PORTFOLIO KENRICK CHEN
CONTENTS
THE FA F CULTY OF MATHEMATICS
THE FACULTY OF MATHEMATICS: PARAMETRIC INTERVENTION
PA ARAME RAMETR RA METR ME TRIC IC EXP XPER ERIM ER IM MEN NTATION
ARTPLAY: CARDBOARD CONSTRUCTION
Kenrick Chen 3rd Year Architecture/Engineering Student
Education 2013 (current)
Bachelor of Engineering (Civil)/ Bachelor Of Architectural Design Monash University (Caulfield,Clayton) - GPA: 3.7 - Hig h Distinction Average -Expected to graduate in 2017.
2011-2012
Victorian Certificate of Education Balwyn Hig h School, VIC
Work Experience April 2013 - May 2013
ArtPlay (University Group Project) - Tasked with creating a functioning children’s indoor playground using only cardboard. - Discussed the project from conceptual design to a feasible, build-able final outcome. - Oversaw drawings created by group members to ensure accuracy and contained appropriate detail - Undertook prototyping of project facade to determine child safety. - Assisted in prefabrication,logistical and building stages of project.
June 2010 (Two Weeks)
Maddison Architects (Work Experience) - Digital and Physical model making - Discuss and troubleshoot projects in a team to analyse the most effective and efficient way design. - Introduced to industry software and practises - Attained a brief insig ht into the workplace dynamic of an architectural firm
Skills IT Graphic Design
3D Modelling
Engineering Australian Standards
Bilingual
- Proficient in Adobe Creative Suite; includes: - Photoshop - Illustrator - InDesign.
- McNeel Rhinoceros - Vray renderer
Versed in basics of: - Australian design steel standards - Australian design timber standards - Australian design concrete standards - Able to communicate fluently in English and speak a moderate level of Mandarin.
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“deep meaningless quotes are an architectural folio cliche...I had better put one in� - Kenrick Chen
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THE FACULTY OF MATHEMATICS 9
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THE FACULTY OF MATHEMATICS Year Location Architect Client
1999 Chile,Santiago Alejandro Aravena Catholic University of Chile
In the pursuit of refined 3d modelling skills, students were required to choose buildings from a hat with the intent of modelling their chosen project in Rhinoceros 5.0 followed by a rendering exercise in Vray. The project allocated to me was The Faculty of Mathematics based at the Catholic University of Santiago by Chilean Architect Alejandro Aravena. The project has been published in Casabella and on several architecture websites The following selection of renders is my first official attempts at rendering.
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2ND FLOOR PLAN
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NORTH NOR TH SEC SECTIO TION N
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SKETCHES
Sources: Aravena,Alejandro. Facultad De Matematicas. n.d. http://alejandroaravena.com/obras/educacional-educational/facultad-de-matematicvas/ (accessed March 2015). 1965,BCasabella (Milan,Italy 1965),BCasabella (Milan,Italy:1965) 64 (679): 64-71
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THE FACULTY OF MATHEMATICS: PARAMETRIC INTERVENTION 19
DESIGN CONCEPT
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TECTONICS
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ROOF PLAN
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N O RT H S E C T I O N
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PARAMETRIC EXPERIMENTATION 29
A U TO ROTAT I O N
GEOMETRIC IMAGE SAMPLING
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GEOMETRIC IMAGE SAMPLING
3 DIMENSIONAL MOBIUS STRIP
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4CARD ART SPACE’ 3 35
Tasked with providing a operable playground structures by ArtPlay, a children’s art and workshop studio, architecture students were asked generate an individual design based on concepts on various children’s day to day activities. This included playing, resting, reading, and hiding. Designs chosen by tutors were to have the most potential to be then developed further by the studio as a collective whole before 1:1 fabrication and construction on site.
The next few pages is my individual design followed by extracts of the collective design and make studio.
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O RT H O G O N A L D R AW I N G S H A N D D R AW N S C A L E 1 : 5 0
A A FIRST FLOOR PLAN
SECOND FLOOR PLAN
NORTH-EAST ELEVATION
SECTION AA
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T he dimensions of a child became the forefront of governing the design process. Given the playground was exclusively for small bodies this exclusivity was an opportunity to create tig ht spaces which could be perceived as a cosy, safe space. The simple imagery of a lotus blossoming was used to create an instant visual dialogue with the target audience. The sense of familiarity generated therefore aims to welcome children in. Additionally, the ornamented facade permeability not only acts as an aesthetic gesture, but also allows lig ht into the structure and ensures parents are able to maintain sig ht of child.
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FACADE
I N S TA L L AT I O N At the beginning of group facade installation the discovery that the outer frame did not follow the dimensions mapped out in plans. This created the tedious job of individually measuring beams against the frame to check whether they fit. The lower triangular beam were shorter compared with the new length of the frame, whilst triangular beams hig her up were too long and required trimming.
To accommodate this change, the whole facade was elevated by approximately 150mm. New supporting columns were made. All back beams were found to be too long and hence required trimming to size on site.
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FLOOR
I N S TA L L AT I O N
Whilst the floor, in any design, is indeed a pivotal component, it had a greater impact on the overall design due to its performative nature. Tiled with cardboard wedges, these wedges could be removed and stored within the secondary structure of
the project. In order for this to work, precision workmanshi p was paramount. Ultimately, these tile were adapted into a puzzle piece game which children could slide tiles into the walls whilst simultaneously packing up the structure.
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THANK YOU