Cumulative Portfolio Y1-Y2

1

2018

PORT FOLI O

KLER

I WIN

OMR

2

TECT ONIC 20

FORM 5

OF C ONT

LAND S CAPE 36

FACA DE 15

TABL E ENTS

3

4

& CO NTEX T SCAL

FORM

E, MO VEM

ENT,

The projects within this section were a development of the portrayal of an operation through abstract form, with the addition of scale, movement, and context further along its course.

1

5

6

“OPE

RATI ON I”

FORM

Students were tasked with creating a series of cubes, first at 3 inches, then at 6 inches, that would employ an operation of their choosing, using linear, planar, and volumetric materials. The operation seen here is ‘branch.’

1

7

8

“OPE

RATI ON II ”

FORM

The series of models continued with the production of a 9 inch cube. In this model, note that the operation ‘intersect’ has been introduced, and is displayed within the cube, while the operation ‘branch’ is displayed the outside.

1

9

10

LE”

“SCA

FORM

This iteration focused on the application of (human) scale and movement to the abstract form, creating a ‘pavillion’ of sorts.

The operations ‘intersect’ and ‘branch continue to be incorporated within the model.

The slope of the curves were reduced to create ramps and allow walkability, and the placement of the slopes modified to accomodate human head-height.

1

11

12

“CON TEXT ”

FACA DE

In the final part of the series, students were asked to create a shared landscape that connected the four ‘pavilions,’ and revise their pavilions to interact with the landscape and the other models.

The models were organized within the landscape and revised in a way to create a path for people to follow and experience the four pavilions and their correlation to each other.

1

13

14

NVEL OPE

FACA D E S

TRU CTUR

E&E

The projects within this section dealt with ideas of part to whole, structure & envelope, and facade design, through conceptual projects and sited building designs.

2

15

16

ILION

“PAV

FACA DE

”

This exercise emphasized the role of tectonic expression in architectural form, mainly through the relationship between the envelope and the structure.

The design focused on moments of structural reveal and conceal through the envelope.

2

17

18

“BAL CON

IES“

FACA DE

This exercise allowed students to further explore relationships between structure and skin.

Students were tasked with designing the facade and first 10 ft of a building on a site in Soho, NYC. The project was focused around the idea of the ‘thick facade,’ a facade deep enough to allow it to be occupied and programmed.

In this design, datum lines were extended from the surrounding context buildings to act as gridlines. Specfic areas of intersection among the gridlines were then chosen and extruded, either inwards or outwards.

The extrusions form balconies of varying depth and privacy, some are large enough to fit a large group of people, while some are just small enough for a single person, creating a unique space for the individual.

2

19

20

The projects within the first half take an approach of superimposng tectonics onto a site, and the second half reverses the process, with tectonics and design being drawn from the site and its analysis.

RATE

TECT ST ONIC

GY &

SITE

The projects within this section focused on the concepts surrounding architectural tectonics as it informs or is informed by urban context, program, and sequence.

3

21

22

“CON

STRU CT”

TECT ONIC

The introductory exercise focused on concepts surrounding architectural tectonics. The architectural precedent used was Peter Zumthor’s Swiss Sound Box.

STRU

3

“CON

The Swiss Sound Box is constructed of an alternating series of wooden planks and spacers, held together by steel springs and tension rods. The entire structure is assembled entirely without glue, bolts, or nails.

CT”

Students chose an architectural precedent and analyzed the tectonic strategies present within the project. These analyses guided the creation of projective constructs as representations of the tectonic strategies seen in the precendent.

23

24

“CON

STRU CT”

TECT ONIC

The analysis and projection seen here focus on the connections between the spaces of the pavilion through the gaps between the planks that construct it, incorporating ideas of negative and positive space and the aggregation of these spaces throughout the pavilion.

The pavilion hoped to blur the boundary of individual spatial regions to manipulate the experience of the visitor.

3

25

26

“STR

ATEG Y””

TECT ONIC

In this exercise, students used the preceding exercise’s analyses to inform several study models as a response to the programmatic needs of a community arts center.

Students were asked to investigate their fellow students’ tectonic analyses and develop new tectonic strategies based on them.

The tectonic strategies featured here include a combination of tension from Peter Zumthor’s Swiss Sound Box and cantilevering from ENSAMBLE STUDIO’s Hemeroscopium House.

3

27

28

“BLO

CKS”

TECT ONIC

This exercise tested students’ understanding of tectonics through the application of tectonics onto a given program within a site.

Students were asked to design a Community Arts Center for Thorden Park, located above Syracuse University Campus.

3

29

30

“BLO

CKS”

TECT ONIC

Students incorporated the tectonic strategies analyzed in the preceding exercises.

In this project, precedent is taken from Hemerscopium House and Swiss Sound Box The modular design is taken from Swiss Sound Box and mixed with cantilevering and monolithicality from Hemeroscopium House to produce a building of interlocking, cantilevering, blocks.

3

31

32

TECT ONIC

You Got Me

“All Meshed Up”

3

33

34

“MES H”

TECT ONIC

The final exercise in this section required students to design a Community Center on a site Southside Syracuse.

Opposite of the previous exercises, in this project, the site was extensively researched prior to the start of the design process, allowing the site research to influence the design and its tectonic strategy(ies).

up

up

up

3

35

36

SUR

LAND

FACE &

SCAP

E

SYST

EM

This section shifts focus to landscape context, with the addition of two elements, surface and system.

4

37

Farmland Floodplains

Wetland

Poolsbrook Golf Course Canalway Trail Old Erie Canal State Park Old Erie Canal Old Erie Canal Poolsbrook Park

Floodplains Wetland

Farmland

38

“RAS TERI ZED”

SCAP E LAND

Vegetation

Students were asked to design a new facility for the Center for Enviornmental Systems Engineering (CESE), a laboratory monitoring water quality in regional waterways.

This project started with a 72 acre site on the Old Erie Canal, which was then divided into two smaller, 6.6 acre sites.

This design was based upon site research done prior to the start of this project. It was noticed through the analysis of several aspects of the context, including terrain, wetlands, vegetation, and land use, that the site could be seen as a collection of overlapping zones which blur into one another with differing conditions.

4

39

40

SCAP E

“RAS TERI ZED”

LAND

Through these analyses, the ideas were developed into a concept of overlapping zones which blur together in varying ways, creating heirarchies between the different zones.

Further analysis yeilded an interest in concentration and how it would blur the boundaries between various zones.

In a direct translation of the concept onto the site, the site was separated into “pixels.�

Various scales of pixels allowed different degrees of concentration and hence, different degrees of boundary blurring to occur over the site.

In experimenting with varying concentrations, the concept of varying articulation was developed and became a theme throughout the design, used in blurring the visibility of buildings and other areas of the site.

4

41

42

LAND SCAP E

“SUBMERGED Ground vs Building”

4

43

44

D”

SCAP E

“SUB MER GE

LAND

The goal of this project was to design a farm and forage restaurant through the typology of a mat buidling.

The project centers around two main programs, “Eat” and “Research,” from which two intersecting grids were drawn that organize the placement of masses, sliding along the gridlines as rails.

As these masses move along the gridlines, they touch and overlap with masses formed by the other gridlines, creating programmable space. Overlaps of varying conditions occur in both plan in section, as some masses are raised up to interact with the ceiling of other masses.

In the sliding over the gridlines, the masses may be embedded into the landscape, which then eats into and erodes the masses, creating spatial conditions within on the walls, floors, and ceilings. The outdoor Farm and Forage programs are pulled from the masses, following the gridlines, and overlap with each other similar to the masses.

4

45

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