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SEUL KI CHAN LEE + Architecture Portfolio 2009-2011


CONTACT SEUL KI CHAN LEE mondeenpaix@gmail.com 909-714-6919 199 S.Madison Ave. APT #3 Pasadena, CA 91101

SOFTWARE SKILLS Adobe Illustrator CS5 Photoshop CS5 InDesign CS5 Autocad 2011 Rhinoceros 4.0 Maxwell Plug-in 2.0+ VRay Plug-in 2.0+


CONTENTS

THE HUNDRED LANGUAGES

5

FUNCTIONS FROM SURFACES

15

MATERIAL MATTERS

21

INTEGRATED STREET-SCAPES

31

ARCH 20A / FALL 2011

ARCH 12B / SPRING 2011

ARCH 10A / FALL 2010

ARCH 10B / SPRING 2011


* Group physical site-model shown


THE HUNDRED LANGUAGES Fall 2011 PCC / ARCH 20A INSTR: C.C. Griffith SEUL KI CHAN LEE


5

Kindergarten Design for the Grove at Pan Pacific Park OBJECTIVE: With the aim to improve good “transition” among the youths to higher level of knowledge and understanding, a kindergarten with specific spaces of “transitions” has been designed at the Pan Pacific Park for children of the Grove community in Los Angeles, CA. CONCEPT: Starting from etymology of broad words describing the process of development and improvement such as transition, reunion, and pedagogy, the foundation idead used to further develop the design concept emerged from the anatomy of the roots & origins of those words. As those words find the mutual definitions among each other and erode to find other linked words that can describe formal analogy of spaces in architecture, binuclear idea of “revolutionizing” vs. “recalling” emerged. As the opposite meanings of these two bi-nulcear words imply a state of being in a constant change, the concept word for the design became the “flux.” With the idea of “flux” and integration of the fundamentals a strong child education pedagogy known as Reggio Emillia Approach, the spaces within & out of this kindergarten aims to identify and promote the full potential of each young individual learner and lead the “transitions” to the explorations of those potentials through means of architecture. BI-NUCLEAR IDEA

revolutionizing

recalling

flux

SITE CONSTRAINT DIAGRAMS

ETYMOLOGY CONCEPT DIAGRAM PROCESS

TRAN•SI•TION

-y

PED•A•GO•GY

absorbed

transit-

- French origin (from pédagogie)

adapted

- "education, attendance on children,"

- Latin origion (from transire)

pedo-

across

leader

beyond

DEFINITIONS

- 4 syllables

characterized transverse

- 3 Syllables

ETYMOLOGY

inclined

opening

passage

THEME

connecting

Beverly Blvd.

directional

harmonizing

child

-agogue

secretion

-ion

intersecting

expulsion

kinder-

prominent discharging

action

- 4 syllables - German lit. origin (from Réunion)

synthesizing

emerging

KIN•DER•GAR•TEN

extruding

revolutionizing vs.

recalling

CHARACTERISTICS

ground garden

growing

BI-NUCLEAR IDEA

surfacing

combined

recovering

reflective refining

backward

-ion

enclosure frame

flux

united

-garten

The Grove Dr.

expanding SYNONYMS

one

DOCUMENTATION

Direct Wind

CONCEPT

3rd St.

ūn -

reversive

re-

spontaneous

introspecting

Wind passing the tree and flowing over the buildings

reproducing

Direction of wind

Reggio Emilia Approach again

repeating

CHARACTERISTICS

evolving

RE•UN•ION

independent

- 3 syllables - French origin (from Réunion)

SPECIFIC PEDAGOGY

EMERGENT CURRICULUM

CYCLES OF SYMBOLIZATION

• Children are strong, interested, capable and curious. • Children learn best working with others: with other children, family, teachers and the community. • Children show us what they know in many ways - they move, draw, paint, build, sculpt, do collages, act, sing, play music - 'the hundred languages'. • Children learn from the spaces they are in - they need beautiful, orderly space where everything has a purpose and can help children learn. • Children are capable of long term, sustained learning when the topic is of interest to them. • Teachers listen to and observe the children closely, ask questions and explore the children's ideas.

SITE- Pan Pacific Park, South Gardner Street, Los Angeles, CA

Wind Direction


SITE MATRIX

Beverly Blvd

Safe from flood

Beverly Blvd.

Post Office

I

II

I

Inlet Out

8’

The Grove Drive.

10’ 6’

II

4’

Gardener st.

2’

The Grove

Inlet In

0’

10’

Flood Zone

Bus Transportation

IV

III

Side Walk

Flood Zone Flood Inlets

III

Library

Flood Capacity/ Building Restrictions

Parking lot W 3rd St

Circulations

Blvd

Car Transportation Parking Lot Entrance and Exit Bus Stops

3rd St.

Artificial Lights

IV

Low Direct Modernoise access to ate light level parking at night


7

CHILD DEVELOPMENT PEDAGOGY

AXONOMETRIC PROGRAM SEQUENCE DIAGRAM

Reggio Emillia Approach • Children are strong, interested, capable and curious. • Children learn best working with others: with other children, family, teachers and the community. • Children show us what they know in many ways - they move, draw, paint, build, sculpt, do collages, act, sing, play music - ‘the hundred languages’. • Children learn from the spaces they are in - they need beautiful, orderly space where everything has a purpose and can help children learn. • Children are capable of long term, sustained learning when the topic is of interest to them. • Teachers listen to and observe the children closely, ask questions and explore the children’s ideas. • Teachers provide experiences which ‘provoke’ children’s thinking and learning. • Teachers document the children’s work so that they can talk to each other and the children and better understand the children’s thinking and education in general. • Parents provide ideas and skills which make them active partners in the children’s learning.

5 1

2

3 5

5

5

SEQUENCE 1: Entrance 2: Lobby 3: Waiting Hall 4. Gathering Hall 5: - Office - Bathrooms - Classrooms - Kitchen / Dining - Outdoor Dining 6: Playground

RECALLING Holocaust Museum - historical museum referring back to the past memories embedded in the minds of the local Jewish residents and to consult them with sympathy to the tragic death

&

REVOLUTIONIZING

East Elevation

4

5

SITE DATUMS

Locating the“flux” on site

5

5

Recreational Complex - have been burnt down back in the 1920’s, the Grove community’s historical auditorium has revived itself to new program for the community: recreational complex

6


8

The Hundred Languages No way. The hundred is there. The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking.

N

A hundred always a hundred ways of listening of marveling, of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream.

+8

+2

+4

+6

0 -2 -4

The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine. The school and the culture separate the head from the body. They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and at Christmas. They tell the child: to discover the world already there and of the hundred they steal ninety-nine. They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together. And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there. -----------------------------------------------A poem by -Loris Malaguzzi (translated by Lella Gandini) Founder of the Reggio Emilia Approach

Site Plan

CASE STUDY Segrt Hlapic Kindergarten ARCHITECT: Radionica Arhitekture LOCATON: Zagreb, Croatia PROJECT YEAR: 2004 PROJECT AREA: 2,700 m² (approx. 29,062 ft²)

PUBLIC vs. PRIVATE

CIRCULATION

CIRCULATION Floor Plan

PUBLIC PRIVATE

Sections

PROGRAM DIAGRAM

SPATIAL ORGANIZATION DIAGRAM

PARKING LOT (5,000 ft² ) MULTI-PURPOSE AREA (3,250 ft²) NURSERY UNITS (741 ft² per) OPEN TERRACE (12,300 ft²)

BATHROOM (200 ft² per) OFFICE (350 ft² per) CLASSROOMS (881 ft² per)

SITE AREA: 72,333 ft² PROJECT AREA: 29,062 ft² Linear Organization

South Elevation


9 LS

N 1 16

LEGEND

15 15 1. Entrance 2. Lobby 3. Waiting Hall 4. Gathering Hall 5. Indoor Garden 6. Classroom (age 4) 7. Classroom (age 5) 8. Classroom (age 6) 9. Office 10. Covered Playground/ Reading Area 11. Dining 12. Outdoor Dining 13. Kitchen 14. Playground 15. Bathrooms 16. Maintenance

CS-1

2

9

15

15

3

13 4

10

15

11

5

5

5

15

15

6

CS-2

CS-2

12 7

8

LS 14

Floor Plan Scale: 1/42” = 1’-0”

CS-1

PLAN DIAGRAMS

Circulation

Central Organization

1

Longitudinal Section

2

3

Transitional Space

4

5

7

8

14


10

PROGRAM DISTRIBUTION

PLAYGROUND (2,400 ft²)

TOTAL: approx. 11000 ft² GATHERING HALL (1,600 ft²)

CLASSROOM (950 ft²)

CLASSROOM (950 ft²)

CLASSROOM (950 ft²)

+ CIRCULATION (1,400 ft²)

9

4

5

7

KITCHEN / DINING (800 ft²)

OFFICE (300 ft²)

BATHROOMS (300 ft²)

OUTDOOR READING (200 ft²)

WAITING HALL (150 ft²)

14

Cross Section-1


MATERIAL MATTERS Fall 2010 PCC / ARCH 10A INSTR: Deborah Bird SEUL KI CHAN LEE


13

Integrated System of the Natural & the Man-Made OBJECTIVE: Create a new architectural system with its form and structure based on the interdependence between two materials with opposite characteristics- one being a man-made object and the other being a found, natural object. CONCEPT: Neither bamboo sticks nor ripped balloons can create a self-supporting system by itself. Only when together, a new strong dependant system is created from their interdependent relationship between each other. In other words, “Opposites attract� to create a stronger system. FABRICATION: Just like balloons were holding and pulling the bamboos together with tension while bamboo keeps itself firm and durable, one image becomes the enclosure for space while the other image becomes the support (white strips) which adds curvature to the form of space while maintaining its space to be captured within.


16

CONCEPT DIAGRAM structural columns

faรงade

architecture

(function)

(form)

(architecture)

+ BAMBOO (rigid / fixed / passive)

= BALLOON (loose / feeble / unstable)

INTERACTION (durable / flexible / interactive)


PROCEDURE STEP 1: A physical model is created from the integrated dependent system of unique characteristics of bamboo sticks and ripped balloons.

STEP 2: Micro and macro photos of the physical material model are taken from various different angles.


STEP 3: Altered only by the built-in functions and options of a scanner, those photos are distorted and manipulated by effects of a scanner to create systematic patterns.

STEP 4: The patterned images from Step 2 then become the basis for the form and structure of the architectural system.


FUNCTION FROM SURFACES Fall 2010 PCC / ARCH 12B INSTR: Neile Norheim SEUL KI CHAN LEE


21

ART DISPLAY & PERFORMING CENTER FROM SURFACES CONCEPT: The proportion and the ratio of the volumetric space of Villa NM by UNstudio is referenced to create the bounding box that sets the basis of this surface/ form design. A single fundamental tile is repeated and transformed along the way and encloses spaces, creating an architectural system. The series of surfaces are slowly but gradually transformed through transition to adapt and fit to the usage of specific programs within the captured space. OBJECTIVE: This pavilion with its function evolved from series of surfaces and forms holds art gallery space, multi-purpose seating and resting area.

SYSTEM OF ORIGINAL VILLA NM

TWISTED SURFACES

STRUCTURAL GRID

MODULE DEVELOPMENT PROCESS

1. Grid box from the ratio of VILLA NM by UNSudio

2. Some corners of the box are connected.

3. Control points are also connected to other corners of the box.


22 14

4. The line is then rebuilt into a curve.

5. The line is extruded horizontally, forming a surface.

6. The surface is used as a basic tile for the architectural system.


N

Floor Plan


Section


25

Exploded Cut-Axon

N

Roof Plan


26

West Elevation

South Elevation


INTEGRATED STREET-SCAPES SPRING 2011 PCC / ARCH 10B INSTR: C.C. Griffith SEUL KI CHAN LEE


31

Integrated Street Scapes - Places of Protest CONCEPT: The series of surfaces as the foundation for the design, the project creates a new march/ protest space, along the street of Westwood Blvd. & Lindbrook St, in Downtown Los Angeles, in which the different existing public programs/ functions are integrated to the new surfaces and become the “integrated street-scapes.� These street-scapes become media tools to further aid people in the act of protest. OBJECTIVE: Both new and existing programs such as the bus stop, street lights, subway entrance, and seating area are integrated by the surfaces, which continue in a harmonious but directional flow along the streets to provide both the facade system to public programs for a new protest place. SITE: Streets of Lindbrook Dr. & Westwood Blvd. & Wilshire Blvd. at Los Angeles, CA

Los Angeles, CA Site marked in red

CONCEPT DIAGRAM

CONSTRAINT DIAGRAM Reproductive

Plan March

- Information is sent out and brought back, then reproduced to reflect back on the march

MORE PARTICIPANTS

DISTRIBUTIVE

- The words of march/ protest have been spreaded out and received by others, reproducing a spark of another protest elsewhere - In other words, things (information, words, facts, truth, participants, observers, etc) are distributed but also collected, contstantly reproducing the march in different forms as it progresses.

Design Concept Based on March

Pedestrians

Identify/ Validate

- Violators and aggressors are formed but filtered by police and disappear; the march is reproduced again with different participants

MORE PARTICIPANTS

Vehicles

SELF-REGULATION TRUTH

SUPPORTERS

SPARK

COLLECTIVE

Reach Out Spread the Word

March / Protest Process Steps

Circulation


32

Buildings 1st Floors Stairways

Bounding Box of Usable Spaces

Constraint Diagram - Westwood & Lindbrook

Trees Cars Humans

Billboards Traffic Lights Newsstands


33

WE ST WO O

D

SURFACE DEVELOPMENT STEPS

1

2

3

4


34

OK O R DB

LIN

INTEGRATED STREET-SCAPES

TRAFFIC LIGHT

BUS-STOP

TRAFFIC SIGNS

SEATINGS


35


36

Lindbrook Dr.

tw Wes d.

Blv ood

Floor Plan

Section - BB

Section - AA


37

Section - CC


38


37

Westwood Elevation


40

Lindbrook Elevation



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