CLARK
ON ^\ND RE-U3E OF:* OL.D Al_ ERQUE HXGM SOHOOI AI_BUQU ROUE, NEV^ MEXXCO
PROGRAM FOR THE ALBUQUERQUE PERFORMING ARTS CENTER BY: RICHARD ALAN CLARK JR.
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DEDICATIONS TO MY PARENTS WHO HAVE GIVEN TO ME SO UNSELFISHLY FOR THE LAST SIX YEARS. THANK YOU VERY MUCH AND I LOVE YOU BOTH DEARLY. TO MY GIRLFRIEND RENEE', THANK YOU FOR GIVING SO MUCH OF YOURSELF THAT THIS PROGRAM GOT COMPLETED. I LOVE YOU VERY MUCH TO LAURIE, RENEE S ROOMATE WHO HAD TO PUT UP WITH THE MESS, THANKS A BUNCH TO THE GUYS ON SECOND SOUTH THANKS FOR THE SUPPORT. I'LL NEVER FORGET YOU GUYS TABLE OF CONTENTS
I. THESIS RESEARCH Annotative Bibliography Research Synthesis Thesis Statement Thesis Case Studies
II. CONTEXT Cultural Context and Response Psychological Context and Response Built Context and Response Natural Context and Response Photo Documentation of Exterior
III. ANALYSIS OF ACTIVITIES Definition of Primary Activities Definition of Secondary Activities
IV. ANALYSIS OF SPACE Relationship of Activities to Spaces Photo Documentation of Interior Spaces
V. RELATIONSHIP OF SPACES Relationship of Spaces for Adjacency/Separation Relationship of Spaces for Community Privacy Relationship of Spaces for Construction Relationship of Spaces for Public, Private and Semi-Private
VI. SUMMARY OF SPACES Index of Spaces Space Allocation Description Space Allocation Summary
VII. ECONOMIC ANALYSIS Economic Justification Project Cost Analysis
VIII. CASE STUDIES
IX. APPENDIX OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER
THESIS RESE/\RCM PROJECT BACKGROUND
During 1974, the Albuquerque Public School's administration
closed down Albuquerque High School, the oldest high school in
the city. Until 1948 it was Albuquerque's only high school and
is one of the most important and beloved historic resources in
the city. Thousands of students, many still New Mexico
residents, attended Old Albuquerque High. Since the school's
closing it has been acquired by a private developer. Even though
many have attempted to find a viable re-use for the buildings
and hopes have been raised time and again for its preservation,
no single developer has been successful in saving the school.
Unfortunately, the building continues to deteriorate at a
rapid rate as neglect and vandalism is starting to take its toll
on the historic structure. The school's historic significance
has been affirmed by its placement on the State Register of
Cultural Properties and the National Register of Historic
Places. In addition to state and national status it has also
been designated a local City Landmark and included in the Huning
Highland Historic Overlay Zone.
Around the mid-80's the City of Albuquerque started
studying the feasibility of a Performing Arts Center for the
city. The city has done numerous studies and a Facilities
Program done by the firm of Hardy Holtzman and Pfeiffer
Associate Architects. This architectural program contains
information about Albuquerque, the old high school, preservation needs and a proposal for re-using Old Albuquerque High School as a Performing Arts Center and complex. In the appendix is documentation of the Secretary of the Interior's Standards for
Rehabilitation and Guidelines for Rehabilitating Historic
Buildings and floor plans of the five buildings. AMMOTATIVE^ BIBLIOGRAPHY
Banner Square Information Packet, Mr. Christy Peetz in a personal interview on March 28, 1991, in Albuquerque. Mr. Peetz is the property manager for Old^Albuquerque High School and an alumni. He offere^^^iiisijjht to the school and a chance to wander around the buil^iTngs.
Cohen, Judith Singer: Cowtown Moderne. Texas ASM University Press, College Station, Texas. 1988. This book was Reddington Preservation and re-use of many of the art-deco style buildings in Fort Worth, with a concentration on the stockyards. Dean, Andrea Oppenheimer (Aug. 1990) : "Urban Camouflage', Architecture, vol: 79 iss: 8 pp. 60-65.
DeChiara, Joseph and Callander, John: Time Saver Standards for Buildings Types. Third Edition. McGraw-Hill 1990.
Feilden, Bernard W. Conservation of Historic Buildings. Butterworth Scientific, 1982. This book provided initial information about preservation of historic buildings. The book mainly deals with evaluation techniques and building repairs that conform with the Guidelines for Rehabilitating Historic Buildings•
Freeman, Allen (Jan. 1989): 'The Nation's Largest Single Act of Rehabilitation ", Architecture, vol: 78 iss. 4 pp. 82-81.
Greater Albuquerque Chamber of Commerce: Absolutely Albuquerque, pp. 7-13. The Official 1990-1991 Relocation guide of the Greater Albuquerque Chamber of Commerce. The guide contained information about Albuquerque's weather, population, attractions, and useful demographics. The guide was a valuable resource for helping in my search for population statistics.
Harrington, E.R., History of the Albuquerque Public Schools. unpublished. Contained historical background information on Old Albuquerque High School. Haviland, David. The Architect's Handbook of Professional Practice. American Institute of Architects, 1987.
Koh, Jusuck (1978): An Ecological Theory of Architecture, a dissertation in Architecture. ANNOTATIVE BIBLIOGRAPHY (cont'd)
Mahoney, WilllaM D. Building Construction Cost Data 1990. 48Th annual edition., R.S. Means Company, Inc. 1987.
Miller, James Hull. Initial Factors in Theatre Planning. service pamphlet from ANTA National Theatre Service, 1956. The title explains the pamphlet. Short introduction that compliments the book Theatre by Jerry Pickering. The pamphlet describes initial factors in the planning and design of theatres and support spaces. Old Albuquerque High School Task Force. Old Albuquerque High School Re-Use Recommendations, second draft, August 1990. The Albuquerque High School Task Force was developed to recommend a course of action to begin the preservation of Old Albuquerque High School. The report to the mayor contained information about the buildings, possible mixed - use as well as single uses therefore the report pressed for some kind of solution be found as soon as possible.
Pereira, Percival E. Dodge Construction Systems Costs 1988. Princeton, New Jersey: McGraw-Hill, 1987.
Personal Interview with Joe McKinney, Department of Facility Planning, University of New Mexico, Feb. 26, 1991. Mr. McKinney offered valuable information on the task force report and lack of pfogress on the restoration of the school.
Pickering, Jerry V.: Theatre a Contemporary Introduction. West Publishing Company, 1981. This book helped me understand the activities and needs of different forms of performance. It contains dialogue on tragedy, comedy, music, and a brief explanation of theater design through the years.
Program for Performing Arts Center, Albuquerque, New Mexico. Prepared by Hosour and Pearson Architects. Hordy, Holtzman and Pfeifer Assoc. Architects.
Ramsey, Charles George and Sleeper, Harold Reeves. Architectural Graphic Standards. Eighth edition. John Wiley and Sons, 1988.
Ruffner, James D. Weather of U.S. Cities. Third edition, Vol. 2, Gale Research Company, 1987. ANNOTATIVE BIBLIIOGRAPHY (cont'd)
Shopsin, William C, AIA. Restoring Old Buildings for -"^ Contemporary Uses. Whitney Library of Design, 1986. ^ This book contains much of the information needed to begin a restoration and adaptive re-use. The book begins by explaining the ^profession of preservation, the duties of the architect and choosing the proper strategy for preservation. The rest of the book describes how to implement the guidelines of the Secretary of the Interior to the project building and includes case studies on different types of projects in different settings. Wrenn, Tony P. America's Forgotten Architecture, Pantheon Books, New York, 1976. This book explained many aspects of the preservation field including different historic buildings. The book dealt mainly with the preservation and on adaptive re-use of these buildings. Also as a final note it offers financial aspects involved in preservation. THESIS RESEARCH SYNTHESIS
Historic buildings represent the most tangible evidence of the nation's history and culture. They add interest, identity and variety to our streets and neighborhoods. At the same time, because of their age, methods of construction, materials and finishes, they present special challenges to architects.
Historic buildings frequently involve materials and systems that are difficult to evaluate in terms of their physical behavior, especially when trying to evaluate them against modern standards and codes. Because historic buildings are essentially different from new buildings in these respects, it is important to remember that the approaches that would be taken in designing a new building generally do not apply to the rehabilitation of a historic building.
Each historic building is unique in its evolution, use performance and maintenance. Part of this uniqueness involves the changes to the building in its past, to its finishes, form and floor plan. The architect should remember that changes that may have occurred in the past frequently have acquired historic value or possess architectural significance in their own right, just as new work on historic buildings may acquire some historic significance in the future. A building is not fixed in time at the date of its construction, but represents the flow of continuity of history through the years.
Many historic buildings are renovated for new uses. If the primary objectives Is to preserve the historic building while accommodating new needs, the architect first must understand the building and the character of its features and spaces. The challenge is to make both the historic building and the new uses work together.
ADAPTIVE RE-USE
The term adaptive re-use is relatively new but the concept is old. It means, quite simply, providing for a new function in an old building or, if a district is involved, many buildings. Usually extensive interior and exterior renovation are necessary. The most common of renovations that will occur in the renovation process will be the updating of mechanical systems, addition of elevators and handicap accessibility requirements.
The recent popularity of retrofitting or recycling of the new use into an existing is not merely the result of a fad to be short lived, but the need for a re-weaving of the city fabric that returns vitality to its environment. Creative adaptation provides pride in our heritage, a link with the past, respect for the aesthetics and craftsmanship of another time, insights into our development, ample creative opportunity for architectural innovation and problem solving, enhancement of the urban fabric, greater security, stability and beauty, while conserving basic materials and meeting modern needs.
Our built environment is the most tangible proof of civilization's evolution. However, preserving this environment in museum type settings has limited applications. Preservation projects that have been subsidized by federal funding or gifts to non-profit groups have been given an advantage over the competitive environment of the marketplace. To Insure the continued adaptive use of our built environment, these projects must prove themselves Independently viable. To accomplish this preservationist must draw on the skills and techniques of real estate developers, harness their development potential and help direct their aggressiveness toward preservation efforts.
Concerns of developers that enhance the movement for adaptive re-use of buildings as stated in the National Trust for Historic
Preservation's book. Economic Benefits of Preserving Old
Buildings are as follows:
1. Construction costs for both labor and material have
skyrocketed and continue to escalate during the
development process, causing large cost overruns.
2. The supply of materials has been limited and long delays
are more and more prevalent, causing an increased
construction time period and delaying cash flow.
3. Resistance to new zoning, environmental impact statements
and reviews, increased building code requirements, local
neighborhood opposition to new development and the 'no
growth* movement have caused delays and have consequently
increased soft costs for developers.
4. Neighborhood reaction to the destruction of its
environment has become almost militant, and many
community groups have been organized with the expressed purpose of preserving their built environments.
5. Interest rates are most unpredictable and the cost of
money is high, causing many conventional projects to be
nonviable.
6. The market for office buildings has veered off in a new
direction - for how long no one knows - but the impact of
the standardized impersonal buildings has caused a
reaction in the market, where newness itself is no longer
a virtue.
7. The real estate market is more and more aware of the
values inherent in many old structures and this reaction
is increasing at a dramatic rate.
The easiest argument to follow these are the highly successful projects all ready done. In Glouchester, Massachusetts where a
100 year old grammar school was converted into housing for the elderly for 18,500 per unit as opposed to 26,500 for similar new construction. Not only can adaptive re-use be economically viable but are also good for the national economy. Recycling is more energy efficient as new buildings require a disproportionate amount of energy with large amounts of glass, steel or aluminum. Also building renovation is more labor intensive than new construction in that every million dollars worth of renovation work generates 107 jobs, versus 68 for a new building. THESIS STATEMENT
\ My thesis will focus on the relationship between new and old using contextual elements from the historic structure as -? contributors to the design solution for the building. HISTORY OF OLD ALBUQUERQUE HIGH SCHOOL
The Old Albuquerque High School's origin traces back to
1879 when the Albuquerque Academy was started in a building on the east side of the Old Town Plaza where La Placita Restaurant now stands. In 1891, the city of Albuquerque obtained legal authority to levy school taxes and assumed operation of the school, changing the name to Albuquerque High School. Then in
1893, to assure the rest of the country that Albuquerque was on the map, the city School Board spent one hundred dollars on printed material concerning educational opportunities and civilization in Albuquerque which was distributed at the Chicago
Worlds Fair. This was an appropriate measure for the School
Board to take as Albuquerque High School was 'started back in the days when there was little law except what a person wore on his hip in the form of a six shooter'.
In 1900 the school was moved to a building at Lead and
Third Street where it remained until the original 'Old Main' building at Central and Broadway was built in 1914. This single building was believed to be the solution to Albuquerque's educational housing needs for all time, in fact, 'when the new
Albuquerque High School building was built out on the edge of town many people criticized the School Board for making the school large. The building was built to handle 500 students and few people of 1914 ever thought it would be filled.*
When the *01d Main* building was completed there were two weather beaten houses located north of the school and separated by an arroyo on the site of the present gymnasium. These two houses were for years believed to be the location of an untold amount of burled treasure. The source of the story is varied, with the most plausible of which being the fact that gold hunters engaged In dry panning the arroyos of the Sandia
Mountains were known to have once lived there. In 1918 one of the houses was abandoned and in the following year the house was disassembled in the night, brick by brick, by treasure seekers looking for the gold believed to lie in its walls. E.R.
Harrington tells of an occasional hole still appearing around the gymnasium as late as 1955 by treasure seekers trespassing in the night.
The fear of "Old Main' being too large for the city of
Albuquerque was dismissed in the 1920's with the city population reaching 15,000. This found the school itself too small and in
1926 work began on the Manual Arts Building. By 1930,
Albuquerque had grown to a town of 26,000 and in 1936 work began on both the new gymnasium and administration building, and in
1939 the library building was built. In 1940 Albuquerque's population had reached 35,000. The population over the next decade, between 1940 and 1950, almost tripled with the addition of three major employers locating themselves in Albuquerque.
These were Klrtland Air Force Base in 1941, Lovelace Hospital in
1943 and Sandia Laboratories in 1949. These increases in population were met by the opening of Highland High in 1949 and
Valley High in 1953. With the school being land locked and shifting demographics, the School Board decided in 1971 to close the Old Albuquerque High and build a new school. The new
Albuquerque High School was located to the northeast of the downtown core, closer to the residential community in an area with lower land values and large undeveloped tracts of land.
The old school was last used as a high school in 1974. After the closing of Albuquerque High, the downtown YMCA occupied the gymnasium for a short period of time, but for better part of the last two decades the buildings have been vacant. CASE STUDY 1; RESTORATION AMD ADAPTIVE RE-USE
PROJECT: Arvln Industries Corporate Headquarters Columbus, Indiana
ARCHITECT; Charles F. Sparrell 1896 William Browne Jr., of Ratio Architects of Indianapolis
PROJECT DESCRIPTION: Renovation , rehabilitation and adaptive re-use of an abandoned Romanesque Revival style school house into a corporate headquarter office.
Garfield School, a four-room brick bastion of primary education to four generations of Columbus children for alnK>st eighty years until it was closed in 1974. The school has a Romanesque Revival style building with an asymmetrical front elevation. The right side of the elevation incorporates three Roman arched windows and on the left side, four jack-arched windows. The elevation also incorporates a three story bell tower that repeats the Roman arched motif. Browne continued these motifs, particularly the three window - four window configuration on the addition added to the school. The east facade of the addition boasts a large octagonal window on the axis of the old tower and breaks the lines of the cornice without competing with the towers height. A fountain and pool course across the east end, acting as a moat of sorts for pedestrian traffic. The new addition posed the problems for the architects by making it difficult to find materials that matched the original building. The brick and stone on the school was depleted and is no longer available. Concluding that it would be impossible to precisely match the Jefferson stone in color, the architects chose limestone. The addition's limestone and brick are subtly different in color from the original materials, so that the new construction clearly reads as new even though it aesthetically complements the old building. Interior work on both the school and addition complement the old and the new. The addition contains high ceiling spaces representative of the school's interior. Both school and addition use natural light extensively, with the addition using natural light as a form giver. In the school the original children's handrail is still in place to remind visitors of the building's original function. (A conventional railing has been added). CASE STUDY 1; RESTORATION AND ADAPTIVE RE-USE (cont'd)
PERSONAL COMMENT; Old high school buildings represent a very tangible element in communities and neighborhoods. Once they outlive their usefulness another use can easily be fitted into the spaces, and continue the building's existence. This case study demonstrates the contrast between new and old, with materials and additions.
BIBLIOGRAPHY; Crosson, Dena; 'Hoosier Heritage', Historic Preservation May - June 1991. CASE STUDY 2: ADAPTIVE RE-USE
PROJECT; Power House, Dallas, Texas
ARCHITECTS; Cunningham Architects, Dallas
PROJECT DESCRIPTION: Turn an abandoned 1929 electrical switching station into a single family house.
Gary Cunningham's award winning design where he transformed an abandoned 1929 electrical switching station into a single family house. This example of adaptive re-use used an extreme contrast between new, old and residential with industrial materials. The architects chose to let the original materials of the power plant (brlckwalls, concrete floors, etc..) show due to their toughness. The first floor was given a new topping coat of concrete; the second floor bedroom pavilions were built of limestone - aggregate concrete black and gloss; doors were made of industrial grade wood; stair rails were constructed of steel pipe and off the shelf connectors with bolted-on-wire-glass; the plumbing and wiring were left exposed; and a 20 ton crane downstairs stayed, alterations were highlighted; thus when doors were punched through walls the openings between the wall and door frame were glazed, exposing jagged concrete and steel bars. Now clearly separate elements were added, a parlor off the stairs on the first floor, with a dining room, kitchen, and library beyond it, bedrooms on the second floor, and a grand ballroom on the third floor. The building contained many windows thus leaving spaces with plenty of daylight.
PERSONAL COMMENT; Cunningham's design was special in the fact he contrasted many elements. This contrasting becomes common in adaptive re-use projects where architects try to relate the original use of the building with the new use through materials, spaces and details. I found this case study useful in that through the re-use of Old Albuquerque High School there is an intention of the design to contrast new with old. Exposing materials with their new uses and the old materials on the outside with new materials on the outside.
BIBLIOGRAPHY; TSA Design Awards; Power House, Texas Architect. Jan - Feb. 1990, p.29. Notes from lecture by (^ry Cunningham to students at Texas Tech College of Architecture on April 17, 1991. OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER
COISJ-rEX-rU>M_ INF^ORIWI^Vn-ION CONTEXT; CULTURAL AND RESPONSE
The original settlers of Albuquerque were of Indian and
Mexican descent. The influence is seen throughout the
Albuquerque community. Not too far from the site of Old
Albuquerque High is Old Town. Old Town is the site of the original settlement, and some building are still utilized. Many of Albuquerque's residents, as well as visitors to the city, go to Old Town for many of the festivals and also for shopping in a flea market atmosphere. The relationship between Old town and
Old Albuquerque High is the fact that each was a first. Old Town was the first establishment of society in Albuquerque and Old
Albuquerque High School in the city.
Response: Therefore Old Albuquerque High School becomes a symbol of Albuquerque and the Performing Center should not affect the historic character of the buildings, possibly taking away a valuable cultural and historic resource. CONTEXT: PSYCHOLOGICAL AND RESPONSE
Psychologically the presence of Old Albuquerque High School becomes a dominant influence on the users as well as the visitors to the complex. For many it was the high school they attended as children and its preservation and new use will allow them to relive memories from their high school years.
Response: Therefore an attempt to preserve as many of the interior spaces will allow users of the facility to relive their memories and form new ones.
Psychologically the preservation and reuse of Old
Albuquerque High School allows the community to keep a valuable piece of the historic Highland District. These people have tried to find a use for Old Albuquerque High School and retain the building.
Response: Therefore, the building once in a state of repair, will function again in society in a useful manner. Also in a repaired state, the overall appearance of the school will improve the appearance of the community surrounding the school.
The cultural aspect of the facility will help improves the community culturally as well as economic. BUILT CONTEXT: CITY OF ALBUQUERQUE
Albuquerque was founded in 1706 and is one of the nation's oldest inland communities. The city was named after the Duke of
Alburquerque, Viceroy of New Spain. The city is the geographical center of New Mexico. There are approximately
500,000 people in the Albuquerque metropolitan area, which includes the city of Albuquerque, the surrounding areas of
Bernalillo County and the communities of Rio Rancho and Corrales in neighboring Sandoval County. Albuquerque is by far the largest city in New Mexico, almost one-third of the state's residents live in the Albuquerque metro area. The fifth fastest growing city in the United States, Albuquerque has been identified as one of the ten great cities of opportunity in the best-seller Megatrends. Through the 1980's the city experienced a growth rate in the range of 2 percent to 4 percent per year; a growth rate of 2 percent is predicted for the
1990's.
Albuquerque is achieving a moderate level of economic growth while moving increasingly toward a service-oriented economy. It serves as an industrial trade and transportation center of the Southwest. Among the other significant characteristics of the Albuquerque economy are increasing economic diversification, in-migration of regional and national business interest and a stable but significant public sector employment component. Albuquerque is the nuclear capital of the
United States. Much of the nation's nuclear research program is CITY (COM'T) conducted or supervised at facilities at Klrtland Air Force Base engineering center and Sandia Laboratories located on Klrtland
Air Force Base. Albuquerque Public Schools is the largest employer in the city with over 10,000 employees.
Albuquerque's elevation ranges from 4,900 to nearly 6,500 feet above sea level. Its elevation of 5,314 feet makes it the highest metropolitan city in America. To the east of the city, the Sandia and Manzano mountains provide ski slopes and recreational facilities as well as the enormous Cochiti Dam and
Reservoir, second largest west of the Mississippi, located 45 miles northwest of the city, offers water sports and recreational facilities.
Response: The City of Albuquerque being the largest city in the state and also considering the centralness of the city inside the state, a performing arts center becomes necessary for the city to continue to attract new businesses and families.
For Albuquerque to continue offering competition to larger centers, such as Dallas, Houston and Phoenix, the city needs to offer the same facilities and attractions that other business centers have to offer. The school becomes a great location for the facility due to the fact it helps demonstrate the historical culture of the city. Part of the Hispanic background of the city is the festivals that occur throughout the year. During these festivals, dancing and singing often occur. The performing arts center could provide a stage area for these kinds of performances, in a facility that could hold large crowds and add to the historic significance of the festivals inside the old school.
CONTEXT: CENTRAL BUSINESS DISTRICT
Old Albuquerque High School is located on the easterly fringe of the Downtown Core Area of Albuquerque. Downtown is the governmental and banking center of the metropolitan area, with office buildings representing the primary land use. Since the early 1970's the city has been committed to a downtown redevelopment process. The area's recovery is largely the result of federal, state, county and city government retaining the bulk of their offices in the Central Business District.
Private investment has generally required inducements in the form of tax advantages or abatements, and land uses other than office have typically required continuing public subsidies.
The City began construction on a $52 million expansion of the convention center under a simultaneous development agreement with BetaWest Development. Albuquerque Plaza, an $100 million mixed-use project, includes a 405-room luxury hotel to be operated by the Hyatt Corporation; 350,000 square feet of office space; 40,000 square feet of retail space and a 500-space underground parking garage. These projects are part of an overall redevelopment plan to create a balanced urban focal point to help define the city's regional identity.
The next major facility to be planned for downtown will be the performing arts center. It is expected to have a significant Influence on the long term viability of dowmtown and is a major step toward the implementation of the first phases of the Downtown Core Revitalizatlon strategy.
A strong, visible profile downtowm is perceived as necessary to attract the desired quality growth and to provide
Albuquerque's diverse residents with a common ground for interaction. The major steps necessary to achieve that goal have been taken, but much remains to be done.
Response: Old Albuquerque High School is located just inside the central business district and a little more than one mile from the University of New Mexico. This location is ideal for the Performing Arts Center because the city is looking toward downtown as the potential site of the the facility.
Restaurants located in and around the facility could attract potential customers from the downtown core office workers to their establishments if the facility was planed in the old school. The historical nature of the building could allow for a theme restaurant based on the old school filled with memorabilia from the school. Also another attraction for the center being located at the old school is it is highly visible amongst the city and its residents.
BUILT CONTEXT: HUNING HIGHLAND OVERLAY DISTRICT
The Old Albuquerque High School is listed on the National
Register of Historic Places as part of the Huning Highland
Historic District. The district, named after one of the more prominent figures in Albuquerque's history, is characterized by
Victorian homes built around the turn of the century. Huning
Highland is a neighborhood comprised of a diverse mix of people and land uses. The area has gone through distinct economic life cycles over its one-hundred-plus year history. Through the efforts of a strong willed coalition of residents, business owners, concerned citizens and responsive city officials, Huning
Highland is once again experiencing a positive resurgence in the neighborhood's economic and social life cycle.
Huning Highland is strategically located between downtown, the hospital zone and the University of New Mexico. It falls within two mile concentric rings of three of the city's employment areas with the downtown core being the largest.
Geographically, the area is a desirable location. The mature character of the area with its protected historic housing has also contributed to the area's attraction for new residents.
The district was named after Franz Huning, a German immigrant who 'saw possibilities for future in the little town of Albuquerque.* His own home, known as Castle Huning, was an
Albuquerque landmark that stood for 72 years on Central Avenue before being demolished in 1955. As a sidenote Franz's son,
Arno, Is whom Arno street to the east of Albuquerque High is named. HUNING HIGHLAND OVERLAY DISTRICT (cont'd)
Response: The area continues to attract new residents because of the attractiveness of the surrounding historic structures. Any proposal that can save one of the largest structures in the zone. The proposal for refitting Old
Albuquerque High School with the Performing Arts Center aids in the restoration of the school while providing the area with another added attraction. To keep the school inside its historical significance all new construction should keep with the context of the school as well as the neighborhood. BUILT CONTEXT: SITE DESCRIPTION
The site of Old Albuquerque High School comprises approximately three and one-half blocks, has an estimated land area of 7.26 acres or 316,246 square feet. Its shape is irregular in configuration.
The property has excellent vehicular access from major and minor arterlals. This is considered to be one of its best attributes. Grand Avenue is a median divided six-lane major arterial extending west from 1-25 into downtown. Central
Avenue, Albuquerque's premier east/west arterial (old Route 66) before construction of the interstate in the 1960's, is a median divided four-lane arterial with an attractive streetscape.
Broadway is a divided six-lane arterial which accommodates north/south through-traffic. Copper and Arno Streets are interior two-lane residential streets facilitating ingress/egress within the neighborhood.
Access to the site from other parts of the city is considered excellent. Interstate 25 is less than one-half mile east of the site and can be reached from the neighborhood via
Central and Grand Avenues.
Properties abutting the site on the east include
Albuquerque Public Library at the northwest corner of Central and Edith, on the west side of Broadway is the First Baptist
Church, residential structures to the east, offices north of
Grand Avenue and retail storefronts on the south side of Central
Avenue. The adjacent land uses are a mix of residential, office and commercial storefronts. SITE (COM'T)
The most distinguishing site characteristic relative to typical properties in the surrounding area is its size. As a result of its large land area bordered on five of its six sides by public right of way, there are virtually no physical restrictions Imposed on redevelopment and effective utilization of the entire site.
The excess land to the north of the abandoned Tijeras right of way and the six lots east of Arno Street improve the property's re-use development flexibility. They can provide needed land for parking or can be independently developed with compatible improvements. By using the adjoining unimproved lands for parking, infill around the existing buildings is another development possibility.
Response: The site allows for freedom of vehicular traffic while not hindering the pedestrian traffic that will be generated. Therefore little site work for the car will be necessary with the exception of parking which will be located in above and below grade parking structures. The already built neighborhood surrounding the school as well as the access to the school from other parts of the town make the site very accessible to the community. SITE LOCATION Distance from Old Albuquerque High School to: 0 Interstate 40 (i .4 miles) Q Interstate 25 (5 bkx:ks) ^^ University of New Mexico (1 mite) Q Atouquerque International Airport (3 6 miles' Q Convention Center (4 btocKs) Pertorming Arts Center Site (5 bJocKs) Q Old Town/Museums (1 7 miles) Q RIO Grande/Quafcty ot Life projects (2 5 miles) Figures Old Town
Downtown Business Dist
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^1^^^ north OLD ALBUQUERQUE HIGH SCHOOL Site Information Figure 2 BUILT CONTEXT: OLD ALBUQUERQUE HIGH SCHOOL
Old Albuquerque High School is located at Broadway and
Central, and is one of Albuquerque's leost significant historic structures. The entire site and all buildings of the school are listed in the National Historic Register. The caMpus consists of five separate buildings that are laid out in a quadrangular arrangement, defining a sheltered courtyard area.
The five buildings are variously classified as Jacobean
Revival, Collegiate Gothic or Gothic Revival. The buildings are actually in the essence of Dutch Collegiate Gothic architecture and built of concrete, brick and cast stone. Stately proportioned and rich in architectural detail, the preservation and restoration of the buildings and surrounding campus will serve to enrich the Albuquerque environment.
The buildings that make up Old Albuquerque High School are listed below and on the next pages to follow are brief building descriptions including a description that demonstrates the square footages and building characteristics.
1. Old Main (1914) designed by Trost and Trost
2. Manual Arts (1927) designed by G. M. Williamson
3. Administration (1937) designed by Louis Hesseldon
4. Gymnasium (1938) designed by Louis Hesseldon
5. Library (1940) designed by Louis Hesseldon BUILT CONTEXT: OLD ALBUQUERQUE HIGH SCHOOL BUILDING DESCRIPTIONS
Old Main, built 1914, designed by Henry Trost, approx. 44,000 gsf, three floors plus basement, includes a large auditorium and old gymnasium; masonry walls, concrete floors in corridors, wood joists elsewhere; condition is fair: needs seismic bracing and remediation of structural problems in the auditorium.
Manual Arts, built 1927, designed by G. M. Williamson, approx. 30,500 gsf, three floors plus small ground floor mezzanine, includes large undivided space in basement, two classroom floors. Masonry walls, concrete beam and slab construction floors; structural condition is good, except for seismic bracing.
Classroom Building, built 1937, designed by Louis Hesselden, approx. 26,400 gsf, three floors - administrative offices and classrooms, masonry walls, concrete beam and slab construction floors, condition is good.
Gymnasium, built 1938, designed by Louis Hesselden, approx. 52,700 gsf, three floors and basement, includes large men's gymnasium and smaller women's gymnasium, cafeteria and kitchen, weight-lifting room, locker and shower space, band and chorus rooms, masonry walls, pan construction concrete floors; condition is good.
Library, built 1940, designed by Louis Hesselden, approximately 11,200 gsf, two floors, includes basement and single large open reading room, masonry walls, pan construction concrete floors; condition is good.
The two buildings located on the north parcel were built in 1955 and 1961 and were used as vocational shop buildings by the school. They are of masonry construction and are approximately 12,000 gsf. These buildings are not registered and can be requested for demolition if necessary. ; !• JJ ^i^i-rilj V: -V^ ._.7//4if'4r£ L c..4^^^'C'!^C_ - .ly> rfi' .»»_|; ... _JJ, > I i
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I noith j OLD ALBUQUERQUE HIGH SCHOOL C/\MPL/S A.OIDMAM B CLASSPOOM a A0MNS1RATION C IIBRARY D GYMNASIUM E. MANUAL ARTS BUILDING PRQFIL2S
CYMWASIUH: CoBpLaclon DAC* - 5/2/38 TTT»« of Conatrjcrton: Exterior vtllj - jolld aasonry * Incacior VAIIS • b««ring. solid aasonry, non b««rlng, gjpsua & solid masonry * Floors • concrac*. pan conseruetLon * Roof - bar jolsc and scaal crussas wlch gyp scaal plank and concraca wlch buile>up roofing. Suaber of Floors: Threa plus basaoenc. Zzoa i'^jUL-z Area: 53,097 squara faat. Vlndovs: wood, double hung and horizontal pivot. Rcof .-lat. pitched over gynnaslua. Interior LAYOUC: Baaamanc - 9,088 square feat, lacker roc-t. showers, lavatory, storage, and weight rooa • First Floor - 19.591 square feet, girls gymnaaiua. vestibule locker rooms, double loaded corridor, classrooss, cafeteria. kl:chen. lavatories, showers * Second Floor • 19.591 square feet, double loaded corridor, -ens gymnasiua, locker rooa, chorus rooa, ballet rooa, lavatories, offices * Third Floor - '^32" square feet, balcony, storage rooms. Interior Flntah: Floors - concrete, tile, wood (on sleepers) * Valla- typically hava plaster finish wlch 4' high wainscot at corridors • Callings - gyp steel plankj, acoustical tile, plaatar; celling height varies.
LIfiBA&I: Complattlon Data - 1/9/40 Type of Constriction: E.Tterior Vails - solid -.asonry • Interior Walls - nonbaaring, plaster pertttions bearing, solid masonry or concrete • .floors - concrete, pan construction * Roofs - bar Joists with concrete and built-up roottr? Nwbtg 9t Flg9ri: Ona plus baesaent. Cr^ss Building Area: 12,2'0 sq-^are feet wi-j^vs: wood, double hung. Rggg: Flat. I.Tterlor Lavouc: Basement - 5,532 square feet izn-n^ room, rifle range, audio visual rooa * First Floor - 6.633 square feet, llbrarv. .-. $-. IbuLe. reading room, storaga, offices, lavatories. Interior Finish: Floors - concrete, '.n basement, llnoleua at first floor • Valls - basement Is concrete, first floor Is plaster • Ceilings - basement, plaster 12'-6" height 1st floor plaster (molded whan bulLt. has since been resurfaced). 18'-10" ceiling height.
CLASSROOM BUILDING: Completion Data • 8/3/37 Tvoe of C;ns:r-JCtlQn: Exterior wells - solid masonry * Interior Vails - bearing, solid aasonry, nonbearlng. split furring tile • .-loots * concrete, beam and slab construction * Roofs - bar Joists with concrete end built-up roofing. Number of Floors: Three plus cupola. Cross BullJtrj Area: :6.325 sq-iare feet Windows: Wood, double hung. Roof Flat with cupola Ir.t'rlrr LJVCUC First Floor - 3.532 square feet, double loaded corridor, vestibule offices, storage. classroo-?.s and lavatories * Second Floor - 8,596 square feet, double loaded corridor and classrocrns • Third Floor ind Cupola - 9,197 square feet, double loaded corridor. classrco~s, rsdlo rooi and stidlo Interior Finish: Floors - concrete at corridors. :eranlc tile tt lavatories, harivcoi on sleepers ac all other locations * Valla • typically plsster tr.d bric< vl:h •*' brl:K wainscot at corridors * Callings • plaster finish, 13' celllrg height
OLD MAIN: Completion Data - 6/30/U TY!:a of Constr:trl:n Exterior walls - solli -i:or,ry * Interior Wells - bearing, solid masonry, nonbaaring. wood • Floors - concrete et corridors, wood Joists and steel beams at all other l::»tlpr,s • Roof • perlln constr::tlon wood trusses, wood deck with built-up roofing. S-j.-^btr o: F .: - r 5 3 plus b»stT«nc -liUL. Building Area: <»4,123 square feat. Windows: wood, double .~.un? ?;o:: Flit :-1»:', r La YOU C: Basement - 5,768 square feet, boiler rooa, storage, locker roo-.. 5 v-, -a l-.-. en.-,:« • First Floor - 12, 173 square feet, double loaded corridor, lavstorl-s, offices. '. ounga. workroom, classrooms * Second Floor - I'«,9l5 square feet, auditor l^n. iouale Irtiel corridor, classrooms, offices • Third Floor - 11.257 square fe«t -louble loaded corrld-r classrooms, balcony. Interior Finish: Floors - concrete et corridors, tile at lavatories. hardwood in all other locations • Walls - plaster finish wlt^. -' brick wainscot et corridors • Callings - plaster finish, reaowad in most locations and replaced with suspended acoustical tile. aAaJiAk-AilS: Completion Date 7/5/27 T^e of Cor.str-jc t Ion • Exterior Vails - solid masonry • Interior Vails - bearing, solli masonry, non bearlr?. plaster pertltlons • Floors * concrata, beea and slab construction • Roof • bar Joist with concrete end built-up roofing. Nuabar of floor^: Three plus partial basement. Gross BulLdipg Arts: 30.U4 square faae. StJLmlflli: Wood, doubla hung, laot- 'l*e. Interior L.YBUt Sasaaant • 1829 square faae. claasrooas. offices • first floor - 9,6J» square feet, storage. elassrooBs offices double Loadad corridor. l«Tsterl«s • Third floor • 9.504 square faae, double loaded corridor, claasrooas. lawatorlaa. Interior ftntih: floors - coricreta ae corrldort. cera.lc dla'n lavatortas. hardwood ac all other locations • Vails - plaatar finish • Callings • plaster finish. NATURAL COIiTEXT: NEW MEXICO
New Mexico is called the Land of Enchantment because of its rich history and unique scenic beauty. New Mexico has a dry, warm climate with a state rainfall average of less than 20 inches. With the federal government owning about one third of the land in the state, the federal government plays a vital role in the state economy. Mining is by far the largest income-producing industry in the state with an annual production of over 2 billion per year or two-thirds of the value of all goods produced in the state. New Mexico ranks as a leading center of space and nuclear research, with facilities in
Albuquerque, Los Alamos and Alamagordo. The tourist industry, vital to the economy of New Mexico, has seen a large increase due to the attractiveness and development of many New Mexico ski resorts. The Rio Qrande provides a major source of water to the arid area with underground wells or aquifers providing water to many cities including Albuquerque.
New Mexico ranks fifth in size among all the states and second in size among the southwestern states. Albuquerque is the largest city in the state and Santa Fe is the capital. NATURAL COIITEXT: CLIMACTIC COWDITIOWS AMD RESPONSES
GENERAL
The climate of Albuquerque is best described as arid continental with abundant sunshine, low humidity, scant precipitation and a wide yet tolerable seasonal range of temperatures. Sunny days and low humidity are renowned features of the climate. More than three-fourths of the daylight hours have sunshine, even in the winter months. The air is normally dry and muggy days are rare.
TEMPERATURES
Temperatures in Albuquerque are those characteristic of a dry, high altitude, continental climate. The average daily range of temperature is relatively high, but extreme temperatures are rare. High temperatures during the winter are near 50 degrees with only a few days on which the temperature fails to rise above the freezing mark. In the summer, daytime highs are about 90 degrees, but with the large daily range, the nights usually are comfortably cool.
The average high temperature for Albuquerque i-s 70 degrees, whereas, the average low temperature is about 42 degrees
(Fahrenheit). The average mean temperature is about 56 degrees.
Response: Old Albuquerque High School has many windows that can be opened on days when outside temperatures allow. In spaces that need constant climatic control the windows will be sealed and covered in an attractive that will not be detrimental to the historic signifance of the building or areas.
WINDS
Winds in Albuquerque predominantly blow from the southeast.
During the early spring months the wind direction is from the south to southwest. North winds generally blow during all the winter months. Part of the attractiveness of Albuquerque's climate is that sustained winds of 12 mph or less occur approximately 80 percent of the time. These breezes help keep the humidity of the area down thus making summer extremes more bearable. Sustained winds of 25 mph or greater have a frequency of less than 3 percent. Late winter and spring storms along with occasional east winds are the main sources of strong wind conditions. Blowing dust, the least attractive feature of the climate, often accompanies the occasional strong winds of winter and spring.
Response: The reasonable wind speeds along with mild temperatures throughout the year will allow a design solution of the courtyard to be implemented. The majority of the courtyard is surrounded by the buildings of the school. This enclosed area provides plenty of space for different events.
PRECIPITATION
Rainfall in Albuquerque, like other characteristics of its climate, is consistent with arid areas. Rainfall is minimal with more than one-half of the annual rainfall resulting from afternoon and evening thunderstorms during the summer months.
Thunderstorm frequency increases rapidly around July 1st, peaks during August, then tapers off by the end of September.
Thunderstorms are usually brief, sometimes produce heavy rainfall, and often lower afternoon temperatures noticeably.
Hailstorms are infrequent and tornadoes rare.
Meager amounts of precipitation fall in the winter, much of it as snow. Snowfalls of an inch or more occur about four times a year, with the snow seldom remaining on the ground more than
24 hours in the city itself. However, snow cover on the east slopes of the Sandias is sufficient for skiing during most winters.
Response: Since the site is already developed little site-work will be necessary to handle proper run-off requirements.
RELATIVE HUMIDITY
The mean annual percentage of humidity is 44%. The lowest levels of humidity occur in the months of April, May and June.
The highest levels occur during January, November and December.
Daily levels are highest in the early morning hours, and the lowest during the late afternoon hours.
Response: The major response to the humidity of the area will be similar to the responses that many of our buildings take in our needs for comfort in that a complete HVAC system will be installed in each of the buildings. The courtyard could integrate a system that will channel the breeze that does blow to aid in the comfort from the humidity. PHOTO DOCUMENTATION OF OLD ALBUQUERQUE HIGH SCHOOL (EXTERIOR)
A. Main (South) Elevation of "Old Main' along Central
B. West Elevation of "Old Main' along Broadway
0. Front Entry of 'Old Main"
D. Front Entry of Classroom Building
E. Main Elevation of Classroom Building
F. Front Elevation of Library Building
G. Main Elevation (South) of Gymnasium Building, courtyard in
foreground
H. Close-Up of Gymnasium
1. Main Elevation (East) of Manual Arts Building
J. Close-Up of Manual Arts
K. Courtyard toward Gymnasium
L. Close-Up of 'Wishing Well* message board
M. Courtyard looking South, Manual Arts on left, 'Old Main* in
background
N. Photo of Vandalism on Gymnasium
0-P. Detail of stonework on 'Old Main'
Q-R. Detail of Entry to Classroom Building
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OAHS THE ALBUQUERQUE PERFORttINQ ARTS CENTER
>Krj.ALYSIS OR" ./KCTIN/ITIES DEFINITION OF PRI»«ARY ACTIVITIES
ADMINISTRATION
The main activity of the Administration is to oversee and manage all non-performing activities associated with the Performing Arts Center. These activities include facility management, public relations, advertising, and booking of acts
PERFORMANCE
The primary activity for which the center is being planned. Performance is a personal, artistic expression of dance, theater, music and art, through the execution of a part or piece of music, also including exhibition of art and sculpture. This activity is not limited to just artistic performance as the facility may also be utilized by organizations outside the performing realm which includes business and community organizations for presentations and meetings.
EXHIBITION
Even though exhibition was included as a performance activity, it is included as a primary activity due to the fact exhibition space will be provided. Exhibition is the act of showing or displaying of objects of art for public inspection.
REHEARSING
To practice for a public performance, needed to perfect what is to be showcased.
VIEWINQ This activity is one that is audience oriented. This activity includes watching a performance or observing a piece of art.
LISTENING This activity is also audience oriented. Major components of the activity is to hear a perforaaance or a piece of music. Also included in this activity is a concession for the hearing Impaired to aid in the enjoyment at the facility. DEFINITION OF PRIMARY ACTIVITIES (cont'd)
PRODUCTION
The production staff of a performance resembles the administration staff in that the production staff oversees the activities of the performers, crews and technical details of a performance or exhibition. The production staff also acts as the go between for the performers and administration.
SOCIALIZATION
Due to the social nature of performances, socializing is great before and after a performance and between acts as well as well as during exhibitions. Also interaction between audience and actors may occur before or after a performance. Areas for socializing become another performance stage, because the center becomes the place to watch and be watched. A place to celebrate, to meet friends, to delight in the theater and share in the life of the city
TEACHING
Teaching as a primary activity involves instruction in the 'arts' for community as well as for professionals.
LEARNING Learning follows teaching because to teach someone should learn. DEFINITION OF SECONDARY ACTIVITIES
ADMINISTRATION
A. Facility Management B. Accounting C. Secretarial Duties D. Receiving, Sorting, and Mailing of Information E. Public Relations F. Advertising
PERFORMANCE
A. Dance B. Theater C. Music D. Art
EXHIBITION
A. Display B. Observation
REHEARSING
A. Dance B. Theater C. Music
VIEWING A. Performance Observer B. Art and Sculpture Observer C. Handicap Observer (Blind)
LISTENING
A. Performance B. Handicap Listening (Deaf) DEFINITION OF SECONDARY ACTIVITIES (cont'd)
PRODUCTION A. Lighting B. Sound C. Stage Set-Up D. Prop Development E. Costume Development F. Backstage Activity G. Directing H. Security I. Storage
SOCIALIZING A. Lounging B. Eating C. Drinking D. Smoking E. Conversation and Interaction F. Merchandising G. Personal hygiene DEFINITION OF SECONDARY ACTIVITIES (cont'd)
ADMINISTRATION
A. Facility Management- Take care of the Performing Arts Center for the city, acquiring acts that are professional as well as those from the community. B. Accounting- Activity includes payroll, recording of funds from city as well as private donations, and payments for acts . C. Secretarial Duties- Reception, answering of phones, typing and filing. D. Receiving. Sorting and Mailing of Information- Deals primarily with mail. Receiving can be extended to include deliveries of props and materials for performance stages. E. Public Relations- Deal with how the public perceives the facilty, aid in the booking of facilities and act as representative for the city of Albuquerque. F. Advertising- This activity in conjunction with public relations but concentration on publizing events that are to ocur at the facility.
PERFORMANCE A. Dance- The expression of feelings and emotion by moving the body in rhythm, usually to music. B. Theater- The process of writing, acting, or producing plays in a dramatic setting. C. Music- The art of combining rhythmic sequences to fori expressive compositions and pleasing sound. D. Art- The making of things that have form, expression, imitation, and beauty such as photographs, paintings and sculpture.
EXHIBITION A. Display- Activity includes all preparations needed for the proper display of art including lighting, wall space, partitions, and climate control. B. Observation- Activity done by the patrons of the facility, vvhile viewing and experiencing an exhibit.
REHEARSING A. Dancing- Activity includes warming up, stretching, learning a routine and performing. B. Theater- Activity includes line memorization, movement, perfection of performing skills or practicing, and performing. C. Music- Memorizing music, practice of groups as well as individual instruction, voice instruction and playing of instruments.
VIEWING
A. Performance Observer- Audience participation in performance, observation of movement, and performance. B. Art and Sculpture- Act of seeing the art or sculpture being presented in exhibit. C. Handicap Considerations- For the blind, aid in help them 'visialize" what is taking place during a performance.
LISTENING
A. Performance Observer- Audience activity involving hearing music and dialogue during performances. B. Handicap Considerations- For deaf, aiding in the ability to 'hear' the performance through sign language or closed caption television screens.
PRODUCTION OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER
A.r»J>KI_YSIS OR SF>>VOES EXISTING FACILITIES SURVEY
As an introduction to the Spatial Relationships section of this program, a brief presentation of some of the existing conditions at Old Albuquerque High School. One of the major differences of this program from others is that instead of designing a complete facility there is the task of retrofitting a new use into an already existing structure.
The buildings contain many large spaces that were designed principally for the purposes of teaching and studying. These spaces lend themselves quite readily for studio and rehearsal areas. The interiors of the school receive an abundance of natural light which for dance or music provide a better atmosphere in which to practice. These spaces are going to be located in the library building as well as the classroom building.
Located in 'Old Main' is the shell of the existing auditorium that was used by the school for assemblies and school functions. Although many alterations will be needed to rejuvenate the space for its new use, this can be done with little hindrance from preservation groups because the space has lost its historic character. Necessary modifications to the space will be the enlargement of the stage and support areas, as well as a redesign of the seating and balcony spaces to accomeiodate the 450 seats that have been assigned to the playhouse form theater.
Below the auditorium in 'Old Main' is another empty shell of the original gymnasium for the school. This space requires extensive renovation work, but will easily handle a 'black box' form of production theater that could accomaradate a 150 person audience.
Other spaces located in the wings of 'Old Main* can be renovated to accommodate other Front-of-House needs that come with a facility like this. One of the major drawbacks to the existing auditorium is lack of backstage space or major support areas. These will have to be handled with additions to the space that will not have a detrimental effect on the historical character of the existing structures.
The major rehearsal areas will be located in the gymnasium building. The spaces to accommodate the museum exhibition needs will be located in the Manual Arts building as well as restaurant and day-care facilities.
The final and most important space for the Performing Arts
Facility is the large hall auditorium. This space is larger than any space available to accommodate it in the school complex, with the exception of the gymnasium space which does not handily lend itself for this type of renovation. Two options are available for the large hall. 1)Retrofitting the space into the gymnasium or 2)building a new facility adjacent to the school on the lot to the north of the school parcel. Parking for the building can easily be handled by a parking garage underneath the new building.
One last note is that handicap accessibility requirements in all the buildings are non-existent and will become a major issue during the design development phase of the project.
On the following pages are a few pictures of the interior of the buildings. Major spaces are represented. RELATIONSHIP OF SPACES: INTRODUCTION
PERFORMING ARTS FACILITIES
The design of performing arts facilities is based on ease of movement through the facility. As illustrated by the two flow diagrams; public spaces: lobby, tickets, concession and seating have access to themselves with ease of movement.
Production and administration spaces have a relationship to themselves separate from the public, but these spaces also relate to the public spaces on a secondary level to initial flow movements through the spaces.
The diagrams illustrate flow of spaces that are usually combined under one roof. With the re-use of Old Albuquerque
High School into a performing arts complex, these spaces become somewhat separated because of the 5 building layout. This layout of buildings provides positive design opportunities that offer distinct and attractive ways to keep public spaces public and production and administration spaces private. IN contrast to the last statement, part of the attractiveness of the retrofit is the possibility for more public opportunity for behind-the-scenes involvement. I Cultural PERFORMING ARTS CENTERS
REHEARSAL SPACE
f Option (depending on , I artistic requirements) I Rehearsal <^ I Small Performances * ;J Extra Scenery Preparation
S,^BACKSTAG E SUPPORT ^..^1
Scenery Preparation & Shops
Actors Entry
FRONT OF HOUSE
Diagram Ola OtM^our Entry to ArtsFacMy Admimstrabon CMhnraJ PERFORMING AKTS CCNTBtS
Sefvic^Rec«fv«r>g
Functional Diagrem o( a Small FRONT OF HOU^E Peflonntng Arts Facility
**i PHOTO DOCUMENTATION OF OLD ALBUQUERQUE HIGH SCHOOL (INTERIOR)
A. View from top bleacher seat in Gymnasium
B. Interior of Women's Gym
C. Main stairwell of 'Old Main'
D-F. Interior hallway of 'Old Main'
G-H. Classroom spaces in 'Old Main'
I. View of stage in Auditorium
J. View of Auditorium from Balcony
K. Interior view of old gymnasium space in 'Old Main'
L. Interior of Main Reading Room in library space
I
OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER
FlEI_>\-riOrMSMI F> OR SF>/\CES OAHS THE ALBUQUERQUE PERFOWCMG ARTS CENTER
Relationship of Spaces for Adjacency
•o C9 a m a (A V> > m m m c o z (/) •n m (/) a 09 Z o c o m H < a •o ?^ c > o o "D (/) m > •0 X H O {/» H > O > M O C m O > O m w > z > o (A m > o o O m m z O m > (/> (/) m O m m
ADMINISTRATION
FRONT-OF-HOUSE AND PUBLIC SPACES
PERFORMING SPACES
BACKSTAGE AND SUPPORT SPACES
REHEARSAL SPACES
MUSEUM SPACES
RESTAURANT SPACE
SERVICE SPACES
-'•' I OAHS THE ALBUQUERQUE PgRFOfHIIIB ARTS CEWTER
Relationship of Public - Private - Semi-Private Space
> •n "0 00 a a
ADMINISTRATION
FRONT-OF-HOUSE AND PUBLIC SPACES
PERFORMING SPACES
BACKSTAGE AND SUPPORT SPACES
REHEARSAL SPACES
MUSEUM SPACES
RESTAURANT SPACE
SERVICE SPACES
IV OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER
Relationship of Spaces for Comawjnity/Privacy AD M -n PE R 00 a 33 en a a en > m c O c o i m m M 09 z •n a ?^ rn en FAURA I en a z r H o a en > m < H H 1 a O H a c z en z o en o o M a > 5 en 1 m > en m > Qz s a X en >a "en0 H en a > en o H M §8 > o m en ACE S a o> oz > m en o en m m O a m z en en > en > m o z en m
ADMINISTRATION
FRONT-OF-HOUSE AMD PUBLIC SPACES
PERFORMING SPACES
BACKSTAGE AND SUPPORT SPACES
REHEARSAL SPACES
MUSEUM SPACES
RESTAURANT SPACE
SERVICE SPACES
•\ OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER
Relationship of Spaces for Construction Type AD M PE R •n REH E a a 00 a en en > m c o c o i m M 09 z •n a X en en a z r H o a en > m H < H H 1 a O H a c > •-< en o o z a > en z C o a en 1 M > en m z m s
> a I o en SPACE S a Z en H a > > H a 88 en o >
M PAC E o m en ACE S a o> oz m en o en m m m z en en en > z
ADMINISTRATION
FRONT-OF-HOUSE AMD PUBLIC SPACES
PERFORMING SPACES
BACKSTAGE AND SUPPORT SPACES
REHEARSAL SPACES
MUSEUM SPACES
RESTAURANT SPACE
SERVICE SPACES OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER
SLJA^AA/VRV OR SF>>KCES INDEX OF SPACES
ADMINISTRATION
PRIVATE SPACES
Office of Performing Arts Center Director Office of Theater Director Office of Assistant Theater Director Office of Museum Curator Staff Offices Mail Room Accounting Room Supplies Room File Storage PUBLIC SPACES
Receptionists Secretarial Conference Rooms Lobby Areas Restrooms
FRONT-OF-HOUSE AND PUBLIC SPACES
PRIVATE SPACES
Central Box Office Front-of-House Storage Ushers' Changing Rooms
PUBLIC SPACES
Entrance Foyer/Ticket Lobby A. Large Hall B. Playhouse and Experimental Theater Lobby(s) Coat Check Public Restrooms First Aid Room Concession Area Gift Shop/Book Shop Public Green Room Elevators (as specified) INDEX OF SPACES (CONT'D)
PERFORMING SPACES
PUBLIC SPACES Large Hall Playhouse Small Theater or Experimental Theater Courtyard Area
BACKSTAGE AND SUPPORT SPACES
PRIVATE SPACES
Stage Security Offices Dressing Rooms A. Large Hall B. Playhouse and Small Theater Musicians' Room Manager's Offices Crew Offices Crew Locker Rooms and Lounge Visiting Company Production Offices Performers' Lounge (Green Room) Technical Booths (All Theaters) Dimmer Rooms Audio Rack Rooms Orchestra Shell Storage Areas Loading Dock/Holding Areas Maintenance and Repair Shop Backstage Toilets A. Large Hall B. Playhouse and Small Theater Laundry/Wardrobe Repair Elevators (As specified) Storage Rooms Janitors' Closets
REHEARSAL SPACES
PRIVATE SPACES
Offices Secondary Rehearsal/Practice Spaces Storage INDEX OF SPACES (cont'd)
REHEARSAL SPACES (cont'd)
PUBLIC SPACES
Lobby/Reception Toilets/Lockers and Changing Main Rehearsal Spaces Rehearsal A Rehearsal B Rehearsal C Rehearsal D Secondary Rehearsal/Practice Spaces
MUSEUM SPACES
PRIVATE SPACES
Offices Storage
PUBLIC SPACES
Exhibition Rooms Restrooms
RESTAURANT SPACES
PRIVATE SPACES
Food Preparation and Storage Offices Employee Support Spaces
PUBLIC SPACES
Entry Coat room Waiting Area/Bar Restrooms Dining Area SPACE ALLOCATION DESCRIPTION
ADMINISTRATIVE (5660 sf )
PRIVATE SPACES Office of Performing Arts Center Director (250 sf) Area: 250 sq. ft. Occupants: 1-6 Units: 1
Office of Theater Director (180 sf)
Area: 180 sq. ft. Occupants: 1-3 Units: 1
Office of Assistant Theater Director (1 50 s f )
Area: 150 sq. ft. Occupants: 1 - 3 Units: 1
Office of Museum Curator (180 s f)
Area: 180 sq. ft. Occupants: 1 - 3 Units: 1
Staff Offices (1050 s f )
Area: 150 sq. ft. Occupants: 1 Units: 7
Mail Room ( 300 s f )
Area: 300 sq. ft. Occupants: Varied Units: 1
Accounting Room ( 300 s f )
Area: 300 sq. ft. Occupants: 2 units: 1 SPACE ALLOCATION DESCRIPTION (cont'd)
ADMINISTRATIVE (cont'd)
PRIVATE SPACES Supplies Room (100 sf) Area: 100 sq. ft. Occupants: 1 Units: 1
File Storage (250 sf)
Area: 250 sq. ft. Occupants: 1 Units: 1
PUBLIC SPACES Receptionists (600 s f ) Area: 300 sq. ft. Occupants: 3-5 Units: 2
Secretarial ( 300 s f )
Area: 100 sq. ft. Occupants: 1 Units: 3
Conference Rooms (1 700 s f )
Area: (75 sf/person) 1500 sq. ft. Occupants: 10 - 20 Units: 1
Area: (40 sf/person) 200 sq. ft. Occupants: 1 -5 Units: 1
Lobby Area (300 sf )
Area: 150 sq. ft. Occupants: Varies Units: 2 SPACE ALLOCATIONS (cont'd)
FRONT-OF-HOUSE AND PUBLIC SPACES (41 ,750 sf)
PRIVATES SPACES Central Box Office (1200 sf) Sales Area
Area:(62.5 sf/person) 250 sq. ft. Occupants: 1 Units: 4
Telephone Area
Area:(62.5 sf/person) 250 sq. ft. Occupants: 1 Units: 4
Bookkeeping, Files and Work Space
Area: 250 sq. ft. Occupants: Varies Units: 1
Box Office Manager's Office
Area: 100 sq. ft. Occupants: 1 Units: 1
Store Room
Area : 50 sq . f t . Occupants: 1 Units: 1
Inner Lobby
Area: 50 sq. ft. Occupants: Varies Units: 1
Computer Equipment Room
Area: 150 sq. ft. Occupants: 1 Units: 1 SPACE ALLOCATION (cont'd)
FRONT-OF-HOUSE AND PUBLIC SPACES (cont'd)
PRIVATE SPACES Front-of-House Storage (500 sf) Area: 50 sq. ft. Occupants: 0 Units: 10
Ushers' Changing Room (250 sf)
Area: 125 sq. ft. Occupants: 20 - 30 Units: 2
PUBLIC SPACES Entrance/Ticket Lobby (2000 sf) Area: 2000 sq. ft. Occupants: Varies Units: 1
Lobby (Large Hall) (24,000 sf)
Area:(15 sf/person) 24,000 sq. ft. Occupants: 1 - 1600 or more Units: 1 Lobby (Small Theater and Playhouse) (6,750 sf)
Area:(15 sf/person) 6,750 sq. ft. Occupants: 1 - 450 or more Units: 1
Coat Check (Large Hall) (1,000 sf)
Area: 1,000 sq. ft. Occupants: 3 Units: 1
Coat Check (Small Theater and Playhouse) (850 sf)
Area: 850 sq. ft. Occupants: 3 Units: 1 SPACE ALLOCATION (cont'd)
FRONT-OF-HOUSE AND PUBLIC SPACES (cont'd)
PUBLIC SPACES (cont'd) Public Restrooms (2,200 sf) Area:(1 fixture per 25 seats) 88 fixtures Occupants: Varies Units: 6
First Aid Room (200 sf )
Area: 100 sq. ft. Occupants: 4 Units: 2
Concession Area (300 sf)
Area: 150 sq. ft. sales/display 150 sq. ft. preparation/storage area Occupants: Varies Units: 1
Gift shop/Book shop (1 , 000 s f )
Area: 500 sq. ft. Occupants: 2-10 Units: 2
Public Green Room ( 850 s f )
Area: 850 sq. ft. Occupants: 10 - 20 Units: 1 SPACE ALLOCATION (cont'd)
PERFORMING SPACES (35,650 sf)
PUBLIC SPACES Large Hall (23,600 sf) Auditorium (1600 seats)
Area: 16,000 sq. ft. Occupants: 1600 Units: 1
Stage 120'w x 45'd
Area: 5400 sq. ft. Occupants: Varies Units: 1
Orchestra Pit
Area: 900 sq. ft. Occupants: Varies Units: 1
Chair Wagon Storage
Area: 700 sq. ft. Occupants: None Units: 1
Trap Room
Area: 600 sq. ft. Occupants: Varies Units: 1
Playhouse(450 Seats) (8,050 sf) Auditorium Area: 4500 sq. ft. Occupants: 450 Units: 1
Stage (90'w x 35'd)
Area: 3150 sq. ft. Occupants: Varies Units: 1 SPACE ALLOCATION (cont'd)
PERFORMING SPACES (cont'd)
PUBLIC SPACES (cont'd)
Playhouse (cont'd) Trap Room
Area: 400 sq. ft Occupants: Varies Units: 1
Small Theater(150 seats) Auditorium Area: 4000 sq. ft Occupants: 150 Units: 1 SPACE ALLOCATION (cont'd)
BACKSTAGE AND SUPPORT SPACES (25,635 sf)
PRIVATE SPACES Stage Security Offices (300 sf)
Area: 300 sq. ft. Occupants: Varies Units: 1
Dressing Rooms Large Hall (4,290 sf) A. Two 'star' Dressing Rooms
Area: 600 sq. ft.
Occupants: 2
B. Eight Two Person Dressing Rooms
Area: 1440 sq. ft.
Occupants: 16
C. Two 25-Person Chorus Dressing Rooms
Area: 2250 sq. ft. Occupants: 50 PRIVATE SPACES
Playhouse (2800 sf )
A. Five Four-Person Dressing Rooms
Area: 1000 sq. ft.
Occupants: 20
B. Two 12-Person Chorus Dressing Rooms
Area: 1800 sq. ft.
Occupants: 24
Small Theater (1 1 70 s f )
A. Five Four-Person Dressing Rooms
Area: 750 sq. ft. Occupants: 20 SPACE ALLOCATION (cont'd)
BACKSTAGE AND SUPPORT SPACES (cont'd)
PRIVATE SPACES (cont'd) Small Theater (cont'd)
A. Male and Female Toilets/Showers
Area: 420 sq. ft Occupants: 1-5 TOTAL ALL DRESSING ROOMS (ALL THEATERS) (8,260 sf)
Musicians' Room (1 700 s f )
Area:(22 sf/musician)1700 sq. ft. Occupants: 60 - 80 Units: 1
Managers' Office (500 s f )
Area: 500 sq. ft. Occupants: 1-5 Units: 1
PRIVATE SPACES Crew Offices (400 s f ) Area: Office 150 sq. ft. Shared Office 250 sq. ft. Occupants: 1-15 Units: 1
Crew Locker Rooms and Lounge (700 sf)
Area: 700 sq. ft. Occupants: 20 - 30 Units: 1
Visiting Company Production Offices (500 s f )
Area: 100 sq. ft. Occupants: 1-3 Units: 5 SPACE ALLOCATION (cont'd)
BACKSTA<5E AND SUPPORT SPACES (cont'd)
PRIVATE SPACES (cont'd) Technical Booths (1750 sf) Large Hall Area: 1000 sq. ft Oc cupants: 10 - 12 Units: 6
Booth s Include:
A. Lighting Control B. Sound Control C. Sound Mix D. VIP/Broadcast E. Proj ect ion F. Followspot
(600 sf)
Area: 600 sq. ft Oc cupants: 10 - 12 Units: 6
Booths Include: A. Lighting Control B. Sound Control C. Sound Mix D. VIP/Broadcast E. Projection F. Followspot
Small Theater (150 sf)
Area: 150 sq. ft. Occupants: 1-4 Units: 1 SPACE ALLOCATION (cont'd)
BACKSTAGE AND SUPPORT SPACES (cont'd)
PRIVATE SPACES (cont'd) Dimmer Equipment Rooms (All Theaters) (400 sf)
Area: Large Hall 150 sq. ft Playhouse 150 sq. ft Small Theater 100 sq. ft Occupants: None Units: 3
Audio Rack Rooms (250 s f )
Area: Large Hall 150 sq. ft. Playhouse 100 sq. ft. Small Theater Part of Storage Occupants: None Units: 2
Orchestra Shell Storage Area (1 400 s f )
Area: Large Hall 900 sq. ft. Occupants: None Units: 2
Loading Dock/Holding Areas (2000 sf )
Area: Large Hall 1200 sq. ft. Playhouse and 800 sq. ft. Small Theater Occupants: None Units: 1
Maintenance and Repair Shop ( 600 s f )
Area: 600 sq. ft. Occupants: 1-10 Units: 1 SPACE ALLOCATION (cont'd)
BACKSTAGE AND SUPPORT SPACES (cont'd)
PRIVATE SPACES (cont'd) Dimmer Equipment Rooms (All Theaters) (400 sf)
Area: Large Hall 150 sq. ft. Playhouse 150 sq. ft. Small Theater 100 sq. ft. Occupants: None Units: 3
Audio Rack Rooms (250 sf)
Area: Large Hall 150 sq. ft. Playhouse 100 sq. ft. Small Theater Part of Storage Occupants: None Units: 2
Orchestra Shell Storage Area (1 400 sf)
Area: Large Hall 900 sq. ft. Occupants: None Units: 2
Loading Dock/Holding Areas (2000 sf )
Area: Large Hall 1200 sq. ft. Playhouse and 800 sq. ft. Small Theater Occupants: None Units: 1
Maintenance and Repair Shop (600 s f )
Area: 600 sq. ft. Occupants: 1-10 Units: 1 PACE ALL ACKSTAGE AND SUPPORT SPACES (cont'd) PRIVATE SPACES (cont'd) . (800 sf) Area: Large Hall Adjacent to Stage 100 sq. ft. (2) Other Areas 50 sq. ft. (2) Playhouse Adjacent to Stage 100 sq. ft. (2) Other Areas 50 sq. ft. (2) Occupants: Varies Units: 8 Laundry/Wardrobe Repair. (675 sf) Area: 675 sq. ft. Occupants: Varies Units: 1 Storage Rooms ( 3 , 000 s f ) Provide the following storage rooms: Area:Lighting Instrument 400 sq. ft. Piano and Musical Instr 400 sq. ft. Spare Seating & Parts 300 sq. ft. Sound Equipment 300 sq. ft. Visiting Production 3 a1: 200 sq ft Liquor Storage 200 sq. ft. General Storage 800 sq. ft. Janitors' Closets (450 sf) Area: 25 sq ft. Occupants: None Units: 18 Performers' Lounge (1 200 s f ) Area: Large Hall 600 sq ft Playhouse 400 sq ft Small Theater 200 sq ft Occupants: Varies Units: 3 SPACE ALLOCATION (cont'd) REHEARSAL SPACE (20,975 sf ) PRIVATE SPACES Offices 9450 sf) Area: 150 sq. ft. Occupant: 1-3 Units: 3 Main Rehearsal Spaces (11 ,625 sf) Area:Rehearsal Studio A 4600 sq. ft. (70' X 55') Rehearsal Studio B 3425 sq. ft. (60' X 45') Rehearsal Studio C 2250 sq. ft. (50' X 40') Rehearsal Studio D 1350 sq. ft. (30' X 40') Occupant: Varies Units: 4 Secondary Rehearsal/Practice Spaces ( 3 . 950 s f) Rehearsal Space E Area: 1000 sq. ft. Occupant: Varies Units: 2 Rehearsal Space F Area: 750 sq. ft. Occupant: Varies Units: 2 Practice Rooms Area: 150 sq. ft. Occupant: 1-4 Units: 3 SPACE ALL(X;ATI0NS (cont'd) REHEARSAL SPACES (cont'd) PRIVATE SPACES (cont'd) Storage (600 sf) Area: 300 sq. ft. Occupant None Units: 1 Area: 100 sq. ft. Occupant None Units: 1 Area: 200 sq. ft. Occupant None Units: 1 PUBLIC SPACES Lobby/Reception (400 sf ) Area: 400 sq ft Occupants: Varies Units: 1 Toilets/Lockers and Changing Rooms (950 sf) Area: 4 Toilets or Urinals 4 Lavatories 475 sq. ft. 3 Shower Stalls 40 Full Length Lockers with Benches Occupant: 1-40 Units: 2 SPACE ALLOCATION (cont'd) MUSEUM SPACES (6,180 sf) PRIVATE SPACES Offices (450 sf) Area: 150 sq. ft. Occupants: 1 Units; 3 Storage (880 s f) Area: 880 sq. ft. Occupants: Varies Units: 1 Workroom (250 sf) Area: 250 sq. ft. Occupants: 1-10 Units: 1 Workshop ( 300 s f) Area: 300 sq. ft. Occupants: 1-10 Units: 1 PUBLIC SPACES Exhibition Rooms (3,300 sf) Area: 1100 sq. ft. Occupants: Varies Units: 3 Restrooms (600 sf) Area: 300 sq. ft. Occupants: 1-8 Units: 2 SPACE ALLOCATION (cont.d) MUSEUM SPACES (cont'd) PUBLIC SPACES (cont'd) r Lobby (400 sf) Area: 400 sq. ft Occupants: Varies I Units: 1 I I SPACE ALLOCATION (cont'd) RESTAURANT SPACES (5,020 sf ) PRIVATE SPACES Office (300 sf) Area: 150 sq. ft. Occupants; 1-3 Units: 2 Employee Support Spaces (200 sf) Area: 200 sq. ft. Occupants: 1-15 Units: 1 Food Preparation and Storage ( 3 , 000 sf) Area: 3000 sq. ft. Occupants: Varies Units: 1 PRIVATE SPACES Entry and Waiting Area (400 s f ) Area: 400 sq. ft. Occupants: Varies Units: 1 Bar/Lounge {1 , 000 s f ) Area: 1000 sq. ft. Occupants: 1-30 Units: 1 Dining Area (2 , 600 s f ) Area: 2600 sq. ft. Occupants: 120 Units: 1 SPACE ALLOCATION SUMMARY ASSIGNABLE SPACES SQ. FT. Administrative 5,660 Front-of-House and Public Spaces 41,100 Performing Spaces 35,650 Backstage and Support Spaces 25,635 Rehearsal Spaces 17,975 Museum Spaces 6,180 Restaurant 5,020 Total Assignable Space 137,200 Net to Gross Factor Multiplier x 1 .65 Gross Factor 89,130 Total Gross Square Footage for Albuquerque Performing Arts Center 226,380 The net to gross factor of 1.65 is the multiplier used based on previous facilities to establish the approximate total gross square footage. The additional 89,130 square feet of space the factor adds accounts for mechanical and equipment rooms, circulation and wall thickness. OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER EOOISJOr^lXC /\M^\LYSIS ECONOMIC JUSTIFICATION Old Albuquerque High School is presently slipping into a state of disrepair. At its present rate of deterioration the school's only solution will be demolition. Economically, refitting Old Albuquerque High School with the Performing Arts Center will cost about the same as the building new. In a positive sense the school is a landmark and is structurally in great shape. There are savings in exterior materials and structural material costs can be kept down. Albuquerque can take advantage of the historic nature of the building in the promotion of the school for the performing arts center. A non-economic justification for using the school is many Albuquerque citizens are wanting preservation of their historic resources. PROJECT COST ANALYSIS Albuquerque Average Cost Index 90.8% MAJOR SPACE COST PER SQUARE FOOT LOW MID HIGH Administration Construction Cost $ 41.32 51.44 66.15 Square Footage of Administration Spaces 5660 sf 5660 sf 5660 sf Total Cost Per Sq. Ft. Administration Spaces $ 233,871.00 291,150.00 374,409.00 Front-of-House and Performing Spaces Construction Cost $ 53.46 62.04 77.71 Square Footage of FOH & Performing Sp. 102,385 sf 102,385 sf 102,385 sf Total Cost Per Sq. Ft FOH & Performing Sp. $ 5,473,502.00 6,351,965.00 7,956,338.00 Rehearsal Space Construction Cost i 51.89 60.02 80.49 Square Footage of Rehearsal Spaces 17,975 sf 17,975 sf 17,975 sf Total Cost Per Sq Ft Rehearsal Spaces 932,723.00 1,078,860.00 1,446,808.00 Museum Space Construction Cost $ 69.46 74.09 77.09 Square Footage of Museum Spaces 6,180 sf 6,180 sf 6,180 sf Total Cost Per Sq Ft Museum Spaces 429,263.00 457,876.00 476,416.00 Restaurants Spaces Construction Cost $ 75.91 80.72 84.08 Square Footage of Restaurant Spaces 5,020 sf 5,020 sf 5,020 sf Total Cost Per Sq. Ft Restaurant Spaces 381,068.00 405,214.00 422,082.00 PROJECT COST ANALYSIS (cont'd) MAJOR SPACE COST PER SQUARE FOOT LOW MID HIGH Grossing Factor Spaces Construction Cost $ 67.00 76.34 86.84 Square Footage of Grossing Factor Spaces 89,180 sf 89,180 sf 89,180 sf Total Cost Per Sq. Ft. Grossing Factor Spaces $ 5,975,060.00 6,808,001.00 7,748,850.00 CONSTRUCTION COST Administration 233,871.00 291,150.00 374,409.00 FOH & Public Spaces Performing Spaces Backstage & Support Sp. 5,473,502.00 6,351,965.00 7,956,338.00 Rehearsal Spaces 932,723.00 1,078,876.00 1,446,808.00 Museum Spaces 429,263.00 457,876.00 476,416.00 Restaurant Spaces 381,068.00 405,214.00 422,082.00 Grossing Factor Spaces 5,975,060.00 6,808,001.00 7,748,850.00 Total Construction (k>st 13,425,487.00 15,393,066.00 18,793,401.00 Design Contingency (2%) 268,510.00 307,861.00 368,498.00 Subtotal 13,693.997.00 15,700,927.00 19,161,899.00 Architects/Engineering Fees 1,095,519.00 1,256,074.00 1,503,472.00 Site and Building Acquisition 2,800,000.00 2,800,000.00 2,800,000.00 Theatrical & Acoustical Equipment 5,000,000.00 5,000,000.00 5,000,000.00 Miscellaneous Expenses 25,000.00 25,000.00 25,000.00 Future Work (3%) 410,820.00 471,028.00 563,802.00 Project Contingency (2%) 273,000.00 312,861.00 373,000.00 Subtotal 23 , 298 , 336.00 25 , 565, 890. DO 28,685 , 675.00 Administration (2%) 465,967.00 511,318.00 573,714.00 TOTAL PROJECT COST EST. $23,764,303.00 26,077,208.00 29,559,389.00 OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER C/XSE STUOIES CASE STUDY 3; PERFORMING ARTS CENTERS PROJECT; Cornell's Performing Arts Center Ithaca, New York ARCHITECT; James Stirling, Michael Wilford and Associates PROJECT DESCRIPTION; Center for Teaching Theater and Staging Performances for the university, city and region. Cornell Performing Arts Center is a skillful act of urban design, composed of abstracted historical and industrial images. The center links the college and town, the campus and collegetown - a student residential and main street type neighborhood . The building was designed around views of prominent natural features. Main design elements on the exterior is a diverse group of Italianate elements , sheathed in open-jointed white and gray Vermont marble that shows its thinness, and is bound together by a loggia that serves as the building's entry. A tower - campinille pokes upward as an extension of the elevator core and an echo for the campus's numerous towers. The interior is a bit of a disappointment due to the fact there are no spectacular spaces. The design of the building, based on smashing views, is mainly composed of circulation spaces with views on one hand and functional performance and study spaces on the other. Inside the building there are three performing spaces. The first, an elegant 465 seat proscenium theater, with a horseshoe shaped seating area with seating on two levels that wrap the room to bring the audience and performers together. A flexible theater allows arena, thrust, alley, or proscenium arrangements,and a laboratory/blackbox studio with seating for about 100 people. There are additional studios and classrooms surrounding the flexible theater PERSONAL COMMENT; The Performing Arts Center has similar theater spaces as those planned for the Albuquerque Center. Although smaller, these spaces are representative of performing spaces needed in community or public facilities. Similar relationships exist, in that attempts to bring the audience closer together in all theaters, the flexibility of one theater for different stage set ups and the need for many size auditoriums. BIBLIOGRAPHY; Dean, Andrea Oppenheimer; 'Where Campus Touches Town*, Architecture. Nov. 1989, pp. 46-54. CASE STUDY 4; PERFORMING FACILITIES PROJECT; Morton H. Meyerson Symphony Center Dallas, Texas ARCHITECT: Pei Cobb Freed and Partners ACOUSTICAL CONSULTANT: Artec Consultants Inc. New York, New York. PROJECT DESCRIPTION: Performance Space for the Dallas Symphony Orchestra. The building responds architecturally to the surrounding downtown context and set new standards in acoustical design. The Morton H. Meyerson Symphony Center is considered by many as an "acoustical gem". The design of the center was based on an acoustical model done by Russell Johnson of Artec Consultants Inc. His design specified a "shoe box' shape auditorium to create the best sound. The rest of the building is a celebration of movement through the public space. According to I.M. Pei ,AIA, 'A symphony hall is essentially an air tight, light-tight box" (Texas Architecture Sept.-Oct., 1989. p.40). The inside of the hall is a double height cube set within a square base, 85 feet high, and 84 feet wide. The walls are parallel to conserve sound energy, unlike fan-shaped halls, the high ceiling allows four tiers of seating without loss of intimacy. McDermott Hall contains three key elements that can be adjusted to control sound: A four-piece acoustic canopy, a large reverberation chamber, and two sets of acoustic curtains. The large four-piece canopy is the dominant and most striking feature of the hall. At 42 tons, it floats over the stage and its height can be adjusted. At its lowest adjustment, 40 feet above the stage, the canopy promotes crisp articulation with low reverberance for recitals and chamber music. Its highest setting of 75 feet accommodates a C.B. Fisk Inc. pipe organ. The reverberation chamber is outfitted with 72 concrete doors, each weighing 2.5 tons. Opening these doors increases the reverberation time of the hall. These doors are controlled by remote to adjust the acoustic size of the room. The two sets of curtains encircling the hall reduce reverberation when the hall is empty during rehearsals or recording sessions. The limited size of the hall allows for an intimate seating. The audience is close to the musicians on stage. There are 1800 seats in the auditorium and 266 on a choral terrace surrounding the stage. The limited seating helps minimize sound dissipation, as does a series of balcony soffits which reflect sound down to the main CASE STUDY 4; PERFORMING FACILITIES (cont'd) floor. The public spaces around the hall include ample lobby space, a donor wall and a 300 seat restaurant. PERSONAL COMMENTS; The concert hall is a great space and is representative of the size of the large hall in the Albuquerque Center. This case study was chosen for its acoustical design in the hall and how possibly to apply some of the principles to the facility. BIBLIOGRAPHY; Barns, Joel Warren; Meyerson Symphony Center: A Preview of I.M. Pel's New Twist, Texas Architecture. Sept-Oct. 1988, pp. 40-41 . Gordon, Douglas E.; An Acoustic Jewel, Architecture. Feb. 1990 pp. 99-100. OAHS THE ALBUQUERQUE PERFORMING ARTS CENTER yVPPEIMDZX HISTORIC DESIGNATIONS PERTAINING TO THE OLD ALBUQUERQUE HIGH SCHOOL Local designation City Landmark: applies to entire 7.26 acre site; controls demolition, new construction, and remodeling (exteriors and retention of the sense of the volume of significant interiors: gymnasium spaces, classrooms and library; interior woodwork and tile can be relocated if necessary). Significant property in the Huning Highland Historic Overlay Zone applies only to the school parcel and property to the east, not to the north parcel. Places restraints on demolition, remodeling (none on interiors), and new construction. Guidelines included in the Design Guidelines for Huning Highland Historic Overlay Zone. State designation Individually listed on State Register of Cultural Properties. Benefits: approved rehabilitations can receive state income tax credits equal to the least $25,000, half the cost of the project or 5 years state tax indebtedness. Restrictions: projects using public funds must be approved by the State Historic Preservation Division as having no adverse affect on the property, i,e. allowance of demolition is unlikely. Significant building in the Huning Highland Historic District listed on the State Register. Benefits and restrictions as above. National designation Contributing building in the Huning Highland Historic District listed on the National Register of Historic Places. Benefits: federal income tax credits available equal to 20S of approved rehabilitation cost. Restrictions: projects using the tax credits or any federal funds, must follow the Secretary of the Interior's Standards for Rehabilitation and Guidelines for Rehabilitating Historic Buildings. To receive the tax credits, preliminary approval of rehabilitation is by the State Historic Preservation Division; final approval is by the National Park Service. Allowance of demolition of any of the five old school buildings if any part of the project is federally funded is unlikely. STANDARDS FOR REHABILITATION (1) Every reasonable effort shall be made to provide a compatible use for a property which requires minimal alteration of the building, structure, or site and its environment, or to use a property for its originally intended purpose. (2) The distinguishing original qualities or character of a building, structure, or site and its environment shall not be destroyed . The removal or alteration of any material historic material or distinctive architectural features should be avoided when possible. (3) All buildings, structures, and sites shall be recognized as products of their own time. Alterations that have no historical basis and which seek to create an earlier appearance shall be discouraged. (4) Changes which may have taken place in the course of time are evidence of the history and development of a building, structure, or site and its environment. These changes may have acquired significance in their own right, and this significance shall be recognized and respected. (5) Distinctive stylistic features or examples of skilled craftsmanship which characterizes a building, structure, or site shall be treated with sensitivity. (6) Deteriorated architectural features shall be repaired rather than replaced, whenever possible. In the event replacement is necessary, the new material should match the material being replaced in composition, design, color, texture, and other visual qualities. Repair or replacement of missing architectural features should be placed on accurate duplications of features, substantiated by historic, physical, or pictorial evidence rather than on conjectural designs or the availability of different architectural elements from other buildings or structures. (7) The surface cleaning of structures shall be undertaken with the gentlest means possible. Sandblasting and other cleaning methods that will damage the historic building materials shall not be undertaken. (8) Every reasonable effort shall be made to protect and preserve archeological resources affected by, or adjacent to any project. (9) Contemporary design for alterations and additions to existing properties shall not be discouraged when such alterations and additions do not destroy the significant historical, architectural or cultural material, and such design STANDARDS FOR REHABILITATION (cont'd) is compatible with the size, scale, color, material, and character of the property, neighborhood or environment. (10) Wherever possible, new additions or alterations to structures shall be done in such a manner that if such additions or alterations were to be removed in the future, the essential form and integrity of the structure would be unimpaired. GUIDELINES FOR REHABILITATING HISTORIC BUILDINGS Identify, Retain, and Preserve The guidance that is basic to the treatment of all historic buildings-identifying, retaining, and preserving the form and detailing of those architectural materials and features that are important in defining the historic character. Protect and Maintain After identifying those materials and features that are important and must be retained in the process of rehabilitation work, then protecting and maintaining them are addressed. Protection generally involves the last degree of intervention and is preparatory to other work. Repair Next, when the physical condition of character-defining materials and features warrants additional work repairing is recommended. Guidance for the repair of historic materials such as masonry, wood, and architectural metals again begins with the least degree of intervention possible such as patching, piecing-in, splicing, consolidating, or otherwise reinforcing or upgrading them according to recognized preservation methods. Replace Following repair in the hierarchy, guidance is provided for replacing an entire character-defining feature with new material because the level of deterioration or damage of materials GUIDELINES FOR REHABILITATING HISTORIC BUILDINGS (cont'd) precludes repair (for example, an exterior cornice; an interior staircase; or a complete porch or storefront). If the essential form and detailing are still evident so that the physical evidence can be used to re-establish the feature as an integral part of the rehabilitation project, then its replacement is appropriate. Design for Missing Historic Features When an entire interior or exterior feature is missing (for example, an entrance, or cast-iron facade; or a principal staircase), it no longer plays a role in physically defining the historic character of the building unless it can be accurately recovered in form and detailing through the process of carefully documenting the historical appearance, Where an important architectural feature is missing, its recovery is always recommended in the guidelines as the first or preferred, course of action. Thus, if adequate historical, pictorial, and physical documentation exists so that the feature may be accurately reproduced, and if it is desirable to re-establish the feature as part of the building's historical appearance, then designing and constructing a new feature based on such information is appropriate. However, a second acceptable option for the replacement feature is a new design that is compatible with the rebuilding. The new design should always take into account, the size, scale, and material of the historic building itself and, most importantly, should be clearly differentiated so that a false historical appearance is not created. Alterations/Additions to Historic Buildings Some exterior and interior alterations to the historic building are generally needed to assure its continued use, but it is most important that such alterations do not radically change, obscure, or destroy character-defining spaces, materials, features, or finishes. Alterations may include providing additional parking space on an existing historic building site; cutting new entrances or windows on secondary elevations; inserting an additional floor; installing an entirely new mechanical system; or creating an atrium or light well. Alterations may also include the selective removal of buildings or other features of the environment or building site that are intrusive and therefore detract from the overall historic character. The construction of an exterior addition to a historic building may seem to be essential for the new use, but it is emphasized in the guidelines that such new additions should be avoided, if possible, and considered only after it is determined that those needs cannot be met by altering secondary, i.e., non character-defining interior spaces. If, after a thorough evaluation of interior solutions, an exterior addition is still judged to be the only viable alternative, it should be designed and constructed to be clearly differentiated from the historic building and so that the character-defining features are not radically changed, obscured, damaged, or destroyed. Old Albuquerque High School Atlas of Building Floor Plans Nm^g^ir Ei- \mm^m.^^m^ ct-AaaROOM-s OVMNAIIUU LIIRARY OLD UAIN May 1990 N '^ri^N - «^"c/er my Supervision, . fumjmram777iz:i—r^i' - °" ^^^ i~-.'. ' ' ' €n ginoer'- // • f i'P'"!. ''™'Wi HIOriLMO [o n of Arno Street NE (to •^Lbuquer^ue right-of-way. Uy One-HoLf of Block or additionaL right-of-way 2S feet North of the c^- UentraL Avenue ^ast Education of the City of rvice Com;}any of New one^ond Feiegraph Company,