Amanda Knight
Landscape Architecture AMANDA KNIGHT Student Portfolio 2017 landscape architecture student portfolio 2017
AMANDA KNIGHT (207) 446-0514
knight.466@osu.edu
sidney, maine
www.linkedin.com/in/amandalynnknight
WORK EXPERIENCE Oakland Department of Parks & Recreation Oakland, ME June 2014-August 2015
Village Inn & Restaurant Belgrade, ME June 2012-Present
EDUCATION Summer Camp Counselor »»Create and lead activities for 100 energetic children aged 6-12 »»Collaborate with 12 other counselors to fulfill daily goals and run the camp »»Develop children’s appreciation for learning, creativity, and physical activity
Server and Busser »»Greet and serve customers efficiently to ensure their satisfaction »»Assist and communicate with kitchen and wait staff to prepare for each night »»Train new bussers; teach how to balance tasks and optimize performance
INVOLVEMENT & LEADERSHIP SCASLA (Student w Society of Landscape Architects)
September 2014-present
Knowlton School April 2015-present
SERVitecture August 2014-present
2016 LABash Planning Committee March 2015-April 2016
President: ‘16-present
Philanthropy Chair: ‘15-’16; Freshmen Rep: ‘14-’15 »»Organize/lead club events that expose members to the professional field of landscape architecture »»Act as liaison with the professional chapter (ASLA)
The Ohio State University BS | Landscape Architecture Minor |Society & Environmental Issues Minor |City & Regional Planning »»Honors with Research Distinction »»Architecture, Landscape, & City Scholars Program Columbus, OH; May 2018
Messalonskee High School Oakland, ME; 2010-2014 »»Class Valedictorian »»National Honor Society »»U.S. Army Reserve National Athlete Scholar
AWARDS »» Best in Studio Awards SP16 & AU16 »» Lawrence W. Walquist Jr. Scholarship »» NAWIC Maine Chapter Scholarship
Ambassador
»» Research Scholar Grant
»»Meet with prospective students and conduct Knowlton Hall tours »»Promote and represent Knowlton School
»» STEP Research Fellowship
Events Committee: ‘14-’15
SKILLS
»»Plan and partake in architecture-related charity events and service trips »»Assist in organizing the annual Fashion Shau to raise money for Dress For Success Columbus
Scheduling and Speakers Committees »»Work in a team to plan, budget, and schedule 2016 LABash Conference »»Contact potential speakers and sponsors
Adobe Photoshop Adobe Illustrator Adobe InDesign Adobe After Effects AutoCAD Rhino 3D SketchUp Microsoft Office
CONTENTS
6
connecting community
10
capturing atmosphere
12
managing the mississippi
14
revitalizing the olentangy
18
evoking ground
20
drafting details
22
creating altercologies
26 28
documenting experience
master planning
graphic representation
animation and large-scale modeling
site design
woodworking
miscellaneous construction documents
ecological systems and site design
travel research
PROJECT GOALS Residential Three Creeks
Pickerington Ponds
Commercial Walnut Woods
Recreational system connecting community with metro parks
Transitional zone connecting sub-communities
EXISTING CONDITIONS
Ecologic Character Zones
Dividing Structures
Zoning/Sub-communities
Floodplain and Topography
CONNECTING COMMUNITY THROUGH RECREATION
AU2016 Studio: Design 4 - Ecology and Planning | Instructors: Jason Kentner and Tameka Sims The purpose of this studio was to concentrate on synthesis of landscape ecology and urban ecology principles with landscape planning and design at the district, watershed and/or regional scale, with a focus on integration of advanced inventory and analysis methodologies. My project is about connecting community through recreation at different scales -- the largest: a system of bike paths, waterways, and recreational nodes connecting three metro parks in central Ohio; the mid-sized: these nodes along the system corridors that connect sub-communities; the smallest: central recreational plazas that structure community development within the site. The particular site I chose lies between large residential and commercial zones, which I aimed to connect by bringing both commercial and residential aspects into the site and then overlaying it with recreational hubs that cater and further mesh the two sub-communities. 6 | connecting community
SITE STRUCTURE
MASTER PLAN
Site Division
Key Hubs Wetland Center Boat Launch Tree House Forest Site Subdivision
Picnic Area Outdoor Racquetball Residential Area Tennis Courts Boat House & Dock Hockey Rink Running Track Sports Complex
Building Zones
Highway Crossing Mixed-Use Area Commercial Area
CENTRAL POND RENDERING
Circulation
Connection Bridges
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WATERWAY RENDERING
PLAZA RECREATION
Climbing Wall
Bocce and Ping Pong
TRAILHEAD RENDERING Fitness Station
Market and Amphitheater
Volleyball
Playground
8 | connecting community
BRIDGE SECTIONS
Threshold crossed: power lines Ecology: field/prairie
Threshold crossed: stream Ecology: forest/stream
Threshold crossed: preexisting tree barrier Ecology: forest/meadow
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CAPTURING THE ATMOSPHERE OF GLEN ECHO RAVINE AU2015 Graphics Workshop | Instructors: Kristi Cheramie and Karla Trott
This assignment asked us to focus on the visualization and representation of local landforms, more specifically, Glen Echo Ravine in Clintonville, OH. Over the course of this project, we produced analog, digital, and hybridized works that captured the material story of this landscape: the range of material types, how those materials work together to create space, and how they respond to various local disturbances. This assignment included taking a manual section through the ravine using measuring tapes, lines, and levels, creating a collaborative analog section (not shown), and producing a site plan and two sections individually while attempting to capture the mysterious and moody atmosphere of Glen Echo through the rendered drawings.
10 | capturing atmosphere
N
Neighborhood edge Ivy ground cover and branches
W
E
S
Dark maple and oak canopy
Flat forested area
Glen Echo Creek
Section Capturing the Mystifying Essence of Glen Echo Steep eroded cliff Swamp white oak that overhangs water
Densely forested hill
Neighborhood edge
Section Capturing Morning Sky
Site Plan knight | 11
Exhibit
Gallery opening
Fabricated and artificially weathered display stand/model
Initial gallery model
Mississippi embayment animation
Details of the 16’x8’ Mississippi River Valley model 12 | managing the mississippi
Mississippi delta lobe animation
Animation and model on exhibition
MANAGING THE MISSISSIPPI: FROM MAGMA TO MUD AU2016 Advanced Technology Seminar | Instructor: Matthew Seibert
Resulting in a national traveling exhibit, this landscape seminar, deemed Radical Cartography, grouped us students into teams of four to collaboratively represent the geocultural history of the Lower Mississippi Valley through large-scale physical modeling and motion graphic storytelling. Our part of the exhibit resulted in the physical production of a designed, modular 8’x16’ topographic model with dimensional cartographic symbology, which we created using both digital fabrication tools (CNC router, laser cutter) and traditional woodworking techniques. Our teams then created video animations to be projected upon the model utilizing Adobe Creative Suite software (with particular focus on After Effects for motion graphics and sound design). Landscape architectural topics such as geomorphology, flood control infrastructure, and the cultural cost of inhabiting dynamic territories were engaged across multiple spatio-temporal scales and analog-digital tools. This exhibit was displayed first at OSU before it continued its travels to New York City to be shown in its original grant-supported form. knight | 13
SECTION FACING LINCOLN TOWER
REVITALIZING THE OLENTANGY
AU2015 Studio: Design 2 - A Walk on the Wild Side | Instructors: Karla Trott and Paula Meijerink This project explores site design, space making, and movement. The site is a dynamic environment that lies between the recently restored Olentangy River environment, a wild and spontaneously vegetated riverfront, and the controlled landscape of OSU’s Cannon Drive. This assignment included group site analysis, individual site analysis videos, and individual site design. My concept for this project was drawing the river into the site to reconnect people with the Olentangy. The site allows guests to interact with the water through a series of designed, traversable boulders that span the river’s new edge. These rocks mimic those that are found naturally built up on the bends and edges of the river and underneath the bridges that pass over the river. Multi-layered program found on each terrace of the site encourages bike path users, students, and other locals to stop in and experience the site. Designed public spaces include an amphitheater, a picnic area, and several spaces to sit and relax while enjoying the view of the river and the rest of the landscape. 14 | revitalizing the olentangy
SITE STRUCTURE
ADJACENT CONTEXT
PERSPECTIVE FACING PATH & TERRACES
Water Interaction
SITE PLAN
Circulation
Vegetation
Gathering Spaces
Rocky Areas
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SECTION FACING DRAKE UNION
Drake Union
Olentangy River
SITE MODEL
16 | revitalizing the olentangy
Bike Path
Boulder Area
Boardwalk
Amphitheater and Boulder Area
Picnic Area
Levee
Cannon Drive
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EVOKING GROUND THROUGH ACCUMULATION
AU2015 Studio: Design 2 - A Walk on the Wild Side | Instructors: Karla Trott and Paula Meijerink This project focuses on spatial manipulation and experience through movement, addressing topographical manipulation, spatial sequencing, landscape transformation, space organization, and orchestration of movement/path making. The first phase asked us to develop a physical model “evoking ground,” or an abstract sense of landscape. This 10”x24” model was to be built entirely out of an accumulation similar wood units and glue. I chose to represent a rolling rocky landscape defined by predetermined grids. Phase two asked us to introduce access, program, and vegetation to our “ground” to establish a further richness in a three dimensional environment. I did this by separating the cracks between my rocky pieces and transforming these lines into path that connects by bridges throughout the model. These pieces were also cut into sections and shuffled around to represent more of a quarry landscape. I experimented with the craft of burning wood, and topped the model with copper vegetation. 18 | evoking ground
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1 SIDE ELEVATION
THE OHIO STATE UNIVERSITY
SCALE = 1:2
KNOWLTON SCHOOL
E T-PLATE CONNECTIONS
A SLAT CONNECTIONS
SCALE = 2:1
SCALE = 4:1
CUSTOM T-PLATE TO CONNECT 2x6 BOARDS
A
15
80°0'
'-0
2x6 BOARD
275 W WOODRUFF AVE, COLUMBUS, OH 43210
16'-5"
18 '-5 "
2x2 SLATS SCREWED TO BOARD
"
C
B BENCH CONNECTIONS
D BACK BENCH CONNECTIONS
SCALE = 2:1
2x6 BOARD
SNOW FENCE CONSTRUCTION
D
2°0'
1'-6"
°0' 62
°0' 62
B
38°0 '
E
SCALE = 4:1
ANGLED PLATES AND FASTENERS TO CONNECT TO 2x4 BOARDS
C FOUNDATION CONNECTIONS SCALE = 1:1
2x4 BOARD
BOLT
2x4 BOARD
METAL FOOTING
2x4 BOARD
CONCRETE FOUNDATION
AMANDA KNIGHT
ANGLED METAL POST ANCHOR 2x4 BOARD
36"
18"
2x4 BOARD
2x4 BOARD
2ND YEAR UNDERGRAD LANDSCAPE
P1
18"
SNOW FENCE CONSTRUCTION
Students were given a rendering of the snow fence and were asked to create Rhino 3D model as well as a set of construction documents that reflect real dimensions of wood lumber and assemblies and propose connections and a foundation system.
Riprap Shoreline Hinged Ramp System Allows for floating dock to move with fluctuating water
Protects shore from erosion
Fixed Boardwalk
Provides secure structure for attached dock
Floating Dock System Smaller dock for smaller boats
Floating Dock System
Larger dock for larger boats and fishing
8’
16’
Dock
a structure extending alongshore or out from the shore into a body of water, to which boats may be moored
Source: Merriam - Webster Dictionary
DOCK
Knight/Wu
DOCK RESEARCH & CONSTRUCTION
DOCK
Knight/Wu
Students were required to research a natural or engineered water edge condition as well as produce a rendered axonometric drawing and basic construction drawing. I researched the floating dock, an engineered condition. 20 | drafting details
3'- 6"
1'- 6"
6'- 0"
rain garden
bench seating
paver pathway
3'- 0" concrete steps
5'- 0"
6'- 0"
1'- 6"
3'- 6"
concrete platform
gravel pathway
bench seating
rain garden
1'- 0"
5'- 0"
1'- 6"
3" 1'- 4" 1'- 0"
3'- 6"
1'-6" 1'-0"
3'- 0"
3'- 0"
6” compacted aggregate
3" planting soil
6” compact base perforated pipe
3” sand bed
2% slope
drainage gravel & perforated pipe
4” gravel path
1'- 6"
4x8 stone pavers with sand swept joints
1'- 6"
concrete structure
8"
galvanized steel frame
2'- 0"
3'- 0"
1'- 6"
2x4 wood slats 1/4” spacing
concrete retaining wall and bench
1'- 0"
subgrade
PATH CONSTRUCTION
Drawing Amanda Knight Students Section were asked to produce a set of five basic sections each with required elements such as stairs or swales, and afterwards Scale: 1” = 1’- 0” LARCH 3440 SP_2016 had to transform one into a construction section focusing on the subgrade details.
SILVER BROOK
Zelkova serrata
E
RIV
KD
O RO
RB
VE SIL
ALE SW
VEG
/BIO
Ginkgo biloba
EN
RD
GA
Cornus kousa 0’
81
8 82 TW
811’
E AN
Liqiudambar styraciflua
Ilex verticillata & Hydrangea macrophylla
812’
813.4
EL
Liqiudambar styraciflua
IS
NR SU
IN
RA
N
TIO ETA
813’ 814’
815’
Cornus kousa
816’
TW
AD 818.3
817.5
838
TE
828
828
818
BW
BW
838
838
TW
TW
TW 82 8
823’
827.4
Ginkgo biloba
2 82
825’
829’ 830’
828’
OL
Zelkova serrata
Ilex verticillata & Hydrangea macrophylla
829’
828.4
5
825.
5 829.
8’
Ginkgo biloba Cornus kousa
827’
PO
82
CE RA
R
TE
824’
826’
828.1
828.2 828.6
9.5
81 81 5’ 81 6’ 81 7’ 8’ 819 82 ’ 82 0’ 82 1’ 82 2’ 82 3’ 825’4’ 826’ 82 7’
USE
HO
822’
825.5
828.5 AD 828.3 829
1
819’
BW AD 828.3
ACE
RR
818’
820’ 821’
FFE 1: 818.7 FFE 2: 828.7
827.5
817’
823.4
TW
820.5 818.5
AD 818.3
820.5
828
817.5
828.9
Cornus kousa
GARDEN
’ ’
SITE PLANNING: PLACEMENT, GRADING, & PLANTING
Students were challenged to plan, grade, and plant a site based on the wants and needs of an invented client. Requirements included desired views, ADA accessibility, a pool, a garden, a deck, a turn-around driveway, etc. knight | 21
Interior Highland Upland Depression
Rocky Mtn. Alkaline Cliffs & Buttes
Summer
Fall
Sand & Gravel Tallgrass Prairie
Spring
Interior Highland Riverbank Shrubs
Winter
CREATING ALTERCOLOGIES
SP2016 Studio: Design 3 - Ecological Systems | Instructors: Jake Boswell and Justin Parscher This studio used a core fiction in order to focus and refine student’s familiarity with and ability engage dynamic ecological systems and thinking. Students were asked to develop hypothetical ecologies within the context of Columbus, OH, necessitating that they grapple with both a living system and the broader social and material context into which it was being inserted.
Phase 1: Ecologies
Each student was assigned four ecological groups identified in Plant Communities of the Midwest. For each ecological group, we had to understand and diagram the specific hydrological, soil, climatic, and vegetative conditions that work together to comprise that specific ecology. For each ecology, we produced four small realistic models showing the ecological group in all four seasons. 22 | creating altercologies
Phase 2: Machines
Students were paired up and asked to research, diagram, and create a functional model of an assigned machine that deals with water, wind, or solar power. My team’s machine was the hydraulic water ram, a machine that uses the energy of flowing water to pump the water from a lower elevation to a higher elevation without the aid of an external power source. Our built model was able to pump water over 20 feet in the air. knight | 23
Phase 3: Altercations
SITE PLAN
In this phase, each student was required to randomly select two of the earlier documented plant communities to combine with the assumption that the starting condition was neutral and site-less, but still had the climate of Ohio. Students were also asked to prescribe the ideal machine(s) necessary to hybridize the two ecologies. My hybrid Altercology consisted of Great Plains Oak Savanna and the Rocky Mountains White Spruce Forest. Because the savanna is a fire ecology and the spruce are extremely flammable, I separated them with water reservoirs that act as both a fire break and drainage for the savanna grass. I proposed control burns through a complex lightning rod system I designed. LIGHTNING ROD DIAGRAM
SECTION
CLOSE-UP MODEL PHOTO
24 | creating altercologies
SITE CONDITIONS T W E S
PITAL W CA
A D B R O
S T .
ST
N G R L I S T A S T .
RUSH
Y ALLE
T W E S
T E S T A
S T .
Noise
Phase 4: Micro-spas
In the final phase, each student was to introduce their Altercology into a site of their choosing in Downtown Columbus, OH, taking on an added function of providing space for relaxation, recreation, and reconnection to nature. These micro-spas were to be inserted while still allowing the hybrid ecology to function. I chose my site based on its ability to provide cool shade for certain vegetation and a concrete elevated railroad against which I could mound soil to create sloped topography. Selected program was based on my ecologies; in the spruce ecology there are sunken rock and moss gardens for meditating and in the savanna there are tanning and yoga decks. These programmatic elements also vary in size to allow different levels of privacy. The main concept of my project references a row of brick houses that once stood in the site by building various-sized brick walls to create rooms for program or to walk through as one experiences the site. This idea was inspired by the multiple repurposed factories, and old brick walls nearby the site.
Topo
Wind
Shading
History
SITE PLAN
CONTEXT
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SECTION A
SECTION B
MEDITATION RENDERING
26 | creating altercologies
YOGA RENDERING
x x
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CONSTRUCTION PHASING x
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SOIL VEGETATION STRUCTURE
SITE MODEL PHOTO
TRANSECT MODEL PHOTO
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NATIONAL PARKS & SITES VISTIED
DOCUMENTING THE NATIONAL PARK EXPERIENCE AMANDA KNIGHT
DR. DARCY GRANELLO
LANDSCAPE ARCHITECTURE
Grand Canyon, AZ Tallgrass Prairie, KS
DESCRIPTION
Mesa Verde, CO
This past summer I, along with five other Ohio State students from varying disciplines, traveled across the continent via minivan for two months to conduct research and compare the current state of select western national parks during the National Park Service’s centennial year. Each of us explored different aspects of the parks including campsites and trails, human impact on the environment, state and variety of park infrastructure, experience created through park design, and my own topic: the experience/process of traveling between the parks. All of this information is currently being compiled into a single collaborative booklet to tell our story and present our findings.
Bryce Canyon, UT Mammoth Cave, KY
6 friends
Canyonlands, UT Joshua Tree, CA
12 ice cream stops
Mt. Whitney, CA Lake Mead, NV
22 states
Pikes Peak, CO
11,879 miles
62 days
1 tent
4 time zones 2 cars
Yosemite, CA
28 parks
1 trip of a lifetime
Arches, UT Zion, UT Banff, AB Jasper, AB
go bucks
Glacier, MT Badlands, SD Mt. Rainier, WA Redwoods, CA Crater Lake, OR Yellowstone, WY Bob Marshall, MT Devil’s Tower, SD Grand Tetons, WY Mt. Rushmore, SD Rocky Mountain, CO
WHAT I LEARNED
FAVORITE PART
PERSONAL IMPACT
Stepping away from my normal life and allowed me to experience it through a new lens. I was able to let go of my inhibitions and immerse myself in travel and nature, resulting in a newfound wanderlust and passion. Journeying through the national parks presented me with new challenges that I gladly accepted and overcame to the best of my ability; I mastered the art of camping, I climbed the highest mountain in the continental US, I improved my driving skills, and most importantly I learned how to truly look at myself. From these challenges I gained and enhanced my own characteristics, becoming more self-confident, independent, courageous, flexible, spontaneous, and trusting.
With a trip like this, it was difficult to choose favorites. I loved that every day, I would wake up in a new place and get ready to encounter new adventures and new landscapes that I had only ever seen in postcards. A specific few favorite memories include: singing along to the Frozen soundtrack, climbing Mt. Whitney, adopting a pet animal cracker, being a little too adventurous at Pike’s Peak, seeing our friends Pam and Leah, accidentally running into Justin Bieber (and not knowing it), spending a few days at a lake house, stargazing in Montana, hiking up a river at Zion, building a fort out of beach wood, listening to Harry Potter on tape while driving through the night, and sleeping under the stars in Canyonlands – just to name a few.
This trip and all the transformations that came with it will continue to be of extreme importance for the rest of my life in more ways than one. I consider building confidence in myself to be one of the key transformations I made this summer, and one that is crucial to being successful and happy in life. I will also be able to look back at memories to reference mistakes, problem solving, and times of true happiness, all important in everyday life. On a more professional level, I am currently majoring in landscape architecture, and can now reference all of the natural landscapes I experienced in my designs. I might also potentially end up with a career in the National Park Service or a similar field, in which case all of our travels will be beneficial.
DOCUMENTING THE NATIONAL PARK EXPERIENCE Columbia River Gorge, OR
Sequoia-Kings Canyon, CA SU2016 Independent Research | Research Advisors: Kristi Cheramie and Jake Boswell
This past summer I, along with five other Ohio State students from varying disciplines, traveled across the continent via minivan for two months to conduct research and compare the current state of 30 select western national parks during the National Park Service’s centennial year. Each of us explored different aspects of the parks including campsites and trails, human impact on the environment, state and variety of park infrastructure, experience created through park design, and my own topic: the experience/process of traveling between the parks. All of this information is currently being compiled into a single collaborative booklet to tell our story and present our findings. Overall, it was an amazing adventure that allowed me to step out of my normal life and experience it through a new lens. I was presented with many challenges as we traveled to places I had never been before, and from that I learned more about myself than I ever had before, including a passion for traveling. 28 | documenting experience
PRE-TRIP: PLANNING October 2015 - May 2016
MID-TRIP: EXPERIENCING June 2016 - August 2016
CAR LAYOUT
MID-TRIP: RESEARCHING June 2016 - August 2016
C K
B
N A
J
POST-TRIP: PRESENTING September 2016 - now
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