Undergraduate Architecture Portfolio by Douglas Sharpe

Douglas William Sharpe Undergraduate Architecture Portfolio University of Michigan 2008 - 2010

Table of Contents Showcased Work These selected projects represent the best of my talents, and as showcased I included an in-depth examination of concepts and processes from beginning to end. UG4 Studio . Semester Project . University of Michigan . Winter 2010 UG3 Studio . Semester Project . University of Michigan . Fall 2009 UG2 Studio . Final Project . University of Michigan . Winter 2009 UG1 Studio . Final Project . University of Michigan . Fall 2008

Page: 3-14 Page: 15-28 Page: 29-38 Page: 39-46

Non-Studio Work These projects reflect my architectural abilities and experiences outside of the studio. Architectural Representation . University of Michigan . Fall 2009 Geometric Modeling . University of Michigan . Winter 2009 Professional Work . Multiple architecture firms . October 2003 - July 2008

Page: 47-48 Page: 49-50 Page: 51-52

Additional Studio Work These studio projects were chosen to further highlight my architectural talents. UG2 Studio . Project 1 . University of Michigan . Winter 2009 UG2 Studio . Project 2 . University of Michigan . Winter 2009 UG1 Studio . Project 1 . University of Michigan . Fall 2008 UG1 Studio . Project 3 . University of Michigan . Fall 2008

Page: 53-54 Page: 55-56 Page: 57-59 Page: 60-66

UG4 Studio

University of Michigan Winter 2010 - Project 1a

Program: Methods of Containment & Distribution. The first task was to design a series of containers for a given set of contents. The second iteration of the container became one single object that took on the roles of the previous series of containers. Second Iteration of Model

Containment of Beans

Bean Force The Bean Force is a device that spreads beans with the use of centrifugal force. The beans are placed into the device from the top and they are disperesed along the bottom as the device begins to rotate. Plan View

Section Cut

UG4 Studio

University of Michigan Winter 2010 - Project 1b

Program: Develop the revised model into digrammatic/conceptual drawings. The first drawing was to represent the container at three different scales, which I chose as 1) Human size, 2) Thimble size, 3) Skyscraper size. The second drawing is a diagram that indicates the traveling paths of the contents, which displays spaces through composition.

Container: ConceptualDiagram Spaces Conceptual Doug Sharpe | University of Michigan | UG4 - Miller Studio

of Traveling Paths of Contents

Conceptual Collage of Container at Multiple Scales

UG4 Studio

University of Michigan Winter 2010 - Final Project

Program: Architecture as Infrastructure: Based on the precedent study of Biosphere 2 (an enclosed synthetic environment), introduce a bio-structure into the Greater Detroit area. A series of sketches and an early conceptual diagram of ideas were developed to explain the initial concepts of “Urban Ocean”.

Diagrammatic Concepts of “Urban Ocean”

Urban Ocean

Aquaculture

biodiversity, marine habitats, continental shelf, coral reefs, open ocean, mangroves, intertidal zone, beach fish: salmon, grouper, tuna, flounder, dolphin fish “mahi mahi”, king mackerel, snapper, tarpon, trout, cod, herring cephalopods: octopus, squid crustaceans: crabs, lobster, shrimp mollusks: clams, scallops, oysters, mussels seaweed: kelp, nori, dulse, hijiki, sea lettuce endangered species: non-aggresive marine species that are endangered

Algaculture

algae farming, biofuel, biomass, energy source, toxin (air & water) filter

Transitions

blurred boundaries, open, enclosed, hybrid, multiple entrances, interwoven zones

Public Interaction

inviting, promotes curiosity, aquarium, fishing (boat, piers, wharfs), shopping, sailing, scuba diving, beach, tours, human experiences, activities, easily accessible

Location Revitalization

job creation, aquaculture awareness/education, revenue generator, vendors, synthetic environment education, creating a pulse & new life for locale, word of mouth

Jobs

management, maintenance, janitorial, vendors, tour guides, fishermen, researchers, algae farmers, scuba lessons, lifeguards, security, gift shop, advertisement, public relations, construction, import/export, sailing/fishing/swimming/surfing/cooking instructors, nutritionists

Research

biospherics (usefulness, sustainability, expansion/duplication potential), synthetic marine biology, botany, microbiology

Schematic Sketches of “Urban Ocean” Proposal

UG4 Studio

Douglas William Sharpe UG4 - Miller Studio University of Michigan Winter 2010

Urban Ocean

University of Michigan Winter 2010 - Final Project

The Biosphere 2, located in Oracle, Arizona was the precedent case study where I focused on the indoor ocean environment and vast space frame structure. The concept collages are images that define the role of Urban Ocean: The ofcity a Micro-Economy/Ecology creation of an infrastructure thatContainment brings new life to the through the containment of a micro-economy/ecology.

Precedent Study

Biosphere 2. Oracle, Arizona

Background & Mission: Biosphere 2 is a center for research, outreach, teaching, life-long learning about Earth and its living systems, and its place in the universe.

Biosphere 2 Precedent Study

Development Concepts

Urban Ocean. Detroit, Michigan

Mission: To develop an expansive, yet carefully considered infrastructure that will generate a much needed economic & social pulse into the city of Detroit. The cross-disciplines of architecture, urban planning & design, ecology, economics and engineering, will lead to the collaborative synthesis dubbed “Urban Ocean” -- an iconic, self-sustaining, contained ocean complex that exists to serve the general public.

Urban Ocean Concept Collages

Aerial View

Interior Ocean Habitat

Exterior Space Frame

Floor Plan

Fish Should Taste Like Fish. In an aquatic environment, nature provides food free-of-charge; although, there is a health risk with eating creatures that live in a contaminated ecosystem. If a Detroit resident is unable to afford his/her next meal, Urban Ocean provides a free and safe food source (you catch it you keep it).

What Are They Putting In The Water? There is a long list of activities that patrons can experience within Urban Ocean. These activities are exclusive to an ocean environment, such as scuba diving with exotic fish at a coral reef.

This Isn’t Your Daddy’s Aquarium. Urban Ocean is a destination that encourages learning at a very large scale. Knowledge of the natural environment can happen in a safe yet breathtaking experience that will have everyone inspired and anticipating their next visit.

Space Frame Detail

Urban Ocean Master Planning

Zoning Legend

When The Weather Outside Is Frightful... The average Detroit family cannot afford a vacation to the tropics during winter. Urban Ocean provides a synthetic ocean environment for a tropical vacation in Detroit’s backyard.

Zones & Boundaries Urban Zone (Aquaculture Economy): This zone is proposed to homogenize Urban Ocean with the existing infrastructure. The main objectives are to have U.O.’s space-frame attach itself to

Urban Ocean Aerial View

Exterior Space Frame

Joe Like Louis Fish. Arena Fish Should Taste In an aquatic environment, nature provides food free-of-charge; although, there is a health risk with eating creatures that live in a contaminated ecosystem. If a Detroit resident is unable to afford Detroit River next meal, Urban Ocean his/her provides a free and safe food This Isn’t Your Daddy’s source (you catch it you keep it).

UG4 Studio

conduct everyday business. The equipment needed to operate Urban Ocean will be located in this zone.

Master Planning

Proposed Site Area

Aquarium.es) mil Urban Ocean is a destination .52 that encourages learning at a very large ft (1 00 scale. Knowledge of the environment can happen in a safe yet 80 natural Proposed Site Dimensions breathtaking experience that will have everyone inspired and anticipating their next visit. Interior Ocean Habitat

There is a long list of activities that patrons can experience Ambassador within Urban Ocean. These activities are exclusive toBridge an ocean environment, such as scuba diving W. Fort Street with exotic fish at a coral reef.

Site Analysis - Immediate Context Scale: NTS

Ocean Zone (Public): The vast & uninterrupted section of Urban Ocean is proposed to create a more exact replica of Earth’s ocean. This zone houses the beach, intertidal and deep ocean habitats that are needed to support the immense amount of biodiversity that is desired. This zone is where the aquarium is located. This zone is the area in which the public recreational activities occur such as fishing, scuba diving and surfing.

The proposal is to replace existing site conditions such as paved parking lots, abandoned buildings and unkept grounds, with Urban Ocean infrastructure. The site will be divided into three distinct zones: Urban Zone (Aquaculture Economy), Facilities Zone (Operations & Research), and Ocean Zone (Public). Floor Plan

Existing Land Types These land types all have the possibility of becoming Urban Ocean infrastructure.

0 ft ) 170 miles 2 (0.3

University of Michigan Fall 2010 - Project 2

Space Frame Detail

Indicates existing paved land.

Diagram Legend

oad SiteContext Location & Overall Dimensions

This section of site is designated to homogenize Urban Ocean

Site Analysis & Development Scale: NTS

Proposal: Replace existing site conditions such as paved parking lots, abandoned buildings and unkept grounds, with Urban Ocean infrastructure. Zones: The site will be divided into three distinct zones: Urban Zone (Aquaculture Economy), Facilities Zone (Operations & Research), and Ocean Zone (Public). Exterior Space Frame

This Isn’t Your Daddy’s Aquarium. es) mil large Urban Ocean is a destination that encourages learning at a(0.5 very ft 00 in a safe yet scale. Knowledge of the natural environment can happen 28 breathtaking experience that will have everyone inspired and anticipating their next visit.

Master Planning

Zoning Legend Zones & Boundaries

ft (0

N ft 1340miles) 5 (0.2

Detroit River

ft 1070 iles) m (0.2

Ambassador Bridge

Downtown Detroit

W. Fort Street

.52

(1 0 ft

Urban Zone (Aquaculture Economy): This zone is proposed to homogenize Urban Ocean with the existing infrastructure. The main objectives are to have U.O.’s space-frame attach itself to existing buildings (above ground), which means that there will be many access points in this zone. In some cases these fragmented access points are connected below ground via large tanks.

es)

mil

Proposed Site Dimensions

Master Planning

Joe Louis Arena

0 ft ) 170 miles 2 (0.3

Detroit River

Ambassador Bridge

.52

ft (1

mile

Site Analysis - Immediate Context Scale: NTS

Proposed Site Dimensions

oad SiteContext Location & Overall Dimensions W. Fort Street

Site Analysis - Immediate Context Scale: NTS

Facilities Zone (Operations & Research): This is a transition zone between the Urban Zone and Ocean Zone. This area is where the main research facility and owners/managment personnel conduct everyday business. The equipment needed to operate Urban Ocean will be located in this zone.

Urban Ocean

Proposed Site Area

Proposed demolition of existing streets.

Joe Louis Arena s) mile

Proposed demolition of existing buildings.

Urban Ocean

Proposed Site Area Proposal: Replace existing site conditions such as paved parking lots, abandoned buildings and unkept grounds, with Urban Ocean infrastructure. Zones: The site will be divided into three distinct zones: Urban Zone (Aquaculture Economy), Facilities Zone (Operations & Research), and Ocean Zone (Public).

This section of site is designated to homogenize Urban Ocean N

ft 1700miles) 2 (0.3

Scale: NTS

Zones & Boundaries

Urban Ocean

Site Analysis & Development

Indicates existing landscape/unpaved land.

Potential space for Urban Ocean to be constructed.

Zoning Legend Space Frame Detail

0 ft ) 107 iles m (0.2

Downtown Detroit

Existing buildings to remain

Master Planning Scale: NTS

0 ft ) 134 miles 5 (0.2

Existing Site Conditions Urban Ocean Scale: NTS Figure/Ground Diagram Site Analysis - Immediate Context

Existing Site Conditions Scale: NTS Figure/Ground Diagram Site Analysis - Immediate Context Existing Land Types These land types all have the possibility of becoming Urban Ocean infrastructure.

Scale: NTS

Indicates existing paved land.

Existing Land Types These land types all have the possibility of becoming Urban Ocean infrastructure.

Indicates existing paved land. Diagram Legend Existing buildings to remain Potential space for Urban Ocean to be constructed.

Indicates existing landscape/unpaved land.

Proposed demolition of existing buildings.

Diagram Legend

oad SiteContext Location & Overall Dimensions

Scale: NTS

Existing Site Conditions Scale: NTS Figure/Ground Diagram

This section of site is designated to homogenize Urban Ocean N

Existing buildings to remain Potential space for Urban Ocean to be constructed.

Indicates existing landscape/unpaved land.

Site Analysis - Immediate Context Scale: NTS

Proposed demolition of existing streets.

Proposed demolition of existing buildings.

Proposed demolition of existing streets.

Existing Site Condition Scale: NTS

Site Condition Site Plan - Existing Proposed Infrastructure Scale: NTS Scale: NTS

Site Plan - Proposed Infrastructure Scale: NTS

Proposed Research Building Scale: NTS Proposed Research Building Scale: NTS

Existing Site Condition Scale: NTS

UG4 Studio University of Michigan Fall 2010 - Project 2

The site model reveals the locations of the Urban Ocean tanks. Even more telling are the size of the footprints of each of the proposed Urban Ocean structures.

UG4 Studio University of Michigan Fall 2010 - Project 2

sou her nate re is onm . rce nex d ec a he ent (yo t me osy alt , na h tu s uc a atc l, Ur tem. risk w re p rov h it ban If a id D ith yo u k Ocea etro eatin es fo eep n p it r g od it). rovi eside creat free de u s a nt is res t -of-c fre un ha har e a ab t liv ge ; nd le t e saf o a in a e fo ffor od d

Wh at A Th re Th e wit re is ey P en hin U a lon uttin vir on rban g list g In T me o nt, Ocea f act he W suc n. T ivit ate r h a hes ies s sc e a tha ? ub ctiv t pa ad i Sit ivin ties a trons g w re e can eA ith xclu ex Pro na exo siv per tic e to ienc Zo pos lys ne al: fish an e i s s: T Re & o at p he a c cean site lace e De ora l re wil xist vel Th ef. lb i o is I n g p ed sn ivid site c me Urb ’t Yo ed ond n t sca an O ur D int i t i a o t on bre le. Kn cean ddy hre s su e d ch an athta owle is a d ’s Aq isti as tic p nc ipa king dge estin uariu t zo aved o tin e ne g t xpe f the ation m. s: U park he r ir n ienc natu that rba ing ext e th ral enc n Z lots vis at w env our on , ab it. e (A an ill h iron age qu don ave me s le acu ed eve nt c arni ltu b ryo an h ng a re uild ne ap t Eco ing ins pen a ver s n om an pir Pro d po y ed in a s y larg sed ), F un an Sit aci kep eA d afe y e rea liti et es t gro Zo ne unds Do wn (Op , w tow i t era h U nD etr W. tio oit Fort ns rban 2800 ft (0.5 miles) Str eet & R Oc Joe Lou De ese ean Am is A tro oSa ba it R ren arc inf itdeC ssa ive a do r r h), rB Sca Looncteax rid an astru ge ttio le: d O ctu n& NT cea re. S Ov nZ era on ll D e (P im ub en lic) sio . ns

The section of the entire complex reveals the different zones, the contents of each zone, as well as the volumes of the enclosures and depth of the ocean tanks.

Aquarium

Int eri

Beach

Ext eri

ace

Oc ean

bit

Fra m

1340 ft (0.25 miles)

1070 ft (0.2 miles)

1700 ft (0.32 miles)

Sp Urb

ste r

ace

an Pla

Fra m

Oc ean

ing

8000 ft (1.52 miles)

Pro p

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Th is to sec ho ti mo on o ge f niz site e U is d rba esig n O na cea ted n

an Pla

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Sit eA na lysi e: N sTS

Complex Building Section Scale: NTS

Scal

Im me dia te

Exi stin CS gS onc texa t le : N ite C TS on

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Fig

Leg

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Urb Th an Z is wit zon one (A tiv h the e is p qua e exis s are exis ropo cultu ti tha ting to h ng in sed to re Ec In t the build ave U fras hom onom som re tr og y): con w ing .O.’s uc ne e cas ill be s (ab spac ture. enize cte es o T e Fac d b the man ve g -fram he m Urba n elo se y ac rou a Th ilitie w g frag ces nd), e atta in ob Oce s is an an is a Zon je ch rou me s p w d O tra e (O nd nte oints hich itse csea ns ce p via d a m lf c con rch fa an Z ition erati larg ce in th ean to o e ta ss p is zo s Th duc cility ne. T zone ons & o n ee te nk Re an his be v wil s. ints a e. q l b uipm eryd d ow area twee searc re e lo a n h n is cate ent n y bus ers/m wh the ): Oc d in eed ines an ere th Urba ag Th ean Z this ed to s. me e m n Zo e pro vas one zon op nt ain ne t (P pe e. erate oce pose & un ubli rso renn Urb de an. T d to interr c): el a ep c h nO the oc is z reate upte cea o Th imm ean h ne h a m d sec n is Th zon ense abita ouse ore e tion is z s x o rec on e is w amo ts th the act f Urb re div reati e is th here unt o at are beac plic an O h, a ing ona f th c n e Exis an l ac area e aq biodiv eede intert of Ea ean is ds rt ti Th ting L urfi vitie in w uariu ersit d to idal h’s e ng s o hich m is y th sup and Urb se la and ccu . p Ty a an nd r su the p locate t is d ort Oc typ pes ch ubli d. esir ean es as ed c infr all h fish . astr ave ing uc the , sc ture p ub oss . a ibil Ind ity ica of be tes com exis ing tin gp Ind ave ica d la tes nd exis . tin g la Pro nd po s c sed ap e/u de np mo ave liti Pro on d la po of nd sed exis . de tin mo gb liti u ild on ing of s. exis tin gs tre ets .

Aquarium Section with Ghosted Lines Scale: NTS

Sit e Scal Ana lysi e: N sTS

Im me dia te

Co nte xt

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/Gro

iag ram

Diag ram

Lege

Exist ing bu ild Po ings te to ntia to be rem consl spac ain tru e for cted Ur ba . n Oc ean

Section Cut Location

9 Sit e Sca Plan -P le

Complex Building Section Scale: NTS

Urban Zone

Research Building Section with Ghosted Lines Scale: NTS

Aquarium Section with Ghosted Lines Scale: NTS

Research Building

UG4 Studio University of Michigan Fall 2010 - Project 2

In the public zone, a pedestrian friendly plan was desired and the circulation paths are marked in red on the plan. In addition, there are several subtracted areas that allow for pedestrians to take shelter underneath the building skin but not be inside of the enclosure. The design concept for the research building was to have the building partially enclosed by the space frame, as well as being partially submerged into the water.

Beach & Aquarium - Plan and Exterior Rendering

Research Building - Plan and Exterior Rendering

UG4 Studio University of Michigan Fall 2010 - Project 2

Aquarium Interior Perspective. The circular space frame members are the separation between the interior and exterior climates, and the large steel truss arches are the main structural members. The aquarium begins at this level above the water and descends down to a depth of 850 feet below the water line.

UG4 Studio University of Michigan Fall 2010 - Project 2

The beach area is designed as a public leisure area where beach related activities occur such as beach sports, tanning, swimming, surfing, row boating, scuba diving, etc. The tubes that traverse the public zone is a design response to blur interior and exterior boundaries. Pedestrians are able to walk through the tunnels while not being physically inside of the conditioned beach climate.

UG4 Studio University of Michigan Fall 2010 - Project 2

The research building was conceived as the location in which testing for improvements occurs. There is also enough space for rehabing injured aquatic creatures or finding more effecient ways of farming the aquaculture species.

UG3 Studio

Program: Design a multi-specialized high school in the city of Chicago. I began the project by developing diagrams that present 1) Growth and budget issues for schools while also proposing solutions for budget efficiency, and 2) Concepts for modularity that are dynamic, flexible, and considering of plug-in architecture.

University of Michigan Fall 2009 - Project 2

Education Quality Cost

Reducing Teacher/ Student Ratio

Permanence Education Quality Permanence

Cost

Education Quality

Prototype Designs for New Construction

Cost

Stacked Construction vs. Spread

Education Quality Cost

Educational Competition Between Countries Permanence Education Quality Cost

Implementation of TCU

Project Synopsis

Education Quality Cost

Increase of Curriculum Diversity & Specializations Permanence

roken g a BEduc ational System

Education Quality

Mendin

Complications of Growth resolved with Architectural Answers Paul Doepfer | Doug Sharpe Lee Studio | University of Michigan | Fall 2009

Cost Education Quality Cost

Population Growth/ Density Over Time

Sharing/Consolidation of Resources Between Institutions

Growth and Modularity In an effort to cope with the rise of student populations many school districts are forced to either use their current classrooms beyond their maximum capacity or provide additional space. Additions to the schools are often costly and may become a burden to the district during periods of decreased student enrollment; often the solution for this situation is to install a TCU or a temporary classroom unit. The TCU often resembles a mobile home or trailer and does not fit into the overall ‘design’ of the original architecture; intended to be a temporary solution most often they become a permanent fixture of the school. Each district will have to decide on whether or not a TCU will be a good solution and the pro’s and con’s must be weighed equally; costs, structure permanence, safety and accessibility are just a few of the issues that must be addressed while maintaining the most important issue; the quality of the students education.

Modularity Diagram

Permanence - The usable life cycle of the architectural solution. Education Quality - The impact on the student in terms of positive learning environment. Cost - The amount of investment on an up-front basis.

Education - Growth & Modularity Diagram

UG3 Studio University of Michigan Fall 2009 - Project 2

Concept models that introduce my proposals for modularity with 1) Delivery methods, 2) Construction methods, 3) Multiple arrangements and configurations using basic shapes.

Modular Experimentation with Nested Boxes

Modular Experimentation with Tapered Triangles

UG3 Studio University of Michigan Fall 2009 - Project 2

The conceptual mapping of the site was done in a manner that recognizes Chicago as an attractive and highly networked city. The immediate context conceptual map is my interpretation that our site and school can be the heart for a constellation of iconic landmarks in the area. The literal map was focused on the vehicular infrastructure that surrounded our site.

Conceptual Site Mapping

Site Analysis of Vehicular Infrastructure

UG3 Studio University of Michigan Fall 2009 - Project 2

The final mapping exercise was dedicated to the views of commuters. If I wanted an iconic building, one that was visible to commuters, pedestrians, neighbors, and the like, then my building would have to exist vertically to at least be equal in height with the surrounding buildings.

UG3 Studio University of Michigan Fall 2009 - Project 2

In order to gain perspectives on modularity, my precedent studies and research was comprised of modular projects that were either developed or were only proposed as theory and/or fantasy - regardless, I found them all to be valuable and inspirational resources.

Modular Precedents Studies & Research Nakagin Capsule Tower Architect: Kisho Kurokawa Location: Tokyo, Japan, 1972

Vintage Modularity - Conceptual/Theoretical/Fantasy

Pratt Graduate Housing

Various Architectural Proposals

Quoting Justus Dahinden in his book Urban Structures for the Future... “It is difficult to avoid the impression that the principal reason for our society’s refusal to embark on an utopian option for the future on any significant scale is that it would necessitate sacrificing too many trusted institutions and making a number of radical changes that would involve incalculable risks.”

Architect: Peter Gluck and Partners Location: Brooklyn, New York, Currently under development Pratt Institute’s competition for graduate student housing is framed within constraints: a restrictive zoning envelope, a modest budget, the use of off-site construction and the program of high density student housing. A series of interior courts are the core architectural idea that activates the whole project. In addition to enlivening the circulation sequence, these spaces become the lungs of the building.

Construction occurred on site and off site. On-site work included the two towers and their energy-supply systems and equipment, while the capsule parts were fabricated and the capsules were assembled at a factory. The capsules were fitted with utilities and interior fittings before being shipped to the building site, where they were attached to the concrete towers. Each capsule is attached independently and cantilevered from the shaft, so that any capsule may be removed easily without affecting the others. Capsules can be connected and combined to create larger spaces. Each capsule is connected to one of the two main shafts only by four high-tension bolts and is designed to be replaceable. Plug-in City, Peter Cook of Archigram, 1964 Clusters in the Air, Arata Isozaki, 1962

Girder Building, Fabrizio Carola, 1966

Urban Residences and their Connective Systems, Akira Shibuya, 1966

Funnel City ‘Intrapolis’, Walter Jonas, 1960

The Global Cluster, sketch by Justus Dahinden

Joseph Pierre Weber, Zehnminutenstadt (Ten Minute City)

Vintage Modularity - Conceptual/Theoretical/Fantasy

Habitat ‘67

Various Architectural Proposals

Quoting Justus Dahinden in his book Urban Structures for the Future... “Faced with an urban society that has grown insecure due to the present inadequacy of urban design, the town planner must try to provide a range of ‘possibilities’ designed to cater for every conceivable kind of activity but without imposing a preconceived and authoritarian schema by creating actual ‘objects’.”

Architect: Moshe Safdie Location: Montreal, Quebec 1964-1967 As an urban building type, Habitat sought to mix residential, commercial and institutional uses to create a more vital neighborhood, and to provide the amenities of the single-family home in a form adaptable to high densities and constrained budgets.

Leisure City, Kiryat Ono, 1969-1971

Composite linear city with hexagonal residential cells, Herbert Prader, Franz Fehringer and Erich Ott, 1969

UG3 Studio University of Michigan Fall 2009 - Project 2

I chose my high school to specialize in designing and building green technologies, named The Design/Build School of Chicago. I intended to implement green technologies into the original design such as wind turbines, green roofs, photovoltaic panels, water harvesting, etc., however the project’s manifesto is that students design and build their own green technologies as part of the school’s curriculum. My earliest sketches and plans were designed to expose the duality between the two disciplines. The schools share common program such as admininstration, gynasium, dining, etc., while the classrooms are separated at the towers. Classroom

Classroom Restrooms

Gymnasium

Library

Corridor Design School Entrance Corridor

Corridor Administrative

Medical Suite (below) Main Entrance Build School Entrance

Corridor

Gallery

Student Dining

Restrooms Classroom

Classroom

Floor Plan - Ground Level Scale: 3/64 = 1’-0”

Floor Plan - Second Floor Scale: 3/64” = 1’-0”

Floor Plan - Typical Classroom Corridor Scale: 3/64” = 1’-0”

Schematic Design Axonometric Sketch

Elevation - East Scale: 3/64 = 1’-0”

Schematic Design Renderings

Schematic Design Sketches

Section - East

Scale: 3/64 = 1’-0”

Schematic Floor Plan & Sections

UG3 Studio University of Michigan Fall 2009 - Project 2

The mid-review model reveals the next level of developed concepts: 1) A dedicated crane for transporting the modular/ plug-in classrooms, 2) Classrooms for both schools are integrated into one tower, 3) The consideration of on-site spaces, at the tower and on the roofs of the bottom floors, where students are able to design, build, test and refine their own projects.

Mid-review Model

UG3 Studio University of Michigan Fall 2009 - Project 2 Mid-review Model

Regarding the modular spaces attached to the tower: 1) The blue boxes represent the classrooms, 2) The solid boxes are larger programs such as computer labs & studios, 3) The diagonal stripe patterned boxes are the schoolâ&#x20AC;&#x2122;s design/ build project platforms/spaces, 4) Variations in pattern occurs with the unique heights and widths of classrooms and other spaces.

UG3 Studio University of Michigan Fall 2009 - Project 2

The diagrammatic floor plans explain the arrangements of program, although emphasis can be seen where the exterior green spaces are located to allow for on-site school projects to be developed. My goal was to maximize project spaces for future classes to have the opportunity to design and build the green technologies that represent their era.

Mid-review Building Section

Mid-review Floor Plans Exterior Perspective

Interior Perspective

UG3 Studio University of Michigan Fall 2009 - Project 2

Following the mid-review I was content with my building as a system, however it felt too much like an engineered machine and lacked an architectural personality. I insisted on the following tasks: 1) Develop a softer/fluid expression, 2) Create a skin/facade that connects the bottom program spaces with the tower, 3) A re-inspection on the advantages of modular classrooms. The renderings explain my thoughts of how the newly proposed skin is seen in the interior and exterior - this is an implicit method of exposing mechanical systems and structural components as a sculptural design element. Renderings

Interior Perspective Exterior Perspectives

Exterior Perspectives

Exploration Model 1

Renderings

Three-quarter Review Sketches

Exploration Model 2

UG3 Studio University of Michigan Fall 2009 - Project 2

Without the modular classrooms attached, this final model reveals the concepts I was working with especially in regards to the skin. The overall form of the structure became softer and the skin is acting as a ribbon that connects all of the spaces. Also notice the abundance of roof gardens and terraces throughout the model - all prime real-estate for students to design & build projects for many generations to come. Final Model

UG3 Studio University of Michigan Fall 2009 - Project 2

The model reveals moments in the skin that attach itself to the structure as well as to the ground - that is the structural workings of the skin. The skin also networks itself to every space in the building, which is an indicator of how mechanical ductwork, electrical wiring, and water/plumbing is distributed throughout the building. Revealing these components became a focus point so students would be able to understand how those systems work - thus the school itself becomes a direct teaching instrument. Final Model

UG3 Studio

The final floor plans and sections showing the end result of the project’s evolutionary process. Although this is the end of my design process, the project actually comes full circle in the intentions as mentioned from my concept mapping on page 5 - my school is the heart of a constellation of iconic landmarks. Alas, once the students have mastered green technologies on their own grounds, they can begin to work on implementing green projects on the adjacent neighborhood and beyond - there is potential for an entire green village to emerge.

University of Michigan Fall 2009 - Project 2

The Design/Build School of Chicago Perspective Sections Scale: NTS

Tower Corridor & Atrium

Section A-A

N Section B-B

Classroom Classroom

Gymnasium

Library Classroom

Main Corridor

Project Platform

The Design/Build School of Chicago

Library

Classroom Project Platform

Section B-B Floor Plans

Classroom

Scale: 1/16” = 1’-0”

Final Drawings - Floor Plans

Tower Corridor

Crane Lift

Gallery

Student Dining Typical Single Classroom

Main Corridor

Gallery

Storage

Roof Garden

Elev.

E lev.

Admin

Boys’ R.R.

Stairwell

Girls’ R.R.

Roof Garden E lev.

School Entry

Section A-A

Student Dining

Admin Waiting up

Telecom.

Admin. Office

Conf. Room

Grounds Eqmnt.

Single Classroom

Admin. Office

Final Drawings - Perspective Building Sections

Medical Suite

Studio Faculty Dining

Conf. Room

Empty Modular Slot

Project Platform

Storage/ Records

Conditioned Landscaping Area/Greenhouse

Single Classroom

Storage/ Records Student Activity/ Club Room

Main Corridor & Atrium

Student Activity/ Club Room

Guidence Counselor Wating

Faculty Workroom

Kitchen

Guidence Counselor Wating

Custodial Office

Student Store Guidence Cnsler Office

Book Storeroom Book Storeroom

Guidence Cnsler Office

Book Storeroom Girls’ Restroom Boys’ Restroom

Guidence Cnsler Office Guidence Cnsler Office

Career Resource Room

Empty Modular Slot Project Platform

Custodial Locker Visiting Team Lockerroom

Girls’ Lockerroom

Boys’ Lockerroom

Computer Lab

Jan.

Gym Storage up

Double Classroom Roof Garden/ Terrace

Project Platform

Roof Garden

Project Platform

Jan.

Courtyard Library Cubicle Area

Nutrition Advisor Office

Stairwell up dn

Covered Courtyard

Gymnasium Weight Room

Library

Roof Garden

Ground Floor

Second Floor

Typical Tower Floor

UG3 Studio University of Michigan Fall 2009 - Project 2

The renderings reveal how the modular classrooms attach to the tower. As part of the thought process on how modularity can better serve the program, I reworked the modules so that they can be clustered and networked together. For example, a design classroom and a build classroom can combine itself as one classroom to become a design/build team, and the team can have a project platform(s) adjacent to the classroom. Then, as designated by the schoolâ&#x20AC;&#x2122;s curriculum, any of the modules can be re-arranged on the tower grid into a new configuration to prepare for a new project.

Exterior Building Perspective Interior Perspective

Exterior Building Perspective

UG2 Studio University of Michigan Winter 2009 - Project 3

Program: Design an alternative fuels laboratory complex for the city of Detroit. The project begins with drawing our site relative to the location of downtown Detroit. The hand-drawn, broad context, site plan is conceptual in that it reveals the layers of infrastructure and how one layer dominates and impacts the layers beneath it.

UG2 Studio University of Michigan Winter 2009 - Project 3

Study models showing an array of concepts: 1) Winding & twisting progression, 2) Form produced by a nominal material 3) A single continous ramp circulating to all spaces.

Sketch Model 1 Sketch Model 2

Sketch Model 3

UG2 Studio University of Michigan Winter 2009 - Project 3

Choosing the concept of a winding & twisting form, I created a new study model and placed it into a photograph of the site. Additional concepts for the model were 1) Minimal building/ground connection, 2) Separate private and public spaces by height, 3) Maximize indoor/outdoor interactions Existing Site Conditions

Refined Study Model

Superimposed Building Proposal

UG2 Studio University of Michigan Winter 2009 - Project 3

The Concepts Collage reveals preliminary ideas of people inhabiting water as a space. I became focused on using the inhabitable water concept because an alternative fuels lab should act as a mediator between built form and the natural environment - the water design is that mediator. The preliminary elevations begin the language of how the built forms, floors and ceilings, conceptually collect and contain water which are translated into useable spaces.

Concepts Collage

Preliminary Elevations & Sections Final Study Model

UG2 Studio University of Michigan Winter 2009 - Project 3

The site model was designed in a way to enhance the concepts that I was working with. Notice: 1) The foundations of the buildings have been eliminated, 2) The buildings have been hollowed out to collect water, 3) The model is devised as a series of layers to mimic the broad context site drawing.

Site Model

UG2 Studio University of Michigan Winter 2009 - Project 3

The immediate context site plan reveals the new proposed site as an overlay to the existing conditions.

UG2 Studio University of Michigan Winter 2009 - Project 3

The section model explains the complexities of the forms that are continuous and wrapping in multiple directions. The basswood indicates where floor and roof planes exist which envelope the main gathering spaces. The gray planes running perpendicular are the circulation corridors that connect all of the spaces.

Final Sectional Model

UG2 Studio University of Michigan Winter 2009 - Project 3

In the elevation I have begun to represent individual program/spaces as their own water bubble. Each bubble would be unique in size, specified heights and widths would be determined by the required program. For example, the bubble for an auditorium would be much greater in size than a bubble for an office. Also, the clear contoured rooms are made completely of a transparent material which reinforces the concept of maximizing the interaction between outdoors and indoors - plenty of natural light which would then the diffused by large screens. The section drawing shows how the corridors are fixed/permanent construction (blue color), and that all other spaces can be attached to the corridor as needed.

UG2 Studio University of Michigan Winter 2009 - Project 3

In the final floor plan drawings, notice how the rooms that are represented as water are affixed to the corridors. I was implying that those spaces have no permanent attachment - they can be placed anywhere along the corridor, then moved and/or taken away in the future.

UG2 Studio University of Michigan Winter 2009 - Project 3

The final renderings were done in manner that reinforces my concept of having rooms with temporary locations. The contoured water bubbles appear as if they have been put on a shelf, waiting to be pulled back off the shelf or moved somewhere else. The benefits of having such a liberating form is when the future needs of the occupants change, then the building can easily accomodate the need for additions or relocating spaces.

Exterior Building Renderings

UG1 Studio University of Michigan Fall 2008 - Project 4

Program: Design a public gallery that promotes education and fanfaire for all future exhibits. The site location for our project is in downtown Ann Arbor, where a Chipotle restaurant currently existed. I chose my gallery to be one that exhibits cinema - my gallery acts an accessory to the neighboring historic State Theater. The idea was that patrons of the movie theater could experience the same movie as an exhibit and be able to see props, wardrobes, vehicles from the movie and also talk and engage with the movieâ&#x20AC;&#x2122;s director and actors. Site Photo Satellite Image Site Analysis Diagrams

Site Photos Street Views

UG1 Studio University of Michigan Fall 2008 - Project 4

Site Model

The site model was developed conceptually as representative of someone looking into the light of a movie projector. The focal point is located at the nearby bell tower, as this is a very prominent landmark near our site location.

UG1 Studio University of Michigan Fall 2008 - Project 4

Study Model - Site Buildings Inserted

At this stage I was beginning to explore the form of what my building would be. As a direct use of typology, the buildings that made up the site became the form of my building. I built a framework around the arrangment that had fit best into the footprint constraints.

Study Model - Site Buildings Removed

Study Model - Site Buildings Inserted Study Model - Site Buildings Removed

UG1 Studio University of Michigan Fall 2008 - Project 4

The massing model was created and incorporated the following concepts 1) The building height stepped down from front to back, 2) There needed to be solid and void forms to allow sunlight penetrations, 3) The skin was to appear as a filmstrip that was wound through a movie projector.

Refined Study Model

Roof

Gallery

Classroom

Lift

The floor plans reveal the interior conditions and spatial arrangements. There is also the indications where the skin (filmstrip) exists and interacts with the built form.

Floor Plans

Basement Floor

Restrooms

Lift

Ground Floor

Lobby

Second Floor

Classroom

Third Floor

Roof

Office

Lift

Office

down

Roof

Lift

Gallery

Media Room

Office

Classroom

University of Michigan Fall 2008 - Project 4

Lift

UG1 Studio

UG1 Studio University of Michigan Fall 2008 - Project 4

The section drawing reveals the vertical organization throught the building. Key considerations include: 1) There are no closed spaces, 2) The gallery exists at the floor level and throughout the voids between the suspended upper floors, 3) From left to right, the height of ceilings and rooms decreases, and the floor plane at the bottom is increasing - these planes conceptually intersect near the bell tower.

Office

Classroom

Office Classroom

Gallery Restrooms

Building Section

Office`

Lift

Gallery

Lift

Lobby

Lift

Media Room

Gallery

UG1 Studio University of Michigan Fall 2008 - Project 4

The final model showing physical spaces and the nature of the skin.

Final Model

UG1 Studio University of Michigan Fall 2008 - Project 4

The final models showing physical spaces and the nature of the skin.

Final Model

Final Model - Occupant Perspectives

Architectural Representation University of Michigan Fall 2009

Program: Design, manufacture and develop assembly drawings for a full-scale screen divider. The rules were that we could not use glue or fasteners to assemble our screen dividers. This was the first time that I was given the opportunity at school to create a full-scale object. I boldly decided to use wood as my material and to become familiar with the processes of CNC routing.

Assembly Drawings Specifications

Components

1 1/2"

Panel A

Panel C

10"

Panel Bracing

1 1/2”

Panel B

Plan View

Wall Surface

Assembly Logic

Components

a product of the Sharpe Furniture Division

/2"

Honeycomb Screen Divider

Vertical Group *notches face you 3"

/2"

Typ

1'-10"

8" 3"

9 1/2"

3/4” Typ.

Horizontal Group *notches face away from you

5'-7 5/8"

Vertical Group

3 1/8" 4 3/4" 3 1/8"

Wall Surface

R3" Typ.

1 1/2”

/8"

Ground Plane

Elevation

/4"

/2”

Typ

/8" 4 3 31

9 1/2"

/2"

R3" Typ. 1'-10"

Horizontal Group

Ground Plane

11" 1/4” 9 1/2"

7'-9 1/8"

Elevation

Component Label

Quantity

Variable Pieces (Not shown in elevation)

Full Assembly

Variable Pieces (Not shown in elevation)

adding the Variable Pieces

merging Panels A/B with C An addendum has been issued in response to the original design because of a structural flaw. The original assembly instructions still apply, however take note of the modified component arrangments that make up each panel.

1a 2b

Assembly Instructions - Part F

Assembly Instructions - Part E

Addendum Sheet

Panel Bracing *noted as on elevation

Basic Assembly

Component Inventory

3/4” Typ.

Step 1

Step 2

Rotate panel C from the floor and to a vertical orientation.

Move Panel C behind Panels A/B, aligning the panel bracing on Panel C with the notch on Panel B. Then connect panels

Panel C with Variable Pieces

Step 1

Step 2

Locate the empty notches throughout the entire screen.

Begin to insert the Variable Pieces into notches, fitting no more than 2 pieces into each notch.

2a Typ. 1b Typ.

1a Typ.

2b Typ. 3

A/B

Panel A/B/C - Elevation

Panel A

Panel B

Panel C

A/B/C

Panels A/B & C Elevation

Panel C Perspective

Panels A/B & C Elevation

A/B

Panels A/B & C Perspective

Panel C- No variable pieces installed

Example of empty notch

Variable pieces inside of notches

General Guidelines

Addendum Elevations

The variable pieces are meant to give variation to the screen and are not based on a strict patterning system. The pieces are able to be rotated, shifted, mirrored, pushed/pulled into the 3rd dimension, etc.

Panel A

Panel B

Addendum Perspective

Panel A/B/C - Perspective

Panel C

Panel C - Variable pieces installed

Architectural Representation University of Michigan Fall 2009

Screen Divider Fully Assembled

This is my screen divider displayed at our exhibition & symposium. In the large picture you can also see in the background one of the sheets that was CNC routed to create the individual pieces.

Geometric Modeling University of Michigan Winter 2009 - Project 3

Program: Using 3d Studio Max, build and render a household tool.

Geometric Modeling University of Michigan Fall 2008 - Project 3

Program: Using 3d Studio Max, build and render a pavilion near the beach.

Professional Work

These are examples of my work produced, exclusively by me, as a full-time draftsman/technical support employee for multiple architecture firms in Tampa, FL. Duties have included assisting project managers with producing full sets of construction documents, enhancing elevations and plans in Photoshop, and developing renderings in SketchUp for presentations and brochures.

Carter Verplanck, Main Office Tampa, Florida Gottfried + Garcia Architects

Emerald Greens Tennis Shop Tampa, Florida Gottfried + Garcia Architects

Residential Patio Addition Saint Petersburg, Florida Gottfried + Garcia Architects

Suntrust Bank, New Branch Sawgrass, Florida Robert Reid Wedding Architects & Planners

Professional Work

In addition to creating the Google SketchUp rendering, I was a dedicated technical support member (draftsman) throughout the entire project of this elementary school. As an assistant to the project manager, my duties included but were not limited to the production work of all drawings, in all phases from design development through the final construction documents.

Project under construction.

Doris Ross Reddick Elementary School Wimauma, Florida Harvard Jolly, Inc.

day 1

UG2 Studio

day 2

day 3

day 4

day 5

day 6

day 7

day 8

day 9

day 10

day 11

day 12

day 4

day 5

day 6

day 7

day 8

day 9

day 10

day 11

day 12

Control 1

Program: Design a vessel that allows for the growth of grass.

University of Michigan Winter 2009 - Project 1 Grass Growing Timeline day 2

day 3

day 4

day 5

day 6

day 7

day 8

day 9

day 10

day 11

day 12

day 1

day 2

day 3

day 4

day 5

day 6

day 7

day 8

day 9

day 10

day 11

day 12

day 1

day 2

day 3

Control 1

Control 2

day 1

Control 2

Study Model Arrangements

Rendering Studies

Concept Sketches

top view

right view

isometric view

modular system

Proposed Vessel Components/Arrangments

Model Photograph seeds planted

Model Photograph expected grass

UG2 Studio University of Michigan Winter 2009 - Project 1

Program: Design a vessel that allows for the growth of grass.

Grass Vessel Model

UG2 Studio University of Michigan Winter 2009 - Project 2

Program: Modify the grass vessel into an inhabitable building, which includes an indoor and outdoor auditorium.

Schematic Design Sketches

Development Sketches

Study Model

UG2 Studio University of Michigan Winter 2009 - Project 2

Program: Modify the grass vessel into an inhabitable building, which includes an indoor and outdoor auditorium.

Site Plan

Building Section

UG1 Studio University of Michigan Fall 2008 - Project 1

Program: Create an object inspired by the artwork of Josef Albers.

Josef Albers, Multiplex A, 1947

Sketch Model 2

Joseph Albers, Multiplex A, 1947

Sketch Model 3

Sketch Model 1

UG1 Studio University of Michigan Fall 2008 - Project 1

Program: Create an object inspired by the artwork of Josef Albers.

X-ray Renderings

Rendered Sketches

Massing Renderings

Development Sketches

UG1 Studio University of Michigan Fall 2008 - Project 1

Program: Create an object inspired by the artwork of Josef Albers.

Final Model

Plans and Elevation

Final Model

UG1 Studio University of Michigan Fall 2008 - Project 3

Program: Design an outdoor theater based on a well-known play.

Development motifs

Shakespeareâ&#x20AC;&#x2122;s Romeo & Juliet

Translation sketches of characters and events in the play

UG1 Studio University of Michigan Fall 2008 - Project 3

Program: Design an outdoor theater based on a well-known play.

Development Sketches

Sketch Model 2 Sketch Model 1 Sketch Model 3

UG1 Studio University of Michigan Fall 2008 - Project 3

Program: Design an outdoor theater based on a well-known play.

Development Renderings

Refined Study Model

UG1 Studio University of Michigan Fall 2008 - Project 3

try

Program: Design an outdoor theater based on a well-known play.

Monologue Stage

Audience Seating Main Stage

Restrooms

up up

Ram

Gift Shop

Dressing Room

Floor Plans

UG1 Studio University of Michigan Fall 2008 - Project 3

Entr

y Ra

Program: Design an outdoor theater based on a well-known play.

Audi

ence

Seat

ing

Stage

Dressing Room Restrooms

Building Section

UG1 Studio University of Michigan Fall 2008 - Project 3

Program: Design an outdoor theater based on a well-known play.

Final Model

Final Model - Sections Revealed

UG1 Studio University of Michigan Fall 2008 - Project 3

Program: Design an outdoor theater based on a well-known play.

Final Model - Occupant Perspectives Final Model - Section Side 1

Final Model - Section Side 2