04_Undergraduate Student Architecture Design Portfolio 2014 - 2018

*all work done & drawn by Claude Martin McCulloch

contents

RESUME

UNDERGRADUATE ARCHITECTURE DESIGN PORTFOLIO

THE WELCOME CENTER

UCT NURSERY SCHOOL

wynberg, cape town PAGES 4 - 28

rondebosch, cape town PAGES 29 - 40

During this project I was taught about designing a large building & also to create my own brief & take a stand for what I believe in I learnt about urbanism & the design of the outside space of the building I also learnt about the divide between the public & private realm & to develop mixed use spaces

During this project I was taught about critical regionalism & how to relate to context I was also taught how to create play spaces, designing sensible spaces for children at their height & scale I learnt how to choose safe materials & simplify a concept to its essence

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INTERNSHIP EXPERIENCE PAGES 71 - 73

STATEMENT OF PURPOSE PAGE 74

LETTER OF MOTIVATION PAGE 75

SOFTWARE COURSE PAGE 76

ACADEMICS PAGE 77

THE MERCHANTS HOUSE

DISTRICT 6

bo-kaap, cape town PAGES 41 - 61

zonnebloem, cape town PAGES 62 - 70

During this project I was taught about mapping & how to design in the ever-changing city I learnt about gentrification & what it takes to design in a sensitive neighbourhood without destroying its culture I also learnt about shop frontage & facade design

During this project I was taught a new way of designing - by only using section. This made me think about the volumetric quality of space I was also taught about creating narrative through the site context & also working within Heritage

COMPETITION PAGE 78

OTHER INTERESTS PAGE 79

TRAVEL JOURNAL PAGE 80

HATA ESSAY ABSTRACT PAGE 81

Claude McCulloch

CLAUDE MARTIN MC CULLOCH ABOUT ME

I have always had a keen interest for Design, Technology & Structure. In Primary School I would always build crafts & reassemble objects with my hands. I then got introduced to Draughting & Civil Technology in High School where I learnt the skill of technical hand drawing & construction principles. I then went on to study Architecture at UCT and graduated with my B.Arch degree. After this I did my internship for a year and got exposed to multiple disciplines within the industry that further fueled my passion. Where I come from, I’ve got no choice but to aim for success - not just for myself, but for my future generation. Taking on the responsibility of the physical ‘safe-keeping’ of people is what drives me as an Architect

EXPERIENCE

EDUCATION

2000 - 2007 St Catherine’s Catholic Convent Germistion, Johannesburg 2008-2009 St Benedict’s College for Boys Bedfordview, Johannesburg 2010 - 2012 Sunward Park High School (matriculated) Boksburg, Johannesburg 2014 - 2018 University of Cape Town (B.arch degree) Rondebosch, Cape Town

SKILLS

2013 1 Nov - 29 Nov Job Shadowing Ekurhuleni Metropolitan Municipality

Revit

80%

AutoCad

80%

Photoshop

80%

2015 15 Jun - 30 Jun 2nd year Work Experience Hout Bay Imizamo Yethu Site Construction

SketchUP

90%

Hand Drawing

90%

Technical Drawing

70%

2019 7 Jan - 11 Nov Intern Candidate Architectural Technologist SAOTA

Time Management

60%

Project Management

70%

Decision Making

70%

Communication

70%

Analysis

80%

Working Under Pressure

60%

HOBBIES Current Affairs

Arts & Crafts

Photography

Fitness

Billiards

Video Games

CONTACT Instagram: double_check

LinkedIn: Claude Martin McCulloch

WhatsApp: +27 84 244 7526

Email: mccullochclaude5@gmail.com

Dog Walking

Planting

“WITHOUT SACRIFICE THERE CAN BE NO VICTORY” - SICILIAN PROVERB Referrals: Simone.leGrange@uct.ac.za albertrum.crowder@yahoo.com

the welcome center

A PUBLIC BUILDING THAT EXPLORES THE IDEAS OF ‘APPROACH’ & ‘ENTRANCE’

DESIGNING A MIXED-USE BUILDING THAT HAS MORE THAN ONE FUNCTION Should be at least 4 storeys high At least 60% of the building programme must be accommodation The ground floor in all cases will need to be some form of public function, be it commercial, civic, cultural or educational

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Two buildings were used for my precedent studies:

PRECEDENT STUDIES

1. Baxter Theatre (designed by Jack Barnett) 2. UCT Sports Centre (designed by Roelof Uytenbogaard) Both of these buildings provide a route for pedestrians and an entrance which contains a thoroughfare The route and entrance capitalize on the urban aspect of the design, focusing on the space outside the building

(Fig 1.3) Site map of Baxter Theatre showing routes outside the building

(Fig 1.4) Site map of UCT Sports Centre showing routes outside the building

(Fig 1.1) Sketch of entrance into Baxter Theatre

(Fig 1.5) Pedestrian route outside Baxter Theatre

(Fig 1.6) Thoroughfare inside Baxter Theatre

(Fig 1.7) Entrance of Baxter Theatre

(Fig 1.2) Sketch of thoroughfare inside Baxter Theatre

(Fig 1.8) Pedestrian route outside UCT Sports Centre

(Fig 1.9) Thoroughfare inside UCT Sports Centre

(Fig 1.10) Entrance of UCT Sports Centre

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SITE ANALYSIS

Two words can describe the site: Pedestrianized & Heritage There are four existing buildings around the site 1. train station (pedestrian) 2. church (heritage) 3. high school (pedestrian) 4. corner shop (pedestrian) The road is very busy at all times of the day, causing outsiders of the community to walk along the sidewalk - coming and going from the train station

(Fig 1.11) Photo of the site

(Fig 1.12) Photo of pedestrian usage from train station

(Fig 1.13) Map showing size of site pedestrian route, and 4 important features within its context PEDESTRIAN PROBLEM

HERITAGE PROBLEM

PEDESTRIAN PROBLEM

PEDESTRIAN PROBLEM

1. TRAIN STATION

2. CHURCH

3. HIGH SCHOOL

4. CORNER SHOP

No formal route for commuters

Tallest & oldest building

No place for kids to wait after school

Out of the way

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SITE RESPONSE

The solutions deal with the problems in a practical way Having a route from the train station accross the site enhances the sidewalk Having two nodes on either side of the route allows for the site to become a thoroughfare from one side to the other This allows for an easy linear movent pattern

(Fig 1.14) Sketch of the tall church

(Fig 1.15) Sketch of the road

(Fig 1.16) Diagram showing two nodes that connect to the road, and a route that connects to the site features PEDESTRIAN SOLUTION

HERITAGE SOLUTION

PEDESTRIAN SOLUTION

PEDESTRIAN SOLUTION

1. TRAIN STATION

2. CHURCH

3. HIGH SCHOOL

4. CORNER SHOP

Will provide a route for commuters

My building will respect its height

Will provide a public space

Will provide a cafe

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The site is situated between two neigbourhoods: Plumstead and Wittebomme

URBAN RESPONSE

Both of these neigbourhoods are divided by South Rd, which has an intesection at each side My building is located at ‘intersection 1’. There is a railway line & station, meaning it is a highly pedestrianized zone My building will be a WELCOME point at this intersection, focusing on the space outside

(Fig 1.17) Urban Designers Principles

(Fig 1.18) Diagram of neighbourhood showing two important intersections between 2 neighbourhoods

PEDESTRIAN IMPORTANCE LIFE BETWEEN BUILDINGS HUMAN-CENTERED URBANISM PLACE OF ARRIVAL APPROACH PUBLIC SPACE

(Fig 1.19) Diagram showing main roads and train line

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FLOOR PLANS

1 1. Ramp 3

2. Motorcycle Parking 2

3. Vehicle Parking 4. Community Hall 5. Entrance 2 6. Internet Cafe 7. Thoroughfare

(Fig 1.20) Basement Floor plan

8. Advertising Wall 9. Pedestrian Route 10. Food ‘n Drink Cafe 13

11. Entrance 1 10

12. Public Space

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13. Informal Trading

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12

7

14. Commuter Ramp

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5

8 9

(Fig 1.21) Ground Floor plan

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17 16

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15. Reception

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16. Classroom 1 17. Classroom 2 18. Waiting Room 19. Job Recruitment Room 20. Single Sized Apartments

(Fig 1.22) First Floor plan

21. Communal Kitchen 22. Family Sized Apartments 23. Courtyard 24. Double Sized Apartments 21

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(Fig 1.23) Second Floor plan

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25. Single Sized Apartments 26. Communal Kitchen

(Fig 1.24) Third Floor plan

27. Family Sized Apartments

(Fig 1.25) Roof plan

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ELEVATIONS

(Fig 1.26) West Elevation

The West Elevation has all the service spaces, such as public bathrooms and corridors It also has the balconies to the single sized apartments, aswell as entrances to both the single & family sized apartments The North Elevation is where the main entrance of the building is located, aswell as the balconies of the family sized apartments The slanted columns support the apartments above

(Fig 1.27) North Elevation

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(Fig 1.28) East Elevation

The East Elevation is where the secondary entrance is located, and has the double sized apartments above The 3 white slanted elements act as a sun screen aswell as dividers to each apartment The South Elevation is where the community hall and parking ramp is located The roof of the wall is sawtooth in order to let daylight in from above

(Fig 1.29) South Elevation

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SECTIONS 2 3

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1

1. Parking 2. Community Hall 3. Thoroughfare

(Fig 1.30) Long Section cutting through the thoroughfare

4. Public Space 5. Parking 6. Internet Cafe 7. Classroom 1 8. Thoroughfare 9. Job Recruitment

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12

13

10. Urban Pedestrian Route 11. Single sized Apartment

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12. Courtyard 13. Double sized Apartment

9 8

6

10

14. Single sized Apartment 5

(Fig 1.31) Short Section cutting through the thoroughfare

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public function EDUCATIONAL CENTER FOR JOB RECRUITMENT, CAREERS SERVICE, & SKILLS DEVELOPMENT

A public space which enforces a welcoming entrance A linear route which celebrates the entrance on approach An internal thoroughfare which links pedestrians from one entrance of the building to the other

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THOROUGHFARE The Thoroughfare starts at the train station and then moves linearly through the public space, passed the cafe, into the building and out the other side (vice versa) The Pedestrian Route moves linearly on the outside of the building adjacent to Castletown Rd, & can be joined to the thoroughfare The Entrances are located at each end of the building and is completely open

(Fig 1.32) Diagram showing open and closed spaces

(Fig 1.34) Ground Floor Analytical Diagram showing Pedestrian Route, Thoroughfare, & Entrances

(Fig 1.33) Diagram showing programme

(Fig 1.35) Long Sectional Analytical Diagram showing the double volume Thoroughfare, & Entrances

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The approach to Entrance 1 starts at the ramp & moves straight through the public space on a celebrated walkway

ENTRANCE 1

As the user comes nearer to the entrance there is a change of level signified by a plinth. The plinth is wide and open on all directions, this provides a welcoming feeling While the user is on the plinth they are attracted by the cafe and can enter straight in the middle The straight lines and angles provide a sense of direction to the user

(Fig 1.36) Sketch showing Approach to Entrance 1

PLINTH (Fig 1.37) Sketch showing view from the Cafe

(Fig 1.38) Ground Floor Analytical Diagram showing the major design elements of Entrance 1

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As the user’s come down the ramp they are invited by the paved walkway which directs them into the entrance The yellow element gives direction and emphasises the linear movement of the Route & Approach Entrance 1 caters to the train commuters & pedestrians

(Fig 1.39) Technical sketch of Pedestrian Route Canopy

ALUMINIUM PANELS

STUCCO PLASTER

POLISHED CONCRETE

GRANITE TILE

CASTED CONRETE FORMWORK

GRANITE BLOCK TILE

(Fig 1.40) Finishes schedule

(Fig 1.41) Sketched Render showing the Approach, Linear Movement and Celebrated Walkway Material towards Entrance 1

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Entrance 2 opens up onto the street and allows for user’s to be drawn into it from a wide 90 degree angle

ENTRANCE 2

The Drop ‘n Go vehicle zone is located here and caters for visitors to gather into the courtyard before moving into the adjacent spaces The Thoroughfare connects to the Pedestrian Route and ends of at the crossing, connecting to the rest of the neighbourhood The straight lines and angles provide a sense of direction to the user

(Fig 1.42) Sketch of Pedestrian Route outside building

(Fig 1.43) Sketch of plinth on Entrance 2

(Fig 1.44) Ground Floor Analytical Diagram showing the major design elements of Entrance 2

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Entrance 2 is visible from the opposite street which runs through the neighbourhood & the residents can see into the building The facade on the public spectrum of the building is glazed and the apartments above have balconies which face the neigbbourhood The balconies have horizontal steel beams that express linear movement Entrance 2 caters towards the residents in the neighbourhood

(Fig 1.45) Technical sketch of Glazed Facade

ALUMINIUM PANELS

STUCCO PLASTER

MATTE METALLIC PAINT

GRANITE BLOCK TILE

(Fig 1.46) Finishes Schedule

POLISHED CONCRETE

(Fig 1.47) Sketched Render showing the Approach, & Apartments above Entrance 2 which opens towards the neighbourhood

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accommodation SINGLE & SHARED LIVING UNITS FOR STUDENTS, GRADUATES, EMPLOYED CITIZENS, & FAMILIES

Internal courtyard for communal use 3 types of apartments (single, double, family sized) Raised level stoep-like entrances into apartments for a significant welcome

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APARTMENTS The Accommodation consists of 3 Apartment types Single sized: there are 10 units Double sized: there are 3 units Family sized: there are 3 units

(Fig 1.48) Diagram showing 3 types of apartments

(Fig 1.50) Second Floor Analytical Diagram showing 3 types of apartments

(Fig 1.49) Diagram showing service spaces

(Fig 1.51) Short Sectional Analytical Diagram showing the double volume Thoroughfare, Apartments, Views, & Height relationship to the Existing Church

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TYPES Single Sized: 24m total Designed for the Student/Intern 1 bathroom 1 bedroom balcony

Double Sized: 58m total Designed for Young Working Class Citizens open plan kitchen/dining 1 bathroom 2 bedrooms balcony

(Fig 1.52) Single sized Apartment

(Fig 1.53) Double sized Apartment

Family Sized: 102m total Designed for Families open plan kitchen/dining lounge with fireplace laundry room 3 bedrooms 2 bathrooms balcony Each Apartment has a unique entrance which makes the user feel more welcome

(Fig 1.54) Family sized Apartment

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SINGLE SIZED

(Fig 1.55) Sketch showing view to the railway lines

(Fig 1.56) Sketch showing view to neighbourhood

(Fig 1.57) Exploded Axonometric showing build-up of the Single Sized Apartment

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CONSTRUCTION The apartment has 2 grids which is only 3200mm apart The structual system used is concrete & brick infill which has a plaster finish The roof has a steel frame structure & is monopitched with glazing on each side

(Fig 1.58) Detail A - Sketch of Entrance Stoep

(Fig 1.59) Detail B - Sketch of Balcony Balustrade

(Fig 1.60) Techinal sketch showing the Construction of the Single Sized Apartment

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ENTRANCE STOEP

Each apartment has an Entrance Stoep adjacent to the corridor This makes the user feel welcomed & celebrates their arrival The Entrance Stoep has a concrete canopy above with a light that makes the use feel safe The door has a piece of frosted glass which allows for transparency to the exterior/ interior

(Fig 1.61) Sketch showing the Entrance Stoep

(Fig 1.63) Sketched Render showing Approach into the Entrance of the Single Sized Apartment

OAK PANELS

(Fig 1.62) Sketch showing Interior of Single Sized

(Fig 1.64) Finishes Schedule

POLISHED CONCRETE

STUCCO PLASTER

GRANITE BLOCK TILE

FROSTED GLASS

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PROCESS

The process of my design started off with brainstorming a mind map of the programme The second step was to think in plan, sketching with a ruler aswell as freehand The third step was to think in section, figuring out the volume and height of each space The final step was to build a model and render the main idea using hand and digital techniques (Fig 1.67) Diagrammatic Floor plan

(Fig 1.68) Second Floor Plan rough sketch

(Fig 1.65) Programme for Accommodation

(Fig 1.69) Model of Entrance 1

(Fig 1.70) Perspective drawing of Entrance 1

(Fig 1.71) Render of Entrance 1

(Fig 1.66) Programme for Public Function

(Fig 1.72) Diagrammatic section showing spaces

(Fig 1.73) Section showing ventilation & sunlight

(Fig 1.74) Section drawing showing volume envelope

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uct nursery school AN EDUCATIONAL BUILDING THAT DEALS WITH THE PSYCHOLOGICAL PROBLEM OF ‘SEPARATION ANXIETY’

DESIGNING A NURSERY SCHOOL IN A UNIVERSITY CONTEXT User’s will be children aged 12 months to 5 years old Each classroom should include a play space, bathrooms, & outdoor space The environment needs to be safe, nurturing & stimulating

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Four buildings were used for my Precedent Studies:

PRECEDENT STUDIES

1. Amsterdam Orphanage (Aldo van Eyck) This building provides good grouped spaces for each age 2. Bilingual Kindergarten (Scenic Office) 3. Gekko (Moke Architecten) 4. IKC Zeven Zeeen (Moke Architecten) These 3 buildings provide a good circulation route that provides a visual connection between parent, teacher & child

(Fig 2.3) Bilingual - circulation bridge

(Fig 2.4) Gekko - indoor circulation staircase

(Fig 2.5) IKC - outdoor circulation staircase

(Fig 2.6) Bilingual - circulation bridge floor plan

(Fig 2.7) Gekko - indoor circulation staircase floor plan

(Fig 2.8) IKC - outdoor circulation staircase axo

(Fig 2.1) Orphanage - grouped spaces for each age

(Fig 2.2) Friedrich Froebel - founder of the Kindergarten

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a kit of parts SOLUTIONS TO FIX THE PROBLEM OF ‘SEPERATION ANXIETY’ BETWEEN CHILD & PARENT

The building acts as the parent, providing: Safety for kids for the people site surroundings (dropping building into the ground) Order for tecahers & kids (designated spaces to keep kids in a group) Surveillance to monitor kids & provide visual connection

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SAFETY

A child should always feel safe , this will make them feel important & loved The building acts as a parent because it hugs the site thus holding the child in a safe space To further emphasize the importance of Safety the building drops 3m into the ground, the kids will be below the public realm, keeping them away from harmful strangers The teachers and parents will be above the kids looking down on them at certain Safety Zones within the building

The site is sloped & is 2000m

A 3m drop is cut into the site

The building follows a U-shaped layout which wraps around the site

(Fig 2.9) Children wrapped in parents arms

(Fig 2.10) Diagram of Safety Zones

(Fig 2.12) Long Sectional Analytical Sketch showing Safety Zones, Kids & Teachers spaces, Drop in the site, & Visual/Verbal Communication

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(Fig 2.13) Long Section showing Safety Zones, Kids & Teachers spaces, Drop in the site, & Visual/Verbal Communication

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ORDER A child should always be given order in their lives, this will teach them discipline so that they do not misbehave The layout of the floor plan has rows & columns that provide a grid for the teaching & play spaces of the children Each age group has their own row of spaces which is organized in a sequence of play - learn - utility

(Fig 2.14) Children being disciplined by their parents

(Fig 2.15) Sequence of children’s spaces

(Fig 2.16) Analytical Floor Plan Sketch showing the Organisation of spaces using a Vertical & Horizontal Grid

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A child should always be watched by their parents, so that they can feel well guarded

SURVEILLANCE

As the child is being dropped off at school, the parents are invited to walk them in, & make sure they are in their respective zones The family walks in on a Circulation Bridge & the parents are encouraged to socialize on the Bridge From below the kids can wave goodbye to their parents or at the end of the day, wave hello. As they look up toward the bridge they see that their parents are waiting for them, which takes away the feeling of being separated from them

(Fig 2.17) Children gathering next to their parents

(Fig 2.18) Child & parent have Visual Contact

(Fig 2.19) Analytical 3D sketch showing the Cirulation Bridge & Series of Spaces upon entrance

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(Fig 2.20) Render showing Circulation Bridge, parents dropping off children, & connection between top & bottom level

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(Fig 2.21) Render showing children in Play Space, & parents watching over them from above on the Circulation Bridge

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Upon entry the parent walk down a into the lobby and then come onto the bridge where there is a social space for them They can either take the primary route on the bridge or the secondary route down the flight of stairs which leads them to the kids Gathering Room The stairs cater for the children as they are an ideal height for their legs & is made of a soft material incase they do miss a step (Fig 2.24) Analytical First Floor Plan Sketch showing Circulation, & Sequence of Spaces upon Entry

(Fig 2.22) Soft Material used for the floor on the Bridge

(Fig 2.25) Analytical Ground Floor Plan Sketch showing Circulation, & Sequence of Spaces upon Entry from Bridge above

(Fig 2.23) Sketch showing measurements of stairs

(Fig 2.26) Sectional Analytical Sketch showing Circulation, & Sequence of Spaces upon Entry from Bridge to below

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PROCESS The process of my design started off with rough sketches of the floor plan, figuring out the layout The second step was to think in section, and determine the floor levels within the 3m drop The third step was to sketch some 3D ideas of the Circulation Bridge The final step was to build a model using triplex board and moss for greenery

(Fig 2.29) Model showing Circulation Bridge

(Fig 2.30) Model showing Classrooms & Play Spaces

(Fig 2.31) Model showing Grid Layout

(Fig 2.27) Sketch showing Circulation Bridge

(Fig 2.32) Floor Plan showing Front Space of site

(Fig 2.33) Floor Plan showing Common Space

(Fig 2.34) Floor Plan showing Age Grouped Spaces

(Fig 2.28) Sketch showing Social space on Bridge

(Fig 2.35) Section showing 3m Drop in site

(Fig 2.36) Section showing Classroom & Play Space

(Fig 2.37) Shadow Study of Classroom & Play Space

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the merchant’s house A RESIDENTIAL BUILDING THAT REIMAGINES THE CULTURAL IDENTITY OF PLACE

DESIGNING A MIXED-USE ROW-HOUSE BUILDING WITH RETAIL AT THE BOTTOM & ACCOMMODATION ABOVE A basement should be included Building should not be less than 7900mm wide Retail facade should be facing street with direct access for the public

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SE S

RO

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TR

The City of Cape Town can be compared to the City of Edinburgh in Scotland

PRECEDENT STUDIES

Both Cities have a urban grid system & a very dense urban fabric Both Cities have row housing typoligies with shop frontage below and apartments above These typologies have strict rectangle elements Both Cities have interactive small streets where people can gather

(Fig 3.3) Frontage of stores in Edinburgh

(Fig 3.4) Display & Daylight from street in Edinburgh

(Fig 3.5) Rectangle windows of Facades in Edinburgh

(Fig 3.6) Frontage of Bo-Kaap homes, Chiappini Str

(Fig 3.7) Circulation of Narrow Homes in Bo-Kaap

(Fig 3.8) Rectangle windows of Facades in Bo-Kaap

(Fig 3.1) City map of Edinburgh, Scotland

(Fig 3.2) City map of Cape Town CBD

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SITE ANALYSIS The Site is in the neighbourhod of Bo-Kaap, a place known for its rich Cape Malay culture, however during recent years it has become a victim of ‘Gentrification’ The site is located one road away from the city, this means that large city buildings are slowly creeping next to the small Bo-Kaap homes Because of this, the homes along Rose, Castle, & Hout street have become commercialized & families now sell goods from their properties The block on which my Building will be situated is to be rejuvinated to a Commercial block

1. Hairdresser 2. Baker 3. African Food Outlet 4. Existing Building 5. Fabric Store 6. Pharmacy 7. Laundromat 8. Greengrocer (Fig 3.10) Locational Site Map showing the Proposed Commercial Block, Streets, & Divide between City & Neighbourhood (Bo-Kaap)

(Fig 3.9) Locational Axonometric Sketch of the Site

(Fig 3.11) Locational Site Section showing the Proposed Building, Slope & Divide between City & Neighbourhood (Bo-Kaap)

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CONCEPT

In the Bo-Kaap the Front Facades plays a major role It acts as an identity to the families living in the homes Throughout history, different colours of paint have been used to identity a home This is a what makes the ‘Culture of Place’ in the Bo-Kaap

(Fig 3.12) Street Elevation of Bo-Kaap showing the Different Colours of Paint used to Identify each home

My concept aims to keep the same individual ‘Identity’ within each home 1. Use materials instead of paint 2. Develop depth within the Facade 3. Use the square elements from the old facades This allows the new modern building to fit into the old context by respecting its Cultural Identity of Front Facade

(Fig 3.13) Proposed Street Elevation of Bo-Kaap showing the Different Facades used to Identify each home

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(Fig 3.14) Street Perspective showing the Facade used to Identify my Building

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FACADE AS IDENTITY

off-shutter concrete facade open to the elements (Fig 3.15) Rectangular prism divided into 3 sections

brick facade with breeze blocks to provide privavcy to bedrroms from adjacent neighbouring building

brick facade with large punctures to provide visual connection to the street

(Fig 3.16) Spaces cut out for natural daylight

(Fig 3.17) 3 Facades added onto rectangular prsim

(Fig 3.18) Axonometric Diagram showing the 3 different Facades

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FACADE FRONTAGE

The Front Facade is the most important facade because it provides ‘frontage’ to the street, which is an important factor to the Culture in Bo-Kaap Bo-Kaap is full of ‘streets’ & not ‘roads’, the street is filled with people walking and playing, & the buildings Frontage allows them to gather around it

There are 3 main design elements to the Front Facade: 1. Shop Frontage - allowing people to enter the shop straight off the street 2. Wall Puntures - allowing the residents of the building to have a visual connection to the street (eyes on the street), specifically ‘uncles’ & ‘aunties’ of the community 3. Signage - a Vertical Strip holding the buildings name so that buyers can know what kind of retail shop it is

(Fig 3.19) Analytical Axonometric Sketch showing the 3 design Elements of the Front Facade

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The Front Facade will appear as if it is floating because it is not directly attached to the front of the building This allows for the living areas to be shaded The buildings residents and public can interact with the Fabric Store by looking into it from the street The residents can interact with the facade by looking through it onto the street

(Fig 3.20) Punture in wall which has view to street

(Fig 3.21) Techinal Detail of floating facade support

(Fig 3.22) Analytical Sectional Sketch showing purpose of the front facade

(Fig 3.23) Analytical Elevational Sketch showing the 3 design elements

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The Wall Puntures on the Front Facade allow for the residents of the building to look down onto the street

EYES ON THE STREET

This is important in the culture of the Bo-Kaap because it allows for neighbours to be interactive, while also watching out for other people such as tourists In Cape Malay slang this would be known as ‘loering’, or ‘ek hou vir jou dop’

(Fig 3.24) First Floor plan showing residents view

(Fig 3.25) Render showing view of street through the Front Facade Wall Puncture

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ELEVATIONS The building has 3 Elevations The elevations have a concrete frame structure with facebrick infills

1. North-West Elevation This is the front of the building which has access into the Fabric Store and Family Apartment above

(Fig 3.26) North-West Elevation

(Fig 3.27) South-East Elevation

2. South-East Elevation This is the back of the building and has access to the Fabric Store and the Tenant Apartment above

3. North-East Elevation This is the side of the building which faces the neighbouring Pharmacy There is no access and it only provides daylight & ventilation into the Fabric Store & Family Apartment above

(Fig 3.28) North-East Elevation

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FLOOR PLANS

(Fig 3.29) Basement Floor Plan

1. Material Selection 2. Work Station 3. Cutting Table 4. Ornament Selection

(Fig 3.30) Ground Floor Plan

5. Storage 6. Family Apartment Entrance 7. Stoep 8. Fabric Store Entrance

(Fig 3.31) First Floor Plan

9. Cashier 10. Work Station 11. Tenant Apartment Entrance 12. Family Open Plan Kitchen/Dining

13. Family Laundry Room 14. Family Bedroom 01 15. Tenant Kitchen 16. Tenant Living Room

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(Fig 3.32) Second Floor Plan

(Fig 3.33) Third Floor Plan

17. Family Living Room 18. Family Bedroom 02 19. Family Master Bedroom

20. Tenant Bedroom 21. Tenant Study 22. Family Rooftop Lounge

(Fig 3.34) Roof Plan

23. Family Braai Area 24. Family Prayer Room 25. Family Office 26. Tenant Rooftop Terrace

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SECTION

(Fig 3.35) Long Section showing quality of space in Fabric Store, Family Apartment, & Tenant Apartment

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FABRIC STORE The Material Selection is located at the Basement level Cuts have been made in the ground floor so that daylight and ventilation can enter the space The user walks down the stairs from the ground floor and makes their way to the basement

(Fig 3.36) Basement Floor Plan

(Fig 3.37) Render showing Material Selection in the Basement of the Fabric Store

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technical drawings CONCRETE FRAME STRUCTURE WITH BRICK INFILL

Concrete frames will be exposed Monopitched roof with box gutters Isolated foundations with strap beams

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PROCESS

The process of my design started off with rough sketches imagining how the Fabric Store would look like and feel The second step was to communicate the essence of the Fabric Store through diagrams The third step was to think of how the Front Facade would look like The final step was to work out the living spaces, whether it be double volume to let light into the narrow space (Fig 3.40) Diagram showing Fabric Store Display

(Fig 3.40) Diagram showing Fabric Store Display

(Fig 3.42) Diagram showing Circulation

(Fig 3.38) Sketch showing 3 Facades

(Fig 3.43) Sketch showing rough Front Facade

(Fig 3.44) Sketch showing draft Front Facade

(Fig 3.45) Sketch showing Final Front Facade

(Fig 3.39) Sketch showing Fabric Store Interaction

(Fig 3.46) Section showing Interaction with Street

(Fig 3.47) Section showing Shadow Study

(Fig 3.48) Section showing Served Spaces

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district 6 A POETIC CONCEPTUAL IDEA THAT REWRITES THE STORY OF THE OPPRESSED VICTIMS OF APARTHEID

DESIGNING A STUDENT RESIDENCE ON A HISTORIC PIECE OF LAND Should be designed using section only Collage should be used as a means of thinking Model should be made to express idea

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THINKING IN COLLAGE

Imagine being trapped in a dark room, with cracked walls & a peeling ceiling, a floor thats spiky where would you relax?

You look outside your window & you see a bright world full of colours The path is calling you to leave this dark room but you cant, because the door is locked, & there is no key...

You have no choice but to sit on the spikes, sit and sulk in your pain, continue to be mentally enslaved while the world goes on around you All you feel is oppression & exclusion

(Fig 4.1) Collage showing a Path outside a Dark Room

There is no form of escape

(Fig 4.2) Collage showing a Person Trapped with no Form of Escape

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THE IDEA OF BEING TRAPPED

A man occupies a pitch black space The man is solitary confined in this concealed space The man siting in the corner with fear sees a light, that gives him hope He needs to escape!

He sees a ladder that leads to the light There is an opening He thinks to himself of what lies ahead Beyond all his pain and suffering As he climbs up the ladder doubt pulls him back He is stuck...confused...frustrated He climbs back down and contemplates whether he should rise up or fall down When the Apartheid government demolished the homes and relocated the residents of the District 6, many of them felt like this They had no choice but to rise up from their circumstances, or be oppressed by the new unfair change they had faced What do you think they chose?

(Fig 4.3) Collage showing a Person Trapped in their own Mental Prison

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REPRESENTING THE IDEA ARCHITECTURALLY

(Fig 4.4) Diagrams breaking up the Final Collage into Architectural Elements

(Fig 4.5) Final Collage showing a Mental Prison state of mind

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CONCEPT SKETCHES

(Fig 4.6) Beginning Stage - Interaction with Ground

(Fig 4.7) Multiple Stacked Blocks sitting on the Topograhy

(Fig 4.8) Idea of Movement inside an Enclosed Form

(Fig 4.9) An idea of a Light Tunnel

(Fig 4.10) Shadow & Light within Boxed Spaces

(Fig 4.11) Light being Celebrated through Movement via Staircase

(Fig 4.9) An idea of a Light Tunnel

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(Fig 4.12) The Movement between the Blocks

(Fig 4.13) Movement through Punture

(Fig 4.14) Collage represented Architecturally

(Fig 4.15) Light coming from Atrium above

(Fig 4.16) Shadow & Light within Dark Boxed Spaces

(Fig 4.17) Collage represented Architecturally detatched spaces

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FROM COLLAGE TO SECTION

(Fig 4.18) The Final Design of the Student Residence showing Uphill Movement along the topography, with an Atrium Light Tunnel shining from above within the core

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MENTAL FREEDOM The users walk under an enclosed roof which leads them to the middle which is open The Student Block contains an Atrium that lets light in the space This signifies freedom from above The Block is also open and has balconies which signify that the user cannot be trapped but instead is able to walk outside freely

(Fig 4.19) Sun Study Model at 12pm

(Fig 4.20) The Collage represented as a Building Model

(Fig 4.21) Perspective render of the Student Residence showing Uphill Movement along the topography, with an Atrium Light Tunnel shining from above within the core

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PROCESS

(Fig 4.22) Rough Section showing uphill movement between the Student Blocks, & cut in the land

(Fig 4.23) Rough Inverted Section showing uphill movement between the Student Blocks, & negative space

(Fig 4.24) Rough sketches showing ideas of Freedom & Entrapment

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Reference: Adrian Monger 072 370 9569 Senior Project Leader

internship experience ARCHITECTURE PORTFOLIO

ECO VILLAS Y3 FAMILY HOME chengdu, china

- creating wall types - modeling layout of rooms - adding furniture layouts - speaking with a render consultant - being incharge of document submissions - compiling an IDC (stage 2) document - closing off IDC & exporting models to the client

KALEMIE

APARTMENT BLOCK kinshasa, democratic republic of congo - working on the IDD & FDD stage (stage 2 & 4) - video call meeting minutes - all finishes - dimensioning drawings - details I worked under team leaders Adrian Burgerhoff & Darren Rodgers

I worked under team leaders Puja Patel & Bradley Naidoo

KR

PRESIDENTIAL HOME kigali, rwanda - capturing views in LumiOn - creating a sequence of views -choosing reference images for pre-IDC (stage 1) I worked under team leader Lamont Gouws

ONIRU LAW FIRM OFFICES lagos, nigeria - facade development & details - drafting views - office layouts - site analysis -concept diagrams I worked under team leaders Lamont Gouws & Jayati Patel

LETTER OF EMPLOYMENT

During my intership under the team of Greg Truen I learnt: - how to juggle many processes at once while improving my time management - how structure is implemented in a design - how to comminicate with different professions in the built environment - to know my place in a team - holding myself accountable for deadlines - getting into the finer details of a building - how to be accurate in my work, & uphold the SAOTA standard - how to pick up a project where someone else left off - teach someone new in the office the SAOTA system - working long hours - how to be consistent - different rules and regulations in a new country

https://www.youtube.com/watch?v=bLJR-GHpogk

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DRAWINGS In these drawings I worked under the supervision of my team, which includes the Lead Project Architect, & Senior Designer I worked on Revit 2018, LumiOn 8, Microsoft PowerPoint, Microsoft Excel Facade Design - I modelled the canopies & the facade of the building on the far right Room Area Plans - I calculated each of the rooms aswell as the gross

(Fig 6.1) Facade Design

(Fig 6.2) Room Area Plans

(Fig 6.3) Presentation Floor Plans

(Fig 6.4) Wall Finishes

Presentation Floor Plans - I adjusted the lighting & shadows Added gridlines & dimensions Added furniture, cars, plants Added room texts Added columns Modelled the walls from markups Wall Finishes - I highlighted the walls & added text Logo Design - I traced the front facade of the building to capture its essence

(Fig 6.5) Logo Design

View Sequence Capturing - I created a view that captures the arrival towards the building Site Response Diagrams - I had to digitize a sketch done by the Lead Project Architect Sun Studies - I had to create a diagram to understand the amount of shade & sunlight penetrates the facade

(Fig 6.6) View Sequence Capturing

(Fig 6.7) Site Response Diagrams

(Fig 6.8) Sun Studies

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STATEMENT OF PURPOSE

My Idea of an Urban City Street System designed from the Biometrics of a Covid-19 cell

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LETTER OF MOTIVATION I want to start my postgraduate studies so that I can be able to obtain my masters degree in order to get my license and qualify to become a Professional Architect. In other words, going the full distance.

As a Professional Architect I can be official in playing my role for society by being somebody who helps shape it through space, no matter how big or small. For me Architecture is a lifestyle, I use it in everyday activities – such as planning, managing, organizing.

I honeslty do not see any other way to live because being an Architect is like solving a puzzle and putting each piee in its designated place, being conscience about building up my life one piece at a time, keeping the bigger picture in mind.

Construction Lines of My Own Personal Logo

Becoming an Architect is more of a passion that I picked up in my undergraduate studies. All my life all I knew was that I enjoyed contruction, drawing, and using my hands. So I decided to choose Architecture as a field to satisfied all three of those components. During my undergraduate studies I failed twice and it took me a while to adjust to the curriculum, however I finally clicked with what I was learning and I made it a personal challenge to see the course through.

My identity changed and I started acting and thinking like an architect. During this identity change I realised that architects are unique people and challenge the status quo.

This is the person whom I want to be. Honours will give me the platform to express myself as an Architect. During my internship year things really got exciting for me, I got exposed to the real world of Architecture and got to contribute all my years to studying to an actual real life building. The office environment and colleagues I worked with showed me what it takes to succeed, and showed me new ways of doing things.

I adapted a new life philosophy of ‘getting things done’ and being ‘simple and straight to the point’.

With this new philosophy I explored myself more, learnt about my weaknesses and strengths, and had a refuelled passion for Architecture. I believe I am ready for the next stage.

To be an Architect I believe that one has to have vision. My 5 year plan is to finish my masters, get my license, work in an innovative firm, become a senior leader in a team and build good habits and relationships along the way.

Analytical Diagram of My Own Personal Logo that shows A Support System of Important People in my Life

I want to study at UCT because it is the place where I first started, by finishing here I would be loyal to my teachers and the curriculum, I would also make them proud and and show them what their lessons has paid off. The spacio-political context in Cape Town is also something I am interested to continue exploring.

After Cape Town won city of the year in 2019 and might be declared as separate from South Africa in the future I am called/indebted to be a part of its ever changing success and revolution.

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SOFTWARE COURSE

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ACADEMICS

Render showing Side Entrance 2

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COMPETITION

The pandemic makes it seem like we have all forgotten God. This pavilion is a reminder that Christ is still here for us. it carries a message of Faith, Hope & Love It is a memorial that hosts the names of those lost to Covid-19. The materials are prefabricated & can be spreaded around the world The words Faith, Hope & Love play with light by creating shadows on the plinth The pavilion is in the form of a cross and is placed between adjacent pathways with each entrance at an intersection, letting users ‘come to the cross’ from all directions

Floor Plan

Axonometric showing Shadows

Render showing Side Entrance 1

Render showing Side Entrance 2

Perepective Render showing Memorial Wall and Words on Plinth

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OTHER INTERESTS I enjoy trying my hand at many things, anything that has to do with using my hands I believe that it keeps my mind occupied & allows me to relieve myself from the stressful world of Architecture It also strengthens my ability to create & to design, also to use my cognitive skills

Fixing Broken Sewage Pipes

Designing a Birdfeeder

Building Models

Designing & Building a Boundary Wall

Graffiti on Sneakers

Cutting Hair

Cooking

Planting a Small Garden

Woodwork

Photography

Painting a 3D Mural

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TRAVEL JOURNAL I always wanted to go here since I was a little child My dad would drive us through Joburg whenever we went to visit our family in the West Rand I grew up in Boksburg and was able to see the Ponte City Apartments in the skyline & when we drove passed it all I could think about was buying a Coca-Cola & maybe swapping to Vodacom We were never allowed to visit this place because of all the bad things that had happened there My parents thought that all the gangsterism was still going on, and they were right! So all my years I avoided this building. I could only admire it from afar However, all this changed on the 6 September 2020, because I finally had the chance to go visit the famous Ponte City Apartments What amazed me of this building was the impact it had after it was built. If a buildings success is measured by the people who use it, this one was definately a flop!...in the beginning Now it is a success and I am sure the architect is finally resting in peace (I hope he knows that Blacks, & not Whites - occupy his building now)

The Core

Wall Details

View from Lily Rd

Sketch of Core Services

Sketch of Parking Elevation

View from Bridge

What also amazed me about the building is how stright it is, due to its 30 columns that run on the circumference of the building The construction method was very innovative for its time aswell as the cylindrical shape The Brutalist structure definately makes an impact in the landscape I want to be an architect who makes an impact, a good one, and whose buildings have a positive after effect on its users

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HATA ESSAY ABSTRACT The Hidden Meaning of Buildings/The Enigma of Buildings My comparative essay is based on the concept of a building. What I want to find out is why buildings look the way they do and what makes the architect come to the final form of the building. I want to know the meaning behind the structure (the bigger thought). This also leads me to the question of buildings being made for people (such as a building which is completely designed for function, meaning it has no concept to the overall design – but only designing the fundamentals for basic human inhabitancy) vs. a building which is completely conceptual (giving meaning to the overall form, spatial dynamics, materials, tectonics and so on).

Building #1 (Frank Gehry, The Guggenheim Museum Bilbao, Spain, 1997)

Building #1 (Frank Gehry, The Guggenheim Museum Bilbao, Spain, 1997) This is an iconic building. According to Jencks (The Iconic Building, pg. 7) “the expressive landmark has challenged the previous tradition of the architectural monument.” Frank Gehry had created the path for the ‘iconic building’, opening the door for ‘celebrity architecture’ – as described by Charles Jencks. The Guggenheim tells us its own story and the concept could have come from a fish, mermaid or artichoke – according to what the building resembles. He explains his concept as “growing from the inside”.

Building #2 (Roelof S. Uytenbogaardt, UCT Sports Centre, 1977) This building is located on the north end of UCT Upper Campus. The style that was used was brutalist architecture. The building clearly has a number of principles used by Le Corbusier. The curves on this building do not fit entirely into its context. It wraps around the end of the rugby field – that means that it was built not to interfere with the ground. The main use of this building is that it holds 3 indoor halls to host multiple events.

According to Jencks (The Iconic Building, pg. 9), “The iconic building, when successful, put architecture on par with the best contemporary art to explore freely the possibilities of open-ended creativity.” In the early ages cathedrals were seen as the landmark, but now as new buildings were being created the art that it has to offer has allowed it to teansform into icons of the place. The mysterious designs of buildings have been showcasing all over the world and there are many other buildings to top the list. According the Gehry the 1970’s were the starting point of iconic buildings and he references Phillip Johnson’s AT & T building being the start of them.

Readings I will include are Charles Jencks The Iconic Building – The Power of Enigma One being a landmark, the other just a building

Building #2 (Roelof S. Uytenbogaardt, UCT Sports Centre, 1977)

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