2015_Portfolio_geoffreyford_second year undergrad

PORTFOLIO | geoffrey ford Second Year B. ARCH Texas Tech University 2015 | Lubbock, Texas

This is a portfolio of selected works from the freshman and sophomore years of Geoffrey Ford at Texas Tech University in Lubbock, Texas.

TABLE OF CONTENTS

01-06

07-12

13-18

19-22

23-28

29-30

01-06//IRRIGATION:RESTROOM restroom inserted into a cotton field irrigation system07-12//SPATIAL MACHINE PROTOTYPE a machine generating and transforming space13-18//DIGITAL MEDIA STUDIES work accumulated through various digital media ocourses19-22//FIELD CONDITIONS STUDY exploring the field conditions within an alley way in lubbock, texas23-28// MIXED MEDIA DRAWINGS drawings and work accumulated through various creative process classes and free time29-30//RÈSUMÈ customized rèsumè for cannon design

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IRRIGATION : RESTROOM FALL 2014 | STUDIO II

prof. Jeffrey Nesbit

As a prototype for the programmatic insertion into a cotton field irrigation system in West Texas, the irrigation restroom provides the cotton farmer a convenient rest space aimed at integrating rest and work.

Irrigating the cotton is the most important and tedious step in farming cotton that influences the healthy growth of the cotton, providing a solution to situating the restroom.

The irrigation system on a cotton field consists of an ordered series of pipes that carry water. As a response to the irrigation ordering system, the line is manipulated according to the program. The circulation path follows the direction of the irrigation system and is folded to project out over the cotton field. Two programmatic masses, the restrooms, are situated along the circulation path. Piping runs through the restrooms to distribute water to the showers and faucets and disperse the program into line. The distribution of the water integrates the irrigation and restroom ,allowing for the restroom to replace a module in the irrigation system while not interrupting the process of irrigation, but rather tests the extents to which an irrigation system can perform.

The prototype is not only open to the farmer. Being a typical symbol of farming, the irrigation system is clearly visible from roads as big as small country roads to large interstate highways. The restroom is designed to be accessible according to any needs the user has to allow passer-byers to be apart of the irrigation process without harming the crop. Irrigating not just the crop, but the typical driver passing by.

02

B

C

03

01B UP

01 02

04

05 01B

01A

PLAN A

03

01 02 03 04 05

entry ramp “rest”-area projected “rest”- area unisex restroom (ADA) male restroom total

.25” : 1’

1’

4’

10’

N

200 sf 100 sf 300 sf 200 sf

800 sf

perspective 01

perspective 02

perspective 03

circulation

B

A

IRRIGATION:RESTROOM sections

semi-transparent surface

projected plane

03

04

05 02 01

circulation circulation circulation

04 .25” : 1’

1’

4’

10’

CONCEPTUAL STUDY MODELS Derived from the ordering system of the irrigation, the proportions of the cotton field were appropriated to generate a new proportional system that organized the program.

Although the two ordering systems were similar in proportions, allowing the systems to work symbiotic-ally, they clashed as the program was inserted to generate a interruption in the irrigation. As a result of the clashing systems, the program dissolves

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emphasizes the importance in the roles of both systems; the restroom cleansing the user, and the irrigation providing nutrients to the crop. Thus the line is not only the result of the clashing systems but rather the element that allows the two to work together seamlessly.

circulation

conceptual transition pipe derivation | 00

pipe 01 | circulation edge

pipe 02

pipe 03 | shower line

pipe 04| shower line

pipe 05 | restroom pod 02

pipe 06 | restroom pod 01

06

07

SPATIAL MACHINE PROTOTYPE//SHIFTED

TRANSPARENCIES FALL 2014 | STUDIO II

prof. Jeffrey Nesbit

Exploring the effects of kinetic architecture, this is a machine that generates space. Transforming from a dense population of lines to an open space that shifts user interaction from habitable to in-habitable. Line in the assembly multiply and form planes to manipulate light that passes through the tinted glass panels, also acting as the anchor, to project spaces that are defined by the articulated lines. Meant to follow the sun patter ns, the panels rotate around a tilted axis to effectively project spaces that shift the user experience from accessible to in-accessible.

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rotational axis surface A-1 | structural

pipe 1 | non-structural

pipe 2 | structural

20’ 18’

pipe 4 | non-structural 14’

surface D-5 | piped surface D-2 | piped 12’

8’

8’ surface C-2 | structural

surface C-3 | structural

4’ surface C-2 | structural

sitting |1’

elevation A elevations

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01

02

03

rotational axis

rotational axis

surface A-1 | structural

surface A-1 | structural surface B-1 | transparent

pipe 1 | non-structural

pipe 2 | structural

24’ pipe 1 | non-structural

pipe 2 | structural

surface D-5 | piped

pipe 4 | non-structural

surface D-2 | piped 12’

surface C-2 | structural

physical model w/trace motion drawing

standing | 8’

surface C-3 | structural

surface C-2 | structural

surface C-2 | structural

surface C-3 | structural

elevation B

elevation C

10

pipe 3 | structural

surface C-3

pipe 1

surface D-2 | non-structural surface C-2 | structural

surface A-1 | structural surface B-3 | semi-transparent

surface B-3 | framing

position A

11

pipe 2 | non-structural

pipe 3 | structural

surface C-3 | structural

surface D-2 | non-structural

surface D-2 | non-structural

surface C-2 | structural

surface D-1 | non-structural

surface B-1 | semi-transparent

surface B-2 | semi-transparent

surface A-1 | structural/opaque

surface A-1 | structural/opaque

surface B-3 | framing

surface B-4 | framing

position B

position C

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13

DIGITAL MEDIA

FALL 2014 - SPRING 2015 |

prof. Dustin White

Generated from two years of a digital media class, the following work focused on learning basic skills in programs such as the adobe suite and rhinoceros to create skills that are essential in the digital representation of design.

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X X Y Y

Z

Z

section A elevation

Z Y X

Z-2 Y-2 X-2

section B

SURFACE STUDY | RHINOCEROS 5_ADOBE ILLUSTRATOR_AutoCAD Generated from studied curvatures of cloth samples, these drawings analyze changing parabolic characteristics.

15plan

X Y Z

1.75” | amplitude Z

1.50” | amplitude Y

0.50” | amplitude X

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SURFACE STUDY | RHINOCEROS 5_ADOBE ILLUSTRATOR_AutoCAD Starting with a single mass, rhinoceros commands were explored and systemized to develop a ordering system for designing a rectangular mass.

17

Stahl House | CASE STUDY #22 | RHINOCEROS 5_ADOBE ILLUSTRATOR_AutoCAD As an exercise to learn how to utilize multiple programs for a project, the assignment was to develop a detailed cross section of a precedent given.

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19

FIELD CONDITIONS STUDY SPRING 2015 |

prof. Mari Michael Glassell

As an exploration of the theory presented by Stan Allen in Points + Lines , a specific site was studied to exploit field conditions for the re-appropriation of an alley way in Lubbock, Texas.

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0 03.10

01 0 01.03 0 03 k ric ”b x2 7”

03.07 0 3 07

6”x2” brick

03.0 03 30 08 8 | 03.085 03 0 3.085 085

03.09

18’-2.66”

03.10

01.03 03.11

42’-6.28”

7”x2” brick

03.09

03.07

6”x2” brick

03.08 | 03.085

2.00’

118’-7.79”

02.06 02.05

1109 Broadway

32’-2.91”

02.06 02.05

2.00’

25’-7.93”

1109 Broadway 03.06

03.06 30 06 6

03.05 | 01.02

12’-7.93”

03.05 | 01.02 0 03

12’-7.93”

262’-7.95”

2.00’

03.04

2.00’

25’-5.94”

03 3.04 .0 04

02.04

8”x2” brick

6”x2” brick

131’-4.23”

104’-10.30”

02.03

02.04

03.03

02.03

02.02

01.01 02.01

03.01

14’-1.25” 20’-0.00”

1’-9.12” 2’-6.00”

6’

1/16” : 1’

8”x2” brick

1’

6”x2” brick

03.02

1’-9.00”

N

field-notes index

02.03 03 3.03 03

02.02

02.03

01.01 02.01

site scales

field conditions

OBSTRUCTION | DISPERSEMENT

Dispersed from four access points on the site, circulation intersects at volumes formed by dense areas of line and plane. Determined by the manipulation of the device from phase one, typologies are assigned due to the agency of the line, plane, and volume obtained from the interaction with the poured liquid. Volumes situated based on the frequency of zones, resulting from the twisting of the whisk, redirected the poured liquid, and the line and plane provided a path for the material to travel between volumes resulting from twisting networks, derived from the speed and direction of the liquid in the diagram

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hybrid field conditons 01

series. On the field, planes are the constant that disperse into various elevations in reaction to the studied field conditions. Windows and exposed structural elements on opposite sides of the alley regulate elevations at which planes are situated to break and disperse the view of the people within the buildings. Interrupting the constant system of planes, variable dispersing derives from the constants edges via line. Circulation is redirected from the suggested the planes provide via variable dispersing. Edges project line and multiply to disperse the path in the z-direction. In result, circulation paths cross

hybrid field conditons 02

resultant site plan

through and around each other because of the ground planes reaction to the windows. The frequency of the openings on the existing buildings oriented the volumes from the device between to manipulate the sequence of dispersing in the resultant field condition. Line projects from the manipulated ground edges to suggest directionality without physically blocking the path, but allowing the person to view the other paths dispersing from a volume or access point. As a result, one traversing the field is dispersed from an access point into paths that intersect at dense volumes of line, plane, and manipulated ground.

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MIXED MEDIA STUDIES FALL 2014 - SPRING 2015 |

watercolor studies, sketches, and graphite

Accumulated over the past three years, these are a few selected works from creative process classes and sketches from free time between semesters. These selected works were all motivated by architecture and space, focusing on the cooperation of the two.

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[DE]constructed perspective WATERCOLOR & INK EXPLORATION | SPRING 2015

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If “space is the medium of our relationships with the world and everything in it� 1, then what can space generate itself? Can space generate points, lines, and planes? More relationships that define new spaces? These questions drive these explorations that employ a space, in this case a corner of a room with a chair and a hanging light-bulb, to generate spaces that are bounded by new materials that are not native to the context studied.

1. Woods, Lebbeus. The Storm and the Fall. New York: Princeton Architectural Press, 2004. Print.

Space is conceptual and non-material but yet it is created and bounded by non-conceptual, real, relationships between objects. Time, being non-material, effects the generated spaces as it is slowly ticking. Cropping the images of the space, time decreases the intensity and density of the generated spaces. The exploration series is still being generated from other spaces and locations while becoming more and more concise, aiming to further understand the idea of space.

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perspective detail//graphite, pen, pencil

Perceiving space in two dimensions is the first step in designing space. One cannot construct a space exactly as they imagine it because orthographic drawing allows for the idea to evolve and generate new spaces. Utilizing only points, lines, and planes architecture can be stripped down to its essential relationships to study the consequences of the effects.

A line is constructed of two points, A and B, located on the x, y, and z axis in reality but in two dimensions it is only found on the x and y axis. In the piping study [LEFT], line is projected through an indefinite space across the page. Piping in this drawing is only traveling in two directions, infinitely across the page diagonally in opposite directions, seeming to only bound space vertically.

Opposing these boundaries are structural rings that wrap around the pipes that project a relationship horizontally. Does a single line have the ability to project other relationships contrary to the trajectory of the line?

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PIPING TRAJECTORY//pen, watercolor, pencil, watercolor paper

downtown Austin from afar//pencil sketch

How can texture generate space? The coarse brick or polished stone project varying boundaries, as seen in the graphite and pen drawing [LEFT]. With material being important in design, potential in its spatial consequences could be employed. Characteristics such as reflectivity and the subdivision of a material not only effect the atmosphere of space, which I am not arguing that it is not important for materials to effect atmosphere, but effective bound space via specific relationships. Questioning the underemployment of materials in design, materials could be used for more than just atmospheric qualities, like in the sketch below, and actually effect the size and performance of space simultaneously. Enhancing the performance of a material, employing the geometric make-up of a material assigns a specific role for that material in specific architecture.

underground London pub//pencil sketch

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rèsumè EDUCATION

“Space is the medium of our relationship with the rest of the world and everything in it.”

Lebbeus Woods The Storm and the Fall

Geoffrey is a Junior in the bachelor of architecture degree program at the University of Texas Tech. Aspired to explore architecture and its relationship to the world, Geoffrey has recently been recognized in the published student works book CROP05 at the University of Texas Tech. With a passion and the drive to understand and develop ideas in the architectural profession, Geoffrey is determined to further his experience and his understanding of architecture.

EXPERIENCE

ACHIEVEMENTS

PROGRAM PROFICIENCY

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University of Texas Tech (BS) Architecture C/O 2017 Cedar Park High School C/O 2013

Lippke, Cartwright, and Roberts May-July 2010 Apprentice Civil Engineer Red-line corrections and construction codes via AutoCAD Projects: Elementary School, Multi-Use High school Stadium Tyler’s June-August 2014 Sales Associate and Cashier Employee of the Month: June, July, and August Apprenticed Doris Kim Sung Aided in furthering research focused on a kinetic bi-metal

Lubbock, TX

Cedar Park, TX

Houston, TX

Austin, TX

Los Angeles, Ca

CROP05 Student Work Publication 1 of 5 projects published in entirety “IRRIGATION:RESTROOM” Four years of Varsity Football at Cedar Park High School First team All-District defensive player 2012 25-4A State Champions Elected Position Team Captain Second Place in Regional UIL Restaurant Design Competition at Cedar Park High School In charge of Designing restaurant and producing plans and sections

(+3 yrs) Rhinoceros 5 (+6 yrs) AutoCAD (+2 yrs) Revit (+3 yrs) V-ray

(+2 yrs) Vasari (+3 yrs) Adobe Photoshop (+2 yrs) InDesign (+3 yrs) Illustrator

(+1/2 yrs) Grasshopper (+3 yrs) Climate Consultant

COMPLETED CURRICULUM

Design Studio I Focus on designing space utilizing orthographic drawing techniques and physical models.

Design Studio II High paced intense studio environment pushing to exploring line in architecture.

Design Studio III Introduced to the idea of the site, field conditions, and their effect on architecture.

Construction I Focused on the basic principles of materials and construction in architecture.

Creative Process-Watercolor and Sketching Focusing on the interaction of orthographic drawing techniques and watercolor techniques.

Environmental Systems Basics were taught on the importance of sustainability and materials in architecture.

Design, Environment, and Society Introduction to the world of architecture and the world created with architecture.

Digital Media I and II Intense utilization of digital design techniques.

Architectural History I 5000(BC)-500(AD) Architectural History II 500(BC)-1800(AD

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CONTACT: (T) : (512)423-7611 (E) : geoffrey.ford@ttu.edu (A) : 5801 Long Ct Austin, Texas 78730