URBAN VEIL ACADEMYDowntown Los Angeles Alternative Highschool

2 0 1 2 S T U D I O P O R T F O L I OU S C S C H O O L O F A R C H I T E C T U R E

J O R D A N R O B E R T S

HIGH SCHOOL VICINITY FIGURE GROUND RELATION LOCAL BUS STOPS

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SUSPENDED CIRCULATIONA “suspended,” continuous volume of circulation acts as the

distributor to all the other program. The base for this concept was the fact that a high school is so much about

the movement of students and their use of the in-between spaces and the “hallway” condition. An opposite, exterior “hallway” condition was then established as a secondary

route. The relationship between these hallway conditions and the programmed spaces could potentially be

interesting as well.

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2

3

DOWNTOWN DUAL PLAZAFrontage and the urban condition inspired the plaza

concept. Because the site is such an urban condition, how does that a�ect entry and access into the school? The

concept maintained a soft entrance and established an urban plaza space that could not only be for public space or

a green space but could also establish views and begin to set the programmed spaces up based on orientation and

connection to this urban plaza.

WALKWAY COURTYARDThe walkway courtyard concept was an o�-shoot of the urban

plaza idea but had more to do with an interior, continuous “courtyard” volume which implied views through the site as

well as movement through the site. Formally, the concept established separate program volumes on either side and a

voidspace in the middle where connectors would occur. A spiral circulation concept established a way to connect each

side on every �oor as well as create a sort of continuous loop throughout the design.

1 // CONCEPT PROPOSAL

2 // REFINED CONCEPT

3 // DESIGN PROPOSAL

The downtown dual plaza scheme was decided to have the most potential although

gesture the walkway courtyard were making coukd

easily be folded in - a combination fo the two ideas.

Re�ning the ideas while maintaining the distilled

concepts and applying program and circulation speci�c needs

began to inform the design massing wise. Program

adjacencies, movement between zones, and orientation were all

considerations beginning to be implied.

Speci�c square footages and circulation sizing

requirements are implied in this stage as well as

considerations about light and ventilation (aperature). Simple

structural integrity was examined as well. Making sure

the two intial concepts were still evident was imperative.

ANTEROOM

ANTEROOMBACKSTAGE

STORAGE

ADMINISTRATION

RESTROOM RESTROOM

MECHANICAL

ANTEROOM

ANTEROOM

RAKED BALCONY

MEZZANINE

CLASSROOM 1

CLASSROOM 2

CLASSROOM 3

CLASSROOM 4

CLASSROOM 5

RESTR RESTR

CLASSROOM 6

CLASSROOM 7

CLASSROOM 8

FOOD SERVICE

MULTI-USE ROOF TERRACE

RESTR RESTR

CLASSROOM 9

CLASSROOM 10

LIBRARY

S. CLASSROOM 1

S. CLASSROOM 2

S. CLASSROOM 3

OUTDOOR READING

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FOURTH FLOOR PLANSCALE 3/32” = 1’-0”

THIRD FLOOR PLANSCALE 3/32” = 1’-0”

SECOND FLOOR PLANSCALE 3/32” = 1’-0”

GROUND FLOOR PLANSCALE 3/32” = 1’-0”

BUILDING SECTION MODEL

SCALE 1/4” = 1’0” SECTIONAL MODEL CUT THROUGH THE MIDDLE OF THE SITE - SHOWS THE SITE FRONTAGE AND THE DESIGNED SCREEN SYSTEM

WALL SECTION MODEL

SCALE 3/4” = 1’0” WALL SECTION IS MODELED ACROSS TEN FEET OF THE CLASSROOM-SIDE FACADE AND GOES 10 FEET DEEP INTO THE SPACE