P O R T F O L I O BILAL HALLAK
“An Architects dream is an Engineers nightmare”
About Me The previous quote is something I have become quite fond of over the years, especially when designing alongside Engineering students, as it evokes a sense of endless creativity an Architect can play with. Ever since the beginning of high school, my sense of imagination and creativity has inspired me to design what is on my mind, thus creating this passion to pursue a career in Architecture. An ambitious goal that I carry with me, and will carry until complete, is to collaborate with a team of members to design high rise buildings that can become part of an existing skyline. After my completion of high school in Saudi Arabia in 2012, I remained behind to complete multiple volunteering programs, from babysitting, tutoring and coaching football. I then returned to Australia in 2013 to study at the University of Melbourne, where I would go on to complete a 3 year Bachelor of Environments, graduating from Architecture in 2015. It was throughout the degree where I learned new ways of understanding Architecture, and how there is more to it than just design. I was also fortunate enough to take on several internships in Saudi Arabia (2014/2015/2016) and undergo tasks that pushed me to learn new computer programs, such as AutoCAD, Revit, Photoshop and InDesign. During the course of my degree, I undertook several studio classes, with each class focusing on different aspects of Architecture. As part of this design portfolio, I have included several designs and projects from 3 of the studios I completed in my course. The variety of studios helped developed a wide range of skills, such as conceptual thinking and technical skills, and this is evident throughout my work, as there is a shift in quality of design. Even throughout the course, whenever I stumbled upon an idea or design concept, I would sketch them down in my notebook, as I believed this would later help influence my thinking. I have now completed my Masters Degree at the University of Melbourne and hopefully one day I aspire to become a fully qualified Architect, backed by experience gained from across the world.
d.o.b. 19.09.1993 ph. +61 455542555 email. hallak.bilal@outlook.com.au
Resume
bh Bilal Hallak phone
+61 455542555
hallak.bilal@outlook.com.au
Bilal Hallak
address
4 Lochiel Court, Greenvale, 3059, Victoria, Australia
objective
education
internships
I am pursuing a career in Architecture after completing a three-year bachelor’s degree and completing my Masters of Architecture at the University of Melbourne.
2017- 2019 Masters of Architecture at the University of Melbourne, in Australia
Feb – June 2016 (Internship in KAUST) 2d drawings, renderings, house design, reviewing guidelines all under the supervision of a Senior Architect
In order to take on this career challenge, I am currently seeking full time employment which will assist me financially and help me to sharpen my people and communication skills.
2013-2015 Bachelors of Env Degree at the University of Melbourne, in Australia 2010-2012 International Baccalaureate Diploma at The KAUST School in Saudi Arabia
Jan – Feb 2015 (Internship in KAUST) 2d drawing, site visits, plan reviews
This will boost my confidence greatly and prepare me to tackle future work challenges that I will no doubt encounter.
2006-2010 Completed years 6 to 10 of highschool at Gladestone Park Secondary College, in Australia
Feb 2014 (Internship in KAUST) 2d drawing, site visits, inspections, lab fitouts
employment
software
languages
Aug 2013 – Present (Totally Game, Broadmeadows) senior manager at a family arcade
Windows OS Microsoft Office 2017
English (fluent) Arabic (proficient)
Dec 2013 – Feb 2014 (Volunteer Work) organising school event with Assistant Princpal
Autocad 2017 Revit 2017 Photoshop CC 2017 Indesign CC 2017 Wondershare Filmora
Sept 2012 – Feb 2013 (Volunteer Work) tutoring - math, piano coaching - boys soccer team preparing ramadan events Sept 2009 – Aug 2010 (Bunnings Warehouse, Broadmeadows) cashier customer assistant Nov 2008 – Sept 2009 (Red Rooster, Tullamarine) cashier kitchen hand
Design Portfolio
STUDIO 24 2017 MASTERS 1st Year - Semester 1 Group Work This studio focuses on architecture of a territory, such as Rio de Janiero in this case, as a site for spatial intervention. Throughout the entirety of the studio, our group were asked to critically analyse and speculate scenarios that subvert the processes and repercussions of ‘the wall’ - social bubbles, ideology, geography, output, division of labour, inequality etc.
Staircase intervetion
These scenarios of transformation will be addressed from those simple moments of our existence - circulating, producing, dwelling and communicating. We were asked to question the role of architecture at different scales - from the street to the block to the bedroom - where ‘walls,’ invisible or otherwise, become a most powerful and intransigent construct of the modern political economy.
Drying the washing
Exhibition Space
Rest Space
Rooftop intervention
MANIFESTO: Moving away from conventional tourism to Nano tourism in Rio de Janeiro slums We believe people should have the opportunity to experience life in Rio through the eyes of residents living in Favelas, rather than through the eyes of conventional tour guides. Conventional tourism has been the key driver for many economies around the globe, and has socially dictated the path tourists take whilst on vacation. The objective of this project is to introduce a new form of tourism, specifically Nano tourism in Rio de Janeiro, Brasil. The idea is to create a unique and unconventional approach towards tourism predominantly looking at Rio’s favelas, such as Santa Marta. By identifying existing problems in Santa Marta, we intend to address these issues by drawing on precedents such as AirBnB, by developing new spaces on existing roof tops, and alleyways, with the addition of new staircases to connect different nodes. Essentially this new form of circulation and adaption of the different spaces creates a second layer above the existing favela.
Final Outcome
STUDIO 21
Task 2 - 6-PACK 8 7 4
3
Throughout the course of the semester, this studio tackled the challenges of designing apartments on a small scale (Own apartment), medium scale (6 apartments, shown on this page), to a large scale (80+ apartments, on the following pages). As part of these tasks, the final outcome of the subject was to identify a problem(s) with the site and propose a solution, otherwise known as the “Big Idea”, which fundamentally formulated the design process. The following is my “Big Idea’ proposed for the final project. The big idea for the final project is to give a variety of occupants the oppportunity to pick the type of living they want based on their own preferences. Clients are given the chance to pick how they want their apartment/townhouse to look/feel like, giving a sense of individuality and ownership. Unlike the neighbouring monotonous townhouses on the north and east side of the site, “PICK-A-PART” (aka pAp) advocates the uniqueness of each individual.
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1
A
4
2
2 5
5
Ground Floor - Units 1 & 2 1:50 McGoun St
2m
0
Elevation Activation (EA) Apartments
IMAGE
9
4
4
About the Project
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Elevation Activation Apartments (EA Apartments) stems from the need to create something awe inspiring in this area of Richmond. Upon visiting the site, it was noticed that the area was dull and quiet. The corner of Thomas and McGoun St almost seemed to have dried and withered out and i s n ow a n e ye s o re fo r t h o s e p a s s i n g by.
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(250/300 dpi, PDF)
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1
2
For me, it was then a matter of addressing how to reactivate a corner site along these two streets and putting Thomas/McGoun St back on the map! It was time to inject some youth and something new to the area.
5
With this in mind, the project name Elevation Activation came to life, with the BIG IDEA of the project is to create communal engagement with each occupant as well as members of the public along the south elevation facing McGoun St.
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1
1
5
First Floor - Units 3 & 4 1:50 0
2m
9 4
4
L O C AT I O N
26 Thomas St, Richmond, VIC, 3121 NO. OF RESIDENTS
N O . O F C A R PA R K S
6-12
0
NO. OF BEDROOMS
N O . O F B AT H R O O M S
6
6
I N T E R N A L F LO O R A R E A
EXTERNAL AREA
3 1 9 m2
7 3 m2
HEIGHT
SITE AREA
3 storeys
1 8 1 m2
T O TA L D W E L L I N G S
PROXIMIT Y TO PUBLIC TRANSPORT
6
170m
3
3 Dwelling Sizes
Apartment Key
Unit 1: I n t = 4 8 m 2 Ext = 5m2
Unit 4: I n t = 4 6 m 2 Ext = 4m2
Unit 2: I n t = 4 6 m 2 Ext = 5m2
Unit 5: I n t = 6 0 m 2 Ext = 4m2
Unit 3: I n t = 6 0 m 2 Ext = 4m2
Unit 6: I n t = 4 6 m 2 Ext = 4m2
1. 2. 3. 4. 5. 6. 7. 8. 9.
1
Bedroom Living Bathroom Kitchen Balcony Shared green space Bike park Bin Storage Study/Spare Room
2
2
5
Second Floor - Units 5 & 6 1:50 0
2m
5
1
A
Thomas St
2018 MASTERS 2nd Year - Semester 1 Individual
Task 3 - BIG IDEA project (Final)
A
B
A
B
West Section A-A
Site Plan Massing Iterations
1
2
3
4
5
6
7
8
SIXTH FLOOR
Bill (Single) (Bachelor)
Jeff/Margot (Couple)
(Expecting child)
Materials:
Materials:
White Oak flooring (Interior) Light Marble (Bath/Laundry)
Light Marble tiles(Interior) Tosca Red oak (Bed/Lounge/
(Balcony)
Exposed Concrete (Balcony)
Tosca Red oak decking Interior Paint: Sea Salt Green
FIFTH FLOOR
FOURTH FLOOR
Study)
Interior Paint: Wrought Iron Black THIRD FLOOR
pAp Floor Plan Iterations Axonometric Section Cut SECOND FLOOR
FIRST FLOOR
GROUND FLOOR
Axonometric Floor Plans
PICK A-PART-MENT (pAp)
STUDIO 6 2018 MASTERS 2nd Year - Semester 2 Individual
“A Self-Sufficient CoHousing Development� A cooperative community within a CoHouse development advocating for self-sufficiency. The idea is to design and develop architecture as a vessel that can be used by the residents to establish the norm of self-sufficiency. This is done by meeting needs of all its residents, the CoHouse speaks to three key themes for attaining self-sufficiency, Economic, Social, and Environmental. Each of these themes are met through the adaptability/flexibility of spaces within the CoHouse. From market spaces to workshops, the CoHouse fosters the idea of learning and living, creating an awareness for all themes, encouraging interactions amongst residents and public from whom they can learn from one anothers experiences. The diversity of personalities the CoHouse. With the addition themselves into a tightly knit the guests may have to offer. The facilities provided by the also being interchangeable and
within the development help make this possible, enabling residents to experience and learn something new whilst living in of renting rooms for external guests, this adds an extra touch of diversity, allowing members from the public to immerse community. Doing so creates further external exposure for residents within the development, picking up new ideas or skills CoHouse, such as market space, childcare, workshops, classroom, and function spaces, each speak to the three themes, but adaptive to change and suit a different purpose.
They also help create an attraction on site, bringing in an influx of visitors throughout the week to participate in whatever event is going on. Whether it be a class on arts & crafts, or a lecture held in the amphitheatre, it is both beneficial for the residents and public to help personal growth, and essentially promote collaboration within society.
Autarky System within CoHouse Community
What defines my project
Ground Floor Market Space
Market Perspective (in-use)
Market Perspective (after-hours)
West Section
West Elevation
Ground Floor
First Floor
Second Floor
Third Floor
Fourth Floor
Market
Entry
Rooftop Garden
Amphitheatre
Design Thesis
Social Connectivity Creating a sense of belongingness with the new urban spaces developed on campus. The center is there to improve social well-being between students, which is enforced by architecture that creates spontaneous interactions through the two key strategies.
2019 MASTERS 3rd Year - Semester 1 Individual
Hypothesis
Centrality
The student center can be considered to be the heart of any university, with students being the core driver for a successful campus. However, given the location of Fishermans Bend, the campus faces the issues of being remote, leading to the feeling of isolation for students in early stages of development.
Combining a variety of elements, to make space more attractive and accessible on the urban fabric not only for the Lemaire Campus, but for the existing and future neighbouring context. Essentially creating a social hotspot/condenser that is characterised by the internal and external amenities.
With early stages of the new Lemaire campus predicted to house 1000+ students, it is important for the University to spark interest other than the educational facilities it will provide. Therefore, not only must the design of the new student center reflect input from its students on how it should perform, it should also be addressing the following question:
Activation Creating more social engaging hotspots by activating key areas of the building by developing a desire line through the site. The desire line ensures people have a reason of interest to pass through the site with a variety of amenities.
How can the student center impact and/or challenge problems of isolation and remoteness on the site? To answer this, it is essential social connectivity is met for the students through two key strategies: Centrality and Activation. With these strategies working together in unison, the student center on the Lemaire Campus can become the heart of Fishermans Bend and help tackle the probable outcome of isolation.
Thesis Statement
This thesis argues social isolation is a probable outcome for a the new Lemaire campus and for its students, unless the design of the student center is heavily considered and utilized to spark interest on the campus. As Fishermans Bend is situated in a remote part of Melbourne, the result of poor urban planning has left the area with very little access to public transport and a small number of amenities.Therefore the job of the student center is to improve social connectivity by activating the site through amenities that are targeted at dealing with loneliness or disconnect.
Design Research
This thesis has been developed through a series of precedent studies, supporting texts, and personal experience on social isolation. The precedents primarily focus on key design principles of the architecture for student centers, such as connectivity, activation, centrality, student needs, informality, adaptive re-use, functionality and aesthetics. The thesis project has developed with these design principles acting as core driver, however, over the course of the semester, the project has paid more focus to two key principles to achieve a greater outcome. By focusing on centrality and activation as key strategies, the project aims to achieve social connectivity on the site.
Inspired by yin yang, the two key strategies work together as one for the inclined growth of the campus.
As precedents have helped identify key strategies for the project, suggested supporting texts over the semester have also enforced the idea of how social connectivity can be met through architecture. A higher level of thinking must be considered when designing architecture that entails social connectivity, as the building acts more than just a shelter for students. The texts covered have helped to be specific with the type of program the students need in order to feel less isolated, with the option of the student center program to be changed based on the needs of the students. This has been done with the idea of flexible/interchangeable floor plans, where the building can manipulate itself to fit a specific type of amenity.
Design Principles
EXISTING
PROPOSED
Desire Line
Re-adaptive Student Flex plot options:
Active Outer
Active Inner
Inactive Edges
OUTDOOR COURTYARD
CULTURAL CENTER
FLEX PLOTS
SOCIAL SUPPORT
INTERACTIVE EXHIBITION
CAFE
COLLABORATIVE LEARNING
3
3
3
A
STUDENT HUB
1. Additional Collaboration Space 2. Additional Exhibiton Space 3. Cafe
LIBRARY
OUTDOOR FLEX
B
1
2
1
2
1. Rented out office space 2. Pop-up workshop 3. Additional Library
1 2
A
Flex Plots
B
C
FLEX PLOTS
Leisure Flex plot options:
RETAIL
-
GROCERY STORE GYM
C 1. Designated Student studio space 2. Games Room 3. Napping Pods
Program
- Designated student studio space - Computer Lab - Coworking Space - Model making space - Library - Interactive learning displays - Rentable office space - Hot desks - Help desks - Shared learning space with students - Cafe - Conference suites - Start Up space - Recreational gaming - Additional Exhibiton space
RESTAURANT
Campus Store Lounge Bar Games Room Napping Pods Cafes Restaurant Gym Radio Station Concert Space Exhibition Space Landscaped courtyards Food truck yard Festival ground Multi-use court Function Room Massage Parlour Outdoor Cinema
POPULOUS
ACROPOLIS
Populous Acropolis is a project that prides itself on becoming the heart of the new Lemaire Campus in Fishermans Bend. The intention behind the project name is to express the idea of the student center being the center of a new precinct, much like the center of a city (acropolis). As part of the project is to inspire activity and activation on the site, the idea is to create a new popular destination for students and members of the community, hence the name Populous Acropolis.
“A popular destination in the heart of a new campus. It’s a Populous Acropolis.” - Bilal Hallak, 2019
A
B
PLAN 1.1
PLAN 1.2
B
A
2032
STAGE 3 | GROUND FLOOR 0
5
10
20m
Flex Plots
A
B
C
A
Program: 1. Rented out office space 2. Collaboration space 3. Recreation space
As one of the design principles, and one of the key drivers for the project, the flex plots act a key method of activating the site. By creating a flexible floor plan, the student center can adapt and change based on what current needs and wants are for student. In doing so, it is possible to continue activating the site, creating a dynamic environment with new and interesting amentieis on a daily basis. Allowing a variety of amenities on the site has the potential to stimulate social engagement for students, which may prohibit any sort of feeling of isolation. This method of creating an active environment is crucial in the early stages of development for the new student center and Lemaire campus, as early stages of development will lack any sort of activities for those attending the campus.
B
Program: 1. Designated Student studio space 2. Pop-up workshop 3. Cafe
C
Program: 1. Designated Student studio space 2. Conference spaces
2032 STAGE 3 | GROUND FLOOR FLEX PLAN 1.1 0
5
10
20m
A
B
C
A
Program: 1. Food Festival (event) 2. Restaurant
B
Program: 1. 2. 3. 4.
Multi-use court Gaming Lounge Function Room Outdoor Cinema
C
Program: 1. Masseuse 2. Napping Pods 3. Food trucks
2032
STAGE 3 | GROUND FLOOR FLEX PLAN 1.2 0
5
10
20m
2032
STAGE 3 | WEST ELEVATION / SECTION
0
5
10
20m
OUTDOOR EXHIBITION/COURTYARD
DESIRE LINE
MULTICOURT
TIMBER SLATS
INTERNSHIP 2016 Jan-June Team/Individual Work
HOUSE A1
KAUST House Type A1 Created using Revit/AutoCAD
After graduating from the University of Melbourne, I was given the opportunity to do some work as a volunteer intern in KAUST for a 3rd time. However, this time the work completed was more design based and there was much more exposure to how the design team operates as a whole. The team I were able to work alongside included Project Managers, Architects, Engineers of a wide variety, and an urban planner. The combination of this team gave me a variety of exposure into the different disciplines in charge of a large scale project. Fortunately for me, my time at KAUST was during the Housing Expansion Project, which was a major development of residential townhouses in a new sector of the university campus.
Type B front end (Revit Sketch)
Ground Floor
1st Floor
Ground floor First floor
= 106 m2 = 128 m2
Total Net
= 234 m2
KAUST House Types Rendered using Revit
Type A
Type B/C