L
Mixed Use Building in Mission Hill
by
Richard Kemp Renner
Bachelor of Arts, Williams College
1969
submitted in partial fulfillment of the requirements
for the degree of Master of Architecture
at the
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
February, 1976
Signature of Author
.
.
.-...
.-
.
-..
Department of Arch tecture,
Febru-
ary, 1976
Certified by
-,
Re hard C. Tremaglio Associate Professor
or Architecture, Th is Supervisor
Accepted by.
- ---
-----------------
Michael Underhill, Chairman, Departmental
Committee for Graduate Students
FEB 26 1976
MeSnA
iso
1
TABLE OF CONTENTS
Table of Contents
1
Abstract
2
Site
3
Program
15
The Design
22
Footnotes
21
Bibliography
25
Site Photographs
26
Area Context
27
Climate
28
Site Plan
29
Parking,
Driving,
Walking
30
Model Photographs
31
Plan at 52t
36
Plan at 6 i-
37
Plan at 8o'
38
Plan at 97'
39
Sections
40
Framing
41
2
Mixed Use Building in
Mission Hill
Richard Kemp Renner
Submitted to the Department of Architecture on February 17,
1976 in. partial fulfillment of the requirements for the
degree of Master of Architecture
On a site bounded by Tremont, Calumet, and Saint
Alphonsus Streets and next to Brigham Circle in the Mission
Hill area of Boston, I have designed a mixed-use fadility
including stores, parking, community spaces, and an elementary school.
This thesis parallels Samuel Van Dam's
thesis, Housing and Open Space Prooosal for the Quarry,
whchde6als with an adjaent
i976,
Mission Til7Th.~~ArchT,
part of the same site.
We worked together on an overall
site plan including open space, pedestrian and vehicle
movement, and parking distribution; we then designed our
individual projects to fit
within that plan.
We collaborated
on the drawings showing the urban context and the site plan,
and his housing design can be seen in the model photographs
that accompany the design drawings.
My design deals with a number of issues raised by
the urban context and the physical character of the area:
in particular by the twenty to forty foot ledge which bisects the site.
How can this be used as open space and
perhaps as a transition between the residential areas above
the ledge and the commercial/institutional zone below?
Can the school become part of that transition? How can the
ledge be used to generate the organization and physical form
In the design I have also explored the use o
of the school?
of several structural systems and the generation and resolution of several geometries.
3
SITE
The quarry site, on the north side of Mission Hill,
is surrounded by Tremont, Calumet, and Saint Alphonsus
Streets.
Its northern corner touches Huntington Avenue at
Brigham Cirale.
Context")
(see figure 1 and drawing titled "Area
A twenty -to forty foot ledge runs along the
north edge and then turns into the site, almost cutting it
in half.
The zone below the ledge and nearer Huntington
Avenue is the site for my thesis design.
The zone above
th6 ledge is treated more fully in Samual Van Dam's thesis,
Housi; and Open Space Proposal for the Quarry, Mission
Hill (M. Arch, 1976).
Before and during design work on
=nr
individual proposals, we worked together on a plan for the
entire site.
(Drawings titled "Area Context," "Site Plan,"
and "Parking, Driving, Walking" show some of the overall
site design considerations.
Hereafter, "quarry site" will
refer to the entire parcel, and "school," "open space;
and
"housing" will refer to the smaller zones within the site.)
Mission Hill, like most of the hills in Boston, is a
drumlin and primarily the result of glacial activity in the
Pleistocene Age.
As the section reproduced in figure 21
shows, its north side is primarily rock outcrop with a thin
soil cover, but the south side (to the glacier moving south,
the lee side) is mostly glacial till deposited as the glacier
moved up and over the outcrop.
The quarry site has very
little soil cover, and the outcrop, which can be seen along
DEPARTMENT OF THE INTERIOR
GEOLOGICAL SURVEY
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Tremont and Saint Alphonsus Streets, sometimes rises as high
as forty and fifty feet,A forms a natural northern boundary
The cliff curves into the site from Tremont
to the site.
Street, but its shape is largely the result of quarrying in
the late nineteenth and early twentieth centuries (see
figure
)2
The top of Mission Hill is 210 feet above sea
level; the quarry site is lower, but the views are still
From some spots one can see a panorama stretch-
spectacular.
ing from Dorchester to the southeast through Boston to
Brookline to the northwest (see drawing titled "Climate").
Because of its height and proximity to Boston, the
hill was an importantVRevolutionary War campground for
American troops during the British occupation of Boston.
Later, the hill became known as Parker Hill because it was
the residence of John Parker, a wealthy Boston merchant,
and his heirs.
In the latter half of the nineteenth cen-
tury there was a growing Irish working class population,
and there were many factories and breweries around its base.
Parker Hill became known as Mission Hill because of
the church founded there in 1871 by the Irish-Catholic
community.
The present large church structure was dedicated
in 1878, and with the building of a parochial school in 1889
the complex occupied an entire block.
By 1916 the church
had over 10,000 members.
Now the church has only 3000 members, and the inmigration of black and Spanish-Americans has diluted t.e
6
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once strong Irish character of the community.
44% white,
today is
In
Mission Hill
30% black, and 24% Spanish-American.
the early years of this century,
Woods and Kennedy
described the Irish on Mission Hill as
different from those found in the other ward.
Many government employees, foremen, clerks, policemen, firemen, and streetcar men live in quite
comfortable circumstances
.
the city yet quite 3 above it.
air of prosperity.
.
.
,
accessible to
There is a general
There is no longer an air of prosperity and stability about
the community.
Permanent residents have dropped from
25,000 to 18,000 in the last twenty years, and the population has become more transient in character.
Physically,
much of the housing stock is deteriorating, and the average
income is $7453 per household versus the Boston average of
$9130 per household.
Light manufacturing no longer plays an important role
in the area's economy:
44% of
the population works for the
educational and medical institutions which surround the
community and have been expanding into some of the neighborhoods.
Many of the community's present problems stem from
its relationships with these institutions and the Boston
Redevelopment Authority.
A plan proposed by the Boston Redevelopment Authority in 1965 was rejected by the community because, among
other things, it would have eliminated three community
schools and torn down much of the community's commercial
center near Brigham Circle.
After this--and perhaps be-
10
cause of the rejection--the community was excluded from all
state and Federally funded planning and renewal areas.
Con-
sequently, the community
was left unprotected to speculation and land
grabbing.
Major land acquisitions were made by
area institutions. Families left.
The area
deteriorated. Banks refused to give homeowners'
mortgages. Crime increased. There was no public
document to show what to expect of Mission Hill
and4 to define what w re the responsibilities to
it.
(see figure 5)
Just north of Tremont Street sevor al high-rise and
low-rise housing projects were constructed;
this involved
the demolition of several blocks of existing housing and
further decimated the community.
While all this was happening, medical institutions
unveiled expansion plans,
some of which meant the destruction
of large sections of existing residential neighborhoods.
When Harvard University retained I. M. Pei and Associates
to develop an area plan, neighborhood groups banded together,
created the Circle Federation, and hired John Sharratt
Associates to develop an alternative proposal.
In
developing our site plan, we used Sharratt's
proposals for the the quarry site
a starting point.
and surrounding area as
Figure 6 shows Sharratt s planning bounda-
ries, and figure 7 shows his reuse plan.6
Unlike Sharratt,
we route pedestian traffic down through the quarry site,
and we increase tiie amount of open space to include most of
the bowl created by the ledge.
Our plan turns the quarry
proper into community open space along a major pedestrian
11
figure G
FIGURE
17
PUBLIC PLANNING AAEAS
KEY:
(MAP ILLUSTRATES THAT MISSION HILL HAS BEEN
LEFT OUT OF PUBLIC PLAN'NING AREAS)
MISSION
BOSTON
HILL
COMMUNITY
MASSACHUSETTSo-'" o
ARCHITECTURE
AND
PLANNING
12
figure 6
FIGURE 15
INTEGRAL UNIT
OF A ---NATURAL
BOUNDARIES ARTERIALS
== 4. PROPOSED MAJOR
KEY:
1. NORTH-SOUTH
...
2. EAST-WEST ARTERIALS
PROJECT AREA BOUNDARIES ...
3.
MISSION
BOSTON
INTERSECTIONS
INg
HILL
MASSACHUSETTSo
COMMUNITY
"OHT
AS
IN
13
m
mI
LAND RE-USE PLAN,1970, R.T.H.
KEY-
oMIERCIAL FACILITIES
(OMML'NITY FACILITIES
INSTITUTIONAL FACILITIES
HIGH RISE HOUSING
.I
IY
'-
HOUSING
AJOR PEDEST RIAN CIRCULATION
FIGURE
-
P'"'4
18
MISSION
BOSTON
HILL
MASSACHUSETTSO
COMMUNITY
o80
JOHN SHARRATT ASSOCIATES INC
ARCHITECTURE
AND
FLANNINC
1I
route down the hIll
portation,
to Brigham Circle and to public trans-
stores,
and jobs.
those of the street
system,
These paths are shorter than
their
views are unobstructed,
and they follow well-worn existing routes
(especially the
one along the top of the ledge behind the houses bordering
Calumet Street).
(See drawings titled "Site Plan," "Area
Context,", and "Parking, Driving,
route down the hill
Walking.")
and through the site
is
The pedestrian
also part of a
pedestrian right of way which could extend from the Southwest Corridor to the Riverway.
Housing is
kept above the
quarry and the elementgry school and community facilities
are along Calumet Street below the bowl.
is
Part of the bowl
a school playground, and the pedestrian path splits and
offers three alternative ways down to Brigham Circle by and
buried under the school;
through the school.
Parking is
vehicles are kept a
close to the edge of the site as possible;
and new stores reinforce what is
now a fragmented commercial
edge.
The school site is
perhaps the steepest built area.
Undoubtedly this presents foundation And other problems
whose solution involves higher costs.
according to the Boston
Public Facilities Department, difficult sites have advantages
for school construction.
so it
Schools generate no tax revenues,
is best to build where land is
not attractive to
developers and the-refore not so valuable.
Higher construc-
tion costs may be offset by lower acquisition costs and by
15
the fact that more valuable land is not removed from the
tax rolls.
PROGRAM
After looking through a number of elementary school
programs at Boston's Public Facilities Department, I chose
one written for Charlestown's Kent School.
The Kent School
and the projected school on Mission Hill are roughly
similar in size (5Q6 to 600 students), and the Kent School
program included community facilities and open plan classroom clusters.
Furthermore, the Kent School site is a tight,
sloping one, and the prograD discussed buried parking and
roof-top play areas as ways of gaining extra space.
More time could have been spent analyzing and perhaps
improving the program, but the purpose of the thesis was to
gain design experience.
Rewriting educational programs is a
long and difficult process and could have easily been a
thesis in itself.
concept.
I accepted in principle the open plan
I deviated a little from the open plan concept by
giving separate classrooms enough individual character so
that they could function on their own without over'dependence on the common learning areas.
Some open plan schools
include no classrooms as such; it seemed more sensible to
me to include a number of spatial options than to depend
solely on one or two.
The program divides the school into two houses--
-
U ~-
16
kindergarten/primary and upper primary/intermediate--and
each house into two clusters.
The kindergarten cluster has
three classrooms, the primary three classrooms, and the
upper primary and intermediate six classrooms each.
In each
cluster the classrooms are to be arranged aro:und and therefore partially define a common learning area.
In the common
learning area many inter-class activities occur, and this
space is the heart of the open plan system.
Besides the classrooms and the common learning areas,
each house has some associated spaces.
Both houses have
large multipurpose rooms which serve as auditoriums, cafeterias, and in the case of the kindergarten/primary house
as gymnasium.
There are also science, music, reading, and
art project rooms; a learning resource center serves the
upper primary/intermediate house but is available to the
other house.
In adapting the program to the new site I made several
changes.
The kindergarten/primary house retains the multi-
purpose room, but it is a little smaller; it is adjacent to
the common learning area and can be combined with it by moving some sliding doors.
I eliminated the upper primary/
intermediate multipurpose room and substituted a real auditorium and cafeteria.
Combining the two functions would
seem to produce a space suited for neither.
The separate
auditorium in my project could be used by the community
or by students withat interfering with the daily meal
17
In
achedule.
a real auditorium movies,
and dama.would be easier to present.
open to tbe outside
(since it
concerts,
meetings,
The cafeteria is
more
does not have to be darkened),anI
contain3 a variety of spaces which do not have to be oriented
toward a single stage,
and can be used as occasional class-
room space.
Because the site is
small,
all
six classrooms in
the
upper primary and intermediate clusters do not surround the
common learning areas at the same level.
Some are one-half
level up; some are one-half level down. (see drawing titled
"Sections").
Furthermore,
in
order to differentiate each
classroom into more private and less private zones,
usually a small level change in
there is
I felt
the classroom.
that
there should be a range of collective to individual experiences and that teahers
should have the option of dealing
or individuals.
The best
with large groups,
small groups,
way to enable this
was to create several types of learning
space.
In
general, each classroom has two thirds of its
space adjacent to the common learning area and one third
removed from the common learning area as a more private
learning space.
Lastly, I
enlarged the library so that part wculd be-
come a community library and part a learning resource center
for the school.
These parts are separated vertically but
connected by an open stair and a light well.
portion of the library is
The public
next to the community space.
r
18
PART IX
Summary of Spaces and Areas
For convenience in planning, particularly in its possible use as a
check list, a summary of the major spaces which have been discussed in
this document witil
Along with most items is given an
be given below.
approximate net floor area.
The actual area which is satisfactory is
often.dependent upon the shape that emerges in the design process.
Any point within the range will be
fore, in some cases a range is given.
workable if
There-
the shape of the space is efficient.
. Space
Number
Approximate
Area in Net
Square Feet
Notes
Instructional spaces and adjuncts
Kindergarten rooms
5
1200
Primary classroom equivalent
3
800
850
Arranged in three-room
cluster
Upper primary classroom
equivalents
6
800 - 850
Arranged in three-room
clusters
Intermediate classroom
equivalents
6
800 - 850
Arranged in three-room
clusters
Classrooms for emotionally
disturbed pupils
2
600
classrooms
2
900 - 1000;
{Special
Advanced work classroom
900g
Science Center
1500
-
-
1300.
700
-
1000
-
1600
Arts and Project Spaces
Primary/Special
Upper primary/intermediate
1
1000
1
1800
Reading Laboratories and Remedial Reading
I Upper primary/intermediate
I Primary/special
1
1
600 - 700
.600
- 700
Arranged in a
Three Room
Cluster
0444sow-
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19
IX-2
Space
Common Learnings area
(Corridor - equivalent plus)
Number
Approximate
Area in Net
Square Feet
1500
3
.
1600
-
~
Notes
,
1 for each team center
except for kindergarten
house.
Instructional Materials Center
2500 (Approx)
Library Office
150
Library workroom
200
Satellite Library
200
Team center general storeroom,
general and science
3
300
House storerooms, project and arts
2
4oo
Teachers regular planning center
2
400
Include built-in lockable
wardrobes for 20.
Kindergarten storeroom
5
120
1 for each kindergarten
Special Class storeroom
2
50
1 each classroom
Special Class observation
2
50
1 each classroom
Advanced work storeroom
Not for kindergarten areas
80
Multipurpose room (primary)
5000
Including 600 sq. ft. stage
with operable wall, 2 storerooms; serving kitchen.
(Serving kitchen)
Assembly Room
1
7000
Including stage (600+ sq. ft
storerooms, serving kitchen,
stage to have two storerooms
and operable wall. Not
including food preparation
kitchen, toilets, or
corridor.
Music room
1
600
divisible, adjacent to
assembly room -
Music room storage for instruments
3
100
1 for music room, 1 for eac
stage (included above)
120 - 150
for chairs, risers, stands,
etc.
(See Figure Vi1)
Music room storage
Team Center Observation
4
100
20
IX-3
Space
Number
Music office
Approximate
Area in Net
Square Feet
Notes
120
next to music room
Gymnasium
1
8000-9000
divisible
Gym storage rooms
2
200 each
1 each end, large doors
Phys. Ed. offices
2
200 each
With toilet, shower, lavatory, room for four lockers
storage area
Phys. Ed. locker rooms
2
to hold 8q lockers each
Phys. Ed. shower rooms
20 showers each
Community room
2
1
2400
near gymnasium
Community room storage
1
200
Adjacent to community room
Community office
1
120
Adjacent to community room
Principal's office
1
200 -240
with closet, adjacent to
clerical space, two doors
Ass't principal's office
2
150
with closet, adj. to
clerical space
Conference Room
300
Clerical workroom
400
Office Reception room
300
Office supplies, storage
120 - 170
80
Vault
Guidance and other offices
adj. to prin. office
5
150
Includes office for
supervisor of after-school
activities and office for
part-time speech teacher.
Office staff lounge
up to 120
Storage
120
Health Office, Reception, and
Storage
200
Examination Room
100
Cot Rooms
80 (Each)
For community action
materials
with adjacent toilets
21
Ix-4
Number
Space
Approximate
Area in Net
Square Feet
Television Studio
900
14' ceiling
14' ceiling
Television Control Room
1
300
Television Personnel Offices
3
150 each
TV Equipment Maintenance Space
1
400
TV Equipment storage space
1
400
Vision Resource Classroom
1
800
Vision Resource Office
300
Vision Resource Storage space
400
Teacher s
Notes
Lounge Area
1
Dining Area
400
Faculty Room
300
Womens k Lounge
200
Men4 Lounge
200
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THE DESIGN
In general the most public regions of the project
(commercial,
community,
parking,
school offices, gymnasium,
etc.) are down the hill close to Brigham Circle; the less
public move up the hill near the residential edge of the
site.
The store has three floors.
The two lower floors are
each one half level up or one half level down from sidewalk
level.
This creates more retail frontage, allows the lower
floor to be at loading dock level, and allows the upper retail level to be close to the level of the public parking.
The third floor could be used for offices or as an extension
of the first and second floor retail space.
Directly be-
hind the store is the service alley with loading zones for
both the store and the school.
The lower portion of the school contains a gymnasium,
an auditorium, a library, the administrative offices, the
television studio (see the reprinted program), the kitchen
and cafeteria, and the community facilities.
These are the
most public zones and/or the largest spaces, so they are
closest to the mo t public area of the site and right next
to a pedestrian route up the hill.
This is also the flattest
area and therefore the only place for the large gymnasium.
The gymnasium is large enough to be used by both the school
and the community.
The rest of the school--both houses and associated
23
spaces--is located on the higher portion of the school site.
Each house is associated with a large terrace. The spaces are
designed with several objects in mind:
to give each cluster
its own identity, to bring in as much natural light as
possible, to give each cluster some contact with the actual
ground and some roof-top play and work space, to break down
the large building into human sizes, to preserve as much as
possible the scale of the surrounding neighborhood, and to
follow the natural slope.
The kindergarten/primary is the
higher of the two houses.. It is close to the existing
housing, near outdoor playspace, and has its own entrance.
Most classrooms have two zones:
a larger one which
cn (when the classroom is close to or at the same level as
the common learning area) be continuous with the common
learning area and a smaller one., often at a different level,
which is for more private and/or individual instruction.
The intent was to provide a -range of education spaces with
the hope of multiplying the possibilities for learning.
FO OTNOTFS
1.
Irving B. Crosby, "Evidence for Drumlins Concerning the
Glacial History of the Boston Basin," Bulletin of the
Geological Society of America, volume 45, FebruaryT934,
3.5-155. The map is on page 139 and the cross.
section is
on page 145.
2.
Figures three and four are from Sanborn s Insurance
Atlases.
3.
Robert A. Woods and Albert J. Kennedy, The Zone of
Observations of the Lower, Middle, and
Emergence:
UprW in Class C0ommuniteso Bosto 114,
-!IT Press , 19624; 132.
(Ca
amige
L.
John Sharratt Associates, Inc., Alternatives for a
Community-Institutional Area Plan: iissioni Til
Nedical Center Area (Boston: JohnSharratt Associates,
1972), p. 2T7
5.
Sharratt, following page 21.
6.
Sharratt, following pages 20 and 22.
BIBLIOGRAPHY American Institute of Architects, Department of Education and
Research."Regional Analysis and Design Data for the
Boston Area." supplement to Bulletin of the AIA. March,
19511
Anderson, Peter.
"The Way it Was on Mission Hill."
Boston Evening Globe.
October-14, 1975.
The
Boston Redevelopment Authority.
Mission Hill/Medical Center
Area: Interim Review of Current Development and Trans
portation Proposals. Boston: Boston Redevelopment
Authority, October, 1974.
Crosby, Irving B. "Evidence f or Drumalins Concerning the
Glacial History of the Boston Basin." Bulletin of the
Geological Society of America. volume 45, pp. 135T587 February, 1 93T.
Crosby, William O. Geology of Eastern Massachusetts.
Boston:
Boston Society of Natural History, 18O.
Profiles of Significant
Educational Facilities Laboratory.
Schools. New York: Educational Facilities Laboratory.
Harvard Educational Review: Architecture and Education.
volum3A
number 4, i969.
Lynch, Kevin.
Siteplanning.
Pfankuch, Peter.
Roth, Alfred.
Cambridge:
Hans Scharoun.
MIT Press, 1971.
Berlin, 1974.
The NewSchoolhouse.
New York, 1958.
Sharratt Associates. Alternatives for a Community-Institutional Area Plan: Mission Hill-Medical Center Area.
Jobn Sharratt Associates, i 972.
Boston:
Stone and Webster Engineering Corporation. Investigations
of Subsurface Conditions on the Convent and Quarry
Stone and
Boston:
$ites, Brigham Circle, Boston.
Webster ineerin Corporation, November, 1972.
Woods, Robert A. and Kennedy, Albert J. The Zone of Emergence: Observations of the Lower, Middle, and Upper
Working Class Comn==ities of Boston, 190-191T.
Cambridge: MIT Press, 1962.
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A PROPOSAL FOR THE
QUARRY
MISSION HiLL, BOSTON
M.ARCH. THESIS, MI.T
RENNER & VAN DAM
JANUARY, 1976
JUNS .f
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