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ARCHITECTURE PORTFOLIO Alexander Alman


TABLE OF CONTENTS


PROFESSIONAL WORK

March Architects

ACADEMIC WORK

Emergent Cube

Inhabitable Landscape

Bowery Public Library

Learning Kindergarten

Student Housing

Media Design


During my time with March Architects I have worked on various projects such as Brownstone Renovations, Museum Design, Brooklyn Water Treatment Plant and countless of project design proposals. I had the privilege to learn, design and master Revit Architecture. Each project was educational and a joy to be part of.

PROFESSIONAL WORK


MARCH ARCHITECTS


Beltran Bar Design Revit Software |March Architects


Godel Residence Revit Software |March Architects


ELEVATION +34.00

ELEVATION +11.00

ELEVATION -08.00

ELEVATION -11.00

ELEVATION -15.50

NTC Water Treatment Plant Revit Software |March Architects


ACTIVITY CENTER

ACTIVITY CENTER

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-

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3

3

A2

A2 AMPITHEATRE ARENA

1

GALLERY

2

GALLERY

GALLERY

GALLERY

perspective 2

4

5

AMPITHEATRE ARENA

perspective 1

03 Level New Construction 1/16" = 1'-0"

3

02 Mezzanine New Construction 1/16" = 1'-0"

Perspective 6

BHOC Museum Design Revit Software |March Architects


1 A7

7

Mech. Room 12' - 8"

6' - 4"

NEW GAS BOILERS

C-1

4' - 1" NEW GAS BOILERS

WH

WH

8"

WH

17' - 4 1/2" EQ

10' - 2 1/2"

EQ

NEW CONCRETE FLOOR THROUGHOUT

Laundry

2 A7 NEW GAS DRYER WITH EXHAUST VENT

AH

AH EXISTING AIR HANDLERS

28' - 2"

AH

AH

Mechanical Room

UP

UP

NEW GAS METERS

1' - 4"

C-2

G G G

4' - 2 1/2"

EXISTING BOOSTER PUMP

Utility Room

E E E

EXISTING ELECTRICAL METERS

E E E

4' - 2 1/2"

2 3

Cellar RCP 1/4" = 1'-0"

1

1

Cellar Demolition 1/4" = 1'-0"

2

A7

2

Cellar New Construction 1/4" = 1'-0"

A7

Roof 41' - 8"

Roof 41' - 8"

Thrid Level Level 30' - 8"

Thrid Level Level 30' - 8"

Second Floor Level 19' - 5"

Second Floor Level 19' - 5"

temp floor 13' - 6"

temp floor 13' - 6"

First Floor Level 6' - 10"

First Floor Level 6' - 10"

Ground Level 0"

Ground Level 0"

Basement Level -3' - 0"

Basement Level -3' - 0"

Cellar Level -11' - 6"

Cellar Level -11' - 6"

Section Lat View South 1/4" = 1'-0"

Hamilton Residence Renovation Revit Software |March Architects

1

Section Long View East 1/4" = 1'-0"


Hamilton Residence Renovation Revit Software |March Architects


The beginning of this project required students to analyze the body movement of a tricking flip. Then they were to choose three body joints that aided the body movement. The drawings showed the spacial position and limitation of the body joints. After selecting the joints then we were to Incorporate words that described their performance. An isometric diagram was then incorporated as a guide for the 9 by 9 cube to come. The inhabitation model was then born out of the spacial pockets that emerged out from the 9 by 9 cube.

ACADEMIC WORK


EMERGENT CUBE


The Hip

Recoiling Plantar - Flexion

To spring back, as upon firing Movement that flexes downward toward the sole

The Ankle

Deviating Circumduction

To turn aside, as from a route, way, course, etc. Movement of a part in a circular direction

The Spine

Gyrating Extension

To move in a circle or spiral, or around a fixed point; whirl That by which something is extended; an addition

Design Semester One Critic: Adam Dayem


The concept in this class was to analyze a certain ritual and then analyze its performance through time. With that set of information we designed a landscape utilizing similar language. I have chosen an obscure ritual that requires me picking up a one legged table. The analysis consisted of a set of drawings depicting my bodies relationship with the object. A concept of “pivot and balance� emerged out of the performance of lifting of the table. Then I deigned modules that were performing in a similar language. The modules were made from found table and chair legs as well as old railings. The final model was of an inhabitable landscape that consisted of structure holding each other up through the performance of pivot and balance.

INHABITABLE LANDSCAPE


Design Semester Two Critic: Yael Erel


The Bowery Public Library design emerged from an aggregation of spacial modules. The program was organized to allow the most open and public spaces to available on the first level and the private spaces on the higher levels, separating the instable and stable zones. I analyzed the notion of stability and instability within an urban context and architectural tectonic organization. On an urban scale, the instable spaces where qualified as commercial zones where shoppers move through the space resulting in an instable zone.

BOWERY PUBLIC LIBRARY


Design Semester Three Critic: Erika Heinrichs


mixed use

industrial

mixed use

commercial

commercial

industrial

industrial

commercial

industrial

residential

industrial

residential

industrial

commercial

mixed use

commercial

mixed use

commercial

mixed use

mixed use

industrial

mixed use

mixed use

commercial

commercial

commercial

commercial

commercial

mixed use

commercial

mixed use

commercial


front

right

left

back

reading space

right

Front

back

left

book stacks

front

right

back

left

auditorium


For this project I analyzed child behavior based on a teaching method called the Vygotsky Approach. This allows the child to gain knowledge through social interaction with a teacher or another child. I chose the game of hide and seek because its a game where two children can learn about themselves, each other and their environment. The child who is hiding is ultimately utilizing their mind in different ways in comparison to the child who is seeking.

LEARNING KINDERGARTEN


Design Semester Four Critic: Dan Silver


Child with teacher

progress of a lesson

ce

n de

fi

n co

line of interaction

5

10

15

20

25

confidence

30

assistance

interest

Explanation: These diagrams are analyzing a child learning to read with a teacher assistance. With the assistance the child learns how to pronounce words he/she might have not learned independently.

25 20 15

With repetition of assistance, the child eventually achieves the full knowledge the words, therefore completing the reading.

10 5 5 10 15 20 25

Time(min)

time of entire lesson

number of cars 5

number of toy cars

5 4 3 2

interest

1

2

4

6

8

10

12

16 14

18

22 20 focus on toy car interest in imaginary play number of toys 1 2

Explaination: This diagram is studying the behavior of a child with toy cars. I wanted to see the relationship between the number of toy cars and interest. With one toy car, the child is mostly interested on the details of the car. However as the child incorporates more cars, the attention to detail is replaced by the scenario between the cars therefore creating an imaginary game. Because the child looses attention quickly, he focuses back on the details noticing something he hasn’t seen before. After noticing new qualities of the car he goes back to the imaginary game.

3

4

5

4 3 2 1 5 4 3 2 1

interest on toy car

interest on imaginary play

number of toy cars 5 4 3 2 1 2 4 6 8 101214161820 Time(min)


Child playing with toy cars

ild

h ec

on n re

ild

p

of

ch

ou gr

0

2

4

6

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10

12

14

16

18

Time

number of toy cars

number of cars 5 4 3 2 1

5 4

5 4 3

3 2

2 1

1 2

4

6 8 10 12 14 16 18 20

interest on toy car

Time(min)

one child

group of children

number of cars 0

1

2

3

4

5

interest on imaginary game


lo gi c

attention

in

p

Ex

st in

re

u os

ct

Children playing Hide and Seek

0

5

10

15

20

25

30

time (min) Discovery of Search for Hiding Space Clues of hider

Children Meet on Discovery attention

Time (min)

attention to hiding space

30 25 20 15 10

attention to child

5 0

instinct

logic exposure

Seeker Hider

5

10 15 20

25 30 time (min)


Static vs Moving Modules

HIdden vs Open Zones

Circulation

3d representation

A

B

C

D

E

F

G


G F E A

B

C

D

Screen Seeker

Hider

Learning Module


horizontal circulation

SOCIAL SPACE SOCIAL SPACE

horizontal circulation

PLAN SECTION light shaft light Shaft

PRIVATE SPACE

PRIVATE SPACE

PRIVATE SPACE

PRIVATE SPACE

vertical circulation

SOCIAL SPACE

open space with circulation

CLOSED SPACE

horizontal circulation

hidden space

vertical circulation

ELEVATION SECTION


MUSIC/ART ROOM

CENTRAL COURT YARD

MUSIC/ART ROOM

CENTRAL COURT YARD MUSIC/ART ROOM CENTRAL COURT YARD MUSIC/ART ROOM

CIRCULATION

CAFETERIA/MULTI PURPOSE

CLASSROOM

BR

BR

CLASSROOM

CLASSROOM

BR

CLASSROOM


The Student Housing project was an opportunity to solve architectural problems involving student living. Being a student myself as well as living on campus I was aware of the social, spacial and overall design problems affecting student housing. The aim for this design was to create a flexible dorm with an ample amount of natural lighting but also a sense of openness that most student dorms do not really promise. By designing a dorm that accompanies a terrace space, transparent circulation, large court yards and atriums. The students are then able to connect with each other in all axis both indoors and out.

STUDENT HOUSING


Semester Five Design Critic: Dave Pigram


Pattern Study

Pattern Study

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F

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H

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LEVEL PARKING SCALE 1/8” = 1’

N

7

STEUB T

N D AV E

REE EN ST

GRAN UE

1

8

2

3

4

5

A

6

B

C

D

7

8

E

F

origninal layout

rotation of 240 degrees semi-shared circulation

methods of module circulation

rotation of 120 degrees private circulation

G

H


B

A

LEVEL ONE

C

1

D

F

E

2

G

3

H

4

6

5

SCALE 1/8” = 1’

N

AUDITORIUM

7 DINING SPACE

GAME ROOM COMMON LOUNGE

COMMON LOUNGE

STEUB

COMMON LOUNGE

REET EN ST

GRAN

COMMON LOUNGE

NU D AV E

1

8

LOBBY

E

STUDY SPACE OFFICE COMMON LOUNGE

2

3

4

5

A

6

B

C

D

7

8

E

F

6:00PM

12:00PM

9:30 AM

G

H


B

A

C

1

D

F

E

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G

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H

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6

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LEVEL TWO SCALE 1/8” = 1’

N

7

35ft

18ft 18ft

STEUB

35ft

REET EN ST

GRAN NUE D AV E

1

18ft

35ft

27ft

27ft

18ft

27ft

2

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A

6

B

C

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Horizontal Gradient based on Focal Points

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8


B

A

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D

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LEVEL THREE THRE SCALE 1/8” = 1’

N 7 35ft 43ft

35ft

43ft

STEUB REET EN ST

GRAN

29ft

43ft

NU D AV E

1

SCALE CALE 1/8

8

35ft

35ft

29ft

E 35ft

2

3

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A

5

1

6

B

C

D

7

8

E

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B

A

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1

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H

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LEVEL FOUR SCALE 1/8

N

7

51ft 45ft

STEUB

45ft

51ft

REE EN ST

GRAN N D AV E

37ft

T

45ft 45ft

UE

1

51ft

45ft

37ftt

45ft

2

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A

6

B

C

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E

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H

8


SCALE 1/8 C5

Roof

Roof 5 3 fee t

53 feet

Level Four

Level Four

45 feet

45 feet

Level Three

Level Three

35feet

35feet

Level Two

Level Two

2 7 fee t

2 7 fee t

Level One

Level One 0 feet

0 fee t

Parking

Parking - 1 1 fee t

-11 feet

S ec tion A A C5

Boundary

Boundary

Roof

Roof

53 feet

5 3 fee t

Level Four

Level Four

45 feet

45 feet

Level Three

Level Three

35feet

35feet

Level Two

Level Two 27 feet

2 7 fee t

Level One

Level One 0 feet

0 fee t

Parking

Parking -11 feet

- 1 1 fee t

S e c tion A B

LEVEL FOUR 51 Feet

LEVEL FOUR 45 Feet LEVEL THREE 43 Feet LEVEL THREE 35 Feet LEVEL TWO

35 Feet LEVEL TWO 27 Feet

G R A N D AV E N U E

LEVEL FOUR 51 Feet LEVEL FOUR 45 Feet LEVEL FOUR 45 Feet

LEVEL FOUR 37 Feet LEVEL THREE 35 Feet

LEVEL THREE

29 Feet LEVEL TWO 27 Feet LEVEL TWO 11 Feet

STEUBEN STREET


The Media projects were a discovery of technique and skill transcending different mediums and software.

MEDIA DESIGN


Representation One Critic: Brian Ripel


$

#

%







A+1

A+2

A+3

A+4

C+1

C+2

C+3

B+1

B+2

B+3

B+4

D+1

D+2

D+3

A-1

A-2

A-3

A-4

C-1

C-2

C-3

B-1

B-2

B-3

B-4

D-1

D-2

D-3

1-A

2-A

3-A

4-A

1-C

1-B

2-B

3-B

4-B

Isometric: Front

Representation Two Critic: Bryon Russell

Isometric: Back

2-C

Perspective 1

&

3-C



C+4

D+4

C-4

D-4

4-C

Perspective 2


Representation Three Critic:Adm Elstein



Alexander Alman's Architecture Portfolio