Undergraduate
TABLE OF
CONTENT
Curriculum Vitae
Page 04
Facade Design
Page 06
India Rural Education Center
Page 10
Ironbound Branch Library
Page 16
Architecture of Interiority
Page 24
Photography
Page 34
Curriculum vitae educational background Bachelor of Architecture | New Jersey Institute of Technology (NJIT) Newark, New Jersey
2010 - Current
P.A.N.T.H.E.R. Academy | High School Paterson, New Jersey
2006-2010
work Experience Residence Assistant New Jersey Institute of Technology (NJIT) | Newark, New Jersey
2011 � Current
Electrician Assistant Shadow Electric | New Jersey
2011 Summer
activities
04
American Institute of Architecture Students
2013 - Current
Society of Hispanics Professional Engineers
2011 - Current
Educational Opportunity Program
2010 - Current
Hopkins Yarleque (201)704-5491
hopkins973@gmail.com hy74@njit.edu
skills Photoshop | Illustrator | InDesign Graphics
AutoCad | Revit | Rhinoceros 3D Modeling
Excel | Powerpoint | Word Processing
Pencil | Pen | Markers Mixed Media
Competition NJIT's Master Mason, 1st Place New Jersey Institute of Technology (NJIT)
2012 Spring
Annual Photography Showcase New Jersey Institute of Technology (NJIT)
2013 Spring
Interests Languages | Photography | Sketching | Traveling
05
52 JAMES STREET Newark, New Jersey spring 2011
06
07
For the design of my facade I focused on the potential views along James street rather than the frontal view. This allows the residents to experience more of the city as they lounge within the facade. The facade masks interior and exterior views by the alternate shifting of columns, this shifting also allows for the filtering of light through the house, including the basement. This allows the basement to be more enjoyable and used as a living space. The facade includes several glazing elements such as the skylightwhich allows light into the stoop as well as other floors. The operable windows on the front facade and the frosted glass panels on the side of the building to make the transition from the street into the residence more pleasing.
Foundation Detail
Stoop Detail
1'x2'x2" TILE
2"4" WOOD BEAM
1'2'6" CMU
STEEL PLATE CONNECTION
2" INSULATION BOARD
1" SHEETROCK
08
CONCRETE
A
WOOD PLATFORMS 2� HEXAGON BOLT
1 3/8� THREADED SEEL CABLE
Back Section
Front Section
Facade Design 09
INTERGENERATIONAL RURAL EDUCATION CENTER Modasa, Gujarat, India spring 2012
10
11
My project is exploring how to take advantage of the natural elements as courtyard boundaries as well as integrating proportions for proper location for the programmatic spaces as well as fluent circulation throughout the different spaces. I analyzed axial patterns in order to find reasoning to the location of the programming as well as thermal conditions to accommodate not only the students but the visitors as well and make the rooms more comfortable by reducing the amount of heat that penetrates the rooms as well as allowing for better air circulation throughout the . As one progresses from the small dense indoor spaces, such as the classrooms and offices to the high dense areas, such as the canteen and resource room, the courtyards spaces increment in size as well. The dominant materials used in this design are vernacular such as clay, rammed earth, and bamboo to appeal to the surrounding villagers and to point out that they don’t need outside resources to grow forward.
Golden Ratio
Ground Floor Plan
N 1
Apply Golden Ratio to Site
3
1 7
1
2 5
2
5
2
Create straight path by pulling ends
2 2 2
12
6 6 4
1. Offices 2. Classrooms 3. Resource Room 4. Canteen 5. Adult’s Restrooms 6. Children’s Restrooms 7. Cricket Field
Use squares as courtyards
Exploded Axonometric
Assembly Bamboo
Rammed Earth
Clay
Education Center
1st. Courtyard View
13
Section AA
Section BB
Section CC
14
2nd. Courtyard View
Education Center
Entrance View
15
IRONBOUND BRANCH LIBRARY Ironbound, New Jersey spring 2012
16
17
Mass Infill
The design behind the Ironbound Branch Library came from a site study that identified that the Ironbound area consists of many housing units that have a commercial functions on the ground floor. I took the idea of separating the function via height movement and developed a system that implements this into a library designing project. I decided to place the programmatic spaces that will have more circulation into the ground floor and basement floor and the areas that will capture people would be separated by the change of function due to height change. I wanted to make the experience of changing by giving the visitors the opportunity to view both spaces as they progress from one to another. The fourth floor is a green roof that gives an end to the height change by providing an open space for the visitor to stop and see the differences.
Ground Floor View
1st. Floor View
2nd. Floor View
3rd. Floor View
Heavy vs. Light
Light Mass wraps Heavy Mass
Heavy Mass is Placed Inside Light Mass
Setback Creates Plaza 18
4th. Floor View
Heavy Mass is Lifted
Light Mass is Buffer Zones [Circulation]
Ground Floor Plan
Basement Floor Plan
WALNUT ST.
4
6
C
8
UP
UP
1
B
ADAMS ST.
4 7 UP 9
Library
3 A
UP
UP 5 2
01 02 03 04 05 06
| | | | | |
Lobby Cafe Periodicals Staff Work Room Community Meeting Room Staff Lounge
07 08 09 10 11 12
| | | | | |
Gallery Children’s Area Community Room Book Sorting Room Stacks Adult reading Area
13 14 15 16 17 18
| | | | | |
Computer Workstation Offices Group Study Room Solitary Study Area Outdoor Plaza Closet
19
1st. Floor Plan
2nd. Floor Plan
UP
UP 18
18 UP
UP
12
11
13
DN UP
UP
10
20
01 02 03 04 05 06
| | | | | |
Lobby Cafe Periodicals Staff Work Room Community Meeting Room Staff Lounge
14
07 08 09 10 11 12
| | | | | |
Gallery Children’s Area Community Room Book Sorting Room Stacks Adult reading Area
13 14 15 16 17 18
| | | | | |
14
Computer Workstation Offices Group Study Room Solitary Study Area Outdoor Plaza Closet
4th. Floor Plan
UP
DN
3rd. Floor Plan
18 DN
16
DN
15
01 02 03 04 05 06
Library
17
UP
| | | | | |
15
Lobby Cafe Periodicals Staff Work Room Community Meeting Room Staff Lounge
07 08 09 10 11 12
| | | | | |
Gallery Children’s Area Community Room Book Sorting Room Stacks Adult reading Area
13 14 15 16 17 18
| | | | | |
Computer Workstation Offices Group Study Room Solitary Study Area Outdoor Plaza Closet
21
Section AA
22
Section BB
Section CC
Library 23
ARCHITECTURE OF INTERIORITY Philosophical Investigation fall 2013
24
25
The idea of this project was to explore a field of interest such as emotions, memories, activities and translate them into a datum that will develop into an architectural idea. I chose to explore the feeling of anger and how it has an effect on the person that experiences it. I identified anger as a series of forces that shapes and molds a surface depending on the size and direction of the force. There are two types of forces, point forces that represent single actions that trigger the feeling of anger and the second force that starts small and it broadens as it gets closer to the surface. I wanted to express anger as a result of annoyance rather than a feeling that will lead to rage. The surface described would be the individual who is under the pressure of these forces. The outside surface is a solid non-linear mass that represents how even though anger is present, it has little effect on the person. The interior consists of a triangular framing system that is able to hold itself together and this is a representation of a person's concrete ideas and thoughts to remain solid under the pressure of anger.
Interiority Under Investigation
ANGER
:
A strong feeling of annoyance, displeasure, or hostility.
ANGER
26
ANGER
MAD
INSINCERE
RELATIVES
DISHONESTY
AUNTS/COUSINS
FRUSTATION
ACTIONS/COMMENTS
DISAPPOINTMENT
THOUGHTS/DREAMS/GOALS
IDENTIFY ANGER AS A FORCE
FIRST ENCOUNTER
DAMAGE [EFFECT]
USED TO IT [NO EFFECT]
1st. Courtyard View
Interiority 27
Nature of Movement
BEFORE INTERACTION
28
INTERACTION
Form Creating OUTSIDE FORM
MASS
INTERIOR FORM
Interiority 29
Section AA
30
Section BB
Interiority 31
Section CC
32
Interior Views
Interiority 33
PERSONAL PHOTOGRAPHY
34
35
Photography
36
Photography
Photos 37
Photography
38
HOPKINS YARLEQUE hopkins973@gmail.com (201)704-5491
HOPKINS YARLEQUE hopkins973@gmail.com (201)704-5491