teal nabors portfolio
DESCRIPTION
Interior Design PortfolioTRANSCRIPT
Tea l Nabors
My Des ign Ph i losophyI believe design is derived from observing, listening and learning. I strive to create interiors that are functional and exceed the expectations of the client.
Conten ts01 Healthcare 02 Restaurant 03 Corporate
04 Showroom
05 Education
06 Finishing Touches
UT Medical Center
Sam & Andy’s
RIVR Media
Workspace Interiors
IDEC Competition
UT Med ica l Center
The orthopedic recovery center at UT Med was expanding and in the process was being redesigned. The concept and focus for the design was the patient. The purpose in the design was to encourage the patient to get up and move around. A tube LED light would be installed right under the soffit in each patient room. Periodically a stream of light would pass through the tube and lead towards the patients door to encourage movement. When a patient gets up and moves around they are more likely to recovery faster and have less complications.
01
P1 Hallway
Blocking Diagram
P2 Nurse Station
S1 Patio Drainage Detail
Study Model of Patient Room
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P3 Patient Room
E2 Nurse Station
E1 Elevator Lobby Wall
S1 Patio Drainage Detail
Sam & Andy ’s
The McClung Warehouse are located in on West Jackson Avenue in downtown Knoxville. These highly visible warehouses used to be home to C.M. McClung & Company. The heavy timbers, large open space, and weathered brick are a perfect fit of the nostalgia and strength of Knoxville’s past combined with the excitement and energy of Knoxville’s Future.
Located on street level of the multipurpose building will be long time Vol favorite, Sam & Andy’s. The deli used to be located on the Strip, but got bought out and had to relocate. By bringing Sam & Andy’s to the downtown area it will combine the memories of the past and the highly visible future for the McClung Warehouses. The interior interconnects the old structure and a rich history of the university’s past.
02
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36
80
1/8” = 1’0”
Section A 1/8” = 1’0”
The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.
Dining Perspective
Section B 1/8” = 1’0”
20
36
80
1/8” = 1’0”
Section A 1/8” = 1’0”
The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.
Dining Perspective
Section B 1/8” = 1’0”
20
36
80
1/8” = 1’0”
Section A 1/8” = 1’0”
The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.
Dining Perspective
Section B 1/8” = 1’0”
20
36
80
1/8” = 1’0”
Section A 1/8” = 1’0”
The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.
Dining Perspective
Section B 1/8” = 1’0”
20
36
80
1/8” = 1’0”
Section A 1/8” = 1’0”
The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.
Dining Perspective
Section B 1/8” = 1’0”
P1 Dining Area View
A| Section
B| Section
RIVR Med ia
The concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the facade. This element will grasp the attention of people in a way to lure them into the building. The large windows in the building create an irony because the smells of old factories, coal burning and horses would of been the heart warming smells that would of been smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction and deflection. So people go from a spacious exterior to an inclosed interior with purpose and direction. People act as the air traveling through the space bringing life back into the old historic building.
03
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BASEMENT FLOOR 3/32”=1’0”
STREET FLOOR 3/32”=1’0”
2ND FLOOR 3/32”=1’0”
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
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BASEMENT FLOOR 3/32”=1’0”
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TBASEMENT FLOOR 3/32”=1’0”
STREET FLOOR 3/32”=1’0”
2ND FLOOR 3/32”=1’0”
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3RD FLOOR 3/32”=1’0”
4TH FLOOR 3/32”=1’0”
5TH FLOOR 3/32”=1’0”
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3RD FLOOR 3/32”=1’0”
4TH FLOOR 3/32”=1’0”
5TH FLOOR 3/32”=1’0”
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
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3RD FLOOR 3/32”=1’0”
4TH FLOOR 3/32”=1’0”
5TH FLOOR 3/32”=1’0”5th Floor Plan
4th Floor Plan
Basement Floor Plan
3rd Floor Plan
2nd Floor Plan
1st Floor Plan
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INTENTIONAL MOVEMENT
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SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”
SIDE ELEVATION 3/32”=1’0”
CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.
“A house is a machine for living in” – Le Corbusier
ATRIUM DIAGRAM
CIRCULATION DIAGRAM
STACKING DIAGRAM
EXECUTIVE
ACCOUNTING
EDIT/AUDIO BAYS
GYM
LOBBY/STUDIO
STORAGE
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
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BY A
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EDU
CA
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AL PR
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UC
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INTENTIONAL MOVEMENT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
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SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”
SIDE ELEVATION 3/32”=1’0”
CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.
“A house is a machine for living in” – Le Corbusier
ATRIUM DIAGRAM
CIRCULATION DIAGRAM
STACKING DIAGRAM
EXECUTIVE
ACCOUNTING
EDIT/AUDIO BAYS
GYM
LOBBY/STUDIO
STORAGE
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
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BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
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BY
AN
AU
TOD
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UC
ATI
ON
AL
PRO
DU
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
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BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
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INTENTIONAL MOVEMENT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
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BY
AN
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TOD
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UC
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
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N A
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DESK
EDU
CA
TION
AL PR
OD
UC
T
SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”
SIDE ELEVATION 3/32”=1’0”
CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.
“A house is a machine for living in” – Le Corbusier
ATRIUM DIAGRAM
CIRCULATION DIAGRAM
STACKING DIAGRAM
EXECUTIVE
ACCOUNTING
EDIT/AUDIO BAYS
GYM
LOBBY/STUDIO
STORAGE
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
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AUTO
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EDU
CATI
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
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BASEMENT FLOOR 3/32”=1’0”
STREET FLOOR 3/32”=1’0”
2ND FLOOR 3/32”=1’0”
P1 Entry View
Concept DiagramStacking DiagramSite Plan
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INTENTIONAL MOVEMENT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”
SIDE ELEVATION 3/32”=1’0”
CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.
“A house is a machine for living in” – Le Corbusier
ATRIUM DIAGRAM
CIRCULATION DIAGRAM
STACKING DIAGRAM
EXECUTIVE
ACCOUNTING
EDIT/AUDIO BAYS
GYM
LOBBY/STUDIO
STORAGE
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
INTENTIONAL MOVEMENT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”
SIDE ELEVATION 3/32”=1’0”
CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.
“A house is a machine for living in” – Le Corbusier
ATRIUM DIAGRAM
CIRCULATION DIAGRAM
STACKING DIAGRAM
EXECUTIVE
ACCOUNTING
EDIT/AUDIO BAYS
GYM
LOBBY/STUDIO
STORAGE
E2 Building Elevation
E1 Building Facade
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCTPR
OD
UC
ED B
Y A
N A
UTO
DES
K E
DU
CA
TIO
NA
L PR
OD
UC
T
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
INTENTIONAL MOVEMENT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”
SIDE ELEVATION 3/32”=1’0”
CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.
“A house is a machine for living in” – Le Corbusier
ATRIUM DIAGRAM
CIRCULATION DIAGRAM
STACKING DIAGRAM
EXECUTIVE
ACCOUNTING
EDIT/AUDIO BAYS
GYM
LOBBY/STUDIO
STORAGE
S1 Building Section
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DUCE
D BY
AN
AUTO
DESK
EDU
CATI
ONA
L PR
ODU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTO
DESK EDUCATIONAL PRO
DUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Const ruc t ion Documents
Workspace In te r io rs
Workspace Interiors located in Knoxville, Tennessee is a Steelcase dealership. The mirrored windows on the facade of the building block any window-shopping taking place, so everyone is forced to enter into the building to even experience the showroom. Interaction is key. Client-designer, client-product, designer-product and designer to designer are all interactions that are necessary for Workspace Interiors to continue to grow. To come full circle when we talk about growing a business in today’s world technology cannot be left behind. This is why Workspace Interiors needs an interactive iPad app for their Work Life Center. The app will flow through the showroom creating a more interactive feel for everyone.
04
Steelcase
WorkLifeinteractive showroom
Showrooms
PR
OD
UC
ED
BY
AN
AU
TOD
ES
K E
DU
CA
TIO
NA
L P
RO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PR
OD
UC
ED
BY
AN
AU
TOD
ES
K E
DU
CA
TION
AL P
RO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCTKnoxville
WELCOME.
Section
Floor Plan3/16” = 1’0” Scale
ConceptWorkspace Interiors needs an iPad app like the Steelcase National showrooms. The mirrored windows on the façade of the building block any window-shopping taking place at Workspace Interiors. So everyone is forced to enter in to the building and experience the space for themselves. Interaction is key. Client-designer, client-product, designer-product and designer to designer are all interactions that are necessary for Workspace Interiors to continue to grow. To come full circle when we talk about growing a business in today world technology cannot be left behind. This is how my design based on the concept of INTERAC-TION began.
Design DevelopmentThe Work Life Center will become an interactive space for clients and the designers. On the sign out front a barcode can be scanned for anyone who is just passing by. They can download a free virtual tour of Work-space Interiors’ Showroom. But once one enters into the building a niche encapsulates them. When peeping through the hole one feels as though they should be on the other side of the wall immediately to stand in front of the reception desk. By incorporating this furniture piece from Nurture it creates this tension be-tween spaces. Do I continue on or wait? Clients are then welcomed by technology that directs them in the proper direction of where to go next. Clients have the option to go up to the screen and interact with it, or they can enter in to the waiting area with a coffee bar. From the entrance clients will be able to follow an engaging path along side of the designers. This path is visible by two different colored modular carpets. As one walks through and experiences the space they will quickly notice all spaces are accessible. This is so constant interaction with products can occur. Giving clients a chance to find that “perfect fit.” The Think, Leap and Amia chairs suspended from a track system create a sculpture like effect in the showroom. Flex-ibility is granted with the track system because it allows for the chairs to be moved at any particular point. The idea of things coming from overhead comes from the issue of square foot versus cubic foot. Square footage is expensive, but this building has a ton of cubic feet so things occurring above are great for this type of space. A screen is also attached to the track system, as temporary divisions of space may be needed. A felt material is applied to the back wall to allow another point of interaction to take place. The application is good for acoustics, Velcro, tacks and aesthetics. The layering of different materials along with the screens and various storage components helps to visually divide the interior. A niche in the wall lit by strip lights helps display some of the material options Steelcase, Nurture, Coalesse, Details, Polyvision, and Turnstone have to offer. Along with a virtual tour on the iPad there are video cameras scattered throughout to show how people are working with the products. The large collaboration area is in the kitchen area. The various displays of furniture also allow the designers to have meetings or lunches together. Once a client has had an interactive tour at Workspace Interiors they should have a better knowledge of Steelcase and a strong relationship with the designer.
P2 Turnstone Furniture
Steelcase
WorkLifeinteractive showroom
Showrooms
PR
OD
UC
ED
BY
AN
AU
TOD
ES
K E
DU
CA
TIO
NA
L P
RO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PR
OD
UC
ED
BY
AN
AU
TOD
ES
K E
DU
CA
TION
AL P
RO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCTKnoxville
WELCOME.
Section
Floor Plan3/16” = 1’0” Scale
ConceptWorkspace Interiors needs an iPad app like the Steelcase National showrooms. The mirrored windows on the façade of the building block any window-shopping taking place at Workspace Interiors. So everyone is forced to enter in to the building and experience the space for themselves. Interaction is key. Client-designer, client-product, designer-product and designer to designer are all interactions that are necessary for Workspace Interiors to continue to grow. To come full circle when we talk about growing a business in today world technology cannot be left behind. This is how my design based on the concept of INTERAC-TION began.
Design DevelopmentThe Work Life Center will become an interactive space for clients and the designers. On the sign out front a barcode can be scanned for anyone who is just passing by. They can download a free virtual tour of Work-space Interiors’ Showroom. But once one enters into the building a niche encapsulates them. When peeping through the hole one feels as though they should be on the other side of the wall immediately to stand in front of the reception desk. By incorporating this furniture piece from Nurture it creates this tension be-tween spaces. Do I continue on or wait? Clients are then welcomed by technology that directs them in the proper direction of where to go next. Clients have the option to go up to the screen and interact with it, or they can enter in to the waiting area with a coffee bar. From the entrance clients will be able to follow an engaging path along side of the designers. This path is visible by two different colored modular carpets. As one walks through and experiences the space they will quickly notice all spaces are accessible. This is so constant interaction with products can occur. Giving clients a chance to find that “perfect fit.” The Think, Leap and Amia chairs suspended from a track system create a sculpture like effect in the showroom. Flex-ibility is granted with the track system because it allows for the chairs to be moved at any particular point. The idea of things coming from overhead comes from the issue of square foot versus cubic foot. Square footage is expensive, but this building has a ton of cubic feet so things occurring above are great for this type of space. A screen is also attached to the track system, as temporary divisions of space may be needed. A felt material is applied to the back wall to allow another point of interaction to take place. The application is good for acoustics, Velcro, tacks and aesthetics. The layering of different materials along with the screens and various storage components helps to visually divide the interior. A niche in the wall lit by strip lights helps display some of the material options Steelcase, Nurture, Coalesse, Details, Polyvision, and Turnstone have to offer. Along with a virtual tour on the iPad there are video cameras scattered throughout to show how people are working with the products. The large collaboration area is in the kitchen area. The various displays of furniture also allow the designers to have meetings or lunches together. Once a client has had an interactive tour at Workspace Interiors they should have a better knowledge of Steelcase and a strong relationship with the designer.
PROD
UCED
BY
AN A
UTOD
ESK
EDUC
ATIO
NAL
PROD
UCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PROD
UCED
BY
AN A
UTOD
ESK
EDUC
ATIO
NAL
PROD
UCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Reflected Ceiling Plan3/16” = 1’0”
Fluorescent Down Light
Frosted Glass Wall Diagram
Massing Diagram
Screen Movement Diagram
Material Wall Diagram
2x2 Armstrong Acoustical Ceiling Tile
Track Lighting
Recessed Caned
Camera
Perspective View
PROD
UCED
BY
AN A
UTOD
ESK
EDUC
ATIO
NAL
PROD
UCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PROD
UCED
BY
AN A
UTOD
ESK
EDUC
ATIO
NAL
PROD
UCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Reflected Ceiling Plan3/16” = 1’0”
Fluorescent Down Light
Frosted Glass Wall Diagram
Massing Diagram
Screen Movement Diagram
Material Wall Diagram
2x2 Armstrong Acoustical Ceiling Tile
Track Lighting
Recessed Caned
Camera
Perspective View
P1 Nurture Furniture Line
E1 Material Wall Elevation
S1 Showroom Section
Material Wall Detail
IDEC Compet i t ion
Teammates: Abbey Stepanek & Erin Brelsford
This was a two week group project submitted to the Interior Design Educators Council 2012 Competition. The purpose of the project was to design a “classroom of the future.” Based on thorough research we based our design on The Brain-Based Learning Theory were we derived five goals that we wanted to achieve in our design.
The theory states that as long as nothing prohibits the brain from its normal processes then learning will occur. The five goals we have chosen help to increase learning opportunities for the classroom of the future.
Our five goals were safety, variety, adaptive, engage and connect.
05
the LEARNING centerBRAIN-BASED
LEARNING
THEORYWith advancing technology and the cultural
changes that accompany it, today’s youth
fi nd themselves restricted and disconnected
to classrooms that have not accommodated
these cultural changes. Thus, because of
their un-adapted learning environments,
students are having a harder time learning
and getting engaged in their education.
To improve student learning, classrooms
should be designed based on educational
research to incorporate technology and the
generational learning needs of the students.
The Brain-Based Learning Theory is an
educational theory based on the structure
and function of the brain. The theory states
that as long as the brain is not prohibited from
fulfi lling its normal processes, learning will
occur (funderstanding.com, 2008). The theory
advocates the neuroplasticity of the brain;
the brain is always learning and changing.
Neuroplasticity involves the “selective
organizing of connections between neurons in
our brains” (Bernard, Neuroplasticity, 2010).
When stored memories are accessed or
activities are practiced, these neural networks
and pathways shape themselves based on
SAFETY
VARIETY
ADAPTIVE
ENGAGE
CONNECT
LOFT FLOOR PLAN9’ AFF
1/16” = 1’0”
MAIN FLOOR PLAN1/16” = 1’0”
Low VOC paint
Sherwin-Williams
Sundance
Classroom chairs
Steelcase
Node Chair
Railing resin panel
3Form Varia Ecoresin
Vitamin C
Dry erase paint
Muraspec
Idea Paint
P1| CENTRAL CLASSROOM SPACEAll fi ve goals come together in the main classroom space at the center of the room. It can be enclosed
to provide a sense of safety by eliminating distractions. It’s size, shape, and fl exible furniture allow for
the teacher to adapt the space for different lessons and student needs. Three of the 4 fi xed walls have
a dry erase paint surface and the other wall has a Polyvision Eno interactive white board to connect
new lectures back to old ones. This, as well as, the movable white boards allows the students to get up
and move around to engage themselves while learning. The movable glass walls give the classroom
the ability to connect to the rest of the space. Students can also connect to one another through the
possibility of many different furniture arrangements.
the activity or memory. If these things are
not frequently accessed or practiced, the
brain will get rid of the connecting pathways
(Bernard, Neuroplasticity, 2010).
Based on this idea, the best ways for
students to learn involve things that support
the creation and maintenance of these
connecting neural pathways. It is important
for students to incorporate pattern and
repetition of information in a variety of ways
in order to strengthen neural pathways in the
brain. It is also important to tap into pathways
that already exist by relating new information
to things the brain already knows: information
learned in the past, pop culture, or things
associated with home or the outside world.
(Bernard, Neuroplasticity, 2010). These
neural pathways will be made stronger if
students are engaged emotionally, physically,
and mentally in their learning process; this is
essential to the brain solidifying information to
long term memory (Bernard, Science Shows,
2010).
It is proven that stressed brains are unable
to absorb new information and form neural
pathways; internal stresses such as
embarrassment, boredom, fear, frustration,
and even hunger can prevent the brain
from learning. The amygdala in the brain is
responsible for processing emotions and
storing memories of emotional reactions. This
part of the brain reacts to stress so intensely
that it physically prevents information from
reaching the parts of the brain that absorb
new knowledge. Therefore, students learn
best when they are comfortable and feel safe
from both external and internal distractions
(Bernard, To Enable Learning, 2010).
Ultimately, the Brain-Based Learning
Theory suggests that classrooms should be
completely learner-centered; an environment
in which the focus is not the teaching, but the
learning. Thus the best environment for Brain-
Based Learning is adaptable to each learner,
customizable to support each individual
student’s learning needs (Kaufman, 2008).
“Active Learing Spaces.” Steelcase. Steelcase.com, 2012. Web. 20 Nov. 2012.
<http://www.steelcase.com/en/products/category/educational/research
/pages/research.aspx>.
Bernard, Sara. “Neuro Myths: Separating Fact and Fiction in Brain-Based
Learning.” Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012.
<http://www. edutopia.org/neuroscience-brain-based-learning-myth-
busting>.
Bernard, Sara. “Neuroplasticity: Learning Physically Changes the Brain.”
Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://
www.edutopia.org/neuroscience-brain-based-learning-
neuroplasticity>.
Bernard, Sara. “Science Shows Making Lessons Relevant Really Matters.”
Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov.
2012. <http://www.edutopia.org/neuroscience-brain-based-learning-
relevance-improves-engagement>.
Bernard, Sara. “To Enable Learning, Put (Emotional) Safety First.” Edutopia.
Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://www.
edutopia.org/neuroscience-brain-based-learning-emotional-safety>.
“Brain-based Learning.” Funderstanding. Funderstanding.com, Dec. 2008.
Web. 21 Nov. 2012. <http://www.funderstanding.com/
educators/brain-based-learning/>.
How Innovation Can Thrive on Campus. Herman Miller. 21 November 2012
<http://www.hermanmiller.com/research/research-summaries/how-
innovation-can-thrive-on-campus.html>.
Hub Life: Insights That Shape Campus Space. Herman Miller. 19 November
2012 <http://www.hermanmiller.com/content/dam/hermanmiller/
documents/research_topic/HMI%20Hub%20Life%202%20Revised.
pdf>.
Kaufman, Eric K., J. Shane Robinson, Kimberly A. Bellah, Cindy Akers,
Penny Haase-Wittler, and Lynn Martindale. “Engaging Students with
Brain-Based Learning.” ACTE: Association for Career and Technical
Education. Www.acteonline.org, Sept. 2008. Web. 19 Nov. 2012.
<http://kimberlysheppard.wiki.westga.edu/fi le/view/
Engaging+Students+with+Brain-Based+Learning..pdf>.
“Six Tips for Brain-Based Learning.” Edutopia. Edutopia.org, 2011. Web. 19
Nov. 2012. <http://www.edutopia.org/brain-based-learning-
strategies-resource-guide>.
UP
DN
S1
E1
E2
P1
P2
P3
the LEARNING centerBRAIN-BASED
LEARNING
THEORYWith advancing technology and the cultural
changes that accompany it, today’s youth
fi nd themselves restricted and disconnected
to classrooms that have not accommodated
these cultural changes. Thus, because of
their un-adapted learning environments,
students are having a harder time learning
and getting engaged in their education.
To improve student learning, classrooms
should be designed based on educational
research to incorporate technology and the
generational learning needs of the students.
The Brain-Based Learning Theory is an
educational theory based on the structure
and function of the brain. The theory states
that as long as the brain is not prohibited from
fulfi lling its normal processes, learning will
occur (funderstanding.com, 2008). The theory
advocates the neuroplasticity of the brain;
the brain is always learning and changing.
Neuroplasticity involves the “selective
organizing of connections between neurons in
our brains” (Bernard, Neuroplasticity, 2010).
When stored memories are accessed or
activities are practiced, these neural networks
and pathways shape themselves based on
SAFETY
VARIETY
ADAPTIVE
ENGAGE
CONNECT
LOFT FLOOR PLAN9’ AFF
1/16” = 1’0”
MAIN FLOOR PLAN1/16” = 1’0”
Low VOC paint
Sherwin-Williams
Sundance
Classroom chairs
Steelcase
Node Chair
Railing resin panel
3Form Varia Ecoresin
Vitamin C
Dry erase paint
Muraspec
Idea Paint
P1| CENTRAL CLASSROOM SPACEAll fi ve goals come together in the main classroom space at the center of the room. It can be enclosed
to provide a sense of safety by eliminating distractions. It’s size, shape, and fl exible furniture allow for
the teacher to adapt the space for different lessons and student needs. Three of the 4 fi xed walls have
a dry erase paint surface and the other wall has a Polyvision Eno interactive white board to connect
new lectures back to old ones. This, as well as, the movable white boards allows the students to get up
and move around to engage themselves while learning. The movable glass walls give the classroom
the ability to connect to the rest of the space. Students can also connect to one another through the
possibility of many different furniture arrangements.
the activity or memory. If these things are
not frequently accessed or practiced, the
brain will get rid of the connecting pathways
(Bernard, Neuroplasticity, 2010).
Based on this idea, the best ways for
students to learn involve things that support
the creation and maintenance of these
connecting neural pathways. It is important
for students to incorporate pattern and
repetition of information in a variety of ways
in order to strengthen neural pathways in the
brain. It is also important to tap into pathways
that already exist by relating new information
to things the brain already knows: information
learned in the past, pop culture, or things
associated with home or the outside world.
(Bernard, Neuroplasticity, 2010). These
neural pathways will be made stronger if
students are engaged emotionally, physically,
and mentally in their learning process; this is
essential to the brain solidifying information to
long term memory (Bernard, Science Shows,
2010).
It is proven that stressed brains are unable
to absorb new information and form neural
pathways; internal stresses such as
embarrassment, boredom, fear, frustration,
and even hunger can prevent the brain
from learning. The amygdala in the brain is
responsible for processing emotions and
storing memories of emotional reactions. This
part of the brain reacts to stress so intensely
that it physically prevents information from
reaching the parts of the brain that absorb
new knowledge. Therefore, students learn
best when they are comfortable and feel safe
from both external and internal distractions
(Bernard, To Enable Learning, 2010).
Ultimately, the Brain-Based Learning
Theory suggests that classrooms should be
completely learner-centered; an environment
in which the focus is not the teaching, but the
learning. Thus the best environment for Brain-
Based Learning is adaptable to each learner,
customizable to support each individual
student’s learning needs (Kaufman, 2008).
“Active Learing Spaces.” Steelcase. Steelcase.com, 2012. Web. 20 Nov. 2012.
<http://www.steelcase.com/en/products/category/educational/research
/pages/research.aspx>.
Bernard, Sara. “Neuro Myths: Separating Fact and Fiction in Brain-Based
Learning.” Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012.
<http://www. edutopia.org/neuroscience-brain-based-learning-myth-
busting>.
Bernard, Sara. “Neuroplasticity: Learning Physically Changes the Brain.”
Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://
www.edutopia.org/neuroscience-brain-based-learning-
neuroplasticity>.
Bernard, Sara. “Science Shows Making Lessons Relevant Really Matters.”
Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov.
2012. <http://www.edutopia.org/neuroscience-brain-based-learning-
relevance-improves-engagement>.
Bernard, Sara. “To Enable Learning, Put (Emotional) Safety First.” Edutopia.
Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://www.
edutopia.org/neuroscience-brain-based-learning-emotional-safety>.
“Brain-based Learning.” Funderstanding. Funderstanding.com, Dec. 2008.
Web. 21 Nov. 2012. <http://www.funderstanding.com/
educators/brain-based-learning/>.
How Innovation Can Thrive on Campus. Herman Miller. 21 November 2012
<http://www.hermanmiller.com/research/research-summaries/how-
innovation-can-thrive-on-campus.html>.
Hub Life: Insights That Shape Campus Space. Herman Miller. 19 November
2012 <http://www.hermanmiller.com/content/dam/hermanmiller/
documents/research_topic/HMI%20Hub%20Life%202%20Revised.
pdf>.
Kaufman, Eric K., J. Shane Robinson, Kimberly A. Bellah, Cindy Akers,
Penny Haase-Wittler, and Lynn Martindale. “Engaging Students with
Brain-Based Learning.” ACTE: Association for Career and Technical
Education. Www.acteonline.org, Sept. 2008. Web. 19 Nov. 2012.
<http://kimberlysheppard.wiki.westga.edu/fi le/view/
Engaging+Students+with+Brain-Based+Learning..pdf>.
“Six Tips for Brain-Based Learning.” Edutopia. Edutopia.org, 2011. Web. 19
Nov. 2012. <http://www.edutopia.org/brain-based-learning-
strategies-resource-guide>.
UP
DN
S1
E1
E2
P1
P2
P3
the LEARNING centerBRAIN-BASED
LEARNING
THEORYWith advancing technology and the cultural
changes that accompany it, today’s youth
fi nd themselves restricted and disconnected
to classrooms that have not accommodated
these cultural changes. Thus, because of
their un-adapted learning environments,
students are having a harder time learning
and getting engaged in their education.
To improve student learning, classrooms
should be designed based on educational
research to incorporate technology and the
generational learning needs of the students.
The Brain-Based Learning Theory is an
educational theory based on the structure
and function of the brain. The theory states
that as long as the brain is not prohibited from
fulfi lling its normal processes, learning will
occur (funderstanding.com, 2008). The theory
advocates the neuroplasticity of the brain;
the brain is always learning and changing.
Neuroplasticity involves the “selective
organizing of connections between neurons in
our brains” (Bernard, Neuroplasticity, 2010).
When stored memories are accessed or
activities are practiced, these neural networks
and pathways shape themselves based on
SAFETY
VARIETY
ADAPTIVE
ENGAGE
CONNECT
LOFT FLOOR PLAN9’ AFF
1/16” = 1’0”
MAIN FLOOR PLAN1/16” = 1’0”
Low VOC paint
Sherwin-Williams
Sundance
Classroom chairs
Steelcase
Node Chair
Railing resin panel
3Form Varia Ecoresin
Vitamin C
Dry erase paint
Muraspec
Idea Paint
P1| CENTRAL CLASSROOM SPACEAll fi ve goals come together in the main classroom space at the center of the room. It can be enclosed
to provide a sense of safety by eliminating distractions. It’s size, shape, and fl exible furniture allow for
the teacher to adapt the space for different lessons and student needs. Three of the 4 fi xed walls have
a dry erase paint surface and the other wall has a Polyvision Eno interactive white board to connect
new lectures back to old ones. This, as well as, the movable white boards allows the students to get up
and move around to engage themselves while learning. The movable glass walls give the classroom
the ability to connect to the rest of the space. Students can also connect to one another through the
possibility of many different furniture arrangements.
the activity or memory. If these things are
not frequently accessed or practiced, the
brain will get rid of the connecting pathways
(Bernard, Neuroplasticity, 2010).
Based on this idea, the best ways for
students to learn involve things that support
the creation and maintenance of these
connecting neural pathways. It is important
for students to incorporate pattern and
repetition of information in a variety of ways
in order to strengthen neural pathways in the
brain. It is also important to tap into pathways
that already exist by relating new information
to things the brain already knows: information
learned in the past, pop culture, or things
associated with home or the outside world.
(Bernard, Neuroplasticity, 2010). These
neural pathways will be made stronger if
students are engaged emotionally, physically,
and mentally in their learning process; this is
essential to the brain solidifying information to
long term memory (Bernard, Science Shows,
2010).
It is proven that stressed brains are unable
to absorb new information and form neural
pathways; internal stresses such as
embarrassment, boredom, fear, frustration,
and even hunger can prevent the brain
from learning. The amygdala in the brain is
responsible for processing emotions and
storing memories of emotional reactions. This
part of the brain reacts to stress so intensely
that it physically prevents information from
reaching the parts of the brain that absorb
new knowledge. Therefore, students learn
best when they are comfortable and feel safe
from both external and internal distractions
(Bernard, To Enable Learning, 2010).
Ultimately, the Brain-Based Learning
Theory suggests that classrooms should be
completely learner-centered; an environment
in which the focus is not the teaching, but the
learning. Thus the best environment for Brain-
Based Learning is adaptable to each learner,
customizable to support each individual
student’s learning needs (Kaufman, 2008).
“Active Learing Spaces.” Steelcase. Steelcase.com, 2012. Web. 20 Nov. 2012.
<http://www.steelcase.com/en/products/category/educational/research
/pages/research.aspx>.
Bernard, Sara. “Neuro Myths: Separating Fact and Fiction in Brain-Based
Learning.” Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012.
<http://www. edutopia.org/neuroscience-brain-based-learning-myth-
busting>.
Bernard, Sara. “Neuroplasticity: Learning Physically Changes the Brain.”
Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://
www.edutopia.org/neuroscience-brain-based-learning-
neuroplasticity>.
Bernard, Sara. “Science Shows Making Lessons Relevant Really Matters.”
Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov.
2012. <http://www.edutopia.org/neuroscience-brain-based-learning-
relevance-improves-engagement>.
Bernard, Sara. “To Enable Learning, Put (Emotional) Safety First.” Edutopia.
Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://www.
edutopia.org/neuroscience-brain-based-learning-emotional-safety>.
“Brain-based Learning.” Funderstanding. Funderstanding.com, Dec. 2008.
Web. 21 Nov. 2012. <http://www.funderstanding.com/
educators/brain-based-learning/>.
How Innovation Can Thrive on Campus. Herman Miller. 21 November 2012
<http://www.hermanmiller.com/research/research-summaries/how-
innovation-can-thrive-on-campus.html>.
Hub Life: Insights That Shape Campus Space. Herman Miller. 19 November
2012 <http://www.hermanmiller.com/content/dam/hermanmiller/
documents/research_topic/HMI%20Hub%20Life%202%20Revised.
pdf>.
Kaufman, Eric K., J. Shane Robinson, Kimberly A. Bellah, Cindy Akers,
Penny Haase-Wittler, and Lynn Martindale. “Engaging Students with
Brain-Based Learning.” ACTE: Association for Career and Technical
Education. Www.acteonline.org, Sept. 2008. Web. 19 Nov. 2012.
<http://kimberlysheppard.wiki.westga.edu/fi le/view/
Engaging+Students+with+Brain-Based+Learning..pdf>.
“Six Tips for Brain-Based Learning.” Edutopia. Edutopia.org, 2011. Web. 19
Nov. 2012. <http://www.edutopia.org/brain-based-learning-
strategies-resource-guide>.
UP
DN
S1
E1
E2
P1
P2
P3
P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner
studying, technology incorporation, lounge set up, movable white board use, and the personal bub-
bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions
and stresses for optimal concentration and absorption.
P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive
wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.
The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving
around, and it connects their school day with familiar outside activities.
CONCEPTThe classroom of the future lets the brain learn
through its natural processes. Our fi ve goals
strive to achieve this concept by preventing
things that prohibit learning, and increasing
learning opportunities in the classroom.
GOALSSAFETYProvide an emotionally secure environment
that eliminates stress and individual
distractions, allowing the students to feel
comfortable.
VARIETYHelp students solidify information to long
term memory through repetition in a number
of ways.
ADAPTIVECreate a learner-centered environment that
is fl exible to each student’s learning needs.
ENGAGEGet students physically, mentally, and
emotionally involved in the learning process.
CONNECTHelp students relate new information with
other familiar things in order to form stronger
neural connections and allow iall of the pieces
to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”
S1| SECTIONAL ELEVATION1/8” = 1’0”
E2| CAFE ELEVATION1/4” = 1’0”
Low VOC paint
Sherwin-Williams
Gecko
Wall graphic
Lounge chair
Turnstone
Hosu Chair
Low VOC paint
Sherwin-Williams
Invigorate
Table
Turnstone Campfi re
Paper Table
Upholstery
Turnstone
Connect, Canary
Modular carpet tile
J+J Invision
Clowning Around,
Ring Master
Low VOC paint
Sherwin-Williams
Steely Gray
ong
mber
that
s.
and
ess.
with
nger
P1 Central Classroom Space
P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner
studying, technology incorporation, lounge set up, movable white board use, and the personal bub-
bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions
and stresses for optimal concentration and absorption.
P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive
wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.
The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving
around, and it connects their school day with familiar outside activities.
CONCEPTThe classroom of the future lets the brain learn
through its natural processes. Our fi ve goals
strive to achieve this concept by preventing
things that prohibit learning, and increasing
learning opportunities in the classroom.
GOALSSAFETYProvide an emotionally secure environment
that eliminates stress and individual
distractions, allowing the students to feel
comfortable.
VARIETYHelp students solidify information to long
term memory through repetition in a number
of ways.
ADAPTIVECreate a learner-centered environment that
is fl exible to each student’s learning needs.
ENGAGEGet students physically, mentally, and
emotionally involved in the learning process.
CONNECTHelp students relate new information with
other familiar things in order to form stronger
neural connections and allow iall of the pieces
to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”
S1| SECTIONAL ELEVATION1/8” = 1’0”
E2| CAFE ELEVATION1/4” = 1’0”
Low VOC paint
Sherwin-Williams
Gecko
Wall graphic
Lounge chair
Turnstone
Hosu Chair
Low VOC paint
Sherwin-Williams
Invigorate
Table
Turnstone Campfi re
Paper Table
Upholstery
Turnstone
Connect, Canary
Modular carpet tile
J+J Invision
Clowning Around,
Ring Master
Low VOC paint
Sherwin-Williams
Steely Gray
ong
mber
that
s.
and
ess.
with
nger
P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner
studying, technology incorporation, lounge set up, movable white board use, and the personal bub-
bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions
and stresses for optimal concentration and absorption.
P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive
wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.
The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving
around, and it connects their school day with familiar outside activities.
CONCEPTThe classroom of the future lets the brain learn
through its natural processes. Our fi ve goals
strive to achieve this concept by preventing
things that prohibit learning, and increasing
learning opportunities in the classroom.
GOALSSAFETYProvide an emotionally secure environment
that eliminates stress and individual
distractions, allowing the students to feel
comfortable.
VARIETYHelp students solidify information to long
term memory through repetition in a number
of ways.
ADAPTIVECreate a learner-centered environment that
is fl exible to each student’s learning needs.
ENGAGEGet students physically, mentally, and
emotionally involved in the learning process.
CONNECTHelp students relate new information with
other familiar things in order to form stronger
neural connections and allow iall of the pieces
to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”
S1| SECTIONAL ELEVATION1/8” = 1’0”
E2| CAFE ELEVATION1/4” = 1’0”
Low VOC paint
Sherwin-Williams
Gecko
Wall graphic
Lounge chair
Turnstone
Hosu Chair
Low VOC paint
Sherwin-Williams
Invigorate
Table
Turnstone Campfi re
Paper Table
Upholstery
Turnstone
Connect, Canary
Modular carpet tile
J+J Invision
Clowning Around,
Ring Master
Low VOC paint
Sherwin-Williams
Steely Gray
ong
mber
that
s.
and
ess.
with
nger
P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner
studying, technology incorporation, lounge set up, movable white board use, and the personal bub-
bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions
and stresses for optimal concentration and absorption.
P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive
wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.
The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving
around, and it connects their school day with familiar outside activities.
CONCEPTThe classroom of the future lets the brain learn
through its natural processes. Our fi ve goals
strive to achieve this concept by preventing
things that prohibit learning, and increasing
learning opportunities in the classroom.
GOALSSAFETYProvide an emotionally secure environment
that eliminates stress and individual
distractions, allowing the students to feel
comfortable.
VARIETYHelp students solidify information to long
term memory through repetition in a number
of ways.
ADAPTIVECreate a learner-centered environment that
is fl exible to each student’s learning needs.
ENGAGEGet students physically, mentally, and
emotionally involved in the learning process.
CONNECTHelp students relate new information with
other familiar things in order to form stronger
neural connections and allow iall of the pieces
to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”
S1| SECTIONAL ELEVATION1/8” = 1’0”
E2| CAFE ELEVATION1/4” = 1’0”
Low VOC paint
Sherwin-Williams
Gecko
Wall graphic
Lounge chair
Turnstone
Hosu Chair
Low VOC paint
Sherwin-Williams
Invigorate
Table
Turnstone Campfi re
Paper Table
Upholstery
Turnstone
Connect, Canary
Modular carpet tile
J+J Invision
Clowning Around,
Ring Master
Low VOC paint
Sherwin-Williams
Steely Gray
ong
mber
that
s.
and
ess.
with
nger
P2 Entry View
E2 Cafe Elevation
P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner
studying, technology incorporation, lounge set up, movable white board use, and the personal bub-
bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions
and stresses for optimal concentration and absorption.
P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive
wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.
The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving
around, and it connects their school day with familiar outside activities.
CONCEPTThe classroom of the future lets the brain learn
through its natural processes. Our fi ve goals
strive to achieve this concept by preventing
things that prohibit learning, and increasing
learning opportunities in the classroom.
GOALSSAFETYProvide an emotionally secure environment
that eliminates stress and individual
distractions, allowing the students to feel
comfortable.
VARIETYHelp students solidify information to long
term memory through repetition in a number
of ways.
ADAPTIVECreate a learner-centered environment that
is fl exible to each student’s learning needs.
ENGAGEGet students physically, mentally, and
emotionally involved in the learning process.
CONNECTHelp students relate new information with
other familiar things in order to form stronger
neural connections and allow iall of the pieces
to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”
S1| SECTIONAL ELEVATION1/8” = 1’0”
E2| CAFE ELEVATION1/4” = 1’0”
Low VOC paint
Sherwin-Williams
Gecko
Wall graphic
Lounge chair
Turnstone
Hosu Chair
Low VOC paint
Sherwin-Williams
Invigorate
Table
Turnstone Campfi re
Paper Table
Upholstery
Turnstone
Connect, Canary
Modular carpet tile
J+J Invision
Clowning Around,
Ring Master
Low VOC paint
Sherwin-Williams
Steely Gray
ong
mber
that
s.
and
ess.
with
nger
P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner
studying, technology incorporation, lounge set up, movable white board use, and the personal bub-
bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions
and stresses for optimal concentration and absorption.
P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive
wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.
The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving
around, and it connects their school day with familiar outside activities.
CONCEPTThe classroom of the future lets the brain learn
through its natural processes. Our fi ve goals
strive to achieve this concept by preventing
things that prohibit learning, and increasing
learning opportunities in the classroom.
GOALSSAFETYProvide an emotionally secure environment
that eliminates stress and individual
distractions, allowing the students to feel
comfortable.
VARIETYHelp students solidify information to long
term memory through repetition in a number
of ways.
ADAPTIVECreate a learner-centered environment that
is fl exible to each student’s learning needs.
ENGAGEGet students physically, mentally, and
emotionally involved in the learning process.
CONNECTHelp students relate new information with
other familiar things in order to form stronger
neural connections and allow iall of the pieces
to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”
S1| SECTIONAL ELEVATION1/8” = 1’0”
E2| CAFE ELEVATION1/4” = 1’0”
Low VOC paint
Sherwin-Williams
Gecko
Wall graphic
Lounge chair
Turnstone
Hosu Chair
Low VOC paint
Sherwin-Williams
Invigorate
Table
Turnstone Campfi re
Paper Table
Upholstery
Turnstone
Connect, Canary
Modular carpet tile
J+J Invision
Clowning Around,
Ring Master
Low VOC paint
Sherwin-Williams
Steely Gray
ong
mber
that
s.
and
ess.
with
nger
P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner
studying, technology incorporation, lounge set up, movable white board use, and the personal bub-
bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions
and stresses for optimal concentration and absorption.
P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive
wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.
The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving
around, and it connects their school day with familiar outside activities.
CONCEPTThe classroom of the future lets the brain learn
through its natural processes. Our fi ve goals
strive to achieve this concept by preventing
things that prohibit learning, and increasing
learning opportunities in the classroom.
GOALSSAFETYProvide an emotionally secure environment
that eliminates stress and individual
distractions, allowing the students to feel
comfortable.
VARIETYHelp students solidify information to long
term memory through repetition in a number
of ways.
ADAPTIVECreate a learner-centered environment that
is fl exible to each student’s learning needs.
ENGAGEGet students physically, mentally, and
emotionally involved in the learning process.
CONNECTHelp students relate new information with
other familiar things in order to form stronger
neural connections and allow iall of the pieces
to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”
S1| SECTIONAL ELEVATION1/8” = 1’0”
E2| CAFE ELEVATION1/4” = 1’0”
Low VOC paint
Sherwin-Williams
Gecko
Wall graphic
Lounge chair
Turnstone
Hosu Chair
Low VOC paint
Sherwin-Williams
Invigorate
Table
Turnstone Campfi re
Paper Table
Upholstery
Turnstone
Connect, Canary
Modular carpet tile
J+J Invision
Clowning Around,
Ring Master
Low VOC paint
Sherwin-Williams
Steely Gray
ong
mber
that
s.
and
ess.
with
nger
P3 Personal Bubbles and Study Space
S1 Sectional Elevation
E1 Personal Bubble Elevation
Fin ish ing Touches
In lighting class I designed a table lamp with the main material being wood.
Shown also in this section are event planning and layouts that have helped people see their vision come to life in a well organized way.
06
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
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CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
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CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
The shape of the light came from the ideal of pulling two forms apart. After a few sketches the lamp was transfered into CAD. The CAD drawing was printed to scale, cut out, and traced onto 3/4” plywood. A jig saw, table saw, and wood glue were all used to build the lamp. A round vegetable garden stake and wire mesh were used for the lamp shade. Tool was then wrapped around the lamp. The plywood and the tool give the lamp a masculine and feminine feel at the same time.
Teal Nabors Unity LampSpring 2012Lighting for Interior Design Professor Jeff Geren
1” = 1’0”
Elevation
1” = 1’0”
Plan
1” = 1’0”
Section
To the right was the first at-tempt of building the light with metal. Tube metal was used so there would still be a place for the wires to go. The metal was unable to bend as smoothly as desired.
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
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CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
TPR
OD
UC
ED B
Y A
N A
UTO
DES
K E
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TIO
NA
L PR
OD
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
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The shape of the light came from the ideal of pulling two forms apart. After a few sketches the lamp was transfered into CAD. The CAD drawing was printed to scale, cut out, and traced onto 3/4” plywood. A jig saw, table saw, and wood glue were all used to build the lamp. A round vegetable garden stake and wire mesh were used for the lamp shade. Tool was then wrapped around the lamp. The plywood and the tool give the lamp a masculine and feminine feel at the same time.
Teal Nabors Unity LampSpring 2012Lighting for Interior Design Professor Jeff Geren
1” = 1’0”
Elevation
1” = 1’0”
Plan
1” = 1’0”
Section
To the right was the first at-tempt of building the light with metal. Tube metal was used so there would still be a place for the wires to go. The metal was unable to bend as smoothly as desired.
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
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PRO
DU
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY A
N A
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DESK
EDU
CA
TION
AL PR
OD
UC
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PRO
DU
CED
BY
AN
AU
TOD
ESK
ED
UC
ATI
ON
AL
PRO
DU
CT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRO
DU
CED
BY A
N A
UTO
DESK
EDU
CA
TION
AL PR
OD
UC
T
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
The shape of the light came from the ideal of pulling two forms apart. After a few sketches the lamp was transfered into CAD. The CAD drawing was printed to scale, cut out, and traced onto 3/4” plywood. A jig saw, table saw, and wood glue were all used to build the lamp. A round vegetable garden stake and wire mesh were used for the lamp shade. Tool was then wrapped around the lamp. The plywood and the tool give the lamp a masculine and feminine feel at the same time.
Teal Nabors Unity LampSpring 2012Lighting for Interior Design Professor Jeff Geren
1” = 1’0”
Elevation
1” = 1’0”
Plan
1” = 1’0”
Section
To the right was the first at-tempt of building the light with metal. Tube metal was used so there would still be a place for the wires to go. The metal was unable to bend as smoothly as desired.
Lamp Sketch
E1 Lamp Elevation
Lamp Plan
S1 Lamp Section
Lamp Photograph
Window
Window
Window Window
77 Seats @ 2' Apart90 Seats @ 2' Apart
Groom SideBride Side Kitchen60"x20" 60"x20"60
"x20
"
60"
60"
60"
60"
60"
60"
60"
60"
60"
60"
60"
60"60"
60"
60"
60"
Chairs
Lounge1st chair 9'6" from wall
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
As Built with suggested arrangement
Wedding Reception
Centerpiece for Rehearsal Dinner
In my free time I enjoy helping people plan major events. The centerpiece was a collaboration between selected students, the Dean of Interior Design and his soon to be wife at the time. It was a fun and unique way to utilize our skills.
The floor plan was a layout done for a bride and groom. Several layouts were shown, but this particular plan was the one they chose to go with on the day of their wedding. To the right is a picture of what the reception ended up looking like in the end.
Contac t In fo rmat ion
Teal Nabors
Address2584 Avalon Cir.Chattanooga, TN 37415
Phone423.309.1302
EducationThe University of Tennessee
Thank You.