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Grant Murphy Portfolio
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Grant Murphy, ASLA 225-362-2817
contents
representation digital representation I LA 1102
digital representation II LA 2101
analog representation LA 1101
design studios landscape design I LA 2001
landscape design 2 LA 2002
contruction landscape technology I LA 2001
LA 1102_Digital Representation I During the course of LA 1102 at Louisiana State University, we were challenged with the study and re-design of the Dodson Auditorium Courtyard. Dodson Auditorium is located on the west side of the quadrangle, at the heart of campus. The courtyard opens up towards Fieldhouse Drive. During the initial stages of the planning proccess, the existing infrastructure, site elements, and landscaping were studied and rendered. The class was presented with a design and that design was used throughout the remainder of the project. Tools such as site plans, illustrative section cuts, and a fully rendered 3D perspective are used to help the viewer fully understand the site design.
New Design
Tree B 125.0
15.0
Tree A
Fountain
10.0
13.0
Planting Bed
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
After the site plan was studied and observed, a new design was loosely drawn up (right) and distributed to make a toscale digital rendering. The design was allowed to be modified but the basic structures had to stay the same. Two section cuts were then chosen andPRODUCED renderedBY in AN fullAUTODESK EDUCATIONAL PRODUCT color (next page).
Hybrid Poplar Tree
Mulch
English Boxwood
Knockout Rose
Red Gravel
Linden Tree
Project 3 Grant Murphy
Illustrative Site Rendering/3D Model
16 1 8 Grant Murphy
LA 2101_Digital Representation II During the course LA 2101 we faced a variety of tasks including but not limited too: The digital construction metropol parasol_project01 of a landmark, the modeling of that landmark into a given scene, a video of the possible construction process of a landmark, a digital rendering of a green garage, and a perspective rendering of an enviornment based off of an assigned movie aesthetic and a given position in a landscape. The design software emphasized in this structure was 3ds Max, photoshop, illustrator and sketchup.
pinecote pavillion_project02
tron_project03
Metropol Parasol The below images are renderings of a digital model constructed in 3ds max. Metropol Parasol is composed of over 3400 wooden parts and stretches 500 feet long and over 50 feet at its highest point.
Once modeled we were given a series of background images to choose from. We were then told to choose a story board and add new surfaces/materials to the model. The idea behind the perspective to the right was the retirement of the forgotten and aged Metropol Parasol in the countryside of New England.
Pinecote Pavillion A video composed in 3ds max was used to illustrate the possible basic construction processes of the pinecote pavillion . The pavillion, located in Mississippi is used for artistic performances, exhibits and a starting point for nature walks. This project was used to demonstrate that an animation can be both illustrative and informative.
http://vimeo.com/52544709
Green Garage “The Green Garage is a backdrop and support for your garden and backyard living. It maximizes garden area and provids more patio and growing surfaces than a typical garage, and minimizes lot coverage and material use� -Tom Bassett-Dilley Architecutre Firm A design by the Tom Bassett-Dilley firm was used to create a digital model in sketch-up.
Tron Project The final project had 3 parts. In the first part I was assigned a plot. Each plot was assigned a different topography such as urban, wetland, upland forest, etc. My inbetween urban and upland forest, leaning more to the urban. The frist part of project was to create a digital mock up in 3ds max. Then, that model was used to create a 8�x8� topography model cut by a laser cutter. The final step was to take the digital mock up and create a digital perspective rendering using the aesthetics of the movie Tron.
LA 2001_Mechanical Representation During the course of LA 1101 at Louisiana State University, we were presented with many different project ideas. Projects ranged from making a 2’x6’ conte drawing to making box model representations. The class was challenging in that the student was required to go past the thought of Landscape Architecture and dive head first into many different forms of art work and physical 3D representations.
Conte Renderings These two drawings, in addition to the one on the first page, were rendered completely by the sense of touch. Four unknown objects were placed inside of black boxes with a small hole for your hand to go inside of. The objects were drawn entirely based off of the texture and overall shape of these items. The media used was conte crayon.
Daylight Representation Box This 3D box was abstractly rendered to represent a daylight system in front of the Hill Memorial Library at LSU. Different sized and shaped holes were cut into the sides of the box representing different forms of sunlight throughout the day. For example, they represent diffused sunlight through a tree or muffed artificial light through a window at night. The viewer would look through the eye piece and a lamp would be placed over each different group of holes to represent 9 a.m. through night time at 3 hour intervals.
2’x6’ Conte Any plant on the campus of LSU could be chosen to do a 2’x6’ drawing. The media was black and white conte crayon.
Photocollage/Pencil Rendering I was challenged with the task of finding two sites that included a coat, desk, and chair. These sites had to be found on LSU’s campus within 1000 feet of each other. Three different aspects were included in the project: photomontage (right), drawing of the site (next page, right drawing), and a path collage (next page, left photograph). The path representation took five different pavement surfaces: asphalt, terracota stone, concrete, grass, and aggregate.
Second Site The pictures on the folowing two pages represent the second site of the photocollage/ pencil rendering.
Tone The next series of 3 drawings focused on the use of different pencils and tones and how each affected the viewers preception on the piece.
A model of different size and shaped wood sections were used to create a model that created depth. This model was then rendered in pencil (bottom)
Scrap Project Various amounts of scrap wood, metal, paintchips, leaves, trash, etc. were collected around campus and put together as a collage. The only requirement the collage had to make is a rough 6x6 measurement of the main focal piece. Once the model (right) was formed a drawing of that model (next page) was made.
LA 2001_Design Studio I shaw center_project01 LA 2001 focused on the composition of space. The first few mini projects we looked at abstract drawings and created out own. We also designed a series of 3 dimmensional wooden boxes that focused on such aspects as: form, composition and color. Upon completeing those assignments we were given our first real designs as landscape architecture students. Our first design would take place in downtown Baton Rouge at the Shaw Center in an area known as the “gravel pit�. The second project would take a more natural look and head to the Mary Ann Brown nature preserve near St. Francisville, La.
mary ann brown_project02
Shaw Center for the Arts Site Location/Inventory
The Shaw Center for the Arts is located in downtown Baton Rouge, La. It contains an art gallery, theater, and many other attractions. The below Image is a study of the bussinesses around the art center. Two different studies were done to take into account the 9-5 workers and the night life of the environment.
9-5 Businnesses Hotel Restaurant Residential Bussiness Closed
After Hours Hotel Restaurant Residential Bar Closed
Impressions/Conceptual Models Upon arriving at the Shaw Center the mangager of the place described her potential wishes for the site and the many uses we may wish to include. Some of the things suggested included: a gathering place, a place for the workers of that building and surrounding buildings to eat lunch, an area for people to have there drinks, and a quiet area to answer a quick call. Conceptual design 1: to complement the vertical and manipulate yet keep enough interest on the ground to keep the viewer from being captivated b the extreme height of the space
Conceptual design 2: to manipulate the perspective to the site designs advatage
The Design
open/group gathering space
secluded/private space
The space is essentially broken up into two parts: a group gathering area for the social lunch crowd and night life and an area for more intimate and secluded gathering for the person in the office that just needs a quiet lunch or place to think Greenwall or sculpture viewing wall The most secluded area of the site, sunken 1’ into the ground to provide just a hint of dramacy to the area. No seating area is proided, Bench designed so that everyone faces outward. The individual would still be next to other people but would have his own section for a more secluded feeling.
5’ tall sculptural vases that compliment the ribs on the existing building. The vases would set in a bed of mexican beach pebbles that estends 3’ from the wall Same design language on this seating platform, but it it used for an entirely different purpose. It faces towards the group seating bench to provide a more social face to face area Bench seating desiined to optimize the group space. Glass curtain that helps add a mystery to the site behind. It also starts the water channels that flow through the whole site and eventually ending at the most secluded area. This is to provide the viewer with a leading element Entrance to the site. A small open area to provide an area for a smoke break or quick phone call.
Model Photographs
Mary Ann Brown Nature Preserve Located North of Baton Rouge and East of the Mississippi River, the Mary Ann Brown Nature Preserve, a 110 acre preserve, was chosen for its richness in site topography and plant species diversity.
Site Selection/Impressions At Mary Ann Brown we were charged with the task of selecting 3 sites and essentially re-designing the journey that would be taken upon arrival. I chose my sites based off of unique light qualities. The first site I selected was the pine forest. The limited lower and mid story in addition to the extreme vertical aspect, created a dappled light that was captivating in the late afternoon. The next site I chose was the Ravine. The ravine intially attracted me because it is a very unique site it Louisiana. The light quality is very diminished once down in the ravine. The final site chosen was the pond. The open view, reflecting water, and pictureque back drop made it a wonderfully lit place that I knew the viewer would have to see.
Site impressions Pine
-Man-made area -small amounts of understory -very little mid story -overwhelming sense of height -overall sense of unity -Afternoon sun dappled
Ravine
-lotic water -much more mid story -much more understory -enclosed feeling -very little afternoon light allowed to penetrate to the bottom
Pond
-very reflective quality -much more open space than any previous site -most color in the trees -damed/unnatural water flow -reflective/bright light quality
Site Locations The image below shoes a map of the existing trail and my 3 site selections: Site 1-The pond Site 2- The Ravine Site 3: The Pines
Mary Ann Brown Preserve
Site 2
main ravine
Site 3 planted Pines
Bridge
ravine
small Shelter Pond
Natural pines
small Pond
Pond Large pond
exit path
Site 1
1"=200'
N
The Ravine The ravine is where I decided to make my detailed pathway. Clearly I chose it because it offers the viewer very unique topgaraphy changes. My idea was simple-to give the viewer options. Option 1: To stay on the main path and essentially glance at the ravine or to explore it further The viewer gets its first look at the dramatic terrain. But, this look is short lived as the viewer either takes option 2 or tucks back into the wooded area Option 2: The viewer will have subtle chance to use natural landforms (fallen tree) to help lower himself into the bottom of the ravine. Once on the bottom The individual will then be guided to head south because the north path is blocked off by the main walk way. The viewer will come to a trail split. It will be obivious to that person that both of the paths lead to the same point. So, the individual can either stay in the wooded land or get another sneak peak at the ridge The viewer now comes to the most dramatic elevation on the preserve, the ridge in this particular spot is over 20’ from the base of the ridge Option 3: To stay on the ridge-edge pathway or venture accross the ridge on the bridge to the open area The open area has very gentle slope and can be used as a picnic area or an area for a class to meet and talk about nature. It is essentiallly a pubilic gathering space. Once accross the individual(s) has a choice to come back over and continue the ridge-edge path or to maforge there own path and make it back to the main trail If the viewer chose to explore the bottom of the ridge, these natural elements willl guide him back up the side to the ridge-edge pathway. Having a clear start and finish to the bottom of the ridge pathway will help the park manager have the option to close off the trail to help preserve the micro habitat
Sections
Sections
A
A
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a'
5% slope
25% slope
29% slope
Viewing Platform
path to foot bridge 0
5
15
20ft
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1"=60'
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B' Cleared Area Foot Bridge 0
5
15
20ft
Character Renderings
context
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architectural
LA 2002 began focused on the development of landscape design processes as applied to small-scale projects; introduction of earth structures, construction materials, and plants. The semester began with a series of short designs based off of “Man, Nature, and Architecture.” At the conclusion of this we did a design based on a combination of all three with the introduction of redesigning a parking lot. Each one of these designs was located in an area existing site on LSU’s campus. Upon completing the fourth design we did a detailed site analysis in which we gathered basic information such as shadow studies, context studies, in order to make a simple program. The fifth and final design was at a special needs school. The school, EMERGE, was in the process of designing a new building and we were commisioned to design the play- model ground.
sec
Site Analysis_Project01
final
Frey Computing Services_Project02
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LA 2002_Design Studio II
geometry
sketches
Elevated Platform/ Sculpture Existing Grant Murphy
Emere Playground_Project03
Site Analysis of City Park Hill
PRODUCED
Japanese Mangolias in Sculpture Area
Main Path: Elevation from 0 to 1.5’
Frey Computing Services_Architectural Inspiration
Existing Oak
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Last Planter Box Ramp Seating leading Flanking the Main between to main Entrance Arch the two walk planter PRODUCED BY AN AUTODESK EDUCATIONAL way PRODUCT boxes
Planter Box with Ledge seating
final plan
Scale 1:15
Seating Area
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The Frey computing services building was architectural-based design in the series of designs “Man, Nature, and Architecture.” The site is lcoated on LSU’s campus. The design incorporated a series of gathering spaces including individual and group. Another key aspect to the design is the “meshing” together of the natural and the built. PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
AL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Building
Scale 1:10
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Existing Oak
Ramping Walkway
Pattern to Allow a Seating Area Group Orien- Existing Oak Gradual Transition Between the tated Seating with Bed from Concrete to Around Planters Grass
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Elevated Platform/ Sculpture
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Scale 1:`10
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
section cuts
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Building
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Japanese Mangolias in Sculpture Area
Main Path: Elevation from 0 to 1.5’
Existing Oak Scale 1:15
Seating Area
Scale 1:10
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Last Planter Box Ramp Seating leading Flanking the Main between to main Entrance Arch the two walk planter PRODUCED BY AN AUTODESK EDUCATIONAL way PRODUCT boxes
Planter Box with Ledge seating
Building
Scale 1:10
Pattern to Allow a Seating Area Group Orien- Existing Oak Gradual Transition Between the tated Seating with Bed from Concrete to Around Planters Grass Scale 1:`10
Existing Oak
Ramping Walkway
Pattern to Allo Seating Area Group Orien- Existing Oak Gradual Transi Between the tated Seating with Bed from Concrete Around Planters
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Elevated Platform/ Sculpture
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Scale 1:`10
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
final plan
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Ramping Walkway
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Last Planter Box Ramp Seating leading Flanking the Main between to main Entrance Arch the two walk planter PRODUCED BY AN AUTODESK EDUCATIONAL way PRODUCT boxes
Planter Box with Ledge seating
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Scale 1:15
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Existing Oak Seating Area
inal plan
sting Oak
Main Path: Elevation from 0 to 1.5’
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Japanese Mangolias in Sculpture Area
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDU
UTODESK EDUCATIONAL PRODUCT
tion_architecture
Emerge Playground The Emerge playground provided a unique experience to desgine a playground for special needs children. After researching what made these kids unique, I set out to design a playground that was stripped of your everyday run of the mill metal playground equipment and to provde a more subtle and natural playground setting. In addition to this I wanted to incoporate an outdoor learning area.
Outdoor Learning_5+ Age Group group
individual Activites that casually stimulate the brain as opposed to a more formal education could provide a more interesting approach . The older kids could benefit from items such as chalk or numbers or simple expressive tasks such as outdoor paintaing, chalk drawing on the concrete and outdoor music stations. An outdoor teaching structure. This would allow the teachers to take the older students outside and teach the same material but in an outdoor environment. It would also provided an “outdoor exhibition” area where guest teachers could come and speak. For example a person could come and show animals or a forester could come and teach a small class Hop Scotch
Outdoor Painting
An open area for children to play sports is a great benefit. The kids could play while casually learning the rules of sports which make up such a great part of our culture. In the filed basketball, football, lacrosse, rugby and many other sports can be taught and demonstrated to the kids. Drawing on Concrete
Outdoor Music
Grant Murphy
Outdoor Learning_2-5 Age Group group
individiual
Providing practical and useful techniques that could be otherwise hard to learn such as growing food. The students would learn how food is grown and that it is not just bought at the store. It would provide sensory stimulus while planting etc. It could also provide them with a sense of accomplishment when the food grows and they are allowed to eat it.
One of the unfortunate things about autism is learning at a decelerated rate. Activities that stimulate the brain/ attract the senses could provide an informal classroom outside that could also entertain the kids. Below are a few examples of basic games or activities that would challenge the thought process of any child
Wind Chimes
Another example could be having a small fish pond. The children could interact with the fish but also learn how much work it takes to raise an animal. The children would be able to see the fish grow and have the satisfaction of raising a pet. Each day a different student feed the fish, it could be a reward based task
“Archaeology Dig”
A “pick 3” game.
Color Wheel
Grant Murphy
B’
Eating Area
Secondary Pathway
Main Pathway
Proposed Hill
Scale: 3/16”=1’
Flat Grass Area
Main Pathway
<8% Slope, ADA
Slide 33%+Slope
Sand Landing Pad
Main Walkway
Vegetative Transition
C’
Outdoor Classroom
C
Forest Area
Secondary Pathway
Old School House
A’
Main Pathway
Vegetative Backdrop Quick Seating Area
Building
B
Scale: 3/16”=1’
Scale: 3/16”=1’
plan A small water feature that would have coy fish inside of it. The coy fish would provide a learning experience for the students in the raising of a class pet
The seating wall is 1.5’ thick and fluctuates from 4’ high where the donor gardens are and gently curves back down to 1.5’ high to provide an intimate seating area.
Seating wall
Donor gardens
Covered seating area with tables and chairs meant for eating and relaxing. It was placed in the corner becasue of the location the offices of the school employees are in this corner
A small seating area that could be used if a worker or child needed a quick place to step outside. It could also provide a place for the children to do their one on one counseling in an outdoor enviroment
Slides on 33%+Slope Colored tiles are placed in the pathway to imitate the architecture
Decomposed grantie pathway. The reddish color is meant to immitate red dirt and add to the Louisiana feel of the lower right corner of the design
An outdoor classroom: the overhang is at a tilt that imulates the skylights on the archtiecture
Heavily wooded area
A stage is available for skits or for teachers to use to teach
Swingsets disguised in the grove
Black chain link Fence. Vines will be grown on it all the way around to disguise the fence and allow the forested feel to continue
An additional row of trees outside of the fence to enhance the depth of the forested look
Vegetable Garden Louisiana style one room school house. Elevated in the air on stilts
Scale 3/16”=1’
Grant Murphy
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Grant Murphy
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Swale Metrics SHP-14.2' SLP-12.2' Length-20' Slope-5%
swale Excercise
Site Grading
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12223 Cardeza ave. 225-362-2817
12223 Cardeza ave. 225-362-2817
Building Proposal
Buck's Office Grading
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Grant Murphy, ASLA 225-362-2817