Tea l Nabors

My Des ign Ph i losophyI believe design is derived from observing, listening and learning. I strive to create interiors that are functional and exceed the expectations of the client.

Conten ts01 Healthcare 02 Restaurant 03 Corporate

04 Showroom

05 Education

06 Finishing Touches

UT Medical Center

Sam & Andy’s

RIVR Media

Workspace Interiors

IDEC Competition

UT Med ica l Center

The orthopedic recovery center at UT Med was expanding and in the process was being redesigned. The concept and focus for the design was the patient. The purpose in the design was to encourage the patient to get up and move around. A tube LED light would be installed right under the soffit in each patient room. Periodically a stream of light would pass through the tube and lead towards the patients door to encourage movement. When a patient gets up and moves around they are more likely to recovery faster and have less complications.

01

P1 Hallway

Blocking Diagram

P2 Nurse Station

S1 Patio Drainage Detail

Study Model of Patient Room

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P3 Patient Room

E2 Nurse Station

E1 Elevator Lobby Wall

S1 Patio Drainage Detail

Sam & Andy ’s

The McClung Warehouse are located in on West Jackson Avenue in downtown Knoxville. These highly visible warehouses used to be home to C.M. McClung & Company. The heavy timbers, large open space, and weathered brick are a perfect fit of the nostalgia and strength of Knoxville’s past combined with the excitement and energy of Knoxville’s Future.

Located on street level of the multipurpose building will be long time Vol favorite, Sam & Andy’s. The deli used to be located on the Strip, but got bought out and had to relocate. By bringing Sam & Andy’s to the downtown area it will combine the memories of the past and the highly visible future for the McClung Warehouses. The interior interconnects the old structure and a rich history of the university’s past.

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1/8” = 1’0”

Section A 1/8” = 1’0”

The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.

Dining Perspective

Section B 1/8” = 1’0”

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1/8” = 1’0”

Section A 1/8” = 1’0”

The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.

Dining Perspective

Section B 1/8” = 1’0”

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36

80

1/8” = 1’0”

Section A 1/8” = 1’0”

The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.

Dining Perspective

Section B 1/8” = 1’0”

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36

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1/8” = 1’0”

Section A 1/8” = 1’0”

The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.

Dining Perspective

Section B 1/8” = 1’0”

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36

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1/8” = 1’0”

Section A 1/8” = 1’0”

The main floor of building five will be the new home to the long time Vol favorite, Sam & Andy’s. Located on the strip, Sam & Andy’s has been a refugee and hangout for UT students and Vol fans alike for decades. After leaving their long time home on the strip, Sam & Andy’s has been searching for the proper location to showcase their Vol spirit along with their incredible food. What better place to combine the memories of the past and the high visibility of the future than the McClung Warehouses. Patrons are greeted with a blast from the past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.past with interconnecting of an old structure and original slab floor, heavy wooden beams and state-of-the-art eatery, complete with wrap around Vol memorabilia.

Dining Perspective

Section B 1/8” = 1’0”

P1 Dining Area View

A| Section

B| Section

RIVR Med ia

The concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the facade. This element will grasp the attention of people in a way to lure them into the building. The large windows in the building create an irony because the smells of old factories, coal burning and horses would of been the heart warming smells that would of been smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction and deflection. So people go from a spacious exterior to an inclosed interior with purpose and direction. People act as the air traveling through the space bringing life back into the old historic building.

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STREET FLOOR 3/32”=1’0”

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3RD FLOOR 3/32”=1’0”

4TH FLOOR 3/32”=1’0”

5TH FLOOR 3/32”=1’0”

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3RD FLOOR 3/32”=1’0”

4TH FLOOR 3/32”=1’0”

5TH FLOOR 3/32”=1’0”

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3RD FLOOR 3/32”=1’0”

4TH FLOOR 3/32”=1’0”

5TH FLOOR 3/32”=1’0”5th Floor Plan

4th Floor Plan

Basement Floor Plan

3rd Floor Plan

2nd Floor Plan

1st Floor Plan

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SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”

SIDE ELEVATION 3/32”=1’0”

CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.

“A house is a machine for living in” – Le Corbusier

ATRIUM DIAGRAM

CIRCULATION DIAGRAM

STACKING DIAGRAM

EXECUTIVE

ACCOUNTING

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SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”

SIDE ELEVATION 3/32”=1’0”

CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.

“A house is a machine for living in” – Le Corbusier

ATRIUM DIAGRAM

CIRCULATION DIAGRAM

STACKING DIAGRAM

EXECUTIVE

ACCOUNTING

EDIT/AUDIO BAYS

GYM

LOBBY/STUDIO

STORAGE

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SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”

SIDE ELEVATION 3/32”=1’0”

CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.

“A house is a machine for living in” – Le Corbusier

ATRIUM DIAGRAM

CIRCULATION DIAGRAM

STACKING DIAGRAM

EXECUTIVE

ACCOUNTING

EDIT/AUDIO BAYS

GYM

LOBBY/STUDIO

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BASEMENT FLOOR 3/32”=1’0”

STREET FLOOR 3/32”=1’0”

2ND FLOOR 3/32”=1’0”

P1 Entry View

Concept DiagramStacking DiagramSite Plan

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SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”

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CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.

“A house is a machine for living in” – Le Corbusier

ATRIUM DIAGRAM

CIRCULATION DIAGRAM

STACKING DIAGRAM

EXECUTIVE

ACCOUNTING

EDIT/AUDIO BAYS

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SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”

SIDE ELEVATION 3/32”=1’0”

CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.

“A house is a machine for living in” – Le Corbusier

ATRIUM DIAGRAM

CIRCULATION DIAGRAM

STACKING DIAGRAM

EXECUTIVE

ACCOUNTING

EDIT/AUDIO BAYS

GYM

LOBBY/STUDIO

STORAGE

E2 Building Elevation

E1 Building Facade

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INTENTIONAL MOVEMENT

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SECTION 3/32”=1’0”FRONT ELEVATION 3/32”=1’0”

SIDE ELEVATION 3/32”=1’0”

CONCEPTThe concept for the building is intentional movement. It is this idea that the “machine” or building will force your circulation in and through the space. The exterior of the historic building will keep most of its historic context, but a green wall will be added to the façade. This element will grasp the attention of people in a way to lure them into the building as well as provide fresh air to ventilate around the building. The large windows in the building create an irony because the smells of old factories, coal burning, and horses would of been the heart warming smells they would of smelt instead of clean fresh air. Airflow has been divided into guidance, filtration, obstruction, and deflection. In 1983 when Commerce Street changed to Summit Hill Drive this gave the building a new perspective on the downtown street corner allowing more people to filter by the building. It widened the passage at the front of the building. So you go from a spacious exterior to an enclosed interior with direction. People act as the air traveling through the space. Clear signage guides each individual in and through the building. For the movement through the space the branding elements are intentionally placed to manipulate ones movement. Branding can be seen on the exterior and in the lobby area as well. Today there is this futuristic system where the corporate world is becoming one and the same with technology. Corporations still have the system of hierarchy but they are striving on more of a collaborative approach. Offices that provide flexibility and amenities to their clients have shown better profit margins than other companies. Therefore good working conditions are leading to success.

“A house is a machine for living in” – Le Corbusier

ATRIUM DIAGRAM

CIRCULATION DIAGRAM

STACKING DIAGRAM

EXECUTIVE

ACCOUNTING

EDIT/AUDIO BAYS

GYM

LOBBY/STUDIO

STORAGE

S1 Building Section

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Const ruc t ion Documents

Workspace In te r io rs

Workspace Interiors located in Knoxville, Tennessee is a Steelcase dealership. The mirrored windows on the facade of the building block any window-shopping taking place, so everyone is forced to enter into the building to even experience the showroom. Interaction is key. Client-designer, client-product, designer-product and designer to designer are all interactions that are necessary for Workspace Interiors to continue to grow. To come full circle when we talk about growing a business in today’s world technology cannot be left behind. This is why Workspace Interiors needs an interactive iPad app for their Work Life Center. The app will flow through the showroom creating a more interactive feel for everyone.

04

Steelcase

WorkLifeinteractive showroom

Showrooms

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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCTKnoxville

WELCOME.

Section

Floor Plan3/16” = 1’0” Scale

ConceptWorkspace Interiors needs an iPad app like the Steelcase National showrooms. The mirrored windows on the façade of the building block any window-shopping taking place at Workspace Interiors. So everyone is forced to enter in to the building and experience the space for themselves. Interaction is key. Client-designer, client-product, designer-product and designer to designer are all interactions that are necessary for Workspace Interiors to continue to grow. To come full circle when we talk about growing a business in today world technology cannot be left behind. This is how my design based on the concept of INTERAC-TION began.

Design DevelopmentThe Work Life Center will become an interactive space for clients and the designers. On the sign out front a barcode can be scanned for anyone who is just passing by. They can download a free virtual tour of Work-space Interiors’ Showroom. But once one enters into the building a niche encapsulates them. When peeping through the hole one feels as though they should be on the other side of the wall immediately to stand in front of the reception desk. By incorporating this furniture piece from Nurture it creates this tension be-tween spaces. Do I continue on or wait? Clients are then welcomed by technology that directs them in the proper direction of where to go next. Clients have the option to go up to the screen and interact with it, or they can enter in to the waiting area with a coffee bar. From the entrance clients will be able to follow an engaging path along side of the designers. This path is visible by two different colored modular carpets. As one walks through and experiences the space they will quickly notice all spaces are accessible. This is so constant interaction with products can occur. Giving clients a chance to find that “perfect fit.” The Think, Leap and Amia chairs suspended from a track system create a sculpture like effect in the showroom. Flex-ibility is granted with the track system because it allows for the chairs to be moved at any particular point. The idea of things coming from overhead comes from the issue of square foot versus cubic foot. Square footage is expensive, but this building has a ton of cubic feet so things occurring above are great for this type of space. A screen is also attached to the track system, as temporary divisions of space may be needed. A felt material is applied to the back wall to allow another point of interaction to take place. The application is good for acoustics, Velcro, tacks and aesthetics. The layering of different materials along with the screens and various storage components helps to visually divide the interior. A niche in the wall lit by strip lights helps display some of the material options Steelcase, Nurture, Coalesse, Details, Polyvision, and Turnstone have to offer. Along with a virtual tour on the iPad there are video cameras scattered throughout to show how people are working with the products. The large collaboration area is in the kitchen area. The various displays of furniture also allow the designers to have meetings or lunches together. Once a client has had an interactive tour at Workspace Interiors they should have a better knowledge of Steelcase and a strong relationship with the designer.

P2 Turnstone Furniture

Steelcase

WorkLifeinteractive showroom

Showrooms

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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCTKnoxville

WELCOME.

Section

Floor Plan3/16” = 1’0” Scale

ConceptWorkspace Interiors needs an iPad app like the Steelcase National showrooms. The mirrored windows on the façade of the building block any window-shopping taking place at Workspace Interiors. So everyone is forced to enter in to the building and experience the space for themselves. Interaction is key. Client-designer, client-product, designer-product and designer to designer are all interactions that are necessary for Workspace Interiors to continue to grow. To come full circle when we talk about growing a business in today world technology cannot be left behind. This is how my design based on the concept of INTERAC-TION began.

Design DevelopmentThe Work Life Center will become an interactive space for clients and the designers. On the sign out front a barcode can be scanned for anyone who is just passing by. They can download a free virtual tour of Work-space Interiors’ Showroom. But once one enters into the building a niche encapsulates them. When peeping through the hole one feels as though they should be on the other side of the wall immediately to stand in front of the reception desk. By incorporating this furniture piece from Nurture it creates this tension be-tween spaces. Do I continue on or wait? Clients are then welcomed by technology that directs them in the proper direction of where to go next. Clients have the option to go up to the screen and interact with it, or they can enter in to the waiting area with a coffee bar. From the entrance clients will be able to follow an engaging path along side of the designers. This path is visible by two different colored modular carpets. As one walks through and experiences the space they will quickly notice all spaces are accessible. This is so constant interaction with products can occur. Giving clients a chance to find that “perfect fit.” The Think, Leap and Amia chairs suspended from a track system create a sculpture like effect in the showroom. Flex-ibility is granted with the track system because it allows for the chairs to be moved at any particular point. The idea of things coming from overhead comes from the issue of square foot versus cubic foot. Square footage is expensive, but this building has a ton of cubic feet so things occurring above are great for this type of space. A screen is also attached to the track system, as temporary divisions of space may be needed. A felt material is applied to the back wall to allow another point of interaction to take place. The application is good for acoustics, Velcro, tacks and aesthetics. The layering of different materials along with the screens and various storage components helps to visually divide the interior. A niche in the wall lit by strip lights helps display some of the material options Steelcase, Nurture, Coalesse, Details, Polyvision, and Turnstone have to offer. Along with a virtual tour on the iPad there are video cameras scattered throughout to show how people are working with the products. The large collaboration area is in the kitchen area. The various displays of furniture also allow the designers to have meetings or lunches together. Once a client has had an interactive tour at Workspace Interiors they should have a better knowledge of Steelcase and a strong relationship with the designer.

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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Reflected Ceiling Plan3/16” = 1’0”

Fluorescent Down Light

Frosted Glass Wall Diagram

Massing Diagram

Screen Movement Diagram

Material Wall Diagram

2x2 Armstrong Acoustical Ceiling Tile

Track Lighting

Recessed Caned

Camera

Perspective View

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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Reflected Ceiling Plan3/16” = 1’0”

Fluorescent Down Light

Frosted Glass Wall Diagram

Massing Diagram

Screen Movement Diagram

Material Wall Diagram

2x2 Armstrong Acoustical Ceiling Tile

Track Lighting

Recessed Caned

Camera

Perspective View

P1 Nurture Furniture Line

E1 Material Wall Elevation

S1 Showroom Section

Material Wall Detail

IDEC Compet i t ion

Teammates: Abbey Stepanek & Erin Brelsford

This was a two week group project submitted to the Interior Design Educators Council 2012 Competition. The purpose of the project was to design a “classroom of the future.” Based on thorough research we based our design on The Brain-Based Learning Theory were we derived five goals that we wanted to achieve in our design.

The theory states that as long as nothing prohibits the brain from its normal processes then learning will occur. The five goals we have chosen help to increase learning opportunities for the classroom of the future.

Our five goals were safety, variety, adaptive, engage and connect.

05

the LEARNING centerBRAIN-BASED

LEARNING

THEORYWith advancing technology and the cultural

changes that accompany it, today’s youth

fi nd themselves restricted and disconnected

to classrooms that have not accommodated

these cultural changes. Thus, because of

their un-adapted learning environments,

students are having a harder time learning

and getting engaged in their education.

To improve student learning, classrooms

should be designed based on educational

research to incorporate technology and the

generational learning needs of the students.

The Brain-Based Learning Theory is an

educational theory based on the structure

and function of the brain. The theory states

that as long as the brain is not prohibited from

fulfi lling its normal processes, learning will

occur (funderstanding.com, 2008). The theory

advocates the neuroplasticity of the brain;

the brain is always learning and changing.

Neuroplasticity involves the “selective

organizing of connections between neurons in

our brains” (Bernard, Neuroplasticity, 2010).

When stored memories are accessed or

activities are practiced, these neural networks

and pathways shape themselves based on

SAFETY

VARIETY

ADAPTIVE

ENGAGE

CONNECT

LOFT FLOOR PLAN9’ AFF

1/16” = 1’0”

MAIN FLOOR PLAN1/16” = 1’0”

Low VOC paint

Sherwin-Williams

Sundance

Classroom chairs

Steelcase

Node Chair

Railing resin panel

3Form Varia Ecoresin

Vitamin C

Dry erase paint

Muraspec

Idea Paint

P1| CENTRAL CLASSROOM SPACEAll fi ve goals come together in the main classroom space at the center of the room. It can be enclosed

to provide a sense of safety by eliminating distractions. It’s size, shape, and fl exible furniture allow for

the teacher to adapt the space for different lessons and student needs. Three of the 4 fi xed walls have

a dry erase paint surface and the other wall has a Polyvision Eno interactive white board to connect

new lectures back to old ones. This, as well as, the movable white boards allows the students to get up

and move around to engage themselves while learning. The movable glass walls give the classroom

the ability to connect to the rest of the space. Students can also connect to one another through the

possibility of many different furniture arrangements.

the activity or memory. If these things are

not frequently accessed or practiced, the

brain will get rid of the connecting pathways

(Bernard, Neuroplasticity, 2010).

Based on this idea, the best ways for

students to learn involve things that support

the creation and maintenance of these

connecting neural pathways. It is important

for students to incorporate pattern and

repetition of information in a variety of ways

in order to strengthen neural pathways in the

brain. It is also important to tap into pathways

that already exist by relating new information

to things the brain already knows: information

learned in the past, pop culture, or things

associated with home or the outside world.

(Bernard, Neuroplasticity, 2010). These

neural pathways will be made stronger if

students are engaged emotionally, physically,

and mentally in their learning process; this is

essential to the brain solidifying information to

long term memory (Bernard, Science Shows,

2010).

It is proven that stressed brains are unable

to absorb new information and form neural

pathways; internal stresses such as

embarrassment, boredom, fear, frustration,

and even hunger can prevent the brain

from learning. The amygdala in the brain is

responsible for processing emotions and

storing memories of emotional reactions. This

part of the brain reacts to stress so intensely

that it physically prevents information from

reaching the parts of the brain that absorb

new knowledge. Therefore, students learn

best when they are comfortable and feel safe

from both external and internal distractions

(Bernard, To Enable Learning, 2010).

Ultimately, the Brain-Based Learning

Theory suggests that classrooms should be

completely learner-centered; an environment

in which the focus is not the teaching, but the

learning. Thus the best environment for Brain-

Based Learning is adaptable to each learner,

customizable to support each individual

student’s learning needs (Kaufman, 2008).

“Active Learing Spaces.” Steelcase. Steelcase.com, 2012. Web. 20 Nov. 2012.

<http://www.steelcase.com/en/products/category/educational/research

/pages/research.aspx>.

Bernard, Sara. “Neuro Myths: Separating Fact and Fiction in Brain-Based

Learning.” Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012.

<http://www. edutopia.org/neuroscience-brain-based-learning-myth-

busting>.

Bernard, Sara. “Neuroplasticity: Learning Physically Changes the Brain.”

Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://

www.edutopia.org/neuroscience-brain-based-learning-

neuroplasticity>.

Bernard, Sara. “Science Shows Making Lessons Relevant Really Matters.”

Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov.

2012. <http://www.edutopia.org/neuroscience-brain-based-learning-

relevance-improves-engagement>.

Bernard, Sara. “To Enable Learning, Put (Emotional) Safety First.” Edutopia.

Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://www.

edutopia.org/neuroscience-brain-based-learning-emotional-safety>.

“Brain-based Learning.” Funderstanding. Funderstanding.com, Dec. 2008.

Web. 21 Nov. 2012. <http://www.funderstanding.com/

educators/brain-based-learning/>.

How Innovation Can Thrive on Campus. Herman Miller. 21 November 2012

<http://www.hermanmiller.com/research/research-summaries/how-

innovation-can-thrive-on-campus.html>.

Hub Life: Insights That Shape Campus Space. Herman Miller. 19 November

2012 <http://www.hermanmiller.com/content/dam/hermanmiller/

documents/research_topic/HMI%20Hub%20Life%202%20Revised.

pdf>.

Kaufman, Eric K., J. Shane Robinson, Kimberly A. Bellah, Cindy Akers,

Penny Haase-Wittler, and Lynn Martindale. “Engaging Students with

Brain-Based Learning.” ACTE: Association for Career and Technical

Education. Www.acteonline.org, Sept. 2008. Web. 19 Nov. 2012.

<http://kimberlysheppard.wiki.westga.edu/fi le/view/

Engaging+Students+with+Brain-Based+Learning..pdf>.

“Six Tips for Brain-Based Learning.” Edutopia. Edutopia.org, 2011. Web. 19

Nov. 2012. <http://www.edutopia.org/brain-based-learning-

strategies-resource-guide>.

UP

DN

S1

E1

E2

P1

P2

P3

the LEARNING centerBRAIN-BASED

LEARNING

THEORYWith advancing technology and the cultural

changes that accompany it, today’s youth

fi nd themselves restricted and disconnected

to classrooms that have not accommodated

these cultural changes. Thus, because of

their un-adapted learning environments,

students are having a harder time learning

and getting engaged in their education.

To improve student learning, classrooms

should be designed based on educational

research to incorporate technology and the

generational learning needs of the students.

The Brain-Based Learning Theory is an

educational theory based on the structure

and function of the brain. The theory states

that as long as the brain is not prohibited from

fulfi lling its normal processes, learning will

occur (funderstanding.com, 2008). The theory

advocates the neuroplasticity of the brain;

the brain is always learning and changing.

Neuroplasticity involves the “selective

organizing of connections between neurons in

our brains” (Bernard, Neuroplasticity, 2010).

When stored memories are accessed or

activities are practiced, these neural networks

and pathways shape themselves based on

SAFETY

VARIETY

ADAPTIVE

ENGAGE

CONNECT

LOFT FLOOR PLAN9’ AFF

1/16” = 1’0”

MAIN FLOOR PLAN1/16” = 1’0”

Low VOC paint

Sherwin-Williams

Sundance

Classroom chairs

Steelcase

Node Chair

Railing resin panel

3Form Varia Ecoresin

Vitamin C

Dry erase paint

Muraspec

Idea Paint

P1| CENTRAL CLASSROOM SPACEAll fi ve goals come together in the main classroom space at the center of the room. It can be enclosed

to provide a sense of safety by eliminating distractions. It’s size, shape, and fl exible furniture allow for

the teacher to adapt the space for different lessons and student needs. Three of the 4 fi xed walls have

a dry erase paint surface and the other wall has a Polyvision Eno interactive white board to connect

new lectures back to old ones. This, as well as, the movable white boards allows the students to get up

and move around to engage themselves while learning. The movable glass walls give the classroom

the ability to connect to the rest of the space. Students can also connect to one another through the

possibility of many different furniture arrangements.

the activity or memory. If these things are

not frequently accessed or practiced, the

brain will get rid of the connecting pathways

(Bernard, Neuroplasticity, 2010).

Based on this idea, the best ways for

students to learn involve things that support

the creation and maintenance of these

connecting neural pathways. It is important

for students to incorporate pattern and

repetition of information in a variety of ways

in order to strengthen neural pathways in the

brain. It is also important to tap into pathways

that already exist by relating new information

to things the brain already knows: information

learned in the past, pop culture, or things

associated with home or the outside world.

(Bernard, Neuroplasticity, 2010). These

neural pathways will be made stronger if

students are engaged emotionally, physically,

and mentally in their learning process; this is

essential to the brain solidifying information to

long term memory (Bernard, Science Shows,

2010).

It is proven that stressed brains are unable

to absorb new information and form neural

pathways; internal stresses such as

embarrassment, boredom, fear, frustration,

and even hunger can prevent the brain

from learning. The amygdala in the brain is

responsible for processing emotions and

storing memories of emotional reactions. This

part of the brain reacts to stress so intensely

that it physically prevents information from

reaching the parts of the brain that absorb

new knowledge. Therefore, students learn

best when they are comfortable and feel safe

from both external and internal distractions

(Bernard, To Enable Learning, 2010).

Ultimately, the Brain-Based Learning

Theory suggests that classrooms should be

completely learner-centered; an environment

in which the focus is not the teaching, but the

learning. Thus the best environment for Brain-

Based Learning is adaptable to each learner,

customizable to support each individual

student’s learning needs (Kaufman, 2008).

“Active Learing Spaces.” Steelcase. Steelcase.com, 2012. Web. 20 Nov. 2012.

<http://www.steelcase.com/en/products/category/educational/research

/pages/research.aspx>.

Bernard, Sara. “Neuro Myths: Separating Fact and Fiction in Brain-Based

Learning.” Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012.

<http://www. edutopia.org/neuroscience-brain-based-learning-myth-

busting>.

Bernard, Sara. “Neuroplasticity: Learning Physically Changes the Brain.”

Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://

www.edutopia.org/neuroscience-brain-based-learning-

neuroplasticity>.

Bernard, Sara. “Science Shows Making Lessons Relevant Really Matters.”

Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov.

2012. <http://www.edutopia.org/neuroscience-brain-based-learning-

relevance-improves-engagement>.

Bernard, Sara. “To Enable Learning, Put (Emotional) Safety First.” Edutopia.

Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://www.

edutopia.org/neuroscience-brain-based-learning-emotional-safety>.

“Brain-based Learning.” Funderstanding. Funderstanding.com, Dec. 2008.

Web. 21 Nov. 2012. <http://www.funderstanding.com/

educators/brain-based-learning/>.

How Innovation Can Thrive on Campus. Herman Miller. 21 November 2012

<http://www.hermanmiller.com/research/research-summaries/how-

innovation-can-thrive-on-campus.html>.

Hub Life: Insights That Shape Campus Space. Herman Miller. 19 November

2012 <http://www.hermanmiller.com/content/dam/hermanmiller/

documents/research_topic/HMI%20Hub%20Life%202%20Revised.

pdf>.

Kaufman, Eric K., J. Shane Robinson, Kimberly A. Bellah, Cindy Akers,

Penny Haase-Wittler, and Lynn Martindale. “Engaging Students with

Brain-Based Learning.” ACTE: Association for Career and Technical

Education. Www.acteonline.org, Sept. 2008. Web. 19 Nov. 2012.

<http://kimberlysheppard.wiki.westga.edu/fi le/view/

Engaging+Students+with+Brain-Based+Learning..pdf>.

“Six Tips for Brain-Based Learning.” Edutopia. Edutopia.org, 2011. Web. 19

Nov. 2012. <http://www.edutopia.org/brain-based-learning-

strategies-resource-guide>.

UP

DN

S1

E1

E2

P1

P2

P3

the LEARNING centerBRAIN-BASED

LEARNING

THEORYWith advancing technology and the cultural

changes that accompany it, today’s youth

fi nd themselves restricted and disconnected

to classrooms that have not accommodated

these cultural changes. Thus, because of

their un-adapted learning environments,

students are having a harder time learning

and getting engaged in their education.

To improve student learning, classrooms

should be designed based on educational

research to incorporate technology and the

generational learning needs of the students.

The Brain-Based Learning Theory is an

educational theory based on the structure

and function of the brain. The theory states

that as long as the brain is not prohibited from

fulfi lling its normal processes, learning will

occur (funderstanding.com, 2008). The theory

advocates the neuroplasticity of the brain;

the brain is always learning and changing.

Neuroplasticity involves the “selective

organizing of connections between neurons in

our brains” (Bernard, Neuroplasticity, 2010).

When stored memories are accessed or

activities are practiced, these neural networks

and pathways shape themselves based on

SAFETY

VARIETY

ADAPTIVE

ENGAGE

CONNECT

LOFT FLOOR PLAN9’ AFF

1/16” = 1’0”

MAIN FLOOR PLAN1/16” = 1’0”

Low VOC paint

Sherwin-Williams

Sundance

Classroom chairs

Steelcase

Node Chair

Railing resin panel

3Form Varia Ecoresin

Vitamin C

Dry erase paint

Muraspec

Idea Paint

P1| CENTRAL CLASSROOM SPACEAll fi ve goals come together in the main classroom space at the center of the room. It can be enclosed

to provide a sense of safety by eliminating distractions. It’s size, shape, and fl exible furniture allow for

the teacher to adapt the space for different lessons and student needs. Three of the 4 fi xed walls have

a dry erase paint surface and the other wall has a Polyvision Eno interactive white board to connect

new lectures back to old ones. This, as well as, the movable white boards allows the students to get up

and move around to engage themselves while learning. The movable glass walls give the classroom

the ability to connect to the rest of the space. Students can also connect to one another through the

possibility of many different furniture arrangements.

the activity or memory. If these things are

not frequently accessed or practiced, the

brain will get rid of the connecting pathways

(Bernard, Neuroplasticity, 2010).

Based on this idea, the best ways for

students to learn involve things that support

the creation and maintenance of these

connecting neural pathways. It is important

for students to incorporate pattern and

repetition of information in a variety of ways

in order to strengthen neural pathways in the

brain. It is also important to tap into pathways

that already exist by relating new information

to things the brain already knows: information

learned in the past, pop culture, or things

associated with home or the outside world.

(Bernard, Neuroplasticity, 2010). These

neural pathways will be made stronger if

students are engaged emotionally, physically,

and mentally in their learning process; this is

essential to the brain solidifying information to

long term memory (Bernard, Science Shows,

2010).

It is proven that stressed brains are unable

to absorb new information and form neural

pathways; internal stresses such as

embarrassment, boredom, fear, frustration,

and even hunger can prevent the brain

from learning. The amygdala in the brain is

responsible for processing emotions and

storing memories of emotional reactions. This

part of the brain reacts to stress so intensely

that it physically prevents information from

reaching the parts of the brain that absorb

new knowledge. Therefore, students learn

best when they are comfortable and feel safe

from both external and internal distractions

(Bernard, To Enable Learning, 2010).

Ultimately, the Brain-Based Learning

Theory suggests that classrooms should be

completely learner-centered; an environment

in which the focus is not the teaching, but the

learning. Thus the best environment for Brain-

Based Learning is adaptable to each learner,

customizable to support each individual

student’s learning needs (Kaufman, 2008).

“Active Learing Spaces.” Steelcase. Steelcase.com, 2012. Web. 20 Nov. 2012.

<http://www.steelcase.com/en/products/category/educational/research

/pages/research.aspx>.

Bernard, Sara. “Neuro Myths: Separating Fact and Fiction in Brain-Based

Learning.” Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012.

<http://www. edutopia.org/neuroscience-brain-based-learning-myth-

busting>.

Bernard, Sara. “Neuroplasticity: Learning Physically Changes the Brain.”

Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://

www.edutopia.org/neuroscience-brain-based-learning-

neuroplasticity>.

Bernard, Sara. “Science Shows Making Lessons Relevant Really Matters.”

Edutopia. Edutopia.org, 1 Dec. 2010. Web. 21 Nov.

2012. <http://www.edutopia.org/neuroscience-brain-based-learning-

relevance-improves-engagement>.

Bernard, Sara. “To Enable Learning, Put (Emotional) Safety First.” Edutopia.

Edutopia.org, 1 Dec. 2010. Web. 21 Nov. 2012. <http://www.

edutopia.org/neuroscience-brain-based-learning-emotional-safety>.

“Brain-based Learning.” Funderstanding. Funderstanding.com, Dec. 2008.

Web. 21 Nov. 2012. <http://www.funderstanding.com/

educators/brain-based-learning/>.

How Innovation Can Thrive on Campus. Herman Miller. 21 November 2012

<http://www.hermanmiller.com/research/research-summaries/how-

innovation-can-thrive-on-campus.html>.

Hub Life: Insights That Shape Campus Space. Herman Miller. 19 November

2012 <http://www.hermanmiller.com/content/dam/hermanmiller/

documents/research_topic/HMI%20Hub%20Life%202%20Revised.

pdf>.

Kaufman, Eric K., J. Shane Robinson, Kimberly A. Bellah, Cindy Akers,

Penny Haase-Wittler, and Lynn Martindale. “Engaging Students with

Brain-Based Learning.” ACTE: Association for Career and Technical

Education. Www.acteonline.org, Sept. 2008. Web. 19 Nov. 2012.

<http://kimberlysheppard.wiki.westga.edu/fi le/view/

Engaging+Students+with+Brain-Based+Learning..pdf>.

“Six Tips for Brain-Based Learning.” Edutopia. Edutopia.org, 2011. Web. 19

Nov. 2012. <http://www.edutopia.org/brain-based-learning-

strategies-resource-guide>.

UP

DN

S1

E1

E2

P1

P2

P3

P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner

studying, technology incorporation, lounge set up, movable white board use, and the personal bub-

bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions

and stresses for optimal concentration and absorption.

P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive

wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.

The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving

around, and it connects their school day with familiar outside activities.

CONCEPTThe classroom of the future lets the brain learn

through its natural processes. Our fi ve goals

strive to achieve this concept by preventing

things that prohibit learning, and increasing

learning opportunities in the classroom.

GOALSSAFETYProvide an emotionally secure environment

that eliminates stress and individual

distractions, allowing the students to feel

comfortable.

VARIETYHelp students solidify information to long

term memory through repetition in a number

of ways.

ADAPTIVECreate a learner-centered environment that

is fl exible to each student’s learning needs.

ENGAGEGet students physically, mentally, and

emotionally involved in the learning process.

CONNECTHelp students relate new information with

other familiar things in order to form stronger

neural connections and allow iall of the pieces

to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”

S1| SECTIONAL ELEVATION1/8” = 1’0”

E2| CAFE ELEVATION1/4” = 1’0”

Low VOC paint

Sherwin-Williams

Gecko

Wall graphic

Lounge chair

Turnstone

Hosu Chair

Low VOC paint

Sherwin-Williams

Invigorate

Table

Turnstone Campfi re

Paper Table

Upholstery

Turnstone

Connect, Canary

Modular carpet tile

J+J Invision

Clowning Around,

Ring Master

Low VOC paint

Sherwin-Williams

Steely Gray

ong

mber

that

s.

and

ess.

with

nger

P1 Central Classroom Space

P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner

studying, technology incorporation, lounge set up, movable white board use, and the personal bub-

bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions

and stresses for optimal concentration and absorption.

P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive

wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.

The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving

around, and it connects their school day with familiar outside activities.

CONCEPTThe classroom of the future lets the brain learn

through its natural processes. Our fi ve goals

strive to achieve this concept by preventing

things that prohibit learning, and increasing

learning opportunities in the classroom.

GOALSSAFETYProvide an emotionally secure environment

that eliminates stress and individual

distractions, allowing the students to feel

comfortable.

VARIETYHelp students solidify information to long

term memory through repetition in a number

of ways.

ADAPTIVECreate a learner-centered environment that

is fl exible to each student’s learning needs.

ENGAGEGet students physically, mentally, and

emotionally involved in the learning process.

CONNECTHelp students relate new information with

other familiar things in order to form stronger

neural connections and allow iall of the pieces

to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”

S1| SECTIONAL ELEVATION1/8” = 1’0”

E2| CAFE ELEVATION1/4” = 1’0”

Low VOC paint

Sherwin-Williams

Gecko

Wall graphic

Lounge chair

Turnstone

Hosu Chair

Low VOC paint

Sherwin-Williams

Invigorate

Table

Turnstone Campfi re

Paper Table

Upholstery

Turnstone

Connect, Canary

Modular carpet tile

J+J Invision

Clowning Around,

Ring Master

Low VOC paint

Sherwin-Williams

Steely Gray

ong

mber

that

s.

and

ess.

with

nger

P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner

studying, technology incorporation, lounge set up, movable white board use, and the personal bub-

bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions

and stresses for optimal concentration and absorption.

P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive

wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.

The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving

around, and it connects their school day with familiar outside activities.

CONCEPTThe classroom of the future lets the brain learn

through its natural processes. Our fi ve goals

strive to achieve this concept by preventing

things that prohibit learning, and increasing

learning opportunities in the classroom.

GOALSSAFETYProvide an emotionally secure environment

that eliminates stress and individual

distractions, allowing the students to feel

comfortable.

VARIETYHelp students solidify information to long

term memory through repetition in a number

of ways.

ADAPTIVECreate a learner-centered environment that

is fl exible to each student’s learning needs.

ENGAGEGet students physically, mentally, and

emotionally involved in the learning process.

CONNECTHelp students relate new information with

other familiar things in order to form stronger

neural connections and allow iall of the pieces

to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”

S1| SECTIONAL ELEVATION1/8” = 1’0”

E2| CAFE ELEVATION1/4” = 1’0”

Low VOC paint

Sherwin-Williams

Gecko

Wall graphic

Lounge chair

Turnstone

Hosu Chair

Low VOC paint

Sherwin-Williams

Invigorate

Table

Turnstone Campfi re

Paper Table

Upholstery

Turnstone

Connect, Canary

Modular carpet tile

J+J Invision

Clowning Around,

Ring Master

Low VOC paint

Sherwin-Williams

Steely Gray

ong

mber

that

s.

and

ess.

with

nger

P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner

studying, technology incorporation, lounge set up, movable white board use, and the personal bub-

bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions

and stresses for optimal concentration and absorption.

P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive

wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.

The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving

around, and it connects their school day with familiar outside activities.

CONCEPTThe classroom of the future lets the brain learn

through its natural processes. Our fi ve goals

strive to achieve this concept by preventing

things that prohibit learning, and increasing

learning opportunities in the classroom.

GOALSSAFETYProvide an emotionally secure environment

that eliminates stress and individual

distractions, allowing the students to feel

comfortable.

VARIETYHelp students solidify information to long

term memory through repetition in a number

of ways.

ADAPTIVECreate a learner-centered environment that

is fl exible to each student’s learning needs.

ENGAGEGet students physically, mentally, and

emotionally involved in the learning process.

CONNECTHelp students relate new information with

other familiar things in order to form stronger

neural connections and allow iall of the pieces

to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”

S1| SECTIONAL ELEVATION1/8” = 1’0”

E2| CAFE ELEVATION1/4” = 1’0”

Low VOC paint

Sherwin-Williams

Gecko

Wall graphic

Lounge chair

Turnstone

Hosu Chair

Low VOC paint

Sherwin-Williams

Invigorate

Table

Turnstone Campfi re

Paper Table

Upholstery

Turnstone

Connect, Canary

Modular carpet tile

J+J Invision

Clowning Around,

Ring Master

Low VOC paint

Sherwin-Williams

Steely Gray

ong

mber

that

s.

and

ess.

with

nger

P2 Entry View

E2 Cafe Elevation

P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner

studying, technology incorporation, lounge set up, movable white board use, and the personal bub-

bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions

and stresses for optimal concentration and absorption.

P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive

wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.

The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving

around, and it connects their school day with familiar outside activities.

CONCEPTThe classroom of the future lets the brain learn

through its natural processes. Our fi ve goals

strive to achieve this concept by preventing

things that prohibit learning, and increasing

learning opportunities in the classroom.

GOALSSAFETYProvide an emotionally secure environment

that eliminates stress and individual

distractions, allowing the students to feel

comfortable.

VARIETYHelp students solidify information to long

term memory through repetition in a number

of ways.

ADAPTIVECreate a learner-centered environment that

is fl exible to each student’s learning needs.

ENGAGEGet students physically, mentally, and

emotionally involved in the learning process.

CONNECTHelp students relate new information with

other familiar things in order to form stronger

neural connections and allow iall of the pieces

to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”

S1| SECTIONAL ELEVATION1/8” = 1’0”

E2| CAFE ELEVATION1/4” = 1’0”

Low VOC paint

Sherwin-Williams

Gecko

Wall graphic

Lounge chair

Turnstone

Hosu Chair

Low VOC paint

Sherwin-Williams

Invigorate

Table

Turnstone Campfi re

Paper Table

Upholstery

Turnstone

Connect, Canary

Modular carpet tile

J+J Invision

Clowning Around,

Ring Master

Low VOC paint

Sherwin-Williams

Steely Gray

ong

mber

that

s.

and

ess.

with

nger

P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner

studying, technology incorporation, lounge set up, movable white board use, and the personal bub-

bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions

and stresses for optimal concentration and absorption.

P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive

wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.

The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving

around, and it connects their school day with familiar outside activities.

CONCEPTThe classroom of the future lets the brain learn

through its natural processes. Our fi ve goals

strive to achieve this concept by preventing

things that prohibit learning, and increasing

learning opportunities in the classroom.

GOALSSAFETYProvide an emotionally secure environment

that eliminates stress and individual

distractions, allowing the students to feel

comfortable.

VARIETYHelp students solidify information to long

term memory through repetition in a number

of ways.

ADAPTIVECreate a learner-centered environment that

is fl exible to each student’s learning needs.

ENGAGEGet students physically, mentally, and

emotionally involved in the learning process.

CONNECTHelp students relate new information with

other familiar things in order to form stronger

neural connections and allow iall of the pieces

to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”

S1| SECTIONAL ELEVATION1/8” = 1’0”

E2| CAFE ELEVATION1/4” = 1’0”

Low VOC paint

Sherwin-Williams

Gecko

Wall graphic

Lounge chair

Turnstone

Hosu Chair

Low VOC paint

Sherwin-Williams

Invigorate

Table

Turnstone Campfi re

Paper Table

Upholstery

Turnstone

Connect, Canary

Modular carpet tile

J+J Invision

Clowning Around,

Ring Master

Low VOC paint

Sherwin-Williams

Steely Gray

ong

mber

that

s.

and

ess.

with

nger

P3| PERSONAL BUBBLES AND STUDY SPACEThe study space offers a wide variety of study options: small group, large group, single and partner

studying, technology incorporation, lounge set up, movable white board use, and the personal bub-

bles. These bubbles mimic a comfortable “personal bubble” and is intended to eliminate distractions

and stresses for optimal concentration and absorption.

P2| ENTRY VIEWStudents are welcomed as they enter with a check-in center featuring mounted tablets for interactive

wayfi nding and information. Bikes can be rolled right off the street into the planter-disguised bike rack.

The nearby rock wall, to code with safety mat, allows students a chance to take a break for moving

around, and it connects their school day with familiar outside activities.

CONCEPTThe classroom of the future lets the brain learn

through its natural processes. Our fi ve goals

strive to achieve this concept by preventing

things that prohibit learning, and increasing

learning opportunities in the classroom.

GOALSSAFETYProvide an emotionally secure environment

that eliminates stress and individual

distractions, allowing the students to feel

comfortable.

VARIETYHelp students solidify information to long

term memory through repetition in a number

of ways.

ADAPTIVECreate a learner-centered environment that

is fl exible to each student’s learning needs.

ENGAGEGet students physically, mentally, and

emotionally involved in the learning process.

CONNECTHelp students relate new information with

other familiar things in order to form stronger

neural connections and allow iall of the pieces

to come together as a whole.E1| PERSONAL BUBBLES ELEVATION1/4” =1’0”

S1| SECTIONAL ELEVATION1/8” = 1’0”

E2| CAFE ELEVATION1/4” = 1’0”

Low VOC paint

Sherwin-Williams

Gecko

Wall graphic

Lounge chair

Turnstone

Hosu Chair

Low VOC paint

Sherwin-Williams

Invigorate

Table

Turnstone Campfi re

Paper Table

Upholstery

Turnstone

Connect, Canary

Modular carpet tile

J+J Invision

Clowning Around,

Ring Master

Low VOC paint

Sherwin-Williams

Steely Gray

ong

mber

that

s.

and

ess.

with

nger

P3 Personal Bubbles and Study Space

S1 Sectional Elevation

E1 Personal Bubble Elevation

Fin ish ing Touches

In lighting class I designed a table lamp with the main material being wood.

Shown also in this section are event planning and layouts that have helped people see their vision come to life in a well organized way.

06

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The shape of the light came from the ideal of pulling two forms apart. After a few sketches the lamp was transfered into CAD. The CAD drawing was printed to scale, cut out, and traced onto 3/4” plywood. A jig saw, table saw, and wood glue were all used to build the lamp. A round vegetable garden stake and wire mesh were used for the lamp shade. Tool was then wrapped around the lamp. The plywood and the tool give the lamp a masculine and feminine feel at the same time.

Teal Nabors Unity LampSpring 2012Lighting for Interior Design Professor Jeff Geren

1” = 1’0”

Elevation

1” = 1’0”

Plan

1” = 1’0”

Section

To the right was the first at-tempt of building the light with metal. Tube metal was used so there would still be a place for the wires to go. The metal was unable to bend as smoothly as desired.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

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The shape of the light came from the ideal of pulling two forms apart. After a few sketches the lamp was transfered into CAD. The CAD drawing was printed to scale, cut out, and traced onto 3/4” plywood. A jig saw, table saw, and wood glue were all used to build the lamp. A round vegetable garden stake and wire mesh were used for the lamp shade. Tool was then wrapped around the lamp. The plywood and the tool give the lamp a masculine and feminine feel at the same time.

Teal Nabors Unity LampSpring 2012Lighting for Interior Design Professor Jeff Geren

1” = 1’0”

Elevation

1” = 1’0”

Plan

1” = 1’0”

Section

To the right was the first at-tempt of building the light with metal. Tube metal was used so there would still be a place for the wires to go. The metal was unable to bend as smoothly as desired.

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The shape of the light came from the ideal of pulling two forms apart. After a few sketches the lamp was transfered into CAD. The CAD drawing was printed to scale, cut out, and traced onto 3/4” plywood. A jig saw, table saw, and wood glue were all used to build the lamp. A round vegetable garden stake and wire mesh were used for the lamp shade. Tool was then wrapped around the lamp. The plywood and the tool give the lamp a masculine and feminine feel at the same time.

Teal Nabors Unity LampSpring 2012Lighting for Interior Design Professor Jeff Geren

1” = 1’0”

Elevation

1” = 1’0”

Plan

1” = 1’0”

Section

To the right was the first at-tempt of building the light with metal. Tube metal was used so there would still be a place for the wires to go. The metal was unable to bend as smoothly as desired.

Lamp Sketch

E1 Lamp Elevation

Lamp Plan

S1 Lamp Section

Lamp Photograph

Window

Window

Window Window

77 Seats @ 2' Apart90 Seats @ 2' Apart

Groom SideBride Side Kitchen60"x20" 60"x20"60

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60"

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60"

60"

60"

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60"60"

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Chairs

Lounge1st chair 9'6" from wall

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As Built with suggested arrangement

Wedding Reception

Centerpiece for Rehearsal Dinner

In my free time I enjoy helping people plan major events. The centerpiece was a collaboration between selected students, the Dean of Interior Design and his soon to be wife at the time. It was a fun and unique way to utilize our skills.

The floor plan was a layout done for a bride and groom. Several layouts were shown, but this particular plan was the one they chose to go with on the day of their wedding. To the right is a picture of what the reception ended up looking like in the end.

Contac t In fo rmat ion

Teal Nabors

Address2584 Avalon Cir.Chattanooga, TN 37415

Phone423.309.1302

Emailtnabors@utk.edu

EducationThe University of Tennessee

Thank You.