Liam HartiganArchitecturePortfolio
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3Liam Hartigan Education Master of Architecture, University of Kansas (3.4) 2025(Exp.) School of Architecture & Design Lawrence, KS Diploma, Bishop DuBourg High School (2.7) 2015 St. Louis, MO Work Experience Server & Concessions Westboro Country Club May 2012 - Aug 2015 Concessions, table waiting, banquet server, custodial work, concession cashier, concession chef, Servershift-lead&Host Steelhead Brewing Co. Jun 2017 - Oct 2017 Table waiting, custodial duties, directing customers, shift lead Retail AssociatePottery Hollow Oct 2018 - Aug 2019 Cashier and event host in charge of the organization, maintenance, and handling of products, providing information about products and services and providing a hospitable and accessible environment to customers. Hard Skills Adobe PhysicalLumionRevitMayaBlenderSketchUpSuiteModel Making PaintingSketching References Thom ProfessorAllenatthe University of Architecture and Design ProfessorMarie-Alicet273a306@ku.edu620.212.4112L’HeureuxattheUniversityofArchitecture and Design malheur@ku.eduw Liam Hartigan issuu.com/liamhartigan314.922.9092lehqn5@ku.edu Soft Skills DrivenQuickEyeGoal-OrientedTeam-OrientedInitiativeFlexibilityforDetailLearner
Table of Contents Welcome Center 6 Didactic Shelter 18 Classroom of the Future 24 Lightbox 32
NANABOZHO6 HALL Project Overview Marie-Alice L’Heureux, Spring 2022 Welcome Center Haskell University, Lawrence, Kansas 24,000 sq ftw Welcome Center
DescriptionThisproject
was the culmination of an in-depth understanding of the site and context there-in. With a basis of a detailed site-anal ysis of the local terrain, as well as an in-depth study of the cultural, historical, and ecological needs of the campuses residences we were to develop a welcome center that served multiple purposes. This program required a structure that serves as an administration space, a community space for daily use and banquet settings, and a lecture hall. This was requested due to a need for such spaces as there are either currently none available or the current spaces are not meeting the demands of the students and faculty. This welcome center would also serve as a source of cultural representation, drawing on the traditions of the First Nations people who attend the university. The project also required a net-zero carbon footprint that had to be acknowledged in passive energy solutions and the materiality of the structure. These sustainability factors had to be represented in the final renderings.
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Key LearningUnderstandingOutcomeswaystomanipulate
the landscape to feature and develop new infrastructure, relating existing structures and creating a cohesive experience for the visitors as well as developing a concept around contextual elements through careful research and extensive iterative processes.
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Welcome Center
The site features a central axis between two major features. The historic archway and the statue in front of the Native American History Museum are aligned and create a visual cue for the program. As a secondary goal we were tasked to place the building on the site while not interrupting this relationship and to then relate our structure to both the archway and museum.
Initial ProcessToinitiatethe design process we broke the program down to three major massings; administration, banquet, and education. Then we iterated on these to find an ideal location and axis for the building. I chose the southern end as to not interrupt the central axis and embrace the existing parking zones.
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As I developed my design I began to focus on creating a brood visual in the atrium to allow for a panoramic viewscape of the significant structures. Then I added roofing similar to the history museum and an archway vestibule to incorporate elements of the surrounding context into my design. My hope was to create a visual continuation that relates the history and future of the university.
10 Section BB Scale 1’ = 1/16” Section AA Scale 1’ = 1/16” 0’ 4’ 8’ 16’ 32’ 0’ 4’ 8’ 16’ 32’ Welcome Center
When further adding context to my buildings interiors I found cultural significance in the nearby medicine wheel that contributed to the design of my atrium. By making the upper area a walkway that circumambulates the interior of the building I created additional communal spaces that visually engaged the surrounding infrastructure and added to an almost religious element to the design.
Detailing
11Liam Hartigan Section CC Scale 1’ = 1/16”0’ 4’ 8’ 16’ 32’
Section
12 Banquet Hall Entry SeatingFirst Floor Elevator Office Space Atrium Multipurpose Marie-Alice L’Heureux Welcome Center
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Cross Laminated Timber Red Oak Canadian Birch Limestone Vineer Steel Window Framing Materiality
I selected my materials based on local context. Nearby buildings mainly featured limestone siding and red tile roofing. Limestone, and most of the lumber can be sourced locally while concrete and steel make up the remaining structural elements and act as thermal blocks for wintertime.
Welcome Center
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15Liam Hartigan Concrete forms and Pavers Solar PhotovoltaicPanelsPanels ControlledSunshadingNatural Light Prevention Waist Management & Bicycle Parking
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18 Didactic Shelter
Lawrence,
Marie-Alice L’Heureux, 2022 UniversityShelterofKansas, Kansas DescriptionThisproject
Key LearningUnderstandingOutcomeshowtoincorporate external context and create narrative within the design. This project required a degree of research outside of site or structural datum that we had not approached and broadened our approach to constructing narrative in an architecture piece.
ProjectRaincatcherOverview
served as an introduction to utilizing a greater context in the design process. With no specific site in mind we were tasked with creating a flexible shelter that could also serve a form of education relating to the title “Braiding Sweetgrass” a series of short stories relating to a woman of first nations heritage and her experiences as she grew up. For my selection I chose the story of the creation myth “Skymother”. The form is that of a water collection system and serves to collect and redistribute rainwater while shel tering those underneath it. The animals featured in the creation myth sheltered Skymother and helped as she formed the earth from mud. To represent her experiences and create a sheltered space that was both flexible and functional I arrived at a design that used natural limestone as an organic form of sitting. The placements allow for social aspects and are visually appealing.
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Spring
Didactic
Didactic Shelter
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With the addition to the pavers and limestone boulders, the space becomes a host of explorative seating that can be enjoyed in scorching sun and pouring rain while you wait for your bus. To convey the story of Skywoman, a depiction of the creation myth would be engraved in a spiral along the pillar. This composition would aid in conveying, her fall, the geese catching her, the aid of the animals, and the eventual creation of land with text added as needed.
The inspiration of the main structure came from local wild carrots. They blossom in an inverse dome to collect water and direct it to its roots. The grow like weeds and hog water from other nearby flora but that is what inspired the sheltering aspect of this structure. It also made for a strong modular element that allowed placement anywhere on campus.
Pavers are added and help with draining any excess water and make sure the walking area is comfortable when seeking shelter. Limestone boulders rest atop these pavers. They provide seating options that can be leaned against for larger ones and sat upon when using smaller or flattened ones. It is both functional and invokes the sensation of skywoman find new ground upon the shell of the turtle that would become the earth. It invokes a sense of comfort that can be found in nature.
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Prarie24 Rhythm Project Overview Thom Allen, Fall 2021 Classroom of the Future 0 Indiana St, Lawrence, Kansas 6,000 sq ftw Classroom of the Future
an experience for visitors through spacial reasoning and an understanding of hierarchy in the spaces you create.
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Key LearningUnderstandingOutcomeshowtocreate
DescriptionThisproject was to develop our site into our ideal for a classroom of the future. The space required two lecture halls, a comput er lab, a wood shop, and a communal space of our choice. This site was our final study focused on addressing issues with out site. This particular location featured a handful of challenges. For one, the surrounding structures limited natural daylight. It was also located near a train track so necessary insulation was required to limit noise pollution. This site was also relatively small and required us to retain a sense of scale to properly allocate space for the building. This program required a focus on education of the local environment. To address this I made the rooftops and surrounding plots host to natural prairie grasses. We were also introduced to complex terrain and utilized the existing topography in this project.
26 DEC 12PM JUN 12PM Site Analysis0IndianaSt Site KansasSunpathSoundResidentialIndustrialTrainRoadsParkSidewalkTopographyAreaAccessAreaTracksPollutionRiver Key Understanding the Site Paired with architecture 605, a course centered on visualizing a site and introducing environmental systems into your project, I began with a detailed analysis of my site to establish all variables that could impact my buildings overall design. Classroom of the Future
Rough Final (Based on Massing) Form &AfterProcessestablishing my ideal site I created a mass and iterated on my concept by adding additional conditions. This effec tively sculpted it into its final form creating a space that utilized the elements to its advantage. The massing ultimately embedding itself into the topography and angling its rooftop to absorb as much sunlight and retaining as much heat as possible.
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Southern Lighting Circulation Thermal Transfer Common Area
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In an effort to reduce the overall expense of operating this building we were required to introduce passive energy saving systems. Louvers and stacked clerestories along the southern wall limit daylight in the sum mertime while allowing more in the winter. Concrete floors act as thermal blocks that retain the heat from infra-red light. The southern lighting is mostly limited to the claristory so a white wall was placed along the north interior that reflects the light from the claristory as ambient lighting for the atrium space.Rooftop gardens are a visual staple of this design. As a deciduous element they provide additional protection in the summertime to insulate the building against the heat. Finally, along the eastern wall is a series of zippered windows. These capture north-bound winds in the summer to pro vide additional airflow in warm seasons. In the winter they deflect intense winds and reduce thermal transmission.
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Exterior Systems
30 Plan (Lower Floor) Plan (Main Floor) 1’=1/8” 10’ Classroom of the Future
ExperienceThespace inside the structure, in addition to having several areas dedicated to constructive learning processes, also have a number of common areas. The cafe has a variety of seating arrangements that allow for social engagement. This extends down into the stepped study areas that utilize the existing topography.
In the planning phase I established that the most optimal us for this hill was as an atrium to provide a calm open area that allowed for a variety of ways to interact with the structure and socially. The plant life extends into these spaces and the windows along the windows narrow, limiting noise pollution, but allowing engagement with the outdoors.-
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Amy Van der Wright, Fall 2020 Light DescriptionBoxThisproject introduced us to the use of light and shadow in space. The impact of shapes, spacing, rotation, rhythm, and motion each became something that impacted the experience of the journey through this visual space. The initial form was based on an exist ing precedent and by sketching and repeating an outline it became more unique and visually Keyengaging.LearningUnderstandingOutcomestheimpact of light and shadow in an enclosed space.
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ProjectNautilusOverview
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