Alec rovensky ARC 107 Fall Portfolio
table of contents Exercise 1: Form & Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Exercise 2: Elements & Operations of Form . . . . . . . . . . . . . . . . . . . . . . . 5
Exercise 2.1: Linear Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Exercise 2.2: Planar Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Exercise 2.3: Volumetric Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Exercise 2.4: Two Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Exercise 3: Scale, Movement & Context . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Exercise 3.1: Observational Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Exercise 3.2: Cube with Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Exercise 3.3: Cube in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Exercise 4: Case Study Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Exercise 5: A Public & Private Studio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Ex. 1 Form & Making
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Exercise 1 Assignment Students are introduced to 6 new materials (linear, planar & volumetric) and are then asked to produce a 6” cube using one of the them.
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Preliminary Models (linear, planar & volumetric)
Execution Using strathmore board as a planar element, I created a 5” cube within a 6” cube resembling a void inside a cave-like space.
Ex. 1 Final 6” Cube
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Ex. 2
Elements & Operations of Form
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Exercise 2 Introduction Using the 6 materials from the previous excercise, students are asked to explore how space is informed through these formal elements one at a time, to eventually produce a 9” cube using two elements.
Exercise 2.1 Assignment Use linear elements only to create a 6” cube.
Execution Using 1/4” basswood sticks, I created a series of four smaller volumes encassed within a dominant, larger volume.
(above) Preliminary Linear Models (right) Final Linear 6” Cube
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Ex. 2.2
Assignment Use planar elements only to create a 6” cube.
Execution Using 1/8” thick foamcore board, I created a 6” cube that differentiates spaces using overlapping planes.
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Ex. 2.3
Assignment Use volumetric elements only to create a 6” cube.
Execution Using blue insulation foam, I created two masses, supported by a series of columns showing fracture within.
Exercise 2.4 Assignment Combining knowledge of the previous exersises, students should create an object bounded by a 9” cube using two formal elements and two operations from the “operative design” book. Execution My 9” cube shows intersection within the wooden frame, and the creation of space between the foam elements in a wavy, controlled fracture.
Preliminary drawings
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Ex. 2.4 Final 9” Cube
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Ex. 3
Scale, Movement & Context
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Exercise 3 Introduction This exercise introduces three fundamental elements of architecture: scale, movement and context. Starting with observational drawings, students will use these elements to construct a cube with space, and establish its context in a plan.
Exercise 3.1 Assignment Students are assigned a building on campus, of which they will create observational drawings in an assigned format.
Execution I was assigned the Life Sciences building and drew a series of perspectives to describe the spatial narative through the main enterance (top row) and side entrance (bottom row).
Life Sciences Building, Syracuse NY
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Exercise 3.2 Assignment Students will now transform the objects made in exercise 2.4 into buildings in 3/8” scale, giving it vertical orientation while retaining previously used operations.
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Preliminary 9” Model
Execution In my final 9” building, the viewer passes through a wide entrance and walks through a narrowing space created by fracture. Following a series of ramps, the viewer comes to the top which is covered by a wooden canopy showing the intersection operation.
Spatial Narrative through the Model
Ex. 3.2 Final 9” Cube
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Exercise 3.3 Assignment Taking the built models from exercise 3.2, students, working in groups of four, will use context as a protaganist to arrange the buildings into a functional composition.
Execution The buildings are layed out in such a way that allows smooth movement throughout the plan, as each building gives direction to the viewer, guiding them from one building to the other.
Building Models arranged in plan Produced in conjunction with: Chris Carrano, Dipal Mistry & Brian Cordova
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(above) Site Plan (right) Site Sections
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Ex. 4
Case Study Analysis
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Exercise 4 Assignment Students will produce graphical analysis drawings of an architectural precedent. Drawings will be both 2-dimentional and 3-dimentional.
Execution I conducted my graphical analysis on Peter Eisenman’s House I located in Princeton, New Jersey. My focus was on the use of formal structure, context and movement throughout House I.
Study Drawings
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Analytical Diagrams
Axonometric Diagram
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Ex. 5
A Public & Private Studio
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Exercise 5 Assignment Students will design a dwelling for an artist and his or her work. This studio will be placed in a predetermined intersection of a commerical and residential street. The building should include gallery space, studio space and a living space for the artist.
Study Models
Execution My gallery consists of three floors and a basement. Two paths of circulation allow guests and the artist to move within the building indepedent ly of each other, but also offer an optional interaction space on the second floor via a folding wall. Variation in window type also gives more light control on private and semi-private floors.
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Ex. 5 Final Model
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