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portfolio Élisabeth Baril landscape architecture & environmental design


I believe that landscape architects have an unique and innovative role to play in the transformation of both urban and non-urban territories. I believe this is especially important in our climatically-challenging and culturallyrich nordic contexts. I believe in a practice of landscape architecture that is both ecologically and socially responsible. I believe in the creation of resilient, dynamic, and biodiverse spaces; I believe in promoting social development and community through site-specific design. I believe in a creative, critical, conceptual, and esthetic approach to design. I believe in the importance of multidisciplinarity and collaboration in our field.


bog land:

recovering the extractive landscape

mapping ecology and industry

Landscape architecture Academic project Nominee: Europan Norway’s student prize

The project investigates how landscape architecture can enable the recovery of a soon-to-be abandoned industrial peat extraction site on Andøya through ecological methods and tools. The project allows for a diversity of new productive and generative natures to emerge by carbon rebalancing on a post-industrial site, while also introducing commercial, scientific, recreational and educational amenities. Throughout the project, time, climate and ecological processes inform the design outcomes. The approach for the design adopts ecological methods and tools to develop diverse management strategies that will complement the proposed uses of the site (forestry, agriculture, paludiculture, research, and recreation/education). The design proposal is both a management plan and a master plan for the site. The management plan spans over 50 years, and choreographs the proposed uses and an array of management operations throughout time. The master plan details the 25th year of recovery; the approximate year of the site reaching a net carbon balance. Altogether, the project proposes an anthropogenic performance throughout time, to be experienced by local workers and residents, wildlife enthusiasts and tourists alike.

N

location and land cover School: Arkitektur- og designhøgskolen i Oslo Level: Master’s diploma project

0

1.25

5 km


N

0

0.25

1 km

N

N

N

top: hydrologies middle: bog classification bottom: buildings and infrastructure

0

0.25

1 km

0

0.25

1 km

N 0

150

600 m

0

150

600 m

150

600 m

0

150

600 m

N

N

top: slopes bottom: habitats

0

top: water catchment and collection bottom: soil water content


designing recovery

cultivated land pasture

waterbodies

waterbodies

cultivated land pasture

pasture

patches as a design tool

riparian woodland

drains moorland

drains moorland

bog

bog

shrub bog

shrub bog

shrub bog

shrub bog

bog

shrub bog

shrub bog drains shrub bog

corridors as a design tool

zoning the after-uses master plan year 25


year 0 recreation/ education

site management over 50 years

forestry

repurposing building fencing regulating excavating mounding ploughing fertilizing harvesting transplanting clearing thinning rotating unmanaged

agriculture

building fencing excavating ploughing fertilizing alkalizing harvesting sowing clearing grazing trampling rotating

cloudberry trail

forest trail

roads, buildings

roads

roads, buildings roads

repurposing building regulating mounding blocking levelling harvesting sowing transplanting clearing rotating unmanaged building regulating mounding blocking levelling spreading unmanaged

bird hide, WC

roads

paludiculture

research

wetlands trail

parking

building fencing regulating excavating mounding blocking levelling sowing transplanting spreading mowing grazing trampling clearing selecting unmanaged

yea

year 10

roads

embankment/berm fence forest road footpath boardwalk existing path bird hide observ. tower observ. platform rec. equipment

infrastructure

% cover 20-50-80

pasture grassland moorland bog scrubland deciduous forest mixed forest

ecologies

waterbody <40cm water table stream canal drain blocked drain

hydrologies

implementation

expansio


ar 20

on

year 30

year 40

lake platforms, observation tower, recreational equipment bird hide, recreational equipment lake trail sphagnum trail peat cutting trail additional trails wetlands + lake

stabilization

year 50

bird hide, river platforms, recreational equipment additional trails - all

adaptation


experiencing recovery

planting and succession scheme operations

regulating

excavating

transplanting

excavating

regulating

thinning

regulating

excavating

transplanting

excavating

regulating

thinning

regulating

excavating

transplanting

excavating

regulating

thinning

planting and succession scheme

A-Aâ&#x20AC;&#x2122;: forestry + recreation/education operations planting and succession scheme operations

B-Bâ&#x20AC;&#x2122;: recreation/educationv excavating-regulating

unmanaged

blocking

building

excavating-regulating

unmanaged

blocking

building

excavating-regulating

unmanaged

blocking

building

C-Câ&#x20AC;&#x2122;: paludiculture + agriculture + recreation/education

harvesting

regulating

harvesting

mounding

regulating

fencing


A-Aâ&#x20AC;&#x2122; B-Bâ&#x20AC;&#x2122;

C-Câ&#x20AC;&#x2122;

g -harvesting

regulating

harvesting

regulating

harvesting

g -harvesting

regulating

harvesting

regulating

harvesting

g -harvesting

regulating

harvesting

regulating

harvesting

unmanaged

building

blocking

unmanaged

regulating

unmanaged

unmanaged

building

blocking

unmanaged

regulating

unmanaged

unmanaged

building

blocking

unmanaged

regulating

unmanaged

grazing-trampling


the forest

the wetlands the lake

the forest

the wetlands

the lake


four key concepts for the park ANALYSE 1 visuelle

LIBERTY

rutherford park Landscape architecture Academic project

concept no.1 openness and freedom

Winner: Ivanhoé Cambridge Observatory prize, Landscape Architecture category

Rutherford park is located ANALYSE 1 near the visuellein the heart of McGill University campus, downtown Montréal, and on the southern flank of Mount Royal. The site is a natural belvedere, making it a coveted spot for tourists, residents, and students alike because of its beautiful view on the city and the St. Lawrence river. The project has four main concepts. The idea of freedom within the park is reflected in the topography, the physical characteristics, and the uses of the site. The flatness of the park as well as its openness are exploited to allow a variety of uses, from soccer to jogging, to picnicking. A café, located in the existing ANALYSE building,2supports these functions. These contextuelle same characteristics allow for interesting sights to and from the park: a belvedere built on the northern end, the park itself, as well as the long curving staircase on the southern side all offer different viewpoints for passers-by. The four main points of access to the site are emphasized by white lines on the pavement, linking interesting elements in the neighbourhood to Rutherford park. The lines enter the park’s big loop, creating a direction and pattern on the pavement, and mingling with the linear benches, lights, and vegetation. Finally, vegetation composed primarily of herbaceous and shrub layers give a fieldlike quality to the park.

ANALYSE 2 contextuelle

ANALYSE 2 contextuelle

concept no.2 sights and viewpoints

ANALYSE 3 historique et usages

ANALYSE historique et usag

ANALYSE 4 circulations

concept no. 3 connections and accessibility

School: Université de Montréal Level: Master’s studio, year 1 Team: M.-P. Lamoureux and F. Provost

C

concept no. 4 vegetation


0

10

25

50

100 PLAN DʼENSEMBLE échelle 1:400

master plan AME 6067 - Atelier intrégrateur II Robert Desjardins, chargé de formation pratique

Équipe


C B

B

rutherford park from all angles C

A

A

ANALYSE 1 visuelle

D

ANALYSE 2 contextuelle

D

PLAN DE RÉFÉRENCE

section AA / section BB

PERSPECTIVE 1 belvédère, ave. des Pins

PARC RUTHERFORD

PERSPECTIVE 2 accès, rue McTavish

AME 6067 - Atelier intrégrateur II Robert Desjardins, chargé de formation pratique W. Graham, J.-F. Veilleux, M. Champagne Hiver 2015

P esplanade, pa

Équipe Élisabeth BARIL Marie-Pier LAMOUREUX Francis PROVOST

section DD

section CC

PERSPECTIVE 1 belvédère, ave. des Pins

PARC RUTHERFORD

PERSPECTIVE 1 belvédère, ave. des Pins

PERSP accès, rue

AME 6067 - Atelier intrégrateur II Robert Desjardins, chargé de formation pratique W. Graham, J.-F. Veilleux, M. Champagne Hiver 2015

PERSPECTIVE 2 accès, rue McTavish


PLAN DE RÉFÉRENCE

view from the inside: the big loop

PERSPECTIVE 2 accès, rue McTavish

PERSPECTIVE 3 esplanade, parc Rutherford

Équipe Élisabeth BARIL Marie-Pier LAMOUREUX Francis PROVOST

view from the south-west: the long curving staircaise

PERSPECTIVE 1 belvédère, ave. des Pins

PERSPECTIVE 2 accès, rue McTavish

AME 6067 - Atelier intrégrateur II Robert Desjardins, chargé de formation pratique W. Graham, J.-F. Veilleux, M. Champagne Hiver 2015

view from the north: the belvedere


detailing rutherford park

PLAN CLÉ

PLAN CLÉ


PLAN CLÉ

LÉGENDE DESCRIPTION

COMPOSITION DU SOL

COMPOSITION DU DÉTAIL

-

- PALIER EN BÉTON PRÉFABRIQUÉ *VOIR PLAN D'IMPLANTATION POUR DIMENSIONS EXACTES DE CHACUN DES PALIERS*. - FONDATION 300mm DE PIERRE CONCASSÉE 20-0mm COMPACTÉE À 95% P.M. - MEMBRANE GÉOTEXTILE NON-TISSÉE. - SOL NON-REMANIÉ COMPACTÉ À 95% P.M.

JOINT D'ISOLATION AVEC CALFEUTRAGE ET PLANCHE DE FIBRE BITUMINEUSE DE 12,7mm.

1%

COMPOSITION DU SOL

GAZON EN PLAQUE. TERRE DE CULTURE 150mm D'ÉPAISSEUR. MEMBRANE GÉOTEXTILE NON-TISSÉE. PIERRE DE DRAINAGE Ø 20 mm NET. MEMBRANE GÉOTEXTILE NON-TISSÉE. PIERRE DE DRAINAGE Ø 20 mm NET. MEMBRANE GÉOTEXTILE NON-TISSÉE. MEMBRANES EXISTANTES. DALLE DE BÉTON EXISTANTE.

DRAIN PERFORÉ Ø100mm RECOUVERT D'UNE GAINE DE GÉOTEXTILE NON-TISSÉE. PENTE DE 0,5% MINIMUM. 2%

SYMBOLE

CORNIÈRE EN ACIER GALVANISÉ 100mm X 100mm. ANCRAGE TYPIQUE ESPACÉ AU 200mm DANS LA FONDATION GRANULAIRE.

- MÉLANGE BITUMINUEX 50mm TYPE EG-10 40mm. - MÉLANGE BITUMINEUX 50mm TYPE GB-20 40 mm. - FONDATION 300mm DE PIERRE CONCASSÉE 20-0mm COMPACTÉE À 95% P.M. - MEMBRANE GÉOTEXTILE NON-TISSÉE. - REMBLAI COMPACTÉ À 95% P.M. - MEMBRANES EXISTANTES. - DALLE DE BÉTON EXISTANTE.

1500 300

2%

1%

167,3

915

180

200

1%

820

1%

150

NOTES GÉNÉRALES: 150

LIT DE MORTIER. SONOTUBE À 1500mm DANS LE SOL.

DÉTAIL ESCALIER EN BÉTON PRÉFABRIQUÉ 1:10 ÉCHELLE:

COMPOSITION DU SOL

DÉTAIL JONCTION GAZON ET ASPHALTE 1:10 ÉCHELLE:

5 212

TUBE EN PVC 50mm Ø POUR LES FILS DES LUMINAIRES.

636

LUMINAIRE ENCASTRÉ MODÈLE LUMENFACADE INGROUND DE LUMEN PULSE OU ÉQUIVALENT. COULEUR 3000K, OPTIQUE DE TYPE BALISAGE.

COMPOSITION DU SOL -

PIERRE DE DRAINAGE Ø 20 mm NET. MEMBRANE GÉOTEXTILE NON-TISSÉE. PIERRE DE DRAINAGE Ø 20 mm NET. MEMBRANE GÉOTEXTILE NON-TISSÉE. SOL NON-REMANIÉ COMPACTÉ À 95% P.M.

COMPOSITION DU SOL

LUMINAIRE MODÈLE LUMENBEAM LBX DYNAMIC WHITE DE LUMEN PULSE OU ÉQUIVALENT. COULEUR BLANC CHAUD DYNAMIQUE, OPTIQUE DE TYPE: LARGE, 60°, TYPE DE MONTAGE EN SURFACE.

ANCRAGE TYPIQUE ESPACÉ AU 200mm DANS LA FONDATION GRANULAIRE.

Université de Montréal

120

°

PAROI ROCHEUSE EXISTANTE

COMPOSITION DU SOL - MÉLANGE BITUMINUEX 50mm TYPE EG-10 40mm. - MÉLANGE BITUMINEUX 50mm TYPE GB-20 40 mm. - FONDATION 300mm DE PIERRE CONCASSÉE 20-0mm COMPACTÉE À 95% P.M. - MEMBRANE GÉOTEXTILE NON-TISSÉE. - REMBLAI COMPACTÉ À 95% P.M. - MEMBRANES EXISTANTES. - DALLE DE BÉTON EXISTANTE.

- TERRE DE CULTURE D'ÉPAISSEUR VARIABLE. - MEMBRANE GÉOTEXTILE NON-TISSÉE. - MEMBRANES EXISTANTES. - DALLE DE BÉTON EXISTANTE.

DÉTAIL DE LUMINAIRE ENCASTRÉ TYPIQUE 6 212 1:10 ÉCHELLE:

300

850 VARIE SELON L'EMPLACEMENT MIN 300mm

200

250

COMPOSITION DU SOL - MÉLANGE BITUMINUEX 50mm TYPE EG-10 40mm. - MÉLANGE BITUMINEUX 50mm TYPE GB-20 40 mm. - FONDATION 300mm DE PIERRE CONCASSÉE 20-0mm COMPACTÉE À 95% P.M. - MEMBRANE GÉOTEXTILE NON-TISSÉE. - REMBLAI COMPACTÉ À 95% P.M.

1200

300

XX

LUMINAIRE ENCASTRÉ MODÈLE LUMENFACADE INGROUND DE LUMEN PULSE OU ÉQUIVALENT. COULEUR 3000K, OPTIQUE DE TYPE BALISAGE.

600

LUMINAIRE ENCASTRÉ MODÈLE LUMENFACADE INGROUND DE LUMEN PULSE OU ÉQUIVALENT. COULEUR 3000K, OPTIQUE DE TYPE ÉCLAIRAGE MURAL.

PROJET : Le parc Rutherford: en toute liberté CONÇU ET DESSINÉ PAR : Élisabeth Baril Marie-Pier Lamoureux Francis Provost VERIFIÉ PAR : Robert Desjardins, Wendy Graham Jean-François Veilleux, Marilou Champagne

300

115

RD

NO

BASE EN BÉTON INSTALLÉE SUR UNE FONDATION 300mm DE PIERRE CONCASSÉE 20-0mm COMPACTÉE À 95% P.M.

MEMBRANE GÉOTEXTILE NON-TISSÉE.

TUBE EN PVC 50mm Ø POUR LES FILS DES LUMINAIRES.

TROP PLEIN *VOIR PLAN DE DRAINAGE POUR LA LOCALISATION DE CHACUN.

PIERRE DE DRAINAGE Ø 20 mm NET.

DRAIN PERFORÉ Ø100mm RECOUVERT D'UNE GAINE DE GÉOTEXTILE NON-TISSÉE. PENTE DE 0,5% MINIMUM.

TITRE DU DESSIN : Détails techniques DATE : 15 avril 2015

ÉCHELLE: N/A

DÉTAIL DE LUMINAIRE ENCASTRÉ TYPIQUE 7 212 1:10 ÉCHELLE:

8 212

DÉTAIL ZONE DE BIORÉTENTION 1:20 ÉCHELLE:

AP12/13

cours :

PAGE :

APA 3430 / 6067

- MÉLANGE BITUMINUEX 50mm TYPE EG-10 40mm. - MÉLANGE BITUMINEUX 50mm TYPE GB-20 40 mm. - FONDATION 300mm DE PIERRE CONCASSÉE 20-0mm COMPACTÉE À 95% P.M. - MEMBRANE GÉOTEXTILE NON-TISSÉE. - REMBLAI COMPACTÉ À 95% P.M.

NORD MONTRÉALAIS

4 212

400


the TOHU bee trail Landscape architecture Professional project

The TOHU bee trail was designed with educational, experiential and esthetic objectives. The garden is a sanctuary for Montréal’s domestic and wild bees as it offers a large variety of food resources and nesting grounds. The garden also allows the TOHU’s visitors to learn about Montréal’s rich biodiversity. The garden was created as an addition to a small previously implanted bee-friendly garden. The bee trail creates a new path from the visitor parking lot, which is used for the TOHU’s circus shows, to the aforementioned garden, to the new garden, and finally to the concert hall entrance. The garden is composed of a succession of interconnected planted circles, which echo the circular-shaped buildings and landscaping of the site. The path that winds through the circles allows the visitors to immerse themselves in the garden. Each of the planted circles represents a different pollinator, and contains a selection of flowering plants and grasses that are beneficial for the pollinator. The garden also includes additional educational material such as information signs and bee nesting boxes.

Firm: Miel Montréal Position: Garden designer Client: TOHU Year: 2015 (completed)

concept for an educational bee-friendly garden


3. Plan schématique de lʼaménagement

AMÉNAGEMENTS MELLIFÈRES

ZONE APICOLE PRAIRIE MELLIFÈRE (existante)

AMÉNAGEMENTS MELLIFÈRES

= 1 cercle

+ 1 pollinisateur indigène

+

+ flore dʼintérêt

PRAIRIE MELLIFÈRE

ZONE APICOLE

1 nichoir

+ 0 ou 1 panneau informatif

ruche éducative

+

+

+ 1 panneau informatif

(existante)

flore mellifère

prairie fleurie

observation des ruches

6

+ 1 panneau informatif

3 nichoirs

CYCLE DE FLORAISON DES VIVACES mai

juin

juill.

août

sept.

VIVACES

oct.

Achillea millefolium Agastache foeniculum Asclepias syriaca Chamerion angustifolium Eupatorium maculatum Monarda fistulosa

Achillea millefolium

Agastache foeniculum

Asclepias syriaca

Chamerion angustifolium

Ch

E

Physostegia virginiana Pycnanthemum tenuifolium Solidago canadensis

Pycn

Symphyotrichum novae-angliae Verbena hastata

Symphyo

Eupatorium maculatum

Monarda fistulosa

Physostegia virginiana

Solidago canadensis

Symphyotrichum novae-angliae

Verbena hastata

PROJET : Jardin mellifère à GRAMINÉES Montréal-Trudeau

Pycnanthemum tenuifolium

CONÇU PAR : Miel Montréal TITRE DU DESSIN : Bordereaux de plantation Andropogon gerardii Deschampsia cespitosa (suite) ARBUSTES DATE : CONIFÈRES 12.06.2015 ÉCHELLE :

Festuca rubra

Panicum virgatum


N

LÉGENDE :

planting a bee-friendly garden

Arbres existants 2. Plan dʼaménagement N

Aménagements mellifères (végétation : herbacées LÉGENDE : max. 1.20m de hauteur) Arbres existants

Prairie mellifère existante

Aménagements mellifè (végétation : herbacée max. 1.20m de hauteu

Prairie mellifère existante

de la prairie Extension de la prairie Extension mellifère (projet C-Ver mellifère (projet C-Vert) Sentier en paillis

Zones dʼobservation

Sentier en paillis

Ruches (2 actives + 1 éducativ

Panneaux informatifs

Zones dʼobservation

PROJET : Le sentier des abeilles et des pollinisateurs PARTENAIRE :

La TOHU Ruches CONCEPTION : (2 actives + 1 éducative) Miel Montréal DATE : 08/06/2015

0 1 2 Panneaux informatifs

PROJET : Le sentier des abeilles et des pollinisateurs PARTENAIRE : La TOHU CONCEPTION : Miel Montréal DATE : 08/06/2015 DISTRIBUTION DES VÉGÉTAUX DANS LES GRANDS ESPACES ZONE DESCRIPTION 1 Prairie mellifère 2 Haie brise-vent

SUPERFICIE (m2) 120 15

% ARBUSTES 100%

% VIVACES 50% -

% GRAMINÉES 50% -

0 1 2

10 m

5

BORDEREAU DE PLANTATION POUR LA ZONE 1 CLÉ QUANTITÉ VIVACES AM 90 AF 90 AS 45 CA 90 EM 45 MF 45 PV 45 PT 45 SC 90 SN 45 VH 45 GRAMINÉES AG 180 DC 180 FR 135 PA 180

NOM SCIENTIFIQUE

NOM COMMUN

CALIBRE

MODE

Achillea millefolium Agastache foeniculum Asclepias syriaca Chamerion angustifolium Eupatorium maculatum Monarda fistulosa Physostegia virginiana Pycnanthemum tenuifolium Solidago canadensis Symphyotrichum novae-angliae Verbena hastata

Achillée millefeuille Agastache fenouil Asclépiade commune Épilobe à feuilles étroites Eupatoire maculée Monarde fistuleuse Physostégie de Virginie Pycnanthème à feuilles étroites Verge d'or du Canada Aster de la Nouvelle-Angleterre Verveine hastée

45-110 45-110 45-110 45-110 45-110 45-110 45-110 45-110 45-110 45-110 45-110

Multicavités Multicavités Multicavités Multicavités Multicavités Multicavités Multicavités Multicavités Multicavités Multicavités Multicavités

Andropogon gerardii Deschampsia cespitosa Festuca rubra Panicum virgatum

Barbon de Gérard Deschampsie cespiteuse Fétuque rouge Panic raide

45-110 45-110 45-110 45-110

Multicavités Multicavités Multicavités Multicavités

CALIBRE

MODE

BORDEREAU DE PLANTATION POUR LA ZONE 2 CLÉ

QUANTITÉ

NOM SCIENTIFIQUE

NOM COMMUN

5

1


3 months after implantation


representing and mapping the layers of the landscape

a trickle through time Landscape architecture Academic project Nominee: AHO Works awards, Prize for Excellent multidisciplinary innovative work, Asplan Viak

This project aims to provide an alternative solution to Tromsø’s current underground water management system of Prestvannet lake’s overflow by proposing to redirect the water through an open stream, from Prestvannet to the sea. However, it is more than a simple water and infrastructure project; it is a project that uses water to tell a tale about time. The project uses the vast yet often forgotten geological and historical features of Tromsøya and its surroundings as its starting point. These visible and invisible layers of the landscape lay the groundwork for a series of interventions that reveal various processes and transformations of the past aeons. The open stream is the backbone of the project; it is the force that reveals and shapes the layers and their interventions through time. The stream reveals the otherwise hidden interventions by creating a path in the landscape. It is also the element that weathers the materials used in these interventions, thus accentuating the dialogue between the ancient landscape and the thin layer of the Anthropocene. More specifically, the project focuses on seven thoughtprovoking interventions that provide new insight into the landscape.

School: Arkitektur- og designhøgskolen i Oslo Level: Master’s studio course, year 1

the stream trickling through the layers of the landscape


mapping deep time geology and history of Tromsøya

carving through the layers of the landscape


mapping the green and blue

MAPPING THE GREEN

plant communities

vulnerability to intervention per plan community

CLIMATE CYCLES

water dependancy per plant community

tracing the course through the landscape

6

birch forest

7

sea


mapping the blue

N

N

N

scale 1:

surface water accumulation and watershed areas

water drop analysis

municipal pipe system

5

old shoreline

4 3

moraine ridge

spruce forest

2

1

glacier prestvannet retreat

stream course and intervention sites


experiencing and revealing deep time 01. Prestvannet

02. the glacier retreat (03. the moraine ridge)

04. the spruce forest ( 03. the moraine ridge)


06

05

07 03

05. the old shoreline

06. the birch forest

07. the sea

04

02 01


mapping copper pollution and its flows

disrupted flows Landscape architecture Academic project

KĂĽfjord

The project aims to reveal the industrial heritage of the Ankerlia copper mine through highlighting the pollution that still exists there today. The design consists of a series of interventions that seek to reveal a selection of the physical consequences and chemical traces of the different pollution flows on the site. A catalogue of disruptions served as a methodology and catalyst for the design process. Thus, the flows of the site are disrupted over various timeframes to reveal pollution. In addition, the interventions intend to be more than anecdotal; they alleviate the threats to the site through soft recovery processes. For its users, mainly locals and a few tourists, the project proposes an alternative and thought-provoking interpretation of an industrial heritage site.

Birtavarre harbour

Skaide

Borsejok Monte Carlo 117

115

111

Ankerlia Sabetjok

Moskogaissa

The project is composed of three interventions. The first is the introduction of a line of local, fertile soil across the site. The second is the construction of three walls, taking reference from the buildings techniques previously used on the site (waste materials and cement). The third is a series of berms, made of local rocks. 0

1

2

5 km

regional map

School: Arkitektur- og designhøgskolen i Oslo Level: Masterâ&#x20AC;&#x2122;s studio course, year 2


A-A’

1

4

B-B’

15

C-C’

1 2 3 4

17

8

5 6 7

9

16

10 12 13

a

18 19

5

towards harbour

b

11

14

1 m 2 s 3 s 4 s 5 r 6 f 7 h 8 o 9 c 10

20

9

D-D’

8

11 12 13 14 15

10

towards power generating station

0

E-E’

50

100

16 17 18 19 20

200 m

industr

site organization and pollution sources

F-F’

G-G’

19

18

H-H’

20

wa all ve anthro m p p p p mi pa

c

I-I’

J-J’

sections of the site’s pollution flows


disrupting the flows to reveal pollution over time

(left) landscapeplan (top) diagram of site flows


implementation

+

year 1

+

year 5

Intervention no.1 Introduction of a line of local, fertile soil across the site that diffuses, covers and exposes.

+

+

Intervention no.2 Construction of three walls made of crushed slag and concrete that calm, obstruct, and sharpen. implementation

year 15

+

implementation

year 1

year 1

year 5

year 5

intervention no. 1: line of fertile soil

+

+

Intervention no.2 Construction of three walls made of crushed slag and concrete that calm, obstruct, and sharpen. implementation day 1

year 15

year 15 +

+

Intervention no.2 Construction of three walls made of crushed slag and concrete that calm, obstruct, and sharpen.

+

+

Intervention no.1 Introduction of a line of local, fertile soil across the site that diffuses, covers and exposes.

implementation

year 1

+

Intervention no.1 Introduction of a line of local, fertile soil across the site that diffuses, covers and exposes.

implementation

day 1

year 1

intervention: soil timeframes

year 1

year 10

year 5

+

year 15

year 10 +

Intervention no.3 Creation of berms made of local rocks that expose, merge and filter.

+

+

Intervention no.2 day slag 1 of three walls made of crushed and concrete that calm, obstruct, and sharpen.

implementation Construction

+

+

Intervention implementation

no.2 day 1 Construction of three walls made of crushed slag and concrete intervention no. three wallsand sharpen. that2: calm, obstruct,

year 1

+

+

day 3

+

Intervention no.1 Introduction of a line of local, fertile soil across the site that diffuses, covers and exposes. implementation

implementation

day 1

year 1

year 5

+

+

+

Intervention implementation no.3 Creation of berms made of local rocks that3: expose, and filter. intervention no. seriesmerge of berms

implementation

+

day 1

+

+ intervention: walls timeframes

+

day 3

year 3

year 1

year 10

year 10+

day 1

day 3

year 3

year 3 A

+

day 1

day 3

B

intervention: berms timeframes

interve C

C’

year 3 D

Intervention no.3 Creation of berms made of local rocks that expose, merge and filter.

D’

A’

implementation

int

Intervention no.3 Creation of berms made of local rocks that expose, merge and filter.

implementation

day 3

+ implementation

day 1

year 1

day 1

year 15

Intervention no.3 Creation of berms made of local rocks that expose, merge and filter.

Intervention no.2 Construction of three walls made of crushed slag and concrete that calm, obstruct, and sharpen. day 1

implementation

year 10

year 10

year 1

implementation

Intervention no.3 Creation of berms made of local rocks that expose, merge and filter.

year 3

+

day 1

day 3

A-A’ section AA’

B’

year 3

interve

B-B’ section BB’

section CC’ C-C’

section D-D’

DD’

sections


reinterpreting industrial heritage through pollution

exploration of materiality and material reuse through model-making

the line of fertile soil and the walls, seen from the entrance to the site


illustration soil and walls interventions


micro climate Architectural installation Internal university competition

Micro Climate was imagined for a internal university competition in collaboration with the Cirque du Soleil, a renowned circus company in Montréal. The mandate was to design an entertainment tent that would distract, relax and refresh the spectators during the circus show’s intermission. The tent also had to be easy to install and dismantle. The shape of the tent is inspired by the amethyst. The exterior of the tent is sober and angular whereas the inside reveals an organic, almost supernatural world composed of soft, colourful “vegetation” that soothes the body and mind. Ventilators bring movement to this artificial vegetation, allowing for interesting tactile, visual and sound effects. Different sized openings cut into the outer layer of the tent allow the spectators to catch a glimpse of what is hidden beneath the fabric, thus drawing them inside.

A A

REALISE PAR UN PRODUIT AUTODESK BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT A EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PARUN UNPRODUIT PRODUIT AUTODESK BUT EDUCATIF REALISE PAR AUTODESK AABUT EDUCATIF

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UNUN PRODUIT AUTODESK AA BUT EDUCATIF REALISE PAR PRODUIT AUTODESK BUT EDUCATIF

A

REAL RE

AA PLAN ÉCHELLE 1/8” = 1’-0” PLAN PLAN REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF ÉCHELLE 1/8” = ÉCHELLE 1/8” =1’-0” 1’-0”

REALISE UN PRODUIT AUTODESK A BUT EDUCATIF REALISEPAR PAR UN PRODUIT AUTODESK A BUT EDUCAT

COUPE AA ÉCHELLE 1/8” = 1’-0” COUPE AA COUPE AA ÉCHELLE 1/8” = 1’-0” ÉCHELLE 1/8” = 1’-0”

ÉLÉVATION

TIF

A

TIF

Competition: Université du Québec à Montréal/Cirque du Soleil Team: S. Moreau

REAL


1.

2.*

1

3.**

2

3

T AUTODESK BUTUN EDUCATIF REALISEAPAR PRODUIT AUTODESK A BUT EDUCATIFREALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

4.

6.

5.*

4

5

6

A

7

8.

EPLAN

ÉCHELLE 1/8” = 1’-0” D

D

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

H

F

3. Assembly of aluminium poles 9. Tente assemblée 7. Déroulage des toiles. Les joindre 6. par Installation of éclaires mesh panels with optical fibres des fermetures 8. Assembled Installation des tent modules 9. A REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

grillagés avec les fibres optiques

G B

contenant les ventilateurs

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

H

1. On-site planning 2. Assembly of modular rubber flooring 1. Planification au sol 3. Assemblage des montants 5. Fixation de la structure et du 4. Assembled structure 5. Fastening of structure and flooring with d’aluminium plancher au sol par desstakes pieux 2. Assemblage du plancher 4. Structure assemblée 6. Installation des panneaux 7. Unrolling, zipping of outer layer 8. Installation of ventilation modules A A modulaire en caoutchouc

C

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

G

F

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

B

F

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

B

C

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

C

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

CATIF

8

9.

9E D REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

E

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

7.

N ”

REALISE PAR UN PRODUIT AUTODES

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

A

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF UCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

laques de fixation secondaires G. Toile blanche A. Plancher E. Montants C. Plaques de fixation E. Montants A. secondaires Plancher C. Plaques G. Toile de fixation blanche E. Montants secondaires A COUPE AA ELISABETH BARIL ET SABRINA MOREAU TENTE D’ANIMATION DES ” ÉCHELLE 1/8” = 1’-0” F. Grillage Montants primaires avec fibre optique F. Grillage H. Modules de ventilation F. Grillage avec fibre optique B. Pieux D. Montants primaires avec B. Pieux fibre optique D. Montants H. Modules primaires de ventilation SITES DE TOURNÉE POUR LE CIRQUE DU SOLEIL

DÉFINIR

PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALIS REALISE REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

ancher par 1.2.Assemblage Fixation de la structure 3. Assemblage 4.3.** Assemblage desdes par 2. Fixation plancher et par 2. Fixation de la des structure 1. et Assemblage 3. Assembly Assemblage du plancher Assemblage de la structure des et 2.* Assembly ofdu modular rubber 3.* Assembly of primary and of aluminium 5*4. Fastening of structure N ÉLÉVATION ro du bandes plancher sol montants primaires montants auxprimaires plaques des deau velcro du plancher au sol des bandes montants de velcro du plancher montants auaux sol plaques ” 1/8” = 1’-0” flooring with velcro strips ÉCHELLE secondary aluminum poles poles to fastening plates and flooring with stakes et secondaires de et fixationW secondaires de fixationW REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIF

U D’ANIMATION ELISABETH BARIL ET D’ANIMATION SABRINA MOREAU NTE DES TENTE DES

TENTE D’ANIMATION DES

2

DUIT AUTODESK A BUT EDUCATIF

PROJET DE DESIGN IV-B DES4541-10 DESIGN DE L’ENVIRONNEMENT

3. Assemb

montan et secon

REALI

REALISE PAR UN PRODUIT AUTODESK A BUT EDUCATIFREALISE PAR UN PRODUIT AUTODESK BUTUN EDUCATIF REALISEAPAR PRODUIT AU


creating a transit-oriented urban development

crossings Urban design and architecture Academic project

The project is a transit-oriented development meant to connect Pointeaux-Trembles neighbourhood to downtown Montréal via a new train line. The project proposes an intermodal centre with a mixity of functions, surrounded by a medium to high-density residential area. At the core of the project is a desire to connect nature and city, expressed through green strips which “cross” forth from the nature reserve into the urban development, but also visible through the large areas of public, collective and private green spaces in the residential area. Active and collective transport networks such as bus lines, bike paths and walking paths run throughout the new development and connect the area with the peripheral neighbourhoods. These networks converge to the new intermodal centre, which includes a bus terminal, a park-and-ride facility, as well as the new train station. The multifunctional centre also offers a variety of services for the residents; commercial spaces, offices and institutions surround the main square. The residential area proposes two types of housing models: townhouses, and apartment buildings comprised of 1 to 4 bedroom apartments. The spatial organization of the units gives special attention to the negotiation of collective and private space, as well as direct access to green and outdoor spaces.

School: Université du Québec à Montréal Level: studio course, 3rd year PlanBachelor d’ensemble - Échelle 1/2000 project Team: P. Perron

Plan d’ensemble - Échelle 1/2000

Schéma des circulations - Échelle 1/5000

Schéma des circulations - Échelle 1/5000 Lé

master plan existing proposed

circulation plan plan Plan des fonctions - Échellezoning 1/5000 railroad street with cars pedestrian street bus route bike path

residential commercial institutional office space park/green space

Plan des fonctions - Échelle 1/5000


A

A

section AA


PRODUCT

DESK EDUCATIONAL PRODUCT

Regroupement-type - RDC - Échelle 1/500

Perspective - Dispositif d’entrée PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Regroupem PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Élévation rue - Échelle 1/200

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

L

S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT L

S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AUTODESK AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

S

L S

C.E.

L S

Maison de ville - 1er étage - Échelle 1/100 L

S

651/2 5 1/2 - 1/100 RDC 1/2--RDC RDC--Échelle Échelle 1/100- Échelle 1/100 5 1/2 - 3RDC 1/100 1/100 1/2--Échelle RDC - Échelle

L

S

L S

C.E.

S

L S

Maison de ville - 1er étage Maison de ville - 1er étage - Échelle 1/100- Échelle 1/100 Maison de ville - 1er étage - Échelle 1/100 Regroupement-type - RDC - Échelle 1/500

6 1/2 - RDC 6 1/2 - RDC - Échelle 1/100- Échelle 1/100 6 1/2 - RDC 1/100 1/100 4 1/2--Échelle RDC - Échelle

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCEDBY BYAN ANAUTODESK AUTODESKEDUCATIONAL EDUCATIONALPRODUCT PRODUCT PRODUCED PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

4 bedroom apartment - ground floor

C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT C.E.

L S

PRO PRODU

3 1/2 - RDC - Échelle 1/100 PROD

PRODUCED BY A

TUCT

C.E.

PRODUC

3 bedroom apartment - ground floor

C.E.

4 1/2 - RDC - Échelle 1/100 C.E.

C.E.

C.E.

C.E.

C.E.

Maison de ville - RDC - Échelle 1/100

PRODU PRODUC

DESK EDUCATIONAL PRODUCT SK EDUCATIONAL PRODUCT

S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODU

DUCT UCT

S

L

DESK EDUCATIONAL PRODUCT

NAL PRODUCT helle 1/100

L

C.E.

L

PRODUC

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT L

C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AUTODESK AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY ANEDUCATIONAL AUTODESK EDUCATIONAL PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK PRODUCT PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT C.E. S

S

C.E.

C.E.

PRODUCED BY AUTODESK AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN EDUCATIONAL PRODUCT

S L S

L

C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

L

L

C.E.

6 1/2 - RDC - Échelle 1/100

C.E.

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

S

C.E.

PRODUCED BY AUTODESK AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN EDUCATIONAL PRODUCT

PRODUCED PRODUCEDBY BYAN ANAUTODESK AUTODESKEDUCATIONAL EDUCATIONALPRODUCT PRODUCT

C.E.

L

C.E.

Regroupem

C.E.

4 bedroom apartment - 1st floor

5 1/2 - RDC - Échelle 1/100

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT C.E. C.E.

town house - 1st floor

Regroupement-type - 1er étage - Échelle 1/500

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

3 bedroom apartment - 1st floor

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Maison de ville - 1er étage - Échelle 1/100

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT AN AUTODESK EDUCATIONAL PRODUCT 5 1/2 ou 6 1/2 - 1er étage -PRODUCED ÉchelleBY1/100 6 1/2 - 1er étage 1/100 1/100 5 1/2 ou 6 1/2 5- 1/2 1er ou étage - Échelle 1/100 5 1/2 - RDC - Échelle 1/100 6 1/2- -Échelle RDC - Échelle 5 1/2 ou 6 1/2 - 1er étage - Échelle 1/100

Y AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCTPRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

UCT

Maison de ville - 1er étage - Échelle 1/100

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED PRODUCED BY AN BYAUTODESK AN AUTODESK EDUCATION EDUCA

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCEDBY BYAN ANAUTODESK AUTODESK EDUCATIONAL PRODUCT PRODUCED EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AUTODESK AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCTPRODUCT

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

S

S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT L

C.E.

L

PRODUCED BY AUTODESK AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN EDUCATIONAL PRODUCT

C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Coupe transversale - Échelle 1/200

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

5 1/2 ou 6 1/2 - 1er étage - Échelle 1/100 C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

5 1/2 ou 6 1/2 - 1er étage - Échelle 1/100

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

C.E.

Coupe longitudinale - Échelle 1/500

Maison de ville Maison - RDCde -PRODUCED Échelle ville -BYRDC 1/100 - Échelle 1/100 AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

4 1/2 - RDC - Échelle 4 1/2 - RDC 1/100- Échelle 1/100

2 bedroom apartment - ground floor

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

S

L

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

L

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

PRODUCED BY AUTODESK AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY ANEDUCATIONAL AUTODESK EDUCATIONAL PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK PRODUCT PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

AN UTODESK AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

S

S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

3 1/2 - RDC - Échelle 3 1/2 - RDC 1/100- Échelle 1/100

L

C.E.

backyard elevation

Élévation cour - Échelle 1/200

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT S

L

P

Élévation cour - Échelle 1/200

L C.E.

C.E.

C.E.

Plan rez-de-chaussée - Échelle 1/500

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

L

C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

S

S

Regr PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN PRODUCED AUTODESK EDUCATIONAL PRODUCT PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCT PRODUCT

L

L

C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

C.E.

C.E.

1 bedroom apartment - ground floor

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Maison de ville Maison - 1er étage de ville - Échelle - 1er étage 1/100- Échelle 1/100

6 1/2 - RDC - Échelle 6 1/2 - RDC 1/100- Échelle 1/100

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

S

town house - ground floor

L S

Maison de ville - RDC - Échelle 1/100 L

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

5 1/2 - RDC - Échelle 5 1/2 - RDC 1/100- Échelle 1/100

PRODUCED PRODUCEDBY BYAN ANAUTODESK AUTODESKEDUCATIONAL EDUCATIONALPRODUCT PRODUCT

L

street elevation

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

L

C.E.

PRODUCED PRODUCED BY AN AUTODESK BY AN AUTODESK EDUCATIONAL EDUCATIONAL PRODUCTPRODUCT

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

ONAL PRODUCT

C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

L S

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

L

C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Élévation rue - Échelle 1/200

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

5 1/2 ou 6 1/25- 1/2 1er ou étage 6 1/2 - Échelle - 1er étage 1/100- Échelle 1/100

C.E.

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK PRODUCED EDUCATIONAL BY AN AUTODESK PRODUCT EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

developing a housing model and units

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Perspective - Dispositif d’entrée

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT

Regroupement-type - RDC - Échelle 1/500

S

L

S

Regr


tabula natura Landscape architecture Interuniversity competition

2017: Redistribution of activities on Montréal’s territory. Access to the islands is cut off.

Winner, Jury’s special mention Since their construction, the Saint-Hélène and Notre-Dame islands have supported a succession of mainly ephemeral events. In this artificial laboratory for renewed utopias, only a few traces of the most prominent experimentations remain. For the 50th anniversary of the Expo 67, the proposal is a new experiment that exploits the insular nature of the islands: the accesses are voluntarily cut off in order to leave the archipelago evolve without human intervention for the next 50 years. Isolated but observable, the islands become the theater of a natural reappropriation, a slow-design process where nature and time are the only vectors of change. At the term of this experiment, the nature park will be reopened to human activities, allowing the visitors to discover a singular yet universal utopia, a space that only time and natural processes could imagine.

Competition: Canadian Center for Architecture Interuniversity Charrette 2015 Team: A. Breton, J. Codère and A. Touchette

2017 - 2067: “Natural” recovery processes under observation.

2067: “Reopening of the nature park via the metro.


gardens Selection of sites and projects contributed to as a gardener, coordinator, or volunteer.

coordinating and designing urban agriculture projects on the Université du Québec à Montréal campus (top) and NDG Youth Employment Center (right)

testing new drainage techniques for water retention basins in collaboration with Tromsø Muncipality - Jan Stenersen, Vann og Avløp


coordinating the plantation of a new bee-friendly garden at the Montréal International Airport

(top) beekeeping, gardening and giving workshops at the University of Québec in Montréal (bottom) managing the greenhouse seedling production for the CRAPAUD collective

creating new infrastructures at the Tromsø arktisk-alpin botanisk hage (left: new steps and paths, right: new drainage channel and bed)


rocks Sketches and collages from trips around Troms, Finnmark, Spitsbergen and Bjørnøya


Portfolio - Élisabeth Baril  

Academic and professional portfolio Landscape Architecture and Environmental Design

Portfolio - Élisabeth Baril  

Academic and professional portfolio Landscape Architecture and Environmental Design

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