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PORTFOLIO ARCHITECTURE JINGXIAN XIE


HEXAGON SPACE ELEMENTARY SCHOOL This project is about designing an elementary school in Seattle, which needs to cooporate with the modern education system as well as to offer better atmosphere in both teaching and learning. Hexagon is the least edges shape could cultivate a circle sense hence to encourage sutdents joining in classes more, which face the modern class needs. Using extremly concise design that no limiting for imagination and offers the protential for further accembling of the classroom itself. The whole school expands the program by modifying the hexagons. with considering maximize of taking advantages from the environment in Seattle as well.


Sun Movement SUNSET

SUNRISE

7 6 5 4 3

5 6 7 8 9 10

2 1

11

N

NOON JUNE

SUNSET

4 3

9 2

1

11

NOON DECEMBER

8 SUNRISE

10

N Maximizing the daylighting in the mornings, avoiding strong light from the west in the afternoons


Section

N

First Floor Plan

N

Second Floor Plan


Wind and Arrangement This arrangement helps block the strong wind in winter months and lead in cooler wind during summer months.

NNW

N

NNE NE

NW WNW

ENE

W

E

WSW

October November December January February March

ESE SW

SE SSW

NNW

S

N

SSE

NNE

NW

NE

WNW

ENE

W

E

WSW

May June July u u Se e

e

ESE SW

SE SSW

S

SSE

N


Structure System

Trangle Girder

Second Floor Supporting Column First Floor Sharing Wall Supporting Column

Column Position


Furniture Design: Hetch Ball


WIND BLADE

WIND POWER FILLING STATION

This design was inspired by wind. By considering realistic driving condition, the filling station 's aim is allowed people easily drive in as well as drive out.


Combines filling station and store together, offering people better opportunities for taking rest. Stores built on a large walkable footstep controls cars' turing angle as well as allowing people walk around safely. Huge glass windows apply great view arround.

N

Driving Path


Koi Fish

Zheng Player


Red Peony, Blue Butterfly

A Fierce


MA

4

01

R. 2


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