In order to identify the key issues that will govern the
design context of our studio redesign projects, the class conducted research in
several areas including: contextual analysis, users/ needs, social/behavioral
factors, precedent studies, teaching pedagogies, and other activities. I will
touch upon four of these.
Contextual analysis was meant as a study of the existing
plans as compared to the building as it exists today (as built). In terms of
the issues with sound pollution being a problem, we have come to find many of
the acoustical products had been “value engineered” out of the building.
Thinking of the users and their needs for the space, aside
from the usual complaints (no acoustical privacy, lack of storage, poor task
lighting, etc.), there were several other areas within the studio that were
asked for. These spaces include a napping area, a rendering lab, acoustically
private meeting areas, and a full café. The café in particular was seen as an
opportunity to bring the art department, and iarc together. Through the power
of discussion the café has the ability to bring these two groups of students
together, and thus continue learning outside of the classroom. Continuing
student learning was a concern of the professors that was brought up under our
discussion of teaching pedagogies.
The social and behavioral factors group looked at the space
in its current state and how we, the students, currently use it. They brought
up the point that we should redesign the space from the perspective of taking
the “band-aids” we have placed on the space, and making them into permanent
solutions. This entails actions such as: taking the walls we pin drawings to
the sheetrock on, and put up pin-up boards; taking away the mini-fridges and
microwaves, and make a place for a full kitchen or café; and taking the
pictures taped to the windows and the objects placed on the sills, and giving
us proper pin-up space and storage. As creative persons, we have the need to
personalize our spaces because we see our desks as a reflection of ourselves.
This is why I suggest that we do the same with the third and fourth floor
studio spaces as a whole.
Currently, there is no representation of the iarc logo, or
even a scrap of the signature orange or blue so often seen in our departments
printed graphics to be found in the entire space. I propose a series of
environmental graphics be created and put on the walls of studio. These
graphics would include the iarc logo, the four core values of iarc and their
definition, and “the Rules of iarc”. These graphics, I believe, would not only
serve as special beautification, but would help to inspire and enliven the
students working there, but would also be a reminder to all students of the way
we are expected and taught to live and work with one another, and the
communities around us.