MAGDALENA CHECO Spitzer School of Architecture
MAGDALENA CHECO Spitzer School of Architecture Portfolio of works 2010-2013
“STRUGGLE TO SKETCH THE FLOW THAT ALREADY EXISTS INTACT IN MIND” JACK KEROUAC
Magdalena Checo Bernard and Anne Spitzer School of Architecture magdalena.checo@gmail.com Works from 2010-2013
1
TABLE OF CONTENTS Year 4 College of Mount St. Vincent
3-10
Year 3 Harlem School of the Arts Bushwick Dwellings
11-16 17-24
Year 2 Pool House Precendent Study II Garden Refuge
25-30 31-32 33-36
Year 1 Weather Station Precendent study I Place
37-40 41-44 45-48
Other Projects Construction Tech II Construction Tech I Independent Study Design Build Artwork
51-53 54 55-58 59-60 61-66
2
3
College of Mount St. Vincent Dormitories Fall 2013 Professor Krevlin
4
5
College of Mount St. Vincent | Fall 2013 | Professor Krevlin
College of Mount St. Vincent | Fall 2013 | Professor Krevlin
6
The College of Mount St. Vincent is located in Riverdale, Bronx. The campus is heavily forested and gated. It has a view to the Hudson River. For my dorm I wanted to take advantage of this school’s connection to nature instead of separating it. It is raised 15 feet from the ground to avoid blocking the view from the ground level.
7
College of Mount St. Vincent | Fall 2013 | Professor Krevlin
College of Mount St. Vincent | Fall 2013 | Professor Krevlin
8
9
College of Mount St. Vincent | Fall 2013 | Professor Krevlin
The Dorm rooms face West to the river and more wooded forest. Because of the Western sun I decided to apply movable and permanent fins. The shared areas break through both ends of the building to create a connection between the social space
on the East created by the other dorms and the view on the West. These protrude out on the East to give a texture to both facades along with the Fins on the West. The material intended for the facade are Quartz Zinc panels, to blend with the natural surrounding.
College of Mount St. Vincent | Fall 2013 | Professor Krevlin
10
11
The Harlem School of the Arts Spring 2013 Professor Llonch In Collaboration with Man Tung
12
The Harlem School of the Arts is an arts school located on 645 St Nicholas Ave that gives children a variety of after-school classes on dancing, music and visual arts. In our project we tried to emphasize that there needs to be a visual connection between the interior and exterior. The connection of bringing art to the community is
13
beneficial to not only residents but to students. To accomplish this goal we thought of a design that would both open the facade and keep some privacy. To bring light for the appropriate rooms by adjusting the program and keep others more private.
The Harlem School of the Arts | Spring 2013 | Professor LLonch
The Harlem School of the Arts | Spring 2013 | Professor LLonch
14
A.
B.
15
The Harlem School of the Arts | Spring 2013 | Professor LLonch
SECTION C
SCALE: 1’-0” = 1/8”
C. A. North Section (Through middle gathering space) B. North Section (Through Gallery) C. First floor plan D. Third floor plan
SECTION C
SCALE: 1’-0” = 1/8”
SECTION D
SCALE: 1’-0” = 1/8”
D. SECTION D
SCALE: 1’-0” = 1/8”
The Harlem School of the Arts | Spring 2013 | Professor LLonch
16
bushwick dwellings Fall 2012 Professor Foyo In Collaboration with Man Tung, Moe Myat Thu, Melissa Santana, Veronica Rivas, Evan Kalogiannis, Christian Camacho, Tiffany Urosa, Billy McMillen, Nooreen Kagzi, Deswacy Powell, Diana Zwetzich
17
18
19
Bushwick Dwellings | Fall 2012 | Professor Foyo
The neighborhood of Bushwick has gone through many changes in the past. It has a been a prime spot for immigrants for decades but in present times crime has gone up. it went through a drastic change again when artists started to rent the abandoned warehouses as lofts. This marks the beginning of gentrification. This is a mixed impact on existing residents; crime goes down but real estate and rent prices go up. This forces many residents to leave.
Bushwick Dwellings | Fall 2012 | Professor Foyo
20
A.
21
Bushwick Dwellings | Fall 2012 | Professor Foyo
B.
Through this project we realized that we can design something that can leave a positive impact on this neighborhood. We learned about the culture that exists and the culture coming in. Each of us designed two affordable courtyards whose residents contribute to a community farm. This is located on top of an existing warehouse converted into a community space. So with this project we hoped to leave a positive impact during its change.
D.
Bushwick Dwellings | Fall 2012 | Professor Foyo
22
E.
F.
G.
A. Overall roof plan B. Overall floor plan C. Overall topography plan D. Long Section E. Section courtyard A
23
Bushwick Dwellings | Fall 2012 | Professor Foyo
I.
H.
J.
F. Section courtyard A G. Floor plan courtyard A H. Floor plan courtyard B I. Section courtyard B J. Section courtyard B
Bushwick Dwellings | Fall 2012 | Professor Foyo
24
pool house Spring 2012 Professor Bagchee 25
26
repetitive structure to create a sense of distance and perspective
27
Pool House | Spring 2012 | Professor Bagchee
The local public schools near 128th street on Convent ave do not have enough space for sports, a good practice for teamwork and leadership in children. For my pool I decided to make it public and focus on its competitive aspect with an olympic sized pool. The design was derived by the repetitive use of structure from the precedent study: The Floating Opera. Using this skeletal structure I was able to “bend� it to allow space for viewing, seating, bathrooms and more. With these ideas i hoped to give public school children an outdoor playground and a competitive place for swimming.
Pool House | Spring 2012 | Professor Bagchee
28
29
Pool House | Spring 2012 | Professor Bagchee
Pool House | Spring 2012 | Professor Bagchee
30
the floating opera Precedent study spring 2012 Professor Bagchee In Collaboration with Man Tung 31
The Floating Opera (Shwimmbad Wuppertal) is a pool in Wuppertal, Germany that has a repetitive structure to serve its purpose. The structure supports the seating and under the seating are entrances. At the center is the pool. This building becomes a delicate bowl where all types of weight are considered. We made study models on the structure and learned the delicate nature of this building. The structure then inspired the Pool House of the next project.
Precedent Study II | Professor Bagchee
32
Garden refuge fall 2011 Professor bagchee 33
In this Garden Refuge a few troubled teenagers are sent to live in, I decided to make a tent-like communal space. Through closer living and relying on other people this would promote teamwork and cooperation. The living space is connected to the garden space and a green house. We chose a garden tool and drew a represention of the movement of the tool vs. the body. For the pick axe there are two uses, to break and to dig. These create opposite movements, to throw down and to pick up. This refuge comes from that form. A building that comes out of the neighboring wall and goes back into the ground.
Garden Refuge | Fall 2011 | Professor Bagchee
34
35
Garden Refuge | Fall 2011 | Professor Bagchee
Garden Refuge | Fall 2011 | Professor Bagchee
36
Weather station spring 2011 Professor stigsgaard 37
The site was at an abandoned dock near the Holland Tunnel. This is a musical weather station and is situated at the end of the dock. A new dock is added to make a path to the city but avoids the existing remnants. This station measures waves through pressure and sound. There are light metal tubes on a track which are pushed by water, and as it hits
against the metal edge of the dock it makes a sound depending on the current. The platform becomes a new dock for visitors, and is set similar to a stage. The second floor becomes offices connected where people can view the water or city when walking to other rooms.
Precedent Study I | Spring 2011 | Professor Stigsgaard
38
39
Weather Station | Spring 2011 | Professor Stigsgaard
Weather Station | Spring 2011 | Professor Stigsgaard
40
gilardi house
Precedent study spring 2011 Professor stigsgaard In collaboration with Veronica Rivas, Madelyn Pena, Michael Delgado
41
For the first precedent study we were split into groups of four, two houses were assigned per group. We first made drawings and switched these drawings with the other two group members to make a model out of. Through this we learned about the similarities and differences between Jorn Utzon’s Can Lis and Luis Barragan’s Gilardi house. Both houses deal with light, while both deal with color very differently. Utzon blends his house with the surroundings while Barragan uses the color as a representation of Mexican culture and to affect light differently in each space to make it warm or cool.
Precedent Study I | Spring 2011 | Professor Stigsgaard
42
Can Lis
Precedent study spring 2011 Professor stigsgaard In collaboration with Veronica Rivas, Madelyn Pena, Michael Delgado
43
Precedent Study I | Spring 2011 | Professor Stigsgaard
Precedent Study I | Spring 2011 | Professor Stigsgaard
44
place fall 2010 Professor stigsgaard
45
46
For this project we were asked to choose a moment from the path project and choose three actions. I chose the last obstacle of my path which was partially dark and hidden, but also included the end, the top. The actions are hiding, searching and viewing. To accomplish this I added half walls, to both hide and find someone, which blocked each other off to continue searching, and stairs to overlook all.
47
Place | Fall 2010 | Professor Stigsgaard
Place | Fall 2010 | Professor Stigsgaard
48
OTHER PROJECTS
49
CONSTRUCTION TECH INDEPENDENT STUDY Design Build ART WORK 50
construction tech ii spring 2013 Professor llonch In Collaboration with Man Tung 51
The Josephin Baker School is a primary school located in Le Courneuve, France. For this project we examined the material that puts this building together and how it relates to what we’ve learned. To do this we made 3D models that show the structural walls of the building along with a section of the typical insulation used for the roof in this building.
52
STRUCTURAL WALLS JOSPHINE BAKER SCHOOL LA COURNEUVE, FRANCE
FLOOR 3
ACADEMY OFFICES
FLOOR 2
CLASSROOMS, COURT, SPORT AREA, MULTIMEDIA ROOM, ACTIVITIES ROOM, DORMITORY, TEACHER ROOM
FLOOR 1
CLASSROOMS, LIBRARY, COMPUTER ROOM, OFFICE, INFIRMARY, CARETAKER, CAFETERIA, ACTIVITIES ROOM, TEACHER’S ROOM
MATERIAL: REINFORCED CONCRETE 53
Construction Tech II | Spring 2013 | Professor Llonch
construction tech i fall 2012 Professor akselrod In Collaboration with Man Tung
In Construction Tech I we were taught basic construction drawings. We learned how to draw wall details, the type of material to use and how to make schedules.
54
innovative minds Independent study spring 2013 Professor stigsgaard In collaboration with man tung, moe myat thu, simit christian
“how does this relationship (between advanced technology and the physical world) influence architecture and its context?� 55
56
57
Independent Study | Spring 2013 | Professor Stigsgaard
This is a virtual school that can be easily installed and transported in developing countries, giving children and adults a fair opportunity in learning. The energy to power the courses come from the “Solar Umbrella� and the screens are Flexible LCD to allow change of height and position.
Independent Study | Spring 2013 | Professor Stigsgaard
58
1'-3"
1" 1'-14
1" 44
33 4"
1" 1'-84
1'-73 4"
80째
1" 1'-22
Design Build fall 2013 Professor weintraub 59
60
artwork
61
The mediums are oil paint, pen, pencil, ink wash, and watercolor. these are works done outside of school. Primarily figures, portraits and still life.
62
63
64
65
66
Magdalena Checo Bernard and Anne Spitzer School of Architecture Works from 2010-2013
Portfolio of works 2010-2013