Flavor Engineers Culinary Arts Institute 2016

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Running head: CULINARY ARTS INSTITUTION 1

Flavor Engineers Culinary Arts Institute

by

Rana A. Fitaihi

Submitted in partial fulfilment of the requirements For the degree of Bachelor of Science in
Architecture

at

Department of Architecture Effat University College Of Engineering

Fall 2015-2016

© Copyright by Rana Anwar Fitaihi, 2015-2016


CULINARY ARTS INSTITUTION 2

EFFAT UNIVERSITY

DEPARTMENT OF ACHITECTURE

The undersigned hereby certify that they have read and recommend to the Faculty of Graduate

Studies for acceptance a thesis entitled “Culinary Arts Institution” by Rana Anwar Fitaihi in partial

fulfillment of the requirements for the bachelors degree of Science in Architecture.

Date: December, 2015.

Supervisor: _________________________________

Reviewers: _________________________________

_________________________________

_________________________________
CULINARY ARTS INSTITUTION 3

EFFAT UNIVERSITY

DATE: December, 2015.

AUTHOR: Rana Anwar Fitaihi

TITLE: Flavor Engineers – Culinary Arts Institute

DEPARTMEN: Architecture

DEGREE: Bachelors CONVOCATION: December YEAR: 2015

Permission is herewith granted to Effat University to circulate and to have copied for non-

commercial purposes, at its discretion, the above title upon the request of individuals or

institutions. I understand that my thesis will be electronically available to the public.

The author reserves other publication rights; neither the thesis nor extensive extracts from it may

be printed or otherwise reproduced without the author’s written permission.

The author attests that permission has been obtained for the use of any copyrighted material

appearing in the thesis (other than the brief excerpts requiring only proper acknowledgement in

scholarly writing), and that all such use is clearly acknowledged.

_______________________________

Signature of Author
CULINARY ARTS INSTITUTION 4

A Thesis

APPROVED BY THE ARCHITECTURE DEPARTMENT

Samah El-Khateeb, PhD, Department Chair

Approved by Capstone Project Supervisors:

__________________________________________

Date

__________________________________________

Date

APROVED BY COLLEGE OF ARCHITECTURE AND DESIGN

_______________________________

Date
CULINARY ARTS INSTITUTION 5

DEDICATION

This effort goes to my dear parents “Anwar Fitaihi and Aisha Dahlawi”, my sisters

“Rawan, Samar, Reem, Zainab, and Ghaliah”, my nieces “Alia, Wid, Halah and Deem”, and my

dearest friend “Yasmeen” my best friend “Basmah, and her beloved family” my supervisor “Dr.

Aida Nayer” and my professor “Dr. Mohammed Fekry”. Each and every one of them supported

me through my journey. They believed in me, believed in my talent, encouraged me all the way,

prayed for me, stood by me, and made me the person I am today. If it wasn’t for God, and then

them, I wouldn’t have been where I am today. I couldn’t be more thankful and grateful to have

such family and friends in my life. My aim all through my journey was to make them proud of me,

I can’t wait for the day I make it up for each and every one of them for every single thing they’ve

ever done with me.


CULINARY ARTS INSTITUTION 6

Content

1. Chapter One

1.1 Introduction………………………………………………………...………………...…

1.2 Definition……………………………………………...………..………………………

1.3 Concept and Philosophy………………………………………………………………..

1.4 Goal……………………………………………………………………………..………

1.5 Mission………….………………………………………………………………..…......

1.6 Vision……………………………………………………………………………...……

1.7 Literature Review……………………………………………………………………….

1.8 Brief Program……………………………………………………………………...........

2. Chapter Two

2.1 Chapter Introduction…………………………………………………..………………..

2.2 Case Studies…………………………………………………….……..………………..

2.2.1 Case Study 1 - Johnson and Wales Culinary Institute

2.2.1.1 Project Information……………..…….…………………...……………......

2.2.1.2 Facilities…………………………………………………………………….

2.2.1.3 Space Program and Floor Plans…………………………………………….

2.2.1.4 Advantaged and Disadvantages……………………………….………..…..

2.2.2 Case Study 2 - Los Angeles Mission College – Culinary Arts Institute

2.2.2.1 Project Information…………………………………...…………..…..….....

2.2.2.2 Sustainable Features………………………………………………………...

2.2.2.3 Space Program and Floor Plans…………………………………...…….….

2.2.2.4 Main Zoning………………………………………………………………...


CULINARY ARTS INSTITUTION 7

2.2.3 Case Study 3 - Gastronomic University (BASQUE CULINARY CENTER)

2.2.3.1 Project Information……………………………………………….…..….....

2.2.3.2 Floor Plans…………………………………….………...….……..………..

2.2.3.3 Main Zoning………………………………………………………………..

2.3 Trends and Values……………………………………………………………………...

2.4 Case Study Conclusion – Project Main Zones……………………..…………………..

3. Chapter Three

3.1 Chapter Introduction…………………...……...………………………………………...

3.2 Functional Diagram…………………………………………...………………………...

3.3 Standards………………………………………………………...………………………

3.4 Project Assumption………………………………………………...……………………

3.5 Project Capacity……………………………………………………...………………….

3.6 Space Program…………………………………………………………...……………...

3.6.1 Administration……………………………………………………………….

3.6.2 Practice Area and Classrooms……………………………………………….

3.6.3 Services………………………………………………………………………

3.6.4 Amenities…………………………………………………………………….

3.6.5 Residential……………………………………………………………………

3.6.6 Parking Lots………………………………………………………………….

3.7 Conclusion………………………………………………………………………………

4. Chapter Four

4.1 Introduction………………………………….….………………………………………

4.2 Site Criteria………………………………….….………………………………………


CULINARY ARTS INSTITUTION 8

4.2.1 Accessibility…………………………………………………………………….

4.2.2 Urban Context…………………………………………………………………..

4.2.3 Capability of Expansion………………………………………………………...

4.2.4 Visual Interest…………………………………………………………………..

4.2.5 Climate………………………………………………………………………….

4.3 Site Analysis…………………………….…….………………………………………..

4.3.1 Proposed Sites…………………………………………………………………..

4.3.1.1 Prince Abdullah alFaisal St. Obhur………………………………………...

4.3.1.1.1 Accessibility and Urban Context…………………………………...

4.3.1.1.2 Climatic Analysis…………………………………………………...

4.3.1.1.3 Visual Interests……………………………………………………...

4.3.1.2 King Abdulaziz Rd. alNahda Dst…………………………………………...

4.3.1.2.1 Accessibility and Urban Context…………………………………...

4.3.1.2.2 Climatic Analysis…………………………………………………...

4.3.1.2.3 Visual Interests……………………………………………………...

4.4 Site Evaluation………………………………………………………………………….

4.5 Detailed Analysis……………………………………………………………………….

4.5.1 Accessibility…………………………………………………………………….

4.5.2 Urban Context…………………………………………………………………..

4.5.3 Climate………………………………………………………………………….

4.5.4 Visual Interests………………………………………………………………….

4.5.5 Noise……………………………………………………………………………

4.5.6 Future Expansion……………………………………………………………….


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4.6 Site Arrangement……………………………………………………………………….

4.7 Conclusion…………………….……………….……………………………………….

5. Chapter Five

5.1 Introduction……………………………………………………………………………..

5.2 Chapter One Conclusion………………………………………………………………..

5.3 Chapter Two Conclusion……………………………………………………………….

5.4 Chapter Three Conclusion……………………………………………………………...

5.5 Chapter Four Conclusion……………………………………………………………….

6. Chapter Six

6.1 Final Project…………………………………………………………………………….

7. References

List of Tables

Table 1 - Case Study 1 - Space Program…………………………………………………...………

Table 2 - Case Study 2 - Space Program…………………………………………………………...

Table 3 - Project Assumptions……………………………………………………………………..

Table 4 - Project Capacity………………………………………………………………………….

Table 5 - Space Program - Administration…………………………………………………………

Table 6 - Space Program - Practice Area…………………………………………………………..

Table 7 - Space Program - Services………………………………………………………………..

Table 8 - Space Program - Amenities………………………….…………………………………..

Table 9 - Space Program - Residential……………………………………………………………..

Table 10 - Space Program - Parking Lots………………………………………………………….

Table 11 - Site Evaluation………………………………………………………………………….


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Table 12 - Chapter 1 - Conclusion…………………………………………………………………

Table 13 - Chapter 2 - Conclusion…………………………………………………………………

Table 14 - Chapter 3 - Conclusion…………………………………………………………………

Table 15 - Chapter 4 – Conclusion…………………………………………………………………

List of Figures

Figure 1 - Case Study 1 – Perspective 1…………………………………………………...………

Figure 2 - Case Study 1 – Perspective 2………………………………………………..….………

Figure 3 - Case Study 1 – Perspective 3…………………………………………………...………

Figure 4 – Case Study 1 – Interior Shot 1 …………………………………………………………

Figure 5 – Case Study 1 – Interior Shot 2…………………………………………………….……

Figure 6 – Case Study 1 – Floor Plan 1……………………………………………………………

Figure 7 - Case Study 1 – Floor Plan 2……………………………………………………….……

Figure 8 - Case Study 1 – Floor Plan 3……………………………………………………….……

Figure 9 - Case Study 2 – Perspective 1……………………………………………………….…..

Figure 10 - Case Study 2 – Perspective 2……………………………………………………….…

Figure 11 - Case Study 2 – Perspective 3……………………………………………………….…

Figure 12 - Case Study 2 – Interior Shot 1………………………………………………………...

Figure 13 - Case Study 2 – Interior Shot 2………………………………………………………...

Figure 14 - Case Study 2 – Cladding System……………………………………………………...

Figure 15 - Case Study 2 – Floor Plan 1…………………………………………………………...

Figure 16 - Case Study 2 – Floor Plan 2……………………………………………………….…..

Figure 17 - Case Study 2 – Floor Plan 3……………………………………………………….…..

Figure 18 - Case Study 2 – Main Zones……………………………………………………….…..


CULINARY ARTS INSTITUTION 11

Figure 19 - Case Study 3 – Exterior……………………………………………………….……….

Figure 20 - Case Study 3 – Perspective 1……………………………………………………….…

Figure 21 - Case Study 3 – Interior Shot……………………………………………………….….

Figure 22 - Case Study 3 – Perspective 2……………………………………………………….…

Figure 23 - Case Study 3 – Perspective 3……………………………………………………….…

Figure 24 - Case Study 3 – Floor Plan 1……………………………………………………….…..

Figure 25 - Case Study 3 – Floor Plan 2……………………………………………………….…..

Figure 26 - Case Study 3 – Floor Plan 3……………………………………………………….…..

Figure 27 - Case Study 3 – Floor Plan 4……………………………………………………….…..

Figure 28 - Case Study 3 – Floor Plan 5……………………………………………………….…..

Figure 29 - Case Study 3 – Main Zones……………………………………………………….…...

Figure 30 - Case Studies Conclusion – Main Zones……………………………………………….

Figure 31 – Functional Diagram……………………………………………………….…………..

Figure 32 - Standards 1……………………………………………………….……………………

Figure 33 – Standards 2……………………………………………………….…………………...

Figure 34 – Proposed Sites……………………………………………………….…………...……

Figure 35 – Site 1 – Accessibility and Surroundings………………………………………………

Figure 36 – Site 1 – Climatic Analysis……………………………………………………….……

Figure 37 – Site 1 – Visual Interests……………………………………………………….………

Figure 38 – Site 2 – Accessibility and Surroundings………………………………………………

Figure 39 – Site 2 – Climatic Analysis……………………………………………………….……

Figure 40 – Site 2 – Visual Interests……………………………………………………….………

Figure 41 – Site Arrangement……………………………………………………….……………..

Figure 42 – Project’s Main Perspective……………………………………………………….…...

Figure 43 – Main Culinary Campus……………………………………………………….……….


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Figure 44 – Children’s Culinary Campus……………………………………………………….….

Figure 45 – Exterior Shot……………………………………………………….……….………….

Figure 46 – Night Exterior Shot………………………………………………………..…………..

Figure 47 – Interior Shot – Children’s Kitchen……………………………………….……………

Figure 48 – Adults’ Kitchen……………………………………………………….……………….


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1. Chapter One

1.1 Introduction
Food is one of the main activities in a person’s life. Human beings should have an average

of three meals per day. Women are known for their cooking skills, providing their families with

healthy, homemade meals regardless of their positions or their professional careers. What’s

happening now is that young women are so dragged into their careers and totally forgot about their

duties as housewives in the future depending on an outsource like restaurants or maids when it

comes to their daily meals. Being able to cook will not affect one’s identity in their career; it will

increase their abilities instead! Being able to cook their own food will offer a lot of possibilities

and skills to their personality. Although cooking is known to be a profession for women, especially

in the Middle East, but actually now days a lot of men are interested in cooking, and becoming

professional chefs. Cooking can be taken as a hobby, a talent, or a passion. Being a chef has a

bright future for both men and women. Chefs have the chance to work at their homes, hotels,

restaurants, charity communities, or even establish their own businesses.

1.2 Definition
A culinary institute is an institution devoted to education in the art and science of cooking

and food preparation. There are many different types of cooking schools around the world, some

devoted to training professional chefs, others aimed at amateur enthusiasts, with some being a

mixture of the two. Programs can vary from half a day to several years. Some programs lead to an

academic degree or a recognized vocational qualification, while others do not.


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1.3 Concept and Philosophy


The concept behind building a culinary institution in Jeddah, Saudi Arabia is to raise the

culinary arts educational level in the society and youth, and in the Middle East. The traditional

cuisine of Saudi Arabia have been abandoned by the current generation, instead they adapted and

imported foreign cuisines. A Saudi culinary institute will reawaken the traditional food and the

traditional methods as well. It will also invite students from all over the world, especially the

surrounding countries to experience the unique education of culinary arts at its finest!

1.4 Goal
Our goal is to provide proper education to the art and science of cooking, allowing the

youth and children to have an unforgettable experience with flexible programs that varies from a

single day course to a several years degree!

1.5 Mission
Our mission is to create the perfect atmosphere that will allow the young talents to grow

and develop into becoming experts! This will produce a generation that are highly qualified as

chefs, and will increase in the knowledge of enrolled individuals.

1.6 Vision
Our vision is to become leaders in the science of cooking and to be the greatest institution

of Cooking in the Middle East.

1.7 Literature Review

Of course not everyone likes to cook, but definitely everyone likes to eat! Food business is

one of the most important businesses in the world. But unfortunately, according to previous studies

80% of food businesses fail because of the management’s minor knowledge about the field. Many
CULINARY ARTS INSTITUTION 15

of the youth have dreamt about having bakeries and restaurants beside their college degrees. The

lack of education and opportunities is what’s really stopping them from pursuing their dreams!

Culinary institutes do not only offer cooking classes; it also offers hospitality and culinary

management classes.

According to Los Angele Mission College, the culinary arts institute offers much more

than cooking; there are variety of majors that are related to cooking, and food management. These

programs prepare students to enter the culinary arts industry as sous chefs, line cooks, restaurant

managers, and hotel managers.

Taking a course in a culinary institute will help develop one’s skills and knowledge of the

field. Along with the economic depression, the hopes in entering competitive fields like gourmet

cooking are only increasing. Overall enrollment at culinary schools has expanded by about 20% a

year for the past two years, according to the Association of Private Sector Colleges & Universities,

a group that represents for-profit schools nationwide. For example, one company, the Career

Education Corp., which operates 17 culinary schools in the U.S., has seen enrollment increase by

more than 46% since 2008, according to company spokesman Mark Spencer.

As Eric Greenspan -rising Food Network star and head chef and owner of the Foundry on

Melrose, a high-end restaurant in Los Angeles- notes; Culinary institutes do a very good job of

tapping into the psyches of wannabe chefs. "Culinary schools sell people on their love of cooking,"

he says. "They're selling the dream."

As for the building’s construction; there are many requirements that need to be fulfilled when

designing a culinary institute. For example; the materials used must be fire resistant. A proper,

natural ventilation system is preferred to be installed to allow maximum ventilation inside the
CULINARY ARTS INSTITUTION 16

building. Also emergency exits must be available according to the kitchen locations and closed

areas. These requirements help decrease the risks, also to assure safety of students and campus

building.

1.8 Brief Program

2. Chapter Two

2.1 Introduction
This chapter will analyze existing similar projects to identify the capacity, main zones,

trends, space program, and site selection. Based on the chosen case studies a conclusion of the

main zones will be adapted.


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2.2 Case Studies

2.2.1 Johnson and Wales Culinary Institute

Figure 2 - Case Study 1 – Perspective 2 Figure 3 - Case Study 1 – Perspective 3

Figure 2 - Case Study 1 Figure 3 - Case Study 1

Figure 1 - Caste Study 1 – Perspective 1 Figure 4 - Case Study 1 – Interior Shot Figure 5 - Case Study 1 – Interior Shot

2.2.1.1 Project Information

The Beginning of the College of Culinary Arts at Johnson & Wales

The University announced the opening of the College of Culinary Arts in 1973, with the

introduction of an Associate Degree program. This program quickly grew to be wildly successful,

and resulted in an educational expansion of the University, and the eventual offering of both two

and four-year programs in Culinary Arts, Pastry Arts, Food Service Management, and in the

Hospitality fields.

As the University added campuses in other parts of the country, each campus included a

branch of the College of Culinary Arts. Currently there are Associate’s and Bachelor’s programs

at each of the four campuses.


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2.2.1.2 Facilities

J&W has modern, professional kitchens and facilities for its culinary students. There are

also wine and beverage labs, pastry labs and bakeshops, dining rooms, nutrition labs, and more.

Any facility that is used commercially is available to students studying at J&W. In addition, the

University offers a full range of student services, such as sports, campus housing, campus

activities, culinary clubs and competitions, and more. In the midst of a very college oriented city,

J&W provides a flourishing environment for students.

Upon completion of the program, graduates are expected to:

 Execute professional cooking techniques and skills needed to produce, present and serve

quality food and beverages utilizing ingredients and flavor profiles of the major world

cuisines.

 Apply sound nutritional practices related to healthful cooking by incorporating traditional

ingredients and adapting classical and contemporary techniques to yield products that meet

universal recognized federal and private dietary recommendations.

 Apply FDA recommended food safety and sanitation principles to food and beverage

products, tools and equipment used throughout the flow of the food and beverage operation.

 Implement cost control measures to track goods, services and costs through the cycle of

cost control and to evaluate revenue and expenses and their effect on profitability.

 Communicate professionally and exhibit appropriate decision making skills with respect

for individual and team diversity as it applies to the food and service industry.
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2.2.1.3 Space Program and Floor Plans

First Floor
Baking Labs
Meat Lab
Demonstration Kitchen
Restaurant and Dining
Offices
Services
Wet Storage
Dry Storage
Store Room
Second
Floor Exam Rooms
Offices
Figure 6 - Case Study 1 - Floor Plan 1
Chocolate Pastry Lab
Pastry Technology Lab
Main Electrical Room
Main Mechanical room
Telecom
Third
Floor Faculty Work Station
Reception
Figure 7 - Case Study 1 - Floor Plan 2
Offices
Copy Center
Services
Lobby
Hot Kitchens
Cold Kitchens
Pastry Kitchens
Stock and Sauces
Figure 8 - Case Study 1 - Floor Plan 3
Beverage Lab
Student Kitchen
Student Dining Area
Services
Table 1 - Case Study 1 - Space Program
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2.2.1.4 Advantages and Disadvantages


One of the advantages is that each type of cooking has its own Kitchen/Lab, such as “Pastry

Kitchen”. The disadvantage is not having theoretical classes at all; there are no classrooms in the

campus.

2.2.2 Los Angeles Mission College – Culinary Arts Institute

Figure 9 - Case Study 2 – Perpective 1 Figure 10 - Case Study 2 – Perspective 2 Figure 11 - Case Study 2 – Perspective 3

Figure 9 - Case Study 2 Figure 10 - Case Study 2 Figure 11 - Case Study 2

Figure 12 - Case Study 2 – Interior Shot Figure 13 - Case Study 2 – Interior Shot Figure 14 - Case Study 2 – Cladding System

Figure 12 - Case Study 2 2.2.2.1 Project Information


Figure 13 - Case Study 2 Figure 14 - Case Study 2

Budget: $40 million (construction costs)

Project Size: 7900 sqm

About the Project


The Culinary Arts Institute building, which is an 85,000 square foot full service, culinary

arts educational facility, opened in April 2011. It houses eight (8) kitchen/classroom labs such as

the Mission Café, Main Production Kitchen, Modular Kitchen, Bake Shop, Pastry Shop, Garde

Manger Lab, Butchery Lab, and a high tech Demonstration lab with auditorium seating. The new
CULINARY ARTS INSTITUTION 21

kitchen/classroom labs allow students to gain the knowledge and training that will not just give

them a job, but give them an exciting career. The CAI building also houses six (6) lecture

classrooms and an exquisite Executive Fine Dining Room that provides excellent front-of-the-

house (FOH) experience as well.

The Culinary Arts Institute & Eagles’ Landing Student Store consists of classrooms and

laboratories serving the culinary arts department; campus dining facilities; and the student store.

The three-story building is comprised of a partial basement level and two additional levels that

include:

 Lecture classrooms with distance learning capabilities.

 A prepping and cooking demonstration classroom featuring state-of-the-art.

 Kitchen equipment Specialty food service laboratories (butcher lab, pantry lab, baking lab,

pastry lab and a multi-station kitchen lab).

 Serveries.

 Student, Faculty, and Executive dining rooms.

2.2.2.2 Sustainable Features


The new facility includes a variety of environmentally-friendly elements, including:

 The use of natural lighting throughout the facility.

 High efficiency light fixtures.

 Building materials made from recycled content and renewable resources.

 Waterless urinals and low-flow toilets.

 Solar cell-operated water faucets with automatic sensors.

 High reflective white roof and an exterior terra cotta sunscreen system to minimize solar

heat gain.
CULINARY ARTS INSTITUTION 22

 Arroyo landscaping to treat storm water runoff.

 Drought tolerant and native landscaping.

 Use of low odor and low emission paints, carpeting and finishes to improve overall air

quality.

 High efficiency heating and ventilation system.

2.2.2.3 Space Program and Floor Plans

Basement
Modular Kitchen Lab
Baking Kitchen Labs
Pastry Kitchen Labs
Butcher Kitchen Lab
Machine Room
Locker Rooms
Restrooms and Services
Electrical/Mechanical
Loading Dock
Figure 15 - Case Study 2 - Floor Plan 1
Kitchen Storage
Ground
Floor Faculty Dining
Restaurant
SERVICES
Student Dining
Lobby
Faculty Offices
Production Kitchen
Bookstore
Storage
Restrooms and Services
First Floor Figure 16 - Case study 2 - Floor Plan 2

Lecture Rooms
Class Rooms Storage
Storage
Demonstration Labs Service
s
Faculty Offices
Restrooms and Services
Bookstore
Table 2 - Case Study 2 - Space Program

Figure 17 - Case Study 2 - Floor Plan 3


CULINARY ARTS INSTITUTION 23

2.2.2.4 Main Zoning

ZONES

5% Lobby
16% 9% Adminstration
Restaurant
8% Services
16%
Open Area
18%
Library
Practice Kitchen
15%
Classrooms
5% 8% Storage

Figure 18 - Case Study 2 - Main Zones


CULINARY ARTS INSTITUTION 24

2.2.3 Gastronomic University (BASQUE CULINARY CENTER)

Figure 19 - Case Study 3 - Exterior Figure 30 - Case Study 3 – Perspective 1

Figure 50 - Case Study 3Figure 19 - Figure 40 - Case Study 3


Case Study 3

Figure 21 - Case Study 3 – Interior Figure 22 - Case Study 3 – Perspective 2 Figure 23 - Case Study 3 – Perspective 3
Shot
2.2.3.1 Project Information

Location: San Sebastian, Gipuzkoa, Spain

Architect: (VAUMM architecture & urbanism) Iñigo García Odiaga, Javier Ubillos, Jon

Muniategiandikoetxea, Marta Alvarez y Tomás Valenciano

Project Type: Education

Status: Built

Total area: 15000 sqm


The five-story Basque Culinary Center is situated against a steep hillside and each floor

meets the ground. Unlike most multi-story buildings, visitors arrive through entrances on the upper

stories and then descend to floors below.


CULINARY ARTS INSTITUTION 25

2.2.3.2 Floor Plans

Classrooms
Services
Practice

Practice
Services

Practice Services
Practice

Figure 24 - Case Study 3 - Floor Plan 1 Figure 25 - Case Study 3 - Floor Plan 2

Figure 24 - Case Study 3 - Floor PlanPractice


1 Figure 25 - Case Study 3 - Floor Plan 2

Practice

Services Offices

Classrooms Entrance

Free Zone Free Zone

Services

Figure 26 - Case Study 3 - Floor Plan 3 Figure 27 - Case Study 3 - Floor Plan 4

Figure 26 - Case Study 3 - Floor Plan 3


Services
Parking

Practice

Classrooms

Services

Classrooms

Figure 28 - Case Study 3 - Floor Plan 5


CULINARY ARTS INSTITUTION 26

2.2.3.3 Main Zoning

ZONES

3% 7%

25% Adminstration
Practice area
Classrooms
45% Services
Open Area
20%

Figure 29 - Case Study 3 - Main Zones

2.3 Trends & Values

 Percentage of practice area is bigger that study area.

 The integration of the outdoor and the indoor areas in the campus.

 A service area is provided with each practice kitchen.

 Safety and protection must be very high in the campus.


CULINARY ARTS INSTITUTION 27

2.4 Case Study Conclusion – Project Main Zones

Main Zones

Adminstration
6%
16% Practice Area
(Kitchens)
3% Classrooms
4%
35%
Services

20% Open Area

Amenities
16%
Dorms

Figure 30 - Case Studies Conclusion – Main Zones


CULINARY ARTS INSTITUTION 28

3. Chapter Three

3.1 Introduction
This chapter will discuss the project’s user capacity; it will also clarify the zones functional

diagram. A part of the chapter will be the project’s assumptions, and based on that a detailed space

program will be provided.

3.2 Functional Diagram

Kitchens Restaurant

Classrooms Labs

Administration
Culinary Faculty Area
Campus

Common
Area
Dorms

Storages

Residential Services
Gym

Waste Disposal
Restaurant

Figure 31 - Functional Diagram


CULINARY ARTS INSTITUTION 29

3.3 Standards

Figure 32 - Standards 1
CULINARY ARTS INSTITUTION 30

Figure 33 - Standards 2
CULINARY ARTS INSTITUTION 31

3.4 Project Assumptions

Zone % GFA NFA Floors Footprint

Administration 6% 1,632m2 1,224m2 2 816m2

Practice Area 35% 9,520m2 7,140m2 3 3,173m2

Classrooms 16% 4,352m2 3,264m2 3 1,451m2

Services 20% 5,440m2 4,080m2 2 2,720m2

Amenities 3% 816m2 612m2 1 816m2

Open Area 4% 1,088m2 816m2 1 1,088m2

Residential 16% 4,352m2 3,264m2 4 1,088m2

Total 100% 27,200m2 20,400m2 - 11,152m2

Table 3 - Project Assumptions

3.5 Project Capacity

User Type % Number of Users

Staff 12% 192 Users

Students 80% 1,280 Users

Support 3% 48 Users

Public 5% 80 Users

Total 1,600 Users

Table 4 - Project Capacity


CULINARY ARTS INSTITUTION 32

3.6 Space Program

3.6.1 Administration – Total Area= 1,224m2

Space Number of
Description Capacity Area Total Area
Number Spaces

1 Main Entrance - 130m2 1 130m2

2 Management 2 25m2 2 50m2

3 Staff Office 1 10m2 20 200m2

4 Staff Lounge - 30m2 2 60m2

5 Admission Office 2 14m2 5 70m2

6 Meeting Room 10 50m2 2 100m2

7 Finance Department - 120m2 1 120m2

8 Archive - 70m2 1 70m2

9 Storage - 30m2 1 30m2

10 Copy & Printing Room - 25m2 1 25m2

11 IT - 50m2 1 50m2

12 Security - 35m2 1 35m2

13 Hall 150 200m2 1 200m2

14 Kitchenette - 10m2 2 20m2

15 W.C (Male and 1 8m2 8 64m2

Female)

Total Area 1,224m2

Table 5 - Space Program - Administration


CULINARY ARTS INSTITUTION 33

3.6.2 Practice Area (Kitchens) and Classrooms – Total Area= 7,140 + 3,264= 10,404m2
Space Number of
Description Capacity Area Total Area
Number Spaces

1 Main Entrance - 200m2 1 200m2

2 Faculty Offices 1 15m2 30 450m2

3 Classrooms 30 60m2 25 1,500m2

4 Lecture Rooms 50 60m2 10 600m2

5 Demonstration Kitchen 30 90m2 12 1,080m2

6 Baking Kitchen 30 90m2 8 720m2

7 BBQ Area 35 100m2 2 200m2

8 General Lab 30 90m2 6 540m2

9 Demonstration Lab 50 120m2 10 1,200m2

10 Computer Lab 35 75m2 6 450m2

11 Restaurant 400 700m2 1 700m2

12 Student Lounge 12 50m2 4 200m2

13 Faculty Lounge 8 31m2 4 124m2

14 Storage - 40m2 4 160m2

15 Library 400 1000m2 1 1000m2

16 Lockers Room 90 90m2 4 360m2

17 W.C (Male and 1 8m2 20 160m2

Female)

18 Challenge Hall - 380 2 760m2

Total Area 10,404m2

Table 6 - Space Program - Practice Area


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3.6.3 Services – Total Area= 4,080m2

Space Number of
Description Capacity Area Total Area
Number Spaces

1 Wet Storage - 70m2 5 350m2

2 Dry Storage - 70m2 4 280m2

3 Main Storage - 200m2 3 600m2

4 Kitchen Storage - 100m2 2 200m2

5 Meat Lab - 65m2 2 130m2

6 Preparation Station 30 90m2 6 540m2

7 Stock Room - 65m2 4 260m2

8 Storage - 50m2 2 100m2

9 Waste Disposal - 150m2 1 150m2

10 MEP - 600m2 1 600m2

11 Janitors 2 15m2 10 150m2

12 Kitchenette - 10m2 6 60m2

13 W.C (General) 1 8m2 20 160m2

14 Loading Deck - 500m2 1 500m2

Total Area 4,080m2

Table 7 - Space Program - Services


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3.6.4 Amenities – Total Area= 612m2

Space Number of
Description Capacity Area Total Area
Number Spaces

1 Mosque 40 55m2 2 110m2

2 Ablution 40 65m2 2 130m2

3 Laundry - 63m2 2 126m2

4 Dish Washing - 95m2 1 95m2

5 Gym 50 75m2 1 75m2

6 Day Care 20 76m2 1 76m2

Total Area 612m2

Table 8 - Space Program - Amenities

3.6.5 Residential – Total Area= 3,264m2

Space Number of
Description Capacity Area Total Area
Number Spaces

1 Reception - 60m2 2 120m2

2 1 Student Room + WC 1 40m2 10 400m2

3 2 Student Room + WC 2 70m2 20 1400m2

4 1 Faculty Room + WC 1 50m2 12 600m2

5 Lounge 12 50m2 2 100m2

6 Laundry - 50m2 2 100m2

7 WC 1 8m2 10 80m2

8 Gym 40 65m2 2 130m2


CULINARY ARTS INSTITUTION 36

9 Business Center - 67m2 2 134m2

10 Restaurant (Shared) - 200m2 1 200m2

Total Area 3,264m2

Table 9 - Space Program - Residential

3.6.6 Parking Lots

Number Of
User Type Number of Users Parking Regulation
Parking Lots

Staff 192 Users Staff/4= 192/4 48

Students 1,280 Users Student/30= 1,280/30 42

Support 48 Users Support/5= 48/5 10

Public 80 Users Public/10= 80/10 8

Total Parking Lots 108

Total Parking Area 108x28= 3,024m2

Table 10 - Space Program - Parking Lots

3.7 Conclusion

The Culinary Arts Institute can occupy up to 1,600 users. After programming the project and

specifying the areas needed it became much easier to identify the final idea of the project. The

project will hold a horizontal scape with variety of leveling; the common open areas were clarified

as well.
CULINARY ARTS INSTITUTION 37

4. Chapter Four
4.1 Introduction
This chapter will display proposed sites for the project; it will criticize, analyze, and

evaluate each site based on a set of criteria factors. The aim is to reach the most beneficial site that

is suitable for the needs of the project. The site with the maximum advantages will be chosen for

the project.

4.2 Site Criteria

4.2.1 Accessibility
Site accessibility is one of the most important factors in any project. It determines the ability to

access the site, the surrounding main-roads and sub-roads, and the exact location of a project.

4.2.2 Urban Context


Urban context is very important; it identifies the surrounding buildings and clarifies the use of

them. This could affect the project majorly in terms of use and targets.

4.2.3 Capability of Expansion


Capability of expansion is important in such a project; the door should always be open for

expansion and development.

4.2.4 Visual Interests


Surrounding views are not very important in this project; the views of the project will be created

artificially inside the site’s environment and boundaries.

4.2.5 Climate
Climatic analysis visualizes the sun movement as well as the wind direction during the year. This

affects the project in terms of outdoor areas and interior natural ventilation.
CULINARY ARTS INSTITUTION 38

4.3 Site Analysis

4.3.1 Proposed Sites

4.3.1.1 Prince Abdullah alFaisal St. Obhur.

This site is located between Prince Naif Rd, and Prince Abdullah
alFaisal’s St. The site is in the future extension of Jeddah city
(Obhur). It is located within residential, commercial, and
Educational areas. Which makes it an attraction point, and it is
also accessible from multiple main roads.

4.3.1.2 King Abdulaziz Rd. Al-Nahda Dst.

This site is located between both commercial and residential


areas, which attract more people to visit. It is located on King
Abdulaziz’s Rd, and very near to Prince Sultan’s road, which
makes it very accessible.

Figure 34 - Proposed Sites


CULINARY ARTS INSTITUTION 39

4.3.1.1.1 Prince Abdullah alFaisal St. Obhur – Accessibility & Urban Context

Site
Education
Residential
Water Features
Commercial

College of Al-Batarji

King Abdullah Stadium


Al-Nakheel Resort
Figure 35 - Site 1 - Accessibility and Surroundings

4.3.1.1.2 Prince Abdullah alFaisal St. Obhur – Climatic Analysis

Figure 36 - Site 1 - Climatic Analysis


CULINARY ARTS INSTITUTION 40

4.3.1.1.3 Prince Abdullah alFaisal St. Obhur - Visual Interests

Site
Maximum Views
Minimum Views

Figure 37 - Site 1 - Visual Interests

4.3.1.2.1 King Abdulaziz Rd. Al-Nahda Dst. – Accessibility & Urban Context Site
Education
Residential
Water Features
Commercial

Belajio Resort

Red Sea Mall


Atallah Happy Land

Madina Road
King AbdulAziz Road
Figure 38 - Site 2 - Accessibility and Surroundings
CULINARY ARTS INSTITUTION 41

4.3.1.2.2 King Abdulaziz Rd. Al-Nahda Dst. – Climatic Analysis

Figure 39 - Site 2 - Climatic Analysis

4.3.1.2.3 King Abdulaziz Rd. Al-Nahda Dst. - Visual Interests

4.4
Site
Maximum Views
Minimum Views

Figure 60 - Site 2 - Visual Interests


CULINARY ARTS INSTITUTION 42

4.4 Site Evaluation

Site 1 Site 2
Total Possible
Criteria Prince Abdullah King Abdulaziz Rd.
Points
alFaisal St. Obhur Al-Nahda Dst.
Accessibility 5 4 3
Urban Context 5 3 4
Climate 3 3 1
Visual Interest 2 1 2
Noise 5 5 2
Future Expansion 5 5 5
Total 25 21 17
Table 11 - Site Evaluation

4.5 Prince Abdullah alFaisal St. Obhur – Detailed Analysis

4.5.1 Accessibility:

The site is accessible from two main roads, surrounded by four sub-roads, and it does not have

high density.

4.5.2 Urban Context:

The site is surrounded mainly by residential areas, overlooking “AlBatarji Medical College”, and

near some commercial areas.

4.5.3 Climate:

The site is located near the sea shore, so the weather is acceptable, there are wind tunnels passing

by the site throughout the year.

 The average temperature in Jeddah, Saudi Arabia is 28.4 °C (83 °F) and the range of

average monthly temperatures is 8 °C.

 The warmest average max/ high temperature is 41 °C (106 °F) in June and the coolest

average min/ low temperature is 16 °C (61 °F) in January & February.


CULINARY ARTS INSTITUTION 43

4.5.4 Visual Interest:

The views are not very important in such project; it can be created artificially within the site

context.

4.5.5 Noise:

The noise level is low surrounding the site, which supports the project type “Educational

Building”.

4.5.6 Future Expansion:

The possibility of future expansion is very important to this project; many facilities may be added

in the future. The site has many vacant lands surrounding it, and the site’s total area has enough

space for future expansion.

4.6 Site Arrangement

Figure 41 - Site Arrangement


CULINARY ARTS INSTITUTION 44

5 Chapter Five

5.1 Introduction

This chapter will conclude the previous four chapters, identifying the outcomes of each, and

finalizing the project’s preparation stage.

5.2 Chapter One Conclusion:

Goal
Our goal is to provide proper education to the art and science of cooking, allowing the
youth and children to have an unforgettable experience with flexible programs that varies
from a single day course to a several years degree!

Mission
Our mission is to create the perfect atmosphere that will allow the young talents to grow
and develop into becoming experts! This will produce a generation that are highly
qualified as chefs, and will increase in the knowledge of enrolled individuals.

Vision
Our vision is to become leaders in the science of cooking and to be the greatest institution
of Cooking in the Middle East.

Table 12 - Chapter 1 - Conclusion


CULINARY ARTS INSTITUTION 45

5.3 Chapter Two Conclusion:

ZONES
5% Lobby
16% 9% Adminstration
Case Study 1):
Restaurant
Los Angeles Mission 8% Services
16%
Open Area
College Culinary Arts
Library
Institute 18% Practice Kitchen
15% Classrooms
5% 8% Storage

ZONES
3% 7%
Case Study 2): Adminstration
25% Practice area
Gastronomic University
Classrooms
(BASQUE CULINARY Services
45%
Open Area
CENTER)
20%

Main Zones
6%
16% Adminstration
3% Practice Area (Kitchens)
4% Classrooms
Case Studies Conclusion 35%
Services
20% Open Area
Amenities

16% Dorms

Table 13 - Chapter 2 - Conclusion


CULINARY ARTS INSTITUTION 46

5.4 Chapter Three Conclusion:

Functional
Diagram

Zone % GFA NFA Floors Footprint


Administration 6% 1,632m2 1,224m2 2 816m2
Practice Area 35% 9,520m2 7,140m2 3 3,173m2
Classrooms 16% 4,352m2 3,264m2 3 1,451m2
Project Services 20% 5,440m2 4,080m2 2 2,720m2
Assumptions Amenities 3% 816m2 612m2 1 816m2
Open Area 4% 1,088m2 816m2 1 1,088m2
Residential 16% 4,352m2 3,264m2 4 1,088m2
Total 100% 27,200m2 20,400m2 - 11,152m2

User Type % Number of Users


Staff 12% 192 Users
Project User Students 80% 1,280 Users
Capacity Support 3% 48 Users
Public 5% 80 Users
Total 1,600 Users

Number Of
User Type Number of Users Parking Regulation
Parking Lots
Staff 192 Users Staff/4= 192/4 48
Students 1,280 Users Student/30= 42
Project’s Parking 1,280/30
Lots Support 48 Users Support/5= 48/5 10
Public 80 Users Public/10= 80/10 8
Total Parking Lots 108
Total Parking Area 108x28= 3,024m2
Table 14 - Chapter 3 - Conclusion
CULINARY ARTS INSTITUTION 47

5.5 Chapter Four Conclusion:

Prince Abdullah
alFaisal St. Obhur.

Proposed Sites

King Abdulaziz Rd.


Al-Nahda Dst.

Site 1 Site 2
Criteria Total Possible Points Prince Abdullah King Abdulaziz Rd.
alFaisal St. Obhur Al-Nahda Dst.
Accessibility 5 4 3
Urban Context 5 3 4
Climate 3 3 1
Site Evaluation
Visual Interest 2 1 2
Noise 5 5 2
Future Expansion
5 5 5
Total 25 21 17

Site Arrangements

Table 15 - Chapter 4 – Conclusion


CULINARY ARTS INSTITUTION 48

6 Chapter Six
6.1 Final Project

Figure 42 - Project's Main Perspective

Figure 43 - Main Culinary Campus

Figure 44 - Children's Culinary Campus


CULINARY ARTS INSTITUTION 49

Figure 45 – Exterior Shot

Figure 46 - Night Exterior Shot Figure 47 - Interior Shot - Children's Kitchen

Figure 48 - Interior Shot - Adult's Kitchen


CULINARY ARTS INSTITUTION 50

References

1. Neufert Architects' Data

2. Timesaver

3. The Architects’ Handbook

4. Executive rules and the list of technical of Ministry of Higher Education

5. http://www.jeddah.climatemps.com/

6. http://www.ehow.com/about_5046231_culinary-artsdefinition.html

7. http://encyclopedia.thefreedictionary.com/culinary+art

8. http://www.bculinary.com/es/home

9. http://acsa-arch.org/docs/competition-documents/11-12-aisc-13.pdf?sfvrsn=2

10. http://www.evolo.us/architecture/san-diego-culinary-artsschool/

11. http://archinect.com/schools/release/5308106/two-nsad-teamsearn-honorable-mentions-

in-national-acsa-aisc-steel-designstudent-competition/54225940

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