ARCHITECTURE 2020-2021
PORTFOLIO INGRID BRANDARES
RESUME
INGRID JESYL G. BRANDARES
ABOUT ME Ambitious fifth year architecture student with a wide range of design experience and technical skills. Experienced in working in a group and independently through previous professional design internships as well as school projects. Creative and resourceful individual who designs passionately and sensibly. Eager to meet and learn from design professionals in the field who will help me hone in skills that are beneficial in the workplace and in any future endeavors.
EDUCATION EXPECTED 05/2022
Virginia Polytechnic Institute and State University Major: Bachelor of Architecture Minor: Smart and Sustainable Cities Dean’s List: 2017-Present
FALL 2020
Integrative Design Competition
05/2018 - 08/2018
Summer Qualifying Design Lab
Honorable Mention
WORK EXPERIENCE 301-686-4077 12/2021 - 01/2022
Assisted marketing sector in DLR Group by writing project narratives for existing and ongoing projects.
ingrid.brandares@gmail.com 06/2021 - 08/2021
Design Intern, DLR Group
Assisted ongoing architectural projects through sketching concept designs, creating renders for finished projects, digital modeling using Revit and Sketchup, creating presentation boards, and surveying project sites. Supported LEED documentation processes.
www.ijbrand.myportfolio.com/work 06/2020 - 08/2020
Design Intern, AECOM
Assisted ongoing architectural projects through detail drawings, sheet markups, and digital modeling using Revit. Supported LEED documentation processes. Worked on AIA competition submission, along with other interns, for the Roanoke office.
www.linkedin.com/in/ingrid-brandares
07/2019 - 08/2019
Graphic Design Intern, MyBook
Created promotional content including flyers, posters, t-shirts, A-frames, and a commercial video alongside other designers in the startup company.
Current Address: 1314 Henry Lane Apt. G, Blacksburg, VA 24060 Permanent Address: 8264 Linblake Ct Manassas VA, 20111
Design Intern, DLR Group
LEADERSHIP 08/2018 - 05/2019
Promotions Officer, Filipino American Student Association
Designed daily promotional content including digital posters for events and fundraisers, clothing designs for merchandise, program booklets for the annual culture showcase, and A-frame graphics for public advertising.
SKILLS INDESIGN
RHINO
ENSCAPE
SKETCHING
ILLUSTRATOR
REVIT
LUMION
BLUEBEAM
PHOTOSHOP
AUTOCAD
SKETCHUP
PYTHON
CONTENTS 01
02
MULTIPLICITY OF THE EDGE 5TH YEAR THESIS 2021 - PRESENT
03 LIBERIA YOUTH ACTION CENTER 4TH YEAR 2021
04 N
VT INNOVATION TOWER 4TH YEAR 2020
N
05 ARCHITECTURE SCHOOL EXTENSION 3RD YEAR 2019
KINETIC MACHINE 3RD YEAR 2019
CONCEPT SKETCHES
5TH YEAR THESIS| 2021-2022
MULTIPLICITY OF THE EDGE
MULTIPLICITY OF THE EDGE Martin Heidegger wrote (“Building Dwelling Thinking” in: “Poetry, Language, Thought”) ‘A boundary is not that at which something stops but, as the Greeks recognized, the boundary is that from which something begins its presencing’ An often neglected and underappreciated program such as a public restroom exemplifies this transitional gradient between public and private. We experience this transition from indoor to outdoor, typically as a gradient from private to public but how does architecture create these transitional elements in between? Even within the public restroom there is a gradient of privacy from the very private stall to the semi private washing and grooming area to the semi public entrance, marked by a door which is the metaphorical and physical gateway into the public realm. But public restrooms are often seen as a flawed typology. Due to lack of maintenance which can lead it to disrepair and oftentimes too much privacy which makes it a dangerous enabler of unwanted behavior. How can the boundary of a private function in a public space balance privacy while maintaining transparency to create safer and cleaner spaces for everyone? Do these edge conditions differ in different site population densities? In three different levels of density in public space, how can the edge indicate a gradient of privateness to publicness in order to create privacy as well as stimulate better behavior among its users?
1
rest
2
3 replenish
relieve
WORK IN PROGRESS
5TH YEAR THESIS| 2021-2022
MULTIPLICITY OF THE EDGE
LIBERIA YOUTH ACTION CENTER 4TH YEAR | 2021 SITE + CONCEPTS
SKETCHES BY: INGRID BRANDARES (UPPER LEFT) EMMA WIERZEL (UPPER RIGHT & BOTTOM)
LIBERIA YOUTH ACTION CENTER This project was a collaboration between myself and three other students, Zainab Hashmi, Yuxin Ren, and Emma Wierzel. This semester long project, meant to serve the surrounding Monstersarado neighborhoods in Liberia, folds into a seemingly fluid sequence of programs including a school accommodating students from early childhood to highschool, cafeteria, reception hall, a community clinic, Youth Action Office, rental office space, recording studio, tenant storefront and two residential units. The programs surround and face towards two courtyards that fulfill a sense of community among the site. The site is located along a busy street with surrounding buildings. The building is initially one story at the road and gradually increases in height going towards the back of the site. The building is inward looking and has multiple security points and gates from the open areas along the perimeter. The courtyards become the central point of the site and the initial viewing when first entering the main security gate. A smaller courtyard is situated in the back next to the reception area, becoming another gathering space for the school students. The youth action center became a space where we wanted to represent the interaction of the community and to facilitate this interaction through the courtyards, the ramp, and the differing levels of the building. These 3 aspects drove our design and became a tool through which we created a community within the center. Mainly divided into public and semi-private spaces, the program is based around the central courtyards that help facilitate movement throughout the site. These public and semi-private spaces are further divided into four categories: education, offices, clinic, and recording studio.
PPROGRAMMATIC AXON
DIAGRAMS BY: EMMA WIERZEL
4TH YEAR | 2021
LIBERIA YOUTH ACTION CENTER
CLASSROOM TEACHER’S OFFICE + LOUNGE RESIDENCES
HIGH SCHOOL CLASSROOMS
ELEMENTARY CLASSROOMS
SCIENCE LAB
JUNIOR HIGH CLASSROOMS
RECEPTION HALL TOILETS
KITCHEN
RENTAL OFFICES
STORAGE CAFETERIA
CLINIC
COMPUTER LAB
RECORDING STUDIO STOREFRONT
LIBRARY EARLY CHILDHOOD CLASSROOMS YAI OFFICES + ADMIN OFFICES
KITCHEN RECEPTION
STORAGE
CAFETERIA
RESTROOM
COMP. LAB
HIGH SCHOOL CLASSROOMS
LIBRARY
CLASSROOM
JUNIOR HIGH CLASSROOMS
EARLY CHILDHOOD
COURTYARD
ELEMENTARY SCHOOL CLASSROOMS
COURTYARD
RENTAL OFFICES YAI OFFICES + ADMIN OFFICES
CLINIC
LEVEL 1
RECORDING STUDIO
STOREFRONT
SCIENCE LAB
LEVEL 2
AXON BY: INGRID BRANDARES; PROGRAM BY: EMMA WIERZEL
LEVEL 3
TEACHER’S OFFICE + LOUNGE
RESIDENCES
LIBERIA YOUTH ACTION CENTER
LEVEL 4
LEVEL 1
LEVEL 2
PLANS + SECTIONS + ELEVATIONS
4TH YEAR | 2021
LEVEL 3
PLANS BY: ZAINAB HASHMI; ELEVATIONS BY: EMMA WIERZEL
SECTIONS BY: YUXIN REN
LIBRARY RENDER
4TH YEAR | 2021
LIBERIA YOUTH ACTION CENTER
VT INNOVATION TOWER 4TH YEAR | 2020
+ 107’- 3” Top of HITT tower
+ 100’- 10” Roof Top Level
+ 87’- 4” Sixth Floor
SITE + INTEGRAL SECTION
+ 73’- 10” Fi�h Floor
+ 60’- 4” Fourth Floor
+ 46’- 10” Third Floor
+ 33’- 4” Second Floor + 29’- 6” Top of Entrance
+ 0’-0” Ground Level
VT INNOVATION TOWER This project was a collaboration between myself and another student, Min Kim, to design two towers; one as Virginia Tech’s Innovation Tower and the other a headquarters for HITT. Both towers are situated alongside a factory which was another 4th year studio group whom we have collaborated with as well. Situated on opposite ends of the factory base, the conversation between the VT Innovation Tower and the HITT Headquarters is built based on their geometrical typology. Although both myself and my teammate, Min Kim worked together on this project, I mainly designed the structure and floor plans of the building. Both buildings facade both have the repetitive modularity of the diamond. The VT Innovation Tower utilizes the diamond shape from its continuous diagrid structure to its modular diamond facade. This geometry allows it to emphasize its verticality in comparison to the HITT Headquarters, which employs the diamond shape in a horizontal manner. The VT Innovation Tower is closer to the main road coming into the site. Its location was decided since the tower was serve as a public place for the community as well. It contains teaching, research, some office spaces, and public spaces concentrated on the lower floors. Its proximity to the street, allows it to be more easily accessible to the community living in the nearby neighborhood and students from the neary school.
+ 179’- 1” Top of VT Tower
+ 166’- 10” Roof Top Level
+ 151’ - 8” Eleventh Floor
+ 136’- 6” Tenth Floor
+ 121’- 4” Ninth Floor
+ 106’- 2” Eighth Floor
+ 91’- 0” Seventh Floor
+ 75’- 10” Sixth Floor
+ 60’- 8” Fi�h Floor
+ 45’- 6” Fourth Floor + 34’- 0” Top of Factory + 30’- 4” Third Floor
+ 15’- 2” Second Floor
+ 0’-0” Ground Level
EXTERIOR OF TOWER
4TH YEAR | 2020
VT INNOVATION TOWER
EXPLODED AXON PLANS + STRUCTURAL DIAGRAM
4TH YEAR | 2020
VT INNOVATION TOWER
INTERIOR LOBBY
4TH YEAR | 2020
VT INNOVATION TOWER
WALL TYPE RENDER + 3 DETAILS
4TH YEAR | 2020
VT INNOVATION TOWER
NODE CONNECTION
5
1.
GLULAM DIAGONAL MEMBER
1
2.
GLULAM BEAM
3.
CAPPING OF KNIFE PLATE JOINT OF DIAGRID
3
STRUCTURE 4.
COPPER SHEET METAL CAPPING CLIPPED ONTO BRACKET PIECE
5.
2
BRACKET BOLTED ONTO DIAGRID STRUCTURE
4
WINDOW FRAME 1.
PERFORATED METAL RAIN SCREEN
1
2.
VERTICAL MULLION
3.
DOUBLE GLAZING
2
3
1
2
BASE CONNECTION 1.
GLULAM DIAGONAL MEMBER
2.
METAL BASE PLATE BOLTED ONTO CONCRETE PODIUM
3
4
3.
CONCRETE PODIUM
4.
CONCRETE BASE
SITE + FORM DIAGRAM
3RD YEAR | 2019
COWGILL
BISHOP FAVRAO
DERRING
ARCHITECTURE SCHOOL EXTENSION
ARCHITECTURE SCHOOL EXTENSION The school of architecture and the entire university seem to be quite disconnected. This can be seen in the lack of engagement with the other students of the university with our school due to how the current school is structured. This extension of the architecture school in Virginia Tech is to promote the engagement of the entire university with the school of architecture. The goal is to enhance transparency in the school, and create a welcoming and open atmosphere for all. The site is located right next to the current architecture school, on the plaza, between two different levels. The site itself is a very active traveling path. Despite its design for seating, the space is not engaging on a social level. To enhance its potential to become a catalytic space, the most public function of the building, the cafe, is situated on the plaza level. The cafe opens up in the direction of travel, providing ease of access to those walking by. To enhance the transparency in the school , the fourth floor of the architecture school extension, is an open to all gallery that displays student work. The space can also function as an informal lecture hall for guest speakers and for student and faculty presentations. This floor is surrounded by glass walls, thereby becoming visible to the public. The stairwells of the building are all visible from the outside, creating an atmosphere that welcomes all students to engage with our school.
FLOORPLANS
3RD YEAR | 2019
FOURTH FLOOR
THIRD FLOOR
FIRST FLOOR
BASEMENT AUDITORIUM
ARCHITECTURE SCHOOL EXTENSION
SECOND FLOOR
SECOND FLOOR
NORTH SOUTH BUILDING SECTION
3RD YEAR | 2019
ARCHITECTURE SCHOOL EXTENSION
MODEL PHOTO
3RD YEAR | 2019
ARCHITECTURE SCHOOL EXTENSION
DIAGRAM
3RD YEAR | 2019
KINETIC MACHINE
KINETIC MACHINE A kinetic machine consists of joints that engage movement both in a physical and visual way. The individual joints engage the kinetic machine’s dynamic movements. Through the simple and chronological system of construction that was used in creating the machine, movement is also implied on the structure of the machine, while it is static. Our kinetic machine engages all three axes when only one axis is activated by the user. A pulling or pushing motion in one direction will activate an equal but opposite reaction in another direction. The central mechanism is very simple, it is made of a scissor joint that has vertical elements attached to the structure. The shell that contains the central mechanism was made to show the movement of the joints three dimensionally. The machine engages the way one moves and thinks about space. By keeping the material palette limited and simple shows the nature and limits of certain materials. This one month group project consisted of three members including myself, Kihun Kim, and Adrian Talasatas. I created the central mechanism that engages movement in two axes and the shell that connects directly to the scissor joint.
1 1/8” Corrugated Plastic 1 1/8” Acrylic 3/16” Square Basswood Sticks 3/16” Round Basswood Sticks Polyester Thread
DRAWING BY: ADRIAN TALASTAS
MODEL PHOTO
3RD YEAR | 2019
KINETIC MACHINE