College for the Culinary Arts

1. Capstone Project College for the Culinary Arts Presented by Kristyna Borden FIU School of Architecture Department of Interior Design Graduate Studio 6 Spring 2011

2. Why I chose to design a College for the Culinary Arts? Personal Interest: • Passion for both cooking and baking • At one point contemplated being a chef … (ex. Attended demos at Le Cordon Bleu in Paris) • Believe cuisine to be a skill that can be taught given the correct training and environment

3. Why I chose to design a College for the Culinary Arts? Professional Interest: • This type of technical school makes allowance for people who love to cook, but also have a full-time career, by providing multiple schedules for completion of the degrees offered • Growing number of people are venturing out to start second careers in the culinary arts • Improving the present day institution • Users (students and instructors) can benefit from interior design solutions

4. Master’s Research | Summer 2010 • Literature Review IND 5937-Special Topics, P. Abbott Colleges for the Culinary Arts: Implementing Design to Improve the Learning Environment • Case Study IND 6639-Research Methods, J. King Case Study: Educational Philosophy and Goals of Culinary Art School Design

5. Literature Review research topic Central Question: • What physical and sensory attributes of interior design contribute to create a successful learning environment for the culinary arts? Sub-Question: • How does natural and artificial lighting affect a person’s ability to learn? • How does class-size affect the learning environment? • Do crowding, density, and personal space play an important factor in a learning environment? • Does a sense of community affect a person’s ability to learn? • How could interior design decisions benefit visual, auditory, and kinesthetic learning types? Purpose Statement The purpose of this study will be to develop an understanding of physical and sensory qualities that facilitate the design of learning environments for students in the culinary arts. At this stage in the research, learning environments will be generally defined as a system of complex relationships that exists among the physical structure (size and arrangement of a room), a teacher, and a student.

6. Case Study According to Robert Yin, “A case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident.” research topic Focus of Case Study: The questions to be answered through this case study will be: • How does educational philosophy differ among the three different culinary art schools? • Does the size of a culinary art school play an important role in student learning? • How can educational philosophy along with interior design improve student recruitment and retention? Purpose Statement The purpose of this study is to explore the differences in educational philosophy and goals of culinary art schools. More specifically the study will examine how they are reflected in the built environment and interiors.

7. Precedent Study Culinary Art Schools in South Florida 3221 Enterprise WayMiramar, FL 33025 • The three culinary art schools selected are all • accredited by various associations • Choosing schools that have accreditation • proves that each school has successfully • passed a rigorous review with regards to length • of time in business, number of graduates, and • placement of graduates in successful careers • The schools selected also vary in size and will • allow for the differing educational philosophies • of each curriculum to be evaluated 1701 Northeast 127th Street North Miami, FL 33181 1600 Southeast 17th Street Fort Lauderdale, FL 33316

8. Study No.1 The building that houses Le Cordon Bleu Miami is part of a larger industrial/commercial park. The structural elements are well hidden within the façade The buildings are uniform in design and create a cohesive architectural landscape This uniformity does not allow for any clues as to the buildings function The building aesthetics do seem appropriate for this given development and for the differing offices located within the park

9. Study No. 2 The structural elements of the Johnson & Wales building that houses the school for the culinary arts are not apparent The building’s exterior does not really translate what is going on in the interiors The design is dated as far as aesthetics are concerned This was the old North Miami Hospital and it did undergo renovation—so it seems as though the façade has been added to create the grandeur associated with the name of the university

10. Study No. 3 The structural elements of the building that houses the Ai Culinary school are integrated into the overall design. Visible portions of the structure can been seen in parking garage The building’s exterior does not really translate what is going on in the interiors The design is dated as far as aesthetics are concerned This was once an Olive Garden Restaurant prior to becoming a Culinary School

11. Client / Owner • Giada De Laurentiis Giada’s new adventure and business venture is to open a culinary art school! Reasons why: Background in the culinary industry Years of knowledge Energy to invest herself into something that will provide a solid foundation for the next generation of culinary professionals Together, with a group of investors, Giada wishes to build a culinary art school that will incorporate the traditions of the past with the technologies of the future so that the future chefs receive the technical environment they need in order to be successful in the field

12. Client / User • College for the Culinary Arts User Types: Faculty / Staff: Administrative Chef Instructors General Education Instructors Maintenance/Janitors Students First Year Second Year Prospective Visitors Patrons of the restaurant Chefs from around the world Tasting panels for finals Potential recruiters for positions at high-end resorts

13. Culinary Art School Space Descriptions • Welcoming center: • Located at the entry of the school. • House most of the public venues that are part of the culinary art school • Upon arrival the users will have a welcoming receptionist to greet them • A place for users to sit and wait • Should have some views to the outdoors • The school’s restaurant will be adjacent to the reception • Administrative: • Area where the people who are in charge of running the school will be housed • This includes heads of departments, financial aid, advisors, student activity organizers, • as well as those in charge of assisting with uniforms, equipment, and off-campus housing • These activities will have a secondary adjacency to the welcoming center • Classrooms: • General education classrooms will follow a more traditional classroom layout • Users of these classrooms will need chairs, desks, white boards, projectors, etc. • Instructional Kitchen: • Divided into Pastry & Bakery, Chocolate & Confections, Butcher Skills and Basic Cooking Skills • Storage: • Throughout the school will have designated areas for storage • Space needed for specific equipment, appliances, uniforms and food items

14. Programming Requirements

15. Programming Requirements

16. General Adjacencies

17. Administrative Adjacencies

18. Kitchen Adjacencies

19. Location + Site Placement of Culinary Art School Auckland, New Zealand

20. Why Choose Auckland, New Zealand? • Extensive and popular wine producing region • The culinary school can support and help sustain • the local agriculture • International context with many ethnicities existing • in this area • Largest metropolitan city in the country • of New Zealand • Potential for the people of Auckland to benefit from • this type of school in their region

21. Architecture of the Site Selection

22. Building Selection for the Culinary Art School • Reason for selection: • Overall building composition • The large open views that it will afford • Grand entry space • Layout and minimal use of structural • columns, which will allow me to fully incorporate • the programmatic needs FIU’s Recreation Center

23. Building Selection for the Culinary Art School

24. Building Selection for the Culinary Art School

25. Site Location (with selected building inserted)

26. Topography of Site Location North East South West