Portfolio Vol. 1 + 2

DESIGN PORTFOLIO
M.ARCH + B.S.INTERIOR
M. PRUETT SMITH
865.323.5384 mpruettsmith.com pruett.smith.m@gmail.com

a
b out
My passion lies within the realm of cross disciplinary design, creating links
between interiors and the much larger architectural scale. I am fascinated by
the work moving between these fields, particularly how an overall architectural
understanding can influence and direct the human environment relationship
in design decisions.
Many of my design projects have been developed based on the study
of cultures and phenomena. I believe that this type of learning experience
has shaped my work by encouraging research based design and creative
exploration. It has also directed my learning to a realm of discovery within a
technologically advanced community.
I believe that serving others holds weight, not only in leadership positions, but
also in our everyday practice, including design. The closeness of the design
profession to the lives of those who work and live within our creations allows
us, as designers, to curate experience, stimulate conversation, and encourage
innovation.

865.323.5384 mpruettsmith.com pruett.smith.m@gmail.com

M. PRUETT SMITH
University of Tennessee, Knoxville
College of Architecture and Design
MASTERS OF ARCHITECTURE
May 2019 | Summa Cum Laude
University of Tennessee, Knoxville
College of Architecture and Design
BACHELOR OF SCIENCE IN
INTERIOR DESIGN
May 2017 | Summa Cum Laude
University of Arkansas
STUDY ABROAD
2016 | Rome, Italy
2015-2016 2016-2017 2017 2017-present 2018
+ + + + +
UNIVERSITY
OF TENNESSEE
UNIVERSITY
OF TENNESSEE
GENSLER
UNIVERSITY
OF TENNESSEE
PANAMERICAN
CONSULTANTS
Research Assistant
Teaching Assistant
Professional Intern
Graduate Teaching Assistant
Freelance Designer
Knoxville, TN
Knoxville, TN
San Francisco, CA
Knoxville, TN
Tuscaloosa, AL
EXHIBIT
SCHOLARSHIP
2016-2018
DEAN’S IMAGE SELECTION
College of Architecture Administration Offices
University of Tennessee
January 2016
“MODULAR + ALTERATIONS”
Downtown Gallery
University of Tennessee
December 2016
“INTERIORS”
Downtown Gallery
University of Tennessee
2017 [undergraduate]
Tau Sigma Delta Bronze Medal
2017 [undergraduate]
Faculty Design Award
2017 | 10,000
J. Wallace and Katie Dean
Graduate Fellowship
2017 | 10,000
Tennessee Fellowship for
Graduate Excellence
2017
Governor’s Chair Studio
partnership with
SOM + Oak Ridge National Laboratory
2018
BarberMcMurry Studio
partnership with
Kieran Timberlake
MPRUETTSMITH.COM | 865.323.5384
PRUETT.SMITH.M@GMAIL.COM

865.323.5384 mpruettsmith.com pruett.smith.m@gmail.com
m.pruett.smith@gmail.com

RESEARCH ASSISTANT
2015-2016
Research Assistant to Liz Teston [UTK]
conducted in person interviews and developed transcriptions of Knoxville’s oral histories. Teston’s research
includes the politics of design, and the impact of memory and cultural identity on everyday design contexts.
Knoxville’s oral histories can be found at http://knoxhistories.org/
TEACHING ASSISTANT
UNDERGRADUATE
2016-2017
[representation I, II]
[representation IV + BIM]
Teaching Assistant to David Fox + Mark Stanley [UTK] | representation I, II | year 1
drawing and representation as visual thinking and communication method
first year design thinking facilitator.
Teaching Assistant to Bud Archer [UTK] | representation IV + BIM | years 3 + 4
how to harness the capabilities of Building Information Modeling in both Revit and other analytical
computer programs.
GRADUATE
2017-2019
[history + theory I]
[representation III]
[visual design theory]
Teaching Assistant to Gregor Kalas [UTK] | history + theory I | year 2
introduction of architecture + ideas in major world cultures from prehistoric era to about 1500 AD, emphasizing
the importance of form in both building + community.
Teaching Assistant to Mark Stanley [UTK] | representation III | year 2
exploration of basic computer-aided design programs in the representation of three dimensions
emphasis is placed on learning how the computer can assist in the design process through representation,
visualization, and analysis.
Teaching Assistant to Brian Ambroziak [UTK] | visual design theory | year 1
principles of visual design, addressing form and space
exploration of visual ideas through analysis + introduction of architectural terminology and vocabulary.
PROFESSIONAL INTERN
summer 2017
Professional Intern at Gensler [San Francisco, CA]
internship [under Barry Bourbon as part of the San Francisco Lifestyle 2 Studio] focusing mainly on retail
and hospitality | project involvement included experience within architecture, interiors, graphic/industrial
design, planning and consulting.
FREELANCE DESIGNER
2018
Freelance Designer for Panamerican Consultants, Inc. [Knoxville, TN]
Using text and historic images provided by Panamerican, graphic works were completed including several
wall panel exhibits, a book titled The History of Fort Bragg Schools, 1921-2018, a 15 minute video on the
history of the schools and the 1951 desegregation of the Fort Bragg School System, and an illustrated curriculum
booklet for fourth grade classrooms at Fort Bragg. These projects were contracted by Panamerican
Consultants, Inc. (Tuscaloosa, AL). Each piece is part of an overall contract providing several components
for a history exhibit installed at the Deputy Superintendent’s Office (DSO), Department of Defense Educational
Activity-Americas, Mid-Atlantic Region located at Fort Bragg Military Reservation, NC as well as the
educational efforts to enhance and enrich the students experience of the Fort Bragg School System in
terms of history and heritage.

water + air
FALL 2016
11
shadow shaping
SPRING 2015
21
27
fabrication
2015-2017
C O
N T
E
43
59
nebulous blur
FALL 2017
wildwood farm
spring 2018
cataloging histories
2018
79
101
lowland edges
fall 2018
seminar_research
2016-2018
119
133
graphics
2015-2018
N TS
139
night[lab]
SPRING 2016

FALL 2016

WATER + AIR
FALL 2016 B.S. INTERIOR

water & air
12
νερό + αέρας
FALL 2016
This flying, international hotel is meant to be a representation of the geography and culture
of Santorini, Greece. Visitors will fly in the airship to their Santorini destination and land on
the water, creating a new flow of entry and exit that immerses guests into the essence of
Santorini: the ocean. Stationed halfway between the capitol city of Fira and the renowned hot
springs at Nea Kameni, the hotel amenities are centered on well-being and island adventure.
Fira, Santorini
Nea Kameni

r

water + air
16
The airship design is based in the main cabin located on the underbelly of the airship.
This design proposes all potential space including two floors with openings in the floor
plate. The destination of the ship is between the main island of Santorini and its capital,
Fira, and the volcano named Nea Kameni to the west.
The first half of this project focuses on the design of the main airship cabin while the
second half of the project tries to reinvent the hotel room experience, moving from a
very large scale understanding of spatial adjacencies to the minute details of lightweight
construction required for 20 individual rooms.
The program of the ship includes the introduction [entry], the oasis, [pool] the dwellings
[private rooms], the immersive eatery [restaurant], and the retreat [spa]. Each element
has distinct features and connections to other programmatic areas.

upper floor
lower floor

water + air
18
Each space has been carefully designed to be lightweight construction, drawing techniques
from airplane construction. The plastic walls and stretch ceilings along with
conscious construction of the interior components create a space that performs like an
airplane, but does not feel like one.
Each of the private rooms along the oasis were designed to be sculptural gardens of
light, reinventing the hotel room experience through thoughtful design. Each element
of the room is a lit island within the space. The views into and out of the room can be
controlled by the hotel guest through remote, turning opaque, translucent, and tinted
according to their needs.

SPRING 2015

SHADOW SHAPING
SPRING 2015 B.S. INTERIOR

shadow shaping
22
shadow shaping
spring 2016
By using screening systems, skylights and varying transparencies, the project questions the
use of traditional wall construction and space making. Shadows create space in this project,
allowing the glass structure to seemingly change throughout the day, month, and year. The
project is dynamic and functional, using the systems in place to direct traffic, program, and
spatial understanding.

entry sequence hand sketch
library system hand sketch
entry sequence hand sketch
section d-d

shadow shaping
Recessed Lighting
Entry chandelier
Illuminated Coffee Table
Bedroom Pendants
Side Table Lamps
Inset Lighting in Screen
Dining Room Pendant
Directional Recessed Light
Bathroom Sconce
Reflected Ceiling Plan 1/8”=1’
24
Library/Office
Because this project is based on properties of shadow and light, all of the lighting, materials, and
furniture were chosen to represent that. The lights in this project, along with the fiurniture and materials,
display shadows either through high contrast or through creating shadow on themselves. The
placement of lights was also key for creating shadows along walls, and to continue creating shadow
even after the sun has set.
Dining
Master Bedroom Perspective

Guest
Bedroom
Guest
Bedroom
Library/
Office
Guest
Bath
Kitchen
Dining
Master
Bath
Living
Entry
Master
Bedroom
Program Diagram Circulation Diagram Concept Diagram
Plan 1/4”=1’

2014-2017

FABRICATION
2014 - 2017 B.S. INTERIOR

fabrication
28
nuanced connections
spring 2015 | pruett Smith + Alexis Jolley
This project was created as a precursor to shadow shaping in order to understand patterns
and reinterpretation of systems and processes. Based on traditional arabesque patterns, this
fabricated installation began as individual work, morphed into a compilation of four individual
panels. After reconfiguring connections between the four panels in groups of two, each team
selected a portion of the panels to fabricate. This panel was created through CNC routing
large Plexiglas sheets and using capillary action adhesive.

fabrication
30

fabrication
32
transcending projection
FALL 2016 | Pruett Smith, Tanya Granados, + Kristia Bravo
This fabricated lighting system incorporates the phenomenon of caustic light. This layer of
material is only apparent when activated by light. The shifting form of shadow and caustics
demarks a space of rapid speeds and fosters creativity. The initial, individual design was reconfigured
by a team of students and fabricated. The fabricated installation was displayed in
the University of Tennessee’s Downtown Gallery exhibit ‘Modular + Alterations’ in Knoxville,
Tennessee in January 2016.

fabrication
34

fabrication
36

installation downtown knoxville
18

fabrication
38
AMPD
SPRING 2017
This group project was created during a Governor’s Chair Studio partnered with Skidmore,
Owings, & Merrill + the Oak Ridge National Laboratory to construct a 3D-printed project
for Local Motors. The fixturing for the Local Motors showroom was meant to promote the
potentials of the Big Additive Manufacturing printer (BAM), designed by Oak Ridge National
Laboratory.
The studio completed designs for both reception and retail, fully printed and prototyped.
Scaled prototypes were printed on small ABS printers and full scale prints on the BAM at
the Local Motors headquarters. After the course was completed, the work was continued by
Kristia Bravo, implementing and working with the full design until completely modified for the
larger scale printer. It now exists as a fully printed work in the Local Motors headquarters in
Knoxville, TN.

SKIDMORE, OWINGS & MERRILL LLP
SKIDMORE, OWINGS & MERRILL LLP
SKIDMORE, OWINGS & MERRILL LLP
SKIDMORE, OWINGS & MERRILL LLP
GOVERNOR'S CHAIR
ENERGY + URBANISM
THE UNIVERSITY OF TENNESSEE
OAK RIDGE NATIONAL LABORATORY
GOVERNOR'S CHAIR
ENERGY + URBANISM
THE UNIVERSITY OF TENNESSEE
OAK RIDGE NATIONAL LABORATORY
GOVERNOR'S CHAIR
ENERGY + URBANISM
THE UNIVERSITY OF TENNESSEE
OAK RIDGE NATIONAL LABORATORY
SKIDMORE, OWINGS & MERRILL LLP
hanger_design proposal
tectonic play
GOVERNOR'S CHAIR
ENERGY + URBANISM
THE UNIVERSITY OF TENNESSEE
OAK RIDGE NATIONAL LABORATORY
GOVERNOR'S CHAIR
ENERGY + URBANISM
THE UNIVERSITY OF TENNESSEE
OAK RIDGE NATIONAL LABORATORY
testing | orientation & reconfigurability

fabrication
40

FALL 2017

NEBULOUS BLUR
FALL 2017 M. ARCH

nebulous blur
44
nebulous blur
fall 2017
This project identifies the new Architecture Institute of Chicago as a cultural landmark and
center of progress for Chicago. The 1,000,000 square foot building is located in central Chicago
on what is known today as Wolf Point. Nebulous blur provides a framework for conversation
around how culture as a formal experience is connected to process and every day life.
With overlapping programs and a distinct aesthetic, the nebulous blur will become a jewel
in Chicago.

nebulous blur
46
As a continuation of the Chicago riverwalk, the cultural spine will connect to the public
avenue and loop up into the building, drawing in both visitors to Chicago and locals.
This will enhance the quality of life in the Architecture Institute, providing varied entertainment
and a connection to the city at large.
The development of program is focused into three main parts:
1. culture
2. living
3. making
In order to provide a framework for conversation around how cultural experiences are
connected to process and everyday life, the living and making aspects of the program
are represented as centers of energy. They are separated from the city only by the
glass facade, exposing the energy within. Each element bleeds into the next creating
an ambiguous distinction between elements.
Contrasting in material as a solid loop is the project’s connective tissue--the cultural
spine, The cultural portion of the program is distinct in both form and connection to the
other programmatic elements of the project.

RIVER NORTH
WEST LOOP
CENTRAL LOOP
Surrounding Chicago Neighborhoods
River North Neighborhood
Site
Riverwalk Extension

NIKE
0 10 50 100

nebulous blur
50
By encircling the living and making portions of the building with a cultural spine, visitors
will not only experience the curated galleries of both the main museum, and the architectural
school’s exhibitions, their gaze will also be directed into the living and making
programmatic areas--putting life and process on display.
The form of the cultural spine is rigid--still undulating, but carefully calculated. It will
grow and shrink in floor height to accommodate different types of gallery space. Views
to the exterior will be limited--forcing viewers to fully embrace the exhibits as they move
up through the museum to the top level. Mixed within the museum will be strategically
placed public amenities, bringing both new and old visitors to the changing exhibits
This graphic novel helps visually represent the architectural crossovers that define interior
space. On each page of the Graphic Novel, a new character or experience is
brought to life. In doing so, it begins to give texture, color, sound, smell, and taste to
the project. Each scene has a graphic notation, analyzing the qualities of the particular
page. Visual, Auditory, Tactile, Olfactory, and Gustatory systems are rated on a scale of
1-5.

0 10 50 100

nebulous blur
THE
PROFESSIONAL
visitor 3001345
financial advisor
came for a drink and pool with friends after work
current status:
AIC? pool and a concert? im there.
THE
HIPSTER
visitor 3001087
cafe barista
needed to chill
current status:
i was hanging out here before all these
people started flocking to AIC
52
THE
ARCHITECT
visitor 3001095
practicing professor
lecturing on her research at noon
current status:
note to self–less caffeine next time
THE
ARTIST
visitor 3001240
freelancer
came in for some inspiration
current status:
NEW EXHIBIT IS UPPP!!
THE
STUDENT
THE
TOURIST
visitor 3001188
high school drama teacher
snatched last minute tickets for the big game on fall break
current status:
cant believe im actually here!! <3

THE
ARCHITECT
visitor 3001095
practicing professor
lecturing on her research at noon
current status:
note to self–less caffeine next time
THE
HIPSTER
visitor 3001087
cafe barista
needed to chill
current status:
i was hanging out here before all these
people started flocking to AIC
THE
PROFESSIONAL
visitor 3001345
financial advisor
came for a drink and pool with friends after work
current status:
AIC? pool and a concert? im there.
THE
ARTIST
visitor 3001240
freelancer
came in for some inspiration
current status:
NEW EXHIBIT IS UPPP!!
THE
STUDENT
visitor 3001092
loan holder
class in session
current status:
if this prof says ‘juxtaposition’ one more time…
THE
TOURIST
visitor 3001188
high school drama teacher
snatched last minute tickets for the big game on fall break
current status:
cant believe im actually here!! <3

nebulous blur
54

PRUETT SMITH PROUDLY PRESENTS
NEBULOUS BLUR
BROUGHT TO YOU BY
THE SUPER BLOCK STUDIO
FALL 2017
UNIVERSITY OF TENNESSEE
THEY WERE CREATIVES. THEY WERE THINKERS. THEY WERE ORCHESTRATORS.
THE DISCIPLINE BROUGHT THEM TOGETHER TO BE THE FORCE AGAINST monotony.
TO PROTECT THE PEOPLE OF THE WORLD FROM EXTREME WEATHER, BAD HABITS, AND DISMAL LIVES.
to shape our world into a better place for us all.
we expected good things.
they exceeded this.
THEY have BROUGHT THE FUTURE.
4
5
1
2
3
5
2
1
3
4

nebulous blur
56

1
5
3
4
3
2
5
2
1
2
3
5
5
3
2

SPRING 2018

WILDWOOD FARM
SPRING 2018 M. ARCH

wildwood farm
60
wildwood farm
SPRING 2018 | Pruett Smith + Beth Brackin
Wildwood Farm is a development in Germantown, Tennessee, just outside of Memphis. The
designs for the farm include an equine veterinary hospital and rehabilitation center as well
as plans for local engagement with the land and horses, and the potential use of the area as
a breeding center for equine study and veterinary development. This project was accomplished
as part of an integrations semester, working from the level of master planning all the
way to the detail.

part i
Design
part i
Design
Wildwood Farm is meant to be a place of novel engagement with
surroundings—not only within nature on the farm itself, but also
with the bordering development areas. In order to accomplish this,
the proposal includes a botanical garden and recreation trails for
the front three pastures of the farm. This shaded ‘pasture’ for human
leisure will be just as managed as the grassy pastures for the
horses. Utilized as both a productive, working landscape and an
educational resource, the botanical garden will stay true to definition
“holding documented collections of living plants for the purposes
of scientific research, conservation, display and education”
(Botanic Garden Conservation International).

wildwood farm
62
Located within this zone, the Big Barn landmark and the entrance onto the Wildwood
property are the main hubs of traffic, both vehicular and pedestrian. The entrance onto
the property is a continuous, scenic drive that recognizes the landforms while still designating
a path from entry to facilities in a timely manner. While driving towards the
facilities on the farm, the visitor experiences framed fragments of nature specific to the
speed of the car and will be encouraged to come back to the places they have passed
to slow down and enjoy them in other ways. The Big Barn will house educational ‘think
tank’ space as well as boarded horses—engaging those within it by reminding them
what the legacy of this farm is. There will also be a farm to table restaurant, utilizing the
botanical garden as a resource for locally grown foods and community gatherings.
The Botanical Garden will also be used for the nutrition and breeding facilities on the
north side of the property in order to grow the food and plants necessary for these
programs.

wildwood farm
64
Both the hospital and the rehabilitation center are organized to best frame the views
of open pasture and existing landscape. By making the pastures the focus, the green
landscape with vast expanse and definitive beauty will convey the continuity and
nurturing devotion that is part of the farm’s legacy. The incorporation of this pastoral
presence will provide therapeutic experience for both people and horses alike, easing
tensions and returning them to a place of the past—a green space with the patience of
the earth under the shelter of the trees.
Because of the inwardly focused nature of the hospital program, a beacon of glass sits
on top of the structure, allowing the users of this building a way to experience a calm
and generous view of the landscape that is not possible or is not feasible in other parts
of the building.
The rehabilitation center is dedicated to creating relationships between the indoor and
outdoor space, blending the two with thoughtful connections between program. Covered
areas mix well with conditioned ones, emphasizing the gravitational pull into the
pasture that will help the horses to heal and allow them to find balance with nature.
The project is also connected out the southeast corner by a set of steps that lead to
a natural pooling site that has been constructed to retain more water than is naturally
there so that the pool stays filled and can become an oasis for hospital workers and
clients alike. Elevations in landforms and natural drainage patterns create this pool for
conversation and peaceful walking—a draw for both neighbors and visitors.

wildwood farm
66

wildwood farm
68

wildwood farm
70

Rehabilitation Foundations Plan | 1” = 50’
The material palette of this project is particularly important. In order to
maintain an equine aesthetic as well as the aesthetic of Wildwood
Farm, we are proposing a palette modernizing what is already existing
in structures on the farm while still speaking to the rawness and clarity
of certain materials. Wood, concrete, and steel will be the main structural
materials used on the project.
Using steel as the main structural element, the project will be able to
accomodate spaces of differing heights and spans. Following a structural
grid, the steel beams and columns will define space while still
maintaining the ‘floor clearing’ and ‘exposed structure’ qualities of the
wooden Big Barn. Concrete shear and load bearing walls will support
the steel structure where more defined spatial separation is needed.
Along the perimeter, the steel structure will begin to define a largely
spaced mullion pattern giving the building large unobstructed views,
specifically to the west and north (towards the main pastures and the
Big Barn). The eastern and southern walls will be restricted by the
concrete system, allowing for a much more specific designation of
punches to the outside. This will not only direct views, more specifically,
to engage with designated elements of the landscaped areas, but
will also limit the exposure of the building to the sun’s harsh rays from
the south.
LIGHTING
The lighting strategies of this project will create distinct qualities of
light within different parts of the program to better differentiate the
aspects of the project from each other, as well as celebrate the pastoral
landscape of the site through its access to daylight.
The upper floors of both the hospital and rehabilitation center have the
most access to daylight. Since these spaces are both viewing galleries
and library spaces, it is important to have daylight for both visibility
and diffuse lighting for lower floors. Both of these spaces will also light
up like glowing boxes in the landscape at night, celebrating the place
with artificial light lifted above the ground, floating.
Within the hospital, both natural daylight and artificial light have equal
importance.
It is necessary to have extreme control of lighting in the surgery suites
and prep room for both accuracy and visibility. This light will be
enhanced by the diffuse natural daylight from the viewing galleries
above.
The stalls will have access to daylight through the window openings
that look out onto the landscape, providing fresh air and light to those
that need it, and the possibility of closure for those that need extreme
control of their environment.
Skylights will provide daylight for specific areas in the hospital, specifically
the large corridors through which the horses are led and are lined
by offices. These skylights will provide light were it is difficult to reach
inside of the building and will improve the experience of passage.
Along the entry side of the hospital, glazing provides views to the
constructed landscape as well as daylight for the nurses and exam
room areas. This glazing also provides views and lighting for the offices
along the north side of the building and the reception and conference
room areas.
The south walls of the hospital will be thick massing walls in order to
help with heat gain and certain places of privacy. These walls will have
large window punches in them for light and distinct views of
landscape. The windows will be set back into the wall, creating deep
voids in the massing which will provide much needed shadow at this
orientation.
Overhangs around the outside of the building will provide shade and
places of rest on the exterior of the envelope. These places will encourage
people, both clients and staff, to appreciate the landscape and
provide spaces for rejuvenation and peaceful thought. Roof overhangs
on the second level will provide space to enjoy the sod rooftop and
views of the landscape. Overhangs on the ground floor will provide
space to engage with that landscape in different ways. Some of these
shaded areas will provide circulation and access to the building on the
ground floor. These areas will use material patterns to project shadow
onto surfaces, creating distinct speeds and spaces along exterior
routes.
The rehabilitation center has been designed to use natural light to its
greatest advantage. Large openings between interior and exterior
celebrate the access to the natural world and its inherent healing
qualities. Operable walls will play on the same material patterns of the
overhangs in the hospital. These patterns will create distinct experiences
in different programmatic areas. Clerestory openings in both the
arena and the free walk create distinct lighting conditions with
western light. Since the roof of this building acts almost as a pavilion,
covering the program within, it creates a shadowed interior with deep
recesses that mimics the Big Barn on site. In cooler temperatures,
electric infrared heaters will be used, creating a visibly warm glow
within the space it is heating.
Artificial light will be used specifically in the community education
areas and the exam rooms, places where both visibility and accuracy
are necessary to the programmatic requirements. At night, the
indoor/outdoor spaces will dimly glow with the light of a front porch,
distinct from the landscape, but still a part of it.
Rehabilitation First Floor Structural Framing | 1” = 50’
HVAC
The HVAC considerations of this project are founded on the idea that
there could be less equipment, lower costs to the owner in the future,
and sensitive use of the existing site qualities and parameters. The
main HVAC system in both the rehabilitation center and the hospital
will be an underground geothermal heat pump system. The loops will
be buried under the parking and constructed landscape of the courtyard
between the two buildings. The loops will connect to the buildings
in heat pump rooms where the air will be heated and cooled and
sent out through the building in a VAV reheat system. This will not only
give a high level of control over the entire system, but will also provide
clean air to all areas of the hospital and rehab center, avoiding disease
and infection as well as stale air. Mechanical space has been provided
for each heat pump room.
In the hospital, there is also a fan room for even more control of the
systems for the surgery zone. This area has extreme control importance
and is highly mechanically powered. The surgery rooms must be
maintained at highly specific temperatures for different periods of time.
The necropsy hallway and teaching areas must also be specifically
controlled and contain two large coolers which also need a high level
of power and control. The fan room will give extra power and control in
addition to the heat pump system. It will still use the loops from the
ground, heating or cooling air to distribute to this zone.
The rehabilitation center has been designed to create relationships
between indoor and outdoor space, re-adjusting the horses to their
natural habitat and creating communion between horse, building and
landscape. Because of this system, the heat pump zones for this building
are limited. There are two main conditioned zones for this building
(one on the far south end and one on the far north east). Both of these
zones are controlled because of their specific programs (community
engagement and exam rooms).
Most of the duct systems are exposed and are designed to flow
through the buildings in ways which enhance the spaces below them,
not only in maintaining air flow but through mimicking movement,
introducing a ceiling plane, and providing an industrial and raw
aesthetic which converses with the material palette of the project.
In order to better control the rest of the environment, there are passive
systems used, specifically, in the rehabilitation building which will
maintain better control of the space. Some of these include electric
infrared heaters, operable walls and windows, stack ventilation over
the hay storage and waste management areas, and Big Ass Fans in the
arena.
Both buildings have large flat roofs which will be used as both sod roof
and for PV installation. The PV will be used to power as much of the
buildings as possible and will provide a powerful combatant against
the cost of running such a highly-powered hospital and rehabilitation
center.
The isolation facility for the hospital will be run on its own ventilation
involving HEPA filters and other contagion controls systems. The
ventilation for this portion of the building will be directed towards the
open landscape, away from the main hospital building.
Rehabilitation Second Floor Structural Framing | 1” = 50’
Hospital Section B-B | 1/8” = 1’

wildwood farm
72
DOUBLE HEIGHT SPACE
Double height spaces in the center of the buildings require the
ductwork to travel up to the ceiling through a shaft which is located
in the storage area of the surgery suite and at the back side of the
north bathrooms in the library & gallery space.
OPERABLE WINDOWS
Operable windows allow for a considerable amount of
air flow and permit the expulsion of heat to the North
and South.

HVAC DUCTWORK
Ductwork is exposed throughout the buildings.
Specific areas have dropped ceilings of slatted wood in different
orientations for a smaller sense of scale within the massive areas
of tall ceilings and wide halls. All clinical spaces (surgery, radiology,
necropsy) have a suspended gypsum ceiling and an enclosed
plenum space for ductwork and electrical for ease of maintenance.
INDOOR//OUTDOOR SPACE
Indoor//outdoor space allows for an intake of fresh air in the second level
of the hospital as well as provides relief from the heat rising in winter
and harnessing prevailing winds from the south in the summer.
Hospital
Section A | North_South

wildwood farm
74

wildwood farm
76
The material palette of this project is particularly important. In order to maintain an
equine aesthetic as well as the aesthetic of Wildwood Farm, we are proposing a palette
modernizing what is already existing in structures on the farm while still speaking to
the rawness and clarity of certain materials. Wood, concrete, and steel will be the main
structural materials used on the project.
Using steel as the main structural element, the project will be able to accommodate
spaces of differing heights and spans. Following a structural grid, the steel beams
and columns will define space while still maintaining the ‘floor clearing’ and ‘exposed
structure’ qualities of the wooden Big Barn. Concrete shear and load bearing walls will
support the steel structure where more defined spatial separation is needed. Along the
perimeter, the steel structure will begin to define a largely spaced mullion pattern giving
the building large unobstructed views, specifically to the west and north (towards the
main pastures and the Big Barn). The eastern and southern walls will be restricted by
the concrete system, allowing for a much more specific designation of punches to the
outside. This will not only direct views, more specifically, to engage with designated
elements of the landscaped areas, but will also limit the exposure of the building to the
sun’s harsh rays from the south.
Open-web steel joists are used for the longer roof spans in the arena spaces since they
are lighter weight than the conventional steel system. They will also give the arena a
lofted, airy feel.
The beams and columns follow a grid system--15’ apart east-west and a tartan grid
north-south. The longest beam span is 30’ and the shortest is 15’. The grids cross both
buildings, lining up the rehabilitation with the hospital providing distinct exterior communication
between the two through structural expression.

w12x40 primary
steel beam
system
w12x40 primary
steel beam
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steel beam
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steel beam system steel beam system steel beam system steel beam system steel beam system steel beam system steel beam system steel beam system
steel beam steel beam steel beam w16x15 steel secondary beam steel beam
w12x40 primary
system system system steel beam system system system
steel beam
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system
columns columns columns
8’’ tube steel
columns columns columns columns
columns
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columns
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sembly
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Steel Exterior Structure
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/ Concrete
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Second Floor / Steel Structure
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w16x15 secondary
steel beam system
8’’ tube steel
columns
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10” concrete secondary beam system
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concrete structural framing
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tapered concrete tapered concrete tapered concrete tapered concrete tapered concrete tapered
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concrete
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beam secondary 10” concrete system beam secondary system 10” concrete beam system secondary 10” concrete beam system secondary 10” concrete beam system secondary 10” concrete beam system secondary beam system
beam [cantilevered] beam [cantilevered] beam [cantilevered] beam [cantilevered] beam [cantilevered] beam [cantilevered] beam [cantilevered] beam [cantilevered] beam [cantilevered]
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primary beam
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etal Deck / Roof Assembly
Structure econd Floor / Steel Structure
Roof econd Assembly Floor / Green Roof Assembly
Steel oncrete Exterior Structure Structure / Steel Exterior Structure
Structure irst Floor / Concrete Structure
/ pread Concrete Foundations / Concrete
01
Metal Deck / Roof Assembly
02 Second Floor / Steel Structure
01
Metal Deck / Roof 01 Assembly
Metal Deck / Roof 01 Assembly
Metal Deck / Roof Assembly 01
Metal Deck / Roof 01 Assembly
Metal Deck / Roof 01Assembly
Metal Deck / Roof 01Assembly
Metal Deck / Roof 01Assembly
Metal Deck / Roof Assembly
03 Second Floor / Green Roof Assembly
concrete 02 Second Floor / Steel Structure
structural framing 02 Second Floor / Steel 02 Second StructureFloor / Steel Structure 02 Second Floor / 02 Steel Second Structure Floor / Steel 02 Second StructureFloor / Steel 02 Second StructureFloor / Steel 02 Second StructureFloor / Steel Structure
04 Concrete Structure / Steel Exterior Structure
03 Second Floor / Green 03 Second Roof Assembly Floor / Green 03 Second Roof Assembly Floor / Green Roof 03 Second Assembly Floor / 03 Green Second Roof Assembly Floor / Green 03 Second Roof Assembly Floor / Green 03 Second Roof Assembly Floor / Green 03 Second Roof Assembly Floor / Green Roof Assembly
concrete structural framing concrete structural framing concrete structural 05 First Floor / Concrete Structure
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framingconcrete Structure
structural
04 / Concrete Steel
framing concrete
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structural
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framing
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concrete
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structural
/ Steel
framing
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concrete Structure
structural
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framing concrete
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structural
Structure 04 / Concrete
framing
Steel Exterior Structure Structure 04 / Concrete Steel Exterior Structure Structure 04 / Concrete Steel Exterior Structure Structure / Steel Exterior Structure
06 Spread Foundations / Concrete
05 First Floor / Concrete 05 First Structure Floor / Concrete 05 First Structure Floor / Concrete Structure 05 First Floor / Concrete 05 First Structure Floor / Concrete 05 First Structure Floor / Concrete 05 First Structure Floor / Concrete 05 First Structure Floor / Concrete Structure
06 Spread Foundations 06 Spread / Concrete Foundations 06 Spread / Concrete Foundations / 06 Concrete Spread Foundations 06 Spread / Concrete Foundations 06 Spread / Concrete Foundations 06 Spread / Concrete Foundations 06 Spread / Concrete Foundations / Concrete
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23 C D 6’ concrete
23 C D spread footing 6’ concrete
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spread D footing J 6’ concrete
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footing 6’ concrete D spread footing 6’ concrete D spread footing 6’ concrete spread footing 6’ concrete spread footing
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spread footing spread footing spread footing spread footing spread footing spread footing spread footing spread footing
3’ spread footing 3’ spread footing 3’ spread footing 3’ spread footing 3’ spread footing 3’ spread footing 3’ spread footing 3’ spread footing
02 Second Floor / Steel Structure
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04 Concrete Structure / Steel Exterior Structure
05 First Floor / Concrete Structure
06 Spread Foundations / Concrete
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FALL 2018

LOWLAND EDGES
FALL 2018 M. ARCH

lowland edges
lowland edges
fall 2018 | Pruett Smith, kyra wu, + abby finnegan
80
This proposal explores the agency and resistance of found materials in a historic parcel of the
Great Smoky Mountains National Park. It capitalizes on old infrastructures and access, echoing
historic use and reviving dialogue with the terrain itself. The legible footprint of industrial
impact left on this site is erased and exposed in relationship to the fluctuations in the water
table, as controlled by the release of the TVA’s hydroelectric dam.
Operating within this changeable system, an architectural, frame and fill logic of simplified
geometries follows the curvature of the land as it bends
around the lake. The low, horizontal trailhead sits framed by the water’s edge and the steep
hillside. Playing on the logics of interior and exterior, it adopts a language of legible joineries
and edges with overlapping spaces.
Mirrored across the water, the site strategy creates a didactic relationship between the extraction
landscape and the center for land use history. The
extraction strategy is a deliberate, visual cut-fill endeavor. An extended ramping system leads
from a low, submerged bridge that sits just below.
the lake’s surface and connects the trailhead to the extraction site. The extension creates a
sublime and exclusive experience for quiet contemplation through ramp, pit, and planting.

lowland edges
The Lightning Field
Water De Maria_1977
Location: West, New Mexico
Access: Private; Dia Art Foundation [owner]
Features: land art sculpture
Area: 1 mile x 1 kilometer
Notes: Open 6 months out of the year; advance reservation
requires overnight stay in simple accommodation; trip begins
with a scheduled meeting place and long drive to the log cabin;
sculpture uses 400 stainless steel poles set in individual concrete
footings, 1’ diameter / 3’ deep; installed in 220’ spaced grid
Zalige Bridge
NEXT Architects_2016
Location: Nijmegen, Netherlands
Access: Public; government Room for the River project
Features: urban bridge
Area: 201 m2
Notes: First successful flooding was Jan 2018; “a place to
experience high water”
82

Garden of Cosmic Speculation
Charles Jencks_
Location: Potrack House, Scotland
Access: Private; 1 day a year opening; purchase entry
Features: landscape sculpture garden
Area: 30 acres
Notes: Limit 1,500 tickets available from Feb 1st; last opening day
was Sunday 6 May, 11am-5pm only
Spiral Jetty
Robert Smithson_1970
Location: Rozel Point, Utah
Access: Public; Dia Art Foundation [owner]
Features: land art sculpture
Area: 1,500’ x 15’ counterclockwise spiral
Notes: Small parking lot located at overlook; visible only when
water level <4195’; located 40 miles beyond the nearest gas
station; last 15 miles is gravel road [recommended 4-wheel drive];
no fresh water/bathroom provided

lowland edges
84
A major focus of this project involved the development of material assemblies and practices
that could use existing materials on site in provocative and innovative ways. This
construction mainly consists of pine tree trunks hollowed out by drill bits and threaded
with braided kudzu. These are then tied together to construct the triangulated structure.
Each triangulation is then treated according to its designated opacity, either left open,
wattled with willow saplings, or both wattled and daubed with processed clay.
To better understand these processes and test their ability to function according to the
claims made on the project, material experiments were made and documented [see
photos at bottom right]. Particular care was taken in understanding the processing of
clay and the boring of logs.
Because the materials used for the construction of the project were meant to be extracted
from the landscape, this project developed a extraction and material assembly
logistics drawing found on the following page. This drawing indicates both timeline
and processing involved in the multi-year construction of the Trailhead. It recognizes
extraction processes, construction developments, maintenance regimes, and planting,
as well as equipment and material units required.

lowland edges
86

lowland edges
88
0 5 10 25

lowland edges
90
This project recognizes the Trailhead as an interior experience, understanding the shifting
patterns of the facade and its effects. It develops variable spaces for gathering and
teaching as well as creates a link between land and water. Over time, the Trailhead
will change, affected by weather and growth. A maintenance regime which allows the
Trailhead to be grown over will play out, after a few years cutting back the growth in
patterns to make it more apparent that this is a man-made structure and then giving
itself back to the Earth again. The pine will weather over time, embedding its history
in the charred pine. Pathways will push you forward through the Trailhead, encourage
your climb to the Perch and introduce you to the trail towards the Land. Each of these
pathways are distinct, yet the all converge at the Trailhead, emphasizing its culmination
of all points.

Because of its variable skin conditions, the Trailhead will have variable thermal experiences
along the paths. Along the edge of the water, a coolness will relate the visitor to
the history of place, the coolest waters along the river in the Great Smoky Mountains.
Working as an aggregate of pine and willow in the water and on land, the Trailhead will
create habitats which encourage the growth of particular species and more well-developed
wildlife. It will provide the natural habitats for several endangered species in this
water and become part of the river bank.

scale 1’ = 1/4”
4’ : 6’ : 8’
4’ : 6’ : 8’
3”
3”
braided vines
braided
braided vines
logs
logs
logs
tetrahedrons
to
intertwined
create structural frame
tetrahedrons as
structural frame
intertwine tetrahedrons
to create structural frame
scale 1’ = 1/4”
maximum air flow
weather entering interior space
most variable thermal change
maximum air flow
weather entering interior space
most variable thermal change
some air flow
some weather entering interior space
some thermal change
some air flow
some weather entering interior space
some thermal change
little / no air flow
no weather entering interior space
least variable thermal change
gradient of thermal comfort
little / no air flow
no weather entering interior space
least variable thermal change
gradient of of thermal air flowcomfort
gradient of air flow
scale 1’ = 1/4”
scale 1’ = 1/4”

lowland edges
94

lowland edges
96
The Perch is a place of looking and understanding the didactic relationship between
Trailhead and Land as seen in one view. When the dams are released and the water
levels rise, the water will cover the bridge across the river and render it useless to all
those without water craft. By providing this Perch that walks up the mountain, visitors
will be able to more fully understand the impact of the dam cycles and the industrial
history of this place. It also provides them visual access across the water.
The Land is pit, a place of reflection, that commemorates the place of extraction. It engages
with the water and develops a new kind of forest along the edge, marking it as
part of the river system from the plane of the river. A semi-submerged bridge crosses
the water to the Land directly across the historical crossing point of Native Americans
who lived here. A forest of pines guards the opposite side of this scar in the landscape,
offering new resources and a sublime experience for the future.

cofferdam
raised rammed earth
typical water level
tetrahedron implementation
1:50
98
log retaining wall + compacted earth dike
live fascine streambank revetment
pine grove revetment
22’
lowland edges
inundated tetrahedron landform bridge
01_land bridge
extracon site
abby nnegan + prue smith + kyra wu

2018

FORT BRAGG
2018 M. ARCH

cataloging histories
102
cataloging histories
2018
The following graphic works were completed during the course of a year-long freelance design
consultation with Panamerican Consultants Inc. Using text and historic images provided
by Panamerican, the projects include several wall panel exhibits, a book titled The History of
Fort Bragg Schools, 1921-2018, a 15-minute video on the history of the schools + the 1951 desegregation
of the Fort Bragg School System, and an illustrated curriculum booklet for fourth
grade classrooms at Fort Bragg.
These projects were contracted by Panamerican Consultants, Inc. (Tuscaloosa, AL). Each
piece is part of an overall contract providing several components for a history exhibit installed
at the Deputy Superintendent’s Office (DSO), Department of Defense Educational
Activity-Americas, Mid-Atlantic Region located at Fort Bragg Military Reservation, NC as well
as the educational efforts to enhance and enrich the students experience of the Fort Bragg
School System in terms of history and heritage.
The first project here, to the right and on the next spread is a wall panel exhibit hanging in the
teacher’s training room at the Deputy Superintendent’s Office. An alphabetical list of ‘teaching
tools through time’ illustrates past, present, and future teaching skills of the school system.
Historical photographs are distributed throughout the panels, highlighting the particular tool
in use at local Fort Bragg schools.

old irwin computer lab
old irwin jr. high
murray flag raising
irwin jr. high band

kitchen at hampton primary
cataloging histories
old bowley school 1957
104
()
mcnair elementary
butner
kindergarten art class
questions & answers
playtime!

abc
old irwin jr. high
hampton primary
DEPARTMENT OF DEFENSE EDUCATION ACTIVITY
food science experiment
growing zucchini
“educate, engage and empower each student
to succeed in a dynamic world”
teachers are a constant

cataloging histories
106
This project is a folding information pamphlet developed for the Deputy Superintendent’s
Office which is handed out to visitors of Fort Bragg’s School System. The informational
pamphlet includes a map of the surrounding area, brief historical information on the
local schools, and documents the schools that have been added to the Register of
Historic Places [NPS].
When unfolded, the pamphlet turns into an 11 x 17 historical poster in a timeline format,
beginning with the first school at Fort Bragg and ending with the latest addition to the
Register.

In 1949, a tuition supported
kindergartenand
nurseryschool
opened in several wings of the
WWII era Hospital No. 2 that was located
off Normandy Drive at the present site
of Albritton Middle School.
U.S. Army Photograph, 1918
Founded in 1918, Camp Bragg opened its first dependents’
school in 1921 in what had originally been a temporary,
two-story WWI barracks. Named the
Post Graded School, the barracks turned
educational building was located at the intersection of
Normandy Drive and Hunt Street. Operating from 1921 to
1941, this school provided for the education of Fort
Bragg’s military dependents.
Fort Bragg Paraglide Photograph, ca. 1982
TheMainPostSchool
was located on the Throckmorton Library site
and served school-age children in grades one
through eight of white military personnel
stationed at Fort Bragg, while African American
dependents attended county schools. It was the
first permanent building constructed as a
school in 1946. The school desegregated in 1952
and was renamed Riley School in 1955 after the
first president of the first Fort Bragg School
Board, Commander Philander Riley.
U.S. Army Photograph, n.d.
A year later, the
SpringArea
ElementarySchool
opened to accommodate the
increasing numbers of military dependents
living on Post. The school consisted of four WWII
era buildings in the Spring Lake Area located
north of McComb Street.
mid-century modern schools
1951-1965
Seven permanent dependents’ schools
were constructed between 1953 and 1965
at Fort Bragg. As the number of families
increased on Post, additional schools
became a critical necessity. To support
the families living in newly constructed
housing, the new schools were located
within the different neighborhoods
throughout the installation. By April 1965,
the schools held a total of 173 classrooms
with 3,770 pupils in elementary school
and 912 in junior high school. These
historic schools are examples of the most
common form of mid-twentieth century
school design: the one-story, flat roofed
rectangular box.
DODEA Americas Historic Photograph, n.d.
Located on the corner of Knox and Randolph streets,
(Old)BowleyElementarySchool
served first and second grade students transferring from
the Main Post School. (Old) Bowley School was the first Post
school to open as a fully integrated school facility in 1953.
The school was named in honor of General Albert Jesse
Bowley who served as Commander at Camp Bragg and Fort
Bragg, 1920-1928.
Panamerican Consultants Inc, 2012
desegregation and integration, 1951-1952
In 1951, Fort Bragg Schools began operating
with federal funds, independent of
the Cumberland County school system.
Operating under federal regulations,
including President Truman's 1948 Executive
Order (E.O.) 9981 abolishing segregation
in the Armed Forces, the schools
located on military installations were
also permitted to desegregate.
Authorized by E.O. 9981, Fort Bragg’s
school administrator, Mildred Poole, and
the school military liaison, Captain F.J.
Donoghue, proceeded to plan the
1951-1952 school budget for a non-segregated
school system. Fort Bragg’s Commander
submitted the budget to the
Commissioner of Education on July 9, 1951
and it was approved without contest.
In the fall of 1951, Fort Bragg schools
began operating as a fully integrated
federal school system and hired its first
African American teacher. Integration of
Fort Bragg schools preceded other southern
federal installations by a year and
came three years prior to Brown v. Board
of Education. As a result, (Old) Bowley
School was the first Post school to open
as a fully integrated school facility in 1953.
Panamerican Consultants Inc, 2012
MurrayElementarySchool
was built at the intersection of Normandy Drive and
Honeycutt Road in 1956 and served the students in the
newly constructed adjacent Hammond Hills family
housing area. The school was named in honor of
General Maxwell Murray who served as Executive
Officer and the first Commander of Camp Bragg,
1918-1919.
Pope Elementary School, 1993.
Panamerican Consultants Inc, 2012
HolbrookElementarySchool
opened at 206 South Lucas Drive in 1959. The school served
the military dependents living in the adjacent Casablanca
and Anzio Acres family housing areas. The school was
named in honor of General Lucius Roy Holbrook who
commanded both Camp Bragg and Fort Bragg, May-July 1919
and 1929-1930.
McNairElementarySchool,
was located on Honeycutt Road at the present site of Hampton
Primary School and opened for students transferring
from the Spring Lake Area School in 1962. It served the dependents
in the adjacent neighborhoods. The school was named
in honor of General William “Bill the Brute” Sharp McNair who
served as Commander of Camp Bragg, October 1919 through
February 1920 and April 1920 until August 1920.
Panamerican Consultants Inc, 2012
ButnerElementarySchool,
opened at 4474 Bastogne Drive in 1959 and
supported the families living in the surrounding
neighborhoods. The school was named in honor
of General Henry H. Butner who commanded Fort
Bragg, July 4, 1928 to August 19, 1929.
Panamerican Consultants Inc, 2012 Panamerican Consultants Inc, 2012
PopeElementarySchool
opened at 1144 Armistead Avenue for students
transferring from the Spring Lake Area School and
living on Pope Air Force Base. The school was
named in honor of First Lieutenant Harley Halbert
Pope, first commanding officer of the Camp Bragg
Flying Field (1918-1919).
(Old)IrwinJuniorHighSchool
was located on Knox Street and served students in grades
six through eight transferring from Riley School in 1962. It
accommodated the families living in the Normandy Heights
and Bastogne Gables neighborhoods. The school was
named in honor of General Stafford LeRoy “Red” Irwin, who
served as Post Commander, July 1946 through October 1948.

108

cataloging histories
110
The stills on the right side of this spread are images taken from the 15-minute video documenting
the history of the schools + the 1951 desegregation of the Fort Bragg School
System. The video was produced and visually edited by M. Pruett Smith, prepared and
scripted by Stacey L. Griffin, M.A., the script was edited by Jelane Wallace, and narrated
by Tanya Granados.
This video emphasizes the desegregation of Fort Bragg Schools as a tribute to the
woman who led the way, Mildred Barrington Poole. The schools were desegregated in
August of 1951, long before the Supreme Court Case of Brown vs. Board of Education,
without contest.
Cataloging the history of 19 schools, the video summarizes the history of Fort Bragg’s
School System from 1921-2018, ending with the opening of the nation’s first 21st Century
Schools. The final portion of the video includes a recording of Mildred B. Poole speaking
to Albritton Middle School students in 1985, courtesy of Gwen Poole Bell.

cataloging histories
112
This book documents the Historic Fort Bragg schools and their extraordinary significance,
both architecturally and culturally. Based on the technical report, Documentation
of Fort Bragg’s Historic Schools [Griffin and Longiaru, 2017], this book gives insight
to how the schools of Fort Bragg have evolved over time and exposes their starring role
in history. This book assures that, even though the buildings have now been demolished,
their history and role in serving as educational facilities for Fort Bragg’s military
dependents will not be forgotten.
Within the 135 page book, the graphics were designed and completed in a way that
would represent both the military and educational history in a clear and entertaining
way. The book documents historical preservation, the workings of the Department of
Defense Educational Activities, historical markers, each section of schools within their
era, and provides graphic maps for each of the areas investigated.

Timeline of Fort Bragg Schools
1941 | President Franklin
D. Roosevelt signs
1922 | Camp Bragg becomes
Executive Order 8802,
Fort Bragg
prohibiting racial
discrimination in the
defense industry
1940 | Great Smoky Mountains
National Park is dedicated
1951 | Fort Bragg Schools are
1918 | Camp Bragg Established
desegregated
and World War I comes
to an end
1929 | Wall Street Crash of 1929
1920 | 19th Amendment grants
women the right to vote
1946 | Fort Bragg hires its first
1931 | Star Spangled Banner
school administrator
becomes National Anthem
1966 | The National Historic
Preservation Act is
signed into law
to protect historical
and archaeological
resources and creates
1948 | Desegregation of the
the National Register of
United States Armed
Historic Places (NRHP)
Forces
1955 | The Civil Rights
Movement begins and
all public schools are
declared integrated
1954 | U.S. Supreme Court
outlaws school
segregation (Brown vs.
Board of Education)
1960 | U.S. sends first man
into space
1979 | Department of Defense
Dependents Schools
(DoDDS) is established
1994 | Amazon.com, Inc. is
founded
1969 | The internet is invented
1991 | The World Wide Web is
publicly debuted as an
Internet service.
1974 | Kindergarten program
classes officially
become part of the Fort
Bragg school system
1981 | Sandra Day O’Connor
becomes first woman on
the U.S. Supreme Court
1976 | Americans celebrate the
Bicentennial
2012 | DoDEA and the USACE
commit to the new
twenty-first century
2001 | September 11th
school design
terrorist attacks
2009 | Barack Obama is the
first African-American
elected as President of
the United States
2017 | DoDEA celebrates
its 70th anniversary and
1974 | Department of Defense
continues to “educate,
Education Activity
engage and empower
(DoDEA) is established
each student to succeed
in a dynamic world”
2007 | (Old) Bowley, Murray,
and Holbrook Schools
are determined eligible
for listing in the NRHP.
2011 | 21st Century Schools
were designed and
construction was
funded
2011 | McNair School is
determined eligible for
listing in the NRHP
2012 | (Old) Irwin School is
determined eligible for
listing in the NRHP
Korean War
Vietnam War
Operation Desert Storm
Operation Iraqi Freedom
World War II
Cold War
1920
1940
1960
1930 1950 1970
1980 1990 2000
2010
2020
Post Graded School
Main Post School
Kindergarten & Nursery School
Spring Area School
(Old) Bowley Elementary School
Albritton Middle School
(New) Bowley Elementary School
Devers Elementary School
Gordon Elementary School
Shughart Elementary & Middle Schools
(New) Irwin Intermediate School
Hampton Primary School
Poole Elementary School
Murray Elementary School
Holbrook Elementary School
Butner Elementary School
(Old) Irwin Jr. High School
McNair Elementary School
Pope Elementary School
11 | Timeline of Fort Bragg Schools
desegregation & integration
“
Integration was what, in the sight of God, we should
have done. I’ve never, ever had the feeling what we did
at Fort Bragg was wrong.
”
-Mildred Barrington Poole
1984
"...just the one word: nonsegregated."
The budget was signed by the
commanding general and forwarded
to Washington, D.C. and approved
without contest in August 1951.
"...So we put in so many thousands
of dollars for integrated school
at Fort Bragg..."
35 | Desegregation & Integration
Fort Bragg’s NRHP Schools
As a result of the historical study completed on Fort Bragg’s
historic schools (Griffin and Longiaru 2017), three historical
markers were placed on Fort Bragg that mark historically
significant events and places in the installation’s history of
educating military dependents. These include the “Fort Bragg
School Integration” state historical marker and two Fort Bragg
historical markers, the “Main Post School, 1941-1946” and the
“Bowley Elementary School, 1952-1987.”
Established in 1935, the North Carolina Highway Historical
Marker Program is administered by the Office of Archives and
History, North Carolina Department of Cultural Resources. The
program marks sites of statewide historical significance that
have a lasting contribution to North Carolina history. The silver
and black markers are familiar sights along the state’s roads.
One such marker is the “Fort Bragg School Integration” sign,
located at the intersection of Bragg Boulevard and Randolph
Street in Fayetteville (https://www.ncdcr.gov/about/officearchives-and-history
& https://www.ncmarkers.com/Markers.
aspx?MarkerId=I-94). This marker represents the historically
significant role Fort Bragg played in the integration of their
schools as initiated by the school administrator and military
school liaison prior to the U.S. Supreme Court ruling mandating
integration.
Two other markers placed by Fort Bragg designate the places
where the events of desegregation and integration took place
(https://www.dodea.edu/Americas/midAtlantic/BraggHistory/
History-Home.cfm & https://www.bragg.army.mil/index.php/
about/garrison/directorate-public-works/environmentaldivision/cultural-resources).
The Main Post School marker is located where the school stood
prior to the construction of Throckmorton Library. The Main
Post School opened as a desegregated school in the fall of 1951,
the first on Post. The kindergarten and nursery schools soon
followed in integrating.
The (Old) Bowley marker is located next to the 1952 school
building that is now used as a community center and adult
education facility. The school opened in February 1952 as a
fully integrated school accepting all students no matter their
race and was also determined individually eligible for listing in
the NRHP for its mid-century Modern architectural design.
Fort BRAGg
SCHOOL INTEGRATION
In 1951 superintendent
Mildred Poole
integrated Riley School
1 mi. S.W. three years
before U.S. Supreme
Court mandate.
Main Post
School
Historic
Marker
(Old)
Bowley/Riley
elementary
School
Historic
Marker
integration
(Old) Bowley
Main post
Main Post School
1941-1962
The Main Post School opened on
this site in 1941 for white, schoolage
children. In early 1951, Fort
Bragg’s school administrator and
school military liaison, Mildred
Barrington Poole and CAPT Flip
Donoghue, successfully initiated the
desegregation of the Post schools. In
September 1951, Fort Bragg schools
opened as a fully integrated federal
school system and hired its first
African American teacher. Integration
of Fort Bragg schools precedes other
southern federal installations by
a year and is three years prior to
Brown v. Board of Education.
Bowley Elementary School
1952-1987
Bowley Elementary School opens
for first and second grade students
transferring from the Main Post
School. Bowley School is historically
significant as the first fully integrated
Post school and as an example of
mid-century Modern architecture.
The school was designed by North
Carolina Architects William L.
Baumgarten and William L. Saunders.
https://www.nps.gov/subjects/nationalregister/index.htm | https://www.nps.gov
9 | Fort Bragg’s NRHP Schools

cataloging histories
114
Before each school chapter, a rendering was made of the school as it existed in its
years of use. Many of the schools have been demolished, and, so, the drawings were
made based off of architectural documentation [plans, sections, elevations] and some
older, basic photographs. In order to make the system of schools consistent, even the
existing schools were rendered in this way. Within each chapter, some of the documents
used for the re-constructed drawings can be found.
The book can be viewed online at www.mpruettsmith.com under Cataloging Histories.

cataloging histories
116
In order to help promote the historical preservation of these buildings, another book
was constructed as part of the 4th grade curriculum at Fort Bragg schools. This illustrated
text provides information to a 4th grade audience about historic preservation and
the way it has been implemented in the Fort Bragg area. It includes a dictionary and
puzzles for classroom use. The text, as previously stated, was provided by Stacey Griffin
and all illustrations and graphic representation completed by M. Pruett Smith.
Completed as an e-publication, the book is used in classrooms currently. It can be
viewed online at www.mpruettsmith.com under Cataloging Histories.

Hi!
My name is Stacey and I am an architectural
historian or some might call me a preservationist.
My job is to research and study the history of a
building, or maybe a person, or a place to find
what is important about them and share their
history with others. In fact, I was given the task
to research and document Fort Bragg’s historic
schools and I want to share what I discovered
with you.
4 of 80
So many questions to answer and where
do I go to find the answers and learn about
the schools?
Did the buildings have a name and
if so, why was that name chosen and
who was that person?
When were the buildings
constructed?
So how did I begin to learn about Fort Bragg’s
historic schools? First I start by reading the
project’s scope-of-work - much like a list of
instructions that tells me what the objectives (or
goals) are for the project. Once I understood the
goals of the project, I then start to investigate the
historic context of the schools by conducting
research. During the Fort Bragg school project
some of the questions I asked were why or what
made the schools significant (or what makes the
school important), what did the buildings look
like and where were they located, or did the
Did an architect design
the building?
Are there measured drawings
of the school buildings?
10 of 80
Along with research, the project team
documented the schools using digital cameras,
drawings, maps, and a compass. After we visited
all of the different repositories to discover why
the schools might be important and what makes
them different from other buildings at Fort
Bragg, the project team wrote a technical report
(much like a very large research paper) to share
the story, historical context, and significance of
the schools at Fort Bragg.
Measured Drawings
16 of 80
...does it has a flat roof or another type of roof, and what shape or plan does the building have?
What kind of setting is the building or object located in? Are there parking lots, a flag pole, play
grounds, a statue or fountain, other buildings, or maybe trees?
flat roof
gable roof
cross gable roof
22 of 80

FALL 2017
-
SPRING 2019

SEMINAR_RESEARCH
FALL 2017 - SPRING 2019 M. ARCH

seminar_research
120
vogue 2.0
fall 2017
These projects are part of a semester long seminar entitled “Design Tactics” conducted at
the University of Tennessee, Knoxville. The course called to question the ways in which we
represent information and how those representations affect the readings of our work. By
challenging the limitations of the design process with new methods of representation, the
class was meant to expand the arsenal of tactics we have as designers to convey meaning
within the profession.

get ready they said
001 002
003 004 005 006 007 008
00A
TEMPTATION OF PHEME
GET READY
for pheme is an evil thing, by nature, she’s a
light weight to lift up, oh very easy, but heavy
to carry, and hard to put down again. [hesiod]
VIR
00B
LIVE AND LET DIE the swiftest traveller of all
the ills on earth, thriving on movement, gathering
strength as it goes; at the start a small
and cowardly thing, it soon puffs itself up, and
walking upon the ground, buries its head in the
cloud base
[VIRgil]
OVI
WHISPER OF INTRIGUE I am on the rack, terror
shakes my soul, O Delian healer to whom
wild cries rise, in holy fear of you, wondering
what debt you will extract from me, perhaps
unknown before, perhaps renewed with the revolving
years
[SOPhocles]
00C
SALPINX SIGNALS who talks and loves to
tangle true with false, and from near nothing
flourishes on her own lies--and swiftly reached
the ears
SOP
[OVId]
OVI
VIR
00D
GET
GET READY
GET READY FOR
there is beauty in the fractures
the honesty, the mending
the honesty, the mending
sit still
the honesty, the mending
I can’t
get ready
then this happened
get ready they said
I’m not much into looking backward but
for nostalgia and consequence
her character is waking up
for cultural earthquakes and firebrand honesty
magic or power?
for devastatingly beautiful
for deliciously, admirably truthful
her own awakening
for subverting expectation
a shot of light and out of the ash
for acts of reinvention
the compelling mix of strength and fragility
for vicissitudes of hair color and reputation
defer to your humanity
equal parts vulnerability and rage
get ready
then there was this
the way it became
images seared into our memories
alone in my head I watch
this tainted, complicated love story
that left an indelible imprint
soft silhouettes in the window
the the texture give of of velvet silk
#designtactics
08.30.17
[mps]
[176]
[143]
[223, 250]
[633]
[632]
[432]
[250]
[728]
[123]
[176]
[143]
[131]
[176]
[143]
[442]
[444]
[444]
[632]
[432]
[633]
[250]
for nostalgia and consequence
for cultural earthquakes and firebrand honesty
for devastatingly beautiful
for deliciously, admirably truthful
for subverting expectation
for acts of reinvention
for vicissitudes of hair color and reputation
defer to your humanity
get ready.
images seared into our memories
alone in my head I watch
soft silhouettes in the window
and the slow rise and fall of a curtain
slight fingers fussing over gossamer fabric
the give of velvet
the texture of silk
then there was this.
this tainted, complicated love story
that left an indelible imprint
the way it became
equal parts vulnerability and rage
the compelling mix of strength and fragility
[131] magic or power?
[632, 748] a shot of light and out of the ash
[636] her own awakening
[632] her character is waking up
[232] I’m not much into looking backward but
[261] then this happened
[743] there is beauty in the fractures
[743] the honesty, the mending
[638] sit still.
I can’t.
[176] get ready.
[mps] 1
[mps] 2
[mps] 3

seminar_research
122
Using Dali’s Paranoid Critical Method as a guide, the course began by culling Vogue
Magazine for language and assembling a quasi-random piece of prose which was then
translated into four other projects: a triptych of analysis, a patent drawing ideogram, a
mythological collage, and a thesis driven video.

seminar_research
124
database natures
spring 2018
This project is part of a conversation involving the nature of database and its relationship to
regional urbanism. This investigation explores Dolly Parton Parkway as a Foucaultian operating
table along which the main tourist attractions are strung. The buildings are not necessarily
connected to each other by any relationship other than the main road, and so, this project
reorganizes the parkway based on the number of images each attraction has accumulated
on the Flickr database [left=least, right=most]. Layered onto the road are the traffic counts
from each intersection, higher numbers indicating merely an additional road feeding onto
the parkway, again, distinct from which attractions are adjacent. The parkway becomes a
database in and of itself through the engagement with users, spaces connected in digital
extensions over time.
The project investigates four trajectories: flickr [loc.al.ize me format], T.D.O.T. [tracking movement],
cut to [digital connections], and narrative [database natures]. To investigate these
threads further, visit www.mpruettsmith.com under Seminar_Research.

seminar_research
126

seminar_research
128
film + arch
spring 2018 - fall 2018
These projects were developed during the research phases of a current master’s of architecture
thesis project at the University of Tennessee, Knoxville. The initial work investigated
theories of montage, non-place, and alternative theatrical space use as well as cultural influences
of film in the digital age. It has now shifted into a project on contemporary culture and
the responsiveness of architecture to its conditions. It is investigating a new representational
system involving tactics of moving image in order to progress the discipline. The work has
progressed into a fully developed project and is currently being developed for defense.

seminar_research
130

2015-2018

GRAPHICS
2015 - 2018 B.S. INTERIORS + M. ARCH

graphics
investigative sketching
FALL 2017
This project was developed as part of an investigative sketching seminar, exploring
both hand sketching and analog modeling as tools for investigation of ideas and potential
projects. As a final presentation, this work includes photographs of models and
hand sketches developed alongside the poem below.
134
a cavern
depth and slope
the pull of gravity
a tree line silhouette
respite and resonance
echoed in the limbs
a pool of water
reflection and remembrance
alone without loneliness
peace
projection into the world
a beacon of thoughts
souls meeting body
and then
a glimpse of more

graphics
mnemonic device
spring 2016
136
This project investigates memories as they are related to the senses. The water color
and contour line images are visual representations of smells from memory. The blind
contours represent the shaping of the smell and the color is a kind of aura surrounding
the memory.
Examples of these memories are my mother’s arms around me, the smell of communion
on a hot Sunday morning, the pine forest in my grandparent’s backyard, and the
sharp burning of the laser cutter on chipboard.

SPRING 2016

NIGHT[LAB]
SPRING 2016 B.S. INTERIORS

night[lab]
night[lab]
spring 2016
140
These photographs were developed as part of a study of night in Rome, Italy through
the medium of the camera lens. These “explorations of nocturnal Rome” investigate
overlit spaces, sulfur lights, window-lit privacy, depths of darkness, reflections, and modernity.
The night in Rome has dreamlike qualities.

night[lab]
144
Some are created by the yellow-orange glow of the sulfur lamps, some by the stark
contrast of the blackness of night and the over-lit spaces of Rome..
The randomness of the electrical lighting creates a rendered quality with a meaning of
its own; a new landscape for discovery while the people of Rome sleep.

night[lab]
146
Physiologically we are built to see night differently,
Rods and cones, losing color through the control of those which emphasize dark and
light. Yet there are qualities of the night experienced only through the eyes, captured
only through a lens.

night[lab]
150
moving targets of light, painting the word ROMA
darkness as experienced by antiquity
movement and color, frozen in a frosted tram window
blurriness harnessing something powerful
windows that tell much more about the intrinsic qualities of night
Experiences detailed by smell, taste, hearing, and touch barely contained within a
frame only scratching the surface of these beautiful moments all the while curating a
re-imagination of light as memory: a memory of ROMA at night.

865.323.5384 mpruettsmith.com pruett.smith.m@gmail.com
mpruettsmith.com