Portfolio of Works 2015_Jacline Vargas

Jacline Vargas

Portfolio Of Works

The City College of New York Bernard and Anne Spitzer School of Architecture

Jacline Vargas

Portfolio of Works

Contact

Jacline Vargas 80 Arden Street apt 6A, New York, NY 10040 Jacline31@gmail.com 347-435-9854

Contents Fall 2014 - Spring 2015

02-06

Fort Tryon Cultural Center Professor: Jacob Alspector

Fall 2013

07-22

Lehman College Dormitories Masterplanning @ Lehman Dormitory Case Studies Professor: Timothy Collins

Spring 2013

23-28

Harlem School of The Arts

Professor: Ivan Rosa

Fall 2012 Two Houses- “The Artist’s Canvas and The Collegiate Jungle” Double House - MVRDV Professor: Ivan Rosa

29-38

Spring 2012 Swimming Pool

39-50

Precedent Study (CarmodyGroarke-Underground Spa)

Water Study Professor: Arthur Haritos

Fall 2010

51-60

Place Path Professor: Johanna Dickson

Extracurricular Design Color Study Depth and Distance Study Professor: Ivette Francis 2D Design Professor: Dos Santos

61-64

Photography

65-66

Art and Visual Perception Professor: Ka-Man Tse Architecture Photography Professor: Albert Vecerka

ResumĂŠ

67-68

Cultural Center in the Park

Second Floor Plan

02

Fort Tryon Park Cultural Center The primry goal of this project is to create a cultural and

recreational public space. The building is to

function as a binding agent between park and residential. to provide more growth to the community in the areas of arts, sports (health), and the environment. The main idea of this exploration can be summed up in two words...

community outreach. Reaching out to the community

and allowing them to learn, gather and be active, with the end goal of enhancing the surrounding environment, people and culture.

With the importance of the park and the areas history it became clear that the building should also function as a

visitors center that would hold all the information on the

park and the cummunity. The site is located in one of NYC’s

highest peaks. The importance of the slope allowed for the development of a concept, which spoke to

the many changes in elevation, and thus having the community inhabit these different planes of public function.

Fort Tryon Cultural Center

SITE LOCATION: USA, NEW YORK, MANHATTAN, INWOOD (COMMUNITY DISTRICT 12)

¯

0 0.5 1

2

3

4 Miles

*

.

Bronx

Ma nh

at ta

n

Co Dis mmu tr nity ict 12

Site

Queens

Brooklyn Staten Island

THE SELECTION OF THE SITE FOR THE CENTER WAS BASED OFF FINDING A LOCATION UNIQUE WITHIN THE CITY THAT WAS FLOURISHED WITH COMMUNITY ACTIVITY AND HAD ROOM FOR GROWTH.

Jacline Vargas

Semester 9&10

Esri, HERE, DeLorme, MapmyIndia, © OpenStreetMap contributors, and the GIS user community

ARCH 48100/ Fall 2014 & Sp 2015

Professor: J. Alspector

SITE ASSESSMENT VIEW OF THE PALISADES

LINDEN TERRACE

HUDSON RIVER

FORT TRYON PARK

PR

OP

OS

HI gh wa y W es

White Black Asian Other

sid

eH

190,020

2010

2000

1990

We st

HOW DO I LINK THE NEIGHBORHOOD BELOW TO THE PARK ABOVE?

tsi

de

Igh wa y

208,414 198,19 2

ED

SIT E

HEATHER GARDEN

18% 8% 2.5% 1.5%

SITE INFO/FACTS - INWOOD, MANHATTAN Demographics, Park Facts, & Community Center Locations

NYC POPULATION: 8.4 MILLION

DEMOGRAPHICS

INWOOD POPULATION: 190,000

-THERE ARE 29,000 ACRES OF PARK INCLUDING PLAYGROUNDS AND RECREATIONAL FACILITIES,

208,414

47% Male 198,19 2

190,020

53% Female

Yo r

k

y rs e je w ne

je

w

k

w

ne

ne

TRAIN STATION -27% OF SPACE IN NEW YORK IS OPEN SPACE. DYCKMAN:

y

TRAIN STATION

k

w

Yo r

rs e

je

ne

DYCKMAN TRAIN STATION:

Manhattan

47% Male

hudson River

DYCKMAN:

TRAIN STATION -COMMUNITY DISTRICT 12 / key: 207 STREET: 1000 PLAYGROUNDS TRAIN STATION INWOOD HAS 600 ACRES OF 800 ATHLETIC FIELDS *LAST using STOP ON public # of people 53% Female A TRAIN 67 key: PARKLANDBronx FORT TRYON PARK IS ONLY ACRES 17 NATURE CENTERS transportation

207 STREET:

TRANSPORTATION (NYC) 190 STREET

14 MILES # of people using publicOF BEACH 13 GOLF COURSES transportation

STATION BronxTRAIN less than 1,000 People

hudson River

18%

-FORT TRYON PARK WAS BUILT

BY FREDERICK LAW OLMSTED JR. SON O F THE ARCHITECT OF CEN207 STREET: TRAIN STATION TRAL PARK, IN 1935 AFTER BEING *LAST STOP ON A TRAIN GIFTED TO THE CITY BY JOHN D. 207 STREET: TRAIN STATION ROCKEFELLER IN 1917

207 STREET: TRAIN STATION *LAST STOP ON A TRAIN 207 STREET:

DYCKMAN TRAIN STATION:

w

Manhattan

NYC PARKS FACTS

hudson River

ne

Yo r

rs e

y

ne

18% 8% 2.5% 1.5%

190 STREET TRAIN STATION:

18%

DYCKMAN:

TRAIN to STATION 1,000 3,000 People less than 1,000 People

TRAIN STATION:

1,000 to 3,000 People

more than 3,000 People

key:

drive alone

more than 3,000 People

drive alone

Car pooled

18%Walk

8% 2.5% 1.5%

w

Manhattan

-CENTRAL PARK ISAsian 843 ACRES Other

2010

2000

190 STREET TRAIN STATION:

White Black Asian Other

THIS COVERS 14% OF THE CITY. White 18%

Black

1990

DYCKMAN TRAIN STATION:

NYC PARKS FACTS CONT’D

# of people using public A TRAIN 1 TRAIN transportation EXPRESS LOCAL

Bronx

n

public transportation

Car pooled Walk

n

public transportation

only 2 out of 5 people in NYC drive to work

14%

1 TRAIN

less than 1,000 People *people are above the age of 16 LOCAL to work

drive alone

6-8 blocks from origin of circle

PARK SPACE

Jacline Vargas n Walk public transportation

Semester 9&10

1 TRAIN

A TRAIN

NYC RESIDENTS WHO VISIT CENTRAL PARK

EXPRESS LOCAL ARCH 48100/ Fall 2014 & Sp 2015

only 2 out of 5 people in NYC drive

27%

1,000 3,000 People NYCto drive *the data refers to a distance of more than 3,000 People TOTAL NYC

Car pooled

70%

A TRAIN EXPRESS

data refers to a distance of only*the 2 out of 5 people in *people are above the age of 16 6-8 blocks from origin of circle

*people are above the age of 16 *the data refers to a distance of

NYC OPEN SPACE

Professor: J. Alspector

Fort Tryon Cultural Center

proposed program

allery

QTY.

Assembly

4,500 Sq Ft

1.5

3,000 Sq Ft

2

Entry

900 SQ. FT.

1.2

750 Sq Ft

1

Gallery

EDUCATION

5,200 SQ FT

1.5

3,466SQ FT

2

gym

recreation

4,850 sq. ft

1.52

3,190 SQ FT

1

Fitness Center

recreation

1, 100 sq. ft

1.5

733 SQ FT

1

ADMIN

1, 100 sq. ft

1.35

1, 400 sq. ft

UTILITY recreation

1.35

12, 500 sq. ft

_

814 SQ FT

4

4,066 Sq Ft

8

1,192 Sq Ft

1

916 Sq Ft

2

500 Sq Ft

2

1037 Sq Ft

4

_

40%

20% 25%

15%

_

TOTAL GROSS SQ. FT. ( BUILT SPACE): 28,400 TOTAL NET SQ. FT. ( BUILT SPACE): 19,664

TOTAL NET SQ. FT. ( BUILT SPACE): 19,664 PROGRAM DISTRIBUTION

program VISITORS CENTER + COMMUNITY CENTER

KEY Not Adjacent

Adjacent Fort Tryon Park Nearby

Not Related

Education EDUCATION

Gross Sq. FT.

Factor

net Sq. FT.

QTY.

Assembly

4,500 Sq Ft

1.5

3,000 Sq Ft

2

Entry

900 SQ. FT.

1.2

750 Sq Ft

1

EDUCATION

5,200 SQ FT

1.5

3,466SQ FT RECREATION

2

recreation

type

HISTORY

1.52

3,190 SQ FT

1

1.5

733 SQ FT

1

ADMIN

1, 100 sq. ft

1.35

814 SQ FT

4

6, 100 sq. ft

1.5

4,066 Sq Ft

8

ec-room/Lounge recreation

1, 550 sq. ft

1.2

1,192 Sq Ft

1

rt Studios

1, 100 sq. ft

1.2

+

916 Sq Ft

2

1.2

HEALTH 500 Sq Ft

2

1.35

1037 Sq Ft

+

CULTURE

EDUCATION

+

EDUCATION

echanical

ECOLOGY UTILITY 600 sq. ft

estrooms

UTILITY

utdoor Space

net Sq. FT.

Lobby

Outdoor Space

1, 100 sq. ft

lassrooms

Not Related

Factor

Restrooms

4,850 sq. ft

ffices

Not Adjacent

Nearby Gross Sq. FT.

Offices

recreation

m

tness Center

Adjacent

The Idea of creating platforms and terraced spaces Classrooms to link both buildings came6, from examining EDUCATION 100 sq. ft 1.5 what makes a cultural and social public space. The Rec-room/Lounge solution was torecreation create links/connections all 1.2 1, 550 sq. ft Artthe Studios 1.2 1, 100 sq. ft heights, around the site. This way connections exist not only by buildings,EDUCATION but also the varying UTILITY Mechanical 1.2 600 sq. ft the park with the neighborhood and also linking art with recreation.

rogram Name

ent Hall

Event Hall

Adjacency Matrix

KEY

type

Program Name

d program

obby

TERRACE FORM DIAGRAMS

concept collage

recreation

1, 400 sq. ft 12, 500 sq. ft

_

+

COMMUNITY

_

Environment ENVIRONMENT

Program Name

40%

VISITORS CENTER

Environment

15%

4

_

COMMUNITY CENTER

Community

j Ad

e ac

Community COMMUNITY

Type Name Gross Sq. FT. Program Type

Event Hall

Event Hall Assembly

Lobby

Lobby Entry

Entry

Galleries

Education Galleries

Education

Recreation Gymnasium

Recreation

Recreation Fitness Center

Recreation

Gymnasium rix at MFitness Center y nc

at yM nc

e ac

j Ad

25%

BE ACTIVE, ADVOCATE, GATHER, CREATE AND LEARN

Recreation

rix

20%

TAL GROSS SQ. FT. ( BUILT SPACE): 28,400 TAL NET SQ. FT. ( BUILT SPACE): 19,664

PRESERVE, INFORM, DISPLAY, UPDATE,AND SHARE

Recreation RECREATION

Assembly

Offices

Admin Offices

Admin

Classrooms

Education

Rec-room/Lounge

Education Classrooms Recreation Rec-room/Lounge

Recreation

Art Studios

Education Art Studios

Education

Mechanical

Utility Mechanical

Utility

Restrooms

Utility Restrooms

Utility

Nature Center

Education Nature Center

Education

Music & Dance

Recreation Music & Dance

Recreation

Library

Library Education

Education

Youth Activities

Recreation Youth Activities

Recreation

Computer Room

Computer EducationRoom

Education

Cafe

Cafe Service

Service

Bookstore/Giftshop Bookstore/Giftshop Service

Service

Meeting Room

Assembly Meeting Room

Assembly

Storage

Storage Utility

Utility

THE PROGRAM IS COMPOSED OF FOUR MAJOR THEMES. THESE THEMES ARE AS TOTAL GROSS SQ. FT. TOTAL GROSS SQ. FT. FOLLOWS: EDUCATION, COMMUNITY, ENVIRONMENT, AND RECREATION. THEY ARE ALL PRESENT IN BOTH THE COMMUNITY CENTER AND THE VISITORS CENTER.

Jacline Vargas

Semester 9&10

ARCH 48100/ Fall 2014 & Sp 2015

KEY

USEFT. Gross Sq.

QTY.USE

Q

1 3 2 1 1 6 4 2 4 3 8 1 3 1 1 1 1 1 2 4 Adjacent KEY Not Adjacent Adjacent Nearby Not Related Nearby

Professor: J. Alspector

Not Ad

Not Re

-30’ -27’

-20’ -16’

30’ 27’

THE FOLLOWING SECTIONS DETAIL THE MOST PROMINENT PROGRAMS FROM BOTH BUILDINGS. THESE ARE THE GYMNASIUM IN THE COMMUNITY CENTER WHICH MARKS AN IMPORTANT RECREATIONAL SPACE AND THE EXTERIOR VIEWS RAMP GALLERY IN THE VISITORS CENTER. THE RAMPS COULD BE SEEN IN BOTH BUILDINGS (SECTIONS). IT IS AN IMPORTANT CONNECTION TECHNIQUE IN BOTH THE COMMUNITY CENTER AND THE VISITORS CENTER. SCALE: NTS

ELEVATION 01: STREET VIEW

Jacline Vargas SCALE: 1/64” = 1’0”

Semester 9&10

ARCH 48100/ Fall 2014 & Sp 2015

Professor: J. Alspector

”

’- 6

17

”

’- 0

16

12

’- 0

”

22 ’- 6 ”

Dorm Project

Lehman College Dormitories

After exploring sectional relationships of ground thoughout the Lehman College campus, we concluded that the most important sectional shifts are used as student gathering areas. These sectional differences allow the students to adopt a

specific area as communal and this is an interesting attribute of Lehman College.

Keeping this in mind we decided to place our proposal for new dormitories on the Northeastern side of the sports field, next to the Library. This area is unused but can serve as a major campus link, interms of movement and can allow for new programs based of student life.

This area holds changes in ground just as the rest of the campus and this is another key reason to place the dormitories in this area, so to adopt some of those interesting sectional differences that create student

interactivity.

Group: Changyoul Han

Lehman College Dormitories

SHADOW

CAMPUS

Site Model and Light and Shadow Study

Data Collected For Dormitory Proposal

LEHMAN COLLEGE CAMPUS ANALYSIS

LEGEND

AUGUST 27 | 6.50PM FIRST DAY OF FALL SEMESTER

Fall 2013: T. Collins Studio

Jacline Vargas

Semester 7

ARCH 47100/ Fall 2013

Professor: T. Collins

CAMPUS

PEDESTRIAN TRAFFIC LESS PEOPLE MORE PEOPLE

LEGEND

Data Collected For Dormitory Proposal

LEHMAN COLLEGE CAMPUS ANALYSIS

Existing Pedestrian Circulation Fall 2013: T. Collins Studio

Proposed Circulation In the analysis of the campus and area surrounding our site, the initial ideas were to use our site in-order to link the entire campus circulation wise. Placing the proposed dormitories in this area created a new edge to the campus and allowed for connections to major pathways, the sports field, the street and the library. This technique allowed us to extend the plane of student interactivity and in doing so new communal spaces were formed.

Jacline Vargas

Semester 7

ARCH 47100/ Fall 2013

Professor: T. Collins

Lehman College Dormitories

Jacline Vargas

Semester 7

ARCH 47100/ Fall 2013

Professor: T. Collins

Dorm Unit Variations

Undergraduate (A &B), Graduate (C)

22’ - 6”

16’ - 0”

12’ - 0”

A.

B.

17’ - 6”

C.

Dormitory Massing

Split

Lift

Jacline Vargas

Semester 7

ARCH 47100/ Fall 2013

Diverge

Professor: T. Collins

Lehman College Dormitories Student interactivity Above

Student interactivity Below

Rendering: Cantilevered part allows for student activity below

Jacline Vargas

Semester 7

ARCH 47100/ Fall 2013

Professor: T. Collins

Dormitory Program Approach

Keeping in mind the emphasis of creating communal spaces which surround and envelop the dormitory buildlings, and the location of the chosen site, the program distribution is as follows:

Dorm Rooms

Other Program

Other Program

DN

10

9

KITCHEN B

KITCHEN A UP UP

Typical Floor Plan

Library

Field

Site Plan

Jacline Vargas

Semester 7

ARCH 47100/ Fall 2013

Professor: T. Collins

Masterplanning @ Lehman

MasterPlanning @ Lehman College

When approaching the project of Lehman College dormitories, a variation of site locations on the University campus were tested. The image on

the left represents the site used as a final selection (Dashed).

Nevertheless before settling on this final site, one specific variation that was a good alternative for a site to place these dormitories is the following site

titled: Scheme A: South campus.

The choice after experimenting with different techniques on masterplanning was to use the southern part of campus. The southern part of campus offered the use of the field, it allowed for a relationship to the student life building and it opened up the campus on the south for the opportunity of creating new programs besides dormitories in case of future proposals.

Group: Jeffrey Bermudez, Demir Purisic, Ryan Hung

Bookstore

Lehman College Master-Planning te a t o

ield f e

th

R

Dorm A

Cafe

Dorm C

Dorm B

MasterPlanning Scheme A

Prompt: How can reorganizing the southern part of campus lead to new communal spaces?

ea

at e r C

za a l P

g rkin

es

Pa d Ad

Dorm B

Jacline Vargas

S

c pa

Semester 7

Dorm A

ARCH 47100/ Fall 2013

Professor: T. Collins

Description:

Dorm A+B:

Scheme A is based off of the idea to activate the southern end of the campus.

# of Units: 40 # of Beds: 80 # of Floors: 3 Sq. Footage: 11,475 Additional Programs:

The approach was to propose a division of spaces within the south which includes an upper plaza level that comes off of the main path, that can contain program underneath and looks over to a lower level plaza.

Communal Bathrooms, Lounge, and Front desk area 45’

40’

Jacline Vargas

Semester 7

Dorm C

Parking

Lower Level Plaza

Communal Bathrooms, Lounge, and Front desk area

Dorm A + B

Cafe and Bookstore

Upper Level Plaza

# of Units: 100 # of Beds: 200 # of Floors: 3 Sq. Footage: 26,760 Additional Programs: Main Campus Axis

Carman Hall

The arrangement also incudes dormitories which can be arranged in order to create communal spaces

Dorm C:

ARCH 47100/ Fall 2013

Professor: T. Collins

Dormitory Precedent Studies

10’ 6”

Dorm

13’ 0”

20

Dorm Case Studies The Dorm is an essential element in the

production of ideas, creativity, and Student interactions. Its a personal tool used in schools which gives students the ability to interact.

In approaching the dormitory project during this semester, explorations were made of precedent studies which would aid in the design approach. Two of those case studies were Born-

huetter Hall, designed by LTL Architects and

Erdman Hall designed by Loius Khan. The following shows some studies on spatial dimensions,

student living, and program distribution for

Bornhuetter Hall.

Dorm Case Studies

Bornhuetter Hall: LTL Architects While Studying this precedent It was clear that the main characteristic of dromitory architecture is to have spaces which promote student gathering, study friendly environments and comfortable areas to sleep. Dormitories should allow for student interactions, such as visual interactions like that of the image above, or interactions through the use of communal spaces as shown in the image to the right.

Jacline Vargas

Semester 7

ARCH 47100/ Fall 2013

Professor: T. Collins

22 Bornhuetter Hall: Main Program Distribution

iv

Pr e at

ic l b

Jacline Vargas

Pu Semester 7

ARCH 47100/ Fall 2013

Professor: T. Collins

Parti/Plan

ol o

e f th

rlem

Ha

o Sch

s

Art

Harlem School of the Arts

The Design concept for this redesign of The Harlem School of the Arts, focuses on inward-facing volumes that create interlocking programs. An open central space encourages social interactions, While the facade and circulation emphasize interactions between the interior and the exterior.

Group: Ryan Hung

Harlem School of the Arts Harlem School of the Arts Exterior Rendering

Parti

Parti

Parti

HSA Section Parti- Facade reflects the building’s section (exterior reflects inerior).

A.

B.

C.

Section B

Jacline Vargas

Semester 6

ARCH 36100/ Spring 2013

Professor: Ivan Rosa

Harlem School of the Arts Interior Atrium Rendering

Roof Top Gallery

Jacline Vargas

Semester 6

ARCH 36100/ Spring 2013

Professor: Ivan Rosa

Harlem School of the Arts

South SouthElevation Elevation

North Elevation North Elevation

A.

Short Section

Jacline Vargas

Semester 6

ARCH 36100/ Spring 2013

Professor: Ivan Rosa

Facade/ Material Study

Materials and Technology

A big part of the redesign of the Harlem School of the Arts was to make the facade more inviting and welcoming as well as keep their central commonspace idea. Both of these factors were achieved by careful decisions regarding materiality, technology, program redistribution and structure.

These drawings and other mediums represent these general ideas, such as the louver system which covers the common atrium of the buildling and material study drawing (Left).

ion Detail

Sketch Model- Initial louver idea Louver Detail

A. Louver Detail

Louver Rendering

A. Louver Detail

Louvers

Louvers Jacline Vargas

Semester 6

ARCH 36100/ Spring 2013

Professor: Ivan Rosa

2 Houses in Brooklyn

30

Two Houses- “The Artist’s Canvas and

The Collegiate Jungle”

The focus of this project for two houses in Brooklyn was art, education, and the environment. The first house is named “The Artist’s Canvas” and is a house/museum for an artist and his family, and the second house is a dormitory for college students. The houses share a common space on the middle of the site which is landscaped to include different levels of green space and deck areas.

Two Houses (Brooklyn)

Jacline Vargas

Semester 5

ARCH 35100/ Spring 2013

Professor: Ivan Rosa

32 Site - Bushwick, Brooklyn The site for “two houses” was an important part of the development of the project and this occured in many different ways. This site in Bushwick, Brooklyn had an immense amount of graffiti, art murals, and other rich culture. This had a significant impact on the program for house A which is an artist’s home. The other way in which site was important was that because the project had two houses on one lot the houses were designed to be placed on the edge of the lot on either side and the center shared space for both houses was landscaped to create a communal area.

The site is represented in the pictures of the project site model below.

Initial Sketches

House B

Plan

Jacline Vargas

Semester 5

ARCH 35100/ Spring 2013

Professor: Ivan Rosa

Detail Two Houses (Brooklyn) Material Analysis

Detail

Material Analysis:

Panel Inspiration

Panel Arrangement Diagram

Panel Inspiration

North Elevation: House A- The Artist’s Canvas

Jacline Vargas

Semester 5

ARCH 35100/ Spring 2013

Professor: Ivan Rosa

34 Parti: House A and B

rti

ouse A

Plans Plan

Sections Section

ouse B

Plan

Plan - House A, “The Artist’s Canvas”

Jacline Vargas

Semester 5

Section

ARCH 35100/ Spring 2013

Professor: Ivan Rosa

N

Double House

36

Double House - MVRDV The double house by MVRDV was a precedent study done during fifth semester design, used as a case study to aid the design of the two house in Brooklyn. It was a major influence because of its interlocking form.

Group: Vail Nuguid and Rosalba Loor

Double House- MVRDV

Jacline Vargas

Semester 5

ARCH 35100/ Spring 2013

Professor: Ivan Rosa

38

Jacline Vargas

Semester 5

ARCH 35100/ Spring 2013

Professor: Ivan Rosa

Roof Access

Second Floor- Common Spaces

Ground Floor-Swimming Pool

40

Swimming Pool This is a community swimming pool located in 128th street and Convent Avenue, in Harlem. The program consists of community oriented spaces like a fitness center, classrooms, an event hall and swimming pools. My focus was the manipulation of plates so that they peal off the structure and create moments for the people to experience as they circulate through the roof.

Precedent Study

Jacline Vargas

Semester 4

AES 24000/ Spring 2013

Professor: Arthur Haritos

42

Jacline Vargas

Semester 4

AES 24000/ Spring 2013

Professor: Arthur Haritos

Underground Spa

44

Precedent Study

(CarmodyGroarke-Underground Spa) This underground spa is located in Limerick, Ireland and is designed by the firm CarmodyGroarke. The Spa is built under a nineteenth century mansion and is a modern spa with a fitness center and swimming pool.

The design in very minimalistic but expressive. The moment within the spa I decided to focus on was the ceiling above the pool. This ceiling is composed of triangular forms which undulate.

Group: Evan Kalogiannis

Precedent Study

Jacline Vargas

Semester 4

AES 24000/ Spring 2012

Professor: Arthur Haritos

46

Jacline Vargas

Semester 4

AES 24000/ Spring 2012

Professor: Arthur Haritos

Measuring Trends in water

48

Water Study The water study consisted on exploring the properties and behaviors of water. My focus on this assignment was to observe trends in splashes of water and record them.

I then casted the imprints of the trends that these waves and splashes produced. The model is seen in sequence form, as if it’s cut in three, and shows the wave and splash through time.

Group: Evan Kalogiannis

Water Study

Jacline Vargas

Semester 4

AES 24000/ Spring 2012

Professor: Arthur Haritos

50 Spatial Sequences: A Story as Told by Water

Water’s Maleability can allow for an infinite amount of different forms. This study focuses on what occurs if water is captured in a still state and our approach was to create spashes using different objects of different weights and sizes. Seperate video frames revealed the different forms created.

The goal was to choose all the interesting forms created during sequence one and two and then create an abtract zone/terrain.

Sequence A Sequence #1

Sequence B Sequence #2

Trends

Trends

Background

Background

Foreground

Foreground

Jacline Vargas

Semester 4

AES 24000/ Spring 2012

Professor: Arthur Haritos

c Pla

e

52

Place The place project was an exploration of spatial moments which focused on key gestures which succesfully defined a place.This project emphasized the relationship between form, structure, space and landscape. My project was driven by a narrative which was governed by the words: reading,

sitting and waiting.

Place

Jacline Vargas

Semester 1

AES 11000/ Fall 2010

Professor: Johanna Dickson

54 Roof Plan

A.

B.

Jacline Vargas

Semester 1

AES 11000/ Fall 2010

Professor: Johanna Dickson

Place

A. Section

B. Section

Jacline Vargas

Semester 1

AES 11000/ Fall 2010

Professor: Johanna Dickson

56

Plan

Perspective

Jacline Vargas

Semester 1

AES 11000/ Fall 2010

Professor: Johanna Dickson

h t a P

58

Path Path was a project which was based on a system of spaces which create a path. It explored the relationship between: site, time, solid, void, figure and ground.

My focus in this assignment was to create a path that held within it moments which could be used for contemplation of the surroundings and the path ahead.

Path

Plan

Jacline Vargas Semester 1

AES 11000/ Fall 2010

Professor: Johanna Dickson

60 Muybridge Depiction of Path

Sliver Sections

Jacline Vargas Semester 1

AES 11000/ Fall 2010

Professor: Johanna Dickson

Architecture Photography

Design

62

Extracurricular Design The following, are projects based on design principles such as color and light studies, composition, foreground/ background, and depth and distance.

Along with these extracurricular design hobbies I have also included architectural photography.

Graphic Design Color Theory

Primary Colors

Secondary Colors

Optical Illusion

Depth  and  Distance

Tertiary Colors

Optical Illusion

Optical Illusion

Analysis of Depth and Distance Line

-­�‑

-­�‑

Jacline Vargas

Graphic Design

Art 20510/Spring 2012

Professor: Ivette Francis

64 2d design: Ink series

Foreground/Background Studies

Jacline Vargas

2D Design

Art 10100/Spring 2010

Professor: Dos Santos

Architectural Photography

Art, Architecture and the Visual Perception: The Following images are represntations of how I see architecture through the lens of my camera. The photographs are a collection of Dark room (Film) black and white photography and digital color photography as well.

Jacline Vargas

Photography

Art 10410/Fall 2011

Professor: Ka-Man Tse

66

Jacline Vargas

Photography

Arch 51388/Fall 2013

Professor: Albert Vecerka

Software Knowledge AutoCAD

75%

Rhino SketchUP Vray (Rhino) InDesign

60% 45% 40% 75%

Illustrator

80%

Photoshop

80%

Resumé

Jacline Vargas Jacline31@gmail.com (347) 435-9854

Education City College of New York Bernard Spitzer School of Architecture Experience DS&F Architect P.C. Architectural Intern

Bachelor of Architecture -Graduation Date: 2015 -GPA: 3.3, Cum Laude

April 2014 – Oct 2014 Responsibilities: -AutoCad Drafting -Revisions to construction docs -Printing and binding –Attended meetings –Schematic design

Study Abroad Barcelona, Spain

Summer 2013 -David Werber Travelling Fellowship: A four week vertical design studio, which was composed of ten City College students. -3D modeling and site visits.

Teachers Assistant & Office Admin Work New York, Ny

Summer 2009 - The Childrens Aid Society Became part of a local community program, which focuses on childhood education and community outreach.

Office Assistant Alfred, NY

Fall 2008 -Architecture Admissions Office at Alfred State College

Skills Language

Fluent in English and Spanish

Computer

AutoCad, Rhino, Adobe: Illustrator, Photoshop & InDesign, and Sketchup.

Other

Model Making, Graphic design and Photography

Awards

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Bernard L. Spanier Scholarship - 2013 CityWorks Publication - 2012, 2013 & 2014 Spitzer Tuition Scholarship - 2014

Interests

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Interior Design, Drawing, Photography, Construction, Art and Sustainability