Architecture and Design Portfolio

EDUCATION 2015 – 2019

Bachelor in Science of Architecture (L-17) University of Rome "La Sapienza" Rome, Italy

2011 – 2015

Bachelor in Psychological Sciences and Techniques (L-24) University of Chieti - Pescara "G. D'Annunzio" Chieti, Italy

2014 – CURRENT

Bachelor in Piano Conservatory of Rome "Santa Cecilia" Rome, Italy

2006 – 2011

Pitagora" Rende, Italy

CERTIFICATIONS C f Completion - Autodesk Authorized Training Center BIM Building Information Modeling Autodesk Revit SamiloLAB

C f Completion - Authorized Rhinoceros Training Center Upgrade Rhinoceros 5.0 Three-Dimensional Architectural Rapresentation Course - Level 1 SamiloLAB

C f Completion - Authorized Rhinoceros Training Center Rhinoceros 5.0 Three-Dimensional Architectural Rapresentation Course - Basic Level SamiloLAB

WORK EXPERIENCE 2015 – CURRENT

Collaborator Collaboration with the research group at the Department of Psychological Sciences, Health and the Territory University of Chieti - Pescara “G. d'Annunzio”.

Chieti, Italy

2018 – 2020

Music teacher Music and Piano teacher Rome, Italy

2017

Collaborator A.G.M. Arredamenti Srl Rende, Italy

2012

Operator Kromotek Rende, Italy

WORKSHOP AND SEMINARS 2017

Seminars International Design Seminar INDESEM 2019 Architecture of Delft University of Technology Delft, The Netherlands

2014

Workshop Temporaneità | Permanenza. Environmental workshop, University of Rome "La Sapienza”, in collaboration with l'Ecole Nationale Supérieure d'Architecture de Montpellier (ENSAM) Rome, Italy

PUBLICATIONS Publication Perspective and visual perception.

An experiment on the evaluation of the size of indoor environments.

Experimental phase in progress.

Publication D'Anselmo, A., Giuliani, F., Campopiano, F., Carta, E., & Brancucci, A.

HONOURS AND AWARDS 2014

Award “Lucio Stefano D’Agata” International Music Competition: third prize

TENTS

Primary School Perspective and visual perception

University of Rome “La Sapienza” Sciences of Architecture degree course AY 2016/2017

OLYMPIC STADIUM MAXXI MUSEUM

C LL CO LLECTIVE

RESIDENCE Collective residence and commercial functions on the ground in a free lot of the Olympic Village of Rome.

Location: Viale XVII Olimpiade, Rome (IT)

Professor Anna Irene Del Monaco

Architectural Building Lab II Academic project Individual work

PROJECT AREA TIBER RIVER

PROJECT AREA

SPORTS HALL

PARCO DELLA MUSICA AUDITORIUM

TIBURTINA railway station

FLAMINIO STADIUM TERMINI railway station

PROJECT PROPOSAL

DESCRIPTION

CONCEPT DEVELOPMENT DIAGRAMS

The project consists of two buildin

1.

2.

3.

+ areas subdivision

are intended for sale.

Analysing the history of this neighbou it is easy to understand the n

commercial area + apartments

central public square + creation of a community hub

SOUTH ELEVATION_Street view

ngs with the same orientation, number of locals, structure and green spaces.

urhood over the years and taking into account the considerable density of the place, need to provide a private parking in the basement of each building.

LEVEL 3

Apartments

LEVEL 2

Apartments

Roof covering made with M

LEVEL 1

Apartments

LEVEL 0

Entrances and commercial area

LEVEL -1 basement

Private parking

LEVELS : AXONOMETRIC EXPLODED VIEW

STRUCTURE: SECTIONS A

Megaslate solar roof system

AND DETAILS

University of Rome “La Sapienza” Sciences of Architecture degree course AY 2017/2018

PRIMARY SCHOOL

Project of a Primary School for “Cinquina Bufalotta” neigborood in Rome Location:

Via Tor San Giovanni, Rome (IT)

Professor Alessandra Capanna Tutors Roberto Bove Anna Riciputo

Architectural Building Lab III Academic project Individual work

RENDERING_Full project area and sectioned exploded view

THE CONCEPT AND ITS DEVELOPMENT The project consists of a primary school as a micro-city. The aim of this project is to realise a building in an area that is green and able to harmoniously connect with contrasting external environments.

The purpose of the school building is intended to be as a space of dwelling, a place of acceptance and continuous, vigorous change and growth.

15 classrooms with related areas, play garden and solution for the existent resident park.

The school is partially built digging the ground of the pre-existent place (carved out).

Thus the school takes place adapting to the support.

1.

2.

“learning square” where people can meet and socialise. It’s the heart of the whole school, surrounded by other spaces. It could be thought as a square in a little town, where everyone can sit and work together or just talk; big/wide environments in the school make it easily possible to organise meetings as well.

CONCEPT DIAGRAMS

3.

1. areas subdivision

2. court for light admittance and open air exhibition space + auditorium block 3. gym and special classrooms

3. Common classrooms around the court

4.

Office Floor 03 T h 4.5m

Classroom Floor 04 T h 4.5m

Classroom Floor 05 T h 4.5m

Classroom Floor 06 T h 4.5m

60.2 mq

56.4mq

50.3 mq

49.9 mq

h2.10

0.90

Storage T Floor 07 h 4.5m

h2.10

26.4 mq

0.90

h2.10

h2.50

Library Floor 02 T h 4.5m

1.50

0.90

101.2 mq

h2.50

h2.50

1.50

h2.10

1.50

Classroom T Floor 08 h 4.5m

1.50

h2.50

h2.10

49.9 mq

1.50

1.50

h2.10

01

29

02

28 27 26 25 24 23 22 21

03

30

04

29

05

28

06

27

07

26

08

25

09

24

10

0.90

23 22 21

20

11

19

12

18

13

17 16 15 14 13 12 11

20

14

19

15

18

16

17

17

16

18

15

19

14

20

13

Classroom T Floor 09 h 4.5m 49.9 mq

12

h2.10

11

10

21

09

0.90

22

08

23

07 06 05 04 03 02 01

10

24

09

25

08

26

07

27

06

28

05

29

04

h2.10

Auditorium Floor 20 T h 4.5m

h2.10

1.50

1.50

Reception T Floor 18 h 2.7m

03 02 01

130.2 mq

h2.50

h2.10

1.50

0.90

Classroom 10 T Floor h 4.5m

h2.50

h2.50

49.9 mq

1.50

1.50

h2.10

23.3 mq

0.90

Hall

Floor 01 T h 4.5m 568.9 mq

Storage T Floor 17 h 4.5m

h2.10

26.4 mq

0.90

h2.10

1.50

h2.10

0.90

Cleaning room Floor 12 T h 2.7m

Cleaning room Floor 11 T h 2.7m

10 mq

10 mq

h2.50

1.50

Cookhause Floor 13 T h 4.5m 179.3 mq

h2.50 Gym T Floor 16 h 10 m

Changing Rooms T Floor 15 h 4.5m

h2.50

1.50

205.6 mq

Kitchen Floor 14 T h 4.5m

128.8 mq

1.50

59.7 mq

h2.50

1.50

Classroom 1° 02 T h 4.5m

Classroom 1° 03 T h 4.5m

Classroom 1° 04 T h 4.5m

Classroom 1° 06 T h 4.5m

Classroom 1° 07 T h 4.5m

60.0mq

50.3 mq

58.7 mq

56.4 mq

87.1 mq

Classroom 1° 05 T 4.5m h 50.3 mq

Common space 1° 01 T h 4.5m 687.5 mq

Classroom 1° 08 T h 4.5m 53.4 mq

29 28 27 26 25 24 23 22 21

h2.10

01 02 03

30

04

29

05

28

06

27

07

26

08

25

09

24

10

23

0.90

h2.10

0.90

22 20 19 18 17 16 15 14 13 12 11

21

11 12 13

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13 12

10 09 08 07 06 05 04 03 02 01

11 21

Classroom T 1° 09 h 4.5m 50.3 mq

22 23

10

24

09

25

08

26

07

27

06

28

05

29

04

h2.10

0.90

03 02 01

Classroom 1° 10 T h 4.5m 50.3 mq

Mediateca 1° 15 T h 4.5m 63.7 mq

h2.10

0.90

h2.10

0.90

Classroom 1° 11 T h 4.5m 50.3 mq

Classroom 1° 13 T h 4.5m

h2.10

0.90

82.4 mq

Classroom T 1° 12 h 4.5m 58.4 mq

Library 1° 14 T h 4.5m 49.5 mq

normal teaching activities inter-cycle teaching activities collective activities sport facilities

technical rooms/storage connective/services

THE OUTDOOR The outdoor would be an extension of the indoor environment where activities could be carried out from the inside to the outside, to the internal court and in the garden without any interruption.

The outdoor consists both of play areas (playground) and learning areas such as a botanic garden where students can learn more about nature and a little open-air-theatre for collective activities focused on communication.

The garden is made up of extended paved path that allows for outdoor recreational and educational activities. It is a proper botanical garden characterised by local tree species such as pines, Judas trees, olive trees, hornbeams and cherry trees.

Cherry tree

White Hornbeam

Pine tree

Judas tree

Olive tree

Meeting with tutors and revision

Debate

Frontal lesson

Group discussion

THE INDOOR The patio would be an open-ceiling classroom, an extension of the indoor environment, where and needs.

The general organisation of the primary school promotes the use of indoor environments even in extra-curricular hours. To do this, indoor places such as the school hallway, dining hall, music hall, library and IT room, have independent accesses.

Other common spaces are dedicated for the reception and archive; which are located on the entrance.

All the indoor furniture are made of natural materials, easy to maintain and care for. Mobile furniture is modular in order to make it possible to change and adapt inside learning areas. The colors studied in order to favour the formation of an environment suited for concentration, but also for pleasant and comfortable socialisation.

Delft University of Technology “TU Delft�

International Design Seminar INDESEM May 2019

STAREwa

project

architecture festival.

Design process proposal of spaces throughtout the waiting, through the means of along transport stops.

Location: Blijdorp, Rotterdam, the Netherlands

Tutors Lex Te Loo Adrien Ravon

Workshop Team Work

THE CONCEPT

Through the proposed design process we hope to unlock properties that had not been thou dimensions, twisting, shapes, amount, rise and slope and material.

In our exploration regarding steps, the result of the design process is a catalogue of stairs. In our illust viewpoints, sunlight, wind, rain, infrastructure and potential user demographics.

1. site elements through it, however, there were not many people spending time in the area.

The only place where this happened was at the tram and bus stop. The zoo next door was an attraction that brought people through the site.

7. lighten The structure appeared to be a large heavy mass. This is why every second step was removed to lighten the structure and to allow views through it.

2. site selection We chose the area, with the most potential users, to be our site.

8. hollow To even further lighten the structure, instead of having full slabs, the steps were hollowed out to be just ring were rounded to make the structure more organic.

3. height To create optimal views the mass was elevated to 15 m.

ught of previously. This is done by excluding intuition in parts of the early design process. l themselves. These parameters mentioned could for example be;

tration of a possible local implementation we compiled a ‘StareWay’ based upon criteria such as

4. zoo The zoo would be a view of interest from a high point.

This is why an area was carved out of the mass to create a rest area.

5. sun An area for people to relax and maybe eat a meal in the sun was also carved out.

6. tram stop A sheltered area with seating for the users of the tram stop was made by tunnelling through the mass.

University of Rome “La Sapienza” + University of Chieti - Pescara “G. D’Annunzio” AY 2018/2019

PERSPECTIVE AND

VISUAL PERCEPTION

An experiment on the evaluation of the size of indoor environments Location:

Experiment

Professors Leonardo Baglioni Alfredo Brancucci

Final Project

Thesis Individual work

RENDERING_Full project area and sectioned exploded view

THE GENESIS The project consists of an experimental study that seeks to explore the vast range of human perceptions of some environments, in relation to changes of some variables.

In this case, variables are perspective and the surface of indoor environment.

points of observation (in particular frontal perspective and angled perspective) and in relation to the variation in height of that same environment.

The project, been related to an existing loft, with measure and border, is developed on a concept of a corridor as a labyrinth from which the tester can see on rooms.

The model consists of a corridor and seven rooms. Thanks to the conformation of the project, it will be possible to reproduce a total of 10 stimuli, or 10 observation points. The choice of this arrangement serves to obtain a greater number of possible stimuli that can be found for each environment, giving the illusion of having increased by the walls of the labyrinth which, thanks to their wavy shape, will reduce the perception of the subject's orientation.

Caption: • a: frontal observation points b: observation points from angle

(Room 1 = 2.20m; Room 2 = 4m) • Rooms 3 and 4: same surface, same height (4m) • Rooms 5, 6 and 7: same surface Rooms 5 and 7 same height (4m) Room 6 = 2.20m

Questionnaire and Visual Analogue Scale (VAS-A 1. Years-old 2. Height 3. Sex

Enter size of the room

A)

Frontal observation point

Observation point from angle