under graduate portfolio JAKE SCHIRMER email jcs0086@auburn.edu phone 540 . 449 . 2431
AUBURN UNIVERSITY, CLASS OF 2020 B. ARCH + B. I. ARCH TABLE OF CONTENTS
1
table of c 05 13 19
activate 2
observing framework
EDUCATION, FALL 2017
ANALYSIS, FALL 2017
EDUCATION + RECREATION, SPRING 2017
studio 4A interior architecture
elements of interior architecture
studio 2
JAKE SCHIRMER | UNDERGRADUATE PORTFOLIO
contents 25 31 39
tectonics progession
color field
FULL-SCALE STUDY, FALL 2016
EDUCATION + RECREATION, SPRING 2017
INSTALLATION, FALL 2017
materials + methods of construction
studio 2
elements of interior architecture
TABLE OF CONTENTS
3
4
JAKE SCHIRMER | STUDIO 4A INTERIOR ARCHITECTURE
01
activate TYPE: EDUCATION LOCATION: AUBURN, ALABAMA DURATION: 60 DAYS TERM: FALL 2017 CLASS: STUDIO 4A INTERIOR ARCHITECTURE INSTRUCTOR: REBECCA O’NEAL DAGG
From the project statement: “This Innovation 2030 third year studio project is focused on the sustainable design for a public elementary school and school grounds in a ubiquitous suburban area of a college town. Located in the southern United States, due to the rapid growth of the university, the population of the town is quickly growing. More public elementary schools, such as this one for grades three through five, are needed to accommodate the population growth. The competition’s focus areas of energy and emissions, adaptation and resilience form a basis for the studio discussion. Substantial resistance from many citizens and businesses in the area and the state have made green power and lumber industries very complicated. Therefore these schemes offer more ecologically aware design features than the default for public schools currently being used in 2017. Ideally these new school designs provide prototypical models including architectural features that may be employed on multiple sites in this climate, which is hot and humid in two seasons, mild in the spring, and cold in the winter.” This project aims to promote the wellness and development of each student by centering all day-to-day related program around an activated courtyard. The result is a space that serves a variety of dynamic uses throughout a typical day, including interactive class assignments, school assemblies, recess, and lunch on the most beautiful of spring days. The image to the left shows the spacial flow from elevated cafeteria to activated courtyard.
FALL 2017 | ACTIVATE
5
second floor plan (not to scale)
7
7
7
7
16
7
7
21
13
15 18
6 3 5 7
7 7 7
7 7
22
23
6
JAKE SCHIRMER | STUDIO 4A INTERIOR ARCHITECTURE
1
Entry
13
Storage
2
Conference Room
14
Mechanical
3
Administration
15
Library
4
Office
16
Kitchen
5
Principal
17
Elevator
6
Vice Principal
18
Cafeteria
7
Classroom
19
Nurse
8
Restroom
20
Guidance
9
Special Education
21
Technology Lab
10
Art Room
22
Music Room
11
Gymnasium
23
Club Room
12
Locker Room
latitudinal section (not to scale)
www.autodesk.com/revit
first floor plan (not to scale) Consultant Address Address Address Phone
17 20
19
Consultant Address Address Address Phone
7
7
7
7
7
7
16
15
Consultant Address Address Address Phone
8 14 13
Consultant Address Address Address Phone
12 12
Consultant Address Address Address Phone
2
11 7 No.
Description
8
Date
7
1
3
4 4
7
7
7 7 8
9
10
Owner Project Name
Project Number Date Drawn By Checked By
Scale
A8
Project Number Issue Date Author Checker
1/16" = 1'-0"
1/28/2018 1:49:41 PM
Unnamed
FALL 2017 | ACTIVATE
7
1
Section Classroom
01
INTEGRATION
“Sustainable design expresses clear concepts and intentions while taking advantage of innovative programming opportunities.” Integrated solutions also incorporate numerous passive strategies and energy efficient specifications where applicable. (Comfort modeling shown below). A B C D E F G
Comfort (619 Hours) Sun Shading of Windows (1614 Hours) Natural Ventilation Cooling (1527 Hours) Fan-Forced Ventilation Cooling (1537 Hours) Internal Heat Gain (2301 Hours) Passive Solar Direct Gain Low Mass (862 Hours) Wind Protection of Outdoor Spaces (29 Hours) 55.6% COMFORT USING STRATEGIES (203 DAYS)
8
JAKE SCHIRMER | STUDIO 4A INTERIOR ARCHITECTURE
community center
02
elementary school
COMMUNITY
“Sustainable design values the specific needs of the community that ensures a better quality of life for all residents.” In this project, the library and gymnasium are sited to serve as an after-hours community center to promote the wellness of surrounding neighborhoods and communities. PROGRAM SQ. FOOTAGE
GRADES CLASSROOMS STUDENTS
Elementary School 70,000 sq. ft. 3RD, 4TH, 5TH 24 (8 per grade level) 450–500
03
ECOLOGY
“Sustainable design protects and benefits ecosystems, watersheds, and wildlife habitat in the presence of human development.“ The implantation of native plants ensures future site success while also establishing a dependable water drainage system. 24-HOUR 2-YEAR EVENT STORAGE CAPACITY
ROOF GRASS PAVERS
RUNOFF VOLUME
4.5 inches 4,600 cubic feet 40,000 square feet 100,000 square feet 3,000 square feet 15,500 cubic feet 71% MANAGED ON-SITE
FALL 2017 | ACTIVATE
9
ISOLATION STUDIES
THE EVOLVING LIBRARY + MEDIA CENTER
Libraries have evolved from strict historical catalogs, to innovative collaboration spaces with gateways to the leading edge of technology. The Library + Media Center for this elementary school excells towards the latter while also staying true to the historical significance of the establishment.
technology labs designate space and importance to the most current education technologies outdoor balcony space promotes the wellness of the library occupants by increasing access points to fresh air, while also passively heating and cooling the space during respective months outdoor terrace space provides a place for engagement between the school body and the surrounding neighborhoods stacks of books make the knowledge of the world available to every student
group interactive spaces endorse engagement among students during group assignments and other library-related tasks
10
JAKE SCHIRMER | STUDIO 4A INTERIOR ARCHITECTURE
THE REIMAGINED CLASSROOM
Elementary school teachers have devoted their lives to the education of our next generation. Therefore, the design of the reimagined classroom is centered around allowing the room to flex to the needs of the individual teacher or lesson, while also promoting student wellness and community as a whole.
oor to ceiling glass promotes the wellness of the students while also creating an immersive community across the entire school collaborative desks may be arranged in practically any orientation suitable for learning geometric shelving allows efficient storage of desks, supplies, personal items, and technology technology supplements traditional white boards, allowing for interactive presentations and hands-on lessons to become commonplace
FALL 2017 | ACTIVATE
11
12
JAKE SCHIRMER | ELEMENTS OF INTERIOR ARCHITECTURE 1
02
observing TYPE: OBSERVATION + ANALYSIS LOCATION: AUBURN UNIVERSITY, ALABAMA DURATION: 14 DAYS TERM: FALL 2017 CLASS: ELEMENTS OF INTERIOR ARCHITECTURE 1 INSTRUCTOR: KEVIN MOORE
From the project statement: “First, we will carefully observe how the elements of an interior may structure social practice. Think of it as the shape and dimension of human interaction. As socialized individuals, we know it when we see it. As designers, however, we need to see it to know how it works. Only then can we manipulate it with intention. This knowledge of a continually unfolding social landscape is peculiar to the design of the interior. It is not a logic of objects, but a logic of inhabitation. We will try to understand this through drawing. Projecting the world onto a drawing would seem to be what drawing is about. Luckily, this is not possible. We live in a far too messy and delightful world. So, focus your attention.” The first step of design involves careful observation of existing conditions, and the development of questions from such observations. Through this analysis, greater solutions can be generated; not for the goal of dazzling compositions, but for the goal of a successful future through the lens of design. This crucial step rings especially true when considering the interior environment of which people will spend the majority of their time. This project involved a collaboration of effort between Jake Schirmer, Aaron Neal, and Conner Tomasello.
FALL 2017 | OBSERVING
13
ACTIVITY reading homework socializing waiting
01
OBSERVATION
The shape, dimension, and quality of interior architecture defines the subsequent human interaction within. Therefore, the careful observation of such qualities leads to conclusions not only of successful space, but also prosperous socialization among peers.
14
JAKE SCHIRMER | ELEMENTS OF INTERIOR ARCHITECTURE 1
TIME OF DAY 9 am 11 am 2 pm 5 pm
FALL 2017 | OBSERVING
15
02
ANALYSIS
After reviewing the observations, tangible data was developed from each individual space according to time of use and common activity.
PLAINS
The most open space in the building with virtually no vertical definition.
Although the majority of patrons were observed doing homework, they did not tend to stay very long. Many patrons attempted to study but seem to become quickly overcome by the insecurity of the space.
44% socializing 8% waiting 48% homework
9 am 29% 11 am 32% 5 pm 21% 2 pm 18%
16
JAKE SCHIRMER | ELEMENTS OF INTERIOR ARCHITECTURE 1
CAVE
The most intimate space of the building defined by the stair above.
Underneath the stairs, patrons found themselves with many “nook� options, usually leading to a longer stay. Interestingly enough, this was also a space used heavily for socializing between classes.
LODGE
The most sheltered space of the building providing refuge from the main flow of traffic.
As perhaps the most popular space among the three, the lodge offered patrons prospect and refuge within a single space. This is most likely attributed to the U-shape as well as the mid-level (16 ft) ceiling above.
40% socializing
32% socializing
10% reading
19% waiting
50% homework
9 am 25%
49% homework
9 am 30%
11 am 25%
11 am 19%
5 pm 20%
5 pm 21%
2 pm 30%
2 pm 30%
FALL 2017 | OBSERVING
17
18
JAKE SCHIRMER | STUDIO 2
03
framework TYPE: EDUCATION + RECREATION LOCATION: AUBURN, ALABAMA DURATION: 32 DAYS TERM: SPRING 2017 CLASS: STUDIO 2 INSTRUCTOR: MARY ENGLISH
From the project statement: “The first assignment the semester will leave the structure of the city behind for the Alabama landscape. The Auburn University School of Forestry and Wildlife Sciences manages and cares for the Louise Kreher Forest Ecology Preserve. This site (120 acres) has been developed as an educational space providing programs, experiences, nature trails and natural habitats for education, study and relaxation for students and citizens of all ages while creating an atmosphere of discovery and stewardship toward our natural world. As a discovery and nature center, the Forest Ecology Preserve offers programs throughout the year. The Preserve is interested in extending educational opportunities in the preserve through the development of a series of structured outdoor spaces and pavilions. These spaces will be used by faculty and students for instruction, as well as the by the public and is often used by school groups, clubs, as well as bird enthusiasts.� Focusing on the landscape conditions of the site, the proposed pavilion should facilitate conditions of prospect + refuge: observation + retreat. Whereas the statement does not call for specifically-conditioned space, the relationships between roof and sky should be carefully thought out and articulated. The goal of the structure should be to support existing activities and reframe the landscape for the experience of the visitor.
SPRING 2017 | FRAMEWORK
19
FORM
The structural system aims to recall the forest by aggregating elements and creating beautifully honest joints between them. Each structural bay consists of glue-laminated timber beams, thinning in number as they rise. Thin steel dowels join each timber honestly, revealing the true heart of the project. Lasty, the board-like shading elements further mimic the light filtering through the forest.
ground to column connection detail, highlighting the “floating� timber beams above the floor decking.
20
JAKE SCHIRMER | STUDIO 2
assembly of column, peg, and railing at terrace level
square boards rest atop the structural bays for shading
688
690
692
AXIS
The axis of the structure is oriented parallel to the tree line, responding to the natural context. A secondary axis intersects the primary arcade to frame the main amphitheater and sustain the large gathering space for raptor releases.
Utilizing the roof structure, an elevated terrace allows visitors to gain new perspectives for personal prospect or public events. On the north side of the structure, visitors will also find a smaller, more private amphitheater within the forest, aimed at preserving the natural atmosphere for smaller groups. Each of the spaces are designed around certain functions, but each also intentionally lends itself to the flexible nature of the sequence, recalling that of the surrounding forest. 688
690
692
696
PLAN
terrace floor plan (not to scale)
696
ground floor plan (not to scale)
SPRING 2017 | FRAMEWORK
21
latitudinal section (not to scale)
BB SECTION
longitudinal section (not to scale)
22
JAKE SCHIRMER | STUDIO 2
- 1/8” = 1’0”
SPRING 2017 | FRAMEWORK
AA SECTION - 1/8” = 1’0”
23
24
JAKE SCHIRMER | MATERIALS + METHODS 1
04
tectonics TYPE: FULL-SCALE STUDY DURATION: 14 DAYS TERM: FALL 2016 CLASS: MATERIALS + METHODS OF CONSTRUCTION 1 INSTRUCTOR: MARY ENGLISH
From the project statement: “The term tectonics has multiple connotations. It often refers to lightweight, post and beam construction, or that which contrasts the stereotomic, which is heavy and of the earth. It also suggests that the connections between materials have an established language. The methods in which materials come together have the potential to speak about their context and the hands and tools that joined them. While materials are the media of our discipline, methods refer to their relationships. Through this exercise we can understand how a different context and/or conceptual idea can vary the way materials interact.” While overall conceptual studies may assist in starting an architectural project, the details must also be isolated to achieve a thoroughly successful project. In the following case, the joint between two “plates” can provide endless opportunity to further a concept in furniture or other human-scale objects. Join those two plates using only “sticks” (long narrow elements of the same material) the project can produce incredibly crafted results. AGGREGATED:
Create a combination that is made of many smaller parts. Break your given elements down into a system of related parts to then reassemble them in a new way. Use at least two different elements.
FALL 2016 | TECTONICS
25
AGGREGATED
This final prototype aimed to deliver an elegant, yet strong solution. The repeated “sticks� create a smooth transition between plates. Ideally, this joint could be applied to other human scale projects, such as tables or chairs. The following diagrams illustrate the production of each element, along with the assembly to reach the final product.
1
PLATE Begin with a flat plate, generated from a single sheet of plywood.
3 REPEAT Repeat step 1 + 2 with a new plate of wood. However, these notches shall be opposite the first plate.
6 ENFORCE Add blocks to enforce the connection between stick and plate.
26
JAKE SCHIRMER | MATERIALS + METHODS 1
2 NOTCH Using a bandsaw, notch the plate with alternating depths of 1/2 inch and 1 inch.
4 STICK Begin with a straight, 1/2 inch x 1/2 inch x 6 inch piece of wood.
7 REFLECT Reflect final stick assembly, whereas the deep notch is now on the top, rather than bottom.
5 CURVE Curve the element in a smooth consistent manner, as to blend the two plates.
8 REPEAT Repeat this reflection until all notches are filled, and a smooth joint is achieved. Sand for desired finish.
FALL 2016 | TECTONICS
27
28
JAKE SCHIRMER | MATERIALS + METHODS 1
FALL 2016 | TECTONICS
29
30
JAKE SCHIRMER | STUDIO 2
05
progression TYPE: EDUCATION + RECREATION LOCATION: CAHABA RIVER, ALABAMA DURATION: 46 DAYS TERM: SPRING 2017 CLASS: STUDIO 2 INSTRUCTOR: MARY ENGLISH
From the project statement: “The Cahaba River winds 192 miles from Birmingham to Selma Alabama where it meets the Alabama River. Along its path, the river crosses the fall line and several ecological zones leading to its vast biological diversity. Due to this diversity in flora and fauna the Cahaba River remains a popular river for recreation. Recently efforts have been undertaken to remove dams that have altered the flow of the river and has opened the river up to recreational boating opportunities on the river. The Cahaba River Society and Alabama Engine have developed a plan to create the Cahaba Blueway. The Cahaba Blueway will consist of river access points, trails and pathways that allow visitors to experience and appreciate this natural resource.� This recent Blueway development calls for the design of a facility to support future growth through education and recreation. The goal is to provide spaces for educational gatherings, while also improving public visitor access to the Cahaba River. All-in-all, the Cahaba River Ecology Center should serve as a gateway between the biodiverse Cahaba River and human interaction from citizens across central Alabama. Additionally, successful designs should address various site specific factors such as: approach, relationship towards the edge of the water, and rising flood water levels.
SPRING 2017 | PROGRESSION
31
B
ground floor plan (not to scale)
A
A
B
32
JAKE SCHIRMER | STUDIO 2
CAHABA RIVER ECOLOGY CENTER
The Cahaba River Ecology Center aims to provide a place of education, exploration, and celebration. Arriving visitors are greeted with a clear line of sight through the transparent main hall before parking and beginning the progression through the building. A main courtyard, framed by the main hall and functional spaces sustains a point of decision upon which visitors may traverse the ramp to the water or enter bright main hall. Classrooms and gallery spaces intersect the main hall, creating privacy among these spaces. The exterior finishes mimic the diversity of the river by sourcing materials from the northern (natural stone) and southern (timber) portions of Alabama.
AXIS The project is oriented around two axis of path and view. Visitors are met with a direct line of sight from the site entrance through the main volume, that then transforms to an axis of path, upon which visitors experience the building.
7 6
1
8
4
5
1 5
2
3
SEQUENCE A strong sequence down the path and through the project manufactures an experience of intimacy and intrigue. Visitors looking to access the river experience a different sequence than those there for education.
PROGRAM (1) Bathrooms + Showers, (2) Boat Storage, (3) Observation Platform, (4) Multi-use Space, (5) Classrooms, (6) Gallery, (7) Office, (8) Outdoor Deck
SPRING 2017 | PROGRESSION
33
section BB (not to scale)
section AA (not to scale)
34
JAKE SCHIRMER | STUDIO 2
EXPERIENCE
The project is sited along the edge of the bank to consider the experiential qualities of arriving visitors from the adjacent Highway 280. The approach is aligned to pull visitors into the small entry courtyard before contrasting that space in the vast main hall. Visitors could then continue through the hall to find the conditioned space replaced with an open air deck elevated 15 feet above the river bank, sustaining an all-new perspective of the rushing river below. view for visitors upon approach (1/32” = 1’ 0” site model)
detail view for visitors upon close approach (1/4” = 1’ 0” section model)
relationship of the building to the river
structure of wings to the main hall
SPRING 2017 | PROGRESSION
35
scupper roof insulation structure waterproofing layer 18’ 0” - TOP OF STRUCTURE
glue-laminated timber
15’ 8-1/2” - WINDOW MULLION
11’ 7” - WINDOW MULLION
10’ 0” - WINDOW MULLION
timber columns triple-glazed window glass wood accent banding 2’ 10” - WINDOW MULLION
concrete clad with vernacular stone
hardwood flooring aluminum window mullion base concrete foundation 0’ 0” - FINISH FLOOR
-1’ 0” - GRADE
36
JAKE SCHIRMER | STUDIO 2
PRECEDENT STUDY PROJECT LOCATION ARCHITECT CONSTRUCTED
Summit Station Toggenburg ÂRegion Herzog & de Meuron 2015
The Summit Station lends itself as a valuable precedent study to the Cahaba project through its similar experiential, structural, and formal strategies. Perched atop a popular ski destination of the Toggenburg region, the station serves as a place of rest + refuge for visitors and athletes alike. The structure is made entirely of glue-laminated and cross-laminated timber elements, creating a warm, natural environment on the interior and exterior. Formally, the central spaces of both projects feature linear, sloping components to create communityoriented multi-functional spaces.
SPRING 2017 | PROGRESSION
37
38
JAKE SCHIRMER | ELEMENTS OF INTERIOR ARCHITECTURE 1
06
color field TYPE: INSTALLATION DURATION: 13 DAYS TERM: FALL 2017 CLASS: ELEMENTS OF INTERIOR ARCHITECTURE 1 INSTRUCTOR: KEVIN MOORE
From the project statement: “The final project will expand on your SURFACING projects to create a space that can be understood as an interior. You will work in small teams to conceive and execute a model to be displayed in the gallery. An enveloping model will attempt to project the spectator inside. It will also enact a social response, although this will be quite difficult to predict precisely. What can be precise, however, is the physical artifact and its spatial effects. GEOMETRY: To produce a physical artifact, geometry is necessary. Use it with intention. RULES: Rule-based order cannot replace geometry, but it can direct decisions regarding form and material. SURFACES: Now is your chance to test the spatial effects of color, texture and sheen. Choose materials for these effects first. Think “bright matte green” or “shiny dimpled black” before choosing AstroTurf or aniline leather.”
Interior architecture provides the opportunity to control the lens through which an environment is not only viewed, but experienced. “Color Field” explores these transparent experiences through manipulations of color, depth, and focus. Careful consideration of transparent conditions drives the narrative of the project, from visual to cognitive to social. The following work is a collection of efforts between Aaron Neal, Ingrid Stahl, and Jake Schirmer.
FALL 2017 | COLOR FIELD
39
METHOD
The approach yields the first experience as one of solidity, through which the box functions as a whole. Surface effects are visible, but are not yet to an extent of immersive experience. Upon closer inspection, the box reveals more intricacies, first by that of the clear straws. The opposite side consists of an opposite condition: colored straws. Expanding from the center, the arrangement of the straws on each side facilitates a central view of the interior core. As the core and transparent sides are coupled together, the full exploration of color can be experienced whereas the user experiences a colored core through clear straws, or a clear core through colored straws. Furthermore, the intermediate sides which bridge the experience from one experience to the other, are entirely reflective, rejecting all views of the core. However, this opaqueness is not apparent until fully immersing into the view of a single straw. The result of the experience is not only intriguing, but also uncomfortable as it reflects the social consequences of a transparent field.
COLOR THROUGH CLEAR Clear straws frame the view of a polychromatic core.
40
JAKE SCHIRMER | ELEMENTS OF INTERIOR ARCHITECTURE 1
HYBRID Straws with a single stripe of color reject view of the core, but rather reflect the outside experience.
CLEAR THROUGH COLOR Colored straws frame the view of a monochromatic core.
FALL 2017 | ENVELOPING
41
42
JAKE SCHIRMER | ELEMENTS OF INTERIOR ARCHITECTURE 1
MOTIVATION
COLOR FIELD (2017) Motivated by the observations of transparent social interactions, “Color Field” aims to provoke preceding notions of privacy.
In the same sense that “private” interactions in a public space are anything but, so are the interactions with the box. To many, their investigation and intrigue is led by misunderstanding or curiosity. However, in pursuit of such answers, many are met with uncomfortable exposure of their own unexpected reflection. The result stands as somewhat of a narrative on the work of transparency in architecture. It may exist as visual, cognitive, or social manifestations, all along the same progression of experience. “Transparency means a simultaneous perception of different spacial locations. Space not only recedes but fluctuates in continuous activity.” It was the ultimate goal that the box could do the same. It was successful with shifting special depth and expectation, but falls short in some aspects of clarity. In the literal sense, the acrylic creates the illusion of the box being out-of-focus, but also in the figurative sense that some experiences require further explanation for all to understand.
PUBLIC SPACE, TWO AUDIENCES // DAN GRAHAM (1976) Dan Graham’s installation establishes the upper threshold of social privacy by creating a one-way transparent relationship.
PLACE DES VOSGES // HENRI IV (1605) The oldest planned square in Paris provides the platform for dozens of “private” interactions within an all-but “private” space.
FALL 2017 | COLOR FIELD
43
JAKESCHIRMER LEED Green Associate
email jcs0086@auburn.edu phone 540 . 449 . 2431
B. Architecture B. Interior Architecture AUBURN UNIVERSITY, CLASS OF 2020
thank you for your time.
*Images on p. 37 are used in compliance of fair use laws without authorization from owner http://inspiration.detail.de/summit-station-in-the-toggenburg-region-113511.html