Project 2.002

Project 2.002
The final project for the design studio called for the students to synthesize the processes of mapping, analysis, prototyping, modeling, proposition and representation. Each student was to develop a site proposal within an existing open space in the Marigny neighborhood. The design had to acknowledge the relationship between the river, levee, and neighborhood while taking into account both residents and tourists. Several program elements were also required for the design: performance space, recreation opportunities, temporal market spaces, a dog park, gathering spaces of varying size, and parking. Along with these program elements, each designer had to consider certain site considerations. First, the site should allow for adequate pedestrian circulation and provide areas for gathering and relaxation. Next, each designer had to consider providing up to 30 parking spaces for the site. Designers also had to take into account the scale of the site and its relationship with the surrounding urban environment. Planting had to be taken into consideration in terms of form making and how the scheme would affect sun and shade. In regards to topography and water, each designer had to consider how water entered and exited the site. Each designer had to take into account the temporal aspects of site, specifically how the space would function in the daytime as opposed to night. In regards to the market spaces, the site should have accommodated at least 15-20 vendors. Lastly, every designer had to consider how the park would function during annual festival times, like Mardi Gras, when the city is inundated with residents and tourists.
Building on a theme from Project 2.001, each designer was required to incorporate a sensing, processing, and visualizing technology. Each designer had to account for several considerations to implement the technology into the design. First, the technology should complement the site. Second, the technology should consider embedding information within the site. Also, the technology should allow visitors to interpret information. Lastly, the designers had to consider how users would interface with the technology.
To represent the project, all students had to provide a context plan, a site plan with all key elements illustrated, section elevations, a site model, 3 perspectives of key moments within the site, as well as diagrams, timelines, and site observations as appropriate.

Process and Design
Although the site design was an individual project, groups were formed to help collect data and create base maps and diagrams for the mapping and analysis phase of the project. To begin the process, each group created the following base maps: vehicular and pedestrian circulation, topography, hydrology, surfaces, vegetation, building typologies, building program/use. Along with these maps, the group created several diagrams to illustrate the scale and content of each program element. Using Autocad, the group drafted recreation amenities such as basketball and volleyball courts, performance spaces, along with parking lot configurations and vendor tents. Upon completing these maps and diagrams, the group conducted an analysis to understand and tease out relationships on the site that might allow for program implementation. Site visits were also conducted where the group measured and taped off full-scale site elements within the open space of the site. These site visits were documented with videos and photos that would be used later to mock-up potential site elements. To create these mock-ups, I used Google Sketchup to overlay 3-d models onto the site photos. The site mock-ups allowed me to understand the relationship of the program elements to the actual site.
Once the analysis phase was done, I began to create rough drafts of the site layout. Through hand sketching and digital models I was able to come up with a design that would work for my site. My main goals for the plan were to meet the design and program criteria outlined in the project statement, which included: a dog park, a performance stage, recreation areas, small and large gathering spaces, parking, and temporal market areas. I also wanted the park to serve an ecological function through the use of planting. I utilized a mix pallet of native and naturalized plants that would act as water purifiers in the drainage swales. I also tried to provide shade and define gathering spaces through the planting plan. Lastly I incorporated a splash pad into the park to add another recreation feature. Once the site configuration was finalized, I began to draft my final site plan with Autocad. After drafting a site plan, I took the plan into Google Sketchup where I created a 3-d model of the entire site. To create convincing and realistic renderings I imported the 3-d models into Vue software where I could apply final textures and atmospheres. After several scenes were rendered, I brought them into Adobe Photoshop to overlay images of vegetation and people to create perspectives of key moments. To generate section elevations, I exported my model from Sketchup and again used Photoshop to apply textures and images.

For my sensing technology, I incorporated the wetland cell from project 2.001 into the design. The wetland cell would provide water for irrigation and toilets within the park, and the river turbine would provide clean renewable energy. The system would utilize all of the same sensing and processing elements, but now the data would be visualized through interactive LCD panels within the park kiosk. These panels would display information regarding conserved water, energy generated from the river turbines, and would provide information about the vegetation used within the park.
Final plans and diagrams were rendered and labeled using Adobe Photoshop and Illustrator.