Graduate Portfolio

C A R LOS BAUT ISTA | A R C HIT E C T U R E P O RTFO L I O

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C O N TE NTS : 1 . NEW AC R OPOLIS M U SE U M

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2. W INE RY N OBILE D E M ON T E PU LC IA N O

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3. ANG OLO C HA PE L

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4. LIVING IN POST- OIL E N V IR ON M E N TS

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5. DES IGN FOR LE A R N IN G E N V IR ON M E N TS

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6 . TRAVE L SK E TC HE S

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NEW ACROPOLIS MUSEUM

The New Acropolis museum of Art is located in one of the historic parks in Nashville, Tennessee. Centennial park is and has always been the center of public activities in the city. The park served as the fair lands for the city for many years in history. During the international exposition of 1897, the park was filled with temporary replicas of famous buildings from all around the world. One of them was an exact replica of the Parthenon. After the celebrations of the international exposition, the Parthenon became a landmark in the city. The citizens urged the city to reconstructed it in a more durable way.

Today the concrete structure still stands in the middle of the park as an icon. The museum of the New Acropolis has as its main purpose to, in fact, to create a new and modern acropolis to complete the Parthenon and engage it to the landscape. The main building stands beside the Parthenon as a way to give respect. The Museum and the Parthenon are divided by an extensive water pond that not only separates the two entities and gives them their own integrity, but it also unifies them as the reflections of both the Parthenon and the building collide in one.

The Parthenon is brought inside the galleries of the museum by its reflection. It stands proud over a pedestal of rock. The Parthenon is part of the exhibition, visually and physically.

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CON CEP TUAL WAT ER COLOR

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FINAL MODEL

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ST UDY M O D EL

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FIRST FLO O R PLAN

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G R O UND FLO O R PLAN

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E A S T E L E VA T I O N

S O U T H E L E VA T I O N 12

W E S T E L E VA T I O N

N O R T H E L E VA T I O N 13

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WA L L SEC T ION

ME P P L A N S

RCP PLANS

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WINERY NOBILE DE MONTEPULCIANO This Project involves a master plan of the site. The winery sits on the hill of Montepulciano Italy. The challenge of the design was the integration of the existing Palazzo Nobile. The buiding embraces the existing palazzo by introducing a new urban facade that then extends out on to the site and connects the kid of parts that compose the masterplanning.

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EAST ELEVATION

WEST ELEVATION

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SOUTH ELEVATION

SECTION A-A

SECTION B-B

SECTION C-C

SECTION D-D

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ANGOLO CHAPEL This is a chapel of the new era. The building is designed to represent the new generations of people who share their ideas and respect each other’s opinions. This is to become a contemporary chapel for a contemporary world. At the same time, the project requires the development of an urban solution of the urban fabric. Located in one of the most important streets of Rome, the Via Giulia, the new building’s design in looking to reconnect the surrounding buildings and reshape the urban block of the site which, for decades, has been unresolved due to the demolition caused by the fascist government.

The new building sits on the perimeter of the original urban block.

It encloses a piazza which has previously been used for parking.

The building lifts up on a series of concrete parallel walls. This allows for parking spaces to be located underneath and define the volumetric space of the piazza. The existing partially demolished façade is celebrated by being left untouched and embraced with the new façade of the chapel. The front façade of the chapel continues the edge of the existing façade. This makes it appear as if the new façade is a continuation of the old façade. This way, the history of the old facade remains, and it is completed by the new chapel’s façade. Both of this facades face Via Giulia, one of the busiest streets in the city of Rome.

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Carlos Bauti

07/26

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EX PLO D ED AXO N

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{3D} Copy 1

D IAGRAM S Project B Contemporary Chapel UTA | CAPPA | SUMMER 2017 | ARCH 4357/5357 | BIM AND VISUALIZATION

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2 P R OG R A M : 1. En t r y 2 . M ai n Room 3 . A l t ar 4. P l az a 5. Par k i n g

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G R O UND FLO O R PLAN

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1 P R OG R A M : 6 . Hal l 7. Locke r s 8 . Re st room s 9. Of f i ce

S E CO ND FLO O R PLAN

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LIVING IN P OST-OIL ENVIRONMENT

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A N A LYSIS ON TY P O LO G I E S

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carlos bautista

arch 5670_spring 2017_oswald jenewein

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COSTRA

REGENERATION OF THE MARINE BIO-HABITAT

The ones that built me are the same ones that transformed me. I was created to serve humans as a tool to obtain power, money and increase their ego. I was the source of their ego, and a parasite to the planet. But, something changed. I was left alone in the middle of the sea. Alone, I was, until them, who made me, came back. They fixed me and they changed me. Now, I don’t serve for the same purpose. Now I serve for a better purpose, to heal and save my only home, the ocean. In me, people work to regenerate the marine ecosystems. I am a medicine to the planet. In me, people research and study the ocean nature and its wonderful creatures. I enjoy watching them come and go. I see them grow intellectually. I am a machine for transformation.

OIL RIGS WORLDWIDE

Since the first succesful use of a drilling rig for oil, and the demand for a source of energy, the use of oil rigs has spread exponentially around the world. The over exploitation of oil reservous around the wold has caused an increase in the carbon emissions that damaged the planet and threatened to end with human race.

OIL RIGS IN THE GULF OF MEXICO

The gulf of Mexico is one of the areas where oil is found. Costra is located on the southern part of the Gulf in Mexican waters. The tropical climate of this zone allowes for open terraces and patios that ventilate the building and allow for vegetation to grow.

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DESIGNING FOR LEARNING ENVIRONMENTS This was a d e si g n fo r a 9th g ra d e ce nte r i n D ow n tow n D a l l a s . t he stud i o wa s i nte nd e d to re se a rch d i f fe re n t fa c to rs t h at have a si g ni f i c ant i mp a ct i n the d e si g n p ro ce ss o f l e a rn i n g environme nts. In thi s stud i o we wo r ke d c l o se l y w i t h m e mbers of A 4 LE . Thi s p ar ti c ul a r d e si g n wa s a stu d y o f h ow to inte g rate the d i f fe re nt a sp e c ts that w he re re s e a rc h e d .

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DESIGN APPLICATION

This design proposal is focused on the flexibility of the learning spaces, and their relationship to the outside. And to the surrounding context. It was design keeping in mind most of the recommendations provided by all of the members of the class.

STUDENT: Carlos Bautista

ARCH 5670‐001

FALL 2017 A4LE/UT ARLINGTON THE EDUCATIONAL RESEARCH STUDIO

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HIGH PERFORMANCE

[MICROCLIMATE]

To reduce the amount of energy spend on artificially air condition the entire building, the use of microclimate on areas that are not used 100% of the time should be used.

The building is covered by a system of vertical slats that provide shade to the main hall and control the climate of I, by cooling it down during the summer and radiating heat during the winter.

ARCH 5670‐001

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FALL 2017 A4LE/UT ARLINGTON THE EDUCATIONAL RESEARCH STUDIO

HIGH PERFORMANCE

[MICROCLIMATE]

To reduce the amount of energy spend design of the building should be oriented strategically to make use of the prevailing winds and use an adequate AC system.

The outside hall and areas of circulation are naturally ventilated. While the inside learning spaces are artificially ventilated through vertical chases that provide AC on every floor.

ARCH 5670‐001

FALL 2017 A4LE/UT ARLINGTON THE EDUCATIONAL RESEARCH STUDIO

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LEARNING SPACES

[THREE SCALES OF SPACE]

There should be three scales of space.

One for individual use. One for small groups and one for big groups where students can perform presentations.

In this scheme the learning spaces are flexible to the needs of the students. A series of manageable partitions are positioned in a way that they divide the small group learning spaces and create individual learning spaces between them.

The large group learning spaces open up to the outside creating a continuous outdoor indoor presentation space.

ARCH 5670‐001

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FALL 2017 A4LE/UT ARLINGTON THE EDUCATIONAL RESEARCH STUDIO

OUTDOOR LEARNING

[OVERALL SITE DEVELOPMENT]

The building should provide for outdoor spaces that could be used as learning areas and areas of contemplation and reflection.

In this scheme, the learning spaces, administration, and collaborative spaces are the only areas that are indoor. The rest of the circulation happens in an outdoor climate controlled zone. Courtyards at both ends of the building provide students with areas of recreation and contemplation.

ARCH 5670‐001

FALL 2017 A4LE/UT ARLINGTON THE EDUCATIONAL RESEARCH STUDIO

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SECURITY

[SEPARATION OF ENTRY SEQUENCE]

A clear separation of entries should be present, one for students, one for staff, and visitors.

In this scheme the entry for students in located thru the grand stair case that brings the students from the public plaza to the courtyard one level below. The red arrow chows the path students will take to enter the building.

The blue arrow indicates where the staff and visitors will come. Coming from the street level rather than from the level of the courtyard.

ARCH 5670‐001

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FALL 2017 A4LE/UT ARLINGTON THE EDUCATIONAL RESEARCH STUDIO

SECURITY

[SEPARATION OF ENTRY SEQUENCE]

Spread the administration throughout the building to provide visual surveillance over students.

In this scheme Administration and the teacher’s spaces are located in an area, (green) that connects the south learning wing to the north learning wing. This creates a barrier between the courtyard to the collaborative areas. By doing this, admin staff and teachers have a visual surveillance opportunity over the courtyard and have easy access to the learning spaces where the students spend most of the time.

ARCH 5670‐001

FALL 2017 A4LE/UT ARLINGTON THE EDUCATIONAL RESEARCH STUDIO

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SECURITY

[BARRIER FROM THE PUBLIC STREET]

A gradual barrier or buffer should demark a separation between the street and the areas of the school that are semi‐public.

In this scheme the building is sunk down one level below the street. This way the entries are restricted to certain areas and students, staff and visitor’s entries are controlled. A grand stage stair acts as the buffer zone between the public plaza and the student courtyard. Walls around the perimeter provide an urban façade to the street and enclose the courtyard, blocking it from any noise from the busy streets and freeway to the south.

ARCH 5670‐001

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FALL 2017 A4LE/UT ARLINGTON THE EDUCATIONAL RESEARCH STUDIO

UNIVERSAL DESIGN

[USE OF RAMPS]

The use of ramps or minimum steps should be used to provide minimum level changes benefits student populations with visual or hearing disabilities.

This scheme is located on a flat site.

Access to the lower sunk level is provided through the use of ramps and elevators that are strategically placed to make it easy for students to find.

ARCH 5670‐001

FALL 2017 A4LE/UT ARLINGTON THE EDUCATIONAL RESEARCH STUDIO

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CHACO CANYON

TRAVEL SKETCHES

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MESA VERDE NATIONAL PARK

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CHACO CANYON

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MESA VERDE NATIONAL PARK

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GRAND CANYON

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CONCEPTUAL DRAWING

PENCIL & INK

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WATERCOLOR

GRAPHITE ON PLASTER

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Carlos Bautista cxbautista_5791@live.com m:214.554.3307