St.

Croix Studio: Telling Stories Through Community Design (11:550:332CD, 11:550:432CD,

16:550:536CD)

Spring 2013 Project Three: Salt River Bay National Historical Park and Ecological Preserve Visitor Center 40% of grade Objectives: Story telling through physical site design, experience, and interpretive materials Access between sites, to include pedestrian, vehicular, and water approaches Develop an appropriate phasing plan, as well as initial management and maintenance plan, for the site that addresses environmental, social, and organizational capacity and sustainability Planting strategy for implementation in/around Visitor Center Relate design process and product to ongoing outreach, program development, collaborations, etc. This may include integration of exhibition design with site design. Create linkages to other sites and programs Step 1: Design Charette: Scenarios of experience Bring to class: trace paper, markers, drafting tape For the 3 hours during class, the goal of the charette is to process all the information gathered so that we can move forward. The class will be divided into groups of 3 students note that this group is for today only (not the project). Take a few minutes to look over the list in the textbox. From this list, or from your own imagination, pick two people each that Scenario options you are going to role-play through a great visit to the A cruise-ship visitor to St. Croix who has future Salt River Bay National Historical Park and decided take the bus to the park An eco-tourist who is spending 2 weeks on St. Ecological Preserve. Each group will create at least 6 Croix different experience scenarios.

Take a few minutes to imagine that person. Avoid stereotypes and consider the most positive opportunities that might unfold. For each, consider: How do they get there? How long do they stay? Where do they go? What did they like the best? What did they skip (they are allowed to that)? Would they want to return (and if so, for what?) What was their take-away from the experience?
1

A visitor who is researching her/his family history A researcher from the marine center on his/her day off A local expert on St. Croix history A family with a vacation home on the island who spend at least a month every year onisland A waitress/surfer/diver who moved to island 6 months ago and has a day off A local family that has been Easter camping at Salt River for 15 years th A teacher bringing 18 4 graders Local resident who comes a couple times a year A local resident who would like to volunteer at the center Someone who works at the visitor center. Someone you make up

Share the story of each visitor with your group. Then, with a trace layer per scenario over the basemap provided, draw and annotate each persons experience in terms of sites, movement, and emotions. Do this for all 6. When done, overlay the 6 pieces of trace. On a seventh, redraw a shared experience. What do you see emerging from these 6 distinct experiences? What areas are busy, what areas are not? Where are the obvious opportunities? How might you engage the entire space? Complete a trace site plan with notes calling out important experiences. Be prepared to share these products with the class. Step 2: Visitor Center: Access and Experience Due: One week-- Pin-up on Tuesday, April 2, Deliverables: conceptual diagram/image brief 2-sentence description of site design goals site design (1 = 16 at least) 2 views. First, look through your sketchbook and revisit your notes, sketches, and ideas for the site. Consider what you thought about during projects one and two. For the first week, students will work individually on a site design for the visitor center. This includes from the gate up to the center, a path up from the road connecting to the beach, and the interior court of the visitors center. Develop a concept diagram(s) that illustrate how you interpreted the site information and how it led to your design concept. Write a 1-2 sentence description. Your design should bring out the sense of place and reveal the uniqueness / idiosyncrasy of the site. It should be educational as well as delightful. The path is not just a path but an experience. Challenge: can access meet ADA compliance? Specific garden spaces should address concepts of the provision ground, ethnobotany, and ocean-side reforestration (the plant lists for reforestration is available on Sakai). As a way to imagine use, go back to your 6 characters and consider their enjoyment, experience, and learning from your proposed site.

Step 3: Beach, Ball Court, and Fort Due: One weekPinup on April 9 Deliverables: conceptual diagram/image brief 2-sentence description of site design goals site design (1 = 16 at least) 2 views.

Once again, look through your sketchbook and revisit your notes, sketches, and ideas for the site. Consider what you thought about during projects one and two. Students will work individually on a site design for the beach, ballcourt, and fort area. Develop a concept diagram(s) that illustrates your interpretation of the site information and program and how it led to your design concept. Write a 1-2 sentence description. Your design should include access from the paved road below the visitor center. Develop a design that reveals/protects the ballcourt while still inviting people to camp at the beach. Your design should address parking everyday visitor parking, school bus/van turn-around, and special events (i.e. Easter camping). The design should entice you to explore the fort, remembering that there may be active archaeology going on. As a way to imagine use, go back to your 6 characters and consider their enjoyment, experience, and learning from your proposed site. Step 4: Pulling it all Together Due: One weekPinup on April 16. Your pin-up will be with the original 3 group members. They will test your design based on the scenarios you developed on March 14. Deliverables: Previous material updated diagrams, entry sequence views, etc.as needed to depict ideas Based on feedback from pin-ups, desk crits, and your own ongoing design development, your goal is to pull it all together into one cohesive site design. Your design may require different scales island, all of Salt River, circulation from main roads, overall site, close-up of particular elements, etc. Because site design and program are so intertwined in this project, be explicit with your programmatic requirements. For example, how self-guided experience needs as well as group- and tour-led experiences are developed and depicted.

Step 5: Completion Final Review: April 30 Deliverables: 11 x 17 format to include material above. Refine concept diagram (that evokes site analysis and design concept) and brief descriptive text Refine site design Develop at least 4 detail areas, some of which should reveal your programmatic insertions. Develop conceptual planting scheme for hillside and courtyard Refine 2-4 illustrations (with people in them). Grading will be based on the following: Use of notes, sketchbooks, and iterative work to process ideas Rigor in thinking and research. Individual process and resulting products Completion of expectations/deadlines Creativity and expressiveness
Week 8 March 12 Review Project 2 Project 3 Spring break March 26 Desk crits March 13 Film: Mockbee March 14 Design Charette/Pin-up

Week 9 Week 10

Spring break March 27 Film: Americas Best Idea (#8 or 9) (Nelson at CELA, Austin) April 3 Skype with David G. Readings: TBA April 10 Discussion with Edith Laurencin April 17 Sugar discussion Readings from Galloway, The Sugar Cane Industry, Introduction, Ch 1, 4 (part) April 24 TBA

Spring break March 28 Desk crits (Nelson at CELA, Austin) April 4 Desk crits

Week 11

April 2 Pin-up

Week 12 Week 13

April 9 Pin up April 16 Pin-up

April 11 Desk crits April 18 Desk crits

Week 14 Week 15

April 23 Desk crit April 30 REVIEW Project 3

April 25 Desk crit