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[portfolio]This portfolio is an amalgamation of proj-ects completed during four years com-pleted at Humber College in the Bachelor of Applied Arts: Interior Design Degree program from 2006-2010.
Erica Elizabeth Brown │ 647.884.8463
E d u c a t i o n Science + Technology Secondary SchoolApril 2010Individual Project - Thesis
E d u c a t i o n Post Secondary Learning Commons FacilityDecember 2009Partner Project - IDEC Charette
H o s p i t a l i t yInniskillin Winery Addition +RenovationDecember 2008Team Project
R e t a i l Metropolitan Vitality Home FurnishingsApril 2008Individual Project
H e a l t h C a r e Mobile Pediatric ClinicDecember 2007Partner Project
D e t a i l sWorking DrawingsWall DetailsSpecifications
[contents]
[education]PROJECT CLIENT
Toronto District School BoardPROJECT COMPLETED
April 2010
Located amid the revitalized area of St. Lawrence in downtown Toronto, the Berkeley Castle offers an ideal context for a project that breaks out of a dichotomous way of learning and becomes a benchmark for alternative ways of learning. By establishing a tension against the frame of the original structure, the design will feature versatile and visible strategies in order to sustain the demands and changes of technology. Influenced by sustainable initiatives the facility will encompass an externality of relations in order to promote discovery and connections between multiple environments.
“The nature of educationtoday has become more
interactive and experiential.Students now have the
opportunity to learn in multipleways, and the spaceswhere they can learn
should be equally varied.School facilities should reflect
the latest thinking ineducation”
(American ArchitecturalFoundation).
Space Within a Space
Future Innovators of Society
Contingent NaturalEnvironment
[education]PROJECT CLIENT
Toronto District School BoardPROJECT COMPLETED
April 2010
While preserving the existing architectural context of the building and the surrounding area, the design will feature versatile strate-gies in order to sustain the demand and changes of technology. By not only incorporating sustainable features in the building typol-ogy itself, but exposing students to the processes and elements used to sustain our earth, the facility will become a benchmark in producing schools that truly have meaning and significance to the students, faculty and community. The Berkeley Academy of Science & Technology will be more than an educational facility and aims to connect students with multiple environments while focus-ing on meaningful is-sues and emerging environmental technologies.
Northern Longitudinal Building Section
[education]PROJECT CLIENT
Toronto District School BoardPROJECT COMPLETED
April 2010
The Berkeley Academy for Science & Technology (BAST) will provide students with a standard core curriculum for secondary edu-cation complying will all Ministry of Ontario regulations while integrating an alternative way of learning for students’ grades nine to twelve. The choices of enriched programs will focus on innovative and demanding careers in science and technology in order to sustain the future generations in technological advances. The Berkeley Academy for Science & Technology with generous reinforce-ment from the Toronto District School Board will exceed the standards of a typical secondary school and generate a comprehensive approach where students gain a stronger foundation of key academic concepts in Science and Technology through applied hands on learning. By minimizing operating costs and truly creating a space the students are happy and healthy learning in, the facility will become a benchmark in producing schools that truly have meaning and significance to the students, faculty and community.
CONCEPTINTERLACING
ENVIRONMENTS
Building an externality of relations in order to promote discovery and
connections between multiple environments.
Third Level
Western Latitudinal Building Section
[education]PROJECT CLIENT
Toronto District School BoardPROJECT COMPLETED
April 2010
Sustainable initiatives within Berkeley Academy of Science & Technology are light shelves which will direct the outdoor light further into the rooms and corridors, daylight photo sensors on lights between 15’ as well as automatic sensor shades, occupancy motion sensors on classrooms and breakout rooms and where appropriate, LED fixtures will be used. A learning green roof will be imple-mented on the roof of the building. This will also house a small solar panel grid which is operable and also educational. These key elements along with future developments as the building becomes older and more sensible will promote sustainable living and learn-ing and create a healthy environment while implementing practical needs to the students.
Southern Longitudinal Building Section
2009/2010 IDEC STUDENT DESIGN COMPETITIONENVIRO-LEARNING COMMONS CONCEPT
A new approach to the evolution of learning styles supporting the shift from
REIMPOSING LEARNING
In today’s schools the availability of resources, group study spaces and information technology is lacking. The innovation of the current learning commons typology is a new approach to this problem. Learning commons are physical learning spaces for higher education students that provide “a dynamic collaborative environment on campus, often in a library that provides assistance to students with information and research needs”. The main purpose for developing a strong learning common area is to enhance student learning and provide an easy transition from teaching to learning strategies. These learning com-mons can be utilized by undergraduate and graduate students as well as faculty which will increase the feeling of ownership within the school. More specifically, learning commons should be readily available, in a central location focusing on the end users of the space.
The main challenge when designing a learning commons space is catering to each individual and their learning styles while creating a “supportive learning environment”. To be successful, this space should “illustrate human centered design” by combining multifunctional collaborative spaces and static individual workstations. The multifunctional collaborative spaces will accommodate groups of students from two to eight people. Both public and private spaces will be developed to further cater to different applications. These spaces will provide instantaneous media sharing methods and a complete 360 degree visibility of the group’s work by integrating new products such as Steelcase’s MediaScape collaboration line. The individual worksta-tions must be separated from the main circulation of the space to provide privacy and a quiet study environment. Individual study areas could benefit from small clusters throughout the space rather than one large confined area. Not all students have access to a laptop, in order to provide students with computers and necessary software it is important to incorporate desig-nated computer workstations for both short and long term use.
teaching to learning.
Also, printing and technical help is another important area of learning commons and should be located in close proximity to the computer area and should minimize noise pollution. Furthermore, in an effort to promote a healthy lifestyle for college and university students, a healthy quick stop café should be incorporated. All learning commons should incorporate informal lounge area creating a humanizing, natural element to the learning commons. This area should display simplistic design layouts and should have a strong connection to the café. This is the place where the students and/or faculty can meet, catch up on current evens or simply lounge between classes.
In an innovative and sustainable approach, learning commons will display the diversity of people and learning and forecast the future of college and university interactive communities. Sustainability is a simple and effective implementation that will minimize maintenance and operating costs while creating a healthy work environment for all students and faculty. It is evident, that “educators have long recognized that these communities significantly heighten learning experiences and that they mirror the working environment that students will enter on completion of their studies”.
Http://www.library.yorku.ca/ccm/Home/preview/infolit/commons/learning-commons.en Http://www.library.yorku.ca/ccm/Home/preview/infolit/commons/learning-commons.en Http://www.library.queensu.ca/learningcommons/.../learning_commons_design_brief2.pdf Http://www.educausc.edu/learningspaceisch9 http://www.steelcase.com/na/files/Flash/na/ComeTogether/index.htm Http://www.library.queensu.ca/learningcommons/.../learning_commons_design_brief2.pdf Http://www.library.queensu.ca/learningcommons/.../learning_commons_design_brief2.pdf
[education]
PROJECT CLIENTUniversity X
PROJECT COMPLETEDDecember 2010
Learning commons are physical learning spaces for higher education stu-
dents that provide “a dynamic collaborative envi-ronment on campus, often
in a library that provides assistance to students with
information and research needs”.
(York University) I. Incorporate a true ‘community’ atmosphere by encouraging student/faculty relation within the learning commons
[education]
PROJECT CLIENTUniversity X
PROJECT COMPLETEDDecember 2010
In an innovative and sus-tainable approach, learning
commons will display the diversity of people and
learning and forecast the future of college and uni-
versity interactive commu-nities.
1 3
3 35
5
6 6667
4
4
2
8
8
9
9
FLOOR PLANSCALE 0’- 1/8” = 1’-0”
123456789
ENTRY
CAFÉ
INDIVIDUAL BAR HEIGHT AREA
LOUNGE AREA
OPEN GROUP AREA
CLOSED GROUP ROOMS
COMPUTER AREA
PRINTING STATION
QUICK USE COMPUTERS
MOVEABLE WALLS
SUSTAINABILITYDENATURED
ETHANOL FIREPLACE
LIGHT SHELVES BAMBOO FLOORING NO VOC PAINT
NO GREENHOUSE GAS EMISSIONS
MATERIALS
ARMSTRONG BAMBOO FLOOR
FROSTED GLASSPARTITIONS
INTERFACE FLORCARPET TILES
BACK PAINTED GLASS
TILE BACKSPLASH
MAHARAM HIGH PERFORMANCE UPHOLSTERY REDUCED ENVIRONMENTAL IMPACT
WATER BASED
HIGH GLOSS
2009/2010 IDEC STUDENT DESIGN COMPETITIONENVIRO-LEARNING COMMONS FLOOR PLAN
II. Humanizing the space by encompassing daily routines of the students and faculty
III. Support functional flexibility in the design that minimizes maintenance and operating costs and has a positive contribution to the environment
PERSPECTIVE
HUMANIZING FUNCTIONAL FLEXIBILITY
SHIFT FROM TEACHING TO LEARNING
LEARNING BEYOND
OWNERSHIP
II. Humanizing the space by encompassing daily routines of the students and faculty
III. Support functional flexibility in the design that minimizes maintenance and operating costs and has a positive contribution to the environment
1234567
COMPUTER AREA
OPEN GROUP AREA
ENTRY / FIREPLACE LOUNGE
CAFÉ
LOUNGE AREA
PRINTING STATION
CLOSED GROUP ROOMS
2009/2010 IDEC STUDENT DESIGN COMPETITIONENVIRO-LEARNING COMMONS SECTIONAL ELEVATIONS
SOUTH WALL SECTIONAL ELEVATIONSCALE 0’- 1/8” = 1’-0”
6 7 3 2
EAST WALL SECTIONAL ELEVATIONSCALE 0’- 1/8” = 1’-0”
1 2 3 4 5
432
5 6 7
1
V. Increase ownership of diverse technological devices that enriches learning
IV. Provide a benchmark for the entire campus to encourage learning beyond the classroom
[education]
PROJECT CLIENTUniversity X
PROJECT COMPLETEDDecember 2010
In en effort to promote a healthy lifestyle for college
and university students, a
healthy quick stop café will be incor-
porated.
V. Increase ownership of diverse technological devices that enriches learning
IV. Provide a benchmark for the entire campus to encourage learning beyond the classroom
[hospitality]
PROJECT CLIENTInniskillin Winery
PROJECT COMPLETEDNovember 2008
The process of photo-synthesis involving the
phases of catch, change and release
according to the human eye.
[hospitality]
PROJECT CLIENTInniskillin Winery
PROJECT COMPLETEDNovember 2008
The CATCH of the sunlight is virtually
unseen and captures the attention or interest
of the viewer.
[hospitality]
PROJECT CLIENTInniskillin Winery
PROJECT COMPLETEDNovember 2008
The CHANGE is visibly intangible to the human eye but the knowledge
that it occurs exists.
[hospitality]
PROJECT CLIENTInniskillin Winery
PROJECT COMPLETEDNovember 2008
The RELEASE is the visible, tangible aspects that are exposed to the outside and where the result is depicted and
observable.
Inspiration for the materials and
finishes are drawn from the vineyards
and elements within the reactions in wine
making. A contem-porary, yet timeless color palate merges
dynamic and inti-mate spaces.
[retail]
PROJECT CLIENTMetropolitan Vitality
PROJECT COMPLETEDApril 2008
ENTRY101
STORAGE102
LIVING ROOMDISPLAY
111
CASH/WRAP105
STORAGEROOM
108
DISPLAYS104
DISPLAYS103
DINING ROOMDISPLAY
110
BATHROOM109
SERVICE AREA107
SHELVING UNIT
SHEL
VIN
GU
NIT
SERVINGCABINET
TV CABINET
DIVIDINGSCREEN
OU
TDO
OR
BEN
CH
SHEL
VIN
GU
NIT
COFFEETABLE WITH
STORAGEBELOW
PULL DOWNGARBAGE BIN
UNDER COUNTER
PULL DOWNRECYCLE BIN
UNDER COUNTER
UNDER COUNTERFRIDGE
MICROWAVE
OVER COUNTERSHELVING
OV
ER C
OU
NTE
RSH
ELV
ING
PRIN
TER
FAX
ARCHARCHARCH
ARCH
WINDOWDISPLAYCUBBYUNIT
WRAPSURFACE
REG
ISTE
R
DEBIT
PHONE
OVERHEADDISPLAYS
FREE-STANDINGCOAT RACK
P2
P3
P1
P4
P4
P5
PILLAR PILLARPILLAR PILLAR PILLAR PILLAR
NEW YORK CITY STYLE VERTICLE DECORATIVEMETAL STAIRCASE
P5
PILLARBLOCK ONLY
OFFICE106
617 2434 1064
4214
2997609 6081638632
8534
4267
305
254
3048 27
4330
5
305
152
2438
610 610330 330
1462
610
610
2653
13513
11836
508
FURNITURE AND PARTITION PLAN LEVEL1
FURNITURE AND PARTITION PLAN LEVEL 2
BEDROOM DISPLAY
203
DESIGN AREA202
FABRIC LIBRARY201
OPEN TOBELOW
OPEN TOBELOW
OPEN TOBELOW
DRESSER
P2
P2
P2P1
P1
P2P2
P5
P5P4
BENCH
RUG DISPLAY
32001587 1587
1981
2591
610
1067
610
1219
1676
610
51
4267
[retail]
PROJECT CLIENTMetropolitan Vitality
PROJECT COMPLETEDApril 2008
REFLECTED CEILING PLAN LEVEL1
REFLECTED CEILING PLAN LEVEL 2
ENTRY101
STORAGE102
LIVING ROOMDISPLAY
111
CASH/WRAP105
STORAGEROOM
108
DISPLAYS104
DISPLAYS103
DINING ROOMDISPLAY
110
BATHROOM109
SERVICE AREA107
MULTI LEVELWOODEN
BEAMSCANOPY
RECESSEDUNDER
COUNTER
RECESSED UNDERCOUNTER
SUSPENDEDUNDER
DISPLAY UNIT
OFFICE106
CH 2743.2
CH 6400.8
CH (UNDERWALKWAY) 2743.2
CH 2743.2
CH 2946.2
CH 3149.2
CH 2743.2
CH 2743.2
BEDROOM DISPLAY
203
DESIGN AREA202
FABRIC LIBRARY201
SUSPENDED GYPSUMWALLBOARD BULKHEADS
WOODENBEAMS
PEEKED &MIDORED ATA 45 DEGREE
ANGLE
OPEN WEB STEELJOISTS
SKYLIGHT
CH 2743.2
CH 6400.8
CH 6400.8CH (AT PEAK)
4153
CH 2743.2
[retail]
PROJECT CLIENTMetropolitan Vitality
PROJECT COMPLETEDApril 2008
STEEL JOISTS
ARMSTRONGWOODWORKSPLANK CEILING
SYSTEM
SYLVANIA LED HF2STICK IN DISPLAY
NICHES
DISPLAY CASH/WRAP DINING DISPLAY AREA
DISPLAY NICHES
MAIN LEVEL
MEZZANINE
LOGO ON ASHEET OF PLEXY
GLASS MOUNTEDON WALL
FROSTED GLASSPARTIAL PARTITION
BRUSHED NICKLECASEMENTS ON
PARTITION
LOW RISE BEDAND SIDE TABLE
LEATHER LOWBENCH
$149.67
DECORATIVEMIRROR
6401
612
5733
610
299
37
610
2796
1902
894
404
1128
305305 7315
7925
610 1097 580 1524 2410305 8871207
305
265
305
113
1956
305
3048
1092
102
1867
5007
LATITUDE SECTIONSCALE 1:50
[retail]
PROJECT CLIENTMetropolitan Vitality
PROJECT COMPLETEDApril 2008
MAIN LEVEL
MEZZANINE
SKYLIGHT
STORAGE & BATHROOM DINING ROOM DISPLAY LIVING ROOM DISPLAY FRONT POURCH
BEDROOM DISPLAY
FROSTED GLASSPARTIAL PARTITION
BRUSHED NICKLECASEMENTS ON
PARTITION
WOODEN PEEKEDSUSPENDEDBULKHEAD
DRYWALL SIDES TOTHE SUSPENDED
BULKHEAD
STEEL JOISTS
AREA OPEN TOBELOW
AREA OPEN TOBELOW
6401
620
2733
305
2743
2083
305
673
660
13665
305 30511227 1829
3051524239
955
203
955
6963048
951
51
826
305
1524
305
1524
305
1524
305
610
610
2743
305
1930
1930
2743
5007
5881372
66
6101067305 1016 610
406 102
LATITUDE SECTIONSCALE 1:50
[retail]
PROJECT CLIENTMetropolitan Vitality
PROJECT COMPLETEDApril 2008
CONCRETESTORE LIMITCASEMENTS
FROSTED GLASSPARTIAL PARTITIONSTONE
FOUNDATIONLEVEL
BRUSHED NICKLECASEMENTS ON
WINDOWS
STORE LOGOSPRAYED FROSTEDONTO WINDOW
DOORHIDDEN ONINSIDE WALL
BRUSHED NICKLECASEMENTS ON
PARTITION
INSIDE: WINDOWDISPLAY UNIT WITH
NICHES
INSIDE: WOODENPEEKED DROP
CEILING WOODEN PEEKEDCOVE CANOPY
ADJACENT STORE WITH APARTMENTS ABOVE METROPOLITAN VITALITY NEW CONDO LOFTS
DOLLAR 'N' MORE
LOFTS AT QUEEN WEST
SKYLIGHT
INSIDE: ROOM DIVIDER
INSIDE: PILLARSINSIDE: STAIRCASE
7010
6401
2743
2438
2167
2743
914 914
8534
6706
3353 305 1333 305 1411
2692 1315
371
1914
STOREFRONT ELEVATIONSCALE 1:50
[health care]
PROJECT CLIENTPediatric Oncology Group Of Ontario
PROJECT COMPLETEDDecember 2007
Pediatric Oncology Group Of Ontario has created a highly inte-grated and seamless
pediatric cancer system that supports children and families throughout the spec-
trum of illness, recov-ery and survivorship.
FURNITURE AND PARTITION PLAN TRAILER 1 - RECEPTION & EXAM ROOMS
[health care]
PROJECT CLIENTPediatric Oncology Group Of Ontario
PROJECT COMPLETEDDecember 2007
POGO’s mission is to continually drive improvements across the continuum of children’s cancer
care in Ontario by:
1.ensuring access to and avail-ability of the absolute best
cancer care 2.providing essential support for children, survivors and families3.conducting childhood cancer
research 4.providing ongoing professional
development opportunities
FURNITURE AND PARTITION PLAN TRAILER 2 - TREATMENT ROOMS
The materials and finishes are influenced by energy and happiness that each child reveals as they inter-act with the doctors, nurses and other patients at each visit. The bravery each child endures is impor-tant to recognize, thus the concept of the clinic WELCOMING RECOVERY
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14’ GLASS PARTITIONSCALE 3” = 1’-0”
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1ID 5.0
STANDARD 14’ G.W.B PARTITIONSCALE 3” = 1’-0”
2ID 5.0
14’ GLASS PARTITIONSCALE 3” = 1’-0”
[details]
PROJECT CLIENTToronto District School Board
PROJECT COMPLETEDApril 2010 ** Scales are not represented here as shown, title blocks are from drawing set.
des
ign
at h
umbe
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205
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Aca
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y fo
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e &
Tec
hnol
ogy
PRO
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Eric
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ED
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ION
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tions
AS
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in a
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6.10
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Fin
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1ID 5.1
14’ G.W.B PARTITION WITH GLASS INSERTSCALE 3” = 1’-0”
[details]
PROJECT CLIENTToronto District School Board
PROJECT COMPLETEDApril 2010 ** Scales are not represented here as shown, title blocks are from drawing set.
des
ign
at h
umbe
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205
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.
Ope
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Bel
ow R
ailin
g +
Parti
tion
Det
ails
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1ID 6.6
ATRIUM RAILING ELEVATIONSCALE 1” = 1’-0”
3ID 6.6
ATRIUM RAILING ELEVATIONSCALE 1” = 1’-0”
2ID 6.6
ATRIUM RAILING CONNECTION BRACKETSCALE 3” = 1’-0”
04
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inal
Sub
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ion
04.2
8.10
[details]
PROJECT CLIENTToronto District School Board
PROJECT COMPLETEDApril 2010 ** Scales are not represented here as shown, title blocks are from drawing set.
des
ign
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umbe
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205
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ber C
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Tec
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ogy
PRO
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Eric
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arch
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1
ID 6.1CUSTOM RESEARCH CENTRE SOUTH ELEVATIONSCALE 1/2” = 1’-0”
2ID 6.1
CUSTOM RESEARCH CENTRE WEST SECTIONSCALE 1” = 1’-0”
04
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Sub
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04.2
8.10
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izabe
th B
row
nD
ESIG
NER
ISSU
ED
D
ESC
RIPT
ION
D
ATE
DRA
WIN
G
SCA
LEPA
GE
NO
.
Furn
iture
+M
illwor
k Pl
anSe
cond
Lev
el
3/32
” =
1’-0
”
01
C
heck
off
1
03.
23.1
0
ID 1
.3
All w
ork
shal
l be
in a
ccor
dan
ce w
ith th
e la
test
ed
ition
of t
he O
ntar
io B
uild
ing
Cod
e.D
o no
t sca
le d
raw
ings
02
C
heck
off
2 04
.01.
10
0
3
Che
ck o
ff 3
04.0
6.10
04
F
inal
Sub
miss
ion
04.2
8.10
KEY PLANSCALE 1/64” = 1’-0”
[details]
PROJECT CLIENTToronto District School Board
PROJECT COMPLETEDApril 2010 ** Scales are not represented here as shown, title blocks are from drawing set.
Furniture & MIllwork Plan Second Level Focal Area