Grad School Application Portfolio

Kyle Jamison

Education 2011-2016

2008 605-940-7568 kyle.jamisontech.com kyle.jamison@outlook.com

Bachelor of Science in Architecture (Expected May 2016) South Dakota State University • TSP Scholarship Recipient 2012 General Educational Development Certificate United States Army G.E.D. School • Graduated Top Ten Percentile in class of 100 soldiers

Experience 2012–present

2012-2013

Mobile App Developer SDSU Department of Web and New Media • Design and implement user interfaces • Work with Eclipse IDE and Android Development Tools • Design responsively to fit any screen size and orientation

2007-2011

Security Officer Sioux Merchant Patrol • Secure and lock buildings • Ensure safety and security at private social events • Search vehicles for weapons and explosives that enter secure areas

Skills Photography Photoshop Illustrator Indesign Rhino

Work Study SDSU Department of Architecture • Computer setup and support for faculty and lab computers • Website content editor • Set up wood shop in new building

2008-2009

IT Specialist/Analyst United States Army • Honorable Discharge in December 2009 • Trained to set up computers, equipment, and servers

Book Restoration Facility Instructor: Charles MacBride ARCH-242

The infill project based in Georgia looked to a book restoration facility. In dealing with the ideas of public versus private space, I created an open passage through the building for the public.

Moving up through the floors was through a stairway that tapers where the wider stairs on the first floor was the most public, and the top floor the most private with the stairs half the width of the first floor.

Cinema as Frames Instructor: Jessica Garcia-Fritz ARCH-342

The Studio explored the concept of designing a cinema based on frames. By thinking about how each moment of passing through or coming up to a building changes the way we see it, I designed a cinema that raises you gradually to the viewing room, winding back and forth each way. By breaking up spaces, the section or the frame becomes clear though the individuality of each space.

A 2

56'-1" 38'-8"

7'-11" 7'-11" A 6

1"

A

0"

60'-8"

B

UP 61'-5"

UP

C

2"

A 5

A 3

11'-9"

UP

27'-6"

E

13'-6"

UP A 7

13'-0"

D

F 14'-0"

Tickets

59'-0"

Concessions

UP G

A 4

Plan

scale: 1/16"=1'

A 1

N

Section

scale: 1/16"=1'

A 6

Section

scale: 1/16"=1'

A 7

Museum Massing Models Instructor: Jessica Garcia-Fritz ARCH-342

Dakota Prairie Children’s Museum in Aberdeen, SD was in need of expansion. With no surrounding buildings, we created models of how the building could expand in a multitude of ways, but also how to utilize the outside to the advantage of the museum.

9-Square Grid Professor: Charles MacBride ARCH-342

The nine-square grid project was a tool to further discover and understand the following elements of architecture laid out by John Hejduk in the book Mask of Medusa: “grid, frame, post, beam, panel, center, periphery, field, edge, line, plane, volume, extension, compression, [and] tension.� Color was also introducted as a tool. The color could either reinforce or diminish the readability of the grid or signify space or paths with less walls. My final version shown here revolves around the idea of views. Rather than a wide expansive view, I broke up visibility using interior and exterior walls that all run laterally to divide the landscape into frames where every space has a slightly different view or one that is framed differently.

3x3

1x4

10x1

3x3

1x4

10x1

3x3 + 5x5

3x3 + 16x16

3x10

3x3 + 5x5

3x3 + 16x16

3x10

3x5 + 16x4

5x3 + 12x8

6x6 + 4x4 nested

3x5 + 16x4

5x3 + 12x8

6x6 + 4x4 nested

Continuous Space

Static Space

Repetitive Spaces

Framed View Spaces

Module Study Instructor: Jessica Garcia-Fritz ARCH-431

Studying the circle and the square is really a two dimensional idea. When I asked, “What do you want to be, Chipboard?” the chipboard responded with planes. Therefore, my efforts to translate this two dimensional concept to that of three dimensions led to the usage of planar interactions. A product of the planar ideology is that of rather delicate joints. This is both a blessing and a curse. The curse was how to make the interactions (i.e. glue joints) and how to repeat the modules and converting the methodology to an augmented precedent. What ensued was an extreme simplification of precedent in order to translate into the planar language of the study models. This was the blessing, as the simplification became a language in and of itself. Of my three simplifications and augmentations of the precedent into a planar model, two were successes in my book, and to quote the great Meatloaf, “two out of three ain’t bad.” The failure of which I refer I believe was simply a product of not choosing the best option of comparison for precedent. I understand where the translation has failed and have learned from it, which is a success in its own respect.

American Indian Space Instructor: Jessica Garcia-Fritz ARCH-431

Using what I learned from making planar chipboard models with studying the circle and the square in the Module Study, I created 10 models using the same language of sorts to explore further the idea of Native American Centering. Centering doesn’t necessarily mean having something in the center of a round room or area, and I wanted to use some of my models to further examine the idea of that. Using the model at an infrastructural scale, I covered the largest green space on SDSU’s campus to make it absolutly impossible to avoid.

00 Miles

MN stone Pipe

il 350 M

es

Win d

Cav e SD

500

M il es

Site Section 1/64” = 1’

Mille Lacs Lake MN 2

Site Plan 1/64” = 1’

Jackrabbit Green SDS U 30 Mile

s Module Diagram

Module Interaction Diagram

Kyle Jamison 521 12th St. S. Lot 15 Brookings, SD 57006 February 12, 2016 Graduate School Admissions Committee South Dakota State University Brookings, SD 57007

To whom it may concern: I am currently pursuing my Bachelor of Science in Architecture at South Dakota State University. The purpose of this letter is to express my intention of pursuing a Master of Architecture here at SDSU. I started at SDSU as a non-traditional student and a high-school dropout. I decided that if I’m going to make a difference in the world, I needed a formal education.

Architecture has always been in the back of my mind from a young age where I used to draw houseplans with crayon. I didn’t even know there was a word for it at the time. Growing up in a low-income family, I lived in poorly designed houses and apartments, always wondering how they could be better. Though I changed what I wanted to be close to a thousand times, it all came back to architecture.

My experience thus far with SDSU’s Department of Architecture has only further reinforced how I feel about architecture and design and would love to continue my educational experience here at SDSU through the graduate program of architecture.

Sincerely, Kyle Jamison