Mariane exchange portfolio

2014_2015 Academic Year Nottingham Trent University Mariane Alves Martins Exchange Student Portfolio n0600564

_about 2013 WorkShop Representar Brasil

Participated in Hugo Paiva (FAUUSP) one-day intense workshop. Exploring tecnical

drawings to improve drawing skills and the perception of the city.

2013 International Seminar “Culture, Heritage and Master Plan: Dialog instrument and Citizenship” | 16 hours

Seminar about the neighborhood of Bexiga (São Paulo). Participated as a listener of the

international seminar and supported in assembling the historical presentation of

neighborhood by Technical Dalva Thomaz. Organization: Department of Historical Heritage

(DPH), Municipal Council for the Preservation of Cultural Heritage (CONPRESP), Municipal

Secretary of Urban Development (SMDU) and São Paulo Metro. Area of expertise:

Historical, Urban Planning.

BIRTHDAY

NACIONALITY E-MAIL

EDUCATION

04.06.1992 Brazilian marianealvesmartins@hotmail.com University of São Paulo | 2010 - Present Architecture and Urban Planning

High School - Objetivo Suzano | 2007 - 2009

LANGUAGE

Portguese and English

SKILL

Drawing: AutoCAD | Sketch Up | VRay Graphic

Deisgn: Adobe Photoshop, Illustrator, InDesign | Microsoft Office 3D

Modeling: Hand Drafting and Modeling | Laser Cutting | Digital Fabrication ACTIVITIES AND

2012 - 2013 Research entitled “To remove for what? The fate of the removed areas with

slums in the 1970’s at city ofSão Paulo”.

Guided by prof Ana Castilho Barone at Faculty of Architecture and Urban Planning

- University of São Paulo (FAUUSP) in Urban Planning area.

WORKSHOPS

2013 - one week International Workshop MARCONIBrazil Activity based in the headquarters of

postgraduate courses of Faculty of Architecture and Urban Planning - USP - São

Paulo with the colaboration of Faculty of Architecture of Uruguay - Montevidéu

(FARQ UY) and Faculty of Architecture of Santa Fé - Argentina (FADU - UNL).

Development of an intervention project in the Marconi neighborhood, Montevideo,

with proposals for installation of public facilities and the identity of the area.

2014 - 2015 (one year) Science Without Borders | UK

One year exchange student program in Nottingham in a undergraduate BArch (hons)

Architecture and a research project in Urban Planning area.

WORK EXPERIENCE

2012 Freelancer preparation of maps and diagrams in the field of urban planning for the

departMent of architecture and urbanism of FAU - coordinated by Professor Ana Claudia

Barone Castilho search.

2013 - 2014 (6 months) Stage in the Research and Survey section of the Department of Cultural Heritage -

Municipal Culture (DPH). Assistance in the preparation of graphic material, bibliographic

processes and field visits for assembling tipping surveye levantamento do Departamento do Patrimônio Histórico

2014 (5 months)

Stage in VOGA - Graphic Design and Architectural Projects. Assistance in CAD in

interior and architectural projects.

The Nottingham’s Canal _the pop up

is a canal opened in

1796 after the need of routes to Nottingham without the use of Erewash Canal. Initially, the canal connected Langley Mill and

_book

Nottingham and it was used to link the coal mines (Erewash valley) to the north and south. It was heavily user for freight until the arrival of the railways and trains. At this time in Nottingham, water transportation was replaced by rail and the Canal went through a period of neglect. Nowadays, the Canal is a nature and wildlife reserve. Below is a map drawn by hand with the canal and its surroundings. It is interesting to note that most of the constructions of the surroundings are stores, such as Sainsbury. Those, usually do not face the canal and are separeted by a `wall of vegetation`. The only exceptions are a bridge linking the central patio of HM Revenue & Customs and a small path that links the parking lot of Sainsbury. However, most of the residences located along the canal have their living room windows (apparently) facing the canal.

In this exercise we were asked to analyze the canal and find our specific interests about it. My initial inter

place and, after thinking about it, I started to be interest in people. What do the citizens think about the c for them either?

Based in what interested me most during my visits

my vision of th

is a calm and quiet place, with great views from historic points in Nottingham city. Most of all, its a enjoya

contact with nature and provides a moment of relief. Based on this, I worked with the meaning of thec c

consideration the current users - everyone who uses the canal and somehow is related to it. I tryed to u motivations that led to this place and how this is relates to the fact that the canal is a place of transition.

So, Who are the users?

Seeing the can

Who lives nearby There are some residential buildings and houses that face the canal. In order to enjoy this nature view, in all visits it was possible to see the residents sitting on the porch and having breakfast or reading. On the last visit, we saw a lady feeding the ducks from the third floor window.

Boat residents The marina of Nottingham is part of the canal and it`s possible to moor boats along it. There are many of boats on the canal. Its presence created a very pleasant environment, with beautiful views and a residential sensation.

Pedrestians Compared to the number of people on the street Wilford, there are a small number of pedestrians moving through the canal. During our visits, we saw about 6 pedestrians per 5 minutes. Among these, two types were identified: those who use the path to get fit and those who make it a shortcut to some destination.

Tourists

Cyclist

Fishermen

Although the only tourists that I saw were architecture students, I believe the canal is a tourist reference for

The largest movement was observed with the cyclists. Every ten minutes we saw about 15 cyclists in both

I wasn`t able to see fishermen in canal during my visits, but I put them here because I know that fishing is an

_integrated design studio Title of Work LOCATE [MAKING CONTACT] SITE Term and type ONE - INDIVIDUAL Tutor RICHARD What was requested (brief) “This first short project acts as a spring board for the year in that it immediately gets you thinking about place. The project requires you to tell the narrative of the CANAL picking up on specific character, atmosphere, history, people etc. Focus on what captures your imagination that only you see with your eyes. This three week project is a chance for you to show off your observation, narrative and presentation talents and for us to get to know you. You will learn a fundamental of architectural design: how to rapidly and poetically describe the site as it appears to you.”

What I learned with it This was the first work that I had to do in the university.

It was, also, the first class. I arrived in Nottingham really close to the beginning of the academic year, so I did not have time to settle down in my flat. I remember that everything was confusing, as I was not used to the accents. For me, this was the worst “project”. Just before the submission, I remember having a conversation with a friend in which we were both surprised as all the brazilians were lost about what to submit and how the tutors, mostly the head of the course, was incapable of helping us. Although what is requested in the brief of this work and shown in left, this is basically a child’s book. It was supposed to be a ludic and fun book in wich we captured an aspect of the canal and try to pass it for a child. If I had this clarity of proposal then, I think the submission would have been much better. What I have submitted, instead, it is not even a book. It was a one page piece with many pop up cards with indicative titles. For example, a card saying “the natural life” and when opened it showed a visual of ducks and vegetation. But, it was not a bad projec at all. I was able to know an important touristic part of the city, the canal, and knowing about history in this area. The site visits were pleasent and they introduced me the Nottingham Castle, the Trent River and the restaurants around this area. Also, I drawn a lot and worked with handmade crafts for this project.

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Briefing Booklet Bridge - nottingham Canal

Timber Brise

mariane alves martins

Glazzing (Partial Transparent or Transparent)

Timber Structure

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_integrated design studio Title of Work MAKING PLACE Term and type ONE - INDIVIDUAL Tutor RICHARD What was requested (brief) “For this project you will select your own site and write your own brief [this is a key attribute that you need to master by the time you reach Y3]. The site selection and brief will enable you to design the inhabited bridge. You will select a site anywhere along the canal or waterway within the geographical zone. In order to select the site you may use your observations and research from project one. Your knowledge of the canal side, facilities, local community and surrounding environment should indicate to you the best place for a crossing. You need to be able to justify why you are linking one side of the canal to the other, why this particular place, what is significant about it or what does the link allow to happen. What wider areas does your bridge allow to link up? Your bridge is a start of something new, the start of a new ‘place’ and of new opportunities. Think carefully about where the bridge links to and from, do you anticipate what the future development of each side might be. The bridge may act as a landmark, a place to meet, and will certainly link existing or proposed routes paths or networks from one side to the other. “

What I learned with it This is the first architectural project of the year. It was much more exicting than the previous one. The canal area was defined as the primary area for all the other projects of the academic year. The proposal was to make an inhabited bridge, as Ponte del Vecchio in Florence. Soon I realized that the approach in the UK about project was different from the brazilian one. More creative and disconneted to acessible and structural standards.

I started this project as I did in my home country: with nearby analysis of uses and fluxus, trying to find something that it was needed for the inhabited bridge. With this project I started realizing that Nottingham (or Uk, I think) does not have the “problems” that I was familiar with to work. As a consequence of the first work [Locate Site], this area was mostly a tourist one. Made for appreciation and entertainment and my bridge would keep that and offer a new connection between the two sides of the canal that did not existed.

My main interest became the structure, in which I studied the gridshell concept a lot. Unfortunately, although I am really sure that this structure were capable for this bridge, everything was changed for structure detail submission in Tech and Environm discipline.

I also enjoyed how the projects are constantly presented and discussed with the group. As everyone has a different proposal, those conversations enriched the project for me.

_the youth _hostel

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CONTRAST Youth Hostel

_integrated design studio Title of Work LIVE [MAKING COMMUNITIES] HOME Term and type TWO - INDIVIDUAL Tutor VASILENA VASSILEV What was requested (brief) “We will first analyse the site using our urban design skills after which in your tutor group you will make a neighbourhood master plan. You will then be given [out of a hat] a housing typology which you will explore. You will study historical typologies and prepare a brief identifying your client and describing and illustrating their interests, needs, spatial requirements etc. You will be making lots of study models to look at form that responds to your clients’ needs and activity as well as responding to principals of sustainable design.

The students will be tasked to develop a project that would analyse and respond to given physical, spatial, and cultural context in a creative way. Select aspects of a technical dimension such as acoustics, lighting, energy, as determined, will be introduced into the project’s complexity, and will demand a focus on the integrative aspect connection between design and technology. “

What I learned with it This project and the next one were my favorites. My tutor was fantastic and pushed us to solve creativity and spatial aspects together. The development of this project was a brand new experience for me because I started with the form. When we had a modeling workshop, Vasilena proposed us to make models without project, just exploring forms that we liked. The first model of this project was made and I developed all the form through models. The challenge was conceilling environmental aspects and use.

There were a lot of changing for this project and I think it was here that I understood how it is the UK pace for designing works.

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_integrated design studio Title of Work LEARN [MAKING KNOWLEDGE] MINI SCHOOL Term and type THREE - INDIVIDUAL Tutor VASILENA VASSILEV What was requested (brief) “This project caters for a special client, the key specifics you will define but your project will cater for approximately a 3 class learning environment in an alternative way.

In this project we will explore types of alternative learning environments and we will build within our geographical zone. We will first personally observe the site, research and write our brief, analyse similar and related case studies, explore our creativity and establish our vision for the future of this typology.

You are free to propose a new type of learning environment or your dream school and the list of spaces below is a guide. You can propose new ways of learning and socialising in your school based on solid precedent study.

You are also free in discussion with your tutor to decide what kind of drawings and models and at what scale will best describe and show off your project. “

What I learned with it For this project I decided to come back a little bit for my brazilian way of designing. First I defined a strong concept for my school, a manifesto, and then I worked this manifesto into spaces and requirements of light, sights and materiality. I also determined that I would like to keep the rendering of plans and sections really simple. This is something common in the UK, but the bright colors and strong textures confuse the clarity of the spaces in the drawing, in my opinion. I prefer clean, p&b drawings with the essential information.

Most of the references of this project are brazilians, because they are great and because I wanted to show them to the other students.

As a final design experience I think this was a great example of how I absorbed things in this exchange and how I tried to rethink them to create my signature of designing.

_steel frame _studies

3 mm wide expansion gap

universal beams

FLOOR DETAIL SECTION

site connection

seating cleats universal column

workshop connections

SIMPLE CONNECTION

COLUMN TO COLUMN CONNECTION UPPER COLUMN

Flat 2

Flat 1

Flat 2

Flat 3

SITE CONNECTIONS

LEISURE CENTRE

FISH PLATES WORKSHOP WELDED TO LOWER COLUMN

Changing 1

Store

Creche Changing 2

Cafe bar

Flat 1

CV Suite

SECONDARY BEAM Gym

Salon Office

SITE CONNECTIONS

RESIDENTIAL FLOOR

UPPER COLUMN

CAP PLATE

STEEL PACKING Cycle/Mbike storage area

Plant room

BASEMENT

LEFT ELEVATION

MAIN BEAM WEB CLEATS TO BOTH SIDES WELDED TO SECONDARY BEAM IN WORKSHOP

_techology and environment in architecture Title of Work P1 STEEL FRAME STRUCTURE Term and Type ONE - GROUP Tutor GAVIN RICHARDS What was requested (brief) “The project is to design a luxury residential building forming part of an extensive redevelopment of a former industrial site close to the centre of a large UK town. The construction method chosen for the scheme should therefore minimise the requirement for layout space on site.

The client, a property developer, has commissioned an initial structural design for the development, to be known as Portland House, from a firm of consulting engineers. The building includes an underground basement with private car parking, a leisure development on the ground floor, and a further nine floors of luxury residential accommodation. You are asked to respond as though you are the project architect as part of a wider team of consultants. Please refer to separate brief for initial scheme design. The brief requirements are especified.�

ii What I learned with it The whole academic year of tech and environment it was about drawing detailed, but not exactly learning about those details. The first project, in my lost arriving period, it was nothing but research and reproduction. We were given requirements to a building and had to draw this in 3D and suggest what the connections would be. Me and a brazilian friend were involved with the AutoCAD and Sketchup part of the work, because the other british students were not familiar with his platforms yet.

Tech & Env in Architecture 2Jan Tech & Env in Architecture 2 Project II DESN22078:Jan Jan2015_Mariane 2015_MarianeAlves AlvesDESN22078: Martins Martins 04/05 04/05 eExploration Exploration Exploration 2015_Mariane Alves Martins 04/05 2015_Mariane Alves MartinsJan04/05 Jan 2015_Mariane Alves Martins 04/05 Jan 2015_Mariane Alves Martins Inhabited Bridge Structure Exploration

ed d toto d be to dld be d be ntwo two two was was was vered ered ered osee see see ure re itit re it metal metal metal

_the inhabited The making process of the model it helped to _bridge solve some doubts about how the pieces would be connected with each other. One part between two _detailed structure columns of the bridge it was modeled and it was Model

preferred to leave only half ot the gridshell covered with the cladding parts, so it was possible to see inside the model. The gridshell timber structure it was not possible to be simulated, so a woven metal er toto mesh it was used as the base for the cladding. to dthe the the Other models were made in order to understand how the gridshell timber parts and the on ionitit layers of cladding would work. on it zed, ized, zed, It is important to notice that the insulation it and and and , the the was not placed in the floor. The floor is not finalized, an n the be be so it is possible to understand the primary and n be secondary structures. In the cladding model, the insulation it was simulated, and a part of it can be ement ment seen. ment odel, odel, odel, The connection between the reinforcement out ut itsits ut its piece and the column it was tested in the model, as the references did not explained a lot about its were were design. were est st ofof st of Glue it was only used for the beams, that were wire, wire, wire, of f the the made of two pieces of timber. To connect the rest of f the the parts, it were used pins and small pieces of wire, simulating nails in the joists and in the model of the gridshell timber connection piece.

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_techology and environment in architecture Title of Work P2 STRUCTURE DETAIL Term and type ONE/TWO - INDIVIDUAL Tutor GAVIN RICHARDS What was requested (brief) “During the last project we introduced you to multi-storey structures, the principles of a building skin wrapping around a skeleton frame, and some basic principles of envelope design. Project 2 is connected with DESN22075 Integrated Design Studio and encourages you to explore and develop the ‘craft of making’ or tectonics in architecture.

Stage 1: Spaghetti Bridge Design: Stage 2: Identify an area of your bridge to form the basis of your study, and establish with your tutor what the key tectonic qualities of your design are. This will form the basis of your future studies.

Stage 3: Explore tectonic possibilities of the material, structure or system.

Stage 4: Draw a 1.20 2D section and make a 1.50 3-dimensional study model of a fragment of the design. The tectonic approach within the studio is based upon the key terms material, joint, assembly, system, geometry, addition and formation. Exploration, creativity and innovation are to be encouraged. “

ii What I learned with it This project was about the design studio inhabited bridge structure. I had a small delay with this project, because it took me a while to give up the gridshell idea and switch to a column, floor and roof independent structures. What I most enjoyed about this and the next work it was the possibility of seeing those details drawn. As I said before, we did not learned about the calculus involved in those structures. This was not a major concern for me, because I have that in my home country, so I just drawn according to my tutor suggestions and the bibliography.

What I most enjoyed here was the modeling. Although I had the structure detailed “defined” when doing the model, many aspects were solved empirically and transferred to the drawing.

finiShed fLoor

_mini school _detailed structure

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3. ground - SteeL frAme wALL Anodized ALuminium cLAdding boArd wAterproof membrAne pLASterboArd inSuLAtion pLASterboArd And finiSh interior wALL horizontAL Stud horizontAL Stud for cLAdding fixing fLAShing window w SiLL Aterproof membrAne fLAShing

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_techology and environment in architecture Title of Work P3 STRUCTURE DETAIL Term and type THREE - INDIVIDUAL Tutor GAVIN RICHARDS What was requested (brief) “ Project 3 comprises 50% of this module and as such integrates technological and environment design issues into your studio design project ‘My home is my Castle’. The first half of the project will focus on environmental strategies; ventilation, daylighting, passive heating and cooling, whilst the second half of the project will focus on construction techniques, frame, envelope and detailing.

Stage 1: You are asked to investigate which parts of the site receive direct sunlight, and which parts are in shadow at the following times; 9.00 a.m 12.00 noon 5.00 p.m You are asked to represent your findings in 3 dimensions for the summer and winter condition.

Stage 2: Using physical models in context you are asked to test and record how the sun interacts with your scheme at the times noted above, using the heliodon.

Stage 3: Propose a passive ventilation strategy for your design scheme. You will need to represent this in section, and taking into account the context, adjacent buildings and trees.

Stage 4: Provide a structural strategy Stage 5: Technical section through your project.”

ii What I learned with it This project was more detailed than the other one, because the scale it was 1:20 and 1:5. Again, the same process than the previous one, but I was aware that what I intended in the design studio was meant to be simplified into a masonry and steel frame structure. Using the stages of the brief, the project was done without any difficult, but with a small deadline because I needed to wait to define the form.

I enjoyed this module as a whole because I learned how to draw those details and what is required for a european house in terms of acoustic, thermal and lighting.

_nottingham canal _master plan ACCESS TO THE PARK

ACCESS WITH THE PARK AND LENTON RECREATION GROUND

NEW BRIDGE CONNECTION TO CASTLE BLVD

PLAZA IS CONNECTED WITH THE OFFICES, THE PARK, PROPOSED RESIDENTIAL AREAS AND THE MEADOWS CONNECTION BETWEEN PROPOSED RESIDENTIAL AREAS AND THE PARK MORE ACCESS TO THE MARINA

ACCESS TO THE MEADOWS NEW ROUTE SIMILAR TO THE TRAIM LINE CONNECTION THE SOUTH OF THE AREA

UNDERGROUND CONNECTION BETWEEN CASTLE MEADOW RD AND QUEENS DR NEW BRIDGE CONNECTION TO QUEENS DR PEDESTRIANS ROUTES CAR ROUTES PEDESTRIANS AREAS

_interdisciplinary design studio Title of Work MAKING PLACES Term and type ONE - INDIVIDUAL Tutor LINDSAY PURSSORD What was requested (brief) “This project addresses the design of spatial organization through urban planning, which informs architectural design (although you will not be proposing architectural design solutions for this project).

Develop a Strategy for the development of the site over the next 20 years. The strategy should list issues to address (identified in the site evaluation and vision), presented as 5 – 10 bullet points, each with additional explanation if required. Each point should be supported by precedents and a graphic representation of the point. Strategies might include improving connectivity across the canal, activating the perimeter of the supermarket building etc. They can be quite detailed in terms of outlining what should be provided, but should NOT be design proposals. “

What I learned with it After a couple of lectures about urban planning examples in UK we were requested to redesign the canal adjacent area. I thought that the lectures were not enough for the british students as an urban background. Me and the other brazilians had already urban planning classes in Brazil, so we had a little more practice with this kind of exercise.

What was more difficult to me it was the group work.

The british students quickly defined a design and did not received comments about it. As a result, the commercial (Sainsbury) were kept and victorian houses were removed.

One of the good aspects was to experience a small urban scale, what is not common in Brazil, and use free car areas in the project.

_the idea _of home _video

_interdisciplinary design studio Title of Work IDEA OF HOME Term and Type TWO/THREE - INDIVIDUAL Tutor STEFAN KRUCZKOWSKI What was requested (brief) “Within this study you will be encouraged to reflect on the origins of homes and critique the typical product offer.

You will be expected to draw inspiration from leading contemporary housing design but project these ideas forward to propose a home of the future – one that also has a relationship with the spaces around it.

What do we really want our homes to be like? Who shapes market offer - the designer, the consumer or the builder? You will work to create a concept home for the 21st century, showcasing and sharing your ideas through methods you have not previously had the opportunity to explore.

Your concept proposals will be informed by consumer and industry insight and be sensitive, though not dictated by the commercial sensitivities and conservatism associated with speculative development. How could you convince a developer that your concept home is affordable, deliverable and will have market appeal? A product without market appeal will remain unsold.“

What I learned with it This is my favorite work of this discipline. It was very instructional as I had a great approach about housing in UK history. The tutor was really helpful and his lectures were not only about understanding what is the actual offer of houses, but also the urban planning features of it. The second part, about doing the stop motion video, was very freely and creative. Stefan encouraged us to experience painting, collage and drawing. Eventually, he proposed some students to make a movie about their Idea of home (20 years ahead). My final submission had an urban enfasis, talking about density, green areas and mobility in a future city (not futuristic). It had passed a time since my last artistic interaction in architecture and I really enjoyed this one.

_the game

_interdisciplinary design studio Title of Work CONSTRUCTION TEAM MANAGEMENT Term and type THREE - GROUP Tutor LINDSAY PURSSORD What was requested (brief) “You are to devise a game based upon processes, scenarios and contested situations typically encountered in the construction industry at the interface between architects and all the other people they need to engage with when developing a project from strategic to post-occupancy evaluation. “

What I learned with it This quick work introduced the management subject into lectures and requested us to make a game with this theme.

My group decided to make a board game that would simulate the situations involved in building, as an architect.

Thinking about the other games that I saw, I did not see the connection between the theme and a game. Somehow we managed to keep the game fun and instructive. Only using the lectures seemed boring, so we decided to bring architectural questions and drawing tasks. I don’t think I learned anything with this work.

_the postcards _obssession

_travelling Title of Work THE ART OF TRAVELLING ON A BUDGET Term ALL Tutor MARIANE MARTINS What was requested “We travel, some of us forever, to seek other places, other lives, other souls. [Anais Nin] “The use of traveling is to regulate imagination with reality, and instead of thinking of how things may be, see them as they are.” [Samuel Johnson]

What I learned with it I could say that traveling was the best part of this whole year (and I am sure I believe that), but this felling is regarding knowing different places. All cities that I was lucky to know were somehow magic and ordinary. Apart from the amazing touristic landscpaces, getting in touch with part of the citizens life was a huge learning. Also, travelling to these places, sometimes alone, was a process of beliving and knowing myself.

Everything that I saw was thought right back to my country, making me see how great Brazil it is and what it is my duty to improve. And everything that I learned got me more curious about other things. The people who I was with made those trips history (and worderful ones).

But, about what I learned, it is that I saw notthing, know nothing (JS) and want always travel more.