interior design portfolio

[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



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



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



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]



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

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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]



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]



The CATCH of the sunlight is virtually

unseen and captures the attention or interest

of the viewer.

[hospitality]



The CHANGE is visibly intangible to the human eye but the knowledge

that it occurs exists.

[hospitality]



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

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COFFEETABLE WITH

STORAGEBELOW

PULL DOWNGARBAGE BIN

UNDER COUNTER

PULL DOWNRECYCLE BIN

UNDER COUNTER

UNDER COUNTERFRIDGE

MICROWAVE

OVER COUNTERSHELVING

OV

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PRIN

TER

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WRAPSURFACE

REG

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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

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1462

610

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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]



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]



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

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894

404

1128

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1956

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1867

5007

LATITUDE SECTIONSCALE 1:50

[retail]



MAIN LEVEL

MEZZANINE

SKYLIGHT

STORAGE & BATHROOM DINING ROOM DISPLAY LIVING ROOM DISPLAY FRONT POURCH

BEDROOM DISPLAY

FROSTED GLASSPARTIAL PARTITION


PARTITION

WOODEN PEEKEDSUSPENDEDBULKHEAD

DRYWALL SIDES TOTHE SUSPENDED

BULKHEAD

STEEL JOISTS

AREA OPEN TOBELOW

AREA OPEN TOBELOW

6401

620

2733

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2743

2083

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13665

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LATITUDE SECTIONSCALE 1:50

[retail]



CONCRETESTORE LIMITCASEMENTS

FROSTED GLASSPARTIAL PARTITIONSTONE

FOUNDATIONLEVEL


WINDOWS

STORE LOGOSPRAYED FROSTEDONTO WINDOW

DOORHIDDEN ONINSIDE WALL


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

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STOREFRONT ELEVATIONSCALE 1:50

[health care]

PROJECT CLIENTPediatric Oncology Group Of Ontario


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


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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[details]

PROJECT CLIENTToronto District School Board

PROJECT COMPLETEDApril 2010 ** Scales are not represented here as shown, title blocks are from drawing set.

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[details]



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[details]



Furniture & MIllwork Plan Second Level Focal Area

interior design portfolio

Design

encompassing

support functional

diverse technological

ontario building

operating

latest edition

berkeley academy

title blocks