CAN CAKMAK
ARCHITECTURAL PORTFOLIO
1
2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES
UNIQUE PROGRAMATIC INTERPLAY
MATH/ SCIENCES MIXED GRADES
PROGRAMATIC RELATIONSHIP
ENGLISH/WRITING MIXED GRADES
SOCIAL STUDIES MIXED GRADES
INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS
FORM
MUNIPULATED GROUND PLANE
5 6
THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.
WAREHOUSE DISTRICT CAMPUS INTERNATIONAL
CONVENTION CENTER
FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE
STATE UNIVERSITY
CAN CAKMAK Syracuse University Bachelor of Architecture 2014 ccakmak@syr.edu cancakmak.com (917)-975-2765 907 Ackerman Ave Syracuse, NY 13210
1
2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES
UNIQUE PROGRAMATIC INTERPLAY
MATH/ SCIENCES MIXED GRADES
PROGRAMATIC RELATIONSHIP
ENGLISH/WRITING MIXED GRADES
SOCIAL STUDIES MIXED GRADES
INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS
FORM
MUNIPULATED GROUND PLANE
5 6
THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.
WAREHOUSE DISTRICT CAMPUS INTERNATIONAL
CONVENTION CENTER
FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE
STATE UNIVERSITY
DIGITAL INTERVENTIONS 3rd Year Studio (London Abroad) Augmented Spaces 4 Weeks London, UK After exploring the Olympic Site in London, the digital intervention was designed to bring an augmented, digital tour of the olympic park to the citizens of London. These digital interventions were in an effort to bring more awareness to the public, specifically regarding the olympic park’s role post-olympics in 2012.
D o c u m entati on of areal phot os t a ke n arou nd the Olympi c Pa r k in Lo n d o n. iPhone o n 10’ s t i ck | P h ot os h op
E x h i b i t i o n o f O l ymp i c Pa r k d o c ume n ta ti o n. Pr o je c t i o n s o n th e f l o o r s h o w s u b je c t w a l ki n g a r o u n d t h e s i t e, w h i l e p r o je c t i o n s a h e a d s h o w s mo me n t s w h i c h s p e c i f i c a l l y c a u gh t t h e i r a t t e n t i o n. -
6
7
S tu dies of ‘augmented s pa ce’ arou nd a person’s body, ad apt in g to their movements and phy s ical attribu te s. Cin ema 4 D | I llus t r a t or
8
Experiments with parametric design. Objects changing shaped based on moving control points. Ci nema4D | Illus trator | Photos hop
9
1
2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES
UNIQUE PROGRAMATIC INTERPLAY
MATH/ SCIENCES MIXED GRADES
PROGRAMATIC RELATIONSHIP
ENGLISH/WRITING MIXED GRADES
SOCIAL STUDIES MIXED GRADES
INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS
FORM
MUNIPULATED GROUND PLANE
5 6
THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.
WAREHOUSE DISTRICT CAMPUS INTERNATIONAL
CONVENTION CENTER
FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE
STATE UNIVERSITY
CLEVELAND DESIGN COMPETITION Competition Entry In collaboration with Lauren Buckheit K1-12 School District 3 Weeks Cleveland, OH
This competition invited entrants to re-envision the architectural layout of a K-12 school in Cleveland, OH. Because the competition was designed with a studio partner while both team members were traveling, most of the collaboration took place online, over Skype and other platforms, in order to come up with a coherent re-imagination of a school district.
Cleveland Design Competition was a project to re-envision the architectural structure of a K1-12 school system. Rhino | V- Ra y | P h ot os h op
INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES
UNIQUE PROGRAMATIC INTERPLAY
MATH/ SCIENCES MIXED GRADES
PROGRAMATIC RELATIONSHIP
ENGLISH/WRITING MIXED GRADES
SOCIAL STUDIES MIXED GRADES
INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS
CLEVELAND’S CAMPUS INTERNATIONAL OLD SCHOOL
THE CAMPUS INNOVATION
HOOP HOOP2
HOOP HOOP2
5TH & 11TH
GROUP WORK
10TH & 12TH
FOYER LOBBY
MEN WOMEN OFF. BOX
DOWN &
SLOPE
SOUND LIGHTS
H/C
DOWN SLOPE PIT
STAGE
LOADING
OFFICE TECH.
RM. GREEN DRESSING M. DRESSING W.
Social Studies
Math Language
will no longer be distinct as
8TH & 11TH
languages. In order to facilitate this envioronment each classroom will
1/2" 91'-10
HOOP HOOP2
3RD & 7TH 4TH &6TH
The teacher will not only instruct but they will instruct each other, providing oppurtunities to both learn from each othe but also communicate
HOOP HOOP2
Social Studies
subjects will be combined within a single room causing collaboration and interactive group learning
Science HOOP HOOP2
High School
PROJECTS
1ST & 4TH
HOOP HOOP2
Language Building Performing Arts
areas. However within each subject area it will not be devided by grade.
HOOP HOOP2
Science Building
Campus International School will be a highly innovative Cleveland public school where grades K-12 will all exist on one campus. Instead of dividing the subject areas for these students into issolated spatial areas each bar will contain a programatic subject type. Each of these bars overlaps and come to a main intersection point. At these intersection
STAGE
Math Building
Middle School
Math
OVERLAP |INTEGRATION
Campus International School’s subject areas are located where the facilities cater best to each course. This will still occur, having each of the
BACK
Elementary
FORM
Language
LECTURE
COLLABORATION
DIVISION
The common school system uses types of division and segmentation to organize the spacial layout of the learning environment. Division through GRADE LEVEL as well as SUBJECT AREA are the most prevelant. School systems are divided into elementary, middle, and high school with seperate isolated subject areas such as science, math, english, and social studies
studies, but will be integrated into one unique learning experience.
layouts such as lecture, projects style, and group work
DISCONNECTED SITE
Social Studies cafeteria gym sports
CONTINUEING THE GREEN INITIATIVE CLEVELAND STATE INITIATIVE TO CREATE A GREEN LINKING CORRIDOR
SITE INFLUENCES
CAMPUS INTERNATIONAL FURTHERING CLEVELAND STATES GREEN INITIATIVE
WAREHOUSE DISTRICT
IOR SUPER CAMPUS INTERNATIONAL
WAREHOUSE WAREHOUSE DISTRICT DISTRICT
E
PAYN
LAKE ERIE LAKE ERIE WATERFRONT WATERFRONT
PUBLIC SQUARE
BROWNS BROWNS STADIUM STADIUM
RIOR SUPE RIOR SUPE
CONVENTION CONVENTION CENTER CENTER
PLAYHOUSE SQUARE
PUBLIC PUBLIC SQUARE SQUARE
CLEVELAND STATE UNIV.
DISCONNECTION DISCONNECTION PLAYHOUSE SQUARE PLAYHOUSE SQUARE
CAMPUS CAMPUS INTERNATIONAL INTERNATIONAL
MUNIPULATED GROUND PLANE
PAYNE PAYNE
CHESTER CHESTER
EUCLID EUCLID
STATE STATE UNIVERSITY UNIVERSITY
CUYAHOGA
CUYAHOGA
THE FORM AS THE CONNECTOR NEED FOR EAST WEST CONNECTION TO DOWNTOWN |PLAYHOUSE
NEED FOR NORTH-SOUTH CONNECTION BETWEEN ROADS AND UNIVERSITY
RESULTING IN UNIQUE CIRRCULATION AND NEED FOR CONNECTION WAREHOUSE DISTRICT
SUPE
OR ERI SUP
RIOR
WAREHOUSE DISTRICT
CAMPUS INTERNATIONAL
RIOR SUPE CAMPUS INTERNATIONAL
WAREHOUSE DISTRICT
WAREHOUSE DISTRICT
NE PAY
PLAYHOUSE SQUARE
E PAYN
NE PAY TER
PLAYHOUSE CLEVELAND STATE UNIV.
PLAYHOUSE SQUARE
CLEVELAND STATE UNIV. CLEVELAND STATE UNIV.
CHES
CLEVELAND STATE
PLAYHOUSE SQUARE
CLEVELAND STATE UNIV.
Exterior night render. Cine ma 4D | Ph o t o s ho p
ENG MIX
12
Instead of being divided up by grades, this design dedicates a ‘strand’ for each subject, for all ages, encouraging interactions between all ages to learn from each other. Rhi no | V- Ray | P h o to s h o p
INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES
UNIQUE PROGRAMATIC INTERPLAY
MATH/ SCIENCES MIXED GRADES
PROGRAMATIC RELATIONSHIP
GLISH/WRITING XED GRADES
SOCIAL STUDIES MIXED GRADES
INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS
THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is 13 issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and
1
2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES
UNIQUE PROGRAMATIC INTERPLAY
MATH/ SCIENCES MIXED GRADES
PROGRAMATIC RELATIONSHIP
ENGLISH/WRITING MIXED GRADES
SOCIAL STUDIES MIXED GRADES
INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS
FORM
MUNIPULATED GROUND PLANE
5 6
THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.
WAREHOUSE DISTRICT CAMPUS INTERNATIONAL
CONVENTION CENTER
FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE
STATE UNIVERSITY
BIO-CHEMISTRY RESEARCH LAB 3rd Year Comprehensive Studio In collaboration with Phil Bongard Bio-Chemistry Laboratory 10 Weeks Boston, MA
This comprehensive design of a Bio-Chemistry Research Lab aimed to understand the functional necessities of a typical laboratory design, while attempting to re-invent certain aspects in order to bring additional interventions such as collaborative and work spaces. In a collaborative effort, the final product aimed to solve not just design but a variety of building components such as structure, HVAC, ventilations, and more.
Top: Site analysis to determine between two building sites. Bottom: Programmatic analysis of typical lab layout, redesigned. Au t o CA D | I llus t r a t or | P h ot os h op
1
1
Genzyme Biosurgery building.
Public area in front of site.
2
2
Genzyme Biosurgery building.
1
1
Public area in front of site.
2
2
Boardwalk for the public.
Boardwalk for the public.
3
3
View of Boston and Charles River BasinView of Boston and Charles River Basin
4
4
N
Twoatproposed sites at Boston. Kendall Square, Boston. ed sites Kendall Square,
Program Program Program Placement Placement Placement InPlan In Plan Plan Plan Program Placement InInIn Plan Program Program Placement Placement In Plan
16
N
N
Decision tosite choose site due to Genzyme the neighboring Genzyme building, Decision to choose second due second to the neighboring building, the public area inthe public a the front, onand the the South side, andRiver. the view of the River. the front, boardwalk on theboardwalk South side, view of the
outhEast View During the Day
rium View Into Labs
Exterior rendering of Bio-Chemistr y Lab in chosen site in Boston, MA Revi t | Rhi no | Ske tc h U p | P h o to s h o p
17
Plan of typical floor plan of the BioChemistr y Research Lab. Revit | Il l u s t ra tor
Floor Plan B ”=1’-0” 10
1
2
Section
3
23'-0"
4
23'-0"
5
23'-0" 23'-0"
A
G
ort
oor
on
25'-0"
25'-0"
M
ort
Cubicle Cluster Office
B
Typ.
Communal Laboratory
Tissue Culture
Fume Hood Alcove
Tissue Culture
od
Cubicle Cluster
25'-0"
25'-0"
Typ.
H
Kitchenette /Support
ard
Env. Rm.
ons
Tissue Culture
Support
C
Support
4" M
Pl
Conference
Tissue Culture
J
ade
20'-0"
Up
ore
Men
K
D
tair
haft
14'-0"
ing
Atrium
ure
25'-0"
om
20'-0"
Women Up
L
am
E
Computer Cluster
Computing Support
Support
Support Tissue Culture
Env. Rm. Conference
am
Fume Hood Alcove
35'-0"
Archive Space
ard
Tissue Culture
Tissue Culture
Env. Rm.
25'-0"
der
Fume Hood Alcove
M
Communal Laboratory Communal Lounge
25'-0"
F
on Computer Cluster
N
em
23'-0"
23'-0"
23'-0"
6
7
8
23'-0"
9
10
Workspace
uth Elevation ”=1’-0”
ers
Pl
N
18
L
M 25'-0"
ght
de
4" M
10
25'-0"
K 20'-0"
J 14'-0"
H 25'-0"
G 25'-0"
Vertical Circulation
Mesh + Spider Clip Facade
Various comprehensive buildingStructure systems highlighted. Revi t | Rhi no | Illus tra to r
Vertical Circulation
Mesh + Spider Clip Facade
Structure
Lab Lab Zones Zones
HVAC
Service AreaService Area
High EnergyHigh Consumption Energy Consumption
Low EnergyLow Consumption Energy Consumption
Service Area
HVAC
Enclosure
Composite
Atrium Space Area
HVAC
Enclosure
Composite
Low Energy Consumption
ce Area
Atrium Space Area
Vertical Circulation
Mesh + Spider Clip Facade
Vertical Circulation Structure
Enclosure
HVAC Composite
Low Energy Consumption
Atrium Space Area
on
Energy consumption based on program of typical floor plan.
HVAC
Rev it | I llus t r a t o r
19
SouthEast View During the Day Detail sectional drawing demonstrating lighting controls of different sections in the Bio-Chemistr y building. Revi t | Il lus t r a t or
Sunlight Control By Perforated Mesh
Lab Space
Atrium View Into Labs
Laboratory
Rendering of the central atrium space spanning through all floors. Revi t | Rh i n o | P h ot os h op
20
Sunlight Through Atrium
Laboratory
Sunlight Through Atrium
Lab Space
Sunlight Control By Perforated Mesh
Rendering of a typical Bio-Chemistr y lab space. Revi t | Photos hop
21
Diagrams showing exterior and interior visual connections, airflow throughout the building, and fire safety precautions. Re v i t | I llust r at o r | Ph o t o sh o p
Visual Connections, Interior & Exterior
ESTCODE
ESTCODE
Sectional Diagrams | Air Circulation
Atrium Fire Control
Visual Connections, Interior & Exterior
ESTCODE
ESTCODE
ESTCODE
Diagrams | Atrium Fire Control
Visual Connections, Interior & Exterior
ESTCODE
ESTCODE
22
ESTCODE
Sectional render of detailed lab spaces, also showing lecture hall, lobby, and basement spaces. Revi t | Photos hop | I llu s tr ato r
23
Plans, elevations, and sections of Bio-Chemistr y Lab. Actual size of presentation at 8 by 16 feet. Revi t | Il l u s t ra t or
Detailed Section 1”=1’-0” 1
Lab Floor Plan A 1/8”=1’-0” 1
2
Lab Floor Plan B 1/8”=1’-0”
10
1
1
2
10
Section
3
23'-0"
4
23'-0"
5
23'-0" 23'-0"
A
A
G Write-Up w/ Overhead Storage and Support
Cubicle Cluster
W14 Steel Beam, Typ.
Env. Rm. Support
C
Support
Tissue Culture
Tissue Culture
Full Height, Air Tight Partitions
Up
Bi-Steel Core
Men
Mechanical Shaft
Atrium
Bi-Steel Core
D
42" Switch Back Fire Stair Mechanical Shaft
3 Hour Rated Core Enclosure
Women
25'-0"
3 Hour Rated Core Enclosure
Up
L
W14 Steel Beam
25'-0"
ADA Compliant Bathroom
20'-0"
10'-0" Laboratory Ceiling Finish
Porosity Varying Perforated Metal Meshes
Interior Floor to Floor Glazing
K
D
42" Switch Back Fire Stair
Metallic High Density Panel Facade
20'-0"
Interior Floor to Floor Glazing
ADA Compliant Bathroom W14 Steel Beam
E
Computing Support
Computer Cluster
Support Tissue Culture
Env. Rm. Conference
W16 Steel Beam
35'-0"
Tissue Culture
Tissue Culture
Env. Rm.
Fume Hood Alcove
Archive Space
Whiteboard
E
Support
25'-0"
W20 Steel Girder
Fume Hood Alcove
W20 Steel Girder
M
W16 Steel Beam
35'-0"
4" Rigid Insulation Aluminum Mullion w/ Passive Heat Flow System
Metallic High Density Panel Facade
14'-0"
Plastered Concrete Fireproofing.
C
J 20'-0"
W14 Steel Beam, Typ.
Fume Hood
Conference
4" Metal Decking w/ 8" Concrete Slab
W16 Steel Girder, Typ.
Whiteboard
Cubicle Cluster
25'-0"
25'-0"
Tissue Culture
Fume Hood
B
W14 Steel Beam, Typ.
W16 Steel Girder, Typ.
Fume Hood Alcove
25'-0"
Tissue Culture
H
Kitchenette /Support
Communal Laboratory
W16 Steel Girder, Typ.
Full Height, Air Tight Partitions
Glossy Poured Epoxy Floor Full Hieght Workspace Partition
Office
B
1/2" Glossy Epoxy Pour Floor Finish
Workstation w/ Overhead Storage and Support
25'-0"
Glossy Poured Epoxy Floor
25'-0"
Write-Up w/ Overhead Storage and Support
25'-0"
Workstation w/ Overhead Storage and Support
Whiteboard
Communal Laboratory Communal Lounge
Intergrated Overhead Outlets and Gas Supply
25'-0"
F
F
W12 Steel Column w/ 3 Hour Rated Partition W12 Steel Column w/ 3 Hour Rated Partition
Computer Cluster
N
Composite Glazing System
23'-0"
23'-0"
23'-0"
1/2" Glossy Epoxy Pour Floor Finish
Composite Glazing System
23'-0"
4" Metal Decking w/ 8" Concrete Slab
6
W14 Steel Beam, Typ.
7
9
8
10
W16 Steel Girder, Typ. Plastered Concrete Fireproofing. 4" Rigid Insulation Aluminum Mullion w/ Passive Heat Flow System
West Elevation 1/8”=1’-0” 1
South Elevation 1/8”=1’-0” 1
10
10
10'-0" Laboratory Ceiling Finish
1
2 23'-0"
Porosity Varying Perforated Metal Meshes
6 22'-6"
5'-8"
7 23'-0"
8 23'-0"
9 23'-0"
10 23'-0"
Skylight
Skylight
Metallic High Density Panel Facade
Metallic High Density Panel Facade
Painted Aluminum Louvers
Painted Aluminum Louvers
Painted Aluminum Mullions
Painted Aluminum Mullions
Dense Composite Mesh Glazing
Dense Composite Mesh Glazing
Porous Composite Mesh Glazing
Porous Composite Mesh Glazing
Glass Fin Spider Glazing System
Glass Fin Spider Glazing System
Double Swing Glass Door
Double Swing Glass Door
Intergrated Overhead Outlets and Gas Supply
Double Swing Glass Door Transparent Glass Railing
24
Section 1/4”=1’-0” 1
1
2
10
Section
3
23'-0"
4
23'-0"
5
23'-0" 23'-0"
Skylight
G
193'-0" Metallic High Density Panel Facade
25'-0"
Cubicle Cluster Office
Communal Laboratory Fume Hood Alcove
Tissue Culture
Cubicle Cluster
25'-0"
Tissue Culture
Painted Aluminum Louvers
H
Kitchenette /Support
Env. Rm. Tissue Culture
Support Support
4" Metal Decking w/ 10" Concrete Slab
173'-0"
Plaster Fireproofed W18 Steel Girder
Conference
Tissue Culture
J 14'-0"
Up Men
K
160'-0"
Atrium
20'-0"
Women Up
L Computer Cluster
Computing Support
Support
147'-0"
Support
Fume Hood Alcove
Archive Space
Tissue Culture
Tissue Culture
Env. Rm.
25'-0"
Tissue Culture
Env. Rm. Conference
Fume Hood Alcove
M
Communal Laboratory Communal Lounge 134'-0"
25'-0"
Computer Cluster
N 121'-0"
23'-0"
23'-0"
23'-0"
6
7
8
23'-0"
9
Aluminum Mullion w/ Passive Heat Flow System
10
Enviornment Room
Tissue Culture
Individual Laboratory
Dense Composite Mesh Glazing
Fume Hood Alcove
Individual Laboratory
Workspace w/ Overhead Storage and Supply Write-up Desk 4" Metal Decking w/ 8" Concrete Slab
108'-0"
Plaster Fireproofed W16 Steel Girder
N
L
M 25'-0"
25'-0"
K 20'-0"
J 14'-0"
H 25'-0"
G 25'-0"
95'-0"
82'-0"
69'-0"
56'-0"
43'-0"
Aluminum Mullion w/ Passive Heat Flow System
Communal Laboratory
Fume Hood Alcove
Tissue Culture
Enviornment Room
Communal Laboratory
Dense Composite Mesh Glazing
Workspace w/ Overhead Storage and Supply Write-up Desk 4" Metal Decking w/ 8" Concrete Slab
30'-0"
Plaster Fireproofed W16 Steel Girder Operable Interior Shading Screen
Reception
Double Glazed Glass Fin Spider Facade Plaster Fireproofed W16 Steel Girder
Office
17'-0"
Operable Interior Shading Screen
Conference
Office
Double Swing Glass Door
0'-0"
Reinforced Concrete Foundation Column
Waterproofing 2" Rigid Insulation 12" Reinforced Foundation Wall Steel Footing Connection 24" Isolated Concrete Slab
-15'-0"
36" Concrete Pile Caps 36" Concrete Footing Concrete Piles
25
1
2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES
UNIQUE PROGRAMATIC INTERPLAY
MATH/ SCIENCES MIXED GRADES
PROGRAMATIC RELATIONSHIP
ENGLISH/WRITING MIXED GRADES
SOCIAL STUDIES MIXED GRADES
INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS
FORM
MUNIPULATED GROUND PLANE
5 6
THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.
WAREHOUSE DISTRICT CAMPUS INTERNATIONAL
CONVENTION CENTER
FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE
STATE UNIVERSITY
THEO CHOCOLATE FACTORY 2nd Year Studio Chocolate Factory 8 Weeks Syracuse, NY
This chocolate factory for Theo Chocolates, an artisan chocolate brand, not only aimed to create a factory to expand the brand to the greater NY area, but also provide tours for locals and tourists to see the chocolate making process. The exterior cladding was designed and full scale mock ups were created in collaboration with ceramic major students at Syracuse University.
E x t erio r render of entrance. Rhino | Ph o to s h op
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Program di agrams. S ke t c h e s
I n t e r i o r c i r c u l a t i on, h ig h lig h t ing t h e s p i r a l i n g s ta i r c ase and t r ian gu l a r f a c a d e o p ening s. Rhi no | Photos hop
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D i a gram of exteri or ti le arrangeme nt. Il l ustra to r
Colla b or at e d w i t h c e r a mi c ma jo r s t u d e n t s t o cr e a t e o n e -to - o n e e x t er ior t ile m o c k- u p s. Wo o d | C e r am ics
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E x t e r i o r n i gh t r ender, s h o wing t h e l i gh t e f f e c t t h r o ug h t h e t r iang ular f e n e s tr a ti o n s. Ci nema4D | Rh ino | P h o to s h o p
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Entrance of chocolate factor y. Stairs guide tours to the top floor, while displaying the creation process. Rhino | V- Ra y | P h ot os h op | I llus t r at o r
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Vi e w f r o m th e t o p f lo o r, h ig h lig h ti n g th e c a fe, and t h e dif f er ent f l o o r s o f t h e f ac t o r y. Rhi no | V- Ray | P h o to s h o p | I llu s tr ato r
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3D printed model showing with triangular fenestrations, columns, and floors of the factor y. Rhino | Wa x | I llus t r a t i o n Boa r d | B al sa
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L i gh t i n th e 3D pr int ed mo del d e m o n s t r a tes t h e lig h t ef f ec t o f t r i a n gu l a r f e nes t r at io ns. Rhi no | Wax
Imag es hi ghli ghti ng di f f e r e n t as p ec ts of the 3D pri nted mod e l, al so sh owi ng model comin g ou t of the p rin ter and oven. Rh i n o | 3 D Pr i n t e r | Wa x
35
1
2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES
UNIQUE PROGRAMATIC INTERPLAY
MATH/ SCIENCES MIXED GRADES
PROGRAMATIC RELATIONSHIP
ENGLISH/WRITING MIXED GRADES
SOCIAL STUDIES MIXED GRADES
INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS
FORM
MUNIPULATED GROUND PLANE
5 6
THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.
WAREHOUSE DISTRICT CAMPUS INTERNATIONAL
CONVENTION CENTER
FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE
STATE UNIVERSITY
BIO-MIMICRY: RESPONSIVE FACADES 4th Year Visiting Critic Studio Renovating the Everson Museum with Bio-mimicry 4 Weeks Syracuse, NY The Loligo Paeleii Squid uses its pigments to change color and texture in order to blend into its surroundings, both as a defense mechanism and for hunting its prey. Using this as a precedent, the idea of the pigments were applied to the Everson Museum’s concrete facade in order to bring light, and a visual connection, between the interior and exterior based on visitors’ movements and locations.
Loligo Paeleii Squid - a squid which changes texture and color to blend into it’s surroundings. -
Sectional render of Everson Museum showing adaptive wall based on Loligo Paeleii’s changing pigments. Rhi no | Ci nema4D | P h o to s h o p
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Actual photo of animation of changing pigments being projected onto the Everson Museum, with plans and sections showing adaptive wall. AutoCAD | Illustrator | Photo of Projection
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Site model of Everson Museum with 3D printed model of the adaptive wall with changing pigments. White M u s eu m Boa r d | 3 D Pr i n t | i Pad
3D print of wall model, showing different effects of lighting from different angles. 3D Pri nt
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Physical studies of adaptive wall models. Experimenting with materiality and light. -
3D Printed Model 8 b y 5 i nches
Concrete Model 1. 5 b y 2. 5 feet
Plexi + Museum Board Model 1 b y 2 feet
41
1
2 3 4 INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES
UNIQUE PROGRAMATIC INTERPLAY
MATH/ SCIENCES MIXED GRADES
PROGRAMATIC RELATIONSHIP
ENGLISH/WRITING MIXED GRADES
SOCIAL STUDIES MIXED GRADES
INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS
FORM
MUNIPULATED GROUND PLANE
5 6
THE NEW CAMPUS The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students’ education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.
WAREHOUSE DISTRICT CAMPUS INTERNATIONAL
CONVENTION CENTER
FLUID CONNECTION PLAYHOUSE SQUARE PUBLIC SQUARE
STATE UNIVERSITY
HOBART AND WILLIAM-SMITH 3rd Year Studio Dormitory at Hobart and William-Smith College 8 Weeks Geneva, NY Once divided into two campuses, one for boys and one for girls, Hobart and William-Smith is now a mixed university that aims to connect the two colleges together. With a growing number of applicants, one of the most important necessities is a dormitory to house incoming freshmen. The strategic location of the site is between the former border of the two colleges, meaning that the dorm’s functionality was not only to house students but also connect the campuses.
Site model of dormitor y at Hobart and William-Smith College. Laser Cutter | CNC Mill | Chipboard | Balsa
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Explorations in study models and sketches for parti of the design. Chipboard | Balsa | Insulation Foam | Trace
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Rendering of dormitor y design. Rhino | V- Ra y | P h ot os h op | I llus t r at o r
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Exploded axon of individually designed parts of the dorm room. Rhi no | V- Ray | Photos hop | Illus trator
47
Main front entrance of dormitory, with an exploded axon showing structural and programmatic elements of design. Rhino | V- Ra y | P h ot os h op | I llus t r at o r
Night render of the back-quad of dormitor y. Rhino | Cin em a 4 D | P h ot os h op
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Main lobby of dormitory. Rhi no | V- Ray | P h o to s h o p | I llu s tr ato r
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CAN CAKMAK
ARCHITECTURAL PORTFOLIO
CAN CAKMAK
ARCHITECTURAL PORTFOLIO