Portfolio2017 by guyitexcture

GUY HARTWIG DESIGNER

architecture portfolio

E: guyhartwigdesign@gmail.com

c: (509) 387-5540

CONTENT 01

IMMERSE

LACC PROJECT/ 4TH

NEPAL PROJECT/ 4TH

3RD YEAR COMBINED

MODEL MAKING

SKETCHING

IMMERSE

Problem There has become a disconnect between ocean research and ocean education. Aquariums in their early history were non profit marine science centers focused on education and conservation, places for the public and scientists both to experience and engage with the oceanâ&#x20AC;&#x2122;s beauty. Today aquariums have become living art displays, highly focusing on the publicâ&#x20AC;&#x2122;s experience and entertainment rather than education and exploration.

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Critical Position

The disconnect between research and the public resulted in aquariums changing into entertainment displayâ&#x20AC;&#x2122;s, often at the cost of the sea animals. But why was there a disconnect? Aquarium displays capture marine environments in a way thatâ&#x20AC;&#x2122;s aesthetic, educational, and has scientific aims.

Thesis Statement

Scientific experiments and research call for a controlled environment. Since the ocean is filled with millions of variables, aquariums can recreate a specific eco-system providing an ideal environment for scientific research and beautiful displays of life for the public.

Creating an educational marine center will establish a reconnection between ocean research and public education resulting in a greater understanding of our oceans and facilitate conservation.

Figure 94. Skin Panel diagram (by author)

The skin system drew inspiration from fish scales. These modules allow in gentle indirect light into the research labs to avoid direct light on the tanks

STORAGE

Sandy Flats exhibit will include Leopard Sharks, Sting Rays, Opaleye, Surface Jellyfish

Sandy Flats Render 2

STORAGE

GIFT SHOP

RESEARCH

PUBLIC

5 SANDY FLATS LABS

3 SANDY FLATS

ELECT.

FEEDING ROOM

FEED STORAGE

Rocky Reef exhibit has a variety of animals ranging from sea lions to octopus, educating the user about what sea life lives in the different area’s of the ecosystem.

STORAGE

Program

CLASSROOM CLASSROOM LECTURE HALL CLASSROOM

CLASSROOM

CLASSROOM CLASSROOM

Sandy Flats labs will include a two way tank that allows the user to view the same fish and environment that the researchers are studying as well as see the silhouette’s of the scientists working behind.

Sandy Flats

Rocky Reef

Kelp Forest

Visual Connections There are three â&#x20AC;&#x153;Barnaclesâ&#x20AC;? located throughout the aquarium that frame the natural ecosystem that were learned about as the user makes their way through the facility. This provides a strong connection between what is being taught throughout the aquarium to the natural world.

LA BS

STORAG E

EMPLOYEE BREAK ROOM

STAFF PARKING STORAGE

HIB IT

ES CA L

AT OR

GALLERY

STORAGE

THE CANYON

STORAGE

UTILITY UNLOADING DOCK

KELP FOREST LABS

KELP FOREST

PROJECTOR ROOM

Northwest Elevation

Rocky Reef Section

Roofing Mebbrane R-1 Insulation W/ Chicken Wire Supported W14x22 Steel I Beam Wood Sheathing Web Stiffeners End Plate

4” Finish Concrete Flooring

Vertical fins

Glass guard rail

Metal Decking. Typ. 22GA. Min Steel Joist 10” Dia. Ventilation Tube Sprinklers

Fish Scale Panel Glazing

Base Plate Top of Concrete Fundation Concrete Slab Rebar

Sidewalk 2’ Concrete Bearing Wall Anchor Bolts Bedding Space Anchor Plates

2” Sand Vapor Retarder over 6” Gravel Concrete Footing

SCALE: 01 2 34

Final Section Model A section model was necessary to expose circulation, structure, and the tank displays since more than half of the building was set into the earth. The materials used were basswood, museum board, 3d prints, and fire polished solid acrylic to represent the fish tanks.

ENLIGHTEN EAST LOST ANGELOS COLLEGE- PHYSICS & EARTH SCIENCES BUILDING

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East Los Angeles College (ELAC) is a community college of the Los Angeles Community College District in the Los Angeles suburb of Monterey Park. The design task was to create the new physics and earth sciences building. Our concept was to create a building that was apart of the eb and flow of the vibrant campus life. The split through the middle allows students to take a short cut to desired destinations, as well as acts as terraced lounge area’s for study breaks or lunch. While the large wall in the courtyard also acts as a projector screen at night for presentations or recreation. The circulation inside is intended to create a cross pollination between the two disicplins. Allowing them to see what others are doing, as well as having coffee area’s to be used by all students to exchange idea’s. One of the design requests was to use a brick pattern in the building to tie it to other buildings on the campus. We decided to take a modernist approach and applied that brick pattern to the exterior skin. providing desired lighting levels during the day. and resulting in a beautiful glowing lantern at night.

STRUCTURE ELEMENTS 1.1 W18x40

ve 1.5

W18x40

W14x22

W18x40

W14x22

W18x40

2.2 W18x40

W18 x40

W18x40

CONCRETE OVER METAL DECK

W18x40

2.3

W18x40

1.5

W18x40

2.1

W18x40

W14x22

W18x40

1.4

W18x40

1.3

Baseball Field

W18x40

1.2

W14x22

Steel and Concrete Structure Concrete Slab on Grade over Metal Decking

Coll egia nA ven

ay eW

nch

1.1

W18x40

ente

Transformer

MAJOR BUILDING STRUCTURE

W18x40

e nu ve dA oo

sit C

W18x40

akw Ble

FOURTH LEVEL (+34) DN

Tran

W18x40

W14x22

W18x40

W14x22

2.4

W14x22

akw Ble

THIRD LEVEL (+22) 1A

12”x12”x1/2” Steel Column to be coated with fireproofing intumescent spray on. W14x22 Steel I Beam to be coated with fireproofing intumescent spray on. W18x40 Steel I Beam to be coated with fireproofing intumescent spray on.

W14x22

W18x40 W18x40

W18x40

2.2 W18x40

W18 x40

W18x40

10” CONCRETE SLAB w/ #5 @12” O.C.E.W T&B

W18x40

2.3

W18x40

W14x22

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2.1

W18x40

W18x40 W18x40

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1.5

Theatre Arts

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1.4

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1.3

Campus Book Store (In construction)

W18x40

W14x22

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1.2

W14x22

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1.1

Library

Auditorium

W18x40

700

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400

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200

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100

SCALE: 1”=100’-0”

W14x22

e nu ve dA oo

PRIMARY STRUCTURE 0

W18x40

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2.4

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SECOND LEVEL (+10)

SECOND STRUCTURE W14x22

W14x22

1.1

2.1

1.4

W18x40 W18x40

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2.2

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x40

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W18

1.3

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NATURAL PHENOMENA

W18x40

1.2

W14x22

W18x40

Parking Structure

BUILDINGS OF RELEVANCE

8” and 12” CMU ShearWall

W18x40

W14x22

la Ava

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W14x22

W18x40

l Dri

W18x40

Driv

Avalanche Way

ral Flo

W18x40

1.4 CONCRETE OVER METAL DECK

lora

W18x40

1.3

W18x40

1.2

e W Floral Driv

5” CONC SLAB ON GRADE w/ #4@18” EA WAY, OVER 10 MIL VAPOR BARRIER OVER 4” SAND

W18x40

W14x22

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2.3

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1.5

W18x40

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2.4

FOOTING

CIRCULATION

12” CONC. WALL

GROUND LEVEL (-5)

TERTIARY STRUCTURE



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2F(+10)

HEAT PUMP

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(0) 

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1F(-5)  

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0 10 20

SCALE: 1/8”=1’-0”

6” CONC. WALL 12” CMU SHEARWALL 6” CMU SHEARWALL

CONC. OVER METAL DECK

3F(+22)

SUPPLY AIR DUCT RETURN AIR DUCT

100

CONC. SLAB

4F(+34)

RETURN AIR DUCT

SCALE: 1/16”=1’-0”

12” x 12” MASONRY PILASTER

Eccentric Bracing on the ShearWall with Opening. Cable Bracing on the Bridge.

SUPPLY AIR DUCT

0 10 20 40

100

REBUILD NEPAL Architecture Without Borders (Spring 2016) addressed the needs of the most vulnerable: those suffering from natural disaster, chronic under housing, poverty and other social and environmental issues. This studio focused on village-scale design utilizing a real project in Nepal as our laboratory. As a group, we were introduced to the concepts of humanitarian architecture, sustainable site design, village-scale development, building with local materials, and the challenges and possibilities of working in areas of post-conflict, poverty or disaster. This course introduced the utilization of local and natural materials in construction, including: earth, straw, stone, and recycled materials. Particular emphasis has been on hybrid construction techniques to improve traditional building techniques in seismic areas, as well as integrated site and building design addressing water, waste, food, and energy.

Rebuild Nepal

Project brief: Create a teacher training and demonstration center in the Panauti region near Nepal in association with Bishwa Seva, a San Diegobased non-profit dedicated to improving living conditions in Nepal. The program included: A training center (dorms, classrooms, and outdoor gathering space); a

shrine to Shiva; residential scale demonstration buildings to showcase seismically improved local building techniques; and site improvements including circulation, retaining walls, water catchment, energy production and landscaping and food production.

Constraints: 19,000 square foot property, steep (25%+ slope), materials to be locally available for a most Nepalis, any imported materials must be easily available and inexpensive. The project had to be culturally appropriate, inspiring and beautiful. It also had to collect water on site, produce as much

energy and food on-site as possible, and process waste on-site. The project also had to demonstrate sustainable and passive design principles. And most importantly, it must demonstrate seismically resistant architecture and landscape design. Design period: 8 weeks.

Tiiscipisquis ius sus, comnist iorat. Ihit parum volndaecte mporpore sum dolupptaecat m voloria ndaeoria ndaecte mporpore sum do-

3 9 4

A 3 9 1

9 6

5 8

FLOOR PLANS - MAIN BUILDING DINING ROOM DORM

(WOMEN)

PRAYER ROOM DORM

(MEN)

CLASSROOM OFFICE SEATING AREA WATER TANK ENTRANCE

1 2 3 4

1(m)

2(m)

3(m)

5 6 7 8 9

Bamboo Connection

Locally Made Clay Tiles over water proofing membrane, built on bamboo framing. Bamboo Screen provides diffused light and natural ventilation Gabion Band

Sill Plate Reclaimed Heavy Timber from Fallen Temples

Gutter

Traditional Stone walls Lord Shiva is very fond of Abhishek. To make a continuous abhishek on the Shiv Ling, they put a copper pot which a very small hole at the bottom. -Pouring milk on the Shivling is process of Abhishek. Abhishek is the process of bathing the deity.

Nandi is the name for the bull which serves as the mount of the god Shiva. He Also serves as the gatekeeper of Shiva, ideally the lingam will be framed between Nandiâ&#x20AC;&#x2122;s horns when standing in the temple entrance

Shiva Section 0

1(m)

2(m)

3(m)

Milk Poured onto Shiva Lingam as offerings will be stored in a tank to be boiled, then given to the poor in the village.

SECTION NOT TO SCALE

ELEVATION NOT TO SCALE

3RD YEAR

SITE PLAN

PROJECT SUMMARY

Balboa Park East Village

Little Italy

The concept for this project was derived from the wants and needs of the students and community surrounding our school. After observations, self evaluating of my own wants and needs as well as talking to fellow classmates I found there were a few common factors that students felt were lacking. The main being student community. Within our studio’s we are very close with one another, but that’s about it. We noticed there is not much

Petco Park

Business Waterfront

SKETCHYNESS

in numerous ways. The other two main runner-ups were exercise and nutrition. Two very important things that are often put aside by students either by time or inconvience.

Salvation Army

Concept

E ST

Create an Artist community in the the district of East Village where artists from all mediums could collaborage and share ideas with one another. A community Art hub for downtown San Diego.

Why?

PARK BLVD

Public circulation Student Circulation

Noise

13th ST

Key

East Village is the up and coming Artist Distric of San Diego at the moment. Yet there are

PROJECT SITE

Urban connection

Circulation hotspot

Newschool also lacks student community. So I thought what better to not only mix the students together, but also the community to create an artistic stimulating atmosphere.

Public viewpoint of project



F ST

NEWSCHOOL

bring the students living there to engage in the central quartyard with all the other majors. I then 





on Sunny San Diego days.



How?

TROLLEY LINES



FLOOR PLANS

Gaslamp



NOT TO SCALE

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

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FL1

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FL4

STEAM Pavilion

In 2015, I was chosen along with 14

ering for discussions. Architecture is

other students from our school to de-

a clear combination of Science, Tech-

sign and build a pavilion for the up-

nology, Engineering, Math and Art so

coming STEAMConnectâ&#x20AC;&#x2122;s annual con-

creating a pavilion for this organization

ference focusing on lectures, debates

is a perfect example of their message

and workshops revolving around the

in practice.

links between Science, Technology, Engineering, Art, and Mathematics. We had to design to accommodate multiple activities such as eating, drinking, talking and above all gath-

Nominated for Multiple Design Awards

In 2015, the STEAM pavilion was

The pavilion was built by architecture

nominated for the annual architecture

students Guy Hartwig (myself),

design award “Orchids and Onions”

Freddy Bravo, John Colwart, MarikaAnne De Ocampo, Aipeng Fang,

In 2016, the design also received a

Travis Garcia, Emilio Ingrasci, Heiarii Li

A+ Awards Special Mention from the

Cheng, Guillermo Menjivar, Madison

Architizer.

Parsons, Anthony Rodriguez, Andrew Schiffer, Yangyi Situ, Justin Soderlund,

2016, the design was also published in

Tobey Toney and Salvador Vicente

spanish magazine Diseno Interior

- under the direction of architecture faculty Ramiro Losada-Amor and Victor Navarro, and with design and construction assistance of Alberto García.

MODEL MAKING Tiiscipisquis ius sus, comnist iorat. Ihit parum voloria ndaecte mporpore sum doluptae con ratur. Quidicia derum reptat est reprore hendaec tatatibus, sapiduci offictem

ARTWORK Artwork varying from architectural sketches, to personal artwork

Thesis concept 1 “The Shores”

The concept for “The Shores” was created by the observation of the similar geometry between the project’s site and the coastline. When looking at a map of La Jolla, the sandstone cliff coastline resembled the same curve of the road that passes around the selected site. La Jolla has an ecological reserve that contains four distinct ecosystems that creates a lush and biodiverse environment. After mapping the locations of these four ecosystems they were then overlaid onto the site plan. The result presented a starting point to laying out the program based on their natural locations. The shapes of the ecosystems were abstracted, then staggered into steps to fit the topography of the site. This lead to a massing that elegantly fits into the hillside as to not disrupt San Diego’s coastal scenic drive, as well as creates a series of three beaches that echo the experience of La Jolla shores from below. This concept t is intended to educated the public about the ocean and conservation with an emphasis on what is locally off our coast by creating a relationship with the program. This establishes a strong connection between the building, nature and what is being studied. There are two entrances to the aquarium, one in the rocky reef area, the other the Sandy Flats. This is to reflect the two popular dive spots in La Jolla or where divers “Enter” the ocean. The circulation in this concept is very connected and free flowing. Giving users a “pick your own adventure” feel around the aquarium instead of a strict promenade that results in over crowded stuffy hallways. If you enter in the reef you can make your way to the Kelp Forest first, then hit the flats or vice versa. The main idea being that the entry for the shallows is sea level. The site being on a hill provides a perfect opportunity to represent depth, meaning the farther you walk down the site into

the building the “deeper” you go into the ocean.

Thesis concept 2 “The Pier”

The concept for “The Pier” came from La Jolla’s Marine Research landmark the Scripps Pier. Belonging to Scripps Institute of Oceanography, the pier is used for many things including dropping submersible subs off the end to explore the deep vast underwater canyons not far off the coast. The pier represents education, as well as mystery since it is closed to public use. This concept takes that pier and all the animals and ecosystems it studies and sets it into the hillside. This concept has a more direct entry that submerges the user into the building. The entry would have a pool that’s flush with the ground containing the sea life from the sandy flats environment such as Leopard Sharks and stingrays. A ramp is gently cut out of the pool and as the user walks down into the building, they are surrounded by the experience of walking into the ocean. After entry the user will feel as though they are fully immersed in each environment. Using light, shape, and scale to subtly represent what depth and ecosystem you’re in. After one reaches the end in a darker room with lower ceilings to give the user the feeling of being deep down underwater. Light trickles in through 30’ of water overheard. Like freediving to the bottom of the ocean, one eventually returns to the surface the same way they came.

e: guyhartwigdesign@gmail.com c: (509) 387-5540