Marilyn Farmer Teaching Portfolio - 3.19.17

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www.habitatdesigns.com/ cuesta/index.html

Please accept this applicaHon and porfolio to teach second year design studio, the primary level and class that I taught most through my 14 year teaching career, both at Cal Poly and at Cuesta. The following provides examples of the Cuesta College second year design studio (Ctech/ARCH 251, 252, 253) that I taught in 1999-2000.

I also have taught Materials & Methods of ConstrucHon, 1st & 3rd Year Architecture Design Studios, Architecture PracHce, Environmental Control Systems, Sustainable Environments, Sustainable Materials Research Class, and LEED AccreditaHon at various Hmes both at Cal Poly and Cuesta College.

Over the last 25 years, I have enjoyed teaching architecture as well as mentoring many architecture students and recent graduates in my architectural pracHce. I have found it both exciHng and mind-expanding to nuture their creaHve spirit.

The many facets of creaHve designs and expressions of students and young professionals have never failed to amaze and inspire me. SpeciďŹ cally, my focus in teaching, in theory, in research, as well as in pracHce where the rubber meets the road, is sustainable design in all its ever-growing manifestaHons.

The links (leZ) to my architecture website oers a fairly extensive body of architecture and design work over my 30 year career, as well as teaching.

Links to most recent projects not included on this website are:

Tablas Creek Tas+ng Room (Interior Design): www.tablascreek.com/visiHng Halter Ranch Tas+ng Room (Interior Design): www.halterranch.com/the-ranch/ ranch-slideshow.php California Department of Industrial Rela+ons (LEED Consultant): www.gbig.org/ acHviHes/leed-10301784

Thank you for your consideraHon.

www.habitatdesigns.com/cuesta/index.html

FIELD TRIPS + PATTERN LANGUAGE SKETCHING: As part of the second year design studio, students parHcipated in creaHng this website to showcase their learning experience, including field trips, assignments and design projects.

Ongoing class discussions of Pa#ern Language focused sketching and water color exercises throughout the year, especially in connecHon with their field trip experiences.

FIELD TRIPS + SKETCHING: Students experienced California architecture, explored scale, spaHal, funcHon, color and light qualiHes as well as construcHon materials and methods on these field trips.

Field trips to Los Angeles and San Francisco included visits to several architecture offices where they were exposed to various office organizaHons, projects, and work cultures for their future consideraHons.

ARCH 251 - STUDENT WEB PAGE

Within a common class format, each student created their individual web page to showcase ďŹ ve projects of their choosing, along with brief descripHons and links to larger images / explanaHons.

ARCH 251 - STUDENT WEB PAGE

Within a common class format, each student created their individual web page to showcase ďŹ ve projects of their choosing, along with brief descripHons and links to larger images / explanaHons.

ARCH 251 – ARCHITECTURE RESEARCH PRESENTATION + LIGHT DESIGN

Students were asked to choose an architectural subject of interest, research and make a 10 minute presentaHon to the class. They were also to use their research focus as inspiraHon for a light design.

SYMMETRY DESIGN:

Students were asked to create a two-dimensional embossed presentaHon illustraHng the various symmetry paierns

reecHon rotaHon translaHon 2 of above 3 all of above

COMPLEXITY CONTINUUM THREE PLANES: FLOOR, WALLS, CEILING

Students were asked to create four spaces increasing from simple to complex by manipuaHng three architectural planes and exploring each with the addiHon of light.

SHRINE DESIGN:

Students were asked to create a small cabin / shrine design for the Botanical Gardens.

CHAIR DESIGN:

Students were asked to create a design for a chair and a scale ďŹ gure in keeping with their shrine design concept.

ARCH 252- STUDENT WEB PAGE

Within a common class format, each student created their individual web page to showcase ďŹ ve projects of their choosing, along with brief descripHons and links to larger images / explanaHons.

ARCH 252 - STUDENT WEB PAGES Within a common class format, each student created their individual web page to showcase ďŹ ve projects of their choosing, along with brief descripHons and links to larger images / explanaHons.

ARCH 253 - STUDENT WEB PAGE

Within a common class format, each student created their individual web page to showcase ďŹ ve projects of their choosing, along with brief descripHons and links to larger images / explanaHons.

STRUCTURAL WILDCARD POKER:

As a preliminary structural exercise, students selected four structural wildcards, one from each of four categories with which to create a structural design. They learned of the endless variety of structural possibiliHes, structural stability, and how structure is used to create form and space.

A variety of designs were generated by randomly selecHng one of eight roof types, one of eight types of spaces, one of ďŹ ve types of moves, and one of four grid types.

FINAL DESIGN PROGRAMMING PRESENTATION:

Examples of ямБnal presentaHon for 253 MulHcultural Design Project, Spring 2001

FINAL DESIGN PRESENTATION:

Examples of ďŹ nal presentaHon for 253 MulHcultural Design Project, Spring 2001

FINAL DESIGN PRESENTATION:

Students included a food design represenHng their culture / design parH as part of their ďŹ nal presentaHon / criHques