Portfolio 2023_JasmineYu

ARCHITECTURE PORTFOLIO

Jasmine Yu

Curriculum Vitae

Elementary School Proposal in Griffintown

Studio Project

In collaboration with Daniel Nguyen

Instructed by Howard Davies

Fall 2021

For my third-year studio in fall 2021, my partner and I proposed for an elementary school in Griffintown, Montréal. With a capacity to accommodate 400 students and the addition of a public gallery space, the school is envisioned to be a space for the community. The design elaborates around the theme of creating interactive spaces that shelter moments of playfulness. To achieve this effect, we developed the massing strategy of “push and pull”, similar to that of a Jenga game, to alter the profile of the façade as well as interior partitions.

The programs unfold on 3 floors with a basement, and is divided into 2 main wings joined by a large double height atrium. The push and pull strategy transforms the profile of the hallways through the creation of small breakout pods which aim to activate circulation spaces during class time; the same strategy is embodied on the façade through the creation of balconies and coves which are directly accessible from classrooms.

Overall, the design conveys a modern industrial aesthetic, a tribute to Griffintown’s historical background. This proposal of the school wishes to connect to the past of Griffintown and become a junction point for its future development.

3 chapter one chapter one chapter one

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Griffintown, Montreal

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1726 Rue des Bassins

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The proposed elementary school is located in the heart of Griffintown, overlooking Canal Lachine. One design challenge posed by the choice of site is its unique triangular shape as it is bounded on 2 sides by roads and the other by water. To encourage the act of “play”, enough outdoor play space is given with the addition of a play structure adjacent to the water which echoes the design of the school. The entrance to the school is a large underpass leading to the playground, where children can enjoy outdoor activities in the morning and during recess. When classes begin, they would enter the building via 4 separate vestibules directly from the playground, therefore filtering and organizing traffic by grade--each cycle, including the kindergarden have their respective stairs which would lead them directly to their classrooms.

The school is composed of two wings joined by a central atrium. The atrium (shown on page 7) is a multi-functional space that becomes the focal point of the school. Through the “push and pull” massing strategy, pockets of space along the classroom corridors are created as break-out spaces to fully activate the circulation spaces. Compliant with the requested program, the school also shares a public art gallery with the community as an incentive to strengthen the dynamic and diverse energy in Griffintown.

4 overall isometric

1 3 2 1 3 2 3 4

concept diagram: Jenga

3 4

second floor plan third floor plan

site plan

ground floor plan

5 section cut-away isometric Shear wall Foundation Floor slab Skeleton

W1 EXTERIOR WALL COMPOSTION

- Strucutral insulated panels(SIP) - 7/16” aluminium sheet

- Expanded polystyrene insulation - 7/16” OSB

- Vapour barrier

- Gypsum interior ﬁnish

F1 : BALCONY FLOOR COMPOSTION

- Self-leveling concrete ﬂoor ﬁnish @ 1%

slope

- 2” air gap

- Expanded polystyrene insulation

- Vapour barrier

- 150mm concrete slab

- 1.2mm steel deck Type 18

F2 : INTERIOR FLOOR COMPOSITION

- Self-leveling concrete ﬂoor ﬁnish

- 150mm concrete slab

- 1.2mm steel deck Type 18

- Hydronic radiant heating/cooling system

- 150mm concrete slab

- 1.2mm steel deck Type 18

- Vapour barrier

- Expanded polystyrene insulation

- Min. 4” granular ﬁll

LIGHTING

1 Linear ceiling recessed downlight

2 Outdoor rated lensed perimeter light

3 Integrated LED strip light

R1 ROOF COMPOSITION

- EPDM rooﬁng membrane @ 2% slope

- Adhered water control membrane

- Roof SIP panels

- 7/16” OSB

- Expanded polystyrene insulation

- 7/16” OSB

- Vapour barrier

- 150mm concrete slab

- 1.5mm steel deck

STRUCTURE

4 Steel girder W410x39-sprayed for ﬁreprooﬁng

5 Steel beam W250x18-sprayed for ﬁreprooﬁng

6 Steel column HSS 150x150

FOUNDATION

7 6” French drain

8 Continuous foundation wall

9 Continuous foundation footing-depth=1.5m

1:75

10 5” HVAC ducts

11 Suspended acoustic ceiling panels

12 Rectangular steel tube

13 0.3” Perforated metal sheet

14 Cap ﬂashing

15 Center-pivot circular window DIA 2000mm

16 5” Balcony drain

F3 15 16 1:0 detailed wall section

6 J K 5 6

THIRD

8000

12000

SECOND FLOOR 4000 GROUND FLOOR 0

FLOOR

ROOF

W1 5 11 4 12 7 8 9 9 3 13 2 14 1 10 R1 F1 F2

F3 GROUND FLOOR COMPOSTION 6

7 interior perspective: atrium

The Convergence: A Timber Dining Hall for Camp

YMCA Kanawana

Studio Project

In collaboration with Emil Cayouette

Instructed by Morgan Carter

Winter 2022

1:100 model

For the last project of my undergraduate studies, my partner and I were tasked with designing a timber dining hall immersed in the nature of St. Sauveur, Québec, for the YMCA Camp Kanawana. Our proposal for the dining hall aims to encourage intimacy and engagement with the natural context on site, which slopes over a forested hill with a clear view to the lake The building is divided into 2 masses according to program: the upper portion being the kitchen and the lower being the dining hall. Bounded by the roads on site, the two masses converge at a mutual corner, thus forming a dialogue with each other. The building structure follows the converging path of the massing, displaying the gradual merge of two discrete truss systems becoming juxtaposed as they approach the point of convergence. Both systems draw inspiration from a typical scissor truss and were reinvented in accordance with the asymmetrical roof structure. The roof, adorned by punctual moments of skylights, hovers over the entire building to form unique peaks and ridges that are reflective of the beauty of its surrounding landscape.

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chapter two chapter two chapter two

St. Sauveur, Québec

Camp Kanawana, YMCA du Québec

This studio focuses on crafting physical models in various scales, with particular attention to timber construction details and methods. The following page showcases a 1:10 fragment model, 1:50 partial structure model and two detailed models.

Our decision to place the building on a hill impacted the design of the open southern façade. The large apertures allow campers to fully take in the waterfront view while being surrounded by greenery. We implemented a structural strategy that is partially below-grade and partially raised on pilotis. The convergence of the kitchen and the dining hall creates an interior overlap, with the stage joining the kitchen and the dining hall. The addition of the stage allows the dining hall to be transformed into a multi-functional event space, while naturally becoming an architectural focal point due to its strategic central location.

9

RDC Plan 1:100 site plan floor plan

parti 1 2 3

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1:10 structural study 1:100 final model 1:200 study model 1:10 fragment model

11 exploded isometric facade elevation section

12 interior perspective

Vertical Playground

Studio Project Independent Work

Instructed by Tyler Ray Swingle

Fall 2020 (remote)

This term project is organized in sequential, iterative steps in order to generate a systemic approach to design. As a product of the U2 fall abstract studio, it focuses on the generation of geometric forms, spatial potential, and the articulation of architectural programs. The project begins with short exercises to identify and iterate formal systems, which would then generate architectural conditions suitable for human habitation. Through these exercises, a series of lifting models, generative drawings, and formal specializations are produced. In the final phase of the semester, program was introduced and constructed broadly to encompass the functional, behavioral, atmospheric, and narrative aspects of architectural space.

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chapter three chapter three chapter three

exploded isometric

PHASE 1: ARTIFACT

artifact the starting point

composite drawings capture essence of the artifact

transforming drawings apply systemic transformations

generating drawings deconstruct and reconstruct 4

7

aggregation identifying and combining components

6

section study spatial explorations

lifting model from 2D to 3D

phase 1 finale: spatializing a set of four drawings summarising the series of exercises done in phase 1, focusing on the generation and exploration of geometrical space

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Object-empty Object-dense

5

8

2

1

3

PHASE 3: PROGRAM

As this studio focuses on conceptual form-finding through iterations, program is only introduced during the final phase. The program I chose is a vertical playground for children, which is logical as the stacking of masses present on the exterior draws a subtle connection to childhood playfulness. The playground emphasizes verticality through a series of play structures that can be stacked. A spiral system wraps around the perimeter of each floor, generating a series of hidden spaces such as tunnels and small chambers that generate moments of privacy and encourage social interactions. The vertical system is located within the central playzone where movements take place.

PHASE 2: SITE

In the second phase, site conditions were added in order to further contextualize spatial relationships developed in phase 1. Two distinct sites were introduced: the first one tilted field is an expansive rectangular site with building height restrictions; the second, title stack contains a rigid area restriction. Two different strategies were employed in order to resolve the implications and constraints associated with each site. sections

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field massing concept vignette

vignettes field

4th floor plan 3rd floor plan 2nd floor plan

stack

large complex-overall isometric

Post-pandemic Live+work Units

Studio Project

Independent Work

Instructed by Daniela Leon

Winter 2021 (remote)

This project explores the daily cycle of live and work of students in perspectives of privacy, collectivity, and community. Initial analyses are conducted through the production of a series of relational maps and diagrams that illustrate, document and describe the relationships of a typical life of a student before the COVID Pandemic. The final objective of the design is to re-imagine the criteria of typical student housing in a post-COVID world and create a complex consisting of live/work units. The design was executed in two parts with different targets in mind: while the midterm project was for a small community of 10 with no designated site, the final project was a large residential building for 40 students located in downtown Montréal. The two phases explore different modes of living and working of students: the large complex proposal would take on a more systematic approach suitable for the city, while the small community proposal creates a homey co-living environment. Both aim to integrate the delicate relationship between live and work into the architecture

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chapter four chapter four chapter four

1

PRECEDENT ANALYSIS

An exploration of urban living and working spaces

2 THE PANDEMIC

A series of diagrams studying the many impacts of the COVID-19 pandemic on student life

pre-pandemic: work

pre-pandemic: live

post-pandemic: work

post-pandemic: live

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3 SMALL COMMUNITY

A conceptual co-live+work compound for 10 students

The intention of this design is to emulate an apartment-like lifestyle, ensuring sufficient privacy while encouraging social interactions. This is achieved by drawing a clear distinction between individual and collective activities; the possibility of social engagement increases as one move up the building.

The ten live/work units are divided into 3 compounds, where each resident has their own bedroom and working unit with identical floor area. The first floor is the most private as it hosts 10 individual bedrooms. Within each compound, residents can ascend the private stairs to access the common room. The public staircase in the center leads from the first to the third-floor collaborative space. This staircase is intended to be accessed by all 10 residents, as well as visitors if they wish to work/study with on the third floor. From the collaborative space, each resident may enter their private study units. These units are placed on the top floor for optimal natural lighting and views. Each compound includes a terrace space, adjacent to the three gardens that are shared between two compounds.

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illustrated

section third floor plan

bedroom common room garden study space vestibule public circulation axonometric private circulation

codes

second floor plan first floor plan

Introduction to site for the final proposal: ecology

Place Ville-Marie, Montréal

1 Place Ville-Marie

The site analysis portion of this studio was a collaborative effort. I had studied the ecological relations between the site and its urban context. Located in the busiest urban area of Montréal, the central location of Place VilleMarie signifies its connections with the three major ecosystems in the city: Mont Royal, Parc Jean-Drapeau and the St. Lawrance riverfront.

This complex was designed to accommodate both the live and work of 40 students, with the intention of encouraging fluid transition between the two. Located in the busiest urban area of downtown Montréal, the building must ensure the passage of pedestrians on its ground level via the creation of a diagonal underpass.

The top floors include a large event space which is shared with the public. Hence, circulation is crucial to ensure the access of guests as well as safety of students. This is achieved by distributing study floors among the bedroom floors; students will only have to go one or two levels up or down from their bedroom to access the working spaces. The floor plates are split into halves to allow the passage of the central staircase, as well as create opportunities tor more natural lighting. Terraces are distributed throughout to create accessible green space.

This design ensures sufficient personal space while encouraging moments of social interaction. These moments can be found on the bedroom floors, through the contrast between private bedrooms and public programs such as the foyer

4 5 SITE LARGE COMPLEX

large student dormitory re-imagined

A

species urban context site plan

near-site plant

section vignette elevation floor plan-work floor plan-live building entry/ public passage collective dining virtual classroom common room shared between 2 floors collabrative study space club main floor bar/lounge rooftop garden gym study pods (stacked) bedroom floors x2 bedroom floors x3 second study floor common room shared between 3 bedroom floors

Moodbox

Studio Project

In collaboration with Chen Zhuofan&Diba Khamesan Instructed by David Covo Fall 2020

This is my first studio project in architecture school. Its intention is to introduce students to elementary architectural ideas such as rhythm, pattern, lighting, materials, etc. My group and I were assigned Bibliothèque du Boisé in Saint-Laurent, Montréal. We then designed and constructed a subjective, three-dimensional representation of our interpretation of the buiding.