Chi Weng Wong Portfolio

P O R T F O L I O Chi Weng Wong

Landscape Design and Planning B.E.D

CHI WENG WONG gigiwong915@gmail.com +853 68849849

CONTENTS

TABLE OF Academic Works:

1

2.1 2.2 3 4

SPACE THAT EXPRESSES MEANING Fluid

04 – 07

CHANGING THE LANDFORM Create Spaces With Dirt

08 – 11

GREEN ALL THE WAY Define Spaces With Plants

12 – 15

MISSISSIPPI RIVERFRONT PLAZA Connection to the River

16 – 21

STUDENT CONNECTION HUB The Future

22 – 31

Personal Art Works:

PEN SKETCHES

32

OIL PAINTINGS & DIGITAL DRAWINGS

33

SPACE THAT EXPRESSES MEANING Fluid Course: LA 3001 Term: Fall 2020 Instructor: Bradley Agee

In this project, I was asked to create a fantasy model that explicates my selected term, fluid. An original drawing was created to express the meaning of the term. I then translated it into a plan view through its composition to design a series of abstract spaces that reveal the narrative by using a single geometry. A 11”x17” 3-D model was developed using ⅛” thick stacked cardboard based on the plan.

4

5

Original Art (Color Pencil)

Rough Plan

Final Design Illustration

The fluid is something that does not have a fixed shape. You can’t grab or hold it. It flows to whatever direction the surface it’s on takes it to. When fluid from different directions meets, they connect. The term is a representation of movement, uncertainty, and connection. I transformed this idea into a color pencil drawing that shows a hand trying to grab water, but it eventually will only flow away in different directions and meet again at some point.

A rough plan was then developed using only biomorphic geometry to best express the unfixed form of fluid. Multiple platforms built from the ground are all being connected by the wavy shapes on top. Lastly, I refined my design and created an illustration of it, which was later built into a 3-D model.

6

3-D Model

7

8

CHANGING THE LANDFORM Create Spaces With Dirt Course: LA 3001 Term: Fall 2020 Instructor: Bradley Agee

Project 2 consists of two parts, 2.1 and 2.2. The first part of this project’s objective is to redesign the green space between the Bell and Nolte located at the East Bank of UMN, Twin Cities campus. Changing the landform by digging into the existing elevation and piling soil on top creates a series of multiple scales spaces that could be utilized for large and intimate group gatherings, activities, and outdoor classrooms. Multiple unique geometries were explored in the beginning stage to develop an individual plan for each. The plan that shows the most successful spatial development will then present in a 3-D model form with the scale of 1”=20’ by using ¼” cardboard.

2.1

9

Circular

Arc and Tangent

Original La

ndform

10

Rectilinear

I began by exploring four unique geometries, including circular, arc and tangent, rectilinear, and angular, then I presented my ideas of landform improvements in a plan view of each geometry. The plan using angular geometry stood out. It has a logical and organized circulation sequence that allows easy connection between spaces. Multiple flat areas with unique scales were presented to fulfill the need for outdoor classrooms and different sizes’ group gatherings and activities spaces. The highest and lowest grounds are five feet above and below the existing elevation. The change of elevations not only creates dynamic but also a sense of separation of different spaces.

Angular

3-D Model

Redesigne

d Landform

11

12

GREEN ALL THE WAY Define Spaces With Plants Course: LA 3001 Term: Fall 2020 Instructor: Bradley Agee

The second part of Project 2 is to vegetate the site I developed in my landform model. Creating a planting plan that utilizes different plants to enhance further the functionality of spaces, the connection, transition, and circulation between spaces—using plants as barriers and boundaries to create rooms to define areas on the site and frame views. Based on the vegetative plan, an 13”x17” 3-D model with a scale of 1”=10’ was developed using ⅛” thick cardboard.

2.2

13

Circulation

d se gs lo in nc her e e at or p g m d rou es an ll g viti ed a cti ad sm d a Sh for an ea ar ,

om ro ss s cla ing or er do gath t ou p es as rou iviti g t ea ar rge ac en r la and Op fo

14

Based on the landform model I created in the first part of Project 2, a planting plan was developed for a selected area to enhance the spaces further. Canopy trees and understory trees are used primarily as creating walls to separate different rooms. The two canopy trees sit right at the center of the site made a focal point. They can be seen from every direction of the site. Small shrubs are placed under trees to act as barriers. They help clarify where pathways are, at the same time, to frame views together with trees. Knee-high shrubs are placed only at the entrances to introduce people to the site. After I transferred all these ideas into a master plan, I followed by developing a 3-D vegetative model with a scale of 1”=10’.

3-D Vegetative Model

15

Mississippi Riverfront Plaza Connection to the River Course: LA 3001 Term: Fall 2020 Instructor: Bradley Agee

16

This project aims to create a Mississippi Riverfront plaza for a mostly barren site that would function as a green escape from the urban city while maintaining the place’s identity.

The site is a section of Bohemian Flats on the Mississippi River’s west bank below the Washington Avenue Bridge and adjacent to the UMN campus. The goal is to define spatial enclosure and create meaningful human experiences using landform, vegetation, and structure. I developed a plan that emphasized the connections with the river—providing four types of experiences that could make the best use of its unique geography advantage. They include a small beach, a riverfront theater with a stage platform that extends out on the river, a small dock, and riverfront step seatings. This plan was then developed into an 18”x24” 3-D model with a scale of 1”=20’ using ⅛” thick cardboard.

17

Plan View of the Site

Rough Plan Entry

Circulation

18

Entry

The use of biomorphic and circular geometries throughout the site symbolizes the river’s flow of water and movement. Vegetations help to create boundaries and barriers to define spaces.

Trees are all placed along the wavy lines purposely to continue the emphasis of the river. The circulation between spaces was designed to be fully articulated.

There is a gradual elevation change starting from the entries on the street level to the river edge. All sides can be directed to the focal point of the site, the theater. The design’s ideology was to show water’s characteristics and provide leisure experiences that create direct connections to the river. Still, at the same time, the identity of the urban city of Minneapolis is maintained and reflected on the material uses.

I improved the rough plan to the master plan on the right and then transferred the plan into a 3-D model.

Materials:

FEET

Sm

all B

eac

h

The

ater

and

Doc

Rive k

rfro

nt S

tep

Sea

ting

s

19

20

3-D Model

21

STUDENT CONNECTION HUB The Future Course: LA 3002 Term: Spring 2021 Instructor: John Koepke and Tony Siebenaler-Ransom

22

The University of Minnesota, Twin Cities has decided to redevelop the Bell/Williamson Courtyard located at the East bank of the campus. This project aims to create a Student Connection Hub. This hub will provide useful services to the students, flexible use spaces–both interior and exterior that are suitable for individuals, small gatherings, and could be utilized as classrooms and performance, etc. I developed a plan with the inspiration of the campus’ uniqueness of having the Mississippi River runs through that separate the campus into the East bank and West bank.

The River has become part of the campus’ identity.

The characteristics of water and nature can be seen in the plan in different aspects. The plan was presented into a 3-D conceptual model with a 1”=50’ scale.

4 23

Plan View of the Site

Original Plan

The design began with the knowing the Nolte and Williamson are being removed.

Similar to the previous project, due to the location of the site being by the Mississippi River, implying some of its characteristics into the design is one of the main points. They can be seen on the water flow-like pathways, with no repeated shapes and forms of spaces. Every space and building are connected through the pathways just like how water flows will always meet at one point eventually.

The fountain at the center of the site acts as the focal point and helps to create more movement and add dynamic to the site together with the changing landform throughout the site. ¼ of the site is designed as a hardscape, still showing the urban side of the city. The newly added buildings, the Student Union Center and Cafe, are designed to build like a glass box, symbolizing the clearness of the water, also diminishing the boundary between outdoor and indoor spaces.

24

New Designed Plan

Large Gathering Spaces

Fountain Small Gathering Spaces

Outdoor Seatings

Outdoor Classroom

25

Plaza

26

Outdoor Classroom

Ma

ple

Oak

Eve

rgre e

D ap

ns

hne

Vegetation We

ig ela

I decided to keep the existing vegetation, such as Maple, Oak, and Evergreens, as the major group, adding small shrubs including Daphne and Weigela for decoration purposes.

Fountain, Student Union Center & Cafe

27

28

Glass Box Cafe and Student Union Center represent the clearness of the water.

Wooden tables, chairs, and benches are used to represent nature.

29

30

3-D Conceptual Model

31

PERSONAL ART WORKS Pen Sketches

32

Oil Paintings

Digital Drawings

33

T H A N K Y O U