POR T FO L IO Architecture
Colin Esworthy
CONTENTS 01 02 03 04 About Me
page 3
Council Grove Public Library
page 6
J.C. Harmon High School
page 14
MOVE: Dance House
page 36
About Me
Colin Esworthy CONTACT
316-655-0820 cesworthy@ksu.edu
My name is Colin Esworthy and I am from Wichita, Kansas. I am a 4th year Architecture student at Kansas State University. Growing up, I lived in Illinois, England, and Kansas. My hobbies include bowling, trap shooting, and running.
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COUNCIL GROVE LIBRARY Fall 2017 Council Grove, Kansas Community Engagement
This project created a library that would act as a community center. The primary space holds the books, therefor creating hierarchy in the space. The atrium acts as the primary space and is visible, from people inside and outside of the building.
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FIRST FLOOR PLAN
The diagrams show how the atrium space is placed relating to the town layout. The parti shows where the main access point into the building from the street and parking relates to atrium.
PARTI
BASEMENT FLOOR PLAN
CONCEPT FORM
SECOND FLOOR PLAN
Council Grove Library
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The front facade is open and against the sidewalk to allow easy public trafďŹ c. The double story height starts to showcase the main book shelf area.
Entry Facade
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The exterior seating area is open to the public view and allows users to watch over the childrens area from a tamer setting.
Exterior Seating and Children's Area
Council Grove Library
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SECTION AA
SECTION BB
Neighborhood Revitalization Plan
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NEIGHBORHOOD REVITALIZATION PLAN Spring 2018 Argentine, Kansas Bike and Ride
Before designing a school for J.C. Harmon, our class researched the Argentine neighborhood. The research I was involved in was based around transportation and how it affected socioeconomic status.
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WŚĂƐĞ Ϯ
ƐƚĂďůŝƐŚ ŝŬĞ >ĂŶĞƐ
Biker Safety Class
ͻ ƐLJƐƚĞŵ ŽĨ ďŝŬĞ ůĂŶĞƐ ǁŝůů ďĞ ŝŵƉůĞŵĞŶƚĞĚ ĂůŽŶŐ ƐƚƌĂƚĞŐŝĐ ƐƚƌĞĞƚƐ ƚŚƌŽƵŐŚŽƵƚ ƚŚĞ ĐŝƚLJ͘
ͻ ŽŵƉůĞƟŽŶ ŽĨ ƚŚĞ ĐŽƵƌƐĞ ĂůůŽǁƐ ƐƚƵĚĞŶƚƐ ƚŽ ŐĂŝŶ ĨƌĞĞ ĂĐĐĞƐƐ ƚŽ ƚŚĞ ƐŚĂƌĞĚ ďŝŬĞƐ͘ ͻ^ƚƵĚĞŶƚƐ ǁŝůů ďĞ ƚĂƵŐŚƚ ĂďŽƵƚ ƚŚĞ ĞĐŽůŽŐŝĐĂů ďĞŶĞĮƚƐ ŽĨ ƵƐŝŶŐ ďŝŬĞƐ͘
WůĂĐĞ &ŝƌƐƚ ŝŬĞ ^ŚĂƌĞ ^ƚĂƟŽŶƐ
ͻ^ƚƵĚĞŶƚƐ ǁŝůů ďĞ ƉƌŽǀŝĚĞĚ ǁŝƚŚ Ă ŵĞŵďĞƌƐŚŝƉ ƚŽ ƉƌŽŐƌĂŵ ĨŽƌ ĨƌĞĞ͘ ͻ ĚƵůƚƐ ĐĂŶ ƉƵƌĐŚĂƐĞ Ă ŵĞŵďĞƌƐŚŝƉ ĨŽƌ Ă ůŽǁ ĂŶŶƵĂů ĐŽƐƚ͘ ͻdǁŽ ŽĨ ƚŚĞƐĞ ƐƚĂƟŽŶƐ ǁŝůů ĂůƐŽ ĨĞĂƚƵƌĞ Ă ƌĞƉĂŝƌ ƐƚĂƟŽŶ
WŚĂƐĞ ϯ WůĂĐĞ ĚĚŝƟŽŶĂů ŝŬĞ ^ƚĂƟŽŶƐ
ͻDŽƌĞ ďŝŬĞƐ ǁŝůů ŵĂŬĞ ƚŚĞ ƐLJƐƚĞŵ ŵŽƌĞ ĐŽŶǀĞŶŝĞŶƚ ĨŽƌ ƵƐĞƌƐ͘
ŝŬĞƐ ŝŶ ^ŝůǀĞƌ ŝƚLJ WĂƌŬ
Future Interest ĚǀĂŶĐĞĚ dƌĂŶƐŝƚ ĚƵĐĂƟŽŶ
ͻ ĚǀĂŶĐĞĚ ĐůĂƐƐĞƐ ǁŝůů ŽīĞƌ ĐůĂƐƐĞƐ ƐƵĐŚ ĂƐ͕ ďŝĐLJĐůĞ ƌĞƉĂŝƌ͕ ƉƵďůŝĐ ƚƌĂŶƐŝƚ͕ ĂŶĚ ŐƌĞĞŶ ƚƌĂŶƐƉŽƌƚĂƟŽŶ ŶĞƚǁŽƌŬƐ͘
ŶŶƵĂů ŝŬĞ ZĂĐĞ ŝŬĞ 'ŝǀĞ ǁĂLJ WƌŽŐƌĂŵ ͻ ŽŶǀĞƌƚ ƚŚĞ ĞdžŝƐƟŶŐ ƉĂƚŚ ƚŚĂƚ ƌƵŶƐ ƚŚƌŽƵŐŚ ^ŝůǀĞƌ ŝƚLJ ƉĂƌŬ ƚŽ Ă ďŝŬĞͲŽŶůLJ ďŽƵůĞǀĂƌĚ͘ ͻ ĐĂĚĞŵŝĐ ŝŶĐĞŶƟǀĞƐ ŶĐĞŶƟǀĞƐ ĂŶĚ ĂŶĚ ĐŽŵƉĞƟƟŽŶƐ ǁŝůů ŐŝǀĞ ƐƚƵĚĞŶƚƐ ĂŶĚ ŽƉƉŽƌƚƵŶŝƚLJ ƚŽ ǁŝŶ Ă ĨƌĞĞ ďŝŬĞ͘
ŝŬĞ ZĞƉĂŝƌ ^ƚĂƟŽŶ
ͻ/ŶĐƌĞĂƐĞ ŝŶƚĞƌĞƐƚ ƚ ƚ ŝŝŶ ďŝŬŝ ďŝŬŝŶŐ ƚŚƌŽƵŐŚ ƚŚĞ ĐŽŵŵƵŶŝƚLJ͘ ͻ/ŶƚƌŽĚƵĐĞ ƉĞŽƉůĞ ĐĂƐƵĂů ƵƐĞ ŽĨ ďŝŬĞ ůĂŶĞƐ ĂŶĚ ƐŚĂƌĞĚ ďŝŬĞƐ͘
ƌŐĞŶƟŶĞ ŝŬĞ ^ƚŽƌĞ
^ƚĂƌƚ ŝŬĞ ŽŶĂƟŽŶ ͻ ŝŬĞ ƌĞƉĂŝƌ ŬŝƚƐ Ăƚ ĞĂĐŚ ƐƚĂƟŽŶ ǁŝůů ŚĞůƉ ĐƵƚ ŬŝƚƐ Ăƚ ĞĂĐŚ ƐƚĂƟŽŶ ĚŽǁŶ ŽŶ ŵĂŝŶƚĞŶĂŶĐĞ͘
ͻ ŽŶĂƚĞĚ ďŝŬĞƐ ǁŝůů ďĞ ŐŝǀĞŶ ƚŽ ĐŚŝůĚƌĞŶ ƚŚƌŽƵŐŚ ŝŶĐĞŶƟǀĞ ƉƌŽŐƌĂŵƐ ĂŶĚ ĐŽŵƉĞƟƟŽŶƐ͘ ͻdŚŝƐ ƉƌŽŐƌĂŵ ǁŝůů ƐƉĂƌŬ ĂŶ ŝŶƚĞƌĞƐƚ ŝŶ ƵƐŝŶŐ ƚŚĞ ďŝŬĞ ƉĂƚŚ ƐLJƐƚĞŵ ĂƐ Ă ǁĂLJ ŽĨ ƚƌĂŶƐƉŽƌƚĂƟŽŶ͘
83.2% ŽĨ ƌŐĞŶƟŶĞ ƌĞƐŝĚĞŶƚƐ ĚƌŝǀĞ ƚŽ ƚŚĞ ǁŽƌŬƉůĂĐĞ ĂůŽŶĞ͕ ǁŚŝůĞ ϭϱ͘ϲй ĐŚŽŽƐĞ ƚŽ ƉĂƌƟĐŝƉĂƚĞ ŝŶ ƌŝĚĞ ƐŚĂƌĞ ƉƌŽŐƌĂŵƐ ƐƵĐŚ ĂƐ ĐĂƌƉŽŽůŝŶŐ Žƌ ƉƵďůŝĐ ƚƌĂŶƐŝƚ ƐLJƐƚĞŵƐ
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ͻ ďŝŬĞ ƐƚŽƌĞ ĐŽƵůĚ ďĞĐŽŵĞ ƚŚĞ ,Y ĨŽƌ ƚŚĞ ďŝŬĞ ĚŽŶĂƟŽŶ ƉƌŽŐƌĂŵ͘ ͻdŚĞ ƐƚŽƌĞ ĐĂŶ ĂůƐŽ ŚĞůƉ ƚŽ ŵĂŝŶƚĂŝŶ ƚŚĞ ďŝŬĞƐŚĂƌĞ ƉƌŽŐƌĂŵ͘
ϭϳ͘ϭй ŽĨ ŚŽƵƐĞŚŽůĚƐ ĂƌĞ ĐŽŵƉƌŝƐĞĚ ŽĨ ŵĂƌƌŝĞĚ ĐŽƵƉůĞƐ ǁŝƚŚ ƐĐŚŽŽůͲĂŐĞ ĐŚŝůĚƌĞŶ
tŝƚŚ Ă ƉŽƉƵůĂƟŽŶ ĚĞŶƐŝƚLJ ŽĨ Ϯ͕ϴϰϮ ƉĞŽƉůĞ ƉĞƌ ƐƋƵĂƌĞ ŵŝůĞ͕ ƚŚĞ ĚĞŶƐŝƚLJ ŽĨ ƌŐĞŶƟŶĞ ŝƐ ϰϯ͘ϱй ŚŝŐŚĞƌ ƚŚĂŶ ƚŚĞ <ĂŶƐĂƐ ŝƚLJ DĞƚƌŽƉŽůŝƚĂŶ ĂƌĞĂ
Neighborhood Revitalization Plan
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DYNAMIC LEARNING COMMUNITY Spring 2018 Argentine, Kansas Gaming in the Classroom
The intent of this project was to ďŹ nd an alternative to the current learning environment for J.C. Harmon. Gaming and creating a positive learning environment were implemented into the classroom. From this, DLC was created.
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SIMULATIONS
ADAPTABILITY
How does gaming effect the classroom environment?
TAKE AWAYS
STUDENT ENGAGEMENT
DATA COLLECTION
TEACHING INSTRUCTIONS
CLASSROOM MANAGEMENT
How does a positive learning environment effect the classroom?
TAKE AWAYS
RELATIONSHIPS
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TRAINING
Teachers need relationships with students and their families. Teaching classroom management skills. Providing engaging instructions in the classroom. Studies have shown an increase in creativity with video games. Video games can provide students with information that could not be collected in normal circumstances. Studies have shown that nonviolent video games are more beneďŹ cial.
Dynamic Learning Community
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B Open classrooms were created to allow for the common space to be turned into large lecture areas. Seating element is created to allow students to see the second floor activities and want to ear the “level up” privilege. Teachers have an area by the seating to be able to help students when they need it. The space opens up into a courtyard for students to use. The movable wall allows nature to feel like A its being brought into the classroom.
A
FIRST FLOOR PLAN
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B
B
A
A
SECOND FLOOR PLAN
The second floor is where students can go once they “level up.” Leveling up would be when they have finished there class work or their technology class is there. The upper floors has two units with screens for games all round them. Allowing for two classes to use the room or have competitions between two teams. Study spaces and teacher offices are located by the areas to use as well. Outside is a garden that will be specifically based on the Learning Environment.
B Dynamic Learning Community
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The seating element rises through the atrium. It can be used as a large lecture area, but also a place where students can interact between all the students in the space.
View From Seating Element
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The gaming consoles and study space bridge a collaborative work enviornment.
Gaming Consoles and Study Space
Dynamic Learning Community
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SECTION AA
SECTION BB
J.C. HARMON HIGH SCHOOL Spring 2018 Argentine, Kansas Gaming in the School
The gaming idea was carried from the learning spaces to the rest of the school. The gym and large courtyard are used to bring â&#x20AC;&#x153;gamingâ&#x20AC;? out into other parts of the school. Technology gaming is in the classroom while physical games are located across from them and outside in the courtyards.
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Learning Environments All other school functions
Permeability through the school.
There are two types of gaming within the school. The left circle shows the gaming environments. The right shows the sports areas that lead outside.
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Visual Permeability Gaming Center
Outdoor Space
Circulation Laboratories Movable Walls Classrooms
J.C. Harmon High School
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1
3
4
6
B
B
1 A
1. Learning Environment 2. Gym 3. Admin 4. Cafeteria 5. Library 6. Auditorium
ENTRY FLOOR PLAN Landscape Students work shown in Green
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2
1
5
A
B
B
A
A
GROUND FLOOR PLAN Landscape Students work shown in Green
J.C. Harmon High School
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SECTION AA
MOVE: A DANCE HOUSE Summer 2018 Wichita, Kansas Old Town
The project created a modern dance house that serves the greater Wichita area. It is intertwined within a historic district of Wichita. Pedestrians would be able to experience dance in a new way with access to the main studio near the street.
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Move
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SITE PLAN
PROCESS SKETCHES
Laminated diffused glass Light Gauge Steel Framing Coping Stone 5/8” Sheathing Exterior cement plaster finish
Concrete Paver Rigid Insulation Concrete on Corrugated Metal Decking Steel Beam
Stone Cladding Stainless Steel clip anchors Vapor barrier membrane Light Gauge Steel Semi-rigid Insulation Steel Column
Hard Wood Oak Flooring 6” Slab 2” Layer of Sand Moisture Barrier
4” x 14 Gauge Metal Stud 5/8” Gypsum Board Reinforced Concrete Foundation Wall Perimeter Insulation
Gravel
WALL SECTION
Move
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SECTION AA
Pedestrians can travel beside the Dance House and enter the courtyard for exterior preformances.
Pathway Exterior View
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The main studio has light wells that bounce the light off the walls and the ďŹ&#x201A;oor. They are top lit for night performances.
Main Dance Studio
Move
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SECTION
Move: Construction Drawings
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