MIDRISE MULTI-FAMILY HOUSING Rehan Hussain & Robert Turck

Home , Family room, Room

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http://pogoblog.typepad.com/pogo/2010/04/agency-open-government-plans-due-today.html

http://www.archdaily.com/368631/20-unit-multifamily-housing-and-commercial-block-narch/ APARTMENT BUILDINGS:

SPACES THEMSELVES MUST BE SIMLE AND UNIVERSAL ENOUGH TO ADAPT TO A VARIETY OF LIFE STYLES

PROVIDES MAXIMUM PRIVACY FOR VARIOUS ACTIVITES AND MAKES MOVEMENT TO ANY ROOM POSSIBLE WITHOUT CROSSING ANOTHER

BEDROOM TO BATHROOM:

SHOULD NOT BE NECESSARY TO CROSS THE LIVING SPACE. IDEALLY, SHALL NOT BE SEEN AT ALL

KITCHEN TO DINING ROOMS:

SERVICE SHOULD BE AS DIRECT AS POSSIBLE

CIRCULATION:

IDEAL CIRCULATION CRITERIA ARE ACHIEVED BY PROPER PLANNING OF THE ROOMS AROUND THE CORE OF THE APARTMENT, WHICH CONSITS OF THE ENTRY HALL AND THE BEDROOM CORRIDOR. THE SPACES CAN BE SEPERATED INTO A SLEEPING AND LIVING ZONE WITH AN ENTRY HALL

JUST AS IMPORTANT IT IS TO LOCATE THE PROGRAMS IN AN APARTMENT UNIT, IT IS EQUALLY IMPORTANT TO LOCATE THE ROOMS RELATIVE TO DAYLIGHT AND FRESH AIR. (SEE FIG. 2)

LIVING ROOMS:

SHALL BE CONDUCTIVE TO GENERAL FAMILY LIFE TO ALLOW FOR GROUP ACTIVITES: ENTERTAINING, READING, WRITING, LISTINING TO MUSIC, AND WATCHING TELEVISION

VISABILITY TO THIS ROOM IS IMPORTANT - WHICH IS THE MOST IMPRESSIVE AND LARGEST ROOM OF THE HOUSE

METERS

(14.86 sm) (14.86 sm) (15.79 sm) (16.7 sm) (9.29 sm) (9.29 sm) (10.22 sm) (11.1 sm) (11.15 sm) (11.15 sm) (11.15 sm) (11.1 sm) (7.43 sm) (7.43 sm) (7.43 sm) (11.15 sm) (18.58 sm) (26.01 sm) (35.30 sm)

(19.51 sm) (19.51 sm) (21.37 sm) (23.23 sm)

(25.08 sm) (25.08 sm) (27.87 sm) (30.66 sm)

1” = 0.0254 m (11.15 sm) (11.15 sm) (13.01 sm) (14.86 sm) TO PROVIDE SUFFIECIENT KITCHEN SPACE, ONE MUST CONSIDER THE CAPACITY OF THE APARTMENT UNIT, AND FOR EXAMPLE MORE CABINETRY SPACE IS REQUIRED, FLOOR-TO-CEILING CABINETS CAN BE INSTALLED

UNLESS SPACE IS LIMITED, A SMALL EATING AREA SHALL BE DESIGNED INTO THE KITCHEN SPACE.

WHEN THE KITCHEN IS PART OF A COMBINED KITCHEN-DINING OR KITCHEN- FAMILY ROOM, THE FOOD AND PREPERATION AREA SHALL BE SEPERATED WITH A PARTITION OF SOME SORT

BEDROOMS:

BEDROOMS ARE TO BE DEISGNED TO HOLD UPTO TWO TIMES THE DESIRED OCCUPANCY

MIDDLE-INCOME 2 - BEDROOM APARTMENTS, AN AVERAGE BERDOOM ARE TYPICALLY 150 SQ. FT. FOR A SECONDARY BEDROOM AND 180 SQ,. FT. FOR THE MASTER ROOM (EXCLUSIVE OF CLOSETS)

BATHROOMS:

ECONIMICALLY, BATROOMS ARE BEST TO BE DESIGNED BACK-TO-BACK, REGARDLESS OF THE RESTROOMS BEING OF THE SAME APARTMENT OF OF TWO APARTMENTS

SOMETIMES A POWDER ROOM OR A LAVATORY IS SUBSTITUTED FOR A 2ND BATHROOM IN APARTMENT UNITS IN EFFICIENCY APARTMENTS NOT ONLY DO ROOMS FUNCTION BUT CIRCUALTION PATTERNS PRESENT DIFFERENT PROBLEMS

RULE OF THUMB: ALL ROOM AREAS (LIVING, DINING, BEDROOMS), KITCHEN BATHROOMS AND CLOSET SPACES (BUT NOT ENTRY HALL), CAN BE ADDED TO REACH A TOTAL OF 80-85% OF THE GROSS SIZE LEAVING 15 TO 20 PERCENT FOR CIRCULATION

IT IS ALSO IMPORTANT TO NOTE THAT AN APARMENT THAT MAY SEEM TO BE A MEDIUM SIZED APARTMENT, CAN BE CONSIDERED AS A SMALL APARTMENT TO ANOTHER GRAPHICAL DEPICTION

AN EVOLUTION OF AN APARTMENT BUILDING IS NOT A SEQUENTIAL PROCESS BUT A PROCESS OF CONTINUING INTERACTION, FEEDBACK, AND REEVALUATION.

THE COMPLEXITY OF EVENTS WILL VARY ACCORDING TO THE PROGRAM, SCOPE, AND FUNDING SOURCES INVOLVED

THE SEQUENCES SHOWN ARE LABELED AS PROGRAM DEVELOPMENT, SITE ANALYSIS, BUILDING PLANNING, AND BUILDING DESIGN

PROGRAM

MARKET ANALYSIS

EXISTING MARKET CONDITIONS SHALL BE TAKEN INTO CONSIDERATION

1) TYPE OF OCCUPANCY RENTAL COOPERATIVE CONDOMINIUM 2) PRICE (RENT, MAINTENANCE) 3) AMENITIES 4) APARTMENT SIZE 5) BUILDING SIZE 6) VACANCY RATES 7) PUBLIC FACILITIES (TRANSPORATION, SCHOOLS, SHOPPING)

MAIN FLOOR ORGANIZATION

TYPICALLY ACCOMODATES A NUMBER OF REQUIREMENTS FOR AN APARTMENT BUILDING

SERVES AS A CONNECTION FROM OUTDOORS TO THE ACTUAL DWELLING UNITS

LOBBY AREA, EXIT STAIRS AND GRAND ENTRANCE

VERTICLE CIRCULATION CORE

LOCATED IN MANRESA SPAIN 2008 3,500 SQM (20 UNITS - 6 FLOORS) (UNDERGROUND PARKING)

DESIGNED TO ESTABLISH MULTIPLE RELATIONSHIPS WITH THE ENVIRONMENT (TRANSLUCENT VEIL - SUNSCREEN)

DESIGNED WITH A CENTRAL CORE, LEAVING ROOMS ON THE BOARDERS

DESIGNED WITH MOVEABLE WALLS ON THE FACADE

HOW DOES THIS COMPARE TO OTHER BUILDINGS?

PROGRAMS THAT ARE FOUND IN THE WESTERN WAYS OF DEISGN PAYS CLOSE ATTENTION TO THE RELATIONSHIP BETWEEN INTERIOR AND EXTERIOR

http://www.archdaily.com/368631/20-unit-multifamily-housing-and-commercial-block-narch/

LOCATED IN BARCELONA SPAIN 2009 4,500 SQM

DISGNED TO BE A NUETRAL BUILDING AS A SILENT PAUSE

DESIGNED TO ESTABLISH MULTIPLE RELATIONSHIPS WITH THE ENVIRONMENT

HOW DOES THIS COMPARE TO OTHER BUILDINGS?

ARE THERE ANY CULTURAL DIFFERENCES? WESTERN VS. EASTERN?

PROGRAMS THAT ARE FOUND IN THE WESTERN WAYS OF DEISGN SEEM TO TRANSLATE INTO TO THE SAME LANGUAGE, IN TERMS OF DESIGN

http://www.archdaily.com/368650/30-unit-multifamily-housing-building-narch/ FAILURES

ST. LOUIS’ PRUITT IGOE HOUSING PROJECT

CONTAINED 2,870 UNITS IN 33 BUILDINGS - 11 FLOORS EACH

COMPLETED IN 1955

“RESIDENTS CITE A LACK OF MAINTENANCE ALMOST FROM THE VERY BEGINNING, INCLUDING THE REGULAR BREAKDOWN OF ELEVATORS, AS BEING A PRIMARY CAUSE OF THE DETERIORATION OF THE PROJECT.[16] LOCAL AUTHORITIES CITED A LACK OF FUNDING TO PAY FOR THE WORKFORCE NECESSARY FOR PROPER UPKEEP OF THE BUILDINGS.[16] IN ADDITION, VENTILATION WAS POOR, AND CENTRALIZED AIR CONDITIONING NONEXISTENT.[10] THE STAIRWELLS AND CORRIDORS ATTRACTED MUGGERS.[10] THE PROJECT'S PARKING AND RECREATION FACILITIES WERE INADEQUATE; PLAYGROUNDS WERE ADDED ONLY AFTER TENANTS PETITIONED FOR THEIR INSTALLATION.”

1976 THE LAST BUILDING WAS DEMOLISHED citation

Chiara, J., & Crosbie, M. (2001). Time-saver standards for building types (4th ed.). New York: McGraw-Hill.

Ingersoll, R., & Kostof, S. (n.d.). World architecture: A cross-cultural history.

http://www.archdaily.com/368650/30-unit-multifamily-housing-building-narch/ http://www.archdaily.com/368631/20-unit-multifamily-housing-and-commercial-block-narch/ http://www.soc.iastate.edu/sapp/PruittIgoe.html SCHOOLS Rehan Hussain & Robert Turck STRUCTURED TO MEET NEEDS OF STUDENTS, FACULTIES AND COMMUNITY THAT THEY SERVE

CAN BE ORGANIZED INTO ELEMENTRY, MIDDLE, AND HIGH SCHOOL

DESIGN OF SCHOOLS HAS BEEN INFLUENCED BY TIME, LOCATION, ORGANIZATION METHODS AND SEMANTICS

FIG. 1 (RIGHT) SHOWS WHAT AGES ARE GENERALLY LINKED TO THE SPECIFIC GRADES

THE SIZE OF THE SCHOOL IS DETERMINED BY THE STUDENT CAPACITY. “AMERICAN SCHOOL AND UNIVERSITY” IN 1999, THE AVERAGE ELEMENTRY SCHOOL IN THE UNITED STATES CLAIMS TO NEED 105 S.F. PER STUDENT, 143 S. FT. FOR MIDDLE SCHOOLS AND 167 S.F. FOR HIGH SCHOOLS.

CLASSROOM CHARACTER AND SUBJECT IS WHAT DETERMINES THE SIZE OF THE CLASS ROOMS. GYM ACTIVITIES MAY HOUSE MORE STUDENTS FOR THIER COURSE THAN A FINE ARTS CLASS. (40 STUDENTS VS. THE TYPICAL 25)

AN EFFECTIVE SCHOOL PLAN WILL RESPOND TO THE SCHOOLS ORGANIZATIONAL STRUCTURE.

SPATIAL ORGANIZATION SHALL REFLECT THE PHILOSOPHY OF THE TEACHING PROGRAM AND THE PROGRAM NEEDS OF THE SCHOOL

SCHOOL FACILITIES NEED TO TAKE IN CONSIDERATION THAT OTHER ACTIVITIES AFTER SHOOL HOURS MAY/CAN TAKE PLACE

LOCATION SHALL BE ZONED TO ALLOW THE APPROPRIATE ACESS WITH-OUT DISTURBING THE SURROUNDING AREAS PLAN CONCEPT CIRCULATION SHALL BE DIRECT AND AS CLEAR AS POSSIBLE MANY FACTORS CAN AFFECT AND DETERMINE THE CONCEPT OF THE PLAN

PLANS ARE TYPICALLY ORGANIZED AROUND THE PROGRAM AND FUCTIONAL RELATIONSHIPS

SOME SITUATIONS CAN BE RESPONDING TO UNUSAL SITE CONDITIONS AND POSSIBLY MAY HAVE SPECIFIC CONDITIONS THEY WILL NEED TO FOLLOW, CIRCULATION FOR EXAMPLE OR HOW IT SITS ON THE SPECIFIC SITE ELEMENTRY SCHOOLS GENERALLY HAVE SIMPLE PROGRAMMATIC REQUIREMENTS

THIS HELPS AS FAR AS ORGANIZING THE BUILDING ORGANIZATION

EXAMPLE OF A COURTYARD BEING A SIGNIFICANT ASPECT OF THE SCHOOL IS GIVE TO THE RIGHT

LOWER IMAGE IS AN EXAMPLE OF A LINIER ORGANIZTION OF CLASS ROOMS.

IT ALSO SHOWS A CLUSTERED FORM OF CLASSROOMS WHICH FORM COMMON SHARED RESROURCE AREAS

MIDDLE SCHOOLS PROGRAM IS GEARED AROUND A SPECIFIC CIRRIUCULUM

HIGH SCHOOLS ARE DEISGNED TO ACCOMADATE A LARGE NUMBER OF STUDENTS AND A CLEAR CIRCULATION PATH IS TO BE PROVIDED FOR PROMT MOVEMENT

PROGRAM ELEMENTS NEED TO BE CLOSELY LINKED, AS USES AND PROGRGRAM NECCESCITES HAVE INCREASED AS OPPOSED TO A TYPICAL GRADESCHOOL LAYOUT INTERNATIONAL SCHOOL ARE GENERALLY ORGANIZED TO ACCOMODATE FOR GRADES FROM K THROUGH 12.

THE PLAN ABOVE IS AN EXAMPLE OF A CLEAR ORGANIZATIONAL STRUCTURE

THE SHARED COMMUNITY FACILITIES CAN BE ACCESSED SEPERATLY

EACH SCHOOL WITH-IN THE CAMPUS MAINTAINS AN INDIVIDUAL IDENTITY WHILE BEING DIRECTLY CONNECTED TO THE SHARED AREAS PARKING

3 TYPES OF PARKING THAT SHALL BE PROVIDED:

DAYTIME VISITOR PARKING

FACULTY OR STUDENTS

SPECIAL USE (ATHLETIC EVENT) / OVERFLOW

CLASSROOMS

THE EXAMPLES (RIGHT) ARE STANDARD SIZE CLASSROOMS WITH RECESSED CORRIDOR DOOR AND A VARIETY OF SEATING ARRANGEMENTS

ELEMENTRY CLASSROOMS ARE MORE SELF-CONTAINED WHEN YOU COMPARE TO MIDDLE AND HIGH SCHOOLS

THE CLASSROOMS NEED TO BE USED FOR MULTIPLE SUBJECTS OF TEACHING

CENTRAL COMMON AREA - CLUTERED STUDENT SERVICES OFFICE

IN LARGER SCHOOLS, ADMINISTRATIVE FUNCTIONS ARE SPERATE FROM STUDENT FUNCTIONS, ALMOST A BEHIND THE SCENE SCENARIO

COUNCELORS, PRINCAPLES, ETC.

PROVIDED IN A CNETRAL ZONE

SHALL BE LOCATED NEAR THE LOBBY OR MAIN ENTRY

NEAR TO THE LIBRARY

NEAR OTHER ADMINISTRATIVE OFFICES

MULTI-PURPOSE ROOM CONFRENCE ROOM RECEPTION AREA

HOW DOES IT COMPARE

SCHOOLS IN MIDDLE EASTERN COUNTRIES HAVE SEPERATE SCHOOLS FOR BOYS AND GIRLS. AN EXAMPLE OF A TRADITIONAL SCHOOL THAT HOUSES ALL GRADES WOULD HAVE A MIRROR OF CLASS ROOMS FOR EACH SEX.

COMMON AREAS CAN BE THE SAME AS THE USE OF THE COMMON SPACE IS ONLY WHEN NEEDED.

COMMON AREA AND GYMNASIAMS

AUDOTORIUM

USED / DESINGED TO ACCOMDATE A LARGE NUMBER OF OCCUPANCTS. PROBABLY THE LARGEST ROOM IN THE SCHOOL

DIAGRAM FOR THE GYMNASIUM EXPLAINS HOW THE PROGRAM IS CONNECTED AND INCLUDES ALL PROGRAM THAT IS NESSASARY

Scanned by CamScanner Scanned by CamScanner citation

Chiara, J., & Crosbie, M. (2001). Time-saver standards for building types (4th ed.). New York: McGraw-Hill.

Gelfand, L., & Freed, E. (2010). Sustainable school architecture: Design for primary and secondary schools. Hoboken, N.J.: John Wiley & Sons.

http://thehappystartupschool.com/ https://www.google.com/search?q=blueprint&biw=1366&bih=600&source=lnms&tbm=isch&sa=X&ei=b8fMVNjsD9CAygSfoIH4CQ&ved=0CAYQ_AUoAQ