DX Architecture portfolio & resume by Daisy Xu

DAISY XU a folio

CV whatsapp: +61 416930609 | daisy.y.xu@gmail.com | skype username: dai2yx

about me

ARCHITECTURAL EMPLOYMENT Jan’17 : Feb’14_Architecture Matters Pty Ltd. | Architect [f/t] Jun’13 : Oct’13_Freelance Drafting | Student Intern [p/t] Jan’11 : March’11_Aedas | Student Intern [f/t] Nov’10 : Nov’11__Inarc Architects | Student Intern [f/t] Feb’09 : Jul’10__Merat Architects | Student Intern [p/t]

me_ I am born in China. At the age of 7, my family migrated to New Zealand, and at 15, we settled in Melbourne. Change and adaptability are traits which I grew up with, although these have their drawbacks, I view them positively and utilise them in a diversity of areas and in my work. I am a very diverse person with an open personality. I speak fluent English, Mandarin and un peu French, currently learning Portuguese and Spanish. My interest in design and architecture stemmed from a curiosity and fascination in creative arts. In highschool, I believed creativity was my biggest weakness, I wasn’t creative enough, I wasn’t original enough. I wanted to challenge myself with learning to strengthen this weakness. Of course, design is ever evolving, it forever changes and this is what makes it exciting, this is what makes me passionate through tackling this change.

EDUCATION Feb’11 : Nov’12__Master of Architecture | Graduate Jan’12 : July’12__Exchange to Delft University | Netherlands Feb’08 : Nov’10__Bachelor of Environments__Majoring in Architecture | Undergraduate

ACHIEVEMENTS ‘16_Registered Architect_Architect’s Registration Board of Australia_Victoria_Australia ‘12_Melbourne Global Mobility Exchange Scholarship_Tu Delft_Netherlands ‘12_Sona Superstudio 24hr Competition_State 2nd Place Winner/ Elenberg Fraser Prize Winner_ National 3rd Place Winner ‘09_Sona Superstudio 24hr Competion_State Winner_National Finalist

PROFESSIONAL ENGAGEMENTS

design inspiration_ In university, I undertook a subject focused on regenerating sustainability, it sparked my passion towards sustainbility through design. I undertook an independent thesis during my last masters semester to explore sustainbility through urban design, with focus on creating a ‘whole school’ integrated into the community, a network to activiate the site and feed livability into the urbanscape. This particular area of sustainbility, urban design and education is the areas in which I want to pursue my passion and share and gain knowledge through my travels.

Feb’12: Nov’13__ The University of Melbourne | Facilities Assistant [casual] Oct’13 : Nov’13 MSDx Graduate Exhibition Committee Oct’11__Melbourne Open House 2010__GAP Committe (Organiser) Bangalore Showcase Exhibition 2010__Final Year Bachelor Exhibition Committee June’10__Robyn Boyd Open House ‘08 : ‘10__CTG (Chinese Theatre Group) | Production Manager; Stage Manager, Asst. Backstage leader, Asst. Sound designer, lighting operator

skill set_ Indesign +++++ Project Management +++++ Photoshop ++++ Illustrator ++++ Hand-drawing - Fineliner/pencil sketch

Archicad Administration Autocad 3dMax

+++++ +++++ +++ ++

Dec’06 : June’07__Epworth Hospital Volunteer

INDEPENDENT THESIS 2013 | Semester 2 | 2013

URBAN WHOLE SCHOOL

21 years, 3 institutions, 1 education. These numbers puts into perspective the length of guided learning we undertake to create a framework for our future. We never stop learning, that is a fact, but are we being provided the best framework of opportunities while we are at school? Is the current educational system relevant to the 21st century society? Are we designing schools of the future? What experience has taught us is that change is constant and it systematically changes society to create a relevant evolution. An important part of this knowledge is within our educational framework, hence design becomes to form an irreplaceable process for these experiences to evolve. The research that have been undertaken in this thesis aims to critique the educational frameworks and models that have preceded the current system in relevancy of the twenty-first century society. We are in the information epoch and knowledge have grown exponentially. However learning environments have not, we need to create evolving environments where the childs needs need to be considered as a whole, rather than â&#x20AC;&#x2DC;a partâ&#x20AC;&#x2122; in a child orientated social environment. Perhaps this needs then to be trickled into a larger context - the need to create a whole environment, in which the learning environment does not become exclusive (where many suburban schools are), but an environment which is part of a whole system - the city. 21ST CENTURY 01

WHOLE SCHOOL 02

03 URBAN STRATEGY

04 SUSTAINABILITY

Let colour into your life, let it educate you,

Let colour into your life, let it give you variety,

Let colour into your life, let it organise you,

Let colour into your life, let it consume you,

Let colour into your life, let it humour you,

Let colour into your life, let it colour YOU

SUSTAINABILITY Biophilic Design Biophilia is the inherent human inclination to affiliate with natural systems and processes. Contact with the natural environment is a necessity rather than a luxury for the natural enviroment. Incoporating nature can foster a sense of community and progressively enrich culture. Biophilia has the potential to motivate people to act as responsible stewards of the built environment through creating an attachement to place through the dimension of place based architecture. (Kellert, 2008)

Cyclic Systems Environmentalism denotes that in nature, nothing is wasted, and in principle, everything is energy and transformed into material to fulfil other functions.This can be translated into two dimensions, first is a social acceptance and ability to accept and encompass urbanist city life into a community based society. Secondly, if we think of the design as an environment complex system, humans can inherently feel more connected to nature with past, present and future consequences. The key to understanding ecology is the knowledge that all elements of the system, whether living or non-living are interdependent (Graham, 2002)

Positive Development Positive development is a whole systems thinking process. It not only focuses on environmental issues, but it puts forward a framework that increases social benefits, provide ethical choices and expand future options for living. Positive Development is that which expands both the ecological base (life support system) and public estate (equitable access to means of survival) (Birkeland, 2009)

PROGRAM ‘Sustain the ability to move forward’

SCHOOL RETREAT Urbanised school retreat and commune spaces, private school area reserved for students and support staff

LEARNING ATRIUM Experimental learning environment allowance for play, learn, collaborate, teach, perform and exhibit. Private during school hours and public learning and play space otherwise.

SOUTH ARTS PRECINCT Dedicated arts preccinct within refurbished Franklin Street Stores, formal public exhibition area with permanent cemetery memorial exhibition, and arts workshops dedicated to music, art, dance and drama. Solar power collection on west roof section.

CENTRAL COURTYARD Entrance playground courtyard with ramping towards secondary leisure public ground. This enters onto the library and eco-labs

Eco-Efficiency The properties of eco-design must be allowed to restore and regenerate itself to become an equal participant within the design process of 21st century architecture and development. Variety and allowing for variety becomes key to expand the complexity of the systems, yet whole enough to be identified as one. The definition of insanity is doing the same thing over and over and expecting different results. (Albert Einstein)

Cradle to Cradle Cradle to Cradle endeavors to enhance the technical aspects of development, design and technology through three fundamental principles: 1. Waste = Food 2. Use Current Solar Income 3. Celebrate Diversity We can generate green collar jobs our economy needs to move forward and advance building practices that reduce carbon emissions. While at the same time, growing neighbourhoods where families can thrive (President William Jefferson Clinton)

Regenerative Sustainability Regenerate current systems and reinforce attitudes towards renewable methods of everyday living and future proofing for the next generation. Methods such as “retrieve nature” and return it into the built environment, to “maintain a dynamic process of emergence and disappearance” Never too old, never too bad, never to late, never too sick to start from scratch again (Bikram Choudhury)

URBAN PARK Terraced urban park accommodating different leisures and recreation, with the top terrace reserved for the private school during school hours. Top tier urban area features green cylinders allowing natural ventilation and light for parking below, and extrudes over urban park by 3m for children’s health safety.

ECO-LABS Experimental eco labs dedicated to produce experimentation, with partnership with the market. Rainwater collection tanks under green terraces

RECREATION Formal recreation facilities including a 50m pool, indoor and outdoor sports courts, and multipurpose to-hire rooms

ADMINISTRATION Administration and professional development facilities

formal amphiteatres with fitted electical outlets for formal presentations UNDER SPACES

Design Considerations

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Enrichment of the 5 senses, as learning forms and creating a sense of place of both ownership and place blocking The key use of colours is tested among the designed environment, as a place maker, play maker and learning enhancement tool

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irregular steps, creating informal spaces and temporary teaching spaces on steps and shelving

FORM

little nooks and overhangs creates canvases for play spaces and retreat

THEATRE LEARNING

art hubs informal

Pedagogy

linear spatial arrangements of learning spaces creates spatial order, but designed permeable enough for high combinations of circulative intersections

01 one on one

02 collaborative

art hubs formal

URBAN PARK

LEARNING ATRIUM

iii

03 interactive

04 formal classes

RETREAT AREA

05 groups

LA YA

LEA

06 assemblies

ACT

multi-usage spaces, where furnishing is part of the built envrionment, adaptable for other functions

FRONT PLAYGROUD

private retreat pods

Biophilic urban garden to naturally stimulate play and recreation.

IMPROMPTUE SPACES

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seamless flow of internal and external spaces, allowed by openings that are kept open during the day

Entrance sand play area opening up from the learning atrium space

raised podium like retreat spaces for individual year level with storage and relax spaces. inpromptu intersection spaces with multiple uses such as teaching, collaborating, retreat and play area scattered throughout

commune learning space

School Spatial Organization

INFORMAL ART

FORMAL ART

INSIDE/OUTSIDE

KEN SUN

IVITY

ELEVATED PLAYGROUND

FORMAL LEARNING

INFORMAL LEARNING

ENTRANCE PLAYGROUND

Learning Environment Organization

EXCHANGE | Semester 2 | TU DELFT, Netherlands| 2013

BRUSSEL EU PAVILION Undertaking the TU Delft Studio in my final year, the philosophy and focus of the studio is very different from the University of Melbourne. The studios are very technically focussed with key to detail and construction. I found this studio exciting and equally challenging. Taking away a great deal of knowledge from the research process, design and construction detailing. The MSc-1 MADD (Materlisation and Design Development) Studio focussed on the interface between architecture and urbanism. The brief was an ‘info-box’ building, representing new plans for the re-building of the urban character of the European District in Brussels. The programme include presentation rooms, meeting rooms and exhibition areas. The existing urban masterplan for the ‘Stradsproject Wetstraat’ was designed by Christian de Portzamparc, in conformity with the ‘open block’ concept to transform the whole area into a mixed-use neighbourhood that meets the requirements of sustainable development and compact, densely populated cities.

ROUTING

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Concrete tower

Layer 1

max 4.7m

10.3m

min 1.2m

Precase Concrete Tower Cantilevered Floor Slabs | Suspended Ceiling Entry, opening only on observation room level

UPWARD SPIRAL STAIRS

corten wraps into threshold, one entry, one exit

5.6m

MASTERPLAN EXHIBITION + LOOKOUT

complete white interior with H[SRVHG FRQFUHWH ƃRRULQJ stairwell conforms to shape of external translucent skin. thin steel treads

EXHIBITION FORMAL

stai stairsrs det detach ached ed from from tow towerer

Glass Roof

FACADE C LIFTED D 6. 6 1m m

EXHIBITION INTERACTIVE

PUBLIC FORECOURT RL -0.1m

UPWARD SPIRAL STAIRS

Transulcent skin 20.0m

Inner tower 25.6m

EXHIBITION Steel purlins bolted directly onto precast INTERACTIVE concrete with slim frame glass roof, overhang to allow water to naturally ﬂow down facade of PET bottles PVC sheeting

uninterrupted corten facade

PET ‘Polli-Brick’LOBBY Facade ENTRY

Integrated LED and solar panels ﬁxed onto secondary steel structure, connected to main steel frame

THROUGH TO MEETING AND MAIN EXHIBITION

detached stair diagram third oor

Section 1:200

Steel beam Perforated Spiral Stairs Industrial steel stringer and tread system, industrial perforated steel ﬂooring for landings

WHAT WHY HOW 02

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Primary Steel Facade Structure

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Layer 2

Translucent facade

exhibition formal

200UB Rigid steel structure, lattice pattern running entirely

07 115o

08 02

Ground Plinth Building

205mm

600mm

Concrete Plinth

Layer 1

Concrete plinth 2m internally (internal ﬂoor level -1.0RL), frameless uninterrupted band of windows, typical light frame steel structure corrugated rooﬁng supported by internal exposed columns

Site & Forecourt Benches Untouched ground scaping, paved forecourt area, sunken amphitheatre forecourt

06 65mm

normal frame

11 290mm

135o

100mm

01 02 03 04 05 06 07 08 09 10 11 12

PET Pollibrick Plastic Bottle tessellated facade PVC sheeting with precut holes Steel Grating in grid modules within main structure Aluminium section casing bottles at allocated spaces on grid SHS ﬁxed to UC with aluminium sections bolted on plates at select centers Secondary steel frame stabilising structure 200UB with corners between meeting UBs welded at joint Steel plate @ 1meter vertical centers rigid bolted to UB Thin steel sheeting capping corners, nailed to steel blade 800x4mm steel blade corner Concrete Plinth 600mm width, 1 meter heighter, refer to plan for locations Continuous custom angle steel plate rigid bolted between inner faces of beams at corner joint bewteen cantilever and support frame

Details 1:5

Master of Architecture Studio C | Semester 1 | 2012

SLOW BUDDHIST TEMPLE “Back to Basics”. The focus of my first masters studio is to design from the simpliest, to follow by example through research and mimicing. Learning the basic principles of architecture through understanding parti diagrams, construction techniques and the design structure of the architecture. The brief is to design a Buddhist Temple in Victoria, the site is located in greater east Melbourne. Light and structure is the focus of the design, with programmes including a praying temple, community hall, meeting rooms, residential wings for monks and exhibitions for visitors. The design sought a holistic approach to design, understanding how light and structure acts as design tools to create atmosphere, space and meaning. My design experimented with timber and glass, following my research of Fay Jone’s Thorncrown Chapel in Arkansas, US. The design accentuates the surrounding green and lush environment through transparency and verticality. The aim of the space is to minimize distraction, allowing nature and the natural changing light to flourish within, a sacred space that is connected outside-in and inside-out.

2016

Residence Alteration & Addition 01 Located in an inner city hertiage fronted long thin lot, the derrelict property needed much attention to become the basis of a new family home with 3 generations moving into the property. The basis of the brief is to renew and restore the property into a new custom home by selectively retaining existing unique characteristics of the existing envelope, while upgrading the skin of the building to become more liveable within itâ&#x20AC;&#x2122;s own charming nature. The design process wasnâ&#x20AC;&#x2122;t short of its challenges, the build certainly had itâ&#x20AC;&#x2122;s setbacks. My role in this project as a project Architect consisted of design, design development, client and consultant correspondence, project management, contract administration assistence, documentation & project management.

2016

Residence Alteration & Addition 02 Located near the inner CBD area, this existing Victorian heritage fronted terrace house is a renovation and addition to the rear of the existing single storey brick property. The clients brief consisted of an open plan living and dining space as a rear addition to the long thin property, with internal refurbishment of amenities and external pergola and deck. The gabled roof and ceiling to the rear extension with skylight and slit window frames the elongation of the space, opening out into a green framed external backyard space. I was involved in this project as a project Architect. My tasks included: design, design development, client and consultant correspondence, project management, contract administration assistence, documentation & project management.

2017

New Primary School Building This project is to be completed in early 2017 is a new senior school building to an existing school campus. The brief is a new building to house 400 new senior primary school students and 4 permanent staff. The design is to be flexible enough to accommodate different pedagogies and use of space. The design consists of two elements, the foyer space which reads as one envelope, coupled into the learning and amenitie areas which reads as the second envelope. The foyer space is a taller airy space, with a full wall danpalon facade, and danpalon operable windows to allow for natural ventilation and light to penetrate and sustain the building. Colours of glazed bricks frames the different reading nooks dedicated to each classroom, colour coded to identify the separate learning spaces.

Master of Architecture Studio D | Semester 2 | 2012

MACHINING AESTHETICS “Even when making is experimental and open-ended, it observes rules. Craft always involves parameters, imposed by materials, tools, scale and the phyiscal body of the maker. Sometimes in making, things go wrong. An unskilled maker hitting the limits of their ability, might just stop. An expert though, will find a way through the problem, constantly unfolding new possibilities within the process” Daniel Charny, Power of Making, V&A, London 2011

An examination of architecture as material and craft production, Machining Aesthetic studio explored the importance of process, of making and of materialistic realisation and experimentation from idea to product. With a key focus on digital technology and fabrication as process tools, the studio is designed around the idea of craft as a workmanship of risk or uncertainty (David Pye), pushing the limits of materials and it’s ability to be designed. Here the focus lies not only on the product, but the tool (with it’s parameters and limitations) which makes the product.

TEST 01 HUSK

TEST 02 CLOUD

woven tensioned rubber bands rubberband anchored to adjustable wing nut head

knot joint

finger joints

5x5 grid of 8mmDIA holes double layerd 3mm boxboard

wing nuts washers phitllips head bolt 38mm

touchstone diagram

TEST 03 STRIPS

Master of Architecture Elective| Semester 1 | 2012

TIMBER FURNITURE WORKSHOP The brief for the timber furniture workshop is to design a hallway piece to showcase material craft and design. Technique and construction was the focus of this elective. From selection and purchasing of timber, to clamping pieces together, to applying the last coat of finish, the timber furniture piece through guidance was solely made our own. Simplicity was the focus of my piece of furniture, drawing inspiration from ladders and the simple stool, I tested my construction skills through a design of dove joints, finger joints and angled butt joints. The timbers used are: Victoria Ash (Shelves), Spotted Gum (Vertical Ladder pieces) and Darwin Red Ebony (Stool)

freelance |

Artwork

With a passion for design and architecture, this was all stemmed from a love for art. In highschool, I took some art classes and found a deep interest in charcoal and fineliner drawings. This taught me patience and and eye for key details. Fineliner drawing, with the varying thickness of the pen, allows the detail to naturally draw itself into the artwork. My favourite drawing is showcased here on the bottom, a full A3 black fineliner drawing drawn in roughly 10 hours.

The Japanese Heiress | Black Charcoal

The Cottage | Fineliner

Countryside | Fineliner

Thank you for your consideration

DAISY XU daisy.y.xu@gmail.com skype: dai2yx

| daisy xu | a folio