Teaching portfolio Roberto Castillo October 2017

Teaching Portfolio

Roberto Castillo, PhD Lecturer, The University of Kansas School of Architecture and Design 2012-2018 October 2017

Table of contents Biography Timeline Professional work Teaching

Student’ Testimony Year 1 Studios Year 2 Studios Year 3 Studios Year 4 Studios Year 5 Studios Accelerated Studios

Biography Dr. Castillo holds a PhD in architecture from the University of Kansas (2015). He also received his Architect (1994) and Master of Science in Urban Design (2007)degrees from the Central University of Venezuela, School of Architecture and Urban Planning. He had received awards in several architectural and urban planning competitions such as the project for new housing in Ciudad Bolívar (2nd place, 1993) and urban equipment in Coro (1st place, 1996). He has been the leading architect in several projects such as shelter house addition in San Carlos (2002) a children care facility in El Baúl (2003) both built in Cojedes, Venezuela, and the “Casa Museo de Venezuela” Beas de Huelva, Spain, in collaboration with Spanish architect Antonio Barrionuevo. Since 2003, along with Joao de Freitas Sousa, opened De Freitas + Castillo Arquitectos in Caracas, a firm with two first prize competitions: a 600 unit urban dwelling in Caracas (2004) and a library in Coro (2006). They also designed a Public Market in La Guaira (2004) a Sport complex in Charallave (2006), and a public park in Chacao, Caracas (2008). He is currently teaching architectural design studios at the University of Kansas’ Department of Architecture and also works as urban designer for the firm InSIte Planning LLC in Kansas City, KS.

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The “analytical box” a device developed for first-year students to study building plans. Arch 101 Spring 2013 2

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Timeline

Fulbright Scholarship PhD in Architecture

Architecture x Processes Exhibition and Publication

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2020

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2018

Lecturer at KU Department of Architecture 2017

2015

2014

2012

2011

2010

2009

2008

2007

2006

First place Natl competition Kiosk for Coro and La Vela

PhD in Architecture Degree

GTA at KU Department of Architecture

Magister Scientiarium in Urban Design Degree

2013

Head of the Graduate program in Architectural Design

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Study abroad program at Universidad de Valladolid, Spain Tenured Faculty at UCV

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1999

Part-time Lecturer at UCV

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Academic

Part-time Lecturer at UJMV

Professional degree in Architecture UCV School of Architecture and Urban Planning

Professional

1990

Year Spent in Barcelona, Spain Auditing classes at Universitat Politecnica de Catalunya

The University of Kansas School of Architecture, Design and Planning Lawrence, Kansas, USA

Moved from Venezuela to the U.S.A.

2016

Universidad Central de Venezuela School of Architecture and Urban Planning, Caracas VE

Universidad José María Vargas School of Architecture (UJMV) and Visual Arts, Caracas VE

Rosedale Master Plan, Kansas City, KS

First place Natl competition Library in Coro

Second place in Natl competition New housing in Ciudad Bolívar

House-Museum of Venezuela in Huelva, Spain First place Natl competition Ipasme housing complex, Caracas

Intern at S+P+A Arquitectos

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Principal at Roberto Castillo, Arquitecto

Principal at Castillo+DeFreitas Arquitectos

Part-time Urban Designer at InSite Planning

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Professional work

2002-03 Addition for a Shelter for children in Manrique, Venezuela This shelter extension was built in Manrique, a small town near San Carlos, capital of Cojedes State. This institution attends abandoned children and needed to improve its capacity. The restricted area in which the addition was built led to a very compact solution in a twostory building with bedrooms in its upper floor. This small building was conceived as a watchtower in a rural landscape

Licensed architect in Venezuela since 1995 #CIV 98,584 Since 2015 InSITE Planning, LLC, Kansas City, Kansas. Daniel Serda, Principal and owner. Urban designer focused on urban analysis, design and visualization, also supporting community engagement activities.

2003-2010 De Freitas + Castillo Arquitectura.

Caracas, Venezuela, Principal and Project Manager focused on architecture, interior architecture and urban design projects.

1995-2003 Roberto Castillo, Arquitecto. Caracas, Venezuela. Principal, focused on architecture design and project management.

Kiosk in Coro, Ven. Competition (1st prize)

1993 Competition (2nd place) New housing in Ciudad Bolívar Historic Center This competition was open to both professional architects and undergraduates. The objective was to build new housing with public spaces in four blocks in Ciudad Bolívar’s historic center. The proposal intends to insert blocks, adapted to a difficult topography with duplex and single apartments. The proposal won the second place in the competition and was the bachelors capstone project,it awarded with a mention of honor by the School.

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2003-06 Casa-Museo (Museum House) of Venezuela in Beas, Huelva, Spain This building was conceived to celebrate the brotherhood between the towns of Beas (Spain) and Clarines (Venezuela). It was conceived as a Venezuelan colonial style representative building in Spain to House a permanent exhibition of Venezuelan culture. It was composed by two parts: the traditional house (built in 2006) made from the model of a typical colonial house, using relics and woods from Venezuela, and the contemporary Light pavilion conceived to enclose itinerary modern Venezuelan art exhibitions.This project was coordinated with the firm of architect Antonio Barrionuevo in Sevilla, Spain.

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2004-05 IPASME residential and cultural complex, Caracas, Venezuela (1st Prize)

2006-07 Sport Complex Master Plan and Baseball Stadium in Charallave, Venezuela

Roberto Castillo + Joao de Freitas.

IPASME organized this competition for a 600 housing complex along with cultural and recreational facilities in a 3,5 ha site in Caracas’ Avenida Victoria. Our proposal organizes the complex program in two separated but integrated areas: one in the south, facing Avenida Victoria, and another in the north, along the existing topography.

The complex has three other buildings: School, recreational club, and auditorium. Our firm won the competition and developed the construction documents of this major complex.

Roberto Castillo + Joao de Freitas The Master Plan for the existing sport complex in Charallave includes the redefinition of vial infrastructure, public spaces, renewing of existing facilities and new ones. The Charallave Baseball stadium was projected on the same site of a existing ballpark. The new venue was projected for 15,000 people. Our firm develope the master plan for the complex and the Construction Documents for the Stadiums.

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2008-11 La Convivencia Sport Park, Caracas, Venezuela

2015-16 Rosedale Master Plan, Kansas City, Kansas

Roberto Castillo + Joao de Freitas.

This park is located next to the Pajaritos informal settlement and has been conceived as a public equipment aimed to improve the environment. Also, this park is part of a wider grid of public spaces built by the municipal government. The main use is a multi-functional sport court. A community’s facility and some services are located in a two story building, which limits the sport court in the north.

BNIM Architects, Kansas City, MO InSIte Planning joined the team to lead the community engagement efforts in the neighborhood and contribute in the definition of design guidelines and Master Plan development. Roberto Castillo’s contributions included the visualizations of the proposed urban environment with new mixed used developments using hand-drawing renders. The Rosedale Master Plan updated the exiting 2005 version and was approved in November 2016.

2017 Hutton Road Traditional Neighborhood Development, Kansas City, Kansas Prairie Fire Development Group hires InSITE planning LLC to prepare the proposal for a TND development that build upon the site of the former development that was stalled during the housing crisis of 2008. The site is in the intersection of I-435 and Leavenworth Rd. As consultants, our major tasks are the development of a new site plan and the TND design manual. Roberto Castillo’s tasks in this project included contributions to the housing design manual and the development of the site plan.

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Modificacion

CHACAO

Alcaldía del Municipio Chacao Oficina Local de Planeamiento Urbano roberto castillo m., arquitecto

PLANTA BAJA

Urbanización Colinas de Bell o Monte, Calle Beethoven,Edificio El Cigarral oficina 4D, tel f. 7540612 - 6157740 arqroca@cantv.net

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Pr oyecto:

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LEYENDA DE ACABADOS

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PLAZA DE ACCESO MÓDULO POLICIAL SANITARIO ACCESO PATIO DE JUEGOS CANCHA

PISOS CEMENTO ACABADO CEPILLADO CEMENTO ACABADO MARTILLADO CEMENTO ACABADO PULIDO RECUBRIMIENTO ESPECIAL PARA CANCHA DEPORTIVA ADOQUIN VIBROCOMPACTADO AHUECADO

PROYECTO PARA EL PARQUE DEPORTIVO "LA CONVIVENCIA" EP-004-07 Dirección:

Urbanización Los Palos Grandes Cuarta Transversal, entre avenidas Luís Roche y Alfredo Jahn

Etapa:

PROYECTO

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Teaching Teaching Philosophy As design studio instructor, my main goal is fostering a well-informed yet individual design process for every student in the class; a design process that is not only based on creativity but also on theory and practical knowledge. I promote a creative approach to problems by asking questions that challenge students’ preconceptions about their design outcone, but at the same time I believe that innovation is only possible when there is a solid knowledge about the issues to be confronted. I help students to develop a constant research and training toward a deep understanding of architectural issues and the acquisition of a solid skillset.

I have developed my teaching practice for 20 years in three institutions and two countries. This experience has helped me to contrast diverse educational frameworks and studio experiences. I have taught regularly in all studio levels, gaining a perspective of the whole curriculum of the architecture student. My experience includes teaching in the University of Kansas (KU) department of Architecture, a National Architectural Accreditation Board (NAAB) accredited program. In all these years, I worked in collaborative environments always looking to cooperate with my colleagues, even in a transdisciplinary way. This collaboration maintains my teaching practice in a constant process of revision, always impacted by the feedback of both students and colleagues.

In my studio, the creative work of the student should be engrained in the careful examination of architectural precedents and the physical and cultural context. I present the limitations and constrains of every design problem as driving forces for innovation in the studio work, promoting the discussion about the current development of the architecture discipline and its validity to address ongoing social challenges. How architecture reflects history, culture, a place, a use, or the aspirations of a community are, among others, the

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A Testimony There’s a lot of ways to learn the fundamentals in studio,

fundamentals which can give me a basis for a great career, give me knowledge for what “works” and “doesn’t work,” or more importantly-give me a way to spark imagination in every design I come up with. I can undoubtedly say that after two great semesters of studio under Roberto Castillo, I’ve had the best first experience possible.

ARCH 200 Fall 2013 type of inquiries I pursue with my teaching studio.

I also seek to help students to gain and implement knowledge related to the solution of technical challenges in buildings by bringing questions about the performance of buildings in reducing the carbon footprint. A careful study of natural forces, available resources, current innovations and even traditional building practices are resources I promote in my class to address issues related to sustainable architecture and planning. The application of the Student Performance Criteria by NAAB in my recent studios at KU have helped me to stay updated in best practices for sustainable buildings.

As a practicing architect, I have been able to bring the experience and research developed in professional projects to the studio, creating a bridge between academia and real-life design opportunities. These opportunities are often related to ongoing discussions in the discipline. In 2009, I dedicated the work of a 4th year studio to the examination of the process of urban renovation of informal areas. In these scenarios students can see their work as a meaningful way to connect to real-life issues.

I develop the course content so that every student in my studio, even those in the lower end, finish up with a positive experience in which the work done evidences progress and improvement. In my studios, I make room for the student to approach a project in many ways, opening the field for the development of a personal design process and skillset. It is my responsibility as a studio instructor to help students to reach their maximum potential no matter their skill level or background, by nurturing a challenging yet supportive environment. My overall goal is to develop a collaborative process with the student so I can learn more about individual abilities and provide a more tailored approach toward the common objectives of the class.

I can’t think of another college professor that takes as much time to ensure that his students are happy, that they understand the material, and that they are well on their way to creating the most brilliant and imaginative projects they are capable of. Studio is such an interesting forum for a college class. In studio, kids who are used to the rigors of testing, reading textbooks, studying almost exclusively math and science classes, can find sanctuary in a place where they are urged to combine everything they know about art and expression, and combine it with the practical, the fundamental.

It requires a special person to teach a studio class, I’ve learned, none more special that you. It takes a special person to lead by example- by guiding, not “telling.” A special person who brings an element of personality to the classroom, to let you know that you can enjoy your time in class, doing things that other students can only dream about. The fact that you show such genuine interest in your students’ activities, their lives outside the classroom, is a treasure, something other professors should learn, regardless of how many kids they’re required to teach. The fact that, on nights when you know we’ll be working late in the studio, you remain in your office, even if just to drop in and say hello, or see what movie we’re watching at 3 a.m.

I can say that I’ve grown as a student, and as an individual in these past two years, learned what it takes to succeed (at least so far). I can also say that I’ve developed a fondness for those late nights with my colleagues, a better group of friends I couldn’t have asked for. I’ll certainly miss being asked to design outlandish buildings, created from my own imagination (with some help, of course).

As I move into the more “rigorous” time in my academic program, I’ll always look back fondly on my time in studio, and on the impact that you’ve had on all of us. Hopefully, each of us will be able to say that our careers all started with you.

Thanks for all that you do

Will Mason.

Arch 101 Spring 2013 and Arch 200 Fall 2013

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Year 1 Studios To introduce students to architecture, I encourage students to change the way in which they see the physical world. The underlying goal of foundation studios is to introduce the student to a new vocabulary which is both visual and verbal, through projects that stimulate an intense process of analytical observation.

First year studios introduce students to the language of architectural design using an abstract approach on short projects that addresses common design issues related to composition, form and space. These projects both allow the student to focus on specific conceptual problems and also offer opportunities to learn and reinforce skills such as drawing and model making as well.

Courses Taught UCV Taller de Diseño 1.1 Taller de Diseño 1.2 Taller de Diseño 1.1 Taller de Diseño 1.1

Design studio 1.1 (Caracas) 2010

Period II 2003 Period I 2004 Period I 2006 Period I 2010

KU Arch 101 Architectural Foundations II Spring 2013 Arch 108 Architectural Foundations I Fall 2016 Arch 109 Architectural Foundations II Spring 2017 Arch 108 Architectural Foundations I Fall 2017

Over the years I have offered different types of exercises that usually includes the manipulation of existing elements, using transformation process to create tridimensional realities from two-dimensional material such as paintings, photos or geometries. All the first-year studios I taught employ mainly analog tools to achieve the goals of every project, emphasizing a hands-on experience over digital tools. In these studios, students learn how to lay out a coherent design process by going step by step as they cover all the goals of the curriculum.

They will learn free-hand drawing tools as well and learn how to use sketching as a design tool to boost the design process.

Reading room by Alyson Bents. Arch 101 Spring 2013

Saskia Nagel, Taller de Diseño 1.1 UCV. Spatial sequence

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Arch 108 Fall 2016 Freshmen studio

The Foundations studio program at KU have been conceived and developed over the years by Anne Patterson and I had the opportunitty to implement it as Instructor in Fall 2016 and 2017.

Course Objectives • Understand the BASIC DESIGN PRINCIPLES that inform design • Develop the ability to establish CRITICAL INQUIRY in drawn and made things • Develop the capacity to THINK SPATIALLY • Understand GRAPHIC CONVENTIONS and develop a GRAPHIC FLUENCY

The 108 studio emphasizes analog tools like freehand drawing, drafting and modelmaking. Introduces students to architectural issues using abstraction and constrains in every design problem. This studio does not focus on use or human scale.

Freehand drawing (3 weeks)

Line and Plane (4 weeks)

Object (3 weeks)

Space (4 weeks)

Learning to see with our mind and eyes; freehand drawing with line and tone; Describing and discussing what and how we see. Understanding composition and construction. Understanding space through freehand perspective.

exploring form-making through mapping & extruding.

Understanding line hierarchy. Extracting surface & volume from lines: extruding form and exploring materials. Understanding the object through drawing conventions (plan, sections, elevations, and paralines).

Exploring form-making through folding. Diagramming transformations. Using repetition & rhythm to create surface. Extracting geometry and proportion from object. Understanding structure and designing a system. Discussing critical inquiry as related to making.

Exploring the relationship between section and space, line, surface and volume. Designing with light. Using drawings to instruct assembly. Using photography to capture light.

1. Contour Drawing: objects and buildings 2. Perspective: 1-point, 2-point

1. Slice model: use a fraction of an architecture photo to create a grayscale slice that informs the production of a model 2. Orthographic and Axonometric drawings

1. Transformation: Cut and folding a piece of paper 2. Wall System: create a system using a repetitive unit, based on the folded object

• Space mapping: Use makeshift tools to measure, map, and draw the space contained inside the previous project • Light box: create a box by using parallel planes that contains space

TASKS

GOALS

Course schedule

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Line & Plane

Line & Plane

Kelsie Hancock. Fall 2016

Micah Edmondson. Fall 2016

Original Picture and grayscale slice

Axonometric Four iterations of the Slice model

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Modified Axonometric

Modified Axonometric

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Year 2 Studios Second year studios help students transitioning from a rather abstract design process and the idealized contexts in first year toward confronting issues related to the human use of buildings and its integration to the real life context. In terms of studio projects, I inclined to develop several small projects with increased difficulty in the second semester and more complex buildings in fourth semester. During these studios it is also necessary to introduce students to theoretical tools that would help develop analytical tools and the ability of construct self-criticism and a more personal approach to design problems.

In these studios the functional program creates a narrative about the human experience that the building reflects through its spatial sequence. During critiques, I give a strong emphasis on floorplan and section design as means to help students visualize the building as a human experience.My second year studio balances abstraction and function by insisting on the idea of architecture as a flexible artifact, able to adapt to changes in use and meaning.

*Unlike the University of Kansas, In UCV is a common practice to create vertical studios in which students of diverse semester levels are together. i.e. a students of 4rd semester (year 2) could be in the same studio with students of 5th semester (Year 3)

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Courses Taught UCV* Taller de Diseño 2.4, 2.5 Taller de Diseño 2.4, 2.5, 2.6 Taller de Diseño 2.4, 2.5 Taller de Diseño 1.3, 2.4 Taller de Diseño 2.4, 2.5 Taller de Diseño 2.3, 2.4 Taller de Diseño 2.4, 2.5, 2.6 Taller de Diseño 2.4, 2.5

Period I 1999 Period I 2000 Period II 2000 Period I 2002 Period II 2003 Period I 2007 Period I 2008 Period II 2009

KU Arch 200 Architectural Design I Fall 2013 Arch 209 Architectural Design II Spring 2017 Arch 208 Architectural Design I Fall 2017

Nick Call, Arch 200 Fall 2013. Community Center at KU Campus

David Brookman, Arch 208 Fall 2015. Visitor Center in Caracas UCV

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Arch 208 Fall 2015

Second year studios in KU are responsible for introducing students to the basic form determinants of architecture-from limited scope exercises to complete building designs.

The studio work this semester is divided in three projects. It starts with a precedent study and a small project intended to lay out the foundations for the remainder of the semester. Then, students will work sequentially on two design challenges; both are small/ medium sized public buildings with similar scope but different variables: 1) a visitor center in the University City of Caracas, Venezuela and 2) an addition to the Kansas City Museum in Kansas City, Missouri.

Precedent study (1 week)

Patio house (2 weeks)

Design focused on floorplan layout, using the Visitor Center (4 weeks) analytical tools learned in the previous project

KC Museum Annex (6 weeks)

• Learn to read and understand architectural floorplans using a given analytical tool.

• Mapping geometry, use, and spatial sequence.

• Design focused on floorplan layout, using the analytical tools learned in the previous project

• Understand site forces and the history of the University campus • Develop a small but complete building design • Use concrete frame as structural system

• Understand site forces, using the topography as driving force in the design • Frame the views to downtown Kansas City • Comply with accesibility standards

Analysis of a modern house’s floorplan

A one-level 3-bedroom house loosely inspired on Mies Van der Rohe’s 3-patio houses

Design a visitor/welcome center for the Universidad Central de Venezuela campus, which is designated as World Heritage site by UNESCO

Design an exhibition and playful space dedicated to children next to the Kansas City Museum.

TASKS

GOALS

Course schedule

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UCV Visitor Center

KC Museum Annex

Matthew Bellomy Fall 2015

Matthew Bellomy Fall 2015

The Universidad Central de Venezuela’s Caracas campus is a World Heritage site designated by UNESCO in 2000 becuas eof its outstanding examples of modern architecture and art. This new facility located nearby one of the campus main entrances would serve as a welcome center to the campus. Students examined both the history and climate of the context before developing their ideas. The use of concrete and the need of intermediate spaces between the outside and the inside are the main fatures of most of the designs.

The Kansas City Museum is located in a beautiful estate with views to downtown. After virtually traveled to Caracas, Venezuela, I brought back the students to a more familiar context in a site that we were able to visit. The site sloped down toward the west, overlooking the city. I asked the students to design an annex to the existing museum that is focused on activities for children including exhibition spaces, reading and multi-purpose rooms.

Bird’s eye view

Section Perspective and Axonometric

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Interior render

Site and sectional models pictures

Entry level

Lower level

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Arch 209 Spring 2014 Library in Lawrence

The Arch 209 has an emphasis on the synthesis of basic form determinants, including the completion of a design project of a medium-sized, multi-storied public building in the urban environment containing a variety of spaces and spans.

A Library in Lawrence, Kansas

Precedent study (2 weeks)

2 sites 2 ideas (3 weeks)

Idea development (7 weeks)

Section model (2 weeks)

Students select a significant library building to learn about the design variables involved and use analytical tools to learn about the building design and composition

Students are challenged to think and develop simultaneously two different ideas for the same program in order to improve multi-tasking abilities.

Students develop one of the two options, paying attention to the specific variables in each site. Issues like ADA accessibility, vehicular access and structural design are included as variables during the design process.

One of the main deliverables for the final evaluation is a section model, which is similar to the one developed for the precedent study.

1. Implement analytical tools to gain understanding of the given building 2. Construct a 1/8”=1’0” sectional model to visualize the main spatial features

1. Develop two simultaneous ideas on the two sites 2. for both of them, propose a massing and basic floorplan and section design

Develop the selected idea into detailed plans and sections

Build a section model of the idea in 1/8”=1’0” scale (around 1/100 in metric scale)

The Library is one of the humankind’s oldest building functions, and the history of its evolution includes examples from classicism to modern architects such as Alvar Aalto and Louis Khan. Overall, this project is intended to help students to learn and apply skills to develop a medium-size building in an urban environment, as a result of the understanding of natural forces and the interaction of many systems: formal,

spatial and structural. For the design stage I first offered students with two sites with contrasting contextual conditions. Before picking one for final development, they conceived basic design ideas in each site simultaneously to generate discussions about site design. Once an ideas was selected, it was developed into detailed plans and sections. Main deliverables also included a section perspective and a sectional model.

TASKS

GOALS

Course schedule

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Library in Lawrence

Library in Lawrence

Chloe Hosid Spring 2014

Chloe Hosid Spring 2014

Precedent Study. Leon dde Grieff Library. Medellin Colombia

Final section model Site Chosen: Massachussets Street

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Year 3 Studio In third year I like to emphasize the study of buildings as overlapped systems. I do have a preference for third year studio levels as I usually find students with a more developed skillset and eager to confront the design process with a fresh perspective. Third year studios are also an opportunity to fully develop educational experiments in architectural design. I usually look for studio projects that clearly confront students preconceptions during the design process. In my recent teaching practice in the University of Kansas, I have working in the implementation of design problems adapted to the program expectations on the fulfillment of the National Architectural Accrediting Board (NAAB) which establishes specific goals in the curriculum of the students. For third year studios, almost all NAAB’s Student Performance Criteria (SPC) are laid out, so the studio projects that I have developed cover an array of issues, including the first time students need to design a detailed envelope for their buildings.

Courses Taught UCV Taller de Diseño 2.5, 2.6, 2.7 Taller de Diseño 2.4, 2.5 Taller de Diseño 1.3, 2.4 Taller de Diseño 2.4, 2.5, 2.6 Taller de Diseño 2.4, 2.5 Taller de Diseño 2.5, 2.6, 2.7 Taller de Diseño 2.5, 2.6 Taller de Diseño 2.4, 2.5 Taller de Diseño 2.5, 2.6 Taller de Diseño 2.5, 2.6, 2.7 Taller de Diseño 2.4, 2.5, 2.6 Taller de Diseño 2.4, 2.5

Period I 1998 Period I 1999 Period II 1999 Period I 2000 Period II 2000 Period I 2001 Period II 2001 Period II 2003 Period II 2004 Period II 2007 Period I 2008 Period II 2009

KU Arch 408 Architectural Design III Fall 2014 Arch 408 Architectural Design III Spring 2015 Arch 508 Architectural Design III Spring 2016

The documentation and analysis of the context is a crucial task in this stage. One of the main goals of these studio is to reflect on the urban impact of buildings in existing places. In many cases I prefer to give an urban context over a suburban or idealized one. By learning about the place, community and how the program contributes to a series of urban events, I expect students to visualize their buildings as useful system to impact social and urban issues. From the technical perspective, students are required to produce detailed sections and wall sections, so being able to conceptualize and execute the architectural skin is one of the main goals of this studio.

Pennie Liu, Arch 508 Spring 2016. Aquarium in Queens, NY. Fragment of the envelope modeled in Revit

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Arch 508 Fall 2014 Auditorium in Kansas City

Building over the skills acquired in previous design studios, this class increase the focus on building technology as a generator of architectural form.

There are two main tasks in this course: First, a precedent study analyzing wall sections of exemplary buildings. Secondly, a major project: the design for a public building in an urban setup.a cultural center and auditorium in Kansas City’s Crossroads district.

Students confront issues related to site design, natural

forces, performance and generation of public spaces.

TASKS

GOALS

Schedule

Precedent study (2 weeks)

Site and building design (8 weeks)

Wall section (2 weeks)

Section model (2 weeks)

The precedent study will focus on building technology and enclosure design. Students apply computer and model-making skills to produced detailed views of exemplary buildings

Develop a complete building design in an existing urban context, as a proposal that emphasizes both performance and the improvement of the urban environment

Use the wall section as your main design and analytical tool to understand and coordinate the building’s different systems and how they interact to improve performance.

In this project, the wall section becomes one of the major source of information about the design. A tridimensional visualization of a section of the envelope contributes to clarify the solution and to reflect on future directions.

1. Select and analyze an exemplary building, focusing on the wall section as a way to learn about its performance 2. Build a 1/4”=1’0” model of the wall section (1/50 in metric system)

1. Site analysis 2. Auditorium design 3. Building design

1. Develop and draw the wall section of the building using Autodesk Revit or AutoCad. The scale of the drawing is 1/4”=1’0” (around 1/50 in metric)

1. Build a 1/4”=1’0” model of a fragment of the wall section

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Auditorium in Kansas City Yiyi Zhou, Spring 2015

Myat Htoo, Spring 2015

Night view render

Precedent Study: Nelson Atkins Museum

Final section Model

Section Perspective North-South

Conceptual diagrams

Final section model

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Year 4 Studios Fourth year studios aim at the reinforcing of the student’s theoretical and practical skillset through projects with increased complexity, often larger in scale but not necessarily. In these studios, I am less interested on increasing the size of the buildings or context, rather I prefer laying out complex scenarios for student to test conceptual design abilities while applying the knowledge obtained in other classes in the curriculum. Is in the 7th and 8th semesters where student can address architecture problems in a more comprehensive way, mixing urban and architectural scales to open the field for the development of a varied skillset.

Courses Taught UCV Taller de Diseño 2.5, 2.6, 2.7 Taller de Diseño 2.8, 2.9 Taller de Diseño 2.7, 2.8 Taller de Diseño 2.5, 2.6, 2.7 Taller de Diseño 2.7, 2.8, 3.9, 3.10

Period I 1998 Period II 1998 Period I 2004 Period II 2007 Period I 2009

KU Arch 608 Architectural Design V

Fall 2016

In these studios I aim to increase in the understanding of the building as catalyst of new activities or as contributor in a larger system of events in the city. In Kansas, the 608 studio is considered an opportunity for the student to increase the attention to contextual issues and is usually tied to urban design issues. Students move from considerations about the context and the purpose of building uses to site and building design, including wall sections.

Sarah Elstien, Arch 608 Fall 2016.

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Nick Casertano, Arch 608 Fall 2016. Housing in 39th Street, Kansas City. Detailed section

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Arch 608 Fall 2016 Rosedale sites

Arch 608 is an advanced studio with an emphasis on program analysis and design of urban building(s) and urban spaces with culture, context and precedent as major form determinants.

Based on the examination of best practices in urban design and housing and the understanding of both physical and social aspects of the site, students work in teams and individually in the design of mediumscale mixed-use developments, considering the urban environment, the transitional experience from the street, and the apartment design.

The studio starts with seminars focused on studying the evolution of urban design and multi-family housing paradigms, with a critical approach to contemporary practices, including the Urban Transect, Transit Oriented and Traditional Neighborhood developments, Formbased codes, Smart Growth initiatives and so forth.

Introduction (2 weeks)

Urban design

City block and building design

Apartment design

After developing seminars focused on current practices in urban and housing design, students engage the site and develop research and field work to improve the understanding of the physical and social aspects of Rosedale, Ks

The goal is the definition of a new development or redevelopment proposal in a selected portion within your analysis area. Your proposal should address aspects such as land-use and intensity, street design, green spaces and proposed building form.

Based on the urban proposal, you will focus in two to four blocks within the area that are reasonable options for mixed-use developments

Understand the apartment layout as driving force in the overall building layout

The work in this stage includes site visits, mapping and research to gather qualitative and quantitative data that could inform our design process.

Students use hand-drawing and digital tools to model the context and a proposal. The process include precedents and the use appropriate graphic tools to present ideas in the urban scale

Building design will be impacted by both the guidelines of the plan laid out in the previous task and research on apartment layout. Students design a mixed-use building with commercial or communal spaces in the ground level and apartments (could include some office space) above it.

Based on the massing of the mixed-use block proposed in task 1 and the building design, students define area and configurational options for cellular units.

Course schedule

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Rosedale, KS: Southwest Corridor

Rosedale, KS: University District

Winta Kesete. Fall 2016

Sarah Elstien. Fall 2016

Master plan for the Southwest Corridor area

Old Bakery renovation

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Residential floor plan

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Year 5 Studios Most of the teaching I have developed in fifth year is conducting capstone project studios in Caracas, Universidad Central (UCV). In UCV, the students have the prerogative of choosing their instructor for the capstone project and work on a project that could be either proposed by the professor or suggested by the students. These courses no longer have a formal studio format, rather they work more as advisory as is expected that the student should be more in control of the design process and the definition of the deliverables.

This format has allowed to develop unique experiences with few students at a time or sometimes only one.

Rather than defining a design topic or problem I let the students to define the overall framework of the capstone project so my contribution is to help them to keep the project on-track during all the process.

Courses Taught UCV Taller de Diseño 2.8, 3.9, 3.10 Taller de Diseño 3.10 Taller de Diseño 3.9 Taller de Diseño 3.10 Taller de Diseño 3.10 Taller de Diseño 3.10 Taller de Diseño 3.10 Taller de Diseño 2.7, 2.8, 3.9, 3.10

Period I 1998 Period II 2002 Period I 2003 Period II 2003 Period I 2005 Period II 2005 Period II 2008 Period I 2009

Often there are exceptions to this format, and I also had the opportunity to conduct large format studios in the 9th or 10th semester in UCV. in 2003 I guided a group of students of the UCV’s Barquisimeto campus in their two last semester. In these studios I was able to develop a common project, flexible enough to make room for diverse type of projects.

With fifth year students I have had the opportunity to further the study and development of more complex goals as an instructor without interfering with the student own goal of produce a work to transition out of the academia.

Bethy Garcia. UJMV 2000. Prototype of a Housing Block

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Klindt, Vivas y Giron. Urban proposal for Punta de Mulatos

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Public Buildings in Barquisimeto II-2003

Carolina Rosas de Castillo. Apartments

Jonathan Betancourt. Apartments

This group of fifth year students in the UCV Barquisimeto’s campus developed various projects in an infill site within the city’s historic center. Students were given three choices: a market, an architecture school or a residential buildings.

Buildings balanced contemporary features with a rather moderate approach to the site plan within the historical boundaries of Barquisimeto. Main deliverables include a large section model that explored both the spatial configuration and the building technology aspects.

Ana Parada, School of Architecture

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Eleine Ortega. Public Market

Carlos del Pino. Cinema center

Jorge Segovia. Apartments

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Student Housing

Other Capstone Projects (UCV, Caracas)

Chantal Wiszniewsky. 2004 This new student housing is an adaptive reuse of an old industrial facility in Caracas. The new building utilizes the concrete structure and adds a new envelope using lighter materials with the intention of filtering the tropical light.

Karen Boyer, 2001 Sport facility in Caracas

Adriana Gallo, 2006. Airport at Los Roques National Park Vicente Florido, 2003. Housing block

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Alejandro CastaĂąon, 2005. Venezuelan Pavilion in Argentina

Claudia Guerra, 2006. Airport at Los Roques National Park

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Accelerated Studio The University of Kansas Department of Architecture include accelerated studios in 4-weeks over the summer for students on the 2 and 3-year programs. The students in these programs are either bachelors in architecture or in other majors that continue their education to get a professional degree. In the Arch 505 studio, students are required to develop a small building and to deliver complete documentation including wall section and diagrams.

Courses Taught KU Arch 505 Accelerated Design IV Summer 2013 Arch 505 Accelerated Design IV Summer 2014

The summer studio is developed in an intensive 8-hour daily schedule four days a week. Typical sessions include reviews at the beginning and the end and working hours in the middle with desk critiques or individual sessions.

The first time I taught this studio, I implemented an existing program developed by Professor Steve Padget for a small auditorium envisioned as an addition to the School of Architecture building. In my second time teaching it in 2014, I developed a program for an extension to the Amelia Earhart museum in Atchinson, Kansas. The new facility would be located in a site that overlooks the Missouri river and two old bridges connecting Kansas and Missouri and would house two replicas of Amelia Earhart’s planes.

Angela Sutter, Arch 505 Summer 2013. Auditorium at Marvin hall

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Nick Stinebrook, Arch 505 Summer 2013. Auditrium at Marvin hall. Exploded axonometric

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Marvin Hall Extension

Amelia Earhart Museum

Nick Stinebrook Summer 2013

Lindsay Pericich Summer 2014

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