Mark Poland B.Arch
Portfolio Architecture 2014
Contents
CV Curriculum Vitae
1
Thesis part 1
2
Thesis part 2
3
4th Year Seconadary School
4
4th Year Primary School
5
ArchiZine - Art (Work)
6
3rd Year Gottigen Rathaus Model
I am a recent honours graduate of the Dublin School of Architecture, looking to expand my knowledge in the field of architecture. I am a driven individual with over 15 months previous office experience. I have proven myself to work well in a high pressure, goal orientated environment and function excellently as part of a team. References available upon request.
Mark Poland 26.01.1989
A:
87 Hampton Park, St. Helens Wood, Booterstown, Co Dublin, Ireland
T: E:
00353 861950252 mark.poland@hotmail.com
2007-2014
Dublin School of Architecture, DIT Bachelor of Architecture (Hons) 2.2 Thesis on the social implications of architecture and its effects on habitual urban life.
2001-2007
St Michaels College, Dublin Completed Leaving Certificate achieving 495pts and receiving three Academic Merit Awards.
CV Employment
Education
Name: DOB:
2008-2014
2009
Experience
2013
2011
2005
Cantrell & Crowley Architects, Dublin Returned to Cantrell & Crowley on request of the senior partners for a Summer internship. Took on more responsiblities, including leading the design of several small scale residential projects and presenting proposals to prospective clients. Also produced Design and Access Statements for London Projects.
Swan Design, Dublin Did a short placement with a leading graphic design company in Dublin. Learned about creating attractive brochures and graphic communications.
Sports Special Olympics
Virtus Construction Consultants, Dublin Worked as assistant and draftsman to head project manager for Summer projects. Cantrell & Crowley Architects, Dublin Worked from August 2011 - July 2012 as an Architectural Intern. In my time there I worked on a vide variety of projects, at a vast range of scales. From carrying out feasability studies for large commercial and housing projects, to leading the design of small scall residential extensions and aiding with the production of construction drawings and documentation. I also put together numerous planning applications which have been validanted and granted.
Golf Course Design
Digital
Tennis Coach at Elm Park Golf Club I organised and managed a tennis camp for kids. Architecture Students Association logo design competition design winner 2008. Worked with the Elm Park Course Development Committee to realise potential design changes to the course and communicate these to the members. Golf, Rugby, Tennis Currently volunteering with Blackrock Fliers teaching golf to Special Olympic athletes and other people with disabilities.
Software (Proficient in) AutoCad; Adobe Photoshop, InDesign and Illustrator; SketchUp; Podium for SketchUp; Microsoft Office. Software (Experience with) 3ds Max; Kerkythea; Vray; Rhino; Revit Particulaly talented in graphic communications, preparing diagrams, infographics and layouts to be as consumer accesible as possible.
Skills
2013
Interests
Logo Design
Caddymaster at Elm Park Golf Club My responsibilities include looking after the club members needs, competitions are run on time and I also lock up the club.
Traitional
Other
Skills Hand Drafting; Sketching; Model Making; Surveying; Conceptual Design Development; Collaborative Design; Preparation of Planning Applications and Tender Packages; Design and Access Statements. Full Driving Licence.
1
Exploring a Built Idea
The first step of the thesis was a cultural study and research project on Parnell Square, Dublin with the intention of finding a niche to develop a thesis.
I chose to study the area north of Parnell Square. An area of Dublin which recently had its back turned on by the Civic Spine Masterplan, connecting Parnell Square back to the South of the city. I felt the area to the north was in greater need of regeneration and focused my project to that area. Shown to the left is a sample of the photographic survey I undertook to highlight the level of dereliction and potential brown field sites shown on the above map. My aim was to reintegrate an experience of high culture into north inner city life, based on readings I was undertaking by French sociologist Pierre Bourdieu. Bourdieu spoke about culture being a tradable commodity, an idea that my thesis would attempt to explore through its architecture. Shown to the right are a series of concept images and infographics used to communicate the research I was carrying out, and also some concept images to examine ways of transferring culture through the building. Through this process I identified five related sites that could be developed through the course of the year. I decided to explore projects on two of the sites, the prominent vacant site at the top of O’Conell Street and also the brown field site at the junction of Dorset Street and Frederick Street. The concept render to the right encapsulated what I was looking to explore. Combining the high culture of ballet dancers with an element of low culture, in this case, a pub. Taking something that’s seen as elitist, and bringing a level of accessiblity, freeing it of being pretentious.
70% Other
39% International residents Site Area
studio space
49% Other forms of transport
studio spaces
view art history
80% Other
1
Project 1
Project 1 looked to develop the vacant site at the top of O’ Connell Street. The brief was to put a ballet school on the site. The concept was to have the school above, a theatre below, and a new public space in between. The public space was designed as a new route through the site. The public space was designed with the new plans for the cross city Luas in mind. Several new stops are planned for the locality meaning the new covered public space could be a great amenity for the area. The design for the building was driven by the structural neccesity of suspending a ballet school above a public space. A large truss system was developed to span across the site, with classrooms and support functions contained in a book-end building to the side. Glass dance studios were designed to be hung from the truss system to allow for a direct visual engagement between the public passing through, and he dancers themselves. A structures workshop was carried out in studio giving me the chance to confirm and develop the integrity of the structural solution. The upper deck would be open to the public to allow them look down at the dancers or use for other functions. The public space would become a diverse point of urban life, between two points of high culture.
New Parnell Street Luas Stop
New O’Connell Street Luas Stop
New Dominick Street Luas Stop
Cross Site Luas Plans 1:1000
2
Project 2
1
2
Project 2 was a relocation of the ballet school to the junction of Dorset Street and North Frederick Street, another of the sites that I had previously identified as a potential brown field site for development. A corner shop was also incorporated into the brief to offer a sevice to the community and another draw to the building beyond the ballet.
My thesis ideas required an area of low social standing. Somewhere that an infusion of culture was greatly needed and could be engaged with as something beyond the norm or expected. This area was suitable due to its urban significance in terms of location, along with the sub culture of the social housing behind the site which had become detached from the street.
Existing Condition
The site I have chosen is anRemoval extremely busy corner in the city which deals with its great prominence and footfall insufficiently. It has the potential to landmark the -Wall to rear entrance to Parnell Square and Inner City Dublin. -Buildings to front The project will apply Bourdieu’s methods of thought at a macro scale in terms of the city, and how architecture can shape a habitus, or question these inner notions people seem to have. Make them second guess themselves by surprising them with elements beyond their own. The theme of culture for the year fits in nicely with these ideas and readings, which have been based on the idea of cultural classism and the perceived importance of cultural capital. This suggestion that the upper classes in society have an undeniable advantage over the lower classes because of the opportunities they were afforded from a young age, for example being taken to galleries. Bourdieu studies the French education system as an example of such cultural classism, an issue I hoped to address with my project.
2
3
Removal -Wall to rear -Buildings to front
3
Intervention -Ballet School and Spar -Playground to rear
Combining a Ballet School with the Corner Shop is an aim to engage the community in ballet, an activity they may have had predescibed ideas about. Even if the dancers are simply in the backround while they shop or walk to their apartments, it starts to become part of their everyday lives. The scheme aimed to create a new found engagement with aspects of high culture through everyday activities. A new route to the apartments behind is created through the building Intervention with the currently enclosed playground being opened up to use to the backdrop -Ballet School and Spar of ballet. -Playground to rear
3
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8
2
9
1
5
4
Ground Floor Plan 1:100 1 2 3 4 5 6 7 8 9
Corner Shop Reception Cafe Staff Area Storage Service Void Escape Stairs Void to Dance Studio Below Playground
1:200 site model. Grey and white card. Model was used to explore urban forms against various proposals, and also to examine the language and grain of inner city Dublin. It became clear that the scale of openings was to be a crucial means of embedding the building into a ‘ordinary’ Dublin language.
1:50 building model. Grey card. Used to explore the spatial qualities and potentials of the ballet studios. Also used to show the relationship between the public space, Dorset Street and the studios.
Curved glazing system encasing staircase
Roof Build Up 50mm 60mm 12mm 140mm 250mm 75mm 15mm
Concrete pavers - 600mm x 600mm Chippings (Drainage layer) Rubber mat DPM (Waterproofing layer) Rigid Insulation Vapour barrier Calendered polaymeric roofing laid in hot bitumen Reinforced concrete slab Service void Plasterboard painted white
Door system 150mm
Stud wall partition painted white
Window system
Specialist timber ballet barre wall mounted
Floor Build Up 60mm 90mm 40mm 135mm 15mm 650mm
Specialist Marley dance floor build up Screed with underfloor heating Seperating layer (1mm plastic sheeting) Impact and sound insulation Service cavity (lighting and mechanical ventilation) Plasterboard painted white Reinforced concrete beams
Structural reinforced concrete wall
Precast polished concrete shelf
Polished Concrete external surface laid on plastic seperating layer
FINE SAND FINE GRAVEL COARSE GRAVEL Geotextile Mat, Fleece
SOIL
Basement Wall Build Up 15mm 50mm 200mm 50mm 350mm
Plaster board painted white Service void between vertical timber battens Waterproof Layer Rigid Insulation Ventilation Cavity Steel Reinforced In-Situ Concrete Wall Bitumen Paint Porous Boards
Geotextile Mat, Fleece
Drainage, Perforated / Porous Pipe
Basement Floor Build Up 60mm 90mm 150mm 50mm 150mm
Specialist Marley dance floor build up Screed with underfloor heating Seperating layer (1mm plastic sheeting) Rigid Insulation Damp-proof Membrane Ventilation Cavity Concrete raft foundation to engineer spec Lean Concrete
Lean Concrete
1:20 Section
Diagram showing the locations of the dance studios in the context of the overall building.
Public Route Through Building
Diagram showing the public access through the building and the location of the community room at the top of the building.
Section 2
Section 3
1:100
Section 1
1:100
1:100
3
Fourth Year - Secondary School
The first project of Fourth Year was for a secondary school in the town of Athlone, Westmeath. Located on the banks of the river Shannon and with and old railway line at one end, and a heritage site and ruin at the other end it proved to be a very challenging site to manage.
The concept for this school was driven by the varying conditions of the site edges. Dealing with the Railway Line, the Shannon River, and the main road were key to this projects realisation. My proposal was a strip building made up of democratic classroom-social space modules, with buildings of specialist function plugging into this bar. By creating this framework it would allow the school to grow or evolve over time; with the potential for other buildings to plug in, or more classrooms to be added. As this was designed as an Educate Together school, the social learning of school life is given equal importance to that of formal classroom education. For this reason the hierarchy of the section was important, with the classroom and corridor being split equally. It was very important that the school didn’t feel like the institutions of the past. For this reason, the social space/corridor was something that needed to be designed with the pupils in mind. The corridor spans the length of the building offering places to sit, shelves to lean on, and breaks in the louvres to allow breathtaking views across and down the river.
4
Fourth Year - Primary School
The second project for the year was a primary school in Enniskerry, Dublin. A hillside site for the school, with an emphasis for the project being on the tectonic realsiation of the project.
With such an emphasise put on the tectonic and demountability for this project, my aim was to design a module that was simple to build and take apart while being desirable as learning and classroom spaces. The school was designed as a series of pavilions across the landscape, with a permanent ‘legacy’ aspect to the project located at the entrance. This would become a gateway to the park if the school was completely removed. The pavilions were designed with varying layers of permanence, with the potential for the classrooms to be taken away, leaving just a platform and canopy. The nature of the build means that they can be placed anywhere across the site with great potential for expansion also. Site Plan 1:500
The pavilions were located in the clearings of the trees meaning no trees were removed to allow for the school, adding to its sustainability as a project. It also made use of standardised units of stud wall clipped to a timber frame. For the presentation of this project I experimented with watercolours for the drawings and the manipulation of model photos for the 3D imagery.
5
ArchiZine - Art (Work)
The ArchiZine Art (Work) was a seperate project I undertook with two other students. It stemmed from an interest we shared on the process of designers across the various creative fields. It was critiqued by some of the countries best graphic designers, and was complimented highly by the head curator at the Irish Museum of Modern Art.
Art (Work) is an exploration of the design process of those who engage in creative practice. It seeks to draw parallels between different design fields, such as architecture, fashion and art. We explore the inspirations of young designers at the threshold of their practice and how they develop a project from its conceptual beginnings to finished artefact.
By doing this, we hope to reveal the inherent connections between the way designers work in what can sometimes appear as unrelated creative disciplines. The first issue looks at the work of Leanne Keogh and David Ivers, two final year fashion and architecture students in NCAD and DIT. Both have drawn core inspirations for their work from disciplines outside of their own.
6
Third Year - Rauthaus Model
This was an analysis and documentation project we did from our class trip to Germany. We studied typical German town halls in various cities across Northern Germany. The town hall studied was located in the city of Gottigen. We built the main town hall along with the large public square to the front.
The project involved a full photographic and quantitative survey of the square and buildings. This was followed by the production of analysis drawings and 1:200 model. The model was built out of white card layered to create depth. All the documentation and info gathered across several years was eventually compiled into a book published by the Dublin School of Architecture.