Hao Wang Architecture Design Portfolio M.ARC II 2021 -2022 Southern California Institute of Architecture
1 Hao Wang Hao Wang Southern2021(520)308-2555IG:sheldonwh1997@outlook.comhao_wang@sciarc.eduhao_wang97FallCalifoniaInstituteofArchitecture
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The dynamic studio-based M.Arch 2 program in Southern California Institute of Architecture develops students. Conceptual and creative skills, provides collaborative research and industry practice in the architecture world both in the United States and internationally. STATEMENT
With a yearning and passion for architecture, Hao Wang continued to learn its principles and design tactics at the Southern California Institute of Architecture as an M. Arch 2 student in 2021.Previously, he attended the University of Arizona (CAPLA) where he received his Bachelor of Architecture. He wishes to navigate the indepth relationships between architecture, environment, and human and cultural aspects.
Cultivating a uniquely creative mind is what brought him to Southern California Institute of Architecture. The creative thinking he wants to develop here is observing a proposed idea or scenario and having a new approach to problem-solving. He tried to use this creative thinking to enrich the lives of himself and those around him. idea or scenario and having a new ap proach to problem-solving. He tried to use this creative thinking to enrich the lives of himself and those around him.
3 Hao Wang SCI Arc IDD WORKSHOP VS 200-VISUAL STUDIES-TERRRAFORM DS 1200-DESIGN STUDIO VS 200-VISUAL STUDIES-OVERLAID VS 200-VISUAL STUDIES-MASKED TABLE OF CONTENT 5246401204
5 Introduction to Digital Design Final knowOppositethedeclaresthroughtoallwithering,Thehttps://vimeo.com/59500Scene10worldofthesecreaturesisandtheredleaderunitesthetribes,andheleadshismenopenaportaltootherworldssomedarkenergyandthatthiswilloverseealltribestoafertilenewworld.thedoorway,theymaynotwhattheywillbefacing. Marching Into Another World Introduction to Digital Design WilliamInstructor:Virgil
7 8 Characters & Creatures Packaging & Graphics
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Intrinsical-ness
Diamond Ranch Elementary School Group Member: Suyue HaoWan-YuJin,Chen,Wang Instructor: Marcelyn Gow
11 12 Chair Combination in Plan View Diamondhttps://vimeo.com/53589RanchHighSchoolwas es tablished in 1997-1999 to inject more vitality into the community and recruit more students. Our studio centers on public education, especially ele mentary learning. The project will be Diamond Ranch Arts and Sciences Elementary school. The notion of scalar change is a focus of our de sign, from small items at the scale of our transformed Thonet Chairs to large-scale work on the context and site in the surrounding environment. As we mentioned before, our design concept came from the transformed Thonet chair. Because chairs are for the elementary schools, and we want to bring more vitality into the site, our chair design exaggerates some fea tures derived from the Thonet chair and transforms the color palette. The next scale is the classroom.
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A natural and organic design language is adopted during the design process. With the meandering wall forms and the textures applied to them, the birch bark material creates natural terrain and plant growth qualities. The classroom becomes the landscape, which blurs the boundary between architecture and nature, allowing natural elements to be introduced into the indoor spaces. and plants in the natural environment to enter the indoor spaces. applied to them, the birch bark material creates natural terrain and plant growth qualities. The classroom is the landscape, which blurs the boundary between architecture and nature, allowing natural elements to be introduced into the indoor spaces.
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The role of lines in the project shifts radically, producing twisted and woven walls as well as mesh-like roof structures. The role of lines in the project shifts radically, producing twisted and woven walls as well as mesh-like roof structures. This creates an impression of lines becoming surfaces.
Different architectural shapes and coherent design language are used as a large template to create different microclimates nested into the form. The continuous interlocking of classroom clusters defines a spatial sequence for students and teachers to discover various aspects of the architecture and the site over time. This creates continuity and integrity of the space in the overall structure and the more detailed spatial design.
The linear wall elements create distinctions between the classroom clusters with our meandering circulation paths and other detailed techniques. This creates continuity and integrity of the space in the overall structure and the more detailed spatial design. The role of lines in the project shifts radically, producing twisted and woven walls as well as mesh-like roof structures. Those images are trying to show some interesting moments on the site. While the building concepts of shape and form are coming from our Thonet Chair. Each building is connected to create a different microclimate zone in this school.
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Our site and building are quietly located between the land and the mountains, and the campus has a strong sculptural quality. The free and organic form also shapes the adaptable indoor space comprised of walls, floors, ceilings, and flexible interiors. These forms allow teachers and students to look at the sky and mountains at any time, and they blur the boundary between architecture and nature. Also, our pedagogical position is to create small learning environments in the school where students reflect on the relationship between people and nature. From a functional point of view, holes of different sizes and walls of varying shape also introduce natural light into the rooms and allow for natural ventilation, which cools down the interiors. These forms allow teachers and students to look at the sky and mountains at any time, and they blur the boundary between architecture and nature. Also, our pedagogical position is to create small learning environments in the school where students reflect on the relationship between people and nature. From a functional point of view, holes of different sizes and walls of varying shape also introduce natural light into the rooms and allow for natural ventilation, which cools down the students reflect on the relationship between people and nature. From a functional point of view, holes of different sizes and walls of varying shape also introduce natural light into the rooms and allow for natural ventilation.
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Diorama Model Front View
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Masked Instructor: William Virgil
Front view of the mask The mask is inspired by Chinese Sichuan Opera, combining some elements from Sichuan Opera masks, and combining some changes to form a new and more complex mask. The combination of bark and metal is selected as a material, which can be used as a contrast between material and reflection.
Armor design
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Inspired design
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5 Overview of the Thishttps://vimeo.com/terraform19189isaworldinthepalm
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someone's hand. Five hundred years ago, Monkey King thought he had escaped from the palm of Buddha Tathagata and reached the boundary of the world, but he did not even escape the palm of Buddha Tathagata. Some people are in a crowd, but so lonely, they think they have escaped from the world, far away from the hustle and bustle, but in fact, they are still in the world.
Terraform KumInstructor:aranParthiban
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Closer view of the SNOWY CITY
51 52 Thishttps://vimeo.com/Cyber-Scene539877isavisualexperiment
project based on an established terrance. The design challenges the boundary of seemingly opposite cultures through applying textures of Chinese ink painting and Cyber punk to the surface in After Effect. A visual poem is therefore constructed as a manifesto towards the contemporary tangible cultural collison. RachaelInstructor:McCall
Overlaid
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55 SCI Arc Hao Wang M. Arch II 2022 Southern California Institute of Architecture