ArchDaily. Retrieved April 4, 2013

from http://www.archdaily.com/304462/what-architecture

has-to-say-about-education-three-new-hampshire

schools-by-hmfh-architects/

IMAGES (CHRONOLOGICALLY):McAuliffe Elementary School Images:

-http://www.archdaily.com/304462/what-architecture-has-to-say-

about-education-three-new-hampshire-schools-by-hmfh-archi-

tects/

Reggio Emilia Images:

-http://cdn.furniturefashion.com/image/2009/06/cool%2520over%-

2520head%2520lights%2520ameba%2520peter%2520sans.jpg

-http://indianapublicmedia.org/amomentofscience/files/2009/08/

color-940x940.jpg

-http://img.ehowcdn.com/article-new/ds-photo/getty/arti-

cle/77/11/87828785_XS.jpg

-http://blog.aninspirededucation.com/wp-content/uploads/2011/05/

ChildrenPainting.jpg

-http://www.fastcoexist.com/multisite_files/coexist/image-

cache/960/poster/2012/11/1680873-poster-1280-playmaker.jpg

-http://c1038.r38.cf3.rackcdn.com/group5/building40257/media/

LNA_LOWY_CCIA_006397%20(small).jpg

Ecological Children Center Images:

-http://www.archdaily.com/34946/ecological-children-activi-

ty-and-education-center-24h-architecture/

-http://www.arthitectural.com/24h-architecture-ecological-chil-

dren-activity-and-education-center/

Reggio Emilia Images:

-http://digital-photography-school.com/wp-content/up-

loads/2007/05/backlit.jpg

-http://www.freeiphonewallpapers.com/wallpapers/125x188/Ab-

stract-37.jpg

-http://www.iexaminer.org/wp/wp-content/uploads/2012/12/Fuji-

numa_Noboru-Spring_Tide.jpghttp://www.tickzo.com/event/logos/

Dreamatix.jpg_-438945616

-http://breannalynnmusic.com/wp-content/uploads/2012/05/beau-

tiful-green-nature-with-birds-bue-jay-bird.jpg

-http://assets.inhabitat.com/files/treehouse546.jpg

1.3: FACILITY, CLIENT, USER, GOALS, AND OBJECTIVES

THE FACILITY:

Location Criteria:

-Urban area or close proximity of a city/town

-Near a city’s “art district”

-Setback from street, but visibility of the building

-Views to the natural environment- flora and fauna

-Elevated views to civilization and the urban fabric

FACILITY, CLIENT, USERS,GOALS, AND OBJECTIVES

Space Types:

-Lounge/Reading Area

-Library

-Art/Project Studio

-Small Meeting Spaces/Nooks

-Gymnasium/Rec. Area [with walking trail]

-Conference Room

-Auditorium/ Large Meeting Area

-Personal Learning Desks

-Exterior glazing with

views in and out.

-A variety of spaces and

multi-functional areas,

where students can collabo-

rate and work individually

-Open spaces for collaboration or inner reflection;

needs to be adaptable

-Can change each school year based on teacher/stu-

dent needs

-Small spaces of different elevations and sizes for

moments of pause or studying- suitable for children

-Low partitions to seperate spaces but still allow for

visibility

-Incorporation of health/wellness activities into the

building fabric.

-Central space should fluid with transitional bound-

aries and visible from almost all stemming areas.

-Daylighting/ indirect lighting from above to em-

phasize main areas of focus.

-Focal point: place where students can gather and

meet casually (watering hole - central piazza)

-The library/ technology center as the central core

where student congregate from the different learn-

ing environments.

each other if they are motivated by curiosity and

peer interest.

“Education is a self-organizing system, where learning

is an emergent phenomenon.” –Sugata Mitra

THE CLIENT:

Sugata Mitra, professor of Educational Technology

at Newcastle University (UK), has experimented for

over 13 years with self-organized learning (SOLE).

He believes that children can teach themselves and

Basic Parameters of SOLE:

-Children ages 8-12

-Visibility of groups where students can see what

others are doing and take that information back to

their own group

-Ability to talk with each other and discuss with

other groups

-Ability to move around freely

-Equipment needed: computer, whiteboard,

note-taking essentials, optional hardware and cre-

ative software (webcam, microphone, photoshop,

media player, etc.)

Sugata Mitra & SOLE beliefs:

-Self-directed learning is more sustainable and

long-lasting.

-Kids learn socially before internalizing knowledge.

-Learning with a group helps with memory recall.

-Educators are there to witness, support, encourage,

and provide structure- not supply answers.

-Technology is a MUST- the internet helps children

answer almost any question.

-Kids construct their own understanding of new

ideas by relating it to previous knowledge.

CLIENT GOALS:

1. “To design the future of learning by supporting

children all over the world to tap into their innate

sense of wonder and work together” – Ted Talks

2. To create a “school in the cloud” where children

can engage and connect with information online

3. To allow children to learn from one another and

develop personal “drive”

4. To inspire children to ask the “big questions”,

leading them on intellectual journeys and improv-

ing problem-solving skills

5. To prepare for the realities of the future workplace

[with the increase of technology]

PROJECT OBJECTIVES:

1. Implication of designated areas for different types

of learning environments where students can tap

into their own creativity to better understand an

idea

2. Provide a central media/technology center for

gathering information, as well as remote spaces that

each student can access within different learning

environments

3. Create adaptable spaces that can be used for both

group and individual activities

4. Provide small caves/nooks that allows students to

temporarily withdraw for inner reflection and dis-

covery, as well as a variety of display spaces for peer

viewing and inspiration

5. Include different design elements that creates

diversity and connection with the exterior environ-

ment

THE USERS:

-Students

-Teachers

-Administrators

-Visitors: Parents/Family

Community Groups/Org.

-Services: Maintenance Staff

Cooks/Cafeteria Workers

IMAGES (CHRONOLOGICALLY):Facility, Client, Users, Goals & Objectives:

-http://www.archidose.org/Sep11/19/image03.jpg

-http://img.ffffound.com/static-data/assets/6/6c-

938169b644868444e131ab12c08a584e08c2d3_m.jpg

-http://www.westga.edu/assetsAdmin/urec/climbingwall_1.jpg

-http://www.fastcoexist.com/1679909/8-insane-schools-play-

grounds-and-libraries-of-the-future#17

-http://www.dezeen.com/2008/12/23/high-school-9-by-coop-him-

melblau/

-http://www.conferencebasics.com/wp-content/uploads/2010/08/

Sugata-Mitra-at-TED-Global-2010.jpg

-http://www.openideo.com/open/how-might-we-increase-the-avail-

ability-of-affordable-learning-tools-educational-for-children-in-

the-developing-world/inspiration/stick-the-internet-into-walls-ev-

erywhere/gallery/holeinthewall2.jpg/

-https://lh6.googleusercontent.com/-mnaLTnPDQKo/UAV4srDGz-

kI/AAAAAAAACfc/7omYWqS7J3A/HoleInWall.jpeg

1.4: DESIGN PATTERNS AND TOOLS

ENTRY & STUDENT DISPLAY:

-This design pattern focused on views from the en-

try through sections.

-Explored different ceiling heights to accommodate

both children and adults.

-Investigated the relationship between the display

areas and circulation- dispay could be focal point.

-Important to have daylighting in the space, and

opportunities for natural ventilation- both connec-

tions of interior and exterior.

EATING SPACES:

-Eating can be seen as another form of group activi-

ty, which makes grouping an important aspect.

-Investigation of low partitions to break up area into

smaller spaces

-Attention was paid to level of enclosure to reduce

feelings of exclusion.

-Limited amount of partitions and separation to

enable growth of space if necessary.

INDIVIDUAL WORK-SPACES & STORAGE:

-Importance of grouping was quickly discovered

to provide students with a sense of ownership and

personal responsibility of space.

-Small “communities” were formed.

-Separation of communities using low storage solu-

tions and very low panels/pin-up spaces

-Group tables were placed into spaces to encourage

interaction

-Importance placed on enabling visibility of other

“communities” and activities

LEARNING AREAS:

-Importance of open adaptable space that can

change depending on activity.

-Explored the use of low panels and storage solu-

tions to provide separation between some areas.

-Safety and security also considered with transpar-

ency, passive supervision, and entry point

-Orienation of entry point and exterior, investigat-

ing the location of solid walls and glazing

CENTRAL CORE - MEDIA CENTER:

-This design pattern looked at the possibilities of a

strong central core to encourage student connection

and interaction

-Emphasized importance of visibility into and out of

the space

-Opportunity for a connection with the exterior

through a patio or green space.

-Different levels of enclosure, varying walls to sup-

port flow through space

-Included spaces for both group activity and indi-

vidual reading.

1.5: AREA, SITE, BLDG ANALYSIS, & AS-BUILT DRAWINGS

SITE VISIT:

Because construction on this school project will

begin on the site in mid-April 2013, the Midtown

International School building was mainly empty of

furnishings.

As one can see from the as-built plan, there were a

few partitions left in the space, a small office located

near the front of the space, mechanical ductwork,

and the remaining structural elements (columns,

beams, etc.)

AREA, SITE, BLDG ANALYSIS, & AS-BUILT DRAWINGS

-Columns are on a grid within space, repetitive

feature

-The stairs from the tenant space above will affect

the height of the lobby area

-Truss system differences between front (lobby) area

and remaining space.

-Dramatic difference in ceiling height between left

side and right side of the space.

-Potential for interior/exterior relationship in back

and a second formal entrance from the “front”, with

access to covered main strip and parking.

SITE & BLDG ANALYSIS:

Location: Amsterdam Walk

501 Amsterdam Ave. NE Suite 500

Atlanta, GA 30308, Fulton County

Potential LEED Categories For the Site:

-Building Exterior & Hardscape Management Plan

-Integrated Pest Management, Erosion Control,

and Landscape Mgmt Plan

-Stormwater Quantity Control

PIEDMONT PARK

PARKING

PROJECT BUILDING

PARK

ING

PARKING

BELT

-LIN

E TR

AIL

MAIN ENTRANCE/EXIT

VEHICLE TRAFFIC

PEDESTRIAN TRAFFIC

EXISTING VEGETATION

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1/16" = 1'-0"1 Level 1 FLOORPLAN

AS-BUILT FLOORPLAN

-With an auditorium/cinema, art room, music

room, and fashion room, children tap into their

creativity while learning (R.E.).

18' -

0"

18' -

1"

18' -

0 1

/2"

16' -

1"

8' -

2"23

' - 7

"

1' -

2"1'

- 2"

15' - 0" 24' - 6" 35' - 10" 18' - 0" 18' - 0" 18' - 1" 16' - 6"

MIDTOWN INTERNATIONAL SCHOOLSTRUCTURAL GRIDSTRUCTURAL GRID

Level 10' - 0"

Level 212' - 0"Lobby Truss System

Large Truss System

OUT OF SCOPE

8' -

2 1/

2"

10' -

0"

11' -

0"

Level 10' - 0"

Level 212' - 0"

Roof24' - 0"

Large Truss System

OUT OFSCOPE SUSPENDED

LIGHTING &MECHANICAL

10' -

0"

1

2

MIDTOWN INTERNATIONAL SCHOOL

1/8" = 1'-0"1 Section 1

1/8" = 1'-0"2 Section 2

FLOOR & BUILDING ELEMENT HEIGHTS

MIDTOWN INTERNATIONAL SCHOOL 1/16" = 1'-0"1 Level 1- Entry/ExitPOINTS OF ENTRY & EXIT

Scale: 1/16” = 1’-0”

Insulation in Walls

Air Tightness In Windows

Possible Natural Light from Windows

Sun

Solar Energy

Natural Ventilation from Windows

SUN

POSSIBLE ACTIVE/PASSIVE SYSTEMS

WINDOW PLACEMENT, SIZE, OPERABILITY

Scale: 1/16” = 1’-0”

Existing Windows

Existing Windows

Natural Light

Potential Wall to Add Windows

Potential Wall to Add Windows

SUN

Scale: 1/16” = 1’‐0”

Exit Doors

Exit Door

All Floors Are Leveled

Leveled Threshold for Accessibility

ADA Restrooms

ACCESSIBILITY, FIRE SAFETY, & SECURITY

SUN PATH, WIND, NOISE, & VIEWS

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EAST WEST

Morning Sunshine Areas

Potential NOISE Boundary

Potential View to Piedmont Park

Views to Outdoor Sitting Area & Parking

PREVAILING WINDS

SUN

REPETITVE & UNIQUE FEATURES

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UNIQUE FEATURES

REPETITIVE FEATURES

SPATIAL ORGANIZATION PRINCIPLES

SPATIAL ORGANIZATION PRINCIPLES

ARCHITECTURAL ELEMENTS

ARCHITECTURAL ELEMENTS

AREA RESEARCH AND ANALYSIS:

Potential LEED categories for the interior:

-Innovative Waste Water Technologies

-Recycled Content

-Certified Wood

-Low-Emitting Materials

-Indoor Chemical and Pollutant Source Control

-Increase Ventilation

-Controllability of Systems

-Daylight and Views

-Minimum Energy Performance

Possible Strategies to be Incorporated:

-Use grey water systems for plumbing (toilets, irri-

gation, etc.)

-Use of recycled materials and content for furniture,

panels, and other architectural features

-Use of wood from sources certified by the FSC

-Use of zero-VOC emitting paints and other applied

substances

-Installation of more windows to enable cross venti-

lation, as well as more day-lighting and views to the

exterior

-Utilizing HVAC and lighting systems with sensor

switches to control operation

-Integrating both passive and active systems to work

together, reducing energy consumption

Potential Additional Locations for Protoypical

Schools:

-Belzoni, Mississippi [rural area, poverty issues]

-Chicago, Illinois [urban area, poverty and crime

issues]

-Bosaso, Somalia [“foreign” area, government and

commerce issues]

Potential locations were chosen based on the client

goals and objectives, as well as issues plaguing the

area that the school could help to alleviate.

U.S. Census Bureau QuickFacts, 2013

HIGHLIGHTS OF DEMOGRAPHIC INFO:

Fulton County, GA Persons per square mile

(2010):1,748

Average persons per household: 2.42

Language other than English spoken at

home: 16.1%

Fulton County School District Population: 545,540

Children age 5-17 Population: 108,098

Children age 5-17 in poverty: 19,462

Fulton County, Georgia Small Area Income and

Poverty Estimate:

All ages in poverty: 20%

[GA- 19.2%; U.S.-15.9%]

Ages 5-17 in families in poverty: 25.6%

[GA-24.8%; U.S.-20.8%]

Median Household Income: $54,893

[GA-$45,886; U.S.-$50,502]

CONCLUSION:

Based on the demographic information gathered

about the site, the Midtown Atlanta location can be

viewed as a middle-class area. However, the pover-

ty rate of children living within households in the

Fulton County area is higher than one may initially

imagine. This, along with other cultural demo-

graphic information, presents the project with great

potential in enabling diversity.

The site being close to Piedmont Park also en-

ables potential for dynamic views and a natural con-

nection, which is something that is missing from the

client’s current goals. The location establishes a nice

integration into the Atlanta-Midtown area, where

connection to technology and other systems should

not be a problem.

REFERENCES:Google Maps. (2013). Map and Location information retrieved

April 2013 from http://maps.google.com

Rowhouse Architects. Midtown International School Existing

Floorplan & Sheet Set. Retrieved April 2013. Atlanta, GA.

USBGC. LEED for Schools New Construction and Major Renova-

tions Project Checklist. Retried April 2013 from

http://www.usgbc.org/

U.S. Department of Commerce. U.S. Census Bureau. Demographic

information retrieved April 2013 from

http://www.census.gov/#

U.S. Department of Commerce. U.S. Census Bureau Fulton County

QuickFacts. Retrieved April 2013 from

http://quickfacts.census.gov/qfd/states/13/13121.html

1.6: PROGRAMMING

PROGRAMMINGSPACE TYPES & REQUIREMENTS

Media Center

Lounge/Reading Area

Computer Station

Stacks

Learning Studios

Mentor station

Student station

Group Area

Reflection Nook

Small Meeting Space/Conference Room

Administrative Office

Director’s Office

Asst. Directors Office

Reception/Assistant Desk

Restrooms

Student

Faculty & Guest

Extra-Curricular Spaces

Art/Project Studio

Music Studio

Recreation Area

Multi-Purpose Space

-Performances

-Eating

-Programs/Activities

Support

Mechanical Room

Storage

Ref # Room Name Occ. Type Size/SF # of Occ. Quantity NET SF Load Factor Occ. Load

1.1 Lobby / Entry Area E 500 0 1 5001.2 Display Area E 200 0 1 200

NET SF Subtotal 700 N/A 0Circulation (25%) 175Gross SF 875

2.1 Lounge/Reading Area L 400 0 3 12002.2 Computer Station L 200 1 1 2002.3 Stacks L 750 0 1 750

NET SF Subtotal 2150 0Circulation (25%) 537.5Gross SF 2687.5

3.1 Director's Office E 100 1 1 1003.2 Asst. Director's Office E 80 0 1 803.3 Reception/Asst. Desk E 150 1 1 1503.4 Lounge/Break Room E 100 1 1 1003.5 Storage E 25 1 1 25

NET SF Subtotal 455 0Circulation (25%) 113.75Gross SF 568.75

4.1 Mentor Station E 60 0 10 6004.2 Student Station E 35 0 120 42004.3 Group Area E 200 0 10 20004.4 Reflection Nook E 45 0 10 4504.5 Storage E 40 0 10 400

NET SF Subtotal 7650 20 NET 0Circulation (25%) 1912.5Gross SF 9562.5

5.1 Art/Project Studio E 700 0 1 700 50 NET5.2 Music Studio E 500 1 1 500 50 NET5.3 Multi-Purpose Area A 700 1 1 700 15 NET5.4 Recreation Area A 200 0 1 200 15 NET

NET SF Subtotal 2100 0Circulation (25%) 525Gross SF 2625

6.1 Student Restroom E 200 0 2 4006.2 Faculty/Guest Restroom E 100 1 2 2006.3 Conference Room E 300 0 1 3006.4 Mechanical Room E 100 0 1 1006.5 Storage E 75 0 1 75

NET SF Subtotal 1075 Total Occ. Load 0Circulation (25%) 268.75Gross SF 1343.75

Total Circulation 3532.5 0Total Gross SF 17662.5 0

6. SUPPORT

SPACE REQUIREMENT

1. ENTRY

3. ADMINISTRATIVE OFFICE

4. LEARNING STUDIO

WORLD ACADEMY

GENERAL NOTES

2. MEDIA CENTER

5. EXTRA-CURRICULAR

Lobb

y / E

ntry

Are

a

Dis

play

Are

a

Loun

ge/R

eadi

ng A

rea

Com

pute

r Sta

tion

Sta

cks

Dire

ctor

's O

ffice

Ass

t. D

irect

or's

Offi

ce

Rec

eptio

n/A

sst.

Des

k

Loun

ge/B

reak

Roo

m

Sto

rage

Men

tor S

tatio

n

Stu

dent

Sta

tion

Gro

up A

rea

Ref

lect

ion

Noo

k

Sto

rage

Art/

Pro

ject

Stu

dio

Mus

ic S

tudi

o

Mul

ti-P

urpo

se A

rea

Rec

reat

ion

Are

a

Stu

dent

Res

troom

Facu

lty/G

uest

Res

troom

Con

fere

nce

Roo

m

Mec

hani

cal R

oom

Sto

rage

Pub

lic A

cces

s

Day

light

Vie

w

Priv

acy

Plu

mbi

ng

Aco

ustic

s

Sec

urity

1.1

1.2

2.1

2.2

2.3

3.1

3.2

3.3

3.4

3.5

4.1

4.2

4.3

4.4

4.5

5.1

5.2

5.3

5.4

6.1

6.2

6.3

6.4

6.5

1.1 Lobby / Entry Area 1.2 Display Area 2.1 Lounge/Reading Area 2.2 Computer Station 2.3 Stacks 3.1 Director's Office 3.2 Asst. Director's Office 3.3 Reception/Asst. Desk 3.4 Lounge/Break Room 3.5 Storage 4.1 Mentor Station 4.2 Student Station 4.3 Group Area 4.4 Reflection Nook 4.5 Storage 5.1 Art/Project Studio 5.2 Music Studio 5.3 Multi-Purpose Area 5.4 Recreation Area 6.1 Student Restroom 6.2 Faculty/Guest Restroom 6.3 Conference Room 6.4 Mechanical Room 6.5 Storage

Legend: Primary ImportantSecondary NeutralNOT Adjacent Not ImportantNo Relationship

REACH ACADEMYADJACENCY / CRITERIA MATRIX

REACH ACADEMY PROGRAM

SEATING SEATING

Ref # Room Name Counter Desk Table Guest Lounge Task Conf. Cabinetry Filing Shelving Comp. Printer Other

1.1 Lobby / Entry Area Custom Millwork1.2 Display Area Custom Millwork

2.1 Lounge/Reading Area (8) 18"x18"(10) 32"x26", (7)

28"x22"2.2 Computer Station (2) 24"x60" (4) 18"x19" (4) 18"x14" (1) 18"x14"2.3 Stacks (1) 28x60" (10) 60"x20"

3.1 Director's Office (1) 60"x30" (1) 24"x27" (1) 36"x10" (1) 18"x14" (1) 18"x14"3.2 Asst. Director's Office (1) 60"x30" (1) 24"x27" (1) 36"x10" (1) 18"x14" (1) 18"x14"3.3 Reception/Asst. Desk Custom Millwork (1) 60"x30" (1) 24"x27" (1) 36"x10" (1) 18"x14" (1) 18"x14"3.4 Lounge/Break Room (2) 48"x48"3.5 Storage (2) 15"x25" (1) 36"x10"

4.1 Mentor Station (1) 60"x30" (1) 18"x22" (1) 18"x14"4.2 Student Station (12) 24"x30" (UN) 18"x14"4.3 Group Area (3)48"x48" (12) 18"x19" (1) 18"x14"4.4 Reflection Nook (2) 32"x26"4.5 Storage (10) 36"x18" Custom Millwork

5.1 Art/Project Studio (1)48"x72" (24) 15"x17" (1) 18"x22" Custom, 36"x18" (2) 18"x14"5.2 Music Studio (1) 60"x30" (24) 15"x17" (1) 18"x22" Custom Millwork (1) 18"x14"5.3 Multi-Purpose Area (15)36"x72" (150) 15"x17"5.4 Recreation Area

6.1 Student Restroom6.2 Faculty/Guest Restroom6.3 Conference Room (1) 96"x60" (15) 24"x27" Custom Millwork6.4 Mechanical Room6.5 Storage (2) 36"x18"

3. LEARNING STUDIO

3. EXTRA-CURRICULAR

3. SUPPORT

1. ENTRY

2. MEDIA CENTER


WORLD ACADEMY

FURNITURE & EQUIPMENT REQUIREMENTS

WORKSURFACE STORAGE EQUIPMENT

SEATING SEATING

Ref # Room Name Counter Desk Table Guest Lounge Task Conf. Cabinetry Filing Shelving Comp. Printer Other

1.1 Lobby / Entry Area Custom Millwork1.2 Display Area Custom Millwork

2.1 Lounge/Reading Area (8) 18"x18"(10) 32"x26", (7)

28"x22"2.2 Computer Station (2) 24"x60" (4) 18"x19" (4) 18"x14" (1) 18"x14"2.3 Stacks (1) 28x60" (10) 60"x20"

3.1 Director's Office (1) 60"x30" (1) 24"x27" (1) 36"x10" (1) 18"x14" (1) 18"x14"3.2 Asst. Director's Office (1) 60"x30" (1) 24"x27" (1) 36"x10" (1) 18"x14" (1) 18"x14"3.3 Reception/Asst. Desk Custom Millwork (1) 60"x30" (1) 24"x27" (1) 36"x10" (1) 18"x14" (1) 18"x14"3.4 Lounge/Break Room (2) 48"x48"3.5 Storage (2) 15"x25" (1) 36"x10"

4.1 Mentor Station (1) 60"x30" (1) 18"x22" (1) 18"x14"4.2 Student Station (12) 24"x30" (UN) 18"x14"4.3 Group Area (3)48"x48" (12) 18"x19" (1) 18"x14"4.4 Reflection Nook (2) 32"x26"4.5 Storage (10) 36"x18" Custom Millwork

5.1 Art/Project Studio (1)48"x72" (24) 15"x17" (1) 18"x22" Custom, 36"x18" (2) 18"x14"5.2 Music Studio (1) 60"x30" (24) 15"x17" (1) 18"x22" Custom Millwork (1) 18"x14"5.3 Multi-Purpose Area (15)36"x72" (150) 15"x17"5.4 Recreation Area

6.1 Student Restroom6.2 Faculty/Guest Restroom6.3 Conference Room (1) 96"x60" (15) 24"x27" Custom Millwork6.4 Mechanical Room6.5 Storage (2) 36"x18"

3. LEARNING STUDIO

3. EXTRA-CURRICULAR

3. SUPPORT

1. ENTRY

2. MEDIA CENTER


WORLD ACADEMY

FURNITURE & EQUIPMENT REQUIREMENTS

WORKSURFACE STORAGE EQUIPMENT

3' - 0"

9' - 0"

12' -

0"

3' - 0"

3' - 0"

3' - 0"

23' - 3 7/8"

16' -

8"

16' -

6"

19' - 6"

3' -

0"

2' -

0"

12' - 10"

11' -

0"

3' -

0"

3' - 0"

24' - 3"

14' -

6"

MI D

TOW

NI N

T ER

NA T

ION

A LS C

HO

OL

S PR

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2013


3' - 0"

9' - 0"

12' -

0"

3' - 0"

3' - 0"

3' - 0"

23' - 3 7/8"

16' -

8"

16' -

6"

19' - 6"

3' -

0"

2' -

0"

12' - 10"

11' -

0"

3' -

0"

3' - 0"

24' - 3"

14' -

6"

MI D

TOW

NI N

T ER

NA T

ION

A LS C

HO

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2013


Learning Studio: Group Seating

Multi-Purpose Space: Group Seating

3' - 0"

9' - 0"

12' -

0"

3' - 0"

3' - 0"

3' - 0"

23' - 3 7/8"

16' -

8"

16' -

6"

19' - 6"

3' -

0"

2' -

0"

12' - 10"

11' -

0"

3' -

0"3' - 0"

24' - 3"

14' -

6"

MI D

TOW

NI N

T ER

NA T

ION

A LS C

HO

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2013


Media Center: Stacks and Seating Office

Conference/Meeting Room

1.7: CODE ANALYSIS

CODE ANALYSIS

CONSTRUCTION CODES REQUIRED:

-Georgia State Minimum Standard Building Code

(International Building Code, 2006 Edition, with

GA Amendments)

-Georgia State Minimum Standard Plumbing Code

(International Plumbing Code, 2006 Edition, with

GA Amendments)

-Georgia State Minimum Standard Fire Code

(NFPA 101 Life Safety Code, 2000 Edition, with GA

Amendments)

-Georgia State Minimum Standard Mechanical

Code (International Mechanical Code, 2006 Edi-

tion, with GA Amendments)

-Georgia State Minimum Standard Gas Code (In-

ternational Fuel Gas Code, 2006 Edition, with GA

Amendments)

-Georgia State Minimum Standard Electrical Code

(National Electrical Code, 2011 Edition)

-Georgia State Minimum Standard Energy Code

(International Energy Conservation Code, 2009

Edition, with GA Supplements and Amendments)

-Georgia Handicapped Accessibility Law 120-3-20

STANDARDS:

National Fire Protection Association (NFPA):

NFPA_1_: Fire Code

NFPA_10_: Portable Fire Extinguishers

NFPA_70_: National Electric Code

American Society For Testing And Materials:

ASTM_4_: Construction

ASTM_6_: Paints, Related Coating, and Aromatics

ASTM_7_: Textiles

ASTM_8_: Plastics

ASTM_9_: Rubber

ASTM10: Electrical Insulation and Electronics

Underwriters Laboratories:

UL_1_: Flexible Metal Conduit

UL_4_: Armored Cable

UL_5_: Surface Metal Raceways and Fittings

American Society Of Heating, Refrigeration, Air

Conditioning Engineers (ASHRAE)

OCCUPANCY:

Building Type- EXISTING

Number Of Occupants: Estimated-350 Actual-350

Occupancy Classification: E - EDUCATIONAL

Model/Code- IBC Life Safety Code- ICC

Occupancy Subclassification: A - ASSEMBLY


OCCUPANCY LOADS:

-Occupant Use 1: Educational

Occupant Load Factors:

-Use 1: Classroom: 20 net

Shops/Vocational: 50 net


Total Floor Area:

Actual 12,674 Gross SF; 12,223 Net SF

-Use 1: 2,789 Net SF

-Use 2: 2,138 Net SF

OCCUPANT LOAD:

-Use 1: 282

Total Occupant Load: 282

Local Code Approval Required: YES

EGRESS CAPACITIES:

Number of Exits: 2 EXITS

TRAVEL DISTANCES:

-1/2 Diagonal Rule: 85 ft. (Total Distance 170 ft.)

-Dead End Corridors: Up to 50 ft, Sprinklered

-Common Path of Travel

HALF-DIAGONAL DIAGRAM

EXIT 1

EXIT 3

170 FT

Diagonal Distance: 170 FT1/2 Diagonal: 85 FT

BRIDGE ACADEMY 1/16" = 1'-0"1 1/2 Diagonal

MINIMUM TYPE OF CONSTRUCTION:

Construction Type: TYPE III

Building Element: B, Protected

HOURLY RATINGS:

Structural Elements:

Walls: 2 Floor: 0 Roof: 0

Interior Non Bearing Walls and Partitions: 0

Maximum Floor Area: 14,500 SF

Maximum Building Height: 2 STORIES

MEANS OF EGRESS:

TYPE OF SPACE: SCHOOL, 3RD-7TH

OCCUPANCY TYPE: EDUCATIONAL

OCCUAPNCY LOAD: 282

TYPICAL CODE AND ACCESSIBILITY RE-

QUIREMENTS:

-Doors: type, swing, size, hardware, threshold, fire

rating

-Stairs: type, riser height, tread depth, nosing, hand-

rail, guardrail, fire rating

-Ramps: slope, rise, landings, edge detail, finish,

handrail, guardrail

-Corridors: length, protruding odjects, fire rating

-Aisles: fized seats, no fixed seats, ramps, steps,

handrails

-Intervening rooms: type, size, obstuctions, fire

rating

TYPES OF MEANS OF EGRESS

EXIT ACCESS 1:

Type of Components: DOOR & CORRIDOR

Required Width: 60” ,Using: LEVEL VARIABLE

EXIT ACCESS 2:

Type of Components: DOOR & CORRIDOR

Required Width: 60” , Using: LEVEL VARIABLE

TRAVEL DISTANCE:

Max. allowed travel distance: 250 FT

REQUIRED NUMBER OF EXITS: 3

NUMBER OF EXITS PROVIDED: 3

EXIT 1:

Type: EXTERIOR DOOR


Number of Doors: 2, Distributed: EVENLY

AMONG EXITS

EXIT 2:

Type: EXTERIOR DOOR



AMONG EXITS

EXIT 3:

Type: EXTERIOR DOOR



AMONG EXITS

EXIT DISCHARGE COMPONENTS:

MAIN LOBBY & VESTIBULE

90 FT

72 FT

53 FT

58 FT

REMOTE POINT BTRAVEL DISTANCE TOEXIT 1: 149 FTEXIT 2: 120 FTEXIT 3: 111 FT

REMOTE POINT ATRAVEL DISTANCE TOEXIT 1: 117 FTEXIT 2: 104 FT

EXIT 1

EXIT 2

EXIT 3

96 FT

67 FT

64"

64"

64"

32"

TOTAL EXIT WIDTH: 160"REQ. EXIT WIDTH: 83"(SPRINKLERED)

MAXIMUM ALLOWABLEEXIT TRAVEL DISTANCE: 250 FT

BRIDGE ACADEMY 1/16" = 1'-0"1 Life Safety/Egress

LIFE SAFETY/EGRESS

PLUMBING:

OCCUPANCY: E

BUIILDING TYPE: EDUCATIONAL

OCCUAPNCY LOAD: 282

Engineer Required: YES

TOTAL REQUIRED:

Standard Fixtures Accessible Fixtures

(Male/Female/Unisex)

Required Existing Required Existing

Water Closets 3/3 1/1 1/1 1/1

Urinal 1/0 1/0 0/0 0/0

Lavatory 3/3 1/1 1/1 1/1

Drinking Fn 2(U) 0 1 0

Type of Sprinkler System: Wetpip Sprinkler, New

Type of Standpip/Firehose: Class III, New

Number of Fire Extinguishers: Undetermined,

Along normal paths of travel: 75ft, New

OTHER PLUMBING CODE AND ACCESSIBIITY

REQUIREMENTS TO CONSIDER:

-Fixtures: Mounting Heights, Clear Floor Space,

Faucet/Control Location, Projections

-Faucet/Controls: Ease of Operation (lever, auto-

matic, etc)

-Grab Bars: location, lengths, heights, orientation

-Accessories: Mounting heights, projections, clear

floor space

-Finishes: smooth, slip resistant, thresholds

-Room: Turning spaces, privacy, signage, stall size,

door swings

1.8: IDEATION & CONCEPT DEVELOPMENT

CONCEPT #1

CONCEPT #2

CONCEPT #3

BIG SHEET 1

BIG SHEET 2

BIG SHEET 3

FINAL CONCEPT BIG SHEET

1.9: DESIGN DEVELOPMENT

DESIGN DEVELOPMENETPRELIMINARY & FINAL

CONCEPT STATEMENT:

The project strives to bridge students and elim-

inate barriers caused by locations, cultures, and

backgrounds by incorporating design elements

of a bridge.

PARTI:

CONCEPT

IMAGERY:

LEVEL 1 PLAN

LEVEL 2 PLAN

PRELIMINARY DEVELOPEMNT:

TRANSVERSE BUILDING SECTION

ENTRANCE PERSPECTIVETECH-CAFE PERSPECTIVE

ENLARGE PLAN: MEDIA CENTER

MEDIA CENTER ELEVATION 1 MEDIA CENTER ELEVATION 2

MEDIA CENTER ELEVATION 3

MEDIA CENTER PERSPECTIVE 1 MEDIA CENTER PERSPECTIVE 2

FINAL DEVELOPEMNT:

LEVEL 1 PLAN

LEVEL 2 PLAN

LEVEL 1 CEILING PLAN

LEVEL 2 CEILING PLAN

ENTRANCE

BUILDING SECTION

5TH GRADE BRIDGE

MEDIA CENTER FURNITURE PLAN

MEDIA CENTER RENDERED PLAN

MEDIA CENTER PERSPECTIVE



MEDIA CENTER

COMPUTER STATION

WAYFINDING & BRANDING PLAN

1. GRAFFITI WALLSTo be used as student display space and a land-mark for the school. over the course of the school-year, student wo¬rk will gradually be posted on the inner walls, allowing students to view work as they move through the space.

2. MEDIA CENTER WALL GRAPHICSThis wall will serve as signage/wayfind-ing and further branding of the school

3.TEXTURED COMPUTER STATION WALLTextured wall to give visual interest while walking through the computer station. This area is also a transition space from one bridge to another.

4. BRIDGE CEILINGSBranding the school and reiterating the concept, while visually linking bridge areas for students to under-stand. Colors corresponding to bridge type; Grade specific bridges: greenShared bridges (media center, tech café): pink

5. STUDIO DOOR GRAPHICSGraphics on learning studio doors will serve as signage, corresponding with the respective grade level of each studio.

TECH-CAFE PERSPECTIVE

1.10: CONSTRUCTION DOCUMENTS

AREA NOTIN SCOPE

SECTION

ELEVATION DETAIL

XX

XX-X.XX

XX

XX COLUMNLINES & TAGS

XXXX-X.XX

XX

XX-X.XX

XX

XX-X.XXREFERENCEINDICATOR

BREAKLINE

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:

PLAN NORTH TRUE NORTH

SHEET SCALE: SEE DRAWINGS

KEY PLAN

GENERAL NOTES

ABBREVIATIONS

2009 ALL RIGHTS RESERVEDC

QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:

NOT FOR CONSTRUCTION

PROJECT IDENTIFICATION:

PROJECT INFORMATION

APPLICABLE CODES PROJECT TEAM

INDEX OF DRAWINGS

VICINITY MAPSITE

GRAPHIC SYMBOLS

JESSICABELL1600 PEACHTREE ST. NEATLANTA, GA 30309

PHONE: 877.772.3285FAX: 404.253.3466WEBSITE: WWW.SCAD.EDU

REACHACADEMY

501 AMSTERDAM AVE.NE, SUITE 500ATLANTA, GA 30308

PHONE: 678.427.3978FAX: 404.849.2746WEBSITE: WWW.REACHACADEMYATL.EDU

L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3

01 5/29/2013 FINAL SUBMISSION

II-0.01

Issue Date

PROJECT NAME: BRIDGE ACADEMY

JURISDICTION: FULTON COUNTY

BUILDING TYPE/USE: III-BE - EDUCATIONAL

NUMBER OF FLOORS: 2

TOTAL FLOOR AREA: 13,606 SF

SPRINKLERED: YES

OCCUPANT LOAD: 181

SUMMARY OF SCOPE:INTERIOR RENOVATION AT EXISTING COMMERCIALBUILDING.RENOVATION TO INCLUDE:INTERIOR BUILDOUT OF SCHOOL PARTITIONS,RENOVATION OF BATHROOMS,INSTALLATION OF NEW HVAC EQUIPMENT,INSTALLATION OF NEW WINDOWS AND LINTELS,INSTALLATION OF NEW FENCED PLAY AREA

1. DO NOT SCALE DRAWINGS; DIMENSIONS GOVERN.DIMENSIONS GOVERN. DIMENSIONS SHOWN ONLARGER SCALE DRAWINGS TAKE PRECEDENCE OVERDIMENSIONS ON SMALLER SCALE DRAWINGS.

2. THESE CONTRACT DOCUMENTS INDICATECONSTRUCTION MATERIALS AND METHODS OFCONSTRUCTION IN ORDER TO ESTABLISHSTANDARDS FOR QUALITY AND/OR PERFORMANCE.MATERIALS AND METHODS OTHER THAN THOSEINDICATED WITHIN THESE DOCUMENTS SHALL BECONSIDERED FOR ACCEPTANCE BY THE DESIGNERPROVIDED THAT THEY DO NOT AFFECT THEAPPEARANCE FROM THAT INDICATED WITHIN THESECONSTRUCTION DOCUMENTS IN ANY WAYWHATSOEVER.

3. THE ARCHITECT'S SEAL AFFIXED TO THESECONTRACT DOCUMENTS SHALL CERTIFY TO THEBEST OF OUR KNOWLEDGE THAT THE DOCUMENTSCOMPLY WITH ALL LOCAL CODES, ORDINANCES ANDADA REGULATIONS. SHOULD THE CONTRACTOR FINDTHAT ANY PORTION OF THE WORK HEREIN NOTCOMPLY WITH LOCAL CODES AND ORDINANCES,HE/SHE SHOULD NOTIFY THE ARCHITECT AS SOONAS POSSIBLE.

4. "TYPICAL" MEANS THE REFERENCED DETAIL SHALLAPPLY FOR ALL SIMILAR CONDITIONS UNLESS NOTEDOTHERWISE.

5. THE CONTRACTOR SHALL BE RESPONSIBLE FOROBTAINING ALL REQUIRED BUILDING PERMITS.

6. THE CONTRACTOR SHALL BE RESPONSIBLE FORPROVIDING ALL WORK AND MATERIALS IN STRICTACCORDANCE WITH ALL APPLICABLE CODES,REGULATIONS AND ORDINANCES HAVINGJURISDICTION.

7. MATERIALS, DIMENSIONS AND ALL OTHERCONDITIONS NOT OTHERWISE INDICATED IN THESECONSTRUCTION DOCUMENTS SHALL BEINTERPRETED AS HAVING THE SAME MEANING ASTHOSE MOST SIMILARLY DETAILED AND MORE FULLYDEFINED ELSEWHERE IN THESE DOCUMENTS.

8. THE CONTRACTOR SHALL FIELD VERIFY ALLDIMENSIONS INDICATED WITHIN THESE DOCUMENTS,AND SHALL NOTIFY THE DESIGNER OF ANYVARIATION PRIOR TO THE PURCHASE OF MATERIALS,STARTING FABRICATION OR BEGINNINGCONSTRUCTION.

9. IN PERFORMING THE WORK DESCRIBED HEREIN, IT ISTHE CONTRACTOR'S RESPONSIBILITY TO REPAIR ALLEXISTING CONSTRUCTION DISTURBED, RELOCATED,DAMAGED OR ALTERED IN ANY WAY. ALL NEWCONSTRUCTION SHALL BE INSTALLED IN ORDER TOHIDE ALL EVIDENCE OF WORK AND SHALL BECOMPLETED TO MATCH THE EXISTING IN FINISH ANDAPPEARANCE.

10. EACH MISCELLANEOUS ITEM OF CUTTING, PATCHINGOR FITTING IS NOT NECESSARILY INDIVIDUALLYDESCRIBED HEREIN. THE CONTRACTOR SHALL BERESPONSIBLE FOR ALL CUTTING, PATCHING ANDFITTING NECESSARY TO ACCOMMODATE THE ENTIRESCOPE OF THE WORK.

11. THE CONTRACTOR, UPON AWARDING CONTRACTS TOSUBCONTRACTORS, SHALL SUBMIT TO THEDESIGNER AND THE OWNER A LIST OF ANY LONGLEAD ITEMS ON THE PROJECT AND THEIRSCHEDULES. IT IS SOLELY THE CONTRACTOR'SRESPONSIBILITY TO NOTIFY THE DESIGNER AND THEOWNER OF ANY ITEMS WHICH WILL IMPEDE THECOMPLETION OF THE PROJECT AS SCHEDULED. THECONTRACTOR SHALL BE RESPONSIBLE FOR DELAYTO THE MOVE-IN DATE CAUSED BY SCHEDULING OFITEMS WITHIN HIS/HER SCOPE.

12. ALL WOOD USED AS STUDS, BLOCKING OR BRACINGSHALL BE FIRE TREATED. CONTRACTOR ISRESPONSIBLE FOR PROVIDING ALL NECESSARYREINFORCEMENTS TO ACCOMMODATE INTERIORFINISHES, MILLWORK, FIXTURES OR EQUIPMENT ASDESCRIBED IN THESE DOCUMENTS.

13. SHOP DRAWINGS SHALL BE SUBMITTED FORAPPROVAL PRIOR TO FABRICATION OFCONSTRUCTION. ONE REPRODUCIBLE AND ONECOPY SHALL BE SUBMITTED. THE CONTRACTOR'SSTAMP OF APPROVAL SHALL BE VISIBLE ON ALLCOPIES SUBMITTED. SHOULD THE CONTRACTOR'SSTAMP OF APPROVAL NOT APPEAR ON THE SHOPDRAWINGS, THE SUBMITTAL WILL NOT BE STAMPEDBY THE DESIGNER AS APPROVED.

14. THE CONTRACTOR SHALL SUBMIT FOR THEDESIGNER'S APPROVAL A DESCRIPTION OF ALLMATERIALS AND THREE SAMPLES OF PRODUCTSSPECIFIED IN CONSTRUCTION DRAWINGS.

15. ALL SUBSTITUTIONS PROPOSED BY THECONTRACTOR SHALL BE SUBMITTED TO THEDESIGNER FOR APPROVAL PRIOR TOIMPLEMENTATION. ALL REQUESTS FORSUBSTITUTIONS SHALL BE ACCOMPANIED WITH ASAMPLE AND TECHNICAL DATA SUPPORTING THESUBSTITUTION. IT IS THE CONTRACTOR'SRESPONSIBILITY TO RESEARCH THOROUGHLY ANDASCERTAIN THAT THE SUBSTITUTED MATERIALMEETS OR EXCEEDS THE ORIGINAL MATERIAL.SUBSTITUTIONS SUBMITTED WITHOUT THESUPPORTING DATA WILL BE RETURNEDUNAPPROVED.

16. ALL GYPSUM WALLBOARD AND METAL STUDCONSTRUCTION SHALL BE DONE IN ACCORDANCEWITH THE RECOMMENDATIONS AND INSTRUCTIONSPUBLISHED BY THE U.S. GYPSUM COMPANY'S"GYPSUM CONSTRUCTION HANDBOOK," LATESTEDITION.

17. ALL FINISH CARPENTRY AND MILLWORK SHALL BE INACCORDANCE WITH THE ARCHITECTURALWOODWORKS INSTITUTE (AW) STANDARDS FORSELECTION OF MATERIALS, HARDWARE,FABRICATION, WORKMANSHIP AND FINISHING.UNLESS NOTED OTHERWISE, ALL WORK SHALL BEDONE IN "CUSTOM" GRADE.

18. THE DESIGNER HAS NOT, AND DOES NOT INTEND TO,CONDUCT ANY INVESTIGATION AS TO THE PRESENCEOF HAZARDOUS MATERIALS, INCLUDING ASBESTOS,WITHIN THE CONFINES OF THE PROJECT. THEDESIGNER ACCEPTS NO RESPONSIBILITY FOR THEIDENTIFICATION, REMOVAL OR ANY EFFECTS FROMTHE PRESENCE OF THESE MATERIALS. SHOULD ANYQUESTION ARISE, THE OWNER, THEOWNER/DESIGNER CONTRACT SHALL BE REFERREDTO IN REGARD TO HAZARDOUS MATERIAL.

19. THE CONTRACTOR SHALL CLEAN THE ENTIRE SPACEAND LEAVE IT IN AN ACCEPTABLE CONDITION AT THECOMPLETION OF THE PROJECT. PROJECT CLEAN-UPSHALL CONSIST OF A VACUUM CLEANED INTERIORSPACE. ALL DUST, DEBRIS, OILS, STAINS ANDLABELS SHALL BE REMOVED FROM ALL EXPOSEDSURFACES IN PREPARATION FOR THE FINALCONSTRUCTION PUNCH LIST.

20. THE CONTRACTOR SHALL BE RESPONSIBLE FORTAKING ADEQUATE PRECAUTIONS TO PROTECTBUILDING OCCUPANTS, MATERIALS AND EXISTINGFINISHES THROUGHOUT ALL PHASES OFCONSTRUCTION. NOISE, SECURITY AND DUSTBARRIERS BETWEEN AREAS OF WORK ANDOCCUPIED AREAS SHALL BE MAINTAINED BYCONTRACTOR. DAMAGE TO EXISTING-TO-REMAINCONSTRUCTION, MATERIALS OR EQUIPMENT SHALLBE REPAIRED TO RETURN ITEM TO ITS ORIGINALCONDITION AT THE COST OF THE CONTRACTOR.

21. THE EXTENT OF THE WORK SHALL BE LIMITED TOTHE AREAS INDICATED ON THE CONSTRUCTIONDOCUMENTS. NO ADDITIONAL WORK SHALL BE DONEOUTSIDE THE AREA OF CONSTRUCTION WITHOUTWRITTEN APPROVAL FROM THE OWNER. ANYADDITIONAL WORK OUTSIDE THE AREA OFCONSTRUCTION SHALL BE AT THE CONTRACTOR'SEXPENSE. ALL PENETRATIONS IN THE PARTITIONSAND FLOOR SLAB SHALL BE SEALED IN ACCORDANCEWITH APPLICABLE BUILDING, FIRE AND/OR LIFESAFETY CODES.

22. THE CONTRACTOR SHALL BE RESPONSIBLE FORPROVIDING THE OWNER WITH A COMPLETE SET OFAS-BUILT DOCUMENTS AT THE COMPLETION OF THEPROJECT.

23. CONTRACTOR SHALL BE RESPONSIBLE FORENSURING THAT ALL PENETRATIONS IN PARTITIONSARE SEALED AND BRACED PROPERLY TO MAINTAINORIGINAL INTEGRITY AND RATING OF THATPARTITION.

NOT TO SCALE NOT TO SCALE1" = 60'-0"

INTERNATIONAL BUILDING CODE, 2006 EDITION, WITH GAAMENDMENTS

INTERNATIONAL PLUMBING CODE, 2006 EDITION, WITH GAAMENDMENTS

INTERNATIONAL FIRE PROTECTION ASSOCIATION (NFPA) 101LIFE SAFETY CODE, 2000 EDITION, WITH GA AMENDMENTS

RULES AND REGULATIONS OF THE SAFETY FIRECOMMISSIONER FOR THE STATE MINIMUM FIRE SAFETYSTANDARDS, CHAPTER 120-3-3, JANUARY 5, 2007 (GEORGIASAFETY FIRE LAW)

INTERNATIONAL MECHANICAL CODE, 2006 EDITION, WITH GAAMENDMENTS

INTERNATIONAL FUEL GAS CODE, 2006 EDITION, WITH GAAMENDMENTS

NATIONAL ELECTRICAL CODE, 2011 EDITION

INTERNATIONAL ENERGY CONSERVATION CODE, 2009EDITION, WITH GA SUPPLEMENTS AND AMENDMENTS

GEORGIA HANDICAPPED ACCESSIBILITY LAW 120-3-20

REACH ACADEMYAMSTERDAM WALK501 AMSTERDAM AVE. NE SUITE 500ATLANTA, GA 30308, FULTON COUNTY

INTERIOR DESIGNER:JESSICA BELL1600 PEACHTREE ST. NEATLANTA, GA 30309

GENERAL CONTRACTOR:JESSICA BELL1600 PEACHTREE ST. NEATLANTA, GA 30309

MECHANICAL ENGINEER:JESSICA BELL1600 PEACHTREE ST. NEATLANTA, GA 30309

II-0.01 COVER SHEET

IV-1.01 LIFE SAFETY PLANSIV-1.02 OCCUPANCY AND PLUMBING

IF-1.01 DIMENSION PLAN / PARTITION PLAN;GENERAL NOTES; LEGEND AND TYPES

IR-1.01 REFLECTED CEILING PLAN

IU-1.01 FURNITURE PLAN

II -2.01 ENLARGED FURNITURE PLAN OF MEDIACENTER; FURNITURE SCHEDULE

II -2.02 ELEVATIONS AND BLDG SECTION

II -3.01 WAYFINDING / BRANDING PLAN

II -7.01 PERSPECTIVES

COVER SHEET


NO. NUMBER

RM. ROOM

MAN. MANUFACTURER

ALUM. ALUMINUM

ADMIN. ADMINISTRATION

SF SQUARE FOOTAGE

E.Q. EQUAL

GYP. GYPSUM WALLBOARD

DN

LEARNINGSTUDIO 4TH

LEARNING STUDIO 6TH

LEARNINGSTUDIO 3RD

LEARNINGSTUDIO 3RD

MSUIC STUDIO

PROJECT STUDIO ART STUDIO

TECH-CAFE

BOYS

GIRLSMECH. ROOM

STORAGE

FACULTY/GUEST

ADMIN. OFFICE

DIRECTOR'S OFFICE

LEARNING STUDIO 5THLEARNING STUDIO 4TH

MEDIA CENTER

BRIDGE - 4TH

BRIDGE - 3RD

BRIDGE - 5TH

BRIDGE - 6TH

ENTRANCE

LOBBY &WAITING

PLAY AREA

GARDEN CENTER

UP


81'

42'

44'


EXIT 168" EXIT WIDTH




25'

47'

38'

56'

28'

23' 63'

S

S

S S

S

S

S

S

S

S

S

S

S

S

S

S

SS

SS

SS

S

FEC

FEC

FE

FE FE

F

F

F

F

F

1

TECH-LOUNGEOPEN TO MUSICROOM BELOW

FEC F

44'

S

FEC

FE

F

EGRESS PATH ANDTRAVEL DISTANCE

200'

EXIT SIGN

EXIT SIGN WITHDIRECTIONAL ARROWS

SMOKE DETECTORS

FIRE EXTINGUISHER CABINET

WALL MOUNTED FIREEXTINGUISHER

EMERGENCY LIGHT

FIRE ALARM SPEAKER/STROBE

FIRE PULL

S

90 DEGREE SWINGINGDOOR

RECESSED DOOR

1' - 0"

1' - 6"

6' - 0"

MIN.

4' -

0"

MIN

.

MIN.

2' - 10"

1' - 6"

MIN.

MIN.

2' - 10"

1' - 0"

0' -

7"

MIN.

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:


SHEET SCALE: SEE DRAWINGSEGRESS REQUIREMENTS

LIFE SAFETY PLANS


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:



KEY NOTES

SYMBOLS LEGEND



REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


DOOR MANUEVERING CLEARANCES

TOTAL OCCUPANCY LOAD

IV-1.01

Issue Date

1/8" = 1'-0"1 LIFE SAFETY PLAN LEVEL 1


LIFE SAFETYPLANS

LEVEL COMPONENT STAIR COMPONENT NUMBER OF EXITS TRAVEL DISTANCE COMMON PATH OF TRAVEL

0.2" PER OCCUPANT

MINIMAL ACTUAL

36.2 IN

0.3" PER OCCUPANT MIN SBC1004.2.1

MIN NFPA5-4.1

ACTUAL NFPA 101TABLE A-5-6.1

IBC TABLE1016.1

ACTUALMAX

MAX ALLOWABLENFPA 101TABLE A-5-6.1

ACTUALMAX

MINIMAL ACTUAL

204 IN 5.7 IN 40 IN 2 2 3 250 FT 250 FT 206 FT 100 FT 81 FT

OCCUPANCY TYPE AREA / FACTOR = LOAD

EDUCATIONAL

CLASSROOMS

VOCATIONAL

TOTAL

2,789 SF 20 140

2,099 SF 50 41

4,888 SF 181

ACCESSIBILITY NOTES:

1 DIAGONAL DISTANCE: 170 FT.1/3 DISTANCE: 57 FT.

1/4" = 1'-0"4 DOOR MANUEVERING CLEARANCES

1. ALL CROSS SLOPES THAT A PORTION OF THE ACCESSIBLE ROUTE SHALL BE AMAXIMUM OF 2%.

2. ACCESSIBLE TABLES SHALL HAVE A MINIMUM OF 27" CLEAR KNEE SPACE AFF ANDHAVE A CLEAR AREA OF AT LEAST 19" DEEP. TOPE OF TABLE SHALL BE 34"MAXIMUM.

3. FLUSH VALVES ON THE TOILETS SHALL ALWAYS BE LOCATED ON THE WIDE SIDEOF THE STALL AND MUST UTILIZE 5LBS OF FORCE OR LESS TO OPERATE.

4. ALL PANIC HARDWARE SHALL BE MOUNTED NO HIGHER THAN 46" AFF.5. ALL FLOOR DRAINS IN KITCHEN SHALL BE LOCATED OUT OF PATH OF TRAVEL

SO THAT THE FLOOR DOES NOT HAVE A SLOPE GREATER THAN 2% ALONGAN ACCESSIBLE ROUTE.

6. ALL THRESHOLDS, FLOOR LEVEL CHANGES, AND FLOOR TRANSITIONS SHALLNOT EXCEES 1/2 " IN HEIGHT AND SHALL BE BEVELD WITH A SLOPE NOGREATER THAN 1:2.


TOTAL FLOOR AREA: 13,606 SF, 2 STORIES

DN

LEARNINGSTUDIO 4TH

LEARNING STUDIO 6TH

LEARNINGSTUDIO 3RD

LEARNINGSTUDIO 3RD

MSUIC STUDIO


TECH-CAFE

BOYS

GIRLSMECH. ROOM

STORAGE

FACULTY/GUEST

ADMIN. OFFICE

DIRECTOR'S OFFICE


MEDIA CENTER

BRIDGE - 4TH

BRIDGE - 3RD

BRIDGE - 5TH

BRIDGE - 6TH

ENTRANCE

LOBBY &WAITING

PLAY AREA

GARDEN CENTER

UP


81'

42'

44'






25'

47'

38'

56'

28'

23' 63'

S

S

S S

S

S

S

S

S

S

S

S

S

S

S

S

SS

SS

SS

S

FEC

FEC

FE

FE FE

F

F

F

F

F

1


FEC F

44'

S

FEC

FE

F


200'

EXIT SIGN

EXIT SIGN WITHDIRECTIONAL ARROWS

SMOKE DETECTORS

FIRE EXTINGUISHER CABINET

WALL MOUNTED FIREEXTINGUISHER

EMERGENCY LIGHT

FIRE ALARM SPEAKER/STROBE

FIRE PULL

S

90 DEGREE SWINGINGDOOR

RECESSED DOOR

1' - 0"

1' - 6"

6' - 0"

MIN.

4' -

0"

MIN

.

MIN.

2' - 10"

1' - 6"

MIN.

MIN.

2' - 10"

1' - 0"

0' -

7"

MIN.

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



LIFE SAFETY PLANS


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:



KEY NOTES

SYMBOLS LEGEND



REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


DOOR MANUEVERING CLEARANCES


IV-1.01

Issue Date



LIFE SAFETYPLANS


0.2" PER OCCUPANT

MINIMAL ACTUAL

36.2 IN


MIN NFPA5-4.1


IBC TABLE1016.1

ACTUALMAX


ACTUALMAX

MINIMAL ACTUAL



EDUCATIONAL

CLASSROOMS

VOCATIONAL

TOTAL

2,789 SF 20 140

2,099 SF 50 41

4,888 SF 181


1 DIAGONAL DISTANCE: 170 FT.1/3 DISTANCE: 57 FT.

1/4" = 1'-0"4 DOOR MANUEVERING CLEARANCES









DN

LEARNINGSTUDIO 4TH

LEARNING STUDIO 6TH

LEARNINGSTUDIO 3RD

LEARNINGSTUDIO 3RD

MSUIC STUDIO

PROJECT STUDIO ART STUDIO TECH-CAFE

BOYS

GIRLSMECH. ROOM

STORAGE

FACULTY/GUEST

ADMIN. OFFICE

DIRECTOR'S OFFICE


MEDIA CENTER

BRIDGE - 4TH

BRIDGE - 3RD

BRIDGE - 5TH

BRIDGE - 6TH

ENTRANCE

LOBBY &WAITING

PLAY AREA

GARDEN CENTER

UP


81'

42'

44'



25'

47'

38'

56'

28'

23' 63'




TECH-LOUNGE

OPEN TO MUSICROOM BELOW

44'

CLASSROOM AREA20 NET

VOCATIONAL AREA50 NET


200'

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



LIFE SAFETY PLANS


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:



OCCUPANCY KEY

SYMBOLS LEGEND



REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


PLUMBING REQUIREMENTS


IV-1.02

Issue Date

OCCUPANCY &PLUMBING

1/8" = 1'-0"1 .LIFE SAFETY PLAN LEVEL 1

1/8" = 1'-0"2 .LIFE SAFETY PLAN LEVEL 2

WATER CLOSET

FIXTURE TYPE

URINAL

LAVATORY

DRINKING FOUNTAIN

REQUIRED NO. OF FIXTURES

STANDARD ACCESSIBLE

3

M F M F

3 1 1

1 0

3 3 1 1

1 1


0.2" PER OCCUPANT

MINIMAL ACTUAL

36.2 IN


MIN NFPA5-4.1


IBC TABLE1016.1

ACTUALMAX


ACTUALMAX

MINIMAL ACTUAL










EDUCATIONAL

CLASSROOMS

VOCATIONAL

TOTAL

2,789 SF 20 140

2,099 SF 50 41

4,888 SF 181



DN

LEARNINGSTUDIO 4TH

LEARNINGSTUDIO 6TH

LEARNINGSTUDIO 3RD

LEARNINGSTUDIO 3RD

MUSIC STUDIO


TECH-CAFE

BOYS

GIRLSMECH. ROOM

STORAGE

FACULTY/GUEST

ADMIN. OFFICE

DIRECTOR'S OFFICE

LEARNINGSTUDIO 5TH

LEARNINGSTUDIO 4TH

MEDIA CENTER

BRIDGE - 4TH

BRIDGE - 3RD

BRIDGE - 5TH

BRIDGE - 6TH

ENTRANCE

LOBBY &WAITING

PLAY AREA

GARDEN CENTER

UP

LEARNINGSTUDIO 6TH

LEARNINGSTUDIO 5TH

18' -

0"

18' -

1"

18' -

1"

16' -

1"

8' -

2"23

' - 7

"

1' -

2"1'

- 2"

15' - 0"24' - 6"35' - 10"18' - 0"18' - 0"18' - 1"16' - 6"

A B C D E F G H

7

6

5

4

3

2

1

7' -

3"

5' - 9" 2' - 7"

26' - 7" 21' - 11" 20' - 3"

9' -

0"7'

- 6"

4' -

6"

9' -

6"

2' -

0"

14' - 4" 20' - 10" 21' - 8" 14' - 0" 20' - 10" 21' - 6"

8' -

11"

11' -

7"

6' -

5"

20' - 10"

3' - 3" 14' - 6" 3' - 3" 14' - 3" 15' - 4"

7' - 8"

11' -

5"

11' -

6"

2' -

1"

11' - 4"

7' - 8"3' - 5"

8' - 7"

7' -

6"

7' -

6"

2' - 2"

4' - 6"

21' - 5" 16' - 11" 15' - 5"

5' -

0"

3' - 8" 5' -

0"

12' - 0" 6' - 8" 8' - 0" 5' - 3"

14' -

2"

3' -

9"

J

J

J

J

J

N

MJJ

J K

J

M

M

JJ

J

J

M

J

J

J

J

J

J

N

J M

JJ J

J L

L

L

L

J

J

J

J

J

J

J

J

N

J

L

L

J

JJ

J

J

J

JJ

J

5' -

5"

4' -

2"

4' - 7"

4' - 7"

28' - 4"

15' -

0"

1' -

11"

1' -

11"

4' - 6" 16' - 4" 17' - 2" 4' - 6" 4' - 7" 16' - 3" 17' - 1" 4' - 5"

3' - 3" 3' - 3"

2' -

3"1'

- 4"

1' -

5"1'

- 3"

2' -

0"

2' -

8"2'

- 9"

2' -

0"2'

- 0"

1' -

5"2'

- 2"

1' -

3"

3' - 0" 1' - 3" 2' - 2" 1' - 5" 2' - 0" 1' - 4" 2' - 2" 1' - 3" 2' - 3" 1' - 3" 2' - 9"

3' -

9"3'

- 2"

EQ

EQ

1' -

11"

1' -

11"

R 8' - 0"

6' - 2" 3' - 5" 3' - 5" 3' - 6"

7' - 5" 3' - 4" 2' - 4" 2' - 5"

5' -

9"

2' -

8"1'

- 3"

2' -

2"1'

- 5"

2' -

0"2'

- 0"

2' -

9"

2' - 11" 1' - 3" 2' - 2" 1' - 5" 2' - 0" 1' - 4" 2' - 2" 1' - 3" 2' - 3" 1' - 6" 2' - 9"

2' -

2"1'

- 4"

2' -

0"1'

- 5"

2' -

2"1'

- 3"

2' -

2"2'

- 0"

2' -

2"2'

- 2"

2' -

0"2'

- 0"

2' -

2"2'

- 3"

1' -

4"

18' - 2"

16' - 8"

5' -

0"5'

- 0"

5' -

0"

5' -

0"

5' -

1" 4' -

4"

4' - 8"16' - 2"

15' -

8"

7' -

0"

8' - 2"

11' -

1"

11' -

1"


A B C D

3

2

121' - 1" 39' - 7"

6' -

10"

J

J

J

XX

XX COLUMN LINES & TAGS

X PARTITION TAG

NEW PARTITION

EXISTING PARTITION

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



GENERAL NOTES

PARTITION AND DIMENSION PLANS


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:



SYMBOLS LEGEND



REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


PARTITION TYPES AND DETAILS

IF-1.01

Issue Date

PARTITION PLANSDIMENSION PLANS

1/8" = 1'-0"1 LEVEL 1 PARTITION/DIMENSION PLAN


1. REFER TO THE PARTITION PLAN LEGEND FOR ALL SYMBOLS.

2. ALIGN CENTER LINE OF PARTITIONS WITH THE CENTER LINEOF ALL MULLIONS OR COLUMNS UNLESS NOTED OTHERWISE.

3. ALL PARTITIONS TO BE TYPE 1 UNLESS NOTED OTHERWISE.REFER TO DETAILS ON THIS SHEET FOR ADDITIONALPARTITION TYPE INFORMATION.

4. CONTRACTOR SHALL VERIFY ALL DIMENSIONS SHOWN ON THEPLAN AND SHALL NOTIFY THE DESIGNER OF ANYDISCREPANCIES PRIOR TO CONSTRUCTION.

5. COORDINATE PARTITION LAYOUT WITH MECHANICAL,ELECTRICAL, AND PLUMBING WORK. NOTIFY THE DESIGNER IFTHERE ARE ANY DISCREPANCIES OR CONFLICTS WITH THESEELEMENTS IN ORDER TO RESOLVE.

6. VERIFY THE LOCATIONS, SIZES AND SPECIFIC REQUIREMENTSOF ALL FREESTANDING, UNDER-CABINET AND BUILT-INEQUIPMENT PRIOR TO BEGINNING SHOP DRAWINGS.

7. PROVIDE WATER RESISTANT GYPSUM BOARD AT ALLRESTROOM AND BREAKROOM WET WALL LOCATIONS.

J

K

L

M

FIRE-RATED WALL/ TYPE X GYPSUM

GYPSUM BOARD

WATER RESISTANT GYPSUM

SINGLE GLASS PANES

N DOUBLE GLASS PANES - 2" SPACING

O MOVEABLE PARTITION - 3'-6" HEIGHT

DN

LEARNINGSTUDIO 4TH

LEARNINGSTUDIO 6TH

LEARNINGSTUDIO 3RD

LEARNINGSTUDIO 3RD

MUSIC STUDIO


TECH-CAFE

BOYS

GIRLSMECH. ROOM

STORAGE

FACULTY/GUEST

ADMIN. OFFICE

DIRECTOR'S OFFICE

LEARNINGSTUDIO 5TH

LEARNINGSTUDIO 4TH

MEDIA CENTER

BRIDGE - 4TH

BRIDGE - 3RD

BRIDGE - 5TH

BRIDGE - 6TH

ENTRANCE

LOBBY &WAITING

PLAY AREA

GARDEN CENTER

UP

LEARNINGSTUDIO 6TH

LEARNINGSTUDIO 5TH

18' -

0"

18' -

1"

18' -

1"

16' -

1"

8' -

2"23

' - 7

"

1' -

2"1'

- 2"

15' - 0"24' - 6"35' - 10"18' - 0"18' - 0"18' - 1"16' - 6"

A B C D E F G H

7

6

5

4

3

2

1

7' -

3"

5' - 9" 2' - 7"

26' - 7" 21' - 11" 20' - 3"

9' -

0"7'

- 6"

4' -

6"

9' -

6"

2' -

0"

14' - 4" 20' - 10" 21' - 8" 14' - 0" 20' - 10" 21' - 6"

8' -

11"

11' -

7"

6' -

5"

20' - 10"

3' - 3" 14' - 6" 3' - 3" 14' - 3" 15' - 4"

7' - 8"

11' -

5"

11' -

6"

2' -

1"

11' - 4"

7' - 8"3' - 5"

8' - 7"

7' -

6"

7' -

6"

2' - 2"

4' - 6"

21' - 5" 16' - 11" 15' - 5"

5' -

0"

3' - 8" 5' -

0"

12' - 0" 6' - 8" 8' - 0" 5' - 3"

14' -

2"

3' -

9"

J

J

J

J

J

N

MJJ

J K

J

M

M

JJ

J

J

M

J

J

J

J

J

J

N

J M

JJ J

J L

L

L

L

J

J

J

J

J

J

J

J

N

J

L

L

J

JJ

J

J

J

JJ

J

5' -

5"

4' -

2"

4' - 7"

4' - 7"

28' - 4"

15' -

0"

1' -

11"

1' -

11"

4' - 6" 16' - 4" 17' - 2" 4' - 6" 4' - 7" 16' - 3" 17' - 1" 4' - 5"

3' - 3" 3' - 3"

2' -

3"1'

- 4"

1' -

5"1'

- 3"

2' -

0"

2' -

8"2'

- 9"

2' -

0"2'

- 0"

1' -

5"2'

- 2"

1' -

3"

3' - 0" 1' - 3" 2' - 2" 1' - 5" 2' - 0" 1' - 4" 2' - 2" 1' - 3" 2' - 3" 1' - 3" 2' - 9"

3' -

9"3'

- 2"

EQ

EQ

1' -

11"

1' -

11"

R 8' - 0"

6' - 2" 3' - 5" 3' - 5" 3' - 6"

7' - 5" 3' - 4" 2' - 4" 2' - 5"

5' -

9"

2' -

8"1'

- 3"

2' -

2"1'

- 5"

2' -

0"2'

- 0"

2' -

9"

2' - 11" 1' - 3" 2' - 2" 1' - 5" 2' - 0" 1' - 4" 2' - 2" 1' - 3" 2' - 3" 1' - 6" 2' - 9"

2' -

2"1'

- 4"

2' -

0"1'

- 5"

2' -

2"1'

- 3"

2' -

2"2'

- 0"

2' -

2"2'

- 2"

2' -

0"2'

- 0"

2' -

2"2'

- 3"

1' -

4"

18' - 2"

16' - 8"

5' -

0"5'

- 0"

5' -

0"

5' -

0"

5' -

1" 4' -

4"

4' - 8"16' - 2"

15' -

8"

7' -

0"

8' - 2"

11' -

1"

11' -

1"


A B C D

3

2

121' - 1" 39' - 7"

6' -

10"

J

J

J

XX

XX COLUMN LINES & TAGS

X PARTITION TAG

NEW PARTITION

EXISTING PARTITION

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



GENERAL NOTES

PARTITION AND DIMENSION PLANS


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:



SYMBOLS LEGEND



REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


PARTITION TYPES AND DETAILS

IF-1.01

Issue Date

PARTITION PLANSDIMENSION PLANS



1. REFER TO THE PARTITION PLAN LEGEND FOR ALL SYMBOLS.

2. ALIGN CENTER LINE OF PARTITIONS WITH THE CENTER LINEOF ALL MULLIONS OR COLUMNS UNLESS NOTED OTHERWISE.

3. ALL PARTITIONS TO BE TYPE 1 UNLESS NOTED OTHERWISE.REFER TO DETAILS ON THIS SHEET FOR ADDITIONALPARTITION TYPE INFORMATION.

4. CONTRACTOR SHALL VERIFY ALL DIMENSIONS SHOWN ON THEPLAN AND SHALL NOTIFY THE DESIGNER OF ANYDISCREPANCIES PRIOR TO CONSTRUCTION.

5. COORDINATE PARTITION LAYOUT WITH MECHANICAL,ELECTRICAL, AND PLUMBING WORK. NOTIFY THE DESIGNER IFTHERE ARE ANY DISCREPANCIES OR CONFLICTS WITH THESEELEMENTS IN ORDER TO RESOLVE.

6. VERIFY THE LOCATIONS, SIZES AND SPECIFIC REQUIREMENTSOF ALL FREESTANDING, UNDER-CABINET AND BUILT-INEQUIPMENT PRIOR TO BEGINNING SHOP DRAWINGS.

7. PROVIDE WATER RESISTANT GYPSUM BOARD AT ALLRESTROOM AND BREAKROOM WET WALL LOCATIONS.

J

K

L

M

FIRE-RATED WALL/ TYPE X GYPSUM

GYPSUM BOARD

WATER RESISTANT GYPSUM

SINGLE GLASS PANES

N DOUBLE GLASS PANES - 2" SPACING

O MOVEABLE PARTITION - 3'-6" HEIGHT

APC 10'

APC 10'

GWB 11'

GWB 11'

APC 10'

APC 10'

APC 10'APC 10'APC 10'APC 10'

APC 10'

APC 10'APC 10'

APC 10' APC 10'

OPEN TO ABOVE OPEN TO ABOVE

ACRYLIC PANEL 9-10'

ACRYLIC PANEL 8-10'

ACRYLICPANEL 8-10'

ACRYLICPANEL 8-10'

ACRYLICPANEL 8-10'

ACRYLICPANEL8-10'

ACRYLICPANEL8-10'

OPEN TO ABOVE

APC 10'

APC 10'

METAL MESH 10'

GWB 9-10'

4' - 0"

2' - 0"

2' -

0"2'

- 0"

APC- 2 x 2 CEILING TILE

METAL MESH- 2 x 4 CEILING TILE

ACRYLIC CEILING PANEL

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



GENERAL NOTES

CEILING PLAN


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:



KEY NOTES



REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


CEILING TYPES & FINISHES

IC-1.09

Issue Date

1/8" = 1'-0"1 Level 1

1/8" = 1'-0"2 Level 2

CEILING PLAN1. REFER TO THE REFLECTED CEILING PLAN LEGEND FOR ALL SYMBOLS.

2. VERIFY LOCATIONS OF ALL ACCESS CEILING PANELS IN GYPSUM BOARD CEILINGS PRIOR TO CONSTRUCTION. CONTRACTOR SHALL SUBMIT A CUT SHEET OFPANEL TO BE USED, IF NONE IS SPECIFIED, FOR DESIGNER APPROVAL.

3. CONTRACTOR SHALL BE RESPONSIBLE FOR NOTIFYING THE DESIGNER OF ANY ADDITIONAL ACCESS PANELS NOT SHOWN ON THE DRAWINGS WHICH ARENEEDED FOR ACCESS TO MECHANICAL OR ELECTRICAL ITEMS ABOVE THE FINISHED CEILING.

4. PATCH EXISTING CEILINGS AS NEEDED WHERE DEMOLITION HAS OCCURRED.

5. DIRECTION OF MAIN TEES IN CEILING GRID IS SHOWN AS A HEAVY LINE ON PLAN. CONTRACTOR SHALL PROVIDE ADDITIONAL BRACING TO MAIN TEE AT LOCATIONSWHERE THE CUTTING OF THE TEE IS REQUIRED.

1. ALL CEILING HEIGHTS ARE NOTATEDON PLAN

2. AREAS NOT LABELED ARE OPEN TOEXISTING STRUCTURE

DN

LEARNINGSTUDIO 4TH

LEARNING STUDIO 6TH

LEARNINGSTUDIO 3RD

LEARNINGSTUDIO 3RD

MUSIC STUDIO


TECH-CAFE

BOYS

GIRLSMECH. ROOM

STORAGE

FACULTY/GUEST

ADMIN. OFFICE

DIRECTOR'S OFFICE


MEDIA CENTER

BRIDGE - 4TH

BRIDGE - 3RD

BRIDGE - 5TH

BRIDGE - 6TH

ENTRANCE

LOBBY &WAITING

PLAY AREA

GARDEN CENTER

UP


1II-2.01

2II-2.02

3II-2.02

1II-2.02

4II-2.02

TECH-LOUNGEMUSIC ROOMBELOW

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



GENERAL NOTES

FURNITURE PLANS


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:





REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


IU-2.01

Issue Date

FURNITURE PLANS

1/8" = 1'-0"1 LEVEL 1 FURNITURE PLAN


1. ALL SUBSTITUTIONS PROPOSED BY THE CONTRACTOR SHALL BE SUBMITTED TO THEDESIGNER FOR APPROVAL PRIOR TO IMPLEMENTATION, ALL REQUESTS FORSUBSTITUTIONS SHALL BE ACCOMPANIED WITH A SAMPLE AND TECHNICAL DATASUPPORTING THE SUBSTITUTION. IT IS THE CONTRACTOR'S RESPONSIBILITY TO RESEARCHTHOROUGHLY AND ASCERTAIN THAT THE SUBSTITUTED MATERIAL MEETS OR EXCEEDSTHE ORIGINAL MATERIAL. SUBSTITIUIONS SUBMITTED WITHOUT THE SUPPORTING DATAWILL BE RETURNED UNAPPROVED.

2. CABINET VENEERS TO BE SELECTED WITH OWNER

3. ALL FINISH CARPENTRY AND MILLWORK SHALL BE IN ACCORDANCE WITH THE ARCHITECTURALWOODWORKS INSTITUTE (AW) STANDARDS FOR SELECTION OF MATERIALS, HARDWARE,FABRICATION, WORKMANSHIP AND FINISHING. UNLESS NOTED OTHERWISE, ALL WORK SHALL BEDONE IN "CUSTOM" GRADE.

4. COUNTER TOPS TO BE SLECTED WITH OWNER

5. TOILET PARTITIONS TO BE SLECTED WITH OWNER

DN

LEARNINGSTUDIO 4TH

LEARNING STUDIO 6TH

LEARNINGSTUDIO 3RD

LEARNINGSTUDIO 3RD

MUSIC STUDIO


TECH-CAFE

BOYS

GIRLSMECH. ROOM

STORAGE

FACULTY/GUEST

ADMIN. OFFICE

DIRECTOR'S OFFICE


MEDIA CENTER

BRIDGE - 4TH

BRIDGE - 3RD

BRIDGE - 5TH

BRIDGE - 6TH

ENTRANCE

LOBBY &WAITING

PLAY AREA

GARDEN CENTER

UP


1II-2.01

2II-2.02

3II-2.02

1II-2.02

4II-2.02


DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



GENERAL NOTES

FURNITURE PLANS


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:





REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


IU-2.01

Issue Date

FURNITURE PLANS



1. ALL SUBSTITUTIONS PROPOSED BY THE CONTRACTOR SHALL BE SUBMITTED TO THEDESIGNER FOR APPROVAL PRIOR TO IMPLEMENTATION, ALL REQUESTS FORSUBSTITUTIONS SHALL BE ACCOMPANIED WITH A SAMPLE AND TECHNICAL DATASUPPORTING THE SUBSTITUTION. IT IS THE CONTRACTOR'S RESPONSIBILITY TO RESEARCHTHOROUGHLY AND ASCERTAIN THAT THE SUBSTITUTED MATERIAL MEETS OR EXCEEDSTHE ORIGINAL MATERIAL. SUBSTITIUIONS SUBMITTED WITHOUT THE SUPPORTING DATAWILL BE RETURNED UNAPPROVED.

2. CABINET VENEERS TO BE SELECTED WITH OWNER

3. ALL FINISH CARPENTRY AND MILLWORK SHALL BE IN ACCORDANCE WITH THE ARCHITECTURALWOODWORKS INSTITUTE (AW) STANDARDS FOR SELECTION OF MATERIALS, HARDWARE,FABRICATION, WORKMANSHIP AND FINISHING. UNLESS NOTED OTHERWISE, ALL WORK SHALL BEDONE IN "CUSTOM" GRADE.

4. COUNTER TOPS TO BE SLECTED WITH OWNER

5. TOILET PARTITIONS TO BE SLECTED WITH OWNER

1 1

3' -

6"

8' -

0"

6' -

0"

8' -

0"

10' -

0"

1

8' -

0"

4' -

3" 5' -

0"

8' -

11"

3' -

2"

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



MEDIA CENTER ELEVATIONS


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:





REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


BUILDING SECTION

II-2.02

Issue Date

1/4" = 1'-0"1 Media Center Elevation 1

1/4" = 1'-0"2 Media Center Elevation 2 1/4" = 1'-0"3 Media Center Elevation 3

1/4" = 1'-0"4 BUILDING SECTION

MEDIA CENTERELEVATIONSBLDG SECTION

GYP. WALLBOARD

GYP. WALLBOARD

BOOKSTACKS

GYP.WALLBOARD

ACRYLIC PANEL

GYP. WALLBOARD

GYP. WALLBOARD

ACRYLIC PANEL

ACRYLIC PANEL

ACRYLIC PANELWALL SYSTEM

WOOD

C2

C1

C3C3

C5

C4

C4

C1

C6

T2

T1

T3

D1

C7

MS1

MS1

C5

C6

C4

T2

T2

C5

C6

C5SH1

SH1

SH1

SH1SH1

C1

C1C1

C2

C2

C2

C8

C8

C8

C9

OUT OF MEDIACENTER SCOPE

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



FURNITURE SCHEDULE

ENLARGED FURNITURE PLAN


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:



KEY NOTES



REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


II-2.01

Issue Date

1/4" = 1'-0"1 MEDIA CENTER FURNITURE PLAN

MEDIA CENTERFURNITURE PLAN

C1 JENNY ROUND CHAIR 5 STEELCASE TS31407 31-3⁄4" W x 31-3⁄4" D x 31-1⁄4" H UPHOLSTERY W/POLISHED ALUM. LEGS

C2 LEAF LOUNGE CHAIR w/ TABLET 4 ARCADIA 3770-133 37" W x 27-1/4" D x 31" H UPHOLSTERY W/ MAPLE AND ALUM. LEGS

C3 LEAFLETTE LOUNGE CHAIR 2 ARCADIA 3770-90 28-1/4" W x 21-1/2"D x 24-3/4" H UPHOLSTERY W/ METALLIC SILVER LEGS

-C4 LEAF LOUNGE CHAIR 3 ARCADIA 3770-90 37" W x 27-1/4" D x 31" H UPHOLSTERY W/ METALLIC SILVER LEGS

C5 LEAFLETTE BENCH 4 ARCADIA 3773-90 28-1/4" W x 21-1/2" D x 15" H UPHOLSTERY W/ METALLIC SILVER LEGS

C6 LEAF BENCH 3 ARCADIA 3705-90 37" W x 27-1/4" D x 18-1/2" H UPHOLSTERY W/ METALLIC SILVER LEGS

C7 COBI COLLABORATIVE STOOL w/ ARMS 1 STEELCASE 434711-6249 24-3/4" W x 23-1/4" D x 40-50" H MESH UPHOLSTERY W/ PLATINUM TRIM

T1 JENNY COFFE TABLE 1 STELCASE TS31416L-LPL-25L9 26 1/2" W x 26 1/2" D x 17" H WARM OAK w/ BRUSHED ALUM. LEGS

T2 LEAF 30-DEGREE TABLE 3 ARCADIA 3750-30-G-MAPLE-90 18-1/4" W x 16-1/2" D x 13-1/4" H MAPLE W/ METALLIC SILVER LEGS

T3 JENNY SIDE TABLE 1 STEELCASE TS31415L-LPL-25L9 13 1/2"W x 26 1/2" D x 17" H WARM OAK W/ BRUSHED ALUM. LEGS

MS1 MOBILE MEDIASCAPE 2 STEELCASE MMOBILEA-4140 42-4/5" W x 20" D x 59"-73" H ARCTIC WHITE GLOSS

SH1 BOOKSHELF/STACK 24 CUSTOM CUSTOM 36" W x 12" D x 48"-60" H METAL W/ ACRYLIC PANELS

D1 INFORMATION DESK 1 CUSTOM CUSTOM 17'-10" W x 3'-10" D x 37" H FLAKEBOARD MELAMINE SURFACE- MINK GLOW

TAG NAME/DESCRIPTION QUANTITY MANUFACTURER MAN. NUMBER DIMENSIONS COLOR/FINISH

C8 COBI COLLABORATIVE STOOL 3 STEELCASE 434710-6249 24-3/4" W x 23-1/4" D x 40-50" H MESH UPHOLSTERY W/ PLATINUM TRIM

C9 COBI COLLABORATIVE CHAIR 1 STEELCASE 434110-6249 24-3/4" W x 23-1/4" D x 34-39" H MESH UPHOLSTERY W/ PLATINUM TRIM

1 1

3' -

6"

8' -

0"

6' -

0"

8' -

0"

10' -

0"

1

8' -

0"

4' -

3" 5' -

0"

8' -

11"

3' -

2"

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



MEDIA CENTER ELEVATIONS


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:





REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


BUILDING SECTION

II-2.02

Issue Date

1/4" = 1'-0"1 Media Center Elevation 1

1/4" = 1'-0"2 Media Center Elevation 2 1/4" = 1'-0"3 Media Center Elevation 3

1/4" = 1'-0"4 BUILDING SECTION

MEDIA CENTERELEVATIONSBLDG SECTION

GYP. WALLBOARD

GYP. WALLBOARD

BOOKSTACKS

GYP.WALLBOARD

ACRYLIC PANEL

GYP. WALLBOARD

GYP. WALLBOARD

ACRYLIC PANEL

ACRYLIC PANEL

ACRYLIC PANELWALL SYSTEM

WOOD

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



PERSPECTIVES


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:





REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


II-7.01

Issue Date

PERSPECTIVES

1 Entrance 2 5TH Grade Bridge 3 Media Center 2

4 Media Center 1 5 Computer Station 6 Tech Cafe Overview

DN

LEARNINGSTUDIO 4TH

LEARNING STUDIO 6TH

LEARNINGSTUDIO 3RD

LEARNINGSTUDIO 3RD

MUSIC STUDIO


TECH-CAFE

BOYS

GIRLSMECH. ROOM

STORAGE

FACULTY/GUEST

ADMIN. OFFICE

DIRECTOR'S OFFICE

LEARNINGSTUDIO 5TH

LEARNINGSTUDIO 4TH

MEDIA CENTER

BRIDGE - 4TH

BRIDGE - 3RD

BRIDGE - 5TH

BRIDGE - 6TH

ENTRANCE

LOBBY &WAITING

PLAY AREA

GARDEN CENTER

UP

LEARNINGSTUDIO 6TH

LEARNINGSTUDIO 5TH

11

2

3

4

4

4

4

55

5 555

5

5

5

54321 GRAFFITI WALLSTO BE USED AS STUDENT DISPLAY SPACEAND A LANDMARK FOR THE SCHOOL.

DOOR GRAPHICS WITH GRADE LEVELSGRAPHICS ON LEARNING STUDIO DOORS WILLSERVE AS SIGNAGE, CORRESPONDING WITH THERESPECTIVE GRADE LEVEL OF EACH STUDIO.

MEDIA CENTER WALL GRAPHICSTHIS WALL WILL SERVE AS SIGNAGE ANDFURTHER BRANDING OF THE SCHOOL

COLORS OF CEILING IN BRIDGE AREASCOLORS CORRESPONDING TO BRIDGE TYPEGRADE SPECIFIC BRIDGES: LIMESHARED BRIDGES (MEDIA CENTER, TECH CAFÉ): PINK

INTERACTIVE COMPUTER STATION WALLTEXTURED WALL CONVERING


DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



WAYFINDING-BRANDING

WAYFINDING-BRANDING PLAN


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:





REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


II-3.01

Issue Date

1/8" = 1'-0"1 LEVEL 1 WAYFINDING-BRANDING

1/8" = 1'-0"2 LEVEL 2 WAYFINDING-BRANDING

WAYFINDING-BRANDING

LIME>

DESCRIPTIONDATEMARK

ISSUE

SHEET TITLE:



PERSPECTIVES


QUARTER:

PROFESSOR:

COURSE NAME:

COURSE #:

DATE:

CHECKED BY:

DRAWN BY:

PROJECT #:





REACHACADEMY



L. ROBINSON

J. BELL

INDS-714

STUDIO II

L. ROBINSON

SPRING 2013

4.3


II-7.01

Issue Date

PERSPECTIVES

1 Entrance 2 5TH Grade Bridge 3 Media Center 2

4 Media Center 1 5 Computer Station 6 Tech Cafe Overview

REACH ACADEMY

Documents

Inds714 Program Book