B AIL E Y C OL E L L A
P O R T F O L I O 2020
B AIL E Y C OL E L L A
P O R T F O L I O 2020
As a driven individual, I am seeking a full time position to continue my pursuit of architectural licensing. Exposure to the city of Chicago and its buildings, neighborhoods, and parks along with the vibrancy of the people sparked my interest in architecture. I knew I wanted to be a designer who creates the built world. The study of architecture allowed me to combine my passion for design and creativity with my academic strengths. What I have learned is that architecture is about the process and making decisions. But it is also about people and making a positive impact on their lives. I hope to design healthy and sustainable environments that do this. Through my academic and professional experience, I have found an interest in commercial, hospitality, and educational focused design I want to continue to develop.
B AI LEY C O LEL L A C ON TA C T bcolella@vt.edu +616.402.7926 issuu.com/bcolella-vt linkedin.com/in/bailey-colella
EDUCAT IO N 2015-2020
Virginia Tech | Blacksburg, VA Bachelor of Architecture College of Architecture and Urban Studies Deans List 2015-2020 GPA 3.65 Magna Cum Laude Aug-Nov 2018
Study Abroad | Fall European Travel Program Jul-Aug 2017
Kendall College of Art and Design | Grand Rapids, MI BIM Drafting: Revit for Designers and Architects
S KILLS Software Design Revit Visual Communication Photoshop Finish Selection InDesign Verbal Presentation Illustrator Client Relations AutoCAD Vendor Relations Sketch UP CNC Sefaira Laser Cutter Visio Hand Model Making Procore Pottery Microsoft Office Photography
PRO FES S IO N AXP Progress
REFERENC ES Kelsey Sawyer, RA | Suzanne Lovell Inc. | ksawyer@suzannelovellinc.com Buddy Huyler, AIA | Bergmann Associates | bhuyler@bergmannpc.com Mario Cortes | Thesis Advisor | mccortes@vt.edu Elizabeth Grant, Ph.D., R.A | Professor | elgrant2@vt.edu
EX PE R IE N C E
May-Aug 2019
Suzanne Lovell Inc. | Chicago, IL Intern Architect | Supported the Architecture, Interior, and Fine Arts design services for high-end residential Clients. Responsibilities included drawing floor plans and interior elevations with AutoCAD and timely selection of all interior finishes including fabrics, dĂŠcor, and furniture. Ordered samples and prepared presentation boards. Prepared and issued bid packages and purchase orders. Attended job site meetings with clients, contractors, and vendors.
May-Aug 2018
Bergmann Associates | Grand Rapids, MI Intern Architect | Activities included field measuring an existing office building and preparing a Revit model. Preparation of floor plans and millwork drawings for a large private school campus using AutoCAD and Revit. Developed Revit models for the structural engineering department. Attended project meetings. May-Aug 2017
2016-2020
Bazzani Building Company | Grand Rapids, MI Intern Architect | Assisted with the drawing of floor plans, and site plans using AutoCAD and Visio. Reviewed zoning ordinances. Assisted with project management and project accounting using Procore and QuickBooks. Accompanied firm partners to construction sites to observe construction process and progress. VT Recreational Sports | Blacksburg, VA Lifeguard and recreational event staffing.
I NVOLV E M E NT 2015-2020
American Institute of Architecture Students AIAS 2019
2017
2016-2019
2015-2016
Fall Travel Exhibition Group Leader Competitive Architecture Team Student run organization focused on design charrettes and entering architecture competitions. Alpha Delta Pi Sorority Executive Board Membership Education Vice President 2017 Residential Leadership Community Living learning community program focused on studying and applying leadership concepts.
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CONTENT
3. the oasis fifth year undergraduate thesis | Virginia Tech 2019-2020 15. performing arts center fourth year of study | Virginia Tech 2019 19. sketchbook fourth year europe travel program | Virginia Tech 2018 21. photography fourth year europe travel program | Virginia Tech 2018 23. elementary school third year of study | Virginia Tech 2018 27. sailing pavilion third year of study | Virginia Tech 2017 31. textile shop second year of study | Virginia Tech 2016 33. pottery 2.
THE OASIS
Narrative of the Potter: What is the world the potter creates? Ceramics and architecture are brought together with their shared connection of human use, human life, and art. The main study, of the connection between the process of the potter and pot, helps to develop the underlying theme of how the life of a potter determines the space in which to create. My background in ceramics allowed me to study the connection between the space and the individual and assisted in the development of The Oasis. The Oasis relates the process of a potter to the organization of the structure. The Oasis is laid out in separate buildings with consideration for the order of each step in pottery. This forces the potter to gain a deep appreciation for each step in the making of ceramics. The potter’s day begins once the sun rises. The residences only house one potter and are secluded from the main buildings. The structures are built on top of stilts to emulate the flow of the dunes. The idea of the residency is to be a place of rest where the potter can deeply connect to the surrounding environment. The structure is built with minimalistic materials and furnished with just necessities. The space is a place to connect with nature while debriefing from the potter’s work. Next, the potter travels to the ceramic studio. 3.
The studio is a large two-level space opening up to the water. The clay is first delivered to the dock at the water’s edge and then brought to the lower level of the studio where it is stored until it is ready to use. The lower level is also where the potter comes first and functions as a community space. In this area is a kitchen, office, library, storage, and restroom. When the potter is ready they make their way up to the second level by choice of the stairs or lift. Held on the second level is the working studio. The studio space is divided into two sides, one side is for working with wet materials while the other side is designated for glazing. The wet working side holds three potter’s wheels, sink, two wet tables, a wedging table, slab roller, storage shelves, and a recycling clay bin. On this side, the wet clay can be either sculpted by hand or thrown on the potter’s wheel. On the other side of the studio, the glazing station contains two glaze tables, sink, glaze storage, and shelving. Connecting both sides is a built-in shelving unit that extends the entire front wall providing a space for unfinished pottery to rest. By making the studio into a large open space it allows the potter to move freely between the sides while always having views of the water. The next step in the potter’s process is the kiln room. The kiln room is the focal point of The
Oasis, it lies on the central axis that connects the water and the earth. Being the focal point, the kiln room is freestanding from all the other buildings in The Oasis because it is the final transition from pottery to ceramics. Also, the cylinder shape of the kiln room is based on the geometrical shape of each individual kiln. The space contains two electric kilns and a shelving unit, to place ceramics on after they come out of the kiln. The two separate electric kilns are specific for each firing, one for bisque firing and the other for glaze firing. The material of the kiln room is glass brick allowing for light to enter while tieing into the brick used on the other buildings in The Oasis. The shape and materials of the kiln room make it the central space that ties The Oasis and the potter’s process together. Once the pottery is completed, the potter moves the ceramics to the exhibition or gallery space. The gallery lies perpendicular to the studio and is located next to the kiln room. This allows for easy transitions from space to space. Inside, a glass wall faces the water to the West, while pottery sits atop pedestals organized specifically to maximize the space while also complementing the view. The minimal interior allows for visitors to focus on the works of art being displayed while also being surrounded by the natural environment.
cnc wood site model
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RESI DE NC Y
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STU D IO UPPER LEVEL
STU D IO LOWER LEVEL
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KI LN
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EX HI B IT IO N
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PERFORMING ARTS CENTER
High school center for performing arts is a collaborative environment intended to enhance learning opportunities for high school students aspiring to further their career in the performing arts arena. The school includes musicians, singers, dancers, actors, and theater design and production. Artistic expression. A school for performing arts is based on providing students with an opportunity to be who they are through the expression of creativity. Creativity is based on movement. Movement can be discovered through circulation throughout spaces. The form follows the natural slope of the 15.
terrain, creating different levels. One volume creates a path of procession around the space while connecting the other two volumes together. The floor plans developed through the idea of separating the performance theater and the educational spaces while staying connected in one building. By separating the program into two, there becomes a place for performance and a place for learning, both connected. At the peak of the slope is the performance theater. The theater is enclosed by a glass volume that creates the lobby space. The theater steps down with the slope and embraces the academic section. The academic portion focuses on
collaboration and interaction. The space surrounds a central courtyard, in which the slopes to an amphitheater. This encourages students to move outside. The academic corridor is a flexible space. The bottom floor holds dance, while the second floor is chorus and ensemble. On the other side of the courtyard there is the black box and cafe. The lowest point of the slope, holds administration in which filters students in. By creating a separation, the spaces can be used separately while also staying connected.
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first floor
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longitudinal section
ground floor
second floor
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SKETCHBOOK
Continuing my architectural studies, I was fortunate to spend a semester abroad studying works of architecture throughout Europe. Traveling with fellow students and professors, we visited significant pieces of architecture in 11 countries including Germany, Italy, France, and Spain. We learned about the history of, not only the area but also the culture. We learned through discussions about the design, structure, and process. We were introduced to practicing architects and had the opportunity to spend time in their offices and homes. Our days consisted of architecture from the crack of dawn until sundown. We had an intensive itinerary that made it possible to experience many significant pieces of work. In addition to studying important buildings we observed urban 19.
projects and landscapes. This gave us the opportunity to learn about places in relation to the buildings. We could see how some design aspects worked and some did not. We witnessed how historical events can play a direct role in the design of a building. It became notable how culture and reality impacted the design. We studied through the use of sketching and photography. These were our tools for capturing the essence of a building. Of not only a faรงade but the details. Through the intense nature of the trip, I honed my ability to identify significant aspects of a building and capture them in a quick sketch. I became capable of creating a sketch to analyze and come up with my own understanding of the architecture. I developed the ability to
capture what was seen but also what is not, to further understand the building and its intentions. This travel experience inspired me to be a better designer. I gained essential skills to supplement what I have learned in school and in an office. I was able to experience visually and physically what I had only seen in a book. I learned about design and architecture as well as about myself. This trip pushed me outside of my comfort zone. I learned that I can be self-suffiwcient, persistent, and resilient. It gave me the opportunity to reflect on my own values in relationship to those of a broader world view. It has given me a broader base of experience from which to draw. I believe the skills will improve me as a designer.
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PHOTOGRAPHY
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E L E M E N TA R Y SCHOOL
The new smart school is intended to be an elementary school for 600 students, grades K-5. The design prioritizes energy efficiency and collaboration. Energy efficiency focuses on the solar orientation, thermal envelope, and minimizing energy consumption. While, collaboration provides a learning environment which promotes the integration of curriculum, students, and staff. The site is located on an unused lot off Main Street in downtown Blacksburg, Virginia. The site borders downtown Blacksburg and local neighborhoods. The design also includes a parent dropoff and bus loop. The design orientation 23.
optimizes east and west light. Separation between academic and activity spaces creates two volumes that are connected by a central space that welcomes one into the building. The academic wing is two-stories, the upstairs reflecting the downstairs. The building design allows one to easily move through the building. As one enters, they are greeted by administration which serves as a sense of control. Walking down the academic hallways, they are broken up by a series of classrooms and collaboration spaces. These individual and small group activity spaces are brought out into a courtyard, where one can sit and get a feeling of
the outdoors. The academic hallways culminate in a collaborative, creative space designed for all grades to come together. The center brings together the two wings of the building. The media center is located on the second floor of this center space. The activity wing lies perpendicular to the academic. The form controls the program. A dining space is open to bring all grades together. Art and music are separated into individual spaces. The gymnasium caps the activity wing of the building with large vertical windows bringing in northern light. Materiality is used to show modernity and separation between the two volumes.
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west elevation
south elevation
east elevation
north elevation
first floor
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second floor
1/2” roof section model
1/2” wall section model 26.
SAILING PAV I L I O N
The site is located on Claytor Lake in Pulaski County, Virginia. The 21-milelong reservoir is located on the New River. The lake holds a state park, campgrounds, cabins, and lodges all placed along the shoreline.The project proposal was to design a space to home the Claytor Lake Sailing Association.
ing the movement of the terrain, the inside and outside border becomes undistinguishable. The design offers a space for the sailing association to use along with educational courses for children. The main curved classroom is lined with doors that open up to the deck that follows the curves of the classroom as well as the site.
The essential focus of the design seeks to reflect the natural topography and character of the land. The site is located on a point jutting into the lake. The building was placed on the site to capture the entire outward view of the landscape. These outward views are brought into the design. With the volume follow-
The building follows the slope of the site. One entrance to the building is located at the base of the slope, at water level. This base is storage for boats. The height of the volume reaches the height of the hill. Above this, is the entrance to the main usable facility. The beach is used as a separation between land and
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water, however the continuous stairs to the dock allow the space to continue onto the water. Exterior and interior views show how one moves along the curvature of the building. Views reveal hidden moments experienced throughout the building. The boundary between internal and external space are not clearly defined. The interior space flows to the exterior to create an interchangeable space that captures the idea of the landscape.
upper level
wall section
lower level
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front elevation
back elevation
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TEXTILE SHOP
main street blacksburg, va
The objective of the studio project was to design a mixed use development containing a gallery space, a loom workshop, and living space. The project suggests both merging and separating the different functions of a workshop and gallery, with a comfortable living space. The site is situated on an unoccupied lot in downtown Blacksburg, Virginia. It is located on Main Street. The vacant lot is wedged between local restaurants and retail stores. What is a quite private site during the day, faces the rowdy college kids at night. The design is intended to bring in local viewers while maintaining a safe and secure environment for the inhabitants. The design of the volume considers the height differences between the adjacent 31.
buildings. The intention was to highlight the unique brick buildings, which molds the streets character. The ground floor follows the existing buildings’ shapes. It is accessible from Main Street and includes a back garage and private entrance for the inhabitants and staff. The first floor holds the gallery space. This interior connects directly to the workshop to allow for the observation of the creative process. The second floor is used as the living space which includes a private balcony off the main bedroom to allow for a space to go outdoors and view the town. site plan
longitudinal section
workshop
gallery
first floor
living
second floor
roof
roof plan
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POTTERY
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