Talking Stick - November/December 2009 - 25

evaluating existing buildings. The program becomes a lens, helpful in judging the potential for an existing building to support current needs. A critical look at the potential to house a program helps to avoid the danger of working with untested assumptions. Create tHe program Any one person can sit down and create a list of desired spaces, but architectural expertise is needed to size the spaces appropriately for the anticipated occupancy, furnishing, and equipment needs. The most successful architectural programs are developed through a series of conversations with designers and campus stakeholders. Through individual interviews or group conversations, input from a broad spectrum of perspectives ensures that the building is shaped to respond to the needs of students and residence life staff as it fulfills a particular vision. The building design influences the lives of many, including students, residence life staff, and maintenance staff. For this reason, it is best for each of these groups to have a voice in the process. At James Madison University in Harrisonburg, Virginia, programming strategies have evolved over more than a decade as the university has renovated the residential portion of the historic Bluestone campus. Initial planning for the Bluestone renovations focused on replacing the systems and finishes of the buildings, which were originally constructed between 1911 and 1964. However, as the projects have developed, the residence life program at James Madison has embraced the renovations as an opportunity to rethink how the buildings are used by students. For example, the third Bluestone renovation, Gifford Hall, carved public space into a building densely packed with student bedrooms. Now with two-thirds of the entire ground floor devoted to student activities, students have ample space to gather in formal and informal venues. The growth of public space inherently meant a loss of beds in the building. However, an allegiance to the goal of improving the quality of the residence hall community – not the quantity of its members – justified the investment in the new spaces. Five years later, similar strategies in the renovation of Hoffman Hall also led to a stronger sense of community. As it turns out, the plans to encourage community dovetailed perfectly with the growing number of living-learning communities on campus. In fact, the eco-centered community has found an ideal home in Hoffman Hall, where the new classroom and study spaces now host shared classes, study groups, and discussion sessions among learning community residents. Building on the success of the preceding projects, programming related to James Madison’s Wayland Hall renovation is taking advantage of the early planning stage to incorporate a highly specialized learning community from the beginning. This community, dedicated to the visual and performing arts, will include a gallery, music practice rooms, an art studio, and a performance and exhibition room. This 1,000-square-foot space will facilitate impromptu collaboration and group practice for dancers, musicians, actors, and visual artists. Along with the public spaces now common to the Bluestone renovations, the new spaces will encourage students to live with their art, experiencing and sharing their craft as an integral part of their first-year experience. All aspects of the program, including an ambitious reconfiguration of the bedroom spaces, are designed to encourage interaction, foster collaboration, and create ample opportunity for exposure to the discipline and joy of the arts. test tHe program Though it creates a framework for building design, an architectural program in isolation is simply a wish list of spaces to include in a building. To be most useful, the program must be tested. Using a conceptual building design, a program comes to life. Seeing the building drawn in a conceptual plan can be a wake-up call to building planners, drawing attention to spaces that are too big, too small, or too numerous. The conceptual design also reveals how well the building spaces relate to each other and to the larger site. For example, showing where each of a building’s public spaces fit on the first floor will reveal how students will initially experience their building. Frequently, early conceptual design reveals questions or problems that can only be answered or solved with a clear understanding of what the building should be. This concept will guide decisions on how to set priorities for what is included in a building and where each space is located. This vision must be understood through the development of a building design. Ideally, all involved will have a strong understanding of this vision when moving into financial analysis of the building design. Just as the conceptual plans test the spatial feasibility of a program, a cost estimate tests the financial feasibility of a program. In both cases it is important to use a concept of the project to guide decisions for getting an over-sized or over-budget project back on track. Because a program includes a clear listing of the square footage in a building, pairing the program with cost per square foot numbers infuses an architectural program with a clearer understanding of a building’s projected cost. Because different spaces inherently have different associated november + December 2009

Talking Stick - November/December 2009

Table of Contents for the Digital Edition of Talking Stick - November/December 2009

Talking Stick - November/December 2009
Contents
Online Now
Vision
Just In
Your ACUHO-I
Transitions
Regroup
Facilities
Business
Calendar
No Small Measure
Military Matriculation
Conversations
First Takes
Reporting Out
Welcome
Snapshot
Talking Stick - November/December 2009 - BB1
Talking Stick - November/December 2009 - BB2
Talking Stick - November/December 2009 - Talking Stick - November/December 2009
Talking Stick - November/December 2009 - Cover2
Talking Stick - November/December 2009 - 1
Talking Stick - November/December 2009 - 2
Talking Stick - November/December 2009 - Contents
Talking Stick - November/December 2009 - Online Now
Talking Stick - November/December 2009 - 5
Talking Stick - November/December 2009 - Vision
Talking Stick - November/December 2009 - 7
Talking Stick - November/December 2009 - Just In
Talking Stick - November/December 2009 - 9
Talking Stick - November/December 2009 - 10
Talking Stick - November/December 2009 - 11
Talking Stick - November/December 2009 - 12
Talking Stick - November/December 2009 - Your ACUHO-I
Talking Stick - November/December 2009 - Transitions
Talking Stick - November/December 2009 - 15
Talking Stick - November/December 2009 - Regroup
Talking Stick - November/December 2009 - 17
Talking Stick - November/December 2009 - 18
Talking Stick - November/December 2009 - 19
Talking Stick - November/December 2009 - Facilities
Talking Stick - November/December 2009 - 21
Talking Stick - November/December 2009 - 22
Talking Stick - November/December 2009 - 23
Talking Stick - November/December 2009 - Business
Talking Stick - November/December 2009 - 25
Talking Stick - November/December 2009 - 26
Talking Stick - November/December 2009 - Calendar
Talking Stick - November/December 2009 - No Small Measure
Talking Stick - November/December 2009 - 29
Talking Stick - November/December 2009 - 30
Talking Stick - November/December 2009 - 31
Talking Stick - November/December 2009 - 32
Talking Stick - November/December 2009 - 33
Talking Stick - November/December 2009 - 34
Talking Stick - November/December 2009 - 35
Talking Stick - November/December 2009 - Military Matriculation
Talking Stick - November/December 2009 - 37
Talking Stick - November/December 2009 - 38
Talking Stick - November/December 2009 - 39
Talking Stick - November/December 2009 - 40
Talking Stick - November/December 2009 - 41
Talking Stick - November/December 2009 - 42
Talking Stick - November/December 2009 - 43
Talking Stick - November/December 2009 - Conversations
Talking Stick - November/December 2009 - 45
Talking Stick - November/December 2009 - 46
Talking Stick - November/December 2009 - First Takes
Talking Stick - November/December 2009 - Reporting Out
Talking Stick - November/December 2009 - 49
Talking Stick - November/December 2009 - 50
Talking Stick - November/December 2009 - 51
Talking Stick - November/December 2009 - 52
Talking Stick - November/December 2009 - 53
Talking Stick - November/December 2009 - Welcome
Talking Stick - November/December 2009 - 55
Talking Stick - November/December 2009 - Snapshot
Talking Stick - November/December 2009 - Cover3
Talking Stick - November/December 2009 - Cover4
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20190506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20190304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20190102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20181112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20180910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20180708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20180506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20180304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20180102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20171112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20170910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20170708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20170506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20170304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20170102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20161112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20160910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20160708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20160506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20160304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20160102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20151112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20150910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20150708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20150506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20150304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20150102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20141112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20140910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20140708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20140506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20140304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20140102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20131112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20130910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20130708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20130506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20130304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20130102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20121112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20120910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20120708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20120506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20120304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_201201
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20111112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20110910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20110708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20110506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20110304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20110102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20101112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20100910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20100708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20100506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20100304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20100102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20091112
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20090910
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20090708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20090506
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20090304
https://www.nxtbook.com/nxtbooks/acuho/talkingstick_20090102
https://www.nxtbook.com/nxtbooks/acuho/talkingstick1108
https://www.nxtbook.com/nxtbooks/acuho/talkingstick0908
https://www.nxtbook.com/nxtbooks/acuho/talkingstick0708
https://www.nxtbook.com/nxtbooks/acuho/talkingstick0508
https://www.nxtbookmedia.com