Main Street Visual & Performing Arts Center
MAIN STREET VISUAL &PERFORMING ARTS CENTERBringing people together to celebrate ϔine art.JENNIFER A. WATTERS
MAIN STREET VISUAL &PERFORMING ARTS CENTERA Design Thesis Submitted to the Department ofArchitecture and Landscape Architecture ofNorth Dakota State UniversityByJennifer A. WattersIn Partial Ful illment of the Requirements for theDegree of Master of ArchitecturePrimary Thesis AdvisorThesis Committee ChairSpring 2015Fargo, North Dakota
TABLE OF CONTENTSPROPOSALDESIGN SOLUTIONList of Tables & FiguresThesis AbstractTheoretical AspectNarrativeProject TypologyTypological ResearchCase Study #1Case Study #2Case Study #3Typological SummaryMajor Project ElementsUser DescriptionSite IntroductionProject EmphasisThesis Project GoalsPlan for l Premise ResearchProject Justi icationHistorical, Social, & Physical ContextSite NarrativeSite AnalysisSite ReconnaissanceSite ClimateFinal Building Program4858606668788289Process DocumentationProject Solution DocumentationProject Analysis: Response to SiteProject Analysis: Response to ProgramProject Analysis: Response to Goals & Project EmphasisDigital PresentationProject Installation Photo94969899100102103APPENDIXReference ListPrevious Design Studio ExperiencePersonal Identi ication106108110PROGRAM23
LIST OF TABLES & FIGURESFigure 1.1 Project ------12Figure 1.2 Project -------13Figure 1.3 High School -14Figure 1.4 High School -15Figure 1.5 High School -15Figure 1.6 High School -15Figure 1.7 High School #9 Figure 1.8 Case Study 1 6Figure 1.9 High School -17Figure 1.10 Logan ------18Figure 1.11 Logan ------19Figure 1.12 Logan ------19Figure 1.13 Logan Center gure 1.14 Logan Center Figure 1.15 Case Study 2 igure 1.16 Logan Center for the Arts----------------------------------21Figure 1.17 Walker Arts Figure 1.18 Walkers Arts igure 1.19 Walker Arts Figure 1.20 Walker Arts Center Full Building--------------------------23Figure 1.21 Walker Arts Center Site-------------------------------------23Figure 1.22 Case Study 3 Figure 1.23 Walker Arts Center Full Building--------------------------25Figure 1.24 The Stream at e 1.25 Rhodes Arts 6Figure 1.26 Site ---------33Figure 1.27 Landmark 4Figure 1.28 Site ---------35Figure 1.29 View from 36Figure 1.30 ----------------36Figure 1.31 ---------------36Figure 1.32 ----------------37Figure 1.33 ----------------37Figure 1.34 View from 7Figure 1.35 Panorama from center of site------------------------------37Figure 1.36 Fine Arts Clip Figure 1.37 North Branch Post Card-------------------------------------38Figure 1.38 Sustainability igure 2.1 Hersbruck, -48Figure 2.2 Restored Movie gure 2.3 Arts in -----52Figure 2.4 1908 Main Street igure 2.5 LEED ---------54Figure 2.6 Potato ---------61Figure 2.7 1895 Main Street ure 2.8 1908 Main Street re 2.9 1930’s Main Street e 2.10 1970’s Main Street School-----------------------------------65Figure 2.11 Access to North ure 2.12 1900’s Main 66Figure 2.13 1905 Main ---66Figure 2.14 Site ----------68Figure 2.15 Town --------69Figure 2.16 Built Features igure 2.17 Site ----------70Figure 2.18 Site ----------71Figure 2.19 Wind on the -71Figure 2.20 Site ----------72Figure 2.21 Soil ----------74Figure 2.22 -------------75Figure 2.23 -------------75Figure 2.24 Site ----------76Figure 2.25 Traf ic & Utilities e 2.26 Site ------78Figure 2.27 Site ------79Figure 2.28 Site --------80Figure 2.29 ---------------82Figure 2.30 ---------------83Figure 2.31 ---------------84Figure 2.32 ---------------85Figure 2.33 ---------------85Figure 2.34 --------------86Figure 2.35 --------------87Figure 2.36 Sun -----------87Figure 2.37 ---------------87Figure 2.38 ---------------90Figure 2.39 Interaction --915
ABSTRACTTHE TOWN OF NORTH BRANCH, MINNESOTALACKS A SENSE OF PLACE AND COMMUNITYPRIDE. THE SCHOOL DISTRICT HAS BEENFORCED TO CUT MANY FINE ARTS PROGRAMSIN THE PAST TEN YEARS AND THE ONLYART CULTURE IN THE CITY EXISTS IN THESCHOOLS AND BEHIND CLOSED DOORS.WITH A PRIMARILY MIDDLE- TO LOWCLASS POPULATION, RESIDENTS HAVE NOINTEREST IN IMPROVING THE COMMUNITYOR SUPPORTING THE ARTS, IF IT WILL COSTTHEM. MY SOLUTION TO THE ISSUES IN THECOMMUNITY IS A SUSTAINABLE CENTEROF VISUAL AND PERFORMING ARTS. THEFACILITY WILL ALLOW RESIDENTS TOATTEND PERFORMANCES, VIEW LOCAL ART,AND PARTICIPATE IN THE CREATION OFART. THE BUILDING WILL ASPIRE TO BE ANET ZERO ENERGY FACILITY TO MINIMIZEOPERATIONAL COSTS. THE COMBINATIONOF VISUAL ARTS, PERFORMING ARTS ANDSUSTAINABLE ARCHITECTURE WILL BRINGTHE COMMUNITY TOGETHER IN A FACILITYTHEY CAN TAKE PRIDE IN.6HOWCAN ART &ARCHITECTUREBRING PRIDE ANDA SENSE OF PLACETO A COMMUN I T Y ?7
PROPOSAL89
THEORETICAL ASPECTCLAIM:The community of North Branch, Minnesota lacks asuitable ine arts culture. There are no gathering placesfor locals to share their creations. The school district isunable to provide a quality ine arts education due to lackof funding. The inancial hardships of the town have leftresidents with nothing in the community to be proud of.North Branch needs a focal point that will bring peopletogether and restore the sense of pride in the community.PREMISES:1A visual and performing arts center will give students aneducation in the arts that the school is unable to provide.2A visual and performing arts center will provide thecommunity the chance to create art that can be sharedwith the whole community.3The architecture can provide a new focal point andgathering space for the community.4The sustainable architecture will provide the communitywith a high quality facility with little inancial burden.5A LEED Platinum certi ied arts center will bring a sense ofpride to the community.FINAL PREMISE:The integration of art, architecture, and sustainability canprovide supplemental ine arts education, a sense of place,and community pride without a long term inancial burden.10NARRATIVEThe town of North Branch, Minnesota is missing a sense ofplace and pride within the community. No one is overly proudto be from North Branch, Minnesota, especially young people.The past eight levies for the school district have failed. With theamount of public assistance income at 64% over the nationalaverage, residents are simply unable to help pay for education(USACityFacts.com, 2013). The school district has been facedwith upwards of 17 million in budgets cuts since 2003(Kytonen, 2013). The school was forced to cut faculty and almostall nonessential programs, resulting in less opportunities forstudents in the ine arts. One effort to reduce the school district’scost was to demolish the old Main Street School because it wasdeemed unsafe and the district couldn’t afford to ix it, whichsaved the district 400,000 per year (Kytonen, 2013). The site ofthe old Main Street School has been empty ever since.I went to North Branch Area Schools for all 13 years of schoolingand I was personally affected by those budget cuts. Every yearanother extra-curricular activity was cut that I never had theopportunity to participate in. My favorite extra-curricularactivity was cut the year after I graduated high school. Withoutthese activities students are missing out on many very valuablelearning experiences. The arts don’t simply teach people how touse paint or how to sing, they teach students lessons that extendfar into their future careers, like leadership, teamwork, anddetermination. The creation of art also gives the artist a senseof pride and the viewing or performance of the art brings thecommunity together.11
NARRATIVE CONTINUEDOne of the best things about ine art education is the teachers.In an art class, students are treated very differently than theyare in a core education class. The teachers are artists themselvesand the relationship between the student and teacher comescloser to friendship. Art teachers are able to get to know students at a deeper level because the artwork is an expression ofthe student who created it. Sometimes students are only able toexpress their hardships through their artwork. Since art is sucha personal thing, art teachers are able to ask the questions thatno one else will and help the students through whatever problems they may be having at home or otherwise.My thesis aims to solve the issues in the community of NorthBranch, Minnesota by providing a place for people to create artand share it with each other. The sustainable visual and performing art center will become a focal point in the communitywith the high quality architecture. The building will aim to benet zero energy to minimize operating costs. The LEED certi ication will add to the community pride in the new building. I thinkthat the combination of art and architecture can restore a senseof place and community pride in North Branch.1213
PROJECT TYPOLOGY TYPOLOGICAL PRECEDENTSTYPOLOGICAL RESEARCHCASE STUDIESCENTERFOR THEARTSCENTERFOR VISUAL& PERFORMING ARTSEDUCATIONALFACILITIESTYPOLOGICALPRECEDENTSHigh School #9 for the Visual and Performing ArtsCentral Los Angeles, CA2Reva and David Logan Center for the ArtsUniversity of Chicago, IL3Walker Art CenterMinneapolis, MNSPECIAL SCALE1The Stream, a Visual and Theatre Arts CenterEdgewood College, Madison, WI2Rhodes Center for the ArtsNorth ield Mount Hermon, MAOTHER CASE STUDIES TO CONSIDERUptown Performance and Visual Arts CampusBooker T. Washington High School for Performing & Visual ArtsSIMILARITIES TO MY NITYUSESIMILARCLIMATEFigure 1.1 Project Typology.12312PROJECT ELEMENTSMIDWEST REGIONSUSTAINABILITYCOMMUNITY INVOLVEMENTSIMILAR IN SCALECOST EFFECTIVELANDMARKFigure 1.2 Project Similarities.1415
CASE STUDY #1 HIGH SCHOOL #9 FOR THE ARTSINTRODUCTION & FINDINGSPROJECT TYPE:High School for the ArtsARCHITECT:COOP HIMMELB(L)AULOCATION:Figure 1.4 High School #9.Los Angeles, CAFigure 1.6 High School #9.SIZE:230,000 Square FeetMATERIALS:Metal panels, oddly shapedwindows, metal structureCHARACTERISTICS:Figure 1.7 High School #9 Site.Figure 1.3 High School #9.The building certainly draws the eye due to the spiral andcantilever. The shiny metal cladding and windows make thebuilding seem new and high tech.PROGRAM ELEMENTS:Art StudiosDance SpacesLibraryGymnasium16Music RoomsCafeteriaTheaterLobbyBlackbox TheaterStageService SpaceCourtyardFigure 1.5 High School #9.SITE RESPONSE:The building responds to the site in the way it draws people’s attentionfrom all of the transportation happening around it. The building is anicon and has views of the rest of the city. The amount of green space onthe site is less than satisfactory.UNDERPINNINGS:Through my research, I did not ind many examples of underpinnings.The school was designed to house music, dance, theatre, and art. Thearchitecture focuses strongly on the aesthetics. The building is notnecessarily very functional.17
CASE STUDY #1 HIGH SCHOOL #9 FOR THE ARTSANALYSIS & CONCLUSIONMASSING:The mass of this caseis unique because itemphasizes the theater.GEOMETRY:The geometry is complexwith different shapes andheights of spaces.Massing, Geometry, & HierarchyHIERARCHY:The hierarchy is shownwith different colors in thediagram.Natural Light & Plan to SectionNATURAL LIGHT:Figure 1.9 High School #9.Daylight enters fromthe North for optimumambient light.WHAT DOES CASE SHOW?This case shows that the function of the building is as important as theform. Students are not overly pleased with the spatial organization andthe school is very unhappy about the outrageous price. The buildingcost 1,000 per square foot. The iconic architecture is one positive thingabout this case.PLAN TO SECTION:The plan is unable toconvey the differentheights of the building.CIRCULATION:CONTRIBUTION TO THEORETICAL PREMISE:Circulation is mappedon the plan. The buildingis centered around thelibrary.This case shows that architecture can draw people in and create a senseof place for the community. It shows that function is a very importantconsideration in design.DID THE THEORETICAL PREMISE CHANGE?Circulation & Section to PlanFigure 1.8 Case Study 1 Analysis.18The theoretical premise did not change. This case taught me thataesthetically pleasing architecture should not be the most important partof the design.19
CASE STUDY #2 U OF CHICAGO: CENTER FOR THE ARTSINTRODUCTION & FINDINGSPROJECT TYPE:Art CenterARCHITECT:Tod Williams Billie TsienLOCATION:Figure 1.11 Logan Center.Chicago, ILFigure 1.13 Logan Center Cantilever.SIZE:184,000 Square FeetMATERIALS:Golden limestone, metalroo ing & curtain wall glazingFigure 1.14 Logan Center Site.CHARACTERISTICS:Figure 1.10 Logan Center.The building has a great deal of contrast with the tower and lowersections. Clerestory windows are prominent on the lower roof. Acantilever emphasizes the entrance.PROGRAM ELEMENTS:AuditoriumTheater LobbyStudio TheaterBlackbox TheaterShared WorkshopExhibition GalleryRestaurantAuditorium Lobby20Dressing RoomsMusic PracticeRoomsCostume SewingShopFilm Storage VaultFilm ProductionRoomMechanicalFaculty Of icesVisual Arts StudiosShared WorkshopFilm Screening RoomConnecting BridgeWorking ExhibitionRoof TerraceFigure 1.12 Logan Center.SITE RESPONSE:The building responds naturally to the site around it, which is at the edgeof Midway Plaisance, a historic green space. The building offers dramaticviews of Lake Michigan and downtown Chicago, as seen in Figure XX. Thetower mimics the towers seen in the distance.UNDERPINNINGS:The building serves the departments of visual arts, ilm, music, andtheater. Previously these disciplines were scattered all over campus. Thefacility inspires creativity with the use of natural light, design elements,and different materials. The center offers versatile spaces for art making.21
CASE STUDY #2 U OF CHICAGO: CENTER FOR THE ARTSANALYSIS & CONCLUSIONMASSING:The mass of the buildingfrom one side to the next ishigh contrast.WHAT DOES CASE SHOW?GEOMETRY:The geometry is fairlysimple with ef icientrectangular shapes.Massing, Geometry, & HierarchyHIERARCHY:The hierarchy is shownwith different colors in thediagram.CONTRIBUTION TOTHEORETICAL PREMISE:NATURAL LIGHT:Daylight enters fromthe North for optimumambient light.STRUCTURE:The case study shows anexcellent example of a programand spatial con iguration. Thematerial choices are pleasantand the amount of natural lightis favorable.Natural Light & Plan to SectionThe structural grid isshown in a dashed line onthe loor plan.The case shows a greatexample of community pridein architecture. The casealso states that art centersare a gathering space for thecommunity.DID THE THEORETICALPREMISE CHANGE?PLAN TO SECTION:The plan is unable toconvey the differentheights of the building.The theoretical premise didnot change with this case study.CIRCULATION:Figure 1.16 Logan Center for the Arts.Circulation is mapped onthe plan. There is one mainaxis across the building.Circulation, Section, & StructureFigure 1.15 Case Study 2 Analysis.2223
CASE STUDY #3 WALKER ART CENTERINTRODUCTION & FINDINGSPROJECT TYPE:Art CenterARCHITECT:ORIGINAL BUILDING:Edward L. BarnesEXPANSION:Herzog de MeuronFigure 1.20 Walker Art Center Full Building.Figure 1.18 Walker Art Center.LOCATION:Minneapolis, MNSIZE:240,000 Square FeetMATERIALS:Brick, curtain walls, metal panelsFigure 1.17 Walker Art Center.Figure 1.21 Walker Art Center Site.CHARACTERISTICS:SITE RESPONSE:PROGRAM ELEMENTS:The case responds very well to the site. It frames important views of theMinneapolis skyline. It is linked to the church spires along HennepinAvenue. The building creates a town square along the street. It is placedright next to the sculpture garden.The contrast in materials and geometry of the spaces andthe cladding make the form very dynamic. The architectureemphasizes the value of art.Inner LobbyAuditoriumLecture RoomPrint Study RoomArchivesLibraryArt Lab24Figure 1.19 Walker Art Center.Art StorageGalleryShopOf icesTheatre LobbyTheatreRestaurant & BarGreen RoomService FloorLobbyEvent SpaceLoading DockGarageAccess to GarageUNDERPINNINGS:The irst part of the building was built in many years ago. The expansionaims to give the museum more space and enhance the street life inMinneapolis. The contrast between the old and the new provides interestand emphasizes the importance of contemporary art.25
CASE STUDY #3 WALKER ART CENTERANALYSIS & CONCLUSIONMASSING:Like case study #2,this building’s mass iscontrasting.GEOMETRY:The geometry of thisbuilding varies to addinterest to certain spaces.Massing, Geometry, & HierarchyHIERARCHY:The hierarchy is shownwith different colors in thediagram.NATURAL LIGHT:Natural Light & Plan to SectionSome daylight enters fromthe North. The artworkneeds to be protected fromUV rays.Figure 1.23 Walker Art Center Full Building.WHAT DOES CASE SHOW?The case shows how the architecture can lead people through the spaces.People naturally circulate through the galleries. This case also shows agood example of contrasting materials.PLAN TO SECTION:The plan is unable toconvey the differentheights of the building.CONTRIBUTION TO THEORETICAL PREMISE:CIRCULATION:Circulation is mapped onthe plan. The circulationguides people through themuseum.26Circulation & Section to PlanFigure 1.22 Case Study 3 Analysis.The case shows that architecture can emphasize the value of the arts in oursociety. The case is also a good example of framing views to the outdoors.DID THE THEORETICAL PREMISE CHANGE?The theoretical premise did not change with this case study. This caseshowed that the architecture can encourage people to be interested inthe arts.27
SPECIAL CASE STUDY #1TYPOLOGICAL SUMMARYTHE STREAM AT EDGEWOOD COLLEGEFigure 1.24 The Stream at Edgewood College.This facility matches my ideasvery closely. It is LEED certi ied,very similar in scale, located inthe Midwest, and matches myprogram. Unfortunately I wasunable to ind more informationon this facility. I will considercontacting the architect orthe owner for drawings in thefuture.SPECIAL CASE STUDY #2RHODES ART CENTER AT NORTHFIELD MOUNT HERMONFigure 1.25 Rhodes Art Center.28This facility is also LEEDcerti ied. It is located in adifferent part of the country, butI think it would be a valuablebuilding to examine further.The program and scale matchmy ideas. I was unable to gatherdrawings for this project, butI will consider contacting thearchitect or owner for drawingsin the future.CASE STUDY SERIESThe series of case studies that are presented as typologicalstudies for this thesis offer insightful information aboutthe overall typology of my thesis topic. The case studies allhighlight the importance of art in our society. Each case isable to bring pride to a community in a different way.The irst study presented the Central Los AngelesHigh School #9 for the visual and performing arts. Thearchitecture is the highlight of this facility. The tower witha spiral stair offers an intriguing aesthetic. It creates adesire to be in that space. The spatial organization is lessthan desirable. The most important lesson to draw fromthis case is that form and function should be consideredequally.The second study presented the University of ChicagoCenter for the arts. I found this to be the most valuablecase study. The architecture is modest, but still intriguingin its own way. The spatial organization around a centralcourtyard was very functional. The study shows theimportance of smaller more intimate spaces in relation toartistic inspiration.The third study presented the Walker Art Center. This studyis valuable because it is located near my project site. Thiscase is a good example of blending the old and the new.The spatial organization of this building is unique becauseit guides people through the galleries very smoothly. Thebuilding its the site well and frames very particular viewsof the skyline.29
TYPOLOGICAL SUMMARY CONTINUEDCASE STUDY SERIESThe special case studies are important because they areLEED certi ied arts buildings. The lessons learned fromthose sustainable strategies could be a very informative.Unfortunately, there was not enough information oneach case to conduct a full case study, but I will continuesearching for more information on these two cases.Each project has its own unique site that changed the goalsof the architecture. All of the studies aimed to draw peopleto the building in different ways. The High School #9 wasvery iconic because it was located in a very busy city. TheLogan Art Center was located on a university campus sothe architecture didn’t have to be as iconic to draw peoplein. The Walker Art center also was iconic due to its site inthe city. The site in luences the architectural decisions.All of the case studies are vastly different, but I think thelessons learned are very similar. Arts buildings do bringthe community together and it is very itting that theybecome landmarks in the community. The architecturehighlights and even inspires the art that goes on inside ofthe building. The lessons in circulation will be valuable asI start the design process. The case studies will help mesolidify my program and organize the spaces in an ef icientmanner.My theoretical premise has not changed after theexamination of the series of case studies. The theoreticalpremise has been enforced by these studies.3031
MAJOR PROJECT ELEMENTS TYPES OF SPACESARTMUSICTHEATREOTHER32Drawing StudioDrawing tablesBulletin BoardsSculpture StudioWith equipmentPrintmaking StudioMultiple pressesMultiple sinksMusic Practice Rooms5-10 sound proof roomsSome with pianosMusic RoomGood acousticsSeating 40 peopleCeramics StudioWith multiple kilnsGlazing kitchenPottery WheelsPainting StudioWith sinkPhotography Dark RoomWith SinksRecital SpaceSeating about 100 peopleFor small performancesPerformance SpaceSeating about 250 peopleFor dance, music, & theatreTheatre Practice SpaceBackstage AreaLarge spaceLocker roomsShopDance StudioWoodworking equipmentWith mirrors and audioFilm LabPainting areaComputers with softwareCostume making areaPoetry/Literature SpaceReception/Lobby SpaceConsession standBox Of iceArt Gallery/ShopTo sell local artGallery to view artRestroomsParkingParking rampStorageFor set pieces, artwork, etc.LockersRentable storageOutdoor Performing AreaUSER DESCRIPTION GROUPSStudents will have the opportunity to take music, drama,and art lessons at the facility and participate in community choir or theatre. Students will have the opportunityto have their work featured in the art gallery and partici- STUDENTSpate in community organizations. The facility will also hostbuilding tours to teach students about sustainability. Thefacility will provide a great creative outlet for students.The facility will have rentable art studio space and musicpractice rooms for the public to use. People will be able toparticipate in art productions and workshops. All performances and art shows will be open to the public. Therewill always be something new for the public to view.PUBLICThe facility will employ local artists, musicians, andactors to teach various workshops and lessons. Acommunity theatre director will be employed foreach production. A community music director will be TEACHERSemployed to teach music. An artist will be employed tosupervise and teach people how to use the equipment.The facility will require janitorial staff, secretarial staff,and administration. Staff will be responsible for qualitycustomer service, supervising the facility, and coordinatingevents. The facility will operate from 8am to 10pm, with keycard access after 10pm. The facility will be able to support anaudience of 250 people. The facility will support 100 vehicles.STAFF33
SITE INTRODUCTION MACRO REGION134123456COUNTRY: United StatesREGION: Upper MidwestSTATE: MinnesotaREGION: East Central MinnesotaCOUNTY: ChisagoCITY: North BranchFigure 1.26 Site Region.243535
6 Northwoods Park St. Croix Valley Rail Riverwalk Park Central Park Downtown Commercial Fast Food Primary School Middle School High School Elementary School Sunrise Prairie Trail Cinema LibraryFigure 1.27 Landmark MappingCITY: NORTH BRANCH, MNPOPULATION:North Branch currently doesn’t haveany community performance or visual10,087 Peopleart spaces. The little art culture existsonly in the school district.AREA:North Branch is only 45 minutes36 Square Milesaway from the Twin Cities via I-35 andTRANSPORTATION LINKS:30 minutes away from Wisconsin viaBy Car: I-35, Hwy 95, Cty Rd 30Highway 95. The site could potentiallyBy Train: St. Croix Valley Railroad draw people from the Twin Cities forevents.By Foot: Sunrise Prairie Trail36THE SITE:6644 Main StreetNorth Branch, MN3rd AvenueLANDMARKS:SITE INTRODUCTION MICRO SITESIZE:Elm Street1 City Block2.41 Acres310’ x 370’114,700 sq ftZONING:CentralBusinessDistrictBOUNDARIES:Main Street4th AvenueSITE INTRODUCTION MICRO CITYNorth: Single FamilySouth: Medium DensityEast: Central Business DistrictFigure 1.28 Site Map.West: Public, including the schoolsFuture Planning: Central Business District surrounding the siteIMPORTANCE:When a high school was irst built on the site in 1908, an article in thenewspaper read, “.that splendid mass of architecture has been a source ofpride and even wonder to the citizens of North Branch”(Malmquist 2007).The program has changed with the transformation of the buildings on thesite for 115 years. In 2010, the current Main Street School was demolished.The property was sold to an outstanding resident who would like to keepthe property out of commercial use. The historical signi icance of educationon the site yields a great opportunity for a ine arts center to bring back thetradition of learning and community pride associated with the site.37
SITE INTRODUCTION MICRO VIEWSFigure 1.30 Trees.Figure 1.32 Trees.Figure 1.34 View from the Southwest.Figure 1.29 View from the Southeast.Figure 1.31 Trees.Figure 1.33 Trees.Fig. 1.35 Panorama from center of site3839
PROJECT EMPHASIS MAJOR POINTS OF FOCUSTHESIS PROJECT GOALS ACADEMIC & PROFESSIONALACADEMIC:1 Fine Arts Culture:Encouraging residents toparticipate in and view artwill bring about a sense ofpride in the local art created.The architecture will inspirecreativity and add to thesense of place in the city.Figure 1.36 Fine Arts Clip Art.2 History of the Site:Careful attention will begiven to the treatment of thishistoric site. The use willfollow the tradition of education and strong communitypresence on the site.This thesis project will be a cumulation ofeverything I have learned at North Dak
A visual and performing arts center will give students an education in the arts that the school is unable to provide. A visual and performing arts center will provide the community the chance to create art that can be shared with the whole community. The architecture can provide a new focal point and gathering space for the community.
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