EMMA THOMES ARCHITECTURE PORTFOLIO 2021
CONTENTS FALL 2021
Pages 1-14
SPRING 2020 Architecture Studio
Pages 15-22
FALL 2020 Architecture Studio
Pages 23-30
ADDITIONAL ART
Pages 31-32
Architecture Studio Construction Technology Media & Modeling 2
Introduction to Design & Built Environment
FALL 2021 Architecture Studio
ISLAMIC TESSELLATION - Emma Thomes & Claire Puckhaber Islamic tessellation is a form of ornamentation that is commonly broken into the following groups: geometric, arabesque, and calligraphy. This ornamentation can be found in tombs, temples, as well as homes. As one of the more common branches, geometric tessellation is widespread across the world and has influenced many modern patterns. The three types of families in the geometric branch are four fold, five fold, and six fold. These groups can be identified by the number of “petals” the center figure of the design has. Due to the adaptability of these formats, an abundance of patterns can be created from each style. While the patterns are diverse, the common structures are easily identified. Below are the evaluations of each type. Geometric Figures
Strapwork & Polyline Figures
Six and Four fold
Six Fold
Types
Five Fold
Four Fold
Reference
Shape Kit Four Fold
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Five Fold
Six Fold
Radial
Translating
Free Form
Scaling
Explored Pattern for Panels
Full Layered Design
To fully explore the nature of “deep decoration” and the tradition of Islamic tessellation, one has to look at the way each panel aligns with the adjacent panels, while starkly contrasting with some aspects of them as well. The first and second panel, though both based on the outline of the Girih tiles, aim to communicate the way the linear portion of the pattern appears ribbon-like and continues the movement of the radial portion down the length of the panel. The third and fourth panels - both based on the inner strapping of the Girih tiles - illustrate the intricate polylines that wrap around the pattern’s massive decagonal stars. The fourth panel, in particular, shows an example (the rounded piece with a portion of a star) of the irregular forms that emerge from the pattern’s consistent angles despite its varied tile work.
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Rendered Extrusions
Rendered Model with Extrusion Lines
3 Extrusions Piece by Piece
Final Design Extrusion
FALL 2021
Architecture Studio
Viewshed
Traffic
Organizing the given program of the academy design problem around the orientation of the site, the explored geometries of Islamic tessellation are applied around two voids in the 120x60’ site - one focused around the entry foyer in the form of a double height space and balcony, the other a courtyard on the center floor. Further exploring the function of polylines and tiles to create the impression of curves, movement, and “ribbons”, the facade panels are split along the outside of the northeast and southwest faces. A ribbon-like extension of these screens extends over the courtyard area and through the center of the upper floors before wrapping across the top floor and reattaching to the opposite face’s facade. Overall, The design academy aims to focus specifically on the relationship between historical and modern design; it is this that informs the progression from social, public spaces (ex. the lobby, cafe, and fishbowl spaces) to more private, academic spaces (ex. library and guestrooms for lecturers). Green tinted glass aims to create otherworldly spaces for study and creative works.
Water and Vegetation
Sunlight Administrative Functions entry foyer/lounge area/reception cafe area/kitchen supplies store/storage administration zone Design Research I studio areas faculty/student fishbowl faculty touchdown seminar/classrooms Media/Interactive library and reading room materials sampling interactive (seminars/podcast) gallery auditorium space Design Research II fabrication lab I (dry) fabrication lab II (wet) paint box black box material printing/imaging Overnight Functions student/staff locker rooms guestrooms (with bath)
Program Organization
Service/Core Areas public restroom ADA mechanical/electrical room
650 sq ft 600 400 600 3600 sq ft 800 400 1800 450 sq ft 450 450 600 1100 1100 sq ft 550 150 150 350 600 sq ft 800 1200 sq ft 300 600 300
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FALL 2021 Architecture Studio
West Isometric View South Isometric View East Isometric View
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North Isometric View
Third Floor
Eighth Floor
Seventh Floor
Second Floor
Fourth Floor
Ninth Floor
Sixth Floor
First Floor
Fifth Floor
Rooftop (uninhabitable)
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FALL 2021 Construction Technology
BUS STOP In this project, students were required to make a bus stop structure to be placed on Georgia Tech’s campus. The structure had to resemble framing construction and have all the necessary joint components needed to create said structure.. The design created uses a simple bench format that is held by a series of cables. The structures is made out of wood, steel, and cables. 7
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FALL 2021 Media & Modeling 2
Top View
Front View
FOLDED ROOF For this project, students had to learn the base functions of Grasshopper. Students had to learn how to stretch, divide, and mirror their design in order to create a unique roof structure. The structure to the right follows a repeated pattern that could be folded and stretched out further to its desired length.
Axonometric Views
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MATHEMATICAL TRANSFORMATIONS With this project, students had to develop a geometrical shape through a series of mathematical commands in grasshopper, then alter said shape by manipulating the different components. Above shows the cylindar that I coded through the formulas to the right. From there I changed the “u” and “v” values to create the four other variations.
VARIATION OF A CYLINDER Minimum u Maximum u Minimum v Maximum v PointCount u PointCount v Function X(u,v) Function Y(u,v) Function Z(u,v) Variables
0 2*PI 0 2*PI 17 4 cos(u) * Radius sin(u) * Radius v / ( 2*PI ) * Height Radius = 2 , Height = 5
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FALL 2021 Media & Modeling 2
2D ATTRACTORS hexagons at different radii created based on distance from attractor to grid points
lines in x-direction created at centroids of cells; scaled using a factor controlled by distance from attractor to grid points
color gradient formed by the distance from the attractor geometry to grid points
hexagonal grid + five attractors (3 points + 2 curves)
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For this project students explored the attractor command in Grasshopper. I created a grid of hexagons that vaired in size depending on how close they were to the five attractor pieces. I also had a radius line that rotated depending on the distance. The last attractor command I made was to have the hue of the geometries change as well (as seen to the right).
copy of line rotated about centroid with angle controlled by the distance from attractor to grid points
lines in x-direction created at centroids of cells; scaled using a factor controlled by distance from attractor to grid points
hexagons at different radii created based on distance from attractor to grid points
GREENHOUSE For the greenhouse project, students were required to make a greenhouse that changed when the plants underneath were moved. In grasshopper, I coded the above structure to have a curved shape and a ceiling that would alter depending on the plants.
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FALL 2021 Media & Modeling 2
development of 2D parti
development of 3D parti
inner ring
outer ring
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inner rotation & loft
outer rotation & loft
combined rotation & loft
combined
change in U-count to
Inputs
2D Plan
Levels
Surface
base floor
additional
final 43
final 43
change in U-count to
Floors
Structure
2D & 3D PARTI For this project, students were told to deconstruct a famous building into 2D and 3D parti diagrams. The building selected was the Generali Tower by Zahara Hadid. This building rotates as it goes upward, changing the plan of each level. In Grasshopper, I programed the 2D structure to show the twisting of each floor plan. I programed the 3D structure to form the general mass of the building as well as show the levels and column structure.
singular
additional
change in factor of
all 22 colfinal alters the degree of the
2 factor
4 factor
6 factor
8 factor
52 factor
72 factor
92 factor
112 factor
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SPRING 2020 Architecture Studio
DRAWING GEOMETRY The objective of Project 1: Drawing Geometry was to learn how to visualize 3D objects from 2D side views and merge objects together to form something unique. Through the use of 30/60 triangles, students had to learn how to make para-line drawings with proper line-weights and angles. This project helped develop technical skills 15
Above are the original forms that were created due to the projected side and top views. Each object has 3 different drawings: 2 of either angle in 30/60 degree and 1 in 45/45 degree angle.
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SPRING 2020 Architecture Studio
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CONSTRUCTING GEOMETRY The objective of Project 2: Constructing Geometry is to learn how to create a space through lighting and walls that conveys a movement from arrival, transition, and contemplation. The resulting object has a flow that allows natural movement throughout the piece. This project helped develop model making skills, as well as critical thinking due to the limited material and square-footage restraints. Above is the close up views of the final model.
For this project, students had to develop different shapes to understand form as pictured to the left. These shapes build off of project 2. The pictures above highlight the unique sides and features of the final model structure.
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SPRING 2020 Architecture Studio
19’
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ROOTED PRECEDENT Within Project 3: Rooted Precedent, students learned about the origins of cottages, shotgun houses, and one more style unique to each student. From there students had to pick a style and create their own version while taking in the historical elements. Pictured above is a shotgun house with a gable-front style. I chose to combine the unique style (gable) given to me with a shotgun house due to the overlapping qualities. From there I was able to construct the floor plan and siding based on shotgun houses in New Orleans.
Bathroom
Porch
Bedroom
Bathroom
laundry
Closets
Bedroom
Kitchen
Hallway
Livingroom
Porch
In Project 3, several different diagrams were required in order to convey our design to the best capacity.
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SPRING 2020 Architecture Studio
URBAN INTERACTION With Project 4, Students were given a site in Cabbagetown, Georgia and were told to design a house that fit in with the vernacular architecture of the area. The idea was to make something unique while following the city guidelines. For this house, two people would reside there that we have to tailor the house to: a photographer and a dress maker. Because of their different professions, the need for storage, studio space, light-rooms and etc. would vary between houses. Above is the final design for the house in a “U” shape design.
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FALL 2020 Architecture Studio
STRUCTURE OF PLACE The objective of Project 1 was to explore the unique features of my hometown of Milton, Georgia. Each map portrays the difference between private versus public, developed versus undeveloped, as well as the elevation. Milton turned out to be largely forested as well as hilly. It holds lots of private land due to the fact that it is largely neighborhoods, connected by a series of smaller roads.
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FINDING THE ESSENCE OF ARCHITECTURE Project 2 focuses on a study of the Price-Gilbert Library on Georgia Tech’s campus. Within this study there are a series of diagrams that point out the main features of the building. The diagrams are as follows: Geometric, Map View, Structure, Section, Axion, Light, Part-toWhole, Symmetry, and Circulation.
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FALL 2020 Architecture Studio
Project 3 focuses on the use of solids and voids. Within this project, I created a system that all the solids that were placed, would have a void in them. This format created a clustered effect overall.
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FORMAL ORGANIZATION PART 1
FORMAL ORGANIZATION PART 2 This is the second part of
Project 3 which focuses on transforming the cube series from the previous page. In this project, I altered the separate clustered forms at a 30 degree angle and when the form passed the bounding box, it was sliced.
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FALL 2020 Architecture Studio
BODY, SITE, PROGRAM, STRUCTURE Project 4 focuses on a pavilion designed structure that will be placed outside the Price Gilbert Library. In this project, we had to make a module that the pavilion is composed of. The module that I used is a triangle like shape that can vary based on the placement within the structure. The reason that the pavilion is completely made of the singular module is to emphasize the versatility of the structure. 27
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FALL 2020
Introduction into Design & Built Environment
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ADDITIONAL ART
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