Safe Haven

Facility CENTER AT VCU Specializing

in Testing & Art Critique Anxiety

“Worrying doesn’t empty tomorrow of it’s struggles, it empties today of it’s strengths.”
-Corrie Ten Boom

Tori Spiegel Interior Design Thesis

Table of Contents:
Research I-VIII
Abstract, Research, Precedents

Site IX-XII
Site District, Building/Histories & Site Studies
Photo Studies

Programming XIII-XV
Programing , Code Summary

Accreditation XVI-XVII
References & Works Sited & Acknowledgments

Tori Spiegel Interior Design Thesis

A bstract
Motivation Prevalent Percentage | Personal Experience | Detrimental Wellbeing
Studies have shown that 16% of college and high school level students have high testing anxiety while 18% have moderately high testing anxiety (American Test
Anxieties association). This in total equates to 34% percent of students falling into one of these two categories. Another survey resulted in 88% of students reporting
that they themselves had experienced either Testing or Art Critique Anxiety.(Spiegel Fall 2020). Creating a space for young & middle aged adults to address these
stresses is an imperative need due to how common it is and how harmful it can be to one’s overall health. The personal motivation for this topic was due to my
experience with academic anxiety, specifically critique anxiety which I had not experienced until college level art classes. This topic is motivating due to the price I
had to pay when enduring it. Prior to experiencing it, art was such a free, welcoming and positive environment. However, this anguish took over a previously positive
environment. Combating this obstacle would relieve the burden. This project will explore traditional testing and art critiques.

Problem Unprecedented | Negative Associations | Unaddressed

The specific problem encountered is that this type of interior space dedicated to testing anxiety not been adequately addressed and that it has been unjustly associated
with negative connotations. For instance, the only precedents regarding anxiety have not segregated it into its own specific category, but instead have integrated it along
with unfavorable issues such as depression, OCD, PTSD & Trauma, and substance abuse. Testing & art critique anxiety deserves of its own exploration due to its lack of
individualization for this specific affliction within our society. It is also a problem the testing and critique facilities at VCU do not address this phenomenon, the spaces in
place simply ignore it. Creating a space on campus which addresses this issue is the solution by creating a testing & art critique environment which accommodates for
these anxieties; it additionally solves the issue of no existing precedents of isolated spaces addressing this anxiety by becoming the first of its kind.

Methods Questionnaire | Interviews | Investigate Publishings

To gain a well formed understanding of the scope of this issue methods of research included medically licensed publications, studies of testing anxieties, surveys to the
public of their personal experiences, and VCU institution interviews conducted such as the Well and VCU Counseling Services.
Through medically certified information I attained an understanding of causes and effects of testing anxiety. This research took into account studies of how the
environment can affect testing anxiety. The scientific research was imperative due to how this issue of mental health is greatly intertwined with physical health.
The surveys conducted established a better comprehension of the audience’s usage of the space, their desires & needs for it to be designed successfully and their
personal experiences with testing and art critique anxiety. This form of research was critical to the thesis due to how it formed the project’s scope and programming.
The survey data collected is prone to change depending on the increase of survey takers and additional questions asked during its ongoing period.
A
Methods
bstract
Questionnaire | Interviews | Investigate Publishings
The interviews conducted in partnership with VCU institutions deduced the services currently available to students, their accessibility, sessions conducted, technology
usage, how they’ve shifted during a pandemic and their situations prior to the pandemic. Interviews may include those with VCU building administrators, however this
information will not deduce what services VCU offers for the thesis topic but simply objective information about the site building.

Results Physical Behavioral Cognitive & Emotional Symptoms | Interviews | Investigate Publishings
Research proved the severity of Testing Anxiety is to one’s overall health. Take this observation of symptoms from the Anxiety And Depression Association of America
Physical symptoms: Headache, nausea, diarrhea, excessive sweating, shortness of breath, rapid heartbeat, light-headedness and
feeling faint can all occur. Test anxiety can lead to a panic attack, which is the abrupt onset of intense fear or discomfort in which
individuals may feel like they are unable to breathe or having a heart attack.
Emotional symptoms: Feelings of anger, fear, helplessness and disappointment are common emotional responses to test anxiety.
Behavioral/Cognitive symptoms: Difficulty concentrating, thinking negatively and comparing yourself to others are common symp-
toms of test anxiety.

“Test Anxiety.” Anxiety And Depression Association Of America. Web. 06 Nov. 2020.
<https://adaa.org/living-with-anxiety/children/test-anxiety>.

This source along with others state methods of combating this anxiety including: positive attitude, good test taking skills, proper preparation, maintaining focus,
relaxation techniques, and well balanced health including sleep, along with (University Counseling Services) available at universities. The issue with UCS, including the
one at VCU, is that they yet again fail to designate a separate department towards Academic Anxiety treatment or other forms, rather anxiety as a whole is categorized
with depression, suicide, grief. Acknowledging University Counseling Services lack of treating anxiety separately does not state that they are not excellent at what they
do, alternatively it simply states they do not designate Anxiety with the attention it deserves.

My survey portion of research investigated these symptoms. The respondents stated their most dominant physical symptoms were rapid heartbeat, headaches, “but-
terflies” in the stomach, and shaking & fidgeting; while their most dominant emotional symptoms were fear, helplessness, disappointment, and low self esteem. The
highest ranked behavioral & cognitive symptoms consisted of thinking negatively, inability to concentrate or recall information, difficulty concentrating and comparing
yourself to others. (Spiegel Fall 2020)
A bstract

Conclusion Testing & Art Critique Anxiety Accommodating Space | Imperative | Essential
The thesis project will be a testing and art critique anxiety facility in which students within VCU can experience exams & critiques in an anxiety accommodating space,
it may also include spaces to treat this anxiety issue through therapy. The treatments provided are geared toward the dominant symptoms identified. If the scope seems
too broad then the symptoms being addressed should be narrowed down to ensure the project’s success. The research conducted further identified the importance of an
Academic Examination & Critique Anxiety Treatment Facility in Richmond Virginia due to the high number of those reporting experiencing it themselves and knowing
others who have. All respondents reported having it themselves or knowing at least two to four others who have this type of anxiety. Evidence from the research
conducted will support the decision making process of the thesis aesthetics, physical forms and visual themes presented in the designs & branding.

Flagg B152: Painting Studio. https://corcoran.gwu.edu. https://corcoran.gwu.edu/flagg-b152- Roell, K. 5 Things to Do the Day of Your Test to Pass With Flying Colors. ThoughtCo. https://
painting-studio. www.thoughtco.com/things-to-do-the-day-of-test-3212077.
R esearch
Cause Of Anxiety & Ratio
Through the conducted survey it was discovered that the ratio of testing Or art critique
anxiety is quite high. Approximately 17.6 out of every 20 people experience these types of
anxieties while the remaining have not experienced it but know 2 to 4 others who have. This
is an ongoing survey and the results are prone to change until presumably late January 2021
depending the fluctuation of survey results.

This survey also informed that the leading cause is an “Uncomfortable Environment” as stated
by the respondents. The other leading causes of these anxieties consisted of “Poor Test History”,
“Poor Teaching Methods” and “Uncomfortable Environment By Instructor”. The Thesis intends
to address these leading causes through design and purpose of the space.
R esearch
Symptoms
R
Symptoms
esearch Physical

Side affects of these anxieties are physical,

emotional and behavioral/cognitive.
The more common Testing & Art Critique
Anxiety related symptoms included Fear,
Low Self Esteem, Headaches, Shaking/
Fidgeting, and Rapid Heartbeat. While
these are the more common ones they are
not the only kinds experienced. Others
may include disappointment, helplessness,
difficulty concentrating comparing
yourself to others, trouble remembering Behavioral/Cognitive
information, excessive sweating and even
excessive sweating and diarrhea.
Emotional
P recedent Studies
Elementary School
The Co Principles were co-principals Ondrej Laciga and Štefan Šulek, Píhrt and they focused on designing from
the inside out for the design to be centered around the kids world. The result was a 41,000-square-foot, three
building complex that re-imagined what elementary school can be for Prague children. Typically schools were
walled off in these communities, when this one took a different approach it allowed it to double for community
purposes of cooking classes and author readings. A bright fluid space is what these co principles defines a
“learning landscape” creating organized clusters around wide staircases. Each cluster consists of classrooms and
a central hall with access to outdoors and each has it’s own color coded identities. Similar to the other precedent
project students are able to write on walls which are also magnetic.
P recedent Studies
Residence
This project, specifically chosen for it’s lighting, is the Middle Park Residence and is located in Melbourne’s inner city suburbs of Middle Park VIC, Australia. Designed by Zerni, this
home is filled with natural light and truly feels light, airy and spacious. It’s surrounding garden breathes life into the it’s earthy interiors. Breadth and Light were highly considered during
the exploration of it’s form and the final result showcases that “Light is Life”. This is communicated by the home’s series of steel framed voids, atriums and oversized doors that provide
natural light with the entrances it needs to occupy the home. Lighting and it’s outdoor accompaniment was important in the thesis study was known due to the survey responses. An
outdoor testing environment was highly requested. Additionally, scientific research found the feeling of outdoors, nature & greenery cause the individual to be more relaxed and mindful.
S Ite & Existing Building
Attributes
Address: Pollak Bldg, 325 N Harrison St #201,
Richmond, VA 23284

Number of students: 2,885 (fluctuating approx.)

Founded: Pollak Building was completed in 1971
(Two years after VCU merged with Richmond
Professional Institute and the Medical College of
Virginia merged to form VCU today)
Architect: Principal architect Louis Ballou
(1904-1979) *On north & south ends of the building
spaces were left for second story bridges to connect to
future story buildings----this never happened*
Location: Virginia Commonwealth University
Situated on a tight site on North Harrison Street
SQFT: 113,275 square foot
Stories: 5
Neighborhood: End of West Avenue in Fan District
Condition: Aged but functioning, not aesthetically pleasing
Vibes: Gloomy, Brutalist, uneasy focal point compared
to historical surroundings, 20th century, lack of
ornamentation, dull, old, feels clinical,
D istrict
The Fan District
Adjacent to the VCU campus west of the Pollak building site is the Fan neighborhood of Richmond VA, a precinct which has remained
mainly unchanged since the early 20th century and still has it’s Victorian style homes intact. It’s title “Fan” reflects its geographical
shape of a fan the region takes physically from the Monroe Park location outward towards the boulevard, VCU’s Pollak site is located
between the distance of Monroe Park and the beginning areas, as indicated by the red circle on the map to the right. This picturesque
area consists of shady streets, historic buildings and a pedestrian friendly atmosphere with parks intertwined into the grid. Victorian
style structures are accompanied by Queen Anne style, Italianate, Richardson Romanesque, Colonial Revival, the Bungalow, American
Foursquare, Tudor Revival, Spanish Colonial, and Art Deco. Monument Avenue is the most significant street and was designated as a
Great Street by the American Planning Association in 2007. This Avenue is composed in the 19th century Beaux-Arts fashion with large
estate homes lining the streets and six different memorials and statues. During the current social climate these
monuments have been remodeled by those opposing white supremacist ideologies the figures represent.

Pollak Building
The VCU campus dates back to 1883, over 175 years ago. Originally
the Medical College of Hampden-Sydney and college transitioned
to become the Medical College of Virginia and later in 1968 united
with Richmond Professional Institute and retitled as Virginia
Commonwealth University. VCU was the first school of social work in
the south and has the first LEED Platinum certification in Virginia at
the Walter L. Rice Education Building at VCU’s Rice Center. The Pollak
building is located on this map of the campus to the right. Though
being located in a mid sized city draws criticisms of not appearing like
a traditional campus’, it allows for resources found only in a city to be
taken advantage of and enables it to offer specific studies and training
only possible in the center of a city. Right Above: McQtoon, B. Geocubism. mcqtoon. https://www.mcqtoon.com/geocubism.html.
Right Below: The Fan District Association: Map &amp; Boundaries . https://www.fandistrict.org/
Map-&amp;-Boundaries.
Left: VCU. Ayers Saint Gross. https://asg-architects.com/portfolio/vcu/.
 Pollak Building Education. Facebook.

B
https://www.facebook.com/pages/Pollak%20Buildinging/1669440399
87749/. This unofficial Page was created because people on Facebook have
shown interest in this place or business. It’s not affiliated with or endorsed
by any one associated with Pollak Building.

uilding History
Building
In order to accommodate this art facility six two story brick townhouses were demolished. After VCU formed
in 1968, Pollak’s construction began in 1970 & was completed in 1971. The building was named after the
founder of the University’s large and high ranking art school. Similar to Richmond’s Civil War Centennial
Visitor Center, 1961, Pollak is also in danger of being torn down to it’s Brutalist, physique.
In order for Pollak to be built The Wayne Commission (headed by Edward A. Wayne Sr., president of the
Richmond Federal Reserve Bank.) was created to put in place a state supported university in Richmond
VA. The 1968 General Assembly then allocated 1 million dollars for “the ‘acquisition of properties and the
planning and construction of facilities.’ ” Later 3 million dollars was allocated for the construction of Pollak.

Site
VCU’s School of the Arts began in
1925 in the loft of the Saunders-
Willard house stable. Later in
1928 Dr. Henry Hibbs acquired
the Saunders-Willard Mansion
and renamed it Founder’s Hall.
Today the Stables are where
Shafer St Playhouse is located.
Dr. Hibbs was the one who
hired Theresa Pollak whom the
building was named after. It’s
through her leadership in which
the arts program became the
School of the Arts at VCU.
P
hoto studies

Pollak Building Education. Facebook.https://www.facebook.com/pag

es/Pollak%20Buildinging/1669 44039987749/.
P rogram precedent Studies
A Warm Clinic RIGI Design & RISD Student Success Center
Gallery of A Warm Clinic / RIGI Design - 12. ArchDaily. https://www.archdaily.com/793964/a-warm-clinic-rigi-design/57bd7d87e58ece
cd45000184-a-warm-clinic-rigi-design-photo?next_project=no.
Gallery of RISD Student Success Center / WORKac - 3. ArchDaily. https://www.archdaily.com/938338/risd-student-success-center-work
ac/5ea3582cb357658e3900000e-risd-student-success-center-workac-photo?next_project=no.

The project below was chosen due to it’s successful ability to make an intimidating space feel warm, inviting and playful
all at the same time. The aesthetics of it take away the apprehension that comes along with the purpose of the space.
The project was completed in the city of Tianjin, China by the RIGI Architecture group in 2015 and measures 250 m².
The clever strategy of creating a space that’s pleasing to children in order to appeal to adults is an admirable method. This
reasoning was due to its power to create a sense of trust, caring responsibility, security and friendliness. These are qualities
which my project should yearn for when creating an anxiety friendly space. Their waiting room layout skillfully mimicked a
kitchen dinner table to avoid the uneasiness patients can typically feel when hospital chairs are parallel and in order. This
multiplies the audience’s use by expanding to be communicative, collaborative, sit face to face, have casual human contact,
conversations, or sit as quietly as they wish. To the right is the Rhode Island School of Design Student Success Center
designed by WORKac Architects and completed in 2019. This specific spot is important to the thesis because of its ability to
create a relaxed zone through its use of layering. Creating layered seating for art critiques would encourage a more informal
area, be beneficial for when critiques run very long overtime by creating more comfortable seating that’s flexible depending
on how the users’ desire and increase the conversation levels since casual spaces improve the speaking interaction between
people. The designers created that type of space intentionally calling it a “playful spirit” due to its extrusions & subtractions.
 P rograming
Space Uses & Users
Major Spaces & Users Testing Space Critique Space Relaxation space (s) Study Space Therapy Space
Purpose VCU students & teachers Provides an anxiety To calm down, feel at ease, compose 5th leading cause in anxiety To treat therapy and have
can take exams in an anxiety accommodating space oneself, take a time out to recuperate by respondents is lack of group sessions of anxiety
may have sleeping pods
accommodating space for group art critiques preparation, is space is to prep discourse
Description relaxed tones, outside & inside meets encourages collaboration, mellow, tranquil, at ease, organized, natural lighting, casual, welcoming,
outside tests, greenery, playful casual laid back aura, playful pleasant, comfortable integrate whiteboards & walls
Users students & teachers art students & teachers stressed students/stressed students, therapists & teachers therapists & students discourse &
administering tests administering & prep for crits teachers (they get stressed too) assisting conquering anxieties teachers learning about anxieties
Room (s) 1-3 1 may not be rooms, may either 5 individual rooms 4 different zones for the group
simply be relaxations spaces/ or 1-2 medium sized study therapy to be made for approx
pods, if rooms: 5 rooms 10 people
Audience Size 100 & 50 40 15 25 40

Degree of Privacy Total Privacy Flexible to Adjust between Varied types: total privacy, public, with individualized private & public sections OR
privacy and some privacy some, and little privacy private areas one which can have flexibility
Degree of Acoustics Quiet Moderately Quiet (space Differing areas of moderately differing zones of very quiet & noisy or quiet depending
shouldn’t be interrupted but quiet and quiet somewhat quiet on activity Therapy
does have volume within it) Zone
Adjacencies Not closely integrated physically possibly near testing, not within study space, therapy some rooms may be near testing near study space and will
with others, BUT it would be near relaxation/study quiet and another near a testing/ area, other in a separate zone to have relaxations integrated
interesting how a testing v.s. art be with relaxation & therapy
areas, some critiques=noise crit space, place in diff quiet into it as well

Study
critique space can be combined

Quiet
Art Traditional
Pods to Relax Critique Testing zone
Anti Anxiety
Space
C ode summary
Program & Code

Testing
Occupancy Classifi-
cation
Educational
Group E
Ideal Number of
Occupants
>100 (possibly
divided up into dif-
ferent sections)
>50 (possibly divid-
ed up into different
Number of Required Net Area
Exits
5

3
10,000 (not taking
into account social
distancing)

Zoning sections) 8,000

Owner: Virginia Commonwealth Univ Academic Division Property
Class: B University Art Critique Educational >40 2 2,000 (not taking
Property Detail: W0000403038 Group E into account more
Street Address: 325 N Harrison St Richmond, VA 23284- space for artwork)
Alternate Street Addresses: 327 N Harrison St Relaxation 308.1 >15 2 300-500 (not taking
Owner: VIRGINIA COMMONWEALTH UNIV ACADEMIC DIVISION Institutional into account social
Mailing Address: PO BOX 843040 ATTN REAL ESTATE SERVICES,
Group I distancing)
RICHMOND, VA 2328400000
Study Space Educational >25 2 500 (not taking into
Subdivision Name: NONE Group E account social dis-
Parent Parcel ID: Parcel Square Feet: 31640.7 Acreage: 0.726 tancing)
Property Description 1: 0166.53X0190.00 0000.000 Therapy Space 308.1 Institutional >40 (divided into 2 1,500 (not taking
State Plane Coords( ?): X= 11786086.500011 Y= 3725233.232870 Group I sections) into account social
Latitude: 37.54942069 , Longitude: -77.4543796
distancing)
Police Precinct: 4 Police Sector: 413 Fire District: 10 Type of Construction TYPE III-A
Dispatch Zone: 029A Assessment Area: 440 - VCU
Total Gross Area, Overall Building 113,275 square foot
Property Class: 457 - B University
Zoning District: R-53 - Residential (Multi-Family) Gross Area for Each Floor 22,655 Approx per floor
Exemption Code: 209 - State Government (Other)
Efficiency Ratio to be Used 60% multiply by .6
Finished Living Area: 105586 Sqft

Total Number of Occupants 270 (for my portion of pollak being designed not
building as a whole)
Total Number of Occ. per Gender 135
R eferences & Works Sited
Citations:
Gallery of A Warm Clinic / RIGI Design - 12. ArchDaily. https://www.archdaily.com/793964/a-warm-clinic-rigi-design/57bd7d87e58ece
cd45000184-a-warm-clinic-rigi-design-photo?next_project=no.
Gallery of RISD Student Success Center / WORKac - 3. ArchDaily. https://www.archdaily.com/938338/risd-student-success-center-
workac/5ea3582cb357658e3900000e-risd-student-success-center-workac-photo?next_project=no.
Flagg B152: Painting Studio. https://corcoran.gwu.edu. https://corcoran.gwu.edu/flagg-b152-painting-studio.

Roell, K. 5 Things to Do the Day of Your Test to Pass With Flying Colors. ThoughtCo. https://www.thoughtco.com/things-to-do-the-day-of-test-3212077.
Strategies to Reduce Test Anxiety. LSU Health New Orleans. https://nursing.lsuhsc.edu/AcademicSuccessProgram/StrategiesTestAnxiety.aspx.
The Pollak Building. Architecture Richmond. https://architecturerichmond.com/inventory/the-pollak-building/.
McQtoon, B. Geocubism. mcqtoon. https://www.mcqtoon.com/geocubism.html.
The Fan District Association: Map &amp; Boundaries . https://www.fandistrict.org/Map-&amp;-Boundaries.
VCU. Ayers Saint Gross. https://asg-architects.com/portfolio/vcu/.
Pollak Building Education. Facebook.https://www.facebook.com/pages/Pollak%20Buildinging/1669 44039987749/. This unofficial Page was created because people
on Facebook have shown interest in this place or business. It’s not affiliated with or endorsed by anyone associated with Pollak Building.
Gallery of A Warm Clinic / RIGI Design - 12. ArchDaily. https://www.archdaily.com/793964/a-warm-clinic-rigi-design/57bd7d87e58ece
cd45000184-a-warm-clinic-rigi-design-photo?next_project=no.
Gallery of RISD Student Success Center / WORKac - 3. ArchDaily. https://www.archdaily.com/938338/
Property Detail. https://apps.richmondgov.com/applications/propertysearch/Detail.aspx?pin=W0000403038.
risd-student-success-center-workac/5ea3582cb357658e3900000e-risd-student-success-center-workac-photo?next_project=no.
A
c k n o w l e d g m e n t s

Gratitude:
Sara Reed
Alexis Holcombe
Guidance throughout the Fall 2020 Seminar course

Anonymous Survey Respondents

Interior Design Classmates
VCU University Counseling Services
MK Bowden at VCU iCubed
A Steady Wifi Connection