Kaylee Tucker | Architectural Portfolio | W2022

K T

the cover image of this portfolio is a spectrogram, a visual representation of speech used in linguistic research. i am particularly interested in using research as a basis for design. linguistic research, like that represented here, inspired the architectural project, sla-ibrary.

table of contents

architecturea | engineeringe | researchr | schools

01 rethinking the 2x4a,e,r,s

reciprocal frames in dimensional lumber may 2021

02 splama,e,r

a timber pavilion september 2021

03 cyclea,s

cooperative living december 2020

04 jardines de juegoa,s

learning through play may 2020

05 SLA-ibrarya,r,s

a learning library may 2018

06 smarti labe,r

compliant and deployable geostructural systems august 2021 - present

07 syncopation through spacea,s a music school april 2019

08 music, architecture, and the spatialization of sounda,r an interdisciplinary research project january 2020 - present

09 study abroada,s

a year in barcelona september 2018 – may 2019

01 type: location: professors: team: SOM team: contribution:

reframing the 2x4

reciprocal frame timber structures outdoor classroom + timber pavilion ray elementary school, chicago, il tsz yan ng, wes mcgee nicholas di donato, huiting du, charlotte fuss, nicolas garcia, jeong su han, yuhao huang, hannah kirkpatrick, ho kyung lee, meghan owens, hana saifullah, xingyue sun ryan culligan, benton johnson, sydney brown, kyle vansice, rahul attraya, megan mohney, jonathan baranowski, rishabh moorjani designed and researched as a team, individually focused on reciprocal framing and prototype 2

this thesis project focuses on the potential of reconsidering the use of timber as a building material— namely 2x4s—for the design and construction of an outdoor classroom. while dimensional lumber is commonly used as framing, there is also potential for leveraging digital fabrication methods to go beyond these simple systems for construction. using 2x4 dimensional lumber, the studio explored fabrication techniques and reciprocal frames as a structural system while also considering inhabitation and student use.

number of members

3

length beyond intersection

30”

nodal length

3”

length beyond intersection 7.85” z/normal-axis angle 5.33º member height

3.5”

member width

1.5”

reciprocal frame systems contain at least three members arranged around a central node. each member rests on its neighbor, creating a self-supporting structure. parametric modeling allowed exploration of the system to determine its limitations.

rhino 7 generate overall parti base mesh in rhino

rhino 7 quadremesh to make mesh edge lengths desired member lengths

grasshopper calculate required structural depth needed per engineering design guidelines revise base mesh for different member layout

kangaroo use physics simulation and calculations to relax mesh into form generate new mesh for better kangaroo relaxation

iterate generated rf members

grasshopper/c# generate reciprocal frame and interstitial members via relaxed mesh edges

optimized mesh grasshopper + kangaroo

generated rf grasshopper + c# ceiling

dual mesh grasshopper + c#

ceiling

generated rf grasshopper + c# roof

roof

prototype 2

7°

PO

ALL YW

10”

TEMPORARY WALL

TEM

R RA

20’ 12’

9’ ROO

FE

DG

16”

E

DECK EDGE

0’

5’

10’

20’

16”

EXISTING STONE SEATS

7”

40’

02 splam type: location: michigan team: SOM team: contribution:

spatial laminated timber pavilion epic academy, chicago, il tsz yan ng, wes mcgee, nicolas garcia ryan culligan, benton johnson, sydney brown, kyle vansice, rahul attraya, megan mohney, jonathan baranowski, rishabh moorjani designed and tested joints as a team, generated cnc fabrication code individually

this open-air learning lab and gathering space for epic academy and the south shore community showcases the potential for prefabricated timber framing panels to advance more sustainable and efficient methods of design and construction.

SPLAM comes together with two types of joints and utilizes shorter members. while other mass timber products use more material or have increased depth requirements due to utilities, SPLAM uses a topologically optimized structure. here, more material is present where stresses are higher, reducing overall material.

rl a p ove

sc

a rf

jo i n

j o i nt

t

overlap joint

5 operations 3 tools 2D axis operations

x 7780 5

1

3

1 2 3 4 5

2 4

tools

x 1198 5

2

4

8

3

6

1 2 3 4 5 6 7 8 tools

1

1 - 1/2" downshear, 2 - 1/8" brad, 3 - 3/8" brad

8 operations 3 tools 3D axis operations

splice joint 7

back relief cut1 front relief cut1 overlap contour1 drill holes2 jig alignment holes3

cut to length1 relief cut (3D)1 front of scarf (3D)1 back of scarf (3D)1 back edge cut1 upper middle edge cut1 lower middle edge cut4 drill holes (3D)2 1 - 1/2" downshear, 4 - 3/8" downshear, 2 - 1/8" brad

rendering by SOM

03 cycle type: location: course: professors: school: team: contribution:

cooperative multifamily housing detroit, mi arch 672 kathy velikov, jonathan rule university of michigan mitch deans, niels hoyle-dodson, designed as a team, produced isometric and floor plans individually

detroit, a city of hope, was systematically disinvested by white, wealthy investors, keeping it dependent on a system of predation. while communities are being grown in detroit that push back against this system, the alienating nature of the urban fabric undermines the effort. cycle works to give back part of the city to its own residents through engendering collective ownership of the space. the built environment always shapes the actions of its residents while individuals also define the space in how they inhabit it. many parts of the building, from units to individual walls, are open to interpretations and changes depending on the desires of those who call it home. this flexibility contributes to a sense of belonging for the residents.

open air hallway community/ civic facilities

communal living/ dining/kitchens

“the ally” (1 bedroom)

“communal street”/ hallways “the compatriots” (2 bedrooms)

bike bar

greenhouses “the accomplices” (fully communal)

“the comrades” (3-4 bedrooms)

commercial/ zones of production

cloverdale st.

greenlawn ave.

roselawn st.

lvd.

oa

km an

bl vd .

oakman blvd.

pedestrian + #15 bus traffic only

elmhurst ave.

oak

ma

nb

elmhurst ave.

cloverdale st.

oak

ma nb

lvd.

joe louis greenway

the ally

single persons | those not fully comfortable with communal living

bedroom: 1 floor: 2, 3, and 4 instances: 8 335 sqft

the comrades bedroom: 4 floor: 1 and 2 instances: 10 1456 sqft

larger families | small communal living | two couples and a roommate those seeking the amenities of a house

the compatriots

smaller families | a couple with a roommate | two friends | elderly and a caregiver

bedroom: 2 floor: 1 instances: 6 800 sqft

the accomplices

young people recently moved out | those seeking transitional housing multi-generational families | elderly and a caregiver | recovering addicts

fully communal private bedroom paired bathrooms + kitchenettes instances (bedrooms): 39 ~295 sqft/ resident

04 type: location: course: professor: school:

jardines de juego kinderGARDENS of play early education tlatelolco, mexico city, mx arch 662 anya sirota university of michigan awarded, creative conscience awards, 2020

better schools build stronger, more resilient communities. that’s common knowledge. commoning education by re-imagining a school district as an interconnected web rather than disparate parts strengthens the education outcomes of a community. escuelas mejores construyen comunidades más fuertes y resilientes. eso es conocimiento común. convirtiendo el distrito escolar a un sistema interconectado—un sistema común—en vez de partes disparatas fortalece los resultados escolares de una comunidad.

school context escuela secundaria nº106 CENDI agustina ramirez escuela primaria francisco medina ascencio jardín infantil batallón de san blas CAPEP tlatelolco

jardín infantil erasmo catsellanos quinto

CENDI ISSSTE

jardín infantil melchor ocampo

escuela secundaria técnica nº12 “guardias presidenciales”

educación superior escuela preparatoria técnica cuauhtémoc vocacional nº7 (1964-2013) escuela secundaria pedro díaz y cedros de líbano escuela secundaria nº83 valentín gómez farías

escuela secundaria escuela industrial y vocacional de la beneficencia pública

escuela primaria vicenta trujillo jardín infantil constitución de 1917 jardín infantil josé maría luis mora

escuela primaria josé antonio torres

jardín infantil luz padilla de azuela

escuela primaria fray melchor talamantes

school distribution in tlatelolco

school distribution in tlatelolco 6

4

4

2 1

1 0

CENDI

jardín infantil

CAPEP

escuela primaria

escuela secundaria

educación media superior

educación superior

kindergarten school comparison kindergarten school comparison

mejorartuescuela.org & siged.sep.gob.mx/SIGED/escuelas.html

(mejorartuescuela.org & siged.sep.gob.mx/SIGED/escuelas.html)

number of classrooms jardín infantil batallón de san blas

5

jardín infantil constitución de 1917

6

jardín infantil erasmo castellasnos quinto

12

jardín infantil josé maría luis mora

5

jardín infantil luz padilla de azuela

6

jardín infantil melchor ocampo

6

classrooms

classrooms

classrooms

classrooms

classrooms

classrooms

number of teachers 4

6

6

5

9

5

number of students 87

teachers

166

teachers

167

teachers

130

teachers

159

teachers

170

teachers

students

students

students

students

students

students

teacher/ student ratio 21.8

27.7

27.7

26

17.7

34.0

t:s ratio

t:s ratio

t:s ratio

t:s ratio

t:s ratio

t:s ratio

est. sqft per person 158

48

46

58

56

45

number of playgrounds

square feet

square feet

square feet

square feet

square feet

square feet

0

0

0

0

0

0

playgrounds

playgrounds

playgrounds

playgrounds

playgrounds

playgrounds

play and education “crisis in kindergarten: why children need to play in school,” alliance for childhood

laissez-faire, loosely structured classroom

classroom rich in child-initiated play

playful classroom with focused learning

didactic highly structured classroom

ample play but without active adult support, often resulting in chaos

exploring the world through play with the active presence of teachers

teachers guiding learning with rich, experiential activities

teacher-led instruction, including scripted teaching, with little or no play

ideal

current trend

jardín infantil melchor ocampo

0.21mi 0.22mi

0.16mi

0.35mi

0.42mi

jardín infantil constitución de 191 jardín infantil josé maría luis mora

jardín infantil luz padilla de azuela

jardín infantil erasmo catsellanos quinto

jardín infantil batallón de san blas

0.47mi 0.26mi

0.23mi

17

0.33mi

one theme per school, all connected art self music environment movement construction

el arte el mí mismo la música el ambiente el movimiento la construcción

una tema para cada escuela, todas conectadas

self

el mí mismo

batallón de san blas

playground materials asphalt rubber mat pea gravel grass wood fiber mulch

in this playground, learn how you fit in with the world, see yourself in scale, experience how different materials feel

sand

en este jardín, aprenda cómo se encaja en el mundo, vea a si mismo en escala, experimenta como sienten materiales diferentes

wooden deck

rubber mulch dirt turf

“i can see myself in the mirror” “me too!”

“this planet is huge!” “i think it’s jupiter”

“this planet is ours — the earth!”

environment

el ambiente

erasmo castellanos quinto

“do you see the agave plant? it’s grown here, in our city!”

“alright class, now we’re going to plant here. this garden is similar to the aztec chinampas”

“if you want to water the plants, you can move this piece and the water will flow from the roof”

movement

el moviemiento

josé maría luis mora

“i can feel the water moving between my legs!” “i’m it!”

“me too! why can we feel it?”

“move! move! i don’t want to be it!”

“the waterfall!”

“don’t tag me!”

“miss, how does the water fall from the roof?” “great question! the water moves because of gravity”

05 SLA-ibrary type: location: course: professor: school:

mediathèqué chicago, il arch 374 claire gaspin university of illinois shortlisted, creative conscience awards, 2018 presented, second language acquisition teacher education symposium, 2018

extrude

split

in the near west side of chicago, there is a large amount of linguistic diversity—both in the number of people who speak languages other than english at home and in the number of languages spoken. in an increasingly digital age, how might we leverage this linguistic diversity and encourage residents of the near west side to use and gain language skills in order to better connect with each other?

primary shapes

this urban mediathèqué, focused on language learning, takes cues from second language acquisition research to best foster connection among residents of the near west side.

secondary shapes

connection

learning methods

IMPLICIT

INPUT INPUT

000 Computer science, information & general works 001 Philosophy & psychology 002 Religion you Social don’t know you’re learning 003 sciences 004 Language 005 Science 006 Technology 007 Arts & recreation you don’t know you’re learning 008 Literature 009 History & geography

IMPLICIT EXPLICIT you know you’re learning

EXPLICIT

OUTPUT OUTPUT PROGRAMMATIC STRATEGY you know you’re learning

approach

purpose

Mija, ¡tráete tu suéter!

Okay, Dad! I’ll grab my sweater!

L2 NL

HL

heritage learner

second language learner

CONNECTING FAMILIES ¡Quiero comunicar contigo!

I want to communicate with you!

L2 NL

second language learner

L2 NL

second language learner

CONNECTING NEIGHBORS

60’

< implicit output 45’

< explicit input 29’

< explicit input 13’

0’

< implicit input < implicit input

-15’

< support areas -31’

06 type: location: course: professor: school:

syncopation through space music school poble nou, barcelona, sp. arch 476b carles marcos university of illinois, escola tècnica d’arquitectura del vallès (etsav)

transparent

A

B in barcelona’s poble nou neighborhood, avinguda d’icària meets a diagonal pedestrian path. to capture this unique intersection, this music school is predicated on the idea of creating connective spaces through courtyards and terraces. glazing on both sides of a dynamic staircase creates a light-filled circulation spine, connecting the two volumes of the building across the courtyard.

C

a rhythmic structure wraps around the perimeter of the building and is punctuated by panels that range from transparent to opaque, depending on programmatic function.

D

opaque

E

C

A

E

E C

practice room windows vary between a, c, & e windows to provide musicians with ample light, ventilation, and privacy

A

interior courtyard can be seen throughout the building, bringing in light and encouraging a dynamic circulation

ns: Post tensioned (right) used for right side of building, F2-4

◄◄ main structural grid post-tensioned structural grid used on right hand side; floors 4, 3, & 2 ►►

0.05m

0.55m 0.05m

0.05m

0.95m

0.05m

0.55m

0.55m

0.05m

0.05m

1.00m

1:10

steel HSS section, filled with concrete, surrounded by insulation and an aluminum exterior ►►

07 type: advisor: school: hardware: software:

smarti lab

deployable + compliant geostructures research ann sychterz university of illinois stratasys multi-material polymer 3d printer grasshopper, rhinoceros, adobe after effects

while current research into deployable and compliant structures is focused on their aboveground applications, their benefits can be extended to underground applications. geotechnical structures, loaded primarily in tension, risk brittle collapse or displacement accumulation under extreme loading. to address this concern, members are oversized or components are added. deployable structures offer a way to resist extreme design loading while increasing system resiliency and decreasing material cost, transport, construction time, and environmental impact. this work involves developing compliant attachments to the exterior of tension-loaded geostructures that deploy passively and increase the bearing area and capacity. when twisted, awns attached to piles deploy, entrapping soil and increasing surface friction and the tension capacity of the pile.

radius2

arclength2

i

ii

iii

ii

l i

pile

iii

arc1

ii

arc2

arcangle iii

adjust angle between arc1 and arc2

fillet iv

join curve

variable offset

# of divisions

divide curve place horizontal frames length (list)

v

draw lines vi

sweep1

final footprint extrude

cap type vii

join curve

height

extrude

trackers

viii

viii

viii

establish position tracker on awn establish position tracker on pile establish rotation tracker on pile

array

# of awns ix

input

polar array

internal steps

final geometry

r

r

draw arc1

transform arc2 to neutral position in relation to arc1

l

define basic geometry position and join curves

radius1 arclength1

draw arc2

transform arc2

iv

v

joined arcs - rail

vi

add guidelines

vi

sweep1

use rail and guidelines to create shape

vii

ix

viii

join curves

inner and outer curves joined to create footprint

place trackers

place postition trackers on awn and pile, place rotation and centering tracker on pile.

ix

array

position trackers

awn

rotation tracker pile

awn

clear sand

08

music, architecture, and the spatialization of sound

type: subproject: project site: school: team: contribution:

research project musical interpretation + graphical representation soundxspace.cargo.site university of michigan leonard bopp, m. music, tyler gaeth, m. architecture collaborated on research, produced graphic translations individually

research was supported by:

um artsengine’s arts integrative interdisciplinary (aiir) grant taubman college’s architecture student research grant (asrg) published in dimensions journal vol. 34

our principal goal from the outset of this research was to explore new modes of engagement between musicians, architects and their respective audiences. through a series of exercises and studies, we began breaking down these forms of visual communication and re-representing them in formats and visualizations that don’t rely on disciplinary knowledge. working back and forth between the disciplines, these realizations are working towards a shared language between music and architecture that can convey qualities of both fields in more accessible formats without oversimplification.

working from anthony di mari + nora yoo’s operative design1, we defined each verb in three ways­— from a non-disciplinary perspective, architecturally, and musically.

expand

from these definitions, leonard wrote a musical phrases for each word, manipulating a basic motif just like di mari and yoo manipulated a basic volume. this phrase, a diatonic and mostly step-wise pattern in the key of g minor, could be manipulated through various alterations of length and rhythm. in some cases, leonard also added an additional voice to illustrate the verb.

listen

1. di mari, anthony, nora yoo. 2018. operative design : a catalogue of spatial verbs. amsterdam, the netherlands: bis publishers.

2. “dictionary.com is the world’s favorite online dictionary.” n.d. dictionary.com. accessed august 3, 2020. https://www.dictionary.com/.

expand

musical notation

staff

add lines at mid-points

⁰⁄16

¹⁄16

²⁄16

³⁄16

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time markers, 1 unit/16th note

add points for each note, using time markers to show note length

connect points

final graphic representation

our method of re-translation begins to show large trends in a phrase. because it doesn’t rely on disciplinary notation—like the symbols that show note length —these representations begin to make the trends readable for non-musicians.

listen

in inflate, the two voices pull apart­—a trend you can see graphically. while possible for musicians to understand in traditional musical notation, non-musicians don’t have the disciplinary training to do so

listen

in interlock, the lower voice is delayed by half a beat, so that the voices interlock. this trend is much easier to see graphically­—the lines lock together, interweaving with each other.

09 media: school: term:

study abroad dslr camera ink, watercolor university of illinois escola tècnica d’arquitectura del vallès (etsav) fall 2018 - spring 2019

during my time at the illinois school of architecture, i studied in barcelona, spain. this year long program is unique in that all of our classes, from structures to history, were integrated with each other and our environment. through our studies, we were lucky enough to get to experience barcelona, spain, and all of europe through architecture–especially through sketching and photography.

façade, florence cathedral, florence, italy

copenhagen, denmark

monastery, sant cugat del vallès, spain

monastery, santes creus, spain

l’oceanogràfic, valència, spain

eiffel tower, paris, france

french national library, paris, france

ciutat de les arts i les ciències, valència, spain

escuela técnica superior de arquitectura de granada, granada, spain

sagrada família, barcelona, spain

thank you