UndergraduatePortfolio by Kyle Miller

                    

     



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  

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   

 

   

 

  



 

 

        

studio The Composition [akron oh]

_p. 8-11

Project Visualization

second year studio

Professional Work

Fourth Year Design Studio Exchange Retail/Office Complex [akron, oh] _p. 19-23

third year studio

_p. 12-15

Spedale di Sant Antonio [lastra a signa, italy] _p. 27-31 Dresden School of the Arts [dresden, germany] _p. 32-35

fourth year studio

Third Year Design Studio

Kent National Archives [kent, oh] _p. 42-45

First Year Design Studio Kent State Student Art Center [kent,oh] _p. 48-51 Origami Museum _p. 52-55

etc.

Downtown Theraputics [kent, oh] _p. 38-41

professional work

Second Year Design Studio

etc.

professional work

fourth year studio

third year studio

second year studio

studio

etc.

professional work

fourth year studio

third year studio

second year studio

studio

studio second year studio third year studio fourth year studio professional work

The basis of its design stems from impressionist art of the early 20th century, a rising type of art which the original residents of Stan Hywet cally, the design illustrates the work of Piet Mondrian through its very literal interpretation of his 1921 Composition with Large Blue Plane, Red, Black, Yellow, and Gray.! The nature of Mondrian"s composition originated from the

etc.

The proposal of the The Composition! tree house was determined on several factors affecting both those who will interact with the structure as well as the design of the structure itself. The concept of interaction with the house was broadened from its original physical meaning. In addition to designing a house! that would both be visually appealing and physically interactive, the composition! proposes a new level of intellectual interaction.

[image courtesy of hedge photography]

studio fourth year studio

Utilizing the very public nature of this site, the design presents an appealing tree house that will draw the public into the grounds. In addition, the large forms rising above and over the retaining wall also provide a great opportunity for visual merchandising of Stan Hywet as well as the Treemendous Treehouse program.

professional work

third year studio

second year studio

of lines and colors morphing the artwork to adapt to the developing taste in impressionistic art of the early 20th century. Paralleling the evolution of Mondrian"s tree, the form of the proposed Composition! is meant to present an evolution from the traditional nature of the property and its historical context into the highly modernized tastes and technology of the 21st century. By reviving Mondrian"s efforts, the Composition! combines its colorful building block look with an reference to the society in which the Seiberlings lived; The building block look and appealing colors attracting children of all ages to climb, play, and sit on the structure while their parents stand back and discuss the contrast between the natures of the dynamic society of the early 1900"s with that of the present.

etc.

evolution of the traditional realistic painting of a tree. Through a series of studies, the tree is eventually

studio second year studio third year studio fourth year studio professional work etc.

My responsibilities at my internship have provided me the opportunity to work with architectural visualization products. Much of my responsibility is presentation design. Illustrated here are several projects I worked hand in hand with architects to visually represent the intended design ideas. I have visually represented projects ranging from civil street redevelopments to elementary schools. Additionally, I have provided many animations and walkthroughs to accompany the still images represented.

etc.

professional work

fourth year studio

third year studio

second year studio

studio

etc.

professional work

fourth year studio

third year studio

second year studio

studio

       

  

studio second year studio third year studio



fourth year studio

 

professional work

  

etc.

     

_site plan

_exchange st. elevation

etc.

professional work

fourth year studio

third year studio

second year studio

studio

summer sun

winter sun

_transverse section

_isometric section

studio second year studio third year studio

           

fourth year studio

  

professional work

 

etc.

    

etc.

professional work

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studio second year studio third year studio fourth year studio professional work

My design proposes an addition to the structure that maintains the character of the existing Brunelleschi arcade while forming a community gathering area in the central town location. The form of the addition embraces the piazza space while providing separation between

etc.

Located 10 minutes outside of Florence, Italy, Lastra a Signa is a small town encompassed by medieval city walls. Consisting of very few roads and little to no public space, the central area of the town is overtaken by a massive parking lot. This parking lot is adjacent to a small project by renowned Italian architect Filipo Brunelleschi. This structure is in the process of being renovated into a community library. Behind the library is an outdoor theatre space.

_site plan

etc.

professional work

fourth year studio

third year studio

second year studio

studio

_transverse section

studio second year studio third year studio fourth year studio professional work etc.

the existing outdoor theater and the highly public piazza. By elevating the form from the ground, the structure begins to speak of Brunelleschi"s arcade through a symbolic reference to the existing arcade. These columns provide a lucid barrier between the theater and piazza spaces. At night, the columns become illuminated to provide lighting within the piazza. Doing so provides a very different experience at night than during the day.

studio second year studio third year studio fourth year studio

The site of this project is located in the heart of the redeveloped city. Surrounded by communist housing, the proposed design uses the circulation paths of the residents to manipulate the overall form. Once accomplished, the resultant forms

professional work

the city"s infrastructure was burnt to the ground by the allied forces during the war. Once the war was declared over, Dresden remained a member of the communist ruled area of Germany to the east of the Berlin wall. During the communist regime, the city that lies in ruin was rebuilt with a plethora of communist housing and apartment complexes.

etc.

Dresden, Germany is a city that was annihilated by World War II

_animation storyboard

second year studio etc.

professional work

the Arts. Doing so created an additional way for one to understand the societal impact the design has on the city of Dresden.

third year studio

In lieu of the social formation of the overall design, I used this project as a means to experiment with a new presentation method. I created an animation that illustrates the unique qualities of the existing context of Dresden and its impact

fourth year studio

Emphasizing the uniqueness of the site"s central location, the exterior organization was reinterpreted to provide the interior program of the school of the arts. Doing such provides the occupant of the space with an experience of the design on multiple scales.

studio

as a creative center for the city"s universities.

_interior perspective studies

etc.

professional work

fourth year studio

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studio second year studio third year studio fourth year studio professional work etc.

The proposed design of the downtown theraputic facility utilizes various levels of isolation from the collective. Through an array of several types of spatial barriers, the user is presented with an intrinsic sense of separation from the most commonly used areas of the spa. Solids are utilized to create the most dominant feeling of isolation; semi-solid barriers (such as horizontal and vertical colonnades) decrease the isolation from the central public areas but still provide a inferred isolation; curtain walls serve as a lucid barrier preventing sound and free circulation into an area, yet exposing the interior program to the public; lastly, per perceived spatial separations, such as change in materiality, provide a very limited isolation while still creating a transition into a differ differ-

sauna

salon

pri. lounge

off off

ENTRY LOBBY ENTRY CONTROL

fitness fitness

PUBLIC LOUNGE



SALON OFFICES ICE BATH



FIRE POOL SAUNA

ice bath

fire pool

mass mass

INDOOR POOL

mass mass indoor pool

entry/ control

outdoor pool

sun+ gray deck

LAUNDRY JANITOR’S CLOSET

OUTDOOR POOL MASSAGE ROOMS PRIVATE LOUNGE SUN + GRAY DECK FITNESS ZONE SQUASH COURTS MEN’S CHANGING ROOM WOMEN’S CHANGING ROOM TOWEL DESK SERVICE AREA

public lounge

_transverse section

studio second year studio third year studio fourth year studio professional work etc.

ent programmatic space. The compression and expansion of circulation paths also manipulate the feelings of the user to foresee an increase of isolation or a contradictory increase in the freedom of a particular space. Doing so allows the user to experience the amount of separation essential to attaining the maximum capacity for relaxation the various programs are meant to provide.

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between glass and solid forms illustrates the areas that are intended for public use versus those intended for private storage and organization of volumes. Elaborating upon this distinction between spaces, the formal techniques of the space create a language of cir circulation paths through the space

professional work

The archive building emphasizes the separation of public and private spaces, as the two propose a -

etc.

In designing the nation archives, three dominant traits resulted from analysis of the site"s context. Paralleling the surrounding architecture in Kent, OH, the archiv building presents a horizontally based plan interrupted by select vertical forms. These forms symbolize the few tall buildings existing upon Kent"s

studio second year studio

itself, the public movement through the archive is directed through the faceted roof plane. Upon entry, the undulation of the roof plane remains visible through use of ex-

fourth year studio professional work etc.

and vertical forms. The faceted roof plane opens onto a great stair on the dominant intersection adjacent to the site further emphasizing the invitation of the public into the archive building.

third year studio

of program opposes the stagnant nature of the archives, which are

etc.

professional work

fourth year studio

third year studio

second year studio

studio

studio second year studio third year studio fourth year studio professional work

The design process began with an analysis of circulation paths of typical architecture students. Through a timeline of a week, students were asked to map their daily routes to class, dining halls, and dormitories in hopes of uncovering similarities and patterns of paths throughout campus. The resultant form proposes several types of gathering areas and community gallery spaces. The point of convergence of the three forms acts as both a exterior study area as well as a performing arts center for the students.

etc.

The student center at Kent State University is a hub of activity for the campus as a whole. The object of this design was to create a student center for the various types of art students around campus. Serving art, sculpture, architecture, graphic design, and art history majors, the proposed structure is a creative node for the University.

_aerial perspective

etc.

professional work

fourth year studio

third year studio

second year studio

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studio second year studio

The design of the origami museum was a resultant of a series of spatial studies. These studies were focused on various types of over/under space, deep/embedded space, and surface/envelope spaces. The watercolor sections begin to describe these spaces

etc.

professional work

fourth year studio

third year studio

museum.

etc.

professional work

fourth year studio

third year studio

second year studio

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