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CAN CAKMAK

ARCHITECTURAL PORTFOLIO


1

2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

5 6

THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

WAREHOUSE DISTRICT CAMPUS INTERNATIONAL

CONVENTION CENTER

FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE

STATE UNIVERSITY


CAN CAKMAK Syracuse University Bachelor of Architecture 2014 ccakmak@syr.edu cancakmak.com (917)-975-2765 907 Ackerman Ave Syracuse, NY 13210


1

2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

5 6

THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

WAREHOUSE DISTRICT CAMPUS INTERNATIONAL

CONVENTION CENTER

FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE

STATE UNIVERSITY


DIGITAL INTERVENTIONS 3rd Year Studio (London Abroad) Augmented Spaces 4 Weeks London, UK After exploring the Olympic Site in London, the digital intervention was designed to bring an augmented, digital tour of the olympic park to the citizens of London. These digital interventions were in an effort to bring more awareness to the public, specifically regarding the olympic park’s role post-olympics in 2012.


D o c u m entati on of areal phot os t a ke n arou nd the Olympi c Pa r k in Lo n d o n. iPhone o n 10’ s t i ck | P h ot os h op

E x h i b i t i o n o f O l ymp i c Pa r k d o c ume n ta ti o n. Pr o je c t i o n s o n th e f l o o r s h o w s u b je c t w a l ki n g a r o u n d t h e s i t e, w h i l e p r o je c t i o n s a h e a d s h o w s mo me n t s w h i c h s p e c i f i c a l l y c a u gh t t h e i r a t t e n t i o n. -

6


7


S tu dies of ‘augmented s pa ce’ arou nd a person’s body, ad apt in g to their movements and phy s ical attribu te s. Cin ema 4 D | I llus t r a t or

8


Experiments with parametric design. Objects changing shaped based on moving control points. Ci nema4D | Illus trator | Photos hop

9


1

2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

5 6

THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

WAREHOUSE DISTRICT CAMPUS INTERNATIONAL

CONVENTION CENTER

FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE

STATE UNIVERSITY


CLEVELAND DESIGN COMPETITION Competition Entry In collaboration with Lauren Buckheit K1-12 School District 3 Weeks Cleveland, OH

This competition invited entrants to re-envision the architectural layout of a K-12 school in Cleveland, OH. Because the competition was designed with a studio partner while both team members were traveling, most of the collaboration took place online, over Skype and other platforms, in order to come up with a coherent re-imagination of a school district.


Cleveland Design Competition was a project to re-envision the architectural structure of a K1-12 school system. Rhino | V- Ra y | P h ot os h op

INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

CLEVELAND’S CAMPUS INTERNATIONAL OLD SCHOOL

THE CAMPUS INNOVATION

HOOP HOOP2

HOOP HOOP2

5TH & 11TH

GROUP WORK

10TH & 12TH

FOYER LOBBY

MEN WOMEN OFF. BOX

DOWN &

SLOPE

SOUND LIGHTS

H/C

DOWN SLOPE PIT

STAGE

LOADING

OFFICE TECH.

RM. GREEN DRESSING M. DRESSING W.

Social Studies

Math Language

will no longer be distinct as

8TH & 11TH

languages. In order to facilitate this envioronment each classroom will

1/2" 91'-10

HOOP HOOP2

3RD & 7TH 4TH &6TH

The teacher will not only instruct but they will instruct each other, providing oppurtunities to both learn from each othe but also communicate

HOOP HOOP2

Social Studies

subjects will be combined within a single room causing collaboration and interactive group learning

Science HOOP HOOP2

High School

PROJECTS

1ST & 4TH

HOOP HOOP2

Language Building Performing Arts

areas. However within each subject area it will not be devided by grade.

HOOP HOOP2

Science Building

Campus International School will be a highly innovative Cleveland public school where grades K-12 will all exist on one campus. Instead of dividing the subject areas for these students into issolated spatial areas each bar will contain a programatic subject type. Each of these bars overlaps and come to a main intersection point. At these intersection

STAGE

Math Building

Middle School

Math

OVERLAP |INTEGRATION

Campus International School’s subject areas are located where the facilities cater best to each course. This will still occur, having each of the

BACK

Elementary

FORM

Language

LECTURE

COLLABORATION

DIVISION

The common school system uses types of division and segmentation to organize the spacial layout of the learning environment. Division through GRADE LEVEL as well as SUBJECT AREA are the most prevelant. School systems are divided into elementary, middle, and high school with seperate isolated subject areas such as science, math, english, and social studies

studies, but will be integrated into one unique learning experience.

layouts such as lecture, projects style, and group work

DISCONNECTED SITE

Social Studies cafeteria gym sports

CONTINUEING THE GREEN INITIATIVE CLEVELAND STATE INITIATIVE TO CREATE A GREEN LINKING CORRIDOR

SITE INFLUENCES

CAMPUS INTERNATIONAL FURTHERING CLEVELAND STATES GREEN INITIATIVE

WAREHOUSE DISTRICT

IOR SUPER CAMPUS INTERNATIONAL

WAREHOUSE WAREHOUSE DISTRICT DISTRICT

E

PAYN

LAKE ERIE LAKE ERIE WATERFRONT WATERFRONT

PUBLIC SQUARE

BROWNS BROWNS STADIUM STADIUM

RIOR SUPE RIOR SUPE

CONVENTION CONVENTION CENTER CENTER

PLAYHOUSE SQUARE

PUBLIC PUBLIC SQUARE SQUARE

CLEVELAND STATE UNIV.

DISCONNECTION DISCONNECTION PLAYHOUSE SQUARE PLAYHOUSE SQUARE

CAMPUS CAMPUS INTERNATIONAL INTERNATIONAL

MUNIPULATED GROUND PLANE

PAYNE PAYNE

CHESTER CHESTER

EUCLID EUCLID

STATE STATE UNIVERSITY UNIVERSITY

CUYAHOGA

CUYAHOGA

THE FORM AS THE CONNECTOR NEED FOR EAST WEST CONNECTION TO DOWNTOWN |PLAYHOUSE

NEED FOR NORTH-SOUTH CONNECTION BETWEEN ROADS AND UNIVERSITY

RESULTING IN UNIQUE CIRRCULATION AND NEED FOR CONNECTION WAREHOUSE DISTRICT

SUPE

OR ERI SUP

RIOR

WAREHOUSE DISTRICT

CAMPUS INTERNATIONAL

RIOR SUPE CAMPUS INTERNATIONAL

WAREHOUSE DISTRICT

WAREHOUSE DISTRICT

NE PAY

PLAYHOUSE SQUARE

E PAYN

NE PAY TER

PLAYHOUSE CLEVELAND STATE UNIV.

PLAYHOUSE SQUARE

CLEVELAND STATE UNIV. CLEVELAND STATE UNIV.

CHES

CLEVELAND STATE

PLAYHOUSE SQUARE

CLEVELAND STATE UNIV.

Exterior night render. Cine ma 4D | Ph o t o s ho p

ENG MIX

12


Instead of being divided up by grades, this design dedicates a ‘strand’ for each subject, for all ages, encouraging interactions between all ages to learn from each other. Rhi no | V- Ray | P h o to s h o p

INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

GLISH/WRITING XED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is 13 issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and


1

2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

5 6

THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

WAREHOUSE DISTRICT CAMPUS INTERNATIONAL

CONVENTION CENTER

FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE

STATE UNIVERSITY


BIO-CHEMISTRY RESEARCH LAB 3rd Year Comprehensive Studio In collaboration with Phil Bongard Bio-Chemistry Laboratory 10 Weeks Boston, MA

This comprehensive design of a Bio-Chemistry Research Lab aimed to understand the functional necessities of a typical laboratory design, while attempting to re-invent certain aspects in order to bring additional interventions such as collaborative and work spaces. In a collaborative effort, the final product aimed to solve not just design but a variety of building components such as structure, HVAC, ventilations, and more.


Top: Site analysis to determine between two building sites. Bottom: Programmatic analysis of typical lab layout, redesigned. Au t o CA D | I llus t r a t or | P h ot os h op

1

1

Genzyme Biosurgery building.

Public area in front of site.

2

2

Genzyme Biosurgery building.

1

1

Public area in front of site.

2

2

Boardwalk for the public.

Boardwalk for the public.

3

3

View of Boston and Charles River BasinView of Boston and Charles River Basin

4

4

N

Twoatproposed sites at Boston. Kendall Square, Boston. ed sites Kendall Square,

Program Program Program Placement Placement Placement InPlan In Plan Plan Plan Program Placement InInIn Plan Program Program Placement Placement In Plan

16

N

N

Decision tosite choose site due to Genzyme the neighboring Genzyme building, Decision to choose second due second to the neighboring building, the public area inthe public a the front, onand the the South side, andRiver. the view of the River. the front, boardwalk on theboardwalk South side, view of the


outhEast View During the Day

rium View Into Labs

Exterior rendering of Bio-Chemistr y Lab in chosen site in Boston, MA Revi t | Rhi no | Ske tc h U p | P h o to s h o p

17


Plan of typical floor plan of the BioChemistr y Research Lab. Revit | Il l u s t ra tor

Floor Plan B ”=1’-0” 10

1

2

Section

3

23'-0"

4

23'-0"

5

23'-0" 23'-0"

A

G

ort

oor

on

25'-0"

25'-0"

M

ort

Cubicle Cluster Office

B

Typ.

Communal Laboratory

Tissue Culture

Fume Hood Alcove

Tissue Culture

od

Cubicle Cluster

25'-0"

25'-0"

Typ.

H

Kitchenette /Support

ard

Env. Rm.

ons

Tissue Culture

Support

C

Support

4" M

Pl

Conference

Tissue Culture

J

ade

20'-0"

Up

ore

Men

K

D

tair

haft

14'-0"

ing

Atrium

ure

25'-0"

om

20'-0"

Women Up

L

am

E

Computer Cluster

Computing Support

Support

Support Tissue Culture

Env. Rm. Conference

am

Fume Hood Alcove

35'-0"

Archive Space

ard

Tissue Culture

Tissue Culture

Env. Rm.

25'-0"

der

Fume Hood Alcove

M

Communal Laboratory Communal Lounge

25'-0"

F

on Computer Cluster

N

em

23'-0"

23'-0"

23'-0"

6

7

8

23'-0"

9

10

Workspace

uth Elevation ”=1’-0”

ers

Pl

N

18

L

M 25'-0"

ght

de

4" M

10

25'-0"

K 20'-0"

J 14'-0"

H 25'-0"

G 25'-0"


Vertical Circulation

Mesh + Spider Clip Facade

Various comprehensive buildingStructure systems highlighted. Revi t | Rhi no | Illus tra to r

Vertical Circulation

Mesh + Spider Clip Facade

Structure

Lab Lab Zones Zones

HVAC

Service AreaService Area

High EnergyHigh Consumption Energy Consumption

Low EnergyLow Consumption Energy Consumption

Service Area

HVAC

Enclosure

Composite

Atrium Space Area

HVAC

Enclosure

Composite

Low Energy Consumption

ce Area

Atrium Space Area

Vertical Circulation

Mesh + Spider Clip Facade

Vertical Circulation Structure

Enclosure

HVAC Composite

Low Energy Consumption

Atrium Space Area

on

Energy consumption based on program of typical floor plan.

HVAC

Rev it | I llus t r a t o r

19


SouthEast View During the Day Detail sectional drawing demonstrating lighting controls of different sections in the Bio-Chemistr y building. Revi t | Il lus t r a t or

Sunlight Control By Perforated Mesh

Lab Space

Atrium View Into Labs

Laboratory

Rendering of the central atrium space spanning through all floors. Revi t | Rh i n o | P h ot os h op

20

Sunlight Through Atrium


Laboratory

Sunlight Through Atrium

Lab Space

Sunlight Control By Perforated Mesh

Rendering of a typical Bio-Chemistr y lab space. Revi t | Photos hop

21


Diagrams showing exterior and interior visual connections, airflow throughout the building, and fire safety precautions. Re v i t | I llust r at o r | Ph o t o sh o p

Visual Connections, Interior & Exterior

ESTCODE

ESTCODE

Sectional Diagrams | Air Circulation

Atrium Fire Control

Visual Connections, Interior & Exterior

ESTCODE

ESTCODE

ESTCODE

Diagrams | Atrium Fire Control

Visual Connections, Interior & Exterior

ESTCODE

ESTCODE

22

ESTCODE


Sectional render of detailed lab spaces, also showing lecture hall, lobby, and basement spaces. Revi t | Photos hop | I llu s tr ato r

23


Plans, elevations, and sections of Bio-Chemistr y Lab. Actual size of presentation at 8 by 16 feet. Revi t | Il l u s t ra t or

Detailed Section 1”=1’-0” 1

Lab Floor Plan A 1/8”=1’-0” 1

2

Lab Floor Plan B 1/8”=1’-0”

10

1

1

2

10

Section

3

23'-0"

4

23'-0"

5

23'-0" 23'-0"

A

A

G Write-Up w/ Overhead Storage and Support

Cubicle Cluster

W14 Steel Beam, Typ.

Env. Rm. Support

C

Support

Tissue Culture

Tissue Culture

Full Height, Air Tight Partitions

Up

Bi-Steel Core

Men

Mechanical Shaft

Atrium

Bi-Steel Core

D

42" Switch Back Fire Stair Mechanical Shaft

3 Hour Rated Core Enclosure

Women

25'-0"

3 Hour Rated Core Enclosure

Up

L

W14 Steel Beam

25'-0"

ADA Compliant Bathroom

20'-0"

10'-0" Laboratory Ceiling Finish

Porosity Varying Perforated Metal Meshes

Interior Floor to Floor Glazing

K

D

42" Switch Back Fire Stair

Metallic High Density Panel Facade

20'-0"

Interior Floor to Floor Glazing

ADA Compliant Bathroom W14 Steel Beam

E

Computing Support

Computer Cluster

Support Tissue Culture

Env. Rm. Conference

W16 Steel Beam

35'-0"

Tissue Culture

Tissue Culture

Env. Rm.

Fume Hood Alcove

Archive Space

Whiteboard

E

Support

25'-0"

W20 Steel Girder

Fume Hood Alcove

W20 Steel Girder

M

W16 Steel Beam

35'-0"

4" Rigid Insulation Aluminum Mullion w/ Passive Heat Flow System

Metallic High Density Panel Facade

14'-0"

Plastered Concrete Fireproofing.

C

J 20'-0"

W14 Steel Beam, Typ.

Fume Hood

Conference

4" Metal Decking w/ 8" Concrete Slab

W16 Steel Girder, Typ.

Whiteboard

Cubicle Cluster

25'-0"

25'-0"

Tissue Culture

Fume Hood

B

W14 Steel Beam, Typ.

W16 Steel Girder, Typ.

Fume Hood Alcove

25'-0"

Tissue Culture

H

Kitchenette /Support

Communal Laboratory

W16 Steel Girder, Typ.

Full Height, Air Tight Partitions

Glossy Poured Epoxy Floor Full Hieght Workspace Partition

Office

B

1/2" Glossy Epoxy Pour Floor Finish

Workstation w/ Overhead Storage and Support

25'-0"

Glossy Poured Epoxy Floor

25'-0"

Write-Up w/ Overhead Storage and Support

25'-0"

Workstation w/ Overhead Storage and Support

Whiteboard

Communal Laboratory Communal Lounge

Intergrated Overhead Outlets and Gas Supply

25'-0"

F

F

W12 Steel Column w/ 3 Hour Rated Partition W12 Steel Column w/ 3 Hour Rated Partition

Computer Cluster

N

Composite Glazing System

23'-0"

23'-0"

23'-0"

1/2" Glossy Epoxy Pour Floor Finish

Composite Glazing System

23'-0"

4" Metal Decking w/ 8" Concrete Slab

6

W14 Steel Beam, Typ.

7

9

8

10

W16 Steel Girder, Typ. Plastered Concrete Fireproofing. 4" Rigid Insulation Aluminum Mullion w/ Passive Heat Flow System

West Elevation 1/8”=1’-0” 1

South Elevation 1/8”=1’-0” 1

10

10

10'-0" Laboratory Ceiling Finish

1

2 23'-0"

Porosity Varying Perforated Metal Meshes

6 22'-6"

5'-8"

7 23'-0"

8 23'-0"

9 23'-0"

10 23'-0"

Skylight

Skylight

Metallic High Density Panel Facade

Metallic High Density Panel Facade

Painted Aluminum Louvers

Painted Aluminum Louvers

Painted Aluminum Mullions

Painted Aluminum Mullions

Dense Composite Mesh Glazing

Dense Composite Mesh Glazing

Porous Composite Mesh Glazing

Porous Composite Mesh Glazing

Glass Fin Spider Glazing System

Glass Fin Spider Glazing System

Double Swing Glass Door

Double Swing Glass Door

Intergrated Overhead Outlets and Gas Supply

Double Swing Glass Door Transparent Glass Railing

24


Section 1/4”=1’-0” 1

1

2

10

Section

3

23'-0"

4

23'-0"

5

23'-0" 23'-0"

Skylight

G

193'-0" Metallic High Density Panel Facade

25'-0"

Cubicle Cluster Office

Communal Laboratory Fume Hood Alcove

Tissue Culture

Cubicle Cluster

25'-0"

Tissue Culture

Painted Aluminum Louvers

H

Kitchenette /Support

Env. Rm. Tissue Culture

Support Support

4" Metal Decking w/ 10" Concrete Slab

173'-0"

Plaster Fireproofed W18 Steel Girder

Conference

Tissue Culture

J 14'-0"

Up Men

K

160'-0"

Atrium

20'-0"

Women Up

L Computer Cluster

Computing Support

Support

147'-0"

Support

Fume Hood Alcove

Archive Space

Tissue Culture

Tissue Culture

Env. Rm.

25'-0"

Tissue Culture

Env. Rm. Conference

Fume Hood Alcove

M

Communal Laboratory Communal Lounge 134'-0"

25'-0"

Computer Cluster

N 121'-0"

23'-0"

23'-0"

23'-0"

6

7

8

23'-0"

9

Aluminum Mullion w/ Passive Heat Flow System

10

Enviornment Room

Tissue Culture

Individual Laboratory

Dense Composite Mesh Glazing

Fume Hood Alcove

Individual Laboratory

Workspace w/ Overhead Storage and Supply Write-up Desk 4" Metal Decking w/ 8" Concrete Slab

108'-0"

Plaster Fireproofed W16 Steel Girder

N

L

M 25'-0"

25'-0"

K 20'-0"

J 14'-0"

H 25'-0"

G 25'-0"

95'-0"

82'-0"

69'-0"

56'-0"

43'-0"

Aluminum Mullion w/ Passive Heat Flow System

Communal Laboratory

Fume Hood Alcove

Tissue Culture

Enviornment Room

Communal Laboratory

Dense Composite Mesh Glazing

Workspace w/ Overhead Storage and Supply Write-up Desk 4" Metal Decking w/ 8" Concrete Slab

30'-0"

Plaster Fireproofed W16 Steel Girder Operable Interior Shading Screen

Reception

Double Glazed Glass Fin Spider Facade Plaster Fireproofed W16 Steel Girder

Office

17'-0"

Operable Interior Shading Screen

Conference

Office

Double Swing Glass Door

0'-0"

Reinforced Concrete Foundation Column

Waterproofing 2" Rigid Insulation 12" Reinforced Foundation Wall Steel Footing Connection 24" Isolated Concrete Slab

-15'-0"

36" Concrete Pile Caps 36" Concrete Footing Concrete Piles

25


1

2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

5 6

THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

WAREHOUSE DISTRICT CAMPUS INTERNATIONAL

CONVENTION CENTER

FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE

STATE UNIVERSITY


THEO CHOCOLATE FACTORY 2nd Year Studio Chocolate Factory 8 Weeks Syracuse, NY

This chocolate factory for Theo Chocolates, an artisan chocolate brand, not only aimed to create a factory to expand the brand to the greater NY area, but also provide tours for locals and tourists to see the chocolate making process. The exterior cladding was designed and full scale mock ups were created in collaboration with ceramic major students at Syracuse University.


E x t erio r render of entrance. Rhino | Ph o to s h op

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Program di agrams. S ke t c h e s

I n t e r i o r c i r c u l a t i on, h ig h lig h t ing t h e s p i r a l i n g s ta i r c ase and t r ian gu l a r f a c a d e o p ening s. Rhi no | Photos hop

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D i a gram of exteri or ti le arrangeme nt. Il l ustra to r

Colla b or at e d w i t h c e r a mi c ma jo r s t u d e n t s t o cr e a t e o n e -to - o n e e x t er ior t ile m o c k- u p s. Wo o d | C e r am ics

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E x t e r i o r n i gh t r ender, s h o wing t h e l i gh t e f f e c t t h r o ug h t h e t r iang ular f e n e s tr a ti o n s. Ci nema4D | Rh ino | P h o to s h o p

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Entrance of chocolate factor y. Stairs guide tours to the top floor, while displaying the creation process. Rhino | V- Ra y | P h ot os h op | I llus t r at o r

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Vi e w f r o m th e t o p f lo o r, h ig h lig h ti n g th e c a fe, and t h e dif f er ent f l o o r s o f t h e f ac t o r y. Rhi no | V- Ray | P h o to s h o p | I llu s tr ato r

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3D printed model showing with triangular fenestrations, columns, and floors of the factor y. Rhino | Wa x | I llus t r a t i o n Boa r d | B al sa

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L i gh t i n th e 3D pr int ed mo del d e m o n s t r a tes t h e lig h t ef f ec t o f t r i a n gu l a r f e nes t r at io ns. Rhi no | Wax

Imag es hi ghli ghti ng di f f e r e n t as p ec ts of the 3D pri nted mod e l, al so sh owi ng model comin g ou t of the p rin ter and oven. Rh i n o | 3 D Pr i n t e r | Wa x

35


1

2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

5 6

THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

WAREHOUSE DISTRICT CAMPUS INTERNATIONAL

CONVENTION CENTER

FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE

STATE UNIVERSITY


BIO-MIMICRY: RESPONSIVE FACADES 4th Year Visiting Critic Studio Renovating the Everson Museum with Bio-mimicry 4 Weeks Syracuse, NY The Loligo Paeleii Squid uses its pigments to change color and texture in order to blend into its surroundings, both as a defense mechanism and for hunting its prey. Using this as a precedent, the idea of the pigments were applied to the Everson Museum’s concrete facade in order to bring light, and a visual connection, between the interior and exterior based on visitors’ movements and locations.


Loligo Paeleii Squid - a squid which changes texture and color to blend into it’s surroundings. -

Sectional render of Everson Museum showing adaptive wall based on Loligo Paeleii’s changing pigments. Rhi no | Ci nema4D | P h o to s h o p

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Actual photo of animation of changing pigments being projected onto the Everson Museum, with plans and sections showing adaptive wall. AutoCAD | Illustrator | Photo of Projection

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Site model of Everson Museum with 3D printed model of the adaptive wall with changing pigments. White M u s eu m Boa r d | 3 D Pr i n t | i Pad

3D print of wall model, showing different effects of lighting from different angles. 3D Pri nt

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Physical studies of adaptive wall models. Experimenting with materiality and light. -

3D Printed Model 8 b y 5 i nches

Concrete Model 1. 5 b y 2. 5 feet

Plexi + Museum Board Model 1 b y 2 feet

41


1

2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

5 6

THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

WAREHOUSE DISTRICT CAMPUS INTERNATIONAL

CONVENTION CENTER

FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE

STATE UNIVERSITY


HOBART AND WILLIAM-SMITH 3rd Year Studio Dormitory at Hobart and William-Smith College 8 Weeks Geneva, NY Once divided into two campuses, one for boys and one for girls, Hobart and William-Smith is now a mixed university that aims to connect the two colleges together. With a growing number of applicants, one of the most important necessities is a dormitory to house incoming freshmen. The strategic location of the site is between the former border of the two colleges, meaning that the dorm’s functionality was not only to house students but also connect the campuses.


Site model of dormitor y at Hobart and William-Smith College. Laser Cutter | CNC Mill | Chipboard | Balsa

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Explorations in study models and sketches for parti of the design. Chipboard | Balsa | Insulation Foam | Trace

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Rendering of dormitor y design. Rhino | V- Ra y | P h ot os h op | I llus t r at o r

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Exploded axon of individually designed parts of the dorm room. Rhi no | V- Ray | Photos hop | Illus trator

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Main front entrance of dormitory, with an exploded axon showing structural and programmatic elements of design. Rhino | V- Ra y | P h ot os h op | I llus t r at o r

Night render of the back-quad of dormitor y. Rhino | Cin em a 4 D | P h ot os h op

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Main lobby of dormitory. Rhi no | V- Ray | P h o to s h o p | I llu s tr ato r

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CAN CAKMAK

ARCHITECTURAL PORTFOLIO


CAN CAKMAK

ARCHITECTURAL PORTFOLIO


Can Cakmak Portfolio