portfolio s ii - part ii

W O R K S H O P SL I G H T I N G D E S I G N , C O L O R T H E O R Y

C O L O RT H E O R YA S E R I E S O F M I N I P R O J E C T S

C A S ES T U D Y R E S T A U R A N T R A D I U S

Objective : to understand how color is a design ele-ment through the analysis of a local public space.

Radius is a restaurant which features many design”y” qualities, the mid plane of the space was mostly monotone. The color exists on the ceiling planes and in vertical accents. This allowed the op-portunity to conceptually apply color to the space, to try and envision how changes of hue and saturation would effect the environment.

These little thumbnails below describe a quick pro-cess of washing the space with different color sets.

C A S E S T U D Y RESTAURANT GREAT BAY

Great Bay creates an atmosphere which aligns with it’s ocean focused menu. An underwater theme nicely simplified and ab-stracted through design elements and lighting features to create a very special dining experience.

The vestibule and lobby area use cool colors and translucent flowy fabrics to help create that underwater feel. Curi-ous to see the effects of a hue

reversal I rendered the lobby area using warm reds, oranges, and yellows. This experimenta-tion had a dramatic effect on space creating a very different feeling.

A simple temperature change can transform an entire de-sign concept. Although the existing design was successful and therefore adapted. to the change nicely.

C O L O RS T U D Y G R A Y : D I E N T

PAINT ING THEMANY SHADESOF GRAY.

M IX ING BLACK AND WHITE INSMALL DOSESTO ACHIEVE ATRANS IT IONALGRADIENT.

STEP BY STEP .

TO LEARN THECHANGES INVALUE .

In effort to understand the value changes sketches with marker and pencil aided in creating diagrams to understand the 12 levels of gray from white to black. It is difficult to control the variables in this pro-cess and took many attempts to find just the right amounts of white and black to achieve a successful gradient.

The pieces and parts of the process. The composition aspect of the gradient was intended to create a visual-ly dynamic experience that displayed the relationships between the values. Simple shapes placed in repetitive patterns overlapping each other, helped trick the eye, through the distracting design, avoiding the recognition of mistakes.

C O L O RS T U D Y T R I C K Y B U S I N E S S

R IBBONS OF RED WRAPA BLACK BOX.

D IFFERENT VALUES OF THE SAME COLOR WILLDEVELOP THEILLUS ION OF DEPTH AND SPACE.

CUBES FLOATINS IDE A CUBE .

Des ign Sketchin I l l ust raor

F ina l Mode l : Ch ipboard & Co lor A id

C O L O R S T U D Y ILLUSTRATING ELEMENTS

Color Aid on Illustration Board compositions describe the defi-nitions learned for this class. Colors used to create illusions of space, vibration, the illusion of two different colors as one based on the usage of colors in the background and foreground. Also to illustrate contrast, transparency, different levels of opacity, abstraction of space receding and popping forward, and also explaining different levels of tone, value, and saturation.

Des ign Sketches : Exp lor ing des igns for the f ina l compos i t ions

TRANSPARENCY S IM ILAR COLORS

S IM ILAR COLORS

RECEDING SPACE

CONTRAST

C O L O R S T U D Y ILLUSTRATING ELEMENTS

SATURATION

VIBRATION

OPACITY

TRANSPARENT

DEPTH

TONE

VOLUME

DISTANCE

CONTRAST

VALUE

SATURATION

VIBRANCY

COLORS POPP ING FORWARD

C O L O R S T U D Y B R I G H T I D E A S

STRUCTURECASCADES DOWN.EACH COMPONENT BREAKS APARTIN EVERY WAY. VOLUMES REVEAL SKELETONS,AND THEN THE BONES.

THE FRAMES ALL OVERLAPPING ONEANOTHER, FINDING A NEW PLACE IN THISDECONSTRUCTION.

COLOR ALLOWS THEFORMS TO BECOMEVOLUMETRIC. SHADOWS AND HIGHLIGHTS REPRESENT ALIGHT SOURCE ANDCONTEXT.

A S I M P L E B O X

TESTING DIFFERENT COLOR PALETTES; WARM AND COLD.IN THE FINAL COLOR AID COL-LAGE A BALANCE OCCURRED WHERE COOL HUES MIXED WITH WARM ONES HELP ENCOURAGE THE SENSE OF DISTANCE AND VOLUME.

THE COMPLEXITY OF THE DESIGN CREATED GREAT CHALLENGES BUT THE STRUCTURE OF THIS PIECE WAS INTENDED TO USE ALL THE COLOR COMPONENTS LEARNED.; TRANSPARENCY, VALUE, SATURATION, TONE AND SHADE.

C O L O R S T U D Y SHOE LACE SPACE

SPACE AND WARMTH :

TH IS EXPER IMENT DEALT W ITH WARM COLORS I N A SPACE TO SEE HOW THEY WOULD TRANSFORM THE FEEL OF THE SPACE . I CHOSE TO USE WARM COLORS M IXED W ITH DARK BROWNS AND V IBRANT YELLOWS I WANTED TO CRE-ATE A HEAVY FLOOR PLANE WH ILE KEEP ING THE WALLS L IGHT TO SEE I F THE SPACE WOULD BROADEN OR OPEN . I THEN PLACED A V IBRANT RED STRUCTURE I N THE CENTER TO PROV IDE CONTRAST .

MODEL : CH IPBOARD & COLORED PAPER

ELEVATIONS : AUTOCAD

I N T E R I O R E N D E R I N G I L L U S T R A T I O N S

I N T E R I O R E N D E R I N G G A U C H E

D E S I G NL I G H T I N G

3 C H A R E T T E S

L I G H T I N G D E S I G N L A B O R A T O R Y

P U N C T U R E A P L A N E T O C R E A T E AM A G I C A LD A Y L I TS P A C E .

F L O A T I N GP A R T I C L E SO F L I G H TS U S P E N DI N S P A C E

T O E N C O U R A G EI N S P I R A T I O NI N N O V A T I O N

& P R O D U C T I O N .

P R O T E C T I V ES C R E E N S

O P E R A B L E F R O M T H E

I N T E R I O R M A K E A S A F E W A L L F O R D I S P L A Y .

U S E W H A T Y O U H A V E

A N D L E T T H EO U T S I D E I N .

MODEL IN DAY L IGHTING MACHINE : I LLUSTRATING THE D IFFERENT SEASONS

C H A R E T T E : D A Y L I T S P A C E : A R T I S T S T U D I O

THIS PROJECT WAS A GROUP CHARETTE HELD DURING CLASS . WE WERE INSTRUCTED TO DESIGN AND CREATE A SPACE BASED ON SPECIFIC DIMENSIONS. THE SPACE WAS INTENDED TO BE AN ARTIST STUDIO OF OUR CHOICE . MY GROUP DECIDED THAT THIS WOULD BE A SEWING STUDIO. WE QUICKLY DETERMINED THAT WE WANTED THE SPACE TO BE FUNCTIONALLY LIT , WITH A VERY SPECIAL LIGHTING DESIGN THAT MADE IT A MAGICAL SPACE BASED ON THE TIME OF DAY AND SEASON. THIS CREATED A VERY EXPERIENTIAL LIGHTING DESIGN FOR ARTISTS UTILIZING THIS SPACE . WE FIRST CREATED A LARGE SKY LIGHT TO FLOOD THE MIDDLE SECTION OF THE STUDIO WHERE ALL THE WORKING TABLES WOULD BE , THIS WOULD CREATE NICE NATURAL LIGHT FOR THE ARTISTS . WE THEN CREATED CANVAS SCREENS THAT PULLED DOWN FROM THE CEILING TO CREATE PROTECTIVE UV BARRIERS FOR ANY WORK THAT MAY BE HANGING ON THE WALLS , TO AVOID SUN DAMAGE ON THE TEXTILES . WE ALSO CREATED A FOCAL WALL IN THE BACK BY PUNCTURING THE MASS WITH CIRCLES TO ALLOW LITTLE SPECKS OF DAY LIGHT TO FILTER INTO THE SPACE, CREATING A VERY MAGICAL AND MYSTICAL AMBIANCE. WE ALSO PUT LONG THIN WINDOWS NEAR THE FLOOR PLAN TO FLOOD THE FLOOR WITH NATURAL LIGHT CREATING A NICE BALANCE THIS PROJECT WAS VERY SUCCESSFUL AND VERY FUN, WE LEARNED A LOT ABOUT DAYLIGHT AND SEASONAL LIGHT .

PROCESS SKETCHES ON DRY ERASE BOARD

L I G H T I N G D E S I G N R E D E S I G N

THE TRANSFORMATION OF THIS HALL WAS DIFFICULT DUE TO THE BRUTALIST NATURE OF IT ’S EX ISTING DESIGN. I DECIDED THAT SINCE THIS HALL RE-SIDES IN A DESIGN SCHOOL THAT THERE SHOULD BE A LIGHTING FEA-TURE THAT IS UNIQUE AND INFORMA-TIVE OF THE CURRENT TIMES . I ALSO KNEW THAT THE PER IMETERS OF THE SPACE WERE USED FOR FINAL CRI -TIQUES AND PIN UP .S , THEREFORE THEY NEEDED TO BE RE-VAMPED AND WASHED WITH A NICE WHITE LIGHT TO HONOR THE HARD WORK THESE STUDENTS ARE PRESENTING.

I FILLED THE MAIN CEILING WITH THESE CLOUD LIKE FIXTURES FILLING THE WHOLE CEILING BASIN WITH A NICE CALM WHITE LIGHT . THE SOFT COTTON BALL CHARACTERISTICS OF THESE FIXTURES HELP TO LIGHTEN UP THE HEAVY CONCRETE HALL .

PROCESS SKETCHES

F INAL DES IGN PERSPECTIVE OF CASS HALL

C A S C I E R I H A L L : 3 2 0 N E W B U R Y S T

A DES IGN SCHOOLHALL WITH CLOUDS IN THE CE IL ING AND BLANKETS OF L IGHT FLOODING THE EDGES .

WALLS OF NEVER ENDING LIGHT FOR PIN UP SPAC-ES . I WANTED TO USE A FIXTURE THAT ELONGATED THESE SPACES WHILE ALSO PROVIDING A DASH OF COLOR AND AN ELEMENT OF DESIGN TO THE HALL .

RCP 1 SECTION

F INAL DES IGN PERSPECTIVE : P IN UP WALLS

RCP 2

L I G H T I N G D E S I G N M U S E U M

DES IGN SKETCH : UPS IDE DOWN SKY L IGHT WITH RA INWATER COLLECTION

DES IGN SKETCH : FOR MOVEABLE GALLERY WALLS

CREATING A DES IGN FEATURE THAT CONTR IBUTED TO THE MUSEUM EXPER I-ENCE . I WANTED TO INCORPORATE NATURAL ELEMENTS THAT PLAYED WITH THE L IGHTING DES IGN . S INCE LOTS OF PEOPLE CHOOSE GRAY OR RA INY DAYS TO GO TO THESE TYPES OF PLACES I THOUGHT A WATER FEATURE COULD PROVIDE A N ICE AUDIBLE BACKGROUND CREATING A RELAXING EXPER IENCE . I WANTED TO ILLUMINATE THE WATER AS WELL , SO I CONSTRUCTED THE STARTS OF AN UPS IDE DOWN SKYL IGHT WHICH WOULD RECE IVE ALL OF THE RA IN WATER LEAVING THE ROOF AND TR ICKLE IT DOWN INTO THE MAIN BODY OF THE MUSEUM. L ITTLE LEDGES ON THE EDGE OF THE COLLECTING POOL COULD BE GREAT V IEWING AND REST ING AREAS FOR THE V IS ITORS . I ALSO INCLUDED L IGHTING IN THE COVES OF THE CE IL ING AND IN THE COLLECTION B IN TO INTERACT WITH THE WATER AND THE SPACE IN A NON INTRUS IVE BUT INTERESTING WAY.

D E S I G N S K E T C H E S : G A L L E R Y W A L L S

DES IGN SKETCH : DES IGNS FOR BACKL IT GALLERY WALLS

L I G H T I N G D E S I G N M U S E U M

HERE IS THE MAIN FEATURE OF THE MUSEUM; AN INVERTED SKYLIGHT DEVICE THAT COLLECTS RAIN WATER AND DISPERSES IT DOWN INTO THE MAIN CORRIDOR OF THE MUSEUM. HERE LIGHTING IS TUCKED IN THE CEILING COVES WASHING UP THE INTERIOR WATERFALL TO SUGGEST A DELICATE YET WHIMSICAL ATMOSPHERE.

THIS ROOM IS THE LARGE SCULPTURE ROOM INTENDED FOR INSTALLATION PIECES OR LARGE TEMPORARY PIECES. THIS ROOM REQUIRED MANY LAYERS OF LIGHTING. TRACK LIGHTS, WALL WASHERS AND FLOOR ILLUMINARIES ARE SET TO ALLOW THE SPACE TO ADJUST TO A VARIETY OF EXHIBITS.

THIS IS WHY PEOPLE L IKE MUSEUMS ON RA INY DAYS

In this project I learned that lighting in layers creates the most pleas-ant ambiances with higher levels of control. To achieve a layered lighting scheme I made sure every plane had potential for illumina-tion. This entire project includes many layers of lighting in effort to al-low the museum more control over the appearance of their exhibits.

THE MAIN ENTRY / VESTIBULE IS FILLED WITH LIT-TLE SPECKS OF MULTI- COLORED LIGHT FLOAT-ING IN THE AIR. HUNG FROM THE DOUBLE HEIGHT SPACE ARE LARGE GLASS GLOBES FILLED WITH SWIRLS OF COLOR. I WASHED THE CEILING WITH LIGHT SO IT WOULD BOUNCE OFF THE CEILING AND GENTLE TOUCH THE GLASS GLOBES TO SHED SOFT SPECKS OF COLORED LIGHT INTO THE ENTRY SPACE.

RCP 1

RCP 2

SWITCHINGPLAN

VESTIBULE : GLASS GLOBES

D E S I G NPROFESSIONALKAL L M A N N M C K I N N E L L & W O O D A R C H I T E C T SM A Y 2 0 0 6 - A U G U S T 2 0 0 9

W O R K S A M P L E Sp r o f e s s i o n a l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .K a l l m a n n M c K i n n e l l & W o o d A r c h i t e c t s I n c .

S p r u c e P e a k P e r f o r m i n g A r t stype : Per forming Arts Centerlocation : Stowe, Vermontsize : 13,00 sfproject team : design principal : Bruce Wood, AIA, ASLA, LEED AP, CSIdesign team : Stephanie Mallis, FAIA, principal, Michael Collard, Seth, Mika Gilmore.

I N T E R I O R D E S I G N

Roles | Responsibilities - to select and specify all interior materials.

Summary | Analysis : Experience | Skills - this was my first opportunity to prac-tice interior design at Kallmann McKinnell & Wood. I attended design meetings with design principals, gathered and selected materials, developed schemes and design suggestions for certain interior spaces and transitions i.e. the vestibule into the lobby, and other circulation spaces. I created many schemes and presentations for the principals and the client. During the design development phase I created the rendered floor plans, boards, and graphic pamphlets to explain the various furniture options to the client. This project threw me into the research aspect of selecting the appropriate materials for a performing arts center. I also had to meet with many “reps”, deal with the project budget along with a variety of other project constraints.

K a l l m a n n M c K i n n e l l & W o o d A r c h i t e c t s I n c .

W O R K S A M P L E Sp r o f e s s i o n a l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


M i l l e r P e r f o r m i n g A r t s C e n t e r I Itype : Per forming Arts Centerlocation : Alferd University | Alferd, New Yorksize : 32,00 sfproject team : design principal : Bruce Wood, AIA, ASLA, LEED AP, CSIdesign team : Stephanie Mallis, FAIA, principal, Jason Pollutro, Mika Gilm-ore.


Roles | Responsibilities -interior designer

Summary | Analysis : Experience | Skills - After and while working on Spruce Peak’s Performing Arts Theatre, I began my participation with the Alfred Miller Performing Arts Center. Working on two theatres at the same time was a great experience. I actually was able to utilize many resources simultaneously. But projects did come out similar, but I have realized that is just the nature of design. Through these projects I developed an ability to spatial imagine what a certain fabric may look like dressed on hundreds of chairs. This was an intimidating aspect of working on these projects. I would often think to myself, “how do I re-ally know what this will actually turn out to be like?”. The concept decided for this theatre was to create a sense of undulating color waves in the seating. Purchasing numerous different colors of fabric was costly, and wasteful. After weeks of exploring and digging I came across a very interesting triangular patterned fabric. Some how I imagined that with the lighting in the space and the light nature of the douglas fur lining all the walls, would bounce light around and reflect off this patterned textile creating the illusion of a gradient painted over the seating. The triangular design of the fabric also complimented the feature wall of undulat-ing veneer panels peaking off the walls along the walkways. This turned out to be a very fun and successful project, where I learned a lot about research, color, pattern, texture, and light.


U n i v e r s i t y o f W y o m i n g - C o l l e g e o f B u s i n e s stype : Academiclocation : Laramie, Wyomingsize : 159,000 gsfproject team : design principal : Bruno Pfister, Principaldesign team : Stephanie Mallis, FAIA, principal, Nathan Foust, Li Chun, Tim Scarlett, Mika Gilmore.



Summary | Analysis : Experience | Skills I worked on this project very closely with one of my favorite principals, Bruno Phister. We sat together and figured out the floor tile pattern, utilizing three different sizes and shapes of the same eco-friendly tile from stone source. We then designed custom carpets ( I don’t have photos of that yet, these are straight from the construction site!) We designed carpets to align and mesh well with the tile design, to create fluid transitions between the different areas of the business school; private v.s.. public. I also developed all of the finish floor plans, rendering them and drafting the interior details of all the floors in the building. In this project I learned about process and how to simplify complex ideas, how one material can be used repetitively in different variations to create spectacular spaces without blowing the budget. I know notice this technique in a lot of places like the Prudential Center, and the Liberty Hotel.

B U I L D I N G A N A L Y S I S D I A G R A M S

L A U I N G E R L I B R A R YGeorgetown University

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Bowie - Gridley Architects, WASHINGTON, DC December 11, 2008Kallmann McKinnell & Wood Architects, BOSTON, MA N.T.S

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Vertical Circulation Staff AreasPublic / “Private”

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Special Active / QuietOpaque / TransparentOpaque / Transparent


EXTERIOR ENTRIES

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CONNECTIONS BETWEEN EXISTING AND NEW CONDITIONS

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CONNECTIONS BETWEEN EXISITING AND NEW CONDITIONS

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SITE DIAGRAMEXTERIOR ENTRIES

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G e o r g e t o w n U n i v e r s i t ytype : Academiclocation : Washington, DCsize : undeterminedproject team : design principal : Ted Szostkowski, AIA, Principaldesign team : Peter Habib, Haig Stefan, Keegan Carmicheal, Mika Gilmore

P R O J E C T S U P P O R T


Summary | Analysis : Experience | Skills - As this project started I worked with the design principal on program and spatial development. I had to calculate all the proposed programmatic ele-ments to ensure that they fit within the restrictions. I also designed diagrams and visual presentations.


U k r a i n e C a t h o l i c U n i v e r s i t ytype : Academiclocation : Ukrainesize : undeterminedproject team : design principal : Ted Szostkowski, AIA, Principaldesign team : Peter Habib, Haig Stefan, Keegan Carmicheal, Mika Gilmore

P R O J E C T S U P P O R T

Roles | Responsibilities -project support

D E S I G NPROFESSIONALH M F H A R C H I T E C T S

J U L Y 6 2 0 1 0 : P R E S E N T

W O R K S A M P L E Sp r o f e s s i o n a l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .H i l l M i l l e r F r i e d l a n d e r H o l l a n d e r A r c h i t e c t s I n c .

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\\hmfh6\PROJECTS\Palm Beach Day Academy\PBDA SchematicCentral File 2.rvt

July 19, 2010

PALM BEACH DAY ACADEMY

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H i l l M i l l e r F r i e d l a n d e r H o l l a n d e r A r c h i t e c t s I n c . W e s t P a l m B e a c h D a y A c a d e m y type : Private / Educationallocation : Flagler Drive, West Palm Beach - FLAsize : 3200 sf / two buildingsproject team : design principal MARIO TORROELLA & designer MIKA GILMORE

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C:\Documents and Settings\mgilmore\Desktop\Palm Beach DayAcademy\PBDA Schematic 08_19_10 Local File .rvt

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Roles | Responsibilities - meetings with design principal, architectural drafting and design, working with our consultants and engineers, meeting with the local architect and communication with client. completion of schematic design documents.

Summary | Analysis : Experience | Skills - This project was a definite step up from my last professional experience in the sense that I had a very intimate connection with the design principal and the project. I started Palm Beach from the very start, it was my first REVIT project, and all the first time I participated fully in the entirety of the schematic processes. I also met with the engineers and was in direct contact with the client and the local architect. Working so closely and on such a small team meant I had opportunity to be apart the actual design of the two buildings. I worked a lot with Florida Codes, bathroom layouts, egress, programming, spatial planning, facade design, window placement, roof struc-tures and wall sections. I also designed some interior spaces, and fit additional pleasurable spaces for the client, such as a kitchenette for the administrators and faculty with a balcony to enjoy some under utilized roof spaces. In addition to all of this I also have also become very fluent in REVIT through this project, I have learned how to 3D model, draft, create renderings, shadow studies, and presentation drawings.

s h a d o w s t u d yF I N A L P R E S E N T A T I O N

I created all of these drawings and 3D model in REVIT. This was the final stage in our sche-matic design phase. The project is now being finalized and developed by the local architect.

To look at these drawings now and to re-member I had ZERO experience with the software (I was honesty about this with HMFH when interviewed) It is amaz-ing what one is capable of learning, es-pecially amidst extreme pressure and stress paired with deadlines and design!

WEST PALM BEACH, FL

\\HMFH6\PROJECTS\Palm Beach Day Academy\PBDA ElevationsCost Estimate 08_31_10 Central File .rvt

SEPTEMBER 13 , 2010


3

SHADOW STUDY - ELEVATION 1

4

SHADOW STUDY - AXON 2

1

SHADOW STUDY - ELEVATION 6

2SHADOW STUDY - ELEVATION 2

i n - o f f i c e p r e s e n t a t i o nF I N A L M O D E L S T U D Y

F I N A L M O D E L S T U D Y

W O R K S A M P L E Sp r o f e s s i o n a l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .H i l l M i l l e r F r i e d l a n d e r H o l l a n d e r A r c h i t e c t s I n c .

3' TB

TB-SSEE FC DWGSFOR CASEWORK SEE FC DWGS

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096500.06

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3' - 0"

260000.05260000.11

RG

270000.01

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096500.06

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260000.01

260000.05096500.06

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260000.01260000.01

260000.05

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096500.06

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260000.01260000.01 260000.01 260000.03

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260000.05 270000.01

2.4

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2


B.8 B.5

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260000.05

260000.01 270000.03 260000.01

096500.06

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6' -

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260000.01

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260000.01

260000.25

260000.11

230000.24

230000.10260000.05

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096500.06260000.05 270000.01

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ELEVATORCONTROLS

ELECTRICALWATER COOLER

PUBLIC PHONEKEY PAD FORINTRUSION ALARMSYSTEM

BRACKET MOUNTED FIRE EXTINGUISHER- (FE-B)RECESSED OR SURFACE MOUNTEDFIRE EXTINGUISHER CABINET- ( FE-R OR FE-S)

FIRE DEPARTMENTVALVE CABINET- (FDVC)

EMERGENCY VOICEEVACUATION PANEL- (EVAC)

MASTER GASSHUT-OFF VALVE- (MGSV)

FDVC

EVACMGSV

FE

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PUBLICPHONE

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TYPICAL MOUNTING HEIGHTS

3' -

6"

5' -

0"

6' -

0"

2' -

3" M

IN.

3' -

0" M

AX.

COUNTER

ABOVE COUNTER:- ELECTRICAL OR DATA RECEPTACLE- CLASSROOM ACCESSORIES

FINISH FLOOR

VARIOUS DEVICES SURFACE MTD. WIREMOLDELECTRICAL OR DATA RECEPTACLE

AUDIBLE/VISIBLEFIRE ALARM

CLOCK MARKERBOARD ORTACKBOARD

ROOM SIGNCARD READER

MB OR TB

WM

RMSIGN

PR

RECEPTACLES

WIREMOLD

FINTUBE RADIATOR COVER

8"

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MOUNT ALL RECEPTACLESHORIZONTALLY ABOVECOUNTERTOP UNLESSNOTED OTHERWISE.

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4' -

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3' -

0"

5' -

0"

6' -

8" 7' -

2"

4' -

0"

MARKERBOARD ORTACKBOARD @ TYP.CLASSROOMS

MB OR TB

4' -

1"2'

- 6"

7' -

2"

TBS 7"

6"

2' -

0"4'

- 1"

1' -

1"

MB OR TB

TBS

MARKERBOARD ORTACKBOARD @ PRE-K,OR KINDERGARTONCLASSROOMS

098400.08

096500.06

260000.01

SEE FC DWGSFORCASEWORK

FIN TUBE RADIATION

098400.08

096500.06

098400.08

SEE FCDWGS FORCASEWORK

7' -

8"

260000.01

EQEQ

2' -

8"7'

- 11

15/

16"

2' -

8"

260000.33

260000.01

260000.01

IWB8' MB 8' TB

TB-STB-S TB-S

098400.08

TYP.

2' -

6"

096500.06

260000.01

260000.01

EQ EQ EQ EQ EQ EQ

270000.01260000.05096500.06

FIN TUBE RADIATION

260000.05

54.5 5.55.3 5.7

IWB6' MB 6' MB 8' TB

TB-STB-S TB-S TB-S

SEE FC DWG FORCASEWORK

096566.01

EQ EQ EQ EQ EQ EQ EQ EQ

260000.01 270000.03

270000.01260000.05

STROBE

SEE FC DWGS FOR CASEWORK

096500.06

5 4.55.5 5.35.7

SEE FC DWGS FOR CASEWORK SEE FC DWGSFOR CASEWORK

096500.06

260000.25

8' TB 5' TB

TB-S TB-S

096500.06

87.2 7.5

6'0 TB

TB-S

6'0 MB IWB 6'0" MB 6'0 TB

TB-S TB-S

EQ EQ EQ EQEQ EQ

096500.06 260000.05 270000.01

260000.01 260000.01 270000.03

B.8 B.5

EQ EQ

EQEQ EQEQ

260000.33

260000.05

260000.01 260000.01260000.01 270000.03 260000.01 260000.03

260000.05

ALIGNALIGN

270000.01

260000.01

260000.05

270000.01

DRAWING NUMBER

JOB NUMBER

SC

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c COPYRIGHT HMFH ARCHITECTS, INC.

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1/4" = 1'-0"11

TYP. KINDERGARTON CLASSROOM 2 1/4" = 1'-0"

12TYP. KINDERGARTON CLASSROOM 3

1/4" = 1'-0"13

TYP. KINDERGARTON CLASSROOM 4 1/4" = 1'-0"

10TYP. KINDERGARTON CLASSROOM 1

1/4" = 1'-0"9

Typical Kindergarten - Cubes -1

1/4" = 1'-0"14

Typical Kindergarten - Cubes - 2

1/4" = 1'-0"1

TYP. FIRST FLOOR CLASSROOM - INT. ELEV. 1 1/4" = 1'-0"

2TYP. CLASSROOM - INT. ELEV. 2

1/4" = 1'-0"3

TYP. CLASSROOM FIRST FLOOR - INT. ELEV. 3

1/4" = 1'-0"8

TYP. CLASSROOM WITH WINDOW - INT. ELEV. 8

1/4" = 1'-0"15

MUSIC ROOM 1 1/4" = 1'-0"

16MUSIC ROOM 2

1/4" = 1'-0"17

MUSIC ROOM 3 1/4" = 1'-0"

18MUSIC ROOM 4

1/4" = 1'-0"19

ART ROOM 1 1/4" = 1'-0"

20ART ROOM 2

1/4" = 1'-0"21

ART ROOM 3 1/4" = 1'-0"

22ART ROOM 4

1/4" = 1'-0"4

TYP. CLASSROOM - INT. ELEV. 4

1. FOR CERAMIC TILE WAINSCOTT HEIGHTS SEE A/A8.2A

1/4" = 1'-0"5

TYP. CLASSROOM SECOND FLOOR - INT. ELEV. 5

GENERAL NOTES :

KEYNOTE LIST

096500.06 RESILIENT BASE

096566.01 RESILIENT ATHLETIC FLOORING

098400.08 ACOUSTICAL PANEL - GLASS FIBER

230000.04 UNIT VENTILATOR

230000.10 DISPLACEMENT VENTILATION DIFFUSER

230000.24 THERMOSTAT

260000.01 LIGHTING FIXTURE(S)

260000.03 LIGHT SWITCH

260000.05 ELECTRICAL RECEPTACLE

260000.11 TELEPHONE HANDSET

260000.25 CLOCK

260000.33 FIRE ALARM AUDIO-VISUAL DEVICE

270000.01 DATA OUTLET

270000.03 VIDEO PROJECTOR

1/4" = 1'-0"6

TYPICAL CLASSROOM WITHOUT BORROWED LIGHT - INT. ELEV. 6 1/4" = 1'-0"

7TYPICAL CLASSROOM AT BAY WINDOWS - INT. ELEV. 7

1.4 1.8 2.4 2.8 3.4

053100.02

052100.01

260000.01

230000.01

051200.05

042000.27

042000.33

042000.23

126600.01

096466.05

051200.06051200.09

16' -

2"

116600.01

098400.09TYP.

260000.05

270000.01

TYP.

2' - 0"

TYP.

2' - 0"

260000.33

116600.01

2' - 2"

260000.05

260000.33

260000.05

6' - 0" 6' - 0"

TYP.

1' -

8"

1' -

8"

TYP.

TYP.TYP.

7' - 2"

K L M N

P

116600.12

260000.05270000.01

260000.05116600.12

EQEQ

3' - 10"

EQEQEQEQ

12' - 0"

1.41.82.42.83.4

2' - 2"

TYP.

2' - 0"

TYP.

2' - 0" 2' - 2"

6' -

0"8"

260000.33 260000.33

098400.09

042000.33

6' - 0" 6' - 0"

260000.05260000.05

270000.01

1' - 4 1/2"

093000.03

KLMNP K.1

116600.07

270000.04

230000.02

260000.06

2' -

0"4'

- 0"

1' - 0" 4' - 0"

270000.04

1' - 0"4' - 0"

260000.06

230000.02

098400.09

093000.03

096500.06

DRINKINGFOUNTAIN

DRAWING NUMBER

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1/4

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1/4" = 1'-0"1

GYM 1

1/4" = 1'-0"3

GYM 3

1/4" = 1'-0"2

GYM 2

1/4" = 1'-0"4

GYM 4


GENERAL NOTES :

KEYNOTE LIST042000.23 8'' X 12'' X 16'' CMU

042000.27 CMU JAMB BLOCK

042000.33 8'' X 12'' X 16'' ACOUSTICAL CMU

051200.05 STEEL CHANNEL

051200.06 STEEL TUBE

051200.09 STEEL BRACING

052100.01 STEEL JOIST

053100.02 ACOUSTIC METAL DECK

093000.03 THIN SET CERAMIC WALL TILE

096466.05 VENTILATING COVE BASE


098400.09 ACOUSTICAL PANEL - ASPEN WOOD

116600.01 FORWARD-FOLDING ELECTRICALLY OPERATED BACKSTOP

116600.07 GYMNASIUM CURTAIN

116600.12 WALL MOUNTED SCOREBOARD

126600.01 TELESCOPING BLEACHERS

230000.01 HVAC DUCT

230000.02 HVAC GRILLE/REGISTER



260000.06 MICROPHONE RECEPTACLE



270000.04 SPEAKER

1/4" = 1'-0"5

GYM WATERFOUNTAIN BY ENTRANCE

5 5.3 6.1

064020.08

093000.03

096500.06

116100.01

064020.43

RAMP

REFER TO SHEET A8.7PROSCENIUM

ELEVATION 2 FORDETAILS

K.3 L.4L.1 M.1 M.4

098400.08

093000.03

096500.06

TOP OF COUNTER BEYONDSEE KITCHEN DWGS064020.08

064020.43

55.36.1

098400.08

096500.06

064020.08

093000.03

K.3L.4 L.1

064020.43

096500.06

093000.03

064020.08

098400.08

56.6 5.66.16.4

064020.08

096500.06

FULL HEIGHT TILE AT WALLBEYOND AND SIDE WALLS

093000.03

5 6.64 6.75.3 6.1 6.4

064020.08

093000.03

096500.06

FULL HEIGHT TILE AT WALL BEYONDAND SIDE WALLS

FULL HEIGHT TILE AT WALLBEYOND AND SIDE WALLS

234

064020.08

093000.03

096500.06

FULL HEIGHT TILE WALLBEYOND AND AT SIDE WALLS



2 3 42.8

064020.08 093000.03

096500.06

FULL HEIGHT TILE AT WALLBEYOND AND AT SIDE WALLS

FULL HEIGHT TILE AT WALLBEYOND AND AT SIDE WALLS

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1/4" = 1'-0"1

Cafeteria - Int. Elev. 1 1/4" = 1'-0"2

Cafeteria - Int. Elev. 2

1/4" = 1'-0"3

Cafeteria - Int. Elev. 3 1/4" = 1'-0"

4Cafeteria - Int. Elev. - 4

1/4" = 1'-0"9

Cafeteria Corridor - Int. Elev. 1 1/4" = 1'-0"

10Cafeteria Corridor - Int. Elev. 2

1/4" = 1'-0"11

Gym Corridor - Int. Elev. 1

1/4" = 1'-0"12

Gym Corridor - Int. Elev. 2


GENERAL NOTES :

KEYNOTE LIST064020.08 3/4" SOLID WOOD

064020.43 WOOD PANELING




116100.01 CURTAIN(S)

JH7 K.3 L.3 L.4H.4 L.1 M.2

12' TB

RAMP

CABINET

ENO

096500.06

064020.08

093000.03

PR

HJ H7K.3L.3L.4 H.4L.1M.2

RAMP

12' TB 12' TB

064020.08

093000.03

096500.06

J7 7.2 7.47.3J

096500.06

7.7K.3 J.97.7K.3J.9

SEE FC DWGSFOR FIXEDCASEWORK

096500.06

CL

7.4K.3L.3 L.1 K.4

CL

D.85.55.3 5.76.6 7.2

3' TB 3' TB6' MB

TB-S TB-STB-S

2' -

0"

L.4

096500.06

77.2

096500.06


096500.06

C

8' MB

TB-S

260000.01

5.7

6" 6"

260000.25

260000.07

230000.24

260000.05

C

270000.01 096500.06

DRAWING NUMBER

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1/4

" =

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1/4" = 1'-0"22

Admin Corridor - Int. Elev. 1

1/4" = 1'-0"23

Admin Corridor - Int. Elev. 2

1/4" = 1'-0"5

Admin Office - Int. Elev. 1 1/4" = 1'-0"

6Admin Office - Int. Elev. 2

1/4" = 1'-0"7

Admin Office - Int. Elev. 3

1/4" = 1'-0"8

Conference Rm - Int. Elev. 1 1/4" = 1'-0"

9Conference Rm - Int. Elev. 2

1/4" = 1'-0"10

Conference Rm - Int. Elev. 3

1/4" = 1'-0"11

Conference Rm - Int. Elev. 4 1/4" = 1'-0"

12Principal's Office - Int. Elev. 2

1/4" = 1'-0"13

Principal's Office - Int. Elev. 3

1/4" = 1'-0"14

Principal's Office - Int. Elev. 4

1/4" = 1'-0"15

Sped Res - Int. Elev. 1 1/4" = 1'-0"

16Sped Res - Int. Elev. 3

1/4" = 1'-0"17

Sped Res - Int. Elev. 4 1/4" = 1'-0"

18Student Serv. Rm - Int. Elev.1

1/4" = 1'-0"19

Student Serv. Rm - Int. Elev. 2 1/4" = 1'-0"

20Student Serv. Rm - Int. Elev. 3

1/4" = 1'-0"21

Student Serv. Rm - Int. Elev. 4


GENERAL NOTES :

KEYNOTE LIST064020.08 3/4" SOLID WOOD






260000.07 TELEPHONE RECEPTACLE

260000.25 CLOCK


1/4" = 1'-0"1

SMALL GROUP ROOM - INT. ELEV. 1 1/4" = 1'-0"

2SMALL GROUP ROOM - INT. ELEV. 2

1/4" = 1'-0"3

SMALL GROUP ROOM - INT. ELEV. 3 1/4" = 1'-0"

4SMALL GROUP ROOM - INT. ELEV. 4

13.613.112.8 1312.2

ENOMB MB TBTB

13.5

TB-S TB-STB-S

EQ EQ EQ EQ

EQ EQ

LFLF EQEQ

EQ EQ

096500.06 270000.01260000.05

260000.03270000.03

L.2

EQEQ EQ EQ

EQEQLF

13.6 13.1 12.813 12.213.5

4' - 0"

EQ

7' -

2"

3' -

2"

7' -

2"

1' -

6"

EQEQ

2' - 0"

6"6"

6' -

8"

8"

4' -

0"

SEE FC DWGS FORCASEWORK

RG

260000.05

260000.01 260000.01

TBTB

TB-STB-S

LFPRJLF

EQEQ EQEQ

17.8 17

MB

TB

TB-S

RESILIENT BASE

TB-S

SEE FC DWGS FORFIXED CASEWORK

LF LF

EQEQ

POWER / DATA OUTLETWITHIN CABINET

3' - 0"

PRJ

OPEN BEYOND

RESILIENT BASE RESILIENT BASESEE FC DWGS FORFIXED CASEWORK

LF


UNDERCABINETLIGHT FIXT.

LF

EQEQ

COUNTER-TOPSEE FC DWGS

TB

TB-S

17.817

MBIWBMB

2' -

0"

1' -

2"

4' -

0"

EQ EQ EQ EQ EQ EQ

EQEQ

TB-S

RG

LF LF

TB-S TB-S

PRJEQ EQ

EQ EQ EQ EQEQ EQ

LF

LF LF

X W.6

MB IWB

TB-S TB-S

RESILIENT BASE


COUNTER,SEE FCDWGS

TB

TB-S

PRJ LFLF

EQEQ EQEQ

OPEN BEYOND



UNDERCABINETLIGHT FIXT.

COUNTER-TOP,SEE FC DWGS

TB

TB-S

096500.06270000.01 260000.05

260000.01 270000.03 260000.01XW.6

TB

TB-S

LF LF

RGEQ EQ

EQ EQ

TB

TB-S

EQ EQ EQEQ

TB

TB-S

4' -

9"

ROOMSIGNSEE FC

DRAWINGSFOR FIXEDCASEWORK

096500.06

ELEVATORCONTROLS



BRACKET MOUNTED FIRE EXTINGUISHER- (FE-B)RECESSED OR SURFACE MOUNTEDFIRE EXTINGUISHER CABINET- ( FE-R OR FE-S)




FDVC

EVACMGSV

FE

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FE

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FINISH FLOOR





MB OR TB

WM

RMSIGN

PR

RECEPTACLES

WIREMOLD


8"

4' -

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1' -

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4' -

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3' -

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7' -

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4' -

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3' -

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5' -

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6' -

8"

6' -

8"

MARKERBOARD ORTACKBOARD

MB OR TB

4' -

1"

2' -

6"

7' -

2"

TBS

2' -

0"

4' -

1"

1' -

1"

MB OR TB

TBS

MARKERBOARD ORTACKBOARD AT PRE KTHROUGH K RMS

L.2

6' -

8"

EQ EQ

EQEQ EQEQ

13.6 13.1 12.813 12.213.5

SEE GC DWGS FORCASEWORK

4' - 0"

7' -

2"

270000.01

8"

230000.10

EQEQ

260000.07

230000.24

3' -

2"

3' - 6"

260000.25

TB TB

TB-S TB-S

EQEQ EQEQ

LF

260000.05

13.61312.2

TB

TB-S

MB IWB

TB-S

MB

TB-S

TB

LF

EQ EQ EQ EQ EQ EQ

270000.01

260000.05

270000.04 270000.03

096500.06

EQEQ

260000.03

EQ EQ

260000.01260000.01

6" 6"

L

8' MB

TB-S

EQ EQ

260000.05

12.8

260000.01

270000.01

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096500.06

260000.01

DRAWING NUMBER

JOB NUMBER

SC

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Chec

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1/4" = 1'-0"1

TYP. SECOND FLOOR CLASSROOM 1 1/4" = 1'-0"

2TYP. SECOND FLOOR CLASSROOM 2

1/4" = 1'-0"3

TYP. SECOND FLOOR CLASSROOM 3 1/4" = 1'-0"

4TYP. SECOND FLOOR CLASSROOM (B217 NORTH SHOWN)

1/4" = 1'-0"5

TYP. KINDERGARTON CLASSROOM (C168 EAST SHOWN) 1/4" = 1'-0"

6TYP. KINDERGARTON CLASSROOM (C168 SOUTH SHOWN)

1/4" = 1'-0"7

TYP. KINDERGARTON CLASSROOM (C168 WEST SHOWN) 1/4" = 1'-0"

8TYP. KINDERGARTON CLASSROOM (C168 NORTH SHOWN)

1/4" = 1'-0"11

TYP. KINDERGARTON CLASSROOM (C171 EAST SHOWN) 1/4" = 1'-0"

12TYP. PRE KINDERGARTON CLASSROOM (C171 SOUTH SHOWN)

1/4" = 1'-0"13

TYP. PRE-KINDERGARTON CLASSROOM (C171 WEST SHOWN) 1/4" = 1'-0"

14TYP. PRE-KINDERGARTON CLASSROOM (C171 NORTH SHOWN)

1/4" = 1'-0"10

TYP. PRE-KINDERGARTON CUBBIES @ C171

1/4" = 1'-0"9

TYP. KINDERGARTON CLASSROOM CUBBIES @ C168

1/2" = 1'-0"15

HEIGHTS

1/4" = 1'-0"16

TYP. FIRST FLOOR CLASSROOM 2 1/4" = 1'-0"

17TYP. FIRST FLOOR CLASSROOM 3


230000.10 DISPLACEMENT VENTILATION DIFFUSER





260000.07 TELEPHONE RECEPTACLE

260000.25 CLOCK



270000.04 SPEAKER

KEYNOTE LEGEND:

1/4" = 1'-0"18

TYP. FIRST FLOOR CLASSROOM 4 1/4" = 1'-0"

19TYP. FIRST FLOOR CLASSROOM 1

1/4" = 1'-0"20

TYP. SMALL GROUP ROOM 1 1/4" = 1'-0"

21TYP. SMALL GROUP ROOM 2

1/4" = 1'-0"22

TYP. SMALL GROUP ROOM 3 1/4" = 1'-0"

23TYP. SMALL GROUP ROOM 4

1211.6 12.812.2

098400.08

230000.02230000.02

GH G.8

WINDOWHEAD POCKETBEYOND

064020.41

FE-R

FTR

057500.01

260000.01

093000.03

096500.06

064020.08

260000.33

093000.03

12 11.311.612.813 12.2

098400.08

VIF 2' - 0" 4' - 0" 2' - 0" VIF

057500.01

083300.03

083300.03

G H

098400.08

1' - 6"1' - 6"1' - 6"

TB-C2 TB-C2 TB-C2

H G.6H.5H.7

OPEN

096466.05

098400.09

260000.01

093000.03

10.1 10

096466.05

098400.09

10

098400.09

ED

CJ

098400.09

096466.05

6.1 6.36

CJ

260000.01

096466.05

098400.09

DRAWING NUMBER

JOB NUMBER

SC

ALE

:D

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BY

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1/4

" =

1'-0"

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Chec

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1/4" = 1'-0"7

Cafeteria 1 1/4" = 1'-0"

8Cafeteria 2

1/4" = 1'-0"9

Cafeteria 3 1/4" = 1'-0"

10Cafeteria 4

1/4" = 1'-0"2

Multi-Purpose Room 1 1/4" = 1'-0"

1Multi-Purpose Room 2

1/4" = 1'-0"4



1/4" = 1'-0"5



KEYNOTE LIST

GENERAL NOTES

057500.01 ALUMINUM COLUMN COVER ASSEMBLY

064020.08 3/4" SOLID WOOD

064020.41 ARCHITECTURAL GRILLE

083300.03 MANUALLY OPERATED COILING COUNTERDOOR


096466.05 VENTILATING COVE BASE







W.616.3 1617W.616.316 17

TB

TB - S

MB

TB-S

S18S

17.8 17

TB

TB-S

P.6

REFERENCE DESK SEESHEET ###

T

14.8

FTRFTR WITHIN MILLWORK FTR WITHIN MILLWORK

T

BENCH

FTR WITHINMILLWORK

FTR WITHINMILLWORK

13.6 13.114 12.813 12.213.5

T U VS.5 V.7

MB-C2 MB-C2 MB-C2

CJ

TB-C2 TB-C2 TB-C2

CJ

TB-C2 TB-C2TB-C2

TUVV.7

MB-C2 MB-C2TB-C2 TB-C2 TB-C2 TB-C2 TB-C2 TB-C2

057500.01

OPEN

CJ

FE-R

OPEN

EQ EQEQ EQ

OPEN

RETURNGRILL

DRAWING NUMBER

JOB NUMBER

SC

ALE

:D

RA

WN

BY

:C

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BY

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1/4

" =

1'-0"

Co

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468109-1

Chec

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1/4" = 1'-0"9

Shared Resources Room 1 1/4" = 1'-0"

10Shared Resources Room 2

1/4" = 1'-0"11

Shared Resources Room 3 1/4" = 1'-0"

12Shared Resources Room 4

1/4" = 1'-0"13

Sped Resources Room 1 1/4" = 1'-0"

14Sped Resources Room 2

1/4" = 1'-0"15

Sped Resources Room 3 1/4" = 1'-0"

16Sped Resources Room 4

1/4" = 1'-0"17

Student Services Room 1 1/4" = 1'-0"

19Student Services Room 3

1/4" = 1'-0"20

Student Services Room 4

1/4" = 1'-0"2

Book Collection 1 1/4" = 1'-0"

1Book Collection 2

1/4" = 1'-0"3

Book Collection 3 1/4" = 1'-0"

4Book Collection 4

1/4" = 1'-0"6

Book Collection 5

1/4" = 1'-0"5

Book Collection 7

1/4" = 1'-0"7

LEARNINGS COMMONS C173 WEST

1/4" = 1'-0"8

LEARNINGS COMMONS C173 EAST

KEYNOTE LIST

GENERAL NOTES

057500.01 ALUMINUM COLUMN COVER ASSEMBLY

1/4" = 1'-0"18

Student Services Room 5

H.5

12 12.2

FRIDGE


ICP, SEETECHNOLOGYDWGS

H.5

PRIVACYCURTAIN

1212.2

H.8

TB - C2

12 12.2

MB - C2

SEE FC DWGS FOR CASEWORK

H.81212.2

MB

H.8

TB-C2

13.6 13.813.112.8 13 13.5H.813.613.8 13.1 12.813

TB

13.5

TB-S

H.5

CL

TB - C2

13.613.113 13.5

H.5

FTR

13.6 13.1

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13.5

TB-S

HG.8 H.1

OPEN OPENSEE FC DWGS FORCASEWORK

SEE SHEET A8.4ELEVATION 1

13.613.112.8 13

MB

13.5

H G.8H.1

FTR FTR

13.6 13.113.5

11 1210.1 11.310 11.6 12.810.8 12.2

TB-C2

DISPLAY CASE

OPEN

DISPLAY CASE DISPLAY CASE

BENCH BENCH

LCD TV

098400.08

1112 10.111.3 1011.612.8 10.812.2

DISPLAY CASE DISPLAY CASE

ALIGN ACOUSTICAL PANEL WITHMULLION TYP.

VIF 2' - 0" 2' - 0" 2' - 0"

VIF

2' - 0" 2' - 0" 2' - 0"

098400.08

DRAWING NUMBER

JOB NUMBER

SC

ALE

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BY

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1/4

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468109-1

Chec

ker

1/4" = 1'-0"7

Nurse's Office 1

1/4" = 1'-0"8

Nurse's Office 2

1/4" = 1'-0"9

Nurse's Office 3

1/4" = 1'-0"10

Nurse's Office 4

1/4" = 1'-0"16

Conference Room 1 1/4" = 1'-0"

17Conference Room 2

1/4" = 1'-0"18

Conference Room 3 1/4" = 1'-0"

19Conference Room 4

1/4" = 1'-0"11

Administrative Office 1 1/4" = 1'-0"

12Administrative Office 2

1/4" = 1'-0"13

Administrative Office 3 1/4" = 1'-0"

14Administrative Office 4

1/4" = 1'-0"24

Principal's Office 1 1/4" = 1'-0"

25Principal's Office 2

1/4" = 1'-0"26

Principal's Office 3 1/4" = 1'-0"

27Principal's Office 4

1/4" = 1'-0"20

Faculty Work Room 1 1/4" = 1'-0"

21Faculty Work Room 2

1/4" = 1'-0"22

Faculty Work Room 3 1/4" = 1'-0"

23Faculty Work Room 4

1/4" = 1'-0"4

Administrative Corridor 1 1/4" = 1'-0"

3Administrative Corridor 2

1/4" = 1'-0"2

Administrative Corridor 3

INTERIOR ELEVATIONS NOTES

KEYNOTE LIST

1/4" = 1'-0"15

Administrative Office 5 098400.08 ACOUSTICALPANEL -GLASS FIBER

1/4" = 1'-0"5

Administrative Corridor 1b

1/4" = 1'-0"1

Administrative Corridor 4

098400.08 ACOUSTICALPANEL -GLASS FIBER

1.11.8 3.3

260000.05 096500.06

M L.5

ENO6'8" MB 6'8" MB6'8" TB

TB-S TB-STB-S

096500.06270000.01260000.05

260000.01 270000.03

260000.03

ML.5

260000.01

260000.25

260000.11

230000.24

230000.10 096500.06

2.43.5 3.4

6' MB

TB-S

6' TB

TB-S


260000.01E D

260000.05

260000.01 260000.01

096500.06

2.4 3.53.4

ENO6'8" MB 6'8" MB

RG

TB-STB-S TB-S

260000.01

270000.01260000.05

ED

3 TB

TB-S

UNDERCABINETLIGHT FIXTURE



270000.01

E

3' TB

TB-S


ROOMNAME

096500.06

E


LF

ELEVATORCONTROLS



BRACKET MOUNTED FIRE EXTINGUISHER- (FE-B)RECESSED OR SURFACE MOUNTEDFIRE EXTINGUISHER CABINET- (FE-R OR FE-S)




FDVC

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MB OR TB

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3' -

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6' -

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6' -

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MARKERBOARD ORTACKBOARD

MB OR TB

4' -

1"

2' -

6"

7' -

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TBS

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4' -

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1' -

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MB OR TB

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MARKERBOARD ORTACKBOARD AT PRE KTHROUGH K RMS

ABC.4E.5F.8 F.5 F.4

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8' TB CUSTOM

TB-C2

8' TB CUSTOM

TB-C2

8' TB CUSTOM

TB-C2

3' MB

MB-C2

3' MB

MB-C2

064020.08

093000.03

096500.06

EA FC DB C.4

MEMORY WALL FOR KIMBALL & WALKER SCHOOLS

093000.03

BENCH

064020.43

064020.08

1.11.8 3.3

STROBE

4" RESILIENT BASE

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6'8" MB ENO

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8' TB

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260000.25

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260000.03

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1/4" = 1'-0"1

CLASSROOM #138 1 1/4" = 1'-0"

2CLASSROOM #138 2

1/4" = 1'-0"4

CLASSROOM #138 4

1/4" = 1'-0"13

KINDERGARTEN #203 1 1/4" = 1'-0"

14KINDERGARTEN #203 2

1/4" = 1'-0"15

KINDERGARTEN #203 1/4" = 1'-0"

16KINDERGARTEN #203 4

1/4" = 1'-0"11

TYP. KINDERGARTEN - CUBBIES 1 1/4" = 1'-0"

12TYP. KINDERGARTEN - CUBBIES 2

1/2" = 1'-0"19

Heights

1/4" = 1'-0"17

KINDERGARTEN CORRIDOR - SOUTH

1/4" = 1'-0"18

SECOND FLOOR KINDERGARTEN CORRIDIOR - NORTH

1/4" = 1'-0"5

CLASSROOM #230 2nd FLOOR VARIATION 1/4" = 1'-0"

6CLASSROOM #228 VARIATION W/O WINDOW

1/4" = 1'-0"3

CLASSROOM #228 3 W/ INT. WINDOW

VESTIBULE

064020.08 3/4" SOLID WOOD

064020.43 WOOD PANELING



230000.10 DISPLACEMENT VENTILATIONDIFFUSER





260000.11 TELEPHONE HANDSET

260000.25 CLOCK



KEYNOTE LIST

1/4" = 1'-0"7

SMALL GROUP ROOM #229 NORTH 1/4" = 1'-0"

8SMALL GROUP ROOM #229 EAST

1/4" = 1'-0"9

SMALL GROUP ROOM #229 SOUTH 1/4" = 1'-0"

10SMALL GROUP ROOM #229 WEST

SEE CASE WORK DWGSSHEET FC2.1

MULTI COLOREDPOLYCARBONATE TILES IN CEILING CLOUD; TYP FORTWO

CJ

CJ

1' - 4"

ENOMB MB

098400.09

TBS TBS TBS

098400.09

6' TB 8' TB

TBSTBS

098400.09

CONTROL JOINTS

1' - 4"

3.6 3.5 3.4

098400.09

FOR FIXED CASEWORK SEE SHEET FC2.1

L.5

ENOMB MB TBTB

098400.09

TB-S TB-STB-S

096500.06

230000.02

096500.06

098400.01

CJ

MULTI COLOREDPOLYCARBONATETRANSLUCENTPANELS

098400.01

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1/4" = 1'-0"1

MUSIC ROOM 1 1/4" = 1'-0"2

MUSIC ROOM 2 1/4" = 1'-0"

3MUSIC ROOM 3

1/4" = 1'-0"4

MUSIC ROOM 4

1/4" = 1'-0"5

ART ROOM 1 1/4" = 1'-0"

6ART ROOM 2

1/4" = 1'-0"7

ART ROOM 3 1/4" = 1'-0"

8ART ROOM 4

1/4" = 1'-0"9

ART ROOM 5


098400.01 ACOUSTICAL WALL PANEL



KEYNOTE LIST

3 2.4

CLOSET

8' CUSTOM TB

096500.06

8' CUSTOM TB

G F.4 2.4

CORRIDOR

COPIER


F


2.4

8' CUSTOM TB

F

DC.4D C.4


2.4


GF.8F.5F.4

116143.01

3.6 3.5


G3.6

8' CUSTOM TB

5.2 5.5



5.2

OPEN TOCORRIDOR

SEE FC DWGS FOR FIXEDCASEWORK

8' MB

TB-S

5.5 5.7 5.5

CUSTOM3' TB

8' MB

TB-S


2.4

8' CUSTOM TB

2.4

42"LCD

2.4

8' CUSTOM TB

DRAWING NUMBER

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1/4" = 1'-0"3

ADMINISTRATIVE OFFICE 101 N0RTH

1/4" = 1'-0"2

ADMINISTRATIVE SUITE NORTH 1/4" = 1'-0"

1ADMINISTRATIVE SUITE SOUTH

1/4" = 1'-0"5

ADMINISTRATIVE OFFICE 101 SOUTH 1/4" = 1'-0"

4ADMINISTRATIVE OFFICE 101 EAST

1/4" = 1'-0"6

PRINCIPAL'S OFFICE 101A SOUTH 1/4" = 1'-0"

7PRINCIPAL'S OFFICE 101A WEST

1/4" = 1'-0"8

PRINCIPAL'S OFFICE 101A NORTH

1/4" = 1'-0"9

CONF / OFFICE 101B NORTH 1/4" = 1'-0"

11CONF. / OFFICE 101B SOUTH

1/4" = 1'-0"13

TEACHER'S WORK ROOM 101C NORTH 1/4" = 1'-0"

15TEACHER'S WORK ROOM 101C SOUTH

1/4" = 1'-0"16

TEACHER'S WORK ROOM 101C WEST

1/4" = 1'-0"17

NURSE'S OFFICE 102 NORTH 1/4" = 1'-0"

18NURSE'S OFFICE 102 EAST

1/4" = 1'-0"19

NURSE'S OFFICE 102 SOUTH 1/4" = 1'-0"

20NURSE'S OFFICE 102 WEST

1/4" = 1'-0"24

SPED RESOURCE ROOM 215 WEST 1/4" = 1'-0"

21SPED RESOURCE ROOM 215 NORTH

1/4" = 1'-0"22

SPED RESOURCE ROOM 215 EAST 1/4" = 1'-0"

23SPED RESOURCE ROOM 215 SOUTH

1/4" = 1'-0"28

STUDENT SERVICES 215 C WEST 1/4" = 1'-0"

26STUDENT SERVICES 215C EAST

1/4" = 1'-0"27

STUDENT SERVICES 215C SOUTH 1/4" = 1'-0"

25STUDENT SERVICES 215C NORTH

1/4" = 1'-0"10

CONF. / OFFICE 101B EAST 1/4" = 1'-0"

12CONF. / OFFICE 101B WEST

1/4" = 1'-0"14

TEACHER'S WORK ROOM EAST


116143.01 DRAW CURTAIN(S)

KEYNOTE LIST

GENERAL NOTES

654.4

SERVINGCOUNTER

5.5

DISHWASHERSERVINGCOUNTER

098400.09

270000.03

6 4.45.5

260000.01

RAMP

SEE A8.8 FOR PROCENIUM MILWORK LAYOUT & DETAILS

H2

WALL @ RAMP

G.1F.4

098400.09

FIRST FLOOR0' - 0"

SECOND FLOOR13' - 4"

H MECH FLOOR20' - 0"

H2 G.1 F.5 F.4

098400.09

H JG H2G.1F.9 H.5 J.5

ELEV.CONTROLPANEL

ELEV.CONTROLPANEL

WOOD BENCH

098400.09

098400.09

FE Cabinet

BL-5

BL-6

098400.09

TV

WOODBENCH

DRAWING NUMBER

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1/4" = 1'-0"8

CAFETORIUM - WEST

1/4" = 1'-0"9

CAFETORIUM EAST

1/4" = 1'-0"7

CAFETORIUM NORTH

1/4" = 1'-0"10

CAFETORIUM SOUTH

1/4" = 1'-0"1

2nd Floor Lobby Corridor 2 1/4" = 1'-0"

2SECOND FLOOR LOBBY NORTH

1/4" = 1'-0"6

First Floor Lobby North

1/4" = 1'-0"5

First Floor Lobby South

1/4" = 1'-0"3

First Floor Lobby East

1/4" = 1'-0"4

First Floor Lobby West

GENERAL NOTES

098400.07 LINEAR WOOD ACOUSTICAL TREATMENT




KEYNOTE LIST

C o n c o r d E l e m e n t a r y S c h o o l stype : Public / Educationallocation : Concord, New Hampshiresize : 3 projects - Dame, Conant & Kimballproject team : design principal : KIMBALL - Christina Stanislaski, AIA, LEED APdesign principal : CONANT - Vassilios Valaes, AIA, LEED APdesign principal : DAME - Matt LaRue, AIAdesign team : Anelise Moeller Blumm, Bobby Williams LEED AP,Devin Canton, Shonali Rajani, AIA, Melissa Greene, Shaun Lynch, Dan Fograse, Mika Gilmore.

C O N T R A C T D O C U M E N T S

Roles | Responsibilities - to draft all interior elevations for all three schools for 100% CD submittal : November 1 2010.

Summary | Analysis : Experience | Skills - during this process I learned a lot about what needs to be owned by the architect and the importance of this phase. I also was able to red line some of my own drawings and take control over the inte-rior elevations in order to help the process go quicker. I learned a lot about locating outlets, fire alarms, clocks, typical mounting standards, and how to annotate properly. This phase also showed me a whole different aspect of REVIT and how to use it in the CD phase.

portfolio s ii - part ii

Documents

o r t h e o r yc o

o rs t u d y t r i c

s es t u d y r e s t

o rs t u d y g r

g h t i n g d e s i

d i u sobjective

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s h o p sl