Michelle Gu - Architectural Portfolio

MICHELLE GU

PORTFOLIO | 2022 - 2024

MICHELLE GU The University of Texas at Austin Master of Architecture michelle.gu@utexas.edu (817) 308 - 3374

CONTENTS STUDIO/DESIGN WORK Ice Merchants

6

Lost & Found

12

Artist Residency

20

Freighter

24

SUPPLEMENTAL WORK Plant Potential

34

Coffee Table

36

Box

38

Resume

40

STUDIO/DESIGN WORK

ICE MERCHANTS Vertical Studio | Fall 2023 Professor Cisco Gomes Cliffside of Joao Gonzalez’s short film, Ice Merchants In the short film Ice Merchants, a father and son duo live in a house hung precariously off a cliff. Every day they wake up, produce ice, skydive to the town below, take a motorcycle lift back up, and then spend time eating and winding down together. This precious ritual is both their livelihood and their rock as they process the grief of losing the mother figure in their family. However, while they enjoyed the beautiful views and thrills of living hundreds of feet up in the air, the risks that came with it were near fatal when an avalanche causes their home to come crashing down.

The goal for this project was to design a new home for the father and son so that they may continue to live and produce ice higher up on the cliff. While the loss of their home was tragic, I believe the loss of ritual was even moreso. As they have chosen to continue this lifestyle, my design focuses on protecting and supporting their routine by embedding and carving all spaces and furniture into the cliffside, carefully ordering their spaces, and employing the circadian rhythms of the sun through light wells. Simultaneously, it preserves the thrilling moments that the duo once enjoyed through the inclusion of cantilevered platforms for their open air swing and ice production, a sloped living room floor, and a glass vitrine that projects over the cliff edge.

6

Studies and models

Movement, light and acoustic, and ritual diagrams with elevation

7

8

NORTH

NORTH

9

10

11

LOST & FOUND Horizontal Studio | Spring 2023 Professor Matt Fajkus Austin, TX “Forage” Pamphlet Collaborators: Alen Jacob, Sarah Brodbeck This project involved designing a school located in the Riverside neighborhood of Austin, TX. The concept “Lost & Found” refers to the way students are constantly learning and discovering new knowledge and relationships. Through a series of aggregation studies and observing the voronoi pattern, I created a form that uses undulating hallways, terraces, and an occupiable roof with skylights to provide opportunities for students and teachers to peek into other classrooms, spend more time outside, create new, unconventional spaces for learning, and hang out in various nooks around the building. Additionally, the plinth and other ground level outdoor spaces are designed to open up to the public after hours as a response to the Hike & Bike trail on its northern edge and urban development on its other sides.

During research and design for the “Forage” pamphlet, my team and I found that movement, open air, and flexible spaces benefit learning by supporting well-being, social development, and self-exploration in students. My contribution to the pamphlet includes the social interactions diagram and coming up with the pod design concept, diagram, and orthographic drawings.

12

Precedents: Open air schools

Forage pod design study models

Hybrid studies of glass molecules and the voronoi pattern

Site plan and perspectives

13

Welcome back! Check out the school map to know your way around

(Small Office)

US Elementary Classroom

Inclusive Design Elementary Classroom

Classroom in China

Classroom in Amazonas, Brazil

(Main office)

(N. Hallway) OVERVIEW Schools have direct contact with more than 95% of young people in the U.S., for about 7 hours per day of 13 critical years of their lives. Although people typically associate school as a place for intellectual development, schools also play a key role in childrens’ physical, social, and emotional development. Schools can help students establish healthy patterns and provide access to food, water, and health services. When students believe their peers and adults support, value, and care for their individual well-being and academic progress, they will be less likely to engage in risky behaviors, more likely to engage in positive behaviors, and find higher rates of educational success. Great schools promote safety and health, celebrate diversity and individuality, and help students grow their relationships and ambitions.

As society and technology continue to evolve, school design should also find new and creative ways to support student needs. For example, flexible learning environments can accommodate different learning styles and give students more space to interact, debate, and move.

Schools can also serve the larger community and establish themselves as part of an educational continuum from childhood into adulthood

(Gym) Classroom in Manaus, Brazil

Classroom in Uruguay

Classroom in Spain

SOCIAL INTERACTIONS AT SCHOOL Though students spend the largest amount of time in the classroom, other spaces, especially those for circulation and assembly, are just as significant to their development, especially socially and mentally. While hallways are the most highly trafficked parts of schools and, consequently, have the greatest potential for valuable exchanges, they are often cramped and unsuitable for extended interaction. Poorly designed circulation can promote bullying, but mindfully designed circulation can inspire students to connect and spark curiosity amongst each other.

LEARNING TYPES

A SPACE FOR LEARNING Classrooms are a crucial component to learning in schools. They take up the largest amount of real estate, and traditionally, students spend the largest amount of time inside them each day. While the stereotypical classroom consists of rows of desks with a chalkboard up front, classroom arrangement and location vary in different parts of the world and have evolved to accommodate for more inclusive practices and a multitude of activities. Thoughtful classroom design is vital to creating a safe space for exploration and considers factors such as shape, arrangement, adaptability, natural lighting, and views.

Static Collaborative Dynamic Visual Informal Solitary

(Auditorium) Classrooms

Gym

Hallways

Other

Spaces in order of descending square footage in the typical school

(Exterior Field)

HISTORY OF SCHOOL T YPOLOGIES / VENTIL ATION As schools have grown in scale, inclusion, and accessibility over time, they have endured a variety of typological transitions from the one-room school to the green school today. This timeline explores the factors that have played into the evolution of school typologies with reference to the decline of ventilation standards despite technological advances and increases in capacity.

OPENAIR SCHOOLS

30 CU’ / STUDENT

PROGRESSIVE + DEPRESSION ERA

https://www.cdc.gov/healthyschools/index.htm https://mosaicscience.com/story/school-design-through-decades/ http://www.faqs.org/childhood/Re-So/School-Buildings-and-Architecture.html https://www.dwell.com/article/11-innovative-and-modern-schools-where-creativity-and-good-design-rule http://architecturalnetworks.research.mcgill.ca/assets/nationalinstituteofbuildingsciences-min.pdf http://www.architecture4e.com/symposium/history/history_paper.pdf https://www.archdaily.com/868675/8-excellent-examples-of-what-innovative-21st-century-schools-should-look-like https://www.tandfonline.com/doi/full/10.1080/23299460.2020.1809782 (2007). School Typologies. In: A Design Manual Schools and Kindergartens.

Design Manuals. Birkhäuser Basel. https://doi.org/10.1007/978-3-7643-8329-9_4 https://www.um.edu.mt/library/oar/bitstream/123456789/53289/1/Education5%283%29A4.pdf https://www.archispeakpodcast.com/episodes/26 https://www.kqed.org/mindshift/58051/how-movement-and-gestures-can-improve-student-learning

14

Michelle Gu Sarah Brodbeck Alen Jacob

PORTABLE CL ASSROOMS

POSTWAR

ONEROOM

GREEN SCHOOLS

15 C U ’

EXPERIMENTAL SCHOOLS

5 CU’ INDUSTRIAL REVOLUTION

TUBERCULOSIS PA N D E M I C

18 0 0

WORKS PROGESS ADMIN BUILT SCHOOLS

GREAT DEPRESSION

19 0 0

19 3 0

WORLD WAR II

19 4 0

BROWN VS. BOARD OF EDUCATION

19 5 0

NO CHILD LEFT BEHIND LEGISL ATION

CONGRESSIONAL INTERVENTION

19 7 0

2000

PRESENT

Space opens up end to end to function as circulation

Softer, thinner plane provides abundant wall space for pinning up, teaching, and sharing Oriented facing the large aperture to prevent distraction during presentations

Narrow apertures and translucent surfaces encourage curiosity, peeking, and exploration to spaces around and below

Harder, thicker, and shorter wall suggests a comfortable space to sit on and look out over Large apertures provide high visibility, natural lighting, and another means for connection between units

DEFINITION OF FORAGE [ fawr-ij, for- ] verb (used without object), for·aged, for·ag·ing.

1. to wander or go in search of provisions 2. to search about; seek; rummage; hunt

A SCHOOL OF MOVEMENT

“Active imaginations start with active lives” NEW YORK TIMES

One definition of “forage” is “to seek”. In an ideal school, students will naturally seek out knowledge and collaboration. Unfortunately, the majority of students today feel their educational systems are stifling their learning and creativity. While adjusting curriculum could be one logical solution, perhaps imagining a new architecture for schools would be even more effective. The typical school is calibrated around an array of enclosed classrooms; however, it is clear that lively discussion and interaction occur more often in dynamic spaces that encourage action and movement.

What if we reframe architectural elements that are traditionally seen as spaces for passing - such as hallways, courtyards, and breezeways - and design them as the spaces for learning?

This pod design blurs the lines of inside and outside and provides a healthy, well-ventilated space with its open air concept. When aggregated, the units incite students’ curiosity by forming a maze speckled with peek-a-boo moments and thresholds to discovery. The hallway becomes the classroom and students move through, around, and under spaces to inadvertently witness the work of their peers and find more chances to share with each other.

15

Process diagram drawings of site response

16

TERRACE

Process sketches

Aggregated unit plan

ELEV.

WC

CHOIR

CLASSROOMS

CLASSROOMS

RESTROOMS

JANITOR

COURTYARD TERRACE

ELEV. OPEN TO BELOW BAND

OFFICES

WORKROOM CLASSROOMS

RESTROOMS

ORCHESTRA

ELEV.

CLASSROOMS

RESTROOMS

Third floor plan

17

18

Process section perspective

19

ARTIST RESIDENCY Vertical Studio | Fall 2022 Professor Elizabeth Danze Wimberley, TX This project involved designing an artist residency on a hill in the town of Wimberley, TX. The mission of my artist residency was to provide all types of artists the space to focus on their craft, connect with nature, and generously share with each other and the vibrant local artist community.

Wimberley is a quaint little town compared to the nearby city of Austin, and from the site, the view the Blanco River, the hidden beehives, and the village-like marketplace nearby are all very charming. In order to maintain that sense of place, my design opts for a gentle placement of program across the site with a connecting trail for residents and visitors to enjoy an easy stroll along a single elevational strata. The addition of a retaining wall along the trail, reminiscent of the natural terracing that already occurs, allows for new trees to be planted into the hillside for shade and access to sweeping views on the two hilltops.

Artist studio spaces feature pivot doors that open up both ends of the room for artists for wide views, natural lighting, and easy access to each other. The living quarters are private and embedded to be blended into the hillside while all other program, including the mess hall, are open and communal.

20

Precedents: Houses by Mel Lawrence, Artist residencies, and Lake Flato Architects

21

Physical model of site showing elevational strata

Process sketches and sections for private spaces

22

1

2

6

3

5

7 8

Process sketch

9 10 4

11

12 13

14

KEY 1. Public Parking 2. Trail 3. Beehives 4. Amphitheater 5. Gallery & Classroom 6. Administration 7. Public Restrooms 8. Library 9. Rainwater Collection 10. Technology Lab 11. Kitchen & Lounge 12. Build Shop 13. Studios 14. Accomodations

Site photos

23

FREIGHTER Vertical Studio | Fall 2023 Professor Cisco Gomes 2200 TEU Container Vessel This project involved reimagining the spatial possibilities of the superstructure on the back of a container ship, which houses the crew quarters and navigation bridge. My design proposal addresses people’s need for and benefit from variety in their day to day lives. For the ship’s crew, this need is exacerbated by the long periods of time they spend within the confines of their ship living and working with the same people and the repetitive, yet irregular, nature of their jobs.

Variety is produced through program and differing levels of privacy, access to the outdoors, and scale. There are three main types of spaces, each with their own character: the private cabins, circulatory catwalks and stairs, and communal spaces.

Within each housing unit, crew members further experience this variety through a slightly elongated threshold of entry as they pass through a private balcony for a breath of fresh air before entering into an oblong studio with gradated amounts of views and daylighting coming from a curtain wall that is partially shaded by a screen wall on the far end.

24

Precendents: Charleston Single House, 15 Clerkenwell Close (Amin Taha), and Centre Pompidou (Renzo Piano)

25

PRIVATE CIRCULATION SHARED Process sketches

26

Program diagram and exploded axon

ENGINE ROOM (EXISTING)

Cross section showing three qualities of layers

27

28

Elevations and long sections across each layer

DECK STORE (EXISTING)

DRY PROVISION (EXISTING)

FRESH WATER

VOID SPACE

BOND STORE (EXISTING)

AIR CONDITIONING PLANT (EXISTING)

STEERING GEAR (EXISTING)

VOID SPACE

DECK STORE (EXISTING)

FRESH WATER

EMERGENCY GENERATOR (EXISTING)

HFO STORAGE TANK (EXISTING)

REFRIGERATOR (EXISTING)

ENGINE WORKSHOP (EXISTING)

OVERFLOW TANK (EXISTING)

ENGINE STORE (EXISTING)

BILGEWATER TANK (EXISTING)

AUXILIARY ENGINE ROOM (EXISTING)

CO2 ROOM (EXISTING)

EMERGENCY GENERATOR (EXISTING)

HFO STORAGE TANK (EXISTING)

INCINERATOR ROOM (EXISTING)

ENGINE WORKSHOP (EXISTING)

ELECTRIC WORKSHOP (EXISTING)

HALLWAY REFRIGERATOR (EXISTING) (EXISTING)

CO2 ROOM (EXISTING)

AUXILIARY ENGINE ROOM (EXISTING)

CYLINDER OIL (EXISTING) OVERFLOW TANK (EXISTING)

BILGEWATER TANK (EXISTING)

CYLINDER OIL (EXISTING)

29

CHIEF ENGINEER’S CABIN

LIBRARY

QUIET RECREATION ROOM

SECOND ENGINEER’S CABIN

THIRD ENGINEER’S CABIN

CREW CABIN

GAME ROOM

CREW CABIN

MOVIE ROOM CREW CABIN

30

Fourth floor plan

Additional perpsectives of ship balconies and circulatory cat walks and stairs

31

32

SUPPLEMENTAL WORK

33

DISTRIBUTION MAP AND GENEALOGY BOK CHOY (BRASSICA RAPA VAR. CHINENSIS)

PLANT POTENTIAL Advanced Studio | Spring 2024 Professor Aleksandra Jaeschke Urban Roots East Austin Farm

WILD

SELECTIVE BREEDING

The following are a subset of preliminary exercises conducted prior to the development of a master plan and architectural proposal for the Urban Roots East Austin Farm to be completed later this semester.

Below are a series of contemplations on the lotus root regarding the relationship between people and plants. To the right are botanical and ethnobotanical investigations on the bok choy plant which is also grown at the site for our current project at the Urban Roots East Austin Farm.

acephala (kale) botrytis (cauliflower) capitata (cabbage)

campestris (turnip rape; field mustard)

gemmifera (brussels sprouts)

carinata (Ethiopian mustard)

gongylodes (kohlrabi)

juncea (mustard greens)

Brassica

italica (broccoli)

napus (oilseed rape, Canola, rutabaga)

chinensis (bok choy)

pekinensis (chinese cabbage)

sabellica (collards)

oleracea

napus (turnip)

rapa

CULTIVATION BOK CHOY

LEAVES & STEMS HARVESTED FOR HUMAN CONSUMPTION PROPAGATION Direct Sowing

Transplantation

Cuttings in Water

GROWTH Thin plants after seedlings emerge or harvest some as baby bok choy to maintain adequate spacing Increase crop production by: companion planting (with other veggies), using raised beds and row covers, and succession planting 9 in.

34

Contemplations on the lotus root using photography and watercolor

SEEDS HARVESTED FOR FURTHER CULTIVATION

ECOLOGICAL & ENVIRONMENTAL RELATIONSHIPS

LIFE PROCESSES & REPRODUCTIVE CYCLE

BOK CHOY (BRASSICA RAPA VAR. CHINENSIS)

Outcrossing plant cultivated through selective breeding thousands of years ago. Requires insect-facilitated pollination to produce non-edible seed (but not a harvest).

BOK CHOY (BRASSICA RAPA VAR. CHINENSIS) POLLINATORS Bees Other pollinating insects

BIENNIAL Can regrow for a second harvest if the growing conditions are favorable SEASON Generally mid-late spring or late summer-fall; depends on climate CLIMATE Cool season crop, prefers temperatures between 55-75°F

BOLTING Survival mechanism triggered by stress, which results in premature flowering and seed setting, stunting growth. Caused by: ▪ A hot day with temperatures 90°F/32°C or higher or sustained exposure to heat ▪ Frosts (light frosts OK) or extended exposure to temperatures under 45-50°F ▪ Long photoperiods (ex: 16 hour days) ▪ Nutrient deficiencies and dry soil

SUN/LIGHT 3-5 hours of full sunshine, or partial shade in warmer climates, per day

CONSUMERS Humans Insects Etc.

TEMPERATURE Cool season crop, prefers temperatures between 55-75°F Not the case for all mustards, but the flower structure of bok choy makes both pollen and nectar available to bees!

Dark green pigment in leaves are light gathering accessories and rich sources of antioxidant and pro-vitamin A carotenoids.

1 2 3 4 5 6 7 8 9 1 0 11 DAYS FROM SE E DIN G 12

13 1

4 15

▪ ▪

16

17

18

19

Occurs in 7-10 days in 40-75°F soil when seeds are sown after the last frost date.

20

21

24

25

26

27

BOK CHOY COMPOSITION (100G) Water (g) 95.32 Energy (kcal) 13 Protein (N X 5.95) (g) 1.50 Total lipid (g) 0.20 Carbohydrate (g) 2.18 Fiber, total dietary (g) 1.0 Ash (g) 0.80 Sugars, total (g) 1.18

28 30

31 32

PESTS Aphids Flea beetles Slugs Cabbage worms Diamondback moth larvae

23

29

The first leaves to sprout, the “seed leaves” or “cotyledons”, collect energy needed to produce the next set of leaves, “true leaves”.

22

Canton variety is most heat tolerant Shanghai variety is most frost tolerant

33

34

MINERALS Calcium (mg) 105, Iron (mg) 0.80, Magnesium (mg) 19, Phosphorus (mg) 37, Potassium (mg) 252, Sodium (mg) 65, Zinc (mg) 0.19, Copper (mg) 0.021, Manganese (mg) 0.159, Selenium (micro-g) 0.5

35 36

Oval-shaped, flat, dark green leaves with prominent white veins emerge from a bulb-like base of thick, firm stems called “petioles”.

37

3 44 6 47 4

GERMINAT ION

LE

GENERATI

ON

Seed heads can be left until dried and brown for harvesting.

51 5 2 +

G & SEED

Yellow flower stalks with a four-petal cross grow from bulbs. Plant becomes tough.

8 49 50

OU

FLOWERIN

45 4

R SP

&

LO VE

VITAMINS C (mg) 45, B1 (mg) 0.040, B2 (mg) 0.070, Niacin (mg) 0.500, Pantothenic acid (mg 0.088), B6 (mg) 0.194, Folate (μ-g) 66, B12 (μ-g) 0, A (IU) 4468, A/RE (μ-g) 223, D (IU) 0, E (mg) 0.09, K (μ-g) 45.5

2 4

AF

NG TI

41 4

PM

DE

40

neutral pH

SOIL Heavy feeders, require rich, fertile with a good amount of nutrients Well-draining, but moisture-retentive Neutral pH (between 5.5 to 7.5) is ideal

At around 45 days, the plant has fully matured at 6-24 inches long and 6-18 inches in spread.

T EN

Overwatering or poorly draining soil can lead to diseases: black rot, soft rot, Alternaria leaf spot, downy mildew, and clubroot.

39

WATER Requires about one inch of water a week, or the amount it takes to keep the top inch of soil moist during its growing season

38

At around 30 days, the plant reaches 3-5 inches in length and can be harvested as Baby Bok Choy.

PIGMENTS (CAROTENOIDS) -Carotene(μ-g) 2681 Lutein/zeaxanthin (μ-g) 40 Lycopene (μ-g) 0 Refuse (%) 12

BRASSICA RAPA VAR. CHINENSIS BOK CHOY FOR HUMAN USE

seeds

cotyledons (sprouts) flower buds

“true leaves”

petioles (stems)

roots

CULTIVARS

flowers

Canton Bok Choy (pictured above) Short compact plants with dark green leaves and white stalks Can be harvested early as baby bok choy at 4-5 inches long

Shanghai Bok Choy Light green stems and smooth spoon-shaped leaves Can be harvested early as baby bok choy Nai Bok Choy Extra dwarf with creamy white stems Leaves are darker green and curly Joi Choi Large bok choy. 12-16 inches in height Common in American grocery stores

TRANSFORMED PLATE

STIR-FRIED BOK CHOY WITH GARLIC, GINGER, AND WOODEAR MUSHROOMS IN CHICKEN BROTH

35

COFFEE TABLE Personal Project | Fall 2022 Collaborator: Tiffany Lai

My roommate Tiffany and I worked together to design, prototype, and build this coffee table for our living room as our first woodworking project. We began this project because we had a cracked hardwood desktop on hand that we wanted to upcycle.

This multi-level, dark walnut stained coffee table is designed to scale well for a variety of spaces and usage habits. The upper, primary surface is suitable for use from a typical seating situation, and the lower, secondary surface is a comfortable height to use when sitting on the floor.

36

Prototypes and sketches

37

BOX Vertical Studio | Fall 2023 Professor Cisco Gomes

This project involved using cardboard to design an enclosure for an object of my choice, which was a Chinese tea set. Tea is an especially significant part of Chinese culture -- the famous Taoist philosopher, Lao Tzu, once said, “Tea is the elixir of life.”

Thus, my design has a few main goals: to honor the Chinese tea culture, to showcase the beauty of the tea set, and to protect the fragile ceramics while still efficiently collecting all the pieces.

The box has two modes: as a container for transportation and as a shelf for display after opening. The outer shell is folded from a single sheet of cardboard into a double layered box, and inside shelving and additional cardboard padding are included to protect and hold pieces in place. Its shape is stackable and reminiscent of other Chinese tea antiques, and the box cover is decorated to echo the designs on the tea cups themselves.

38

Precedents and studies

Box in its closed, open, and display modes

39

MICHELLE GU

Austin, TX michelle.gu@utexas.edu (817) 308 - 3374

EDUCATION

ACADEMIC EXPERIENCE

University of Texas at Austin Master of Architecture August 2025 (Expected) GPA: 3.92 of 4.00

Plant Potential Studio January 2024 - Present Professor Aleksandra Jaeschke, University of Texas at Austin • Producing a master plan and architectural proposal for the future development of Urban Roots East Austin Farm informed by site and program analysis of the landscape and farming activities • Advocating for urban farming’s ability to realign us with nature through a visual series of contemplations, botanical and ethnobotanical studies, volunteer work on the farm, and consideration of biogenic materials

University of Texas at Austin Bachelor of Science, Computer Science August 2015 – May 2019 GPA: 3.50 of 4.00 University of Edinburgh Semester Abroad, Informatics January 2018 – May 2018

SKILLS Digital Rhino Photoshop Illustrator InDesign Enscape Microsoft Office

Analog Sketching Model Making Woodworking Laser Cutting

Languages English Mandarin Chinese

INVOLVEMENT AIA Homes Tour Austin, Docent October 2023

Graduate Research Assistant January 2024 - Present Professor Elizabeth Danze, University of Texas at Austin • Researching and reading about the relationship between architecture, psychology, and pedagogy to assist with future publications Graduate Assistant Career Services, UT Austin School of Architecture • Coordinating workshops and events and producing marketing graphics • Advising students on job search, resumes, and portfolios • Aggregating data for employment reports and other administrative duties

January 2023 – Present

December 2022 – May 2023 Associate Professor Hiring Committee UT Austin School of Architecture • Served as the graduate student representative reviewing and interviewing candidates for a tenure track associate professor position

ADDITIONAL EXPERIENCE Merry Monarch Creamery, Austin, TX Menu Designer, Ice Cream Scooper (June 2023 - September 2023) • Drawing weekly menus for the ice cream trailer • Assisted with ice cream production and served customers

June 2023 - Present

Khoros, Austin, TX August 2019 – July 2022 Software Engineer III • Led engineering efforts through several team transitions and an acquisition by collaborating with the product Casa Marianella, Volunteer team, managing project work, and mentoring teammates August 2019 – March 2020 • Designed and developed software for the integration between Khoros Care and FlowAI and other customer initiatives using modern technologies such as AWS, ReactJS, Java, MySQL, and ElasticSearch • Facilitated the Backend Guild for engineers to share knowledge through tech talks and build a culture of Climbing, Tennis, Running, Ice Cream collaboration, learning, and kindness

INTERESTS