Capstone Project Presented by Kristyna Borden FIU School of Architecture Department of Interior Design Graduate Studio 6 Spring 2011 Why I chose to design a College for the Culinary Arts Personal Interest ID: 724993
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Slide1
College for the Culinary Arts
Capstone Project
Presented by Kristyna BordenFIU School of ArchitectureDepartment of Interior DesignGraduate Studio 6Spring 2011Slide2
Why I chose to design a College for the Culinary Arts?
Personal Interest:
Passion for both cooking and bakingAt one point contemplated being a chef … (ex. Attended demos at Le Cordon Bleu in Paris)Believe cuisine to be a skill that can be taught given the correct training and environment Slide3
Why I chose to design a College for the Culinary Arts?
Professional Interest:
This type of technical school makes allowance for people who love to cook, but also have a full-time career, by providing multiple schedules for completion of the degrees offeredGrowing number of people are venturing out to start second careers in the culinary artsImproving the present day institution
Users (students and instructors) can benefit
from interior design solutionsSlide4
Master’s Research | Summer 2010
Literature Review
IND 5937-Special Topics, P. Abbott Colleges for the Culinary Arts: Implementing Design to Improve the Learning Environment
Case Study
IND
6639-Research Methods, J. King
Case
Study: Educational Philosophy and Goals of Culinary Art School DesignSlide5
Literature Review
research topic
Central Question:What physical and sensory attributes of interior design contribute to create a successful learning environment for the culinary arts? Sub-Question:
How does
natural and artificial lighting
affect a person’s ability to learn?
How does
class-size
affect the learning environment?
Do
crowding, density, and personal space
play an important factor in a learning environment?
Does a
sense of community
affect a person’s ability to learn?
How could interior design decisions benefit
visual, auditory, and kinesthetic
learning types?
Purpose Statement
The purpose of this study will be to develop an understanding of physical and sensory qualities that facilitate the design of learning environments for students in the culinary arts. At this stage in the research, learning environments will be generally defined as a system of complex relationships that exists among the physical structure (size and arrangement of a room), a teacher, and a student.Slide6
Case Study
research topic
Focus of Case Study: The questions to be answered through this case study will be:How does educational philosophy differ among the three different culinary art schools?
Does the size of a culinary art school play an important role in student learning?
How can educational philosophy along with interior design improve student recruitment and retention?
Purpose Statement
The purpose of this study is to explore the differences in educational philosophy and goals of culinary art schools. More specifically the study will examine how they are reflected in the built environment and interiors.
According to Robert Yin,
“A case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident.”Slide7
Precedent StudyCulinary Art Schools in South Florida
3221 Enterprise Way
Miramar, FL 33025
1701 Northeast 127th Street
North Miami, FL 33181
1600 Southeast 17th Street
Fort Lauderdale, FL 33316
The three culinary art schools selected are all
accredited
by various associations
Choosing schools that have accreditation
proves that each school has successfully
passed a rigorous review with regards to
length
of time in business
,
number of graduates
, and
placement of graduates
in successful careers
The schools selected also
vary in size
and will
allow for the
differing educational philosophies
of each curriculum to be evaluatedSlide8
The building that houses Le Cordon Bleu Miami is part of a larger industrial/commercial park.
The structural elements are well hidden within the façade
The buildings are uniform in design and create a cohesive architectural landscape This uniformity does not allow for any clues as to the buildings function The building aesthetics do seem appropriate for this given development and for the differing offices located within the park
Study No.
1Slide9
The structural elements of the Johnson & Wales building that houses the school for the culinary arts are not apparent
The building’s exterior does not really translate what is going on in the interiors
The design is dated as far as aesthetics are concerned This was the old North Miami Hospital and it did undergo renovation—so it seems as though the façade has been added to create the grandeur associated with the name of the university
Study No.
2Slide10
The structural elements of the
building that houses the Ai Culinary school are integrated into the overall design. Visible portions of the structure can been seen in parking garage
The building’s exterior does not really translate what is going on in the interiors The design is dated as far as aesthetics are concerned This was once an Olive Garden Restaurant prior to becoming a Culinary School
Study No.
3Slide11
Client / Owner
Reasons why:
Background in the culinary industry Years of knowledge Energy to invest herself into something that will provide a solid foundation for the next generation of culinary professionals Together, with a group of investors, Giada
wishes to build a culinary art school that will incorporate the traditions of the past with the technologies of the future so that the future chefs receive the technical environment they need in order to be successful in the
field
Giada
De
Laurentiis
Giada’s
new adventure and business venture is to open a culinary art
school!Slide12
Client / User
User Types:
Faculty / Staff: Administrative Chef Instructors General Education Instructors Maintenance/Janitors Students First Year Second Year Prospective
Visitors
Patrons
of the restaurant Chefs from around the world Tasting
panels for finals
Potential
recruiters for
positions at high-end
resorts
College for the Culinary ArtsSlide13
Culinary Art School Space DescriptionsWelcoming center
: Located at the entry of the school.
House most of the public venues that are part of the culinary art school Upon arrival the users will have a welcoming receptionist to greet them A place for users to sit and wait Should have some views to the
outdoors
The
school’s restaurant will be adjacent to the receptionAdministrative:
Area where
the people who are in charge of running the school will be
housed
This
includes heads of departments, financial aid, advisors, student activity organizers,
as
well as those in charge of assisting with uniforms, equipment, and off-campus
housing
These
activities will have a secondary adjacency to the welcoming
centerClassrooms:
General
education classrooms will follow a more traditional classroom
layout
Users
of these classrooms will need chairs, desks, white boards, projectors, etc.
Instructional Kitchen
:
Divided
into Pastry & Bakery, Chocolate & Confections, Butcher Skills and Basic Cooking
Skills
Storage
:
Throughout
the school will have designated areas for
storage
Space needed for
specific equipment, appliances,
uniforms and
food
itemsSlide14
Programming RequirementsSlide15
Programming RequirementsSlide16
General AdjacenciesSlide17
Administrative AdjacenciesSlide18
Kitchen AdjacenciesSlide19
Location + Site
Placement of Culinary Art School
Auckland, New ZealandSlide20
Why Choose Auckland, New Zealand?
Extensive and popular wine producing region The culinary school can support and help sustain the local agriculture International context with many ethnicities existing in this area
Largest metropolitan city in the country
of New Zealand
Potential for the people of Auckland to benefit from this type of school in their regionSlide21
Architecture of the Site SelectionSlide22
Building Selection for the Culinary Art School
Reason for selection:
Overall building composition The large open views that it will afford Grand entry space
Layout and minimal use of structural
columns, which
will allow me to fully incorporate the programmatic needs
FIU’s Recreation CenterSlide23
Building Selection for the Culinary Art SchoolSlide24
Building Selection for the Culinary Art SchoolSlide25
Site Location (with selected building inserted)Slide26
Topography of Site Location
North
East
South
West