Michael Zumpano
selected work
Michael Zumpano 207 W. 8th Ave, Columbus, OH 43201 zumpano.4@buckeyemail.osu.edu (330)-608-2628
studio projects garden city 4
Redevelopment of an urban city block incorporating commercial, retail, and residential space.
buenos aires museum & design school 12 Waterfront complex located in the Puerto Madero district in Buenos Aires.
high street shoe store facade 22
Urban build-out of an existing lower level located within the heart of downtown Columbus.
automated museum 26
Architectural graphic project in Brussels that questioned the standard functions of a museum.
the living frame 32
Temporary installation that distorts the outside environment, while framing surrounding elements.
house for a compulsion 36
Single family residence designed for a woman with a car obsession.
CCAD master plan & design school 38
Re-development of six-block CCAD campus and architectural development of design school.
hekima jesuit university
Rural campus master plan in Kenya that accommodate 5,000 students.
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experiences abroad
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tokyo megalopolis
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european architecture studies
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venice biennale: u.s pavilion
Three week investigation of the density and environmental conditions of Japan. Five week intensive study trip through eight countries within Europe.
Work-study program involving participation in the 2014 Venice Biennale.
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garden city
address: 111 E. Town St. Columbus, OH 43215 type: group project, urban master plan size: 320,000 sq. ft. instructor: rob livesey & bart overley when: GARDEN fall 2014CITY: MASSING
SPENSIERO, ZUMPANO, GARDEN
This graduate level project focused on the redevelopment of an urban block in downtown Columbus. Students designed to accommodate 200 residential units alongZUMPANO, with a GARDEN N CITY: MASSING SPENSIERO, mix of retail and commercial space as well. Garden City, a group collaboration project with Darren Spensiero and Meredith Garda, pushes the program to the exterior of the site, creating aSPENSIERO, suburbanZUMPANO, atmosphere for residents in a GARDEN gritty, urban area. Each unit has access to different scales of gardens, encouraging a greater sense of community throughout the complex. SPENSIERO, ZUMPANO, GARDEN
PROGRAM PUSHED TO PERIMETER
PERFORATIONS RESPOND TO CONTEXT
PERIMETER FOLDS UP INTO TOWER
GROCERY STORE PUSHES SOUTH
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The large scale garden serves as a farmers market during summer months, and an ice skating rink during the winter.
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GARDEN CITY
SCALES OF GARDENS
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111 E Town St. Columbus, OH 43215
GARDEN CITY
Michael Zumpano, Merdeith Garden, Darren Spensiero NOTES:
DRAWN BY:
Spensiero Garden SCALE:
1/32” = 1’ DATE:
12/04/2014
2
GROUND LEVEL PLAN SCALE: 1/32” = 1’-0”
1
THIRD LEVEL PLAN SCALE: 1/32” = 1’-0”
DRAWING TITLE:
Parking Ground Level DRAWING NO:
A1 8
2
2
1
EAST ELEVATION SCALE: 1/32” = 1’-0”
SECTION SCALE: 1/16” = 1’-0”
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3 10
PERIMTER 3RD LEVEL SCALE: 1/8” = 1’-0”
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PERIMETER 4TH LEVEL SCALE: 1/8” = 1’-0”
Townhouse units have interior and exterior gardens, with patio views of the green space below.
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buenos aires museum & design school
address: 1050 Ave. Alicia Moreau de Justo, Buenos Aires, Argentina type: urban museum & design school size: 17,350 m2 instructor: jane murphy when: fall 2013 Puerto Madero, a redeveloped harbor and newest district of Buenos Aires, has become increasingly active over the past decade. Land that was previously vacant and abandoned has skyrocketed in value as residents flock to this neighborhood. This project combines two unique programs into this waterfront destination: a Museum for the City of Buenos Aires and design school to accompany the neighboring university. A key part of the design was to make the site an easily accessible and inviting destination, which was accomplished with the organization of public space throughout the waterfront.
SITE TRANSPARENCY
DRAW PUBLIC TO WATERFRONT
VIEWS OF LANDMARKS
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Level 4 Open Gallery Wall Gallery
Level 3 Open Gallery Wall Gallery
Level 2 Open Gallery Wall Gallery Restrooms
Level 3 Level G
Studio Labs Fabrication Restrooms
Waterfront Dining Museum Shop Restrooms Admin.
Level 2
Studio Classrooms Offices Restrooms Lounge
Level G Restrooms Auditorium Seminar Admin. Cafe Library Pin-Up Space
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1 The given site conditions of Puerto Madero are taken into account. NEW C
ITY
CITY OLD
2 A site strategy is developed that draws the public to the waterfront while allowing easy access from all forms of transportation.
A
B
Pedestrian axis through center of site. Green space to buffer north & south sides.
E
Lifting of ground level gives more transparent site circulation.
C
Pedestrian axis still defines site, while car dropoff is introduced to split the two buildings.
D
Reject single-axis linearity of site and create interlocking forms with pedestrian roof access.
F
G
Cut away at waterfront to create a marina and waterfront dining, opening up the site to boat traffic.
Carve away at street side to create car drop-off.
Compression of museum and formalization of school, resulting in better views of the city.
3 Views of the surrounding landmarks become an integral part of the design. Fragata Sarmiento 69.4% of School with views. 46.3% of Museum with views.
Puente de la Muejer
Libertador
67.1% of School with views. 38.1% of Museum with views.
42.7% of School with views. 9.5% of Museum with views.
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UP
Shop & Admin 1188 SF
UP
Tickets 189 SF
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Men 264 SF
Women 258 SF
Kitchen 495 SF Library 12833 SF
Main Space/Pin-up Men 343 SF
Men Women 222 SF 222 SF
Women 372 SF
Seminar 664 SF
Seminar 611 SF
Seminar 503 SF
Seminar 438 SF
UP
Cafe 1864 SF
Reception 1414 SF
Auditorium 2011 SF
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The “Gallery of the City� frames the new development of Puerto Madero, while terracing the surrounding floors to give a hierarchy to the space.
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The school entrance provides public recreational space, as well as a way to lead pedestrians into the complex.
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Waterfront redevelopment is a key feature of the design, drawing the public to the marina, fishing area, waterfront dining and museum.
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high street shoe store facade
address: 34 N. High St, Columbus, OH 43215 type: urban store design size: 800 sq. ft. instructor: ben wilke when: fall 2011
This sophomore year project was an exercise in designing the facade of a building, as well the area eight feet within. This design takes a subtractive approach, by making cuts from three layers of walls, allowing for different light penetrations depending on the time of day. At night, the reverse effect is created. The cuts also act as dividers for shoe brands as well as circulation throughout the store. Primary colors were chosen to house the shoe isles, which contrast the white and black interior and exteriors.
VARYING SUNLIGHT CONDITIONS
SERIES OF PERFORATIONS
LAYERING OF PERFORATIONS
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The facade is something which comes alive at night, giving a much different experience than daytime viewing. While the introverted daytime lighting filters sunlight through the inside, the nighttime setting gives back that light to the surrounding environment.
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automated museum
address: leopold park, brussels, belgium type: group project, graphic & building design size: 40,000 sq. ft. instructor: curtis roth when: fall 2015 The automated museum is a graduate level project that proposed a radical re-thinking of The House of European History in Brussels, Belgium. The museum delivers priceless objects to each visitor, offering a different experience within each pavilion. The seemingly disparate pavilions are then united under a single-surfaced roof, created from the forms of various objects. Visitors can enter the museum freely, while only paying for each pavilion they visit.
LOWERING OF DEFINITION
REJECT THE ICONIC
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The gift shop allows visitors to order souvenirs through an automated claw system. The experience not only includes the souvenir itself, but also the interactive process from which it is retrieved below.
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The film room allows visitors to experience the museum from the object’s perspective. Here, guests see from the eyes of a statue on display at the exclusive member lounge.
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the living frame
address: 275 West Woodruff Avenue, Columbus OH, 43210 type: group installation size: 49 sq. ft base, 16ft. high instructor: joe moss when: spring 2012 The Living Frame, a temporary outdoor installation, evolved from a series of studies about the film The Science of Sleep. The film details the life of an individual who has trouble discerning the difference between dream and reality state. A variety of themes from the film inspired the installation, such as the framing of the outside environment, organic materiality, and the concept of isolation. Each occupant of the structure is isolated form the surrounding world, surrounded by a skin of cardboard shingles that move with the wind. When looking up, the opening of the structure frames the oculus of Knowlton Hall, allowing for a clear view to the sky.
ADAPTS TO WIND CONDITIONS
DWARF HUMAN SCALE
SHAPE FRAMES OCULUS ABOVE
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S C R E E N P L AY P LOT ELEMENTS 2. THE DREAMING/REALITY SCENES 2. THE DREAMING/REALITY SCENES 1. STEPHANE TV
MULTIPLE TIMES DURING THE FILM, STEPHANE EXPERIENCES BLURS BETWEEN HIS DREAM MULTIPLE TIMES DURING THE FILM, STEPHANE EXPERIENCES BLURS DREAM STATES AND REALITY. THIS COMMONLY TAKES PLACE AT WORK, A JOBBETWEEN AT WHICH HIS HE IS NOT SATSTATES AND REALITY. THIS COMMONLY TAKES PLACE AT WORK, A JOB AT WHICH HEAN IS IMAGINOT SATTHE OPENING SCENESTATES OF THE FILM CONSISTS OF THE SETTING “STEPHANE TV,” ISFIED WITH. DREAM VARY FROM VIOLENT ATTACKS OF OF ELECTRIC RAZORS TO SIMPLY ISFIED WITH. STATES VARYWATER. FROM ATTACKS OF ELECTRIC RAZORS TO SIMPLY NARY TV SHOW THAT TAKES INTO PLACE INSIDEVIOLENT THE HEAD OF THE FILM’S PROTAGONIST, STEPHAN. JUMPING OUTDREAM THE WINDOW OTHER DREAM STATES DEAL WITH STEPHANIE (HIS JUMPING OUT THE WINDOW INTO DREAM STATES DEAL WITH STEPHANIE (HIS THIS SCENE SHOWS THE MIND OFWATER. STEPHAN BY SHARING HIS THOUGHTS AND, MORE LITERALLY, NEIGHBOR AND ROMANTIC INTEREST) ANDOTHER IMAGINED “HAPPILY EVER AFTER” SITUATIONS THAT NEIGHBOR AND ROMANTIC INTEREST) IMAGINED “HAPPILY EVER AFTER” THAT ACTING ASDESIRES A FRAME FORTHE HIS HEAD.THESE IN AND LATER SCENES, SHUTTERS OPEN AND SITUATIONS CLOSE, CREATING STEPHAN FOR TWO. SCENES STAY TRUE TO THE UNUSUAL, LOW-BUDGET STEPHAN DESIRES FOR TWO.ISTHESE SCENES STAY TRUE TO THE UNUSUAL, LOW-BUDGET THE ILLUSION THATWAS THE THE VIEWER ACTUALLY LOOKING EYES. ANOTHER MATERIALITY THAT INTRODUCED IN “STEPHANE TV.”OUT THISSTEPHANE’S CONTINUES TO INSPIRE THE IMMAMATERIALITY WASSCENE INTRODUCED IN TV.” THIS CONTINUES TOSTORE INSPIRE THE MAPORTANT PART OF SHINGLES, THE IS WELL THE MATERIALITY ITSELF, DRAWING MATERIALS TERIALITY OF THAT THE AS AS“STEPHANE THE MAJOR THEME OF THE CRAFT INSTALLATION ITSELF: TO TERIALITY OF THE SHINGLES, AS WELL AS(BOTH THE MAJOR THEME OF THEININSTALLATION ITSELF: TO SUCH AND AS CARDBOARD AND CELLOPHANE MATERIALS APPEAR LATER SCENES). IN THIS BLUR DISTORT REALITY FOR THE VISITOR. BLUR AND DISTORT REALITYWAS FOR INSPIRED THE VISITOR. WAY, SHINGLE MATERIALITY BY STAYING TRUE TO THE FILM.
CONCEPTS
N C E O F S L E E P
ORIGINAL DESIGN FOR MID-REVIEW: LIGHT CANNONS, ORIGINAL DESIGN FOR MID-REVIEW: LIGHT CANNONS,
F S L E E P F O R M A L I Z AT I O N
PRODUCTION
3. ISOLATION: STEPHANE IN HIS OWN WORLD 3. ISOLATION: STEPHANE IN HIS OWN WORLD 2. THE DREAMING/REALITY SCENES
PRODUCTION
NORTH ELEVATION
THIS CONCEPT IS ILLUSTRATED BOTH FIGURATIVELY AND LITERALLY THROUGHOUT THE MOVIE. THIS CONCEPT IS ILLUSTRATED FIGURATIVELY AND LITERALLY THROUGHOUT THE MOVIE. WHILE “STEPHANE TV” PUTS THEBOTH VIEWER ALONE IN STEPHANE’S HEAD, THERE ARE VARIOUS WHILE TV” AS PUTS THE VIEWER ALONE IN STEPHANE’S THERE ARE VARIOUS DREAM“STEPHANE STATES (SUCH THE ONE PICTURED) WHERE STEPHANEHEAD, APPEARS ALONE IN DESODREAM STATES AS THE THE ONE PICTURED) STEPHANE APPEARS ALONE IN DESOMULTIPLE TIMES(SUCH DURING FILM, STEPHANE EXPERIENCES BLURS BETWEEN HIS DREAM LATE LANDSCAPES. IN THE FILM, THIS IS MEANTWHERE TO ILLUSTRATE HOW STEPHANE IS ALONE IN LATE LANDSCAPES. THETHINGS: FILM, THIS MEANT TO ILLUSTRATE STEPHANE IS THE ALONE IN STATES AND REALITY. THIS COMMONLY TAKES PLACE ATDREAMS WORK, AHOW JOBREALITY, AT WHICH HE IS NOT SATHIS STRUGGLE WITHINTWO HISISPROBLEM WITH AND AND FAILED HIS STRUGGLE WITH TWO THINGS: HIS PROBLEM WITH DREAMS AND REALITY, AND THESCALE FAILED ISFIED WITH. DREAM STATES VARYTHEME FROM VIOLENT ATTACKS OF ELECTRIC RAZORS TO SIMPLY ROMANCE WITH STEPHANIE. THIS IS CARRIED INTO THE INSTALLATION BY THE ROMANCE WITH STEPHANIE. THIS WATER. THEME IS CARRIED INTO THE INSTALLATION BY THE SCALE JUMPING OUT THE WINDOW INTO OTHER DREAM STATES DEAL WITH STEPHANIE (HISTHE ITSELF. THE BASE IS ONLY LARGE ENOUGH TO HOLD ONE TO TWO PEOPLE INSIDE, FORCING ITSELF. THE BASE IS ONLYA LARGE ENOUGH TO ALONE. HOLD ONE TWO PEOPLE INSIDE, NEIGHBOR ROMANTIC INTEREST) IMAGINED “HAPPILY EVER AFTER” SITUATIONS VIEWER TOAND EXPERIENCE MOMENT OFAND BEING THETO MASSIVE SCALE OF THEFORCING REST THAT OF THE THE VIEWER EXPERIENCE A MOMENT OF ALONE. THE MASSIVE THE REST OF THE STEPHANTO DESIRES FOR THE THE TWO. THESE SCENES STAY TRUE TO THESCALE UNUSUAL, LOW-BUDGET INSTALLATION DWARFS VIEWER AS BEING WELL, AMPLIFYING THE FEELING OFOF ISOLATION. INSTALLATION DWARFS VIEWER AS AMPLIFYING THECONTINUES FEELING OF MATERIALITY THAT WAS THE INTRODUCED INWELL, “STEPHANE TV.” THIS TOISOLATION. INSPIRE THE MATERIALITY OF THE SHINGLES, AS WELL AS THE MAJOR THEME OF THE INSTALLATION ITSELF: TO BLUR AND DISTORT REALITY FOR THE VISITOR.
EAST ELEVATION
FRAMING THE OUTSIDE FRAMING THE OUTSIDE
4. FRAMING THE ENVIRONMENT 4. FRAMING THE ENVIRONMENT 3. ISOLATION: STEPHANE IN HIS OWN WORLD
WEST ELEVATION
4
3
ORIGINAL DESIGN FOR MID-REVIEW: LIGHT CANNONS,
3
4
ONCE AGAIN, “STAPHANE TV” BECOMES AN INSPIRATION FOR THE INSTALLATION. DURING THIS ONCE AGAIN, “STAPHANE BECOMESVISION AN INSPIRATION THEAT INSTALLATION. THIS SCENE, THE FRAMING OF TV” STEPHANE’S IS SHOWN.FOR WHILE DINNER WITH DURING HIS PARENTS, SCENE, THEALTERNATES FRAMING OFBLINKS STEPHANE’S VISION SHOWN. WHILE AT STEPHANE DINNER WITH PARENTS, THIS CONCEPT IS ILLUSTRATED BOTH FIGURATIVELY AND THROUGHOUT THE MOVIE. STEPHANE BETWEEN HIS IS EYES. THISLITERALLY ALLOWS TO HIS TEMPORARILY STEPHANE ALTERNATES BLINKS HIS EYES. THISAND ALLOWS STEPHANE TO WHILE “STEPHANE TV” PUTS THEBETWEEN VIEWER INSCENE STEPHANE’S HEAD, THERE ARETEMPORARILY VARIOUS SELECT WHAT IS MOST IMPORTANT TO HIMALONE IN THE FORCE THE VIEWER TO SEE ONLY SELECT WHAT IS(SUCH MOST IMPORTANT TO HIM IN THE SCENE ANDBY FORCE THE VIEWER TO SEE ONLY DREAM STATES AS THE ONE PICTURED) WHERE STEPHANE APPEARS ALONE IN DESOTHAT. THIS IDEA IS CARRIED THROUGH TO THE INSTALLATION THE FRAMING OF THE OCUTHAT. THIS IDEA IS CARRIED THROUGH THEVIEWER INSTALLATION THEONLY FRAMING OFISTHE OCULATE LANDSCAPES. INTHROUGH THE FILM, THISTOP, ISTO MEANT TO ILLUSTRATE HOW STEPHANE ALONE IN LUS. WHEN LOOKING THE THE IS LEFTBY WITH THE PUREST SIGHT LUS. WHENTHE LOOKING THROUGH THE TOP, THE VIEWER LEFT WITH ONLY THE PUREST HIS STRUGGLE WITH TWO THINGS: PROBLEM WITH DREAMS AND REALITY, AND THE SIGHT FAILED THROUGH HOLE ITSELF, AND ISHIS LEFT WITHOUT THEIS EXCESS CONCRETE THAT SURROUNDS THROUGH THE ITSELF, LEFT WITHOUT THE EXCESS CONCRETE THAT SURROUNDS ROMANCE WITHHOLE STEPHANIE. THIS THEME IS CARRIED INTO THE INSTALLATION BY THE SCALE IT. THIS IS ALSO THE REASONAND FORIS THE OCTAGONAL SHAPE AT THE TOP, FORCING THE FRAME IT. THIS ISTO ALSO THE REASON THE OCTAGONAL THEPEOPLE TOP, FORCING FRAME ITSELF. BASE IS ONLY ENOUGH TO HOLD SHAPE ONE TOAT TWO INSIDE, THE FORCING THE OF VIEWTHE BE MORE TRUELARGE TOFOR THE OCULUS. OF VIEWTO TOEXPERIENCE BE MORE TRUE TO THE OCULUS. VIEWER A MOMENT OF BEING ALONE. THE MASSIVE SCALE OF THE REST OF THE INSTALLATION DWARFS THE VIEWER AS WELL, AMPLIFYING THE FEELING OF ISOLATION.
FRAMING THE OUTSIDE SHAPE RELATING TO SHAPE RELATING TO
2
SECTION: FACING SOUTH
the film
SECTION: FACING WEST
1
1
PLANS
2
project conception
4. FRAMING THE ENVIRONMENT
ONCE AGAIN, “STAPHANE TV” BECOMES AN INSPIRATION FOR THE INSTALLATION. DURING THIS SCENE, THE FRAMING OF STEPHANE’S VISION IS SHOWN. WHILE AT DINNER WITH HIS PARENTS, STEPHANE ALTERNATES BLINKS BETWEEN HIS EYES. THIS ALLOWS STEPHANE TO TEMPORARILY SELECT WHAT IS MOST IMPORTANT TO HIM IN THE SCENE AND FORCE THE VIEWER TO SEE ONLY THAT. THIS IDEA IS CARRIED THROUGH TO THE INSTALLATION BY THE FRAMING OF THE OCULUS. WHEN LOOKING THROUGH THE TOP, THE VIEWER IS LEFT WITH ONLY THE PUREST SIGHT THROUGH THE HOLE ITSELF, AND IS LEFT WITHOUT THE EXCESS CONCRETE THAT SURROUNDS IT. THIS IS ALSO THE REASON FOR THE OCTAGONAL SHAPE AT THE TOP, FORCING THE FRAME OF VIEW TO BE MORE TRUE TO THE OCULUS.
SHAPE RELATING TO
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F O R M A L I Z AT I O N
NORTH ELEVATION
PRODUCTION
EAST ELEVATION
WEST ELEVATION
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3
3
4
1
2
2
SECTION: FACING SOUTH
SECTION: FACING WEST
idea formalization
1
PLANS
construction
exhibition
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MICHAEL ZUMP
house for a compulsion address: 178 E. Weber Rd, Columbus, OH 43202 type: five person residential size: 3,400 sq. ft. instructor: addison godel when: winter 2012 SON
MSTR BED
BATH
GARAGE (OPEN TO BELOW)
DAUGHTER'S BED
COVERED PORCH
CLOSET
GARAGE
MSTR BATH ESTCODE
DAUGHTER'S BED
STORAGE DINING
This family residence was designed to accommodate a key family member who was obsessed with cars. Located in Clintonville, a short distance from downtown Columbus, the site combines the benefits of urban living with the scenery of a forested ravine. The strong slope of the site allowed for the driveway to naturally extend into a double height garage, the center-point of the residence. This draws views to the car collection below, while also framing the surrounding landscape. LIVING
GRANDPA
KITCHEN
ENTRY
FIRST FLOOR PLAN SCALE: 1/8”=1’
LOWER FLOOR PLAN SCALE: 1/8”=1’
T TEA IVRAIV PRP
PPU UBLBIC LIC
E
HIERARCHYOFOFCAR CAR HIEARCHY
SPACE DISTRIBUTION SPATIAL ORGANIZATION
BRINGING DRIVEWAY INSIDE BRING DRIVEWAY INSIDE BRINGING DRIVEWAY INSIDE
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The living room connects the views of Weber Rd. to that of the double height garage space, constantly allowing the family to interact with and view the cars below.
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K-3433-RA WELLWORTH TOILETS VITREOUS CHINA
K-3433-RA WELLWORTH TOILETS VITREOUS CHINA
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SON
MSTR BED BATH
DAUGHTER'S BED
GARAGE (OPEN TO BELOW)
COVERED PORCH
CLOSET GARAGE
MSTR BATH ESTCODE
DAUGHTER'S BED
STORAGE DINING
LIVING
GRANDPA
KITCHEN
ENTRY
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CCAD master plan & design school address: 60 Cleveland Ave, Columbus, OH 43215 type: master plan + building design size: 950,000 sq. ft. instructor: rob livesey when: spring 2013 The Columbus College of Art & Design, located within the city center of Columbus, lacks a well defined campus. The project dealt with improving the master plan, as well a campus expansion. This solution incorporates the entire campus within a single building, creating a play between the dense and open spaces of the campus. Residential housing is located within a tower in an attempt to give students a downtown living experience.
G LON
D NG COA
G LON
OPEN
ND LA VE
D
AD CIBTROY4
ND LA VE
A BRO
AD BRO
PRIVATE PRIVATE
DENSE
ND
4
PRIVATE
E CL
E CL
GAY
ND
D
CIT Y
ELA EV CL
ELA EV CL
ND LA VE
ND LA VE
GAY
ND
ND A BRO
AD BRO
PRIVATE
G LON
E CL
E CL
ELA EV CL
ELA
ND LA VE
GAY
PRIVATE
G LON
D D CCA CCA
G LON
E CL
Y
G LON
D CCA
A BRO
D
CIT Y
CONNECT SCHOOL TO CITY AXIS
4
D
A PUBLIC BRO
AD BRO
4 PUBLIC4
SCHOOL OPENS UP TO PARK
PUBLIC
OPEN
OPEN
DENSE PULL OUTDENSE FORMS
OPEN
OPEN
DENSE PULL OUT FORMS PULL OUT FORMSDENSE
PULL OUT FORMS PULL OUT FORMS
PUBLIC PUBLIC
STRONG CITY PRESENCE
VOIDS BECOME SOLIDS
DENSE VS. OPEN
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Men 283 SF Class 1823 SF
Class 1862 SF
Class 1823 SF
Class 1862 SF
Class 1874 SF
Class 1871 SF
Women 286 SF
Kitchen 208 SF
UP
Class 744 SF
Class 744 SF
Class 816 SF
Class 816 SF
Class 710 SF
Class 710 SF
Class 689 SF
Class 689 SF
Kitchen 208 SF
DN
Review Space UP
DN
DN
DN
Printing Storage 559 SF
UP
Men 286 SF
Printing Storage 559 SF
Women 286 SF
Men 286 SF
Print Station 1234 SF
Print Station 1234 SF
Computer Lab 1856 SF
Computer Lab 1856 SF
DN
UP
Review Space
DN
Women 286 SF
Computer Lab 2434 SF
Computer Lab 2434 SF
UP
UP
Computer Lab 2520 SF
Computer Lab 2520 SF
Class 930 SF
Class 930 SF
Class 947 SF
Class 947 SF
Class 1769 SF
Class 1041 SF
Class 1235 SF
Class 1769 SF
Seminar 540 SF
Seminar 540 SF
Seminar 674 SF
Seminar 674 SF
Men 345 SF
UP
Women 317 SF
Class 867 SF
Class 1174 SF
Class 1176 SF Class 1244 SF
Class 1442 SF
Class 1522 SF
Class 1244 SF
Class 1522 SF
Computer Lab Men 3679 SF 371 SF
Women 375 SF
Digital Lab 1024 SF
Men 371 SF
Women 375 SF
Review Space
DN
DN
Class 1154 SF
Class 1174 SF
Class 873 SF
Class 873 SF
Digital Lab 1024 SF
UP
Computer Lab 2149 Class 1154 SF SF
Computer Lab 2149 SF
Class 867 SF
Computer Lab 3679 SF
Men 345 SF
Class 1235 SF
Women 317 SF
Seminar 738 SF
Seminar 738 SF
Class 838 SF
Class 1176 SF
Computer Lab 408 SF
Computer Lab 404 SF
Computer Lab 773 SF
Class 838 SF
Ground Floor Plan Scale 1/32” = 1’
42
Computer Lab 2814 SF
Computer Computer Lab Lab 2416 2814 SFSF
Computer Computer Lab Lab 2416 2157 SF SF
Computer Lab 2157 SF
Class 757 SF
Class 757 SF
Class 1442 SF
Women 286 SF
Cafe 243 SF
UP
UP
Class 1041 SF
Men 283 SF Class 1871 SF
Class Cafe 1874 SF 243 SF
Computer Lab 408 SF
Review Space
Review Space
Computer Lab 404 SF
Computer Lab 773 SF
Darkrooms 476 SF
Computer Lab 1559 SF
Computer Lab 1559 SF
Darkrooms 518 SF Darkrooms 399 SF Darkrooms 538 SF
Computer Lab 1157 SF
Computer Lab 909 SF
Computer Lab 1157 SF
Computer Lab 1233 SF
Computer Lab 909 SF
Computer Lab 1233 SF
Photo Lab 1019 SF
Darkrooms 476 SF Darkrooms 518 SF Darkrooms 399 SF Darkrooms 538 SF
Photo Lab 1019 SF
Second Floor Plan Scale 1/32” = 1’
Computer Lab 2814 SF
Conference 471 SF
Review Space UP
DN
UP
Review Space
Women 292 SF
DN
UP
DN
Men 268 SF
Women 292 SF UP
DN
Conference 471 SF
Conference 513 SF
Men 268 SF
Conference 402 SF
Conference 368 SF
Conference 322 SF
Men 292 SF
Conference 513 SF
Conference 402 SF
Women 331 SF
Men 292 SF
Conference 506 SF
Conference 368 SF
Women 331 SF
Conference 506 SF
Conference 322 SF
DN
DN UP
UP
Conference 327 SF
Conference 327 SF
Conference 307 SF
Men 371 SF
Review Space
Women 375 SF
Women 292 SF
DN
Conference 368 SF
Conference 307 SF
Review Space
Men 268 SF DN
DN
Women 292 SF
Men 268 SF
Conference 419 SF
Conference 473Conference 419 SF SF
Conference 587 SF
Conference 368 SF
Men 292 SF
Conference 473 SF
DN
Women 331 SF
DN
Conference 510 SF
Conference 587 SF
Men 292 SF
DN
Women 331 SF
Conference 510 SF
Review Space
Darkrooms 476 SF
Computer Lab 1559 SF
Darkrooms 518 SF Darkrooms 399 SF Darkrooms 538 SF
Computer Lab 1233 SF
Photo Lab 1019 SF
nd Floor Plan le 1/32” = 1’
Darkrooms 476 SF Darkrooms 518 SF Darkrooms 399 SF Darkrooms 538 SF
Photo Lab 1019 SF
Third Floor Plan Scale 1/32” = 1’
Fourth Floor Plan Scale 1/32” = 1’
A series of public and private courtyards are created, creating a variety of outdoor classrooms, recreational space, and public circulation.
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Review space is placed near public circulation, allowing any visitor to comfortably view an integral part of the design process without disturbing the privacy of the studios.
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Studio layout places all of the 13 different design majors on the same floor, encouraging a cross-disciplinary mix of ideas.
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The openness of the upper studio level allows for an abundance of views out to the surrounding park as well as downtown Columbus. Shown above is the studio balcony, which is designed to accommodate everyone from the curious visitor to private events.
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An important part of the campus is the play between the dense and open spaces. By housing all of the programmatic requirements on 2.5 city blocks (out of the available 5), a variety of green spaces are created, which range from open, recreational fields to dense forests, creating a greater level of privacy.
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jesuit university of east africa
address: kajiado, kenya type: group project, campus & business school master plan size: 600,000 sq. ft. instructor: ann pendleton-julian HEKIMA JESUIT UNIVERSITY HEKIMA JESUIT UNIVERSITY KAJIADO, KENYA KAJIADO, KENYA when: spring & fall 2015 DARREN SPENSIERO MICHAEL ZUMPANO
DARREN SPENSIERO MICHAEL ZUMPANO
Hekima Jesuit University can leapfrop the traditional education model and become a leader in the world of education Hekima Jesuit University can leapfrop the traditional education model and become a leader in the world of education of the future. As the forefront of education in East Africa, this university needs to take on future. the taskAs ofthe creating of the forefront of education in East Africa, this university needs to take on the task of creating relationships between the student, the teacher, and the educational environment.relationships This schemebetween aims to do by thethis student, the teacher, and the educational environment. This scheme aims to do this by creating a stronger relationship between two major programmatic spaces of a college, thearesidential and academic creating stronger relationship between two major programmatic spaces of a college, the residential and academic spaces. The traditional education model separates these two programs, containing a residential hub, filled with spaces. The traditional education model separates these two programs, containing a residential hub, filled with several dormitories and a student union, and an academic core, a large cluster ofseveral academic spacesand for all dormitories a different student union, and an academic core, a large cluster of academic spaces for all different kinds of academic pursuits. The university of the future, Hekima Jesuit University, willkinds create stronger ties between of academic pursuits. The university of the future, Hekima Jesuit University, will create stronger ties between academic and residential spaces by linking the two together based on academicacademic pursuit. Students of the engineering and residential spaces by linking the two together based on academic pursuit. Students of the engineering college will live in dorms directly above the engineering school, with a direct procession through more public college will livethe in dorms directly above the engineering school, with a direct procession through the more public spaces of the engineering school’s program. Each school is a part of the procession, along street that program. Each school is a part of the procession, along the pedestrian street that spaces of the the pedestrian engineering school’s runs throughout the site. Lectures facing the street activate the space and are bookended by public like facing the street activate the space and are bookended by public spaces, like runs throughout the spaces, site. Lectures cafes and cultural centers, to create pools of activity along the stream of movement. cafes and cultural centers, to create pools of activity along the stream of movement.
This graduate studio (spring) and seminar (fall) worked closely with the current expansion of Hekima College. This Nairobi based Jesuit university currently has plans to expand to a rural site in Kajiado, KenHEKIMA JESUIT UNIVERSITY HEKIMA JESUITworked UNIVERSITY ya. InKENYA the spring studio, students on the campus master plan, KAJIADO, KAJIADO, KENYA taking account site-specific features such as animal migration, scale and safety issues. The fall seminar focused on the business school master plan. These classes were also paired with a student trip to Nairobi and the future campus site. Throughout all components, students worked closely with key members of the actual project team. A strong consideration for education in East Africa must be safety. With students coming from all over East A strong consideration forAfrica, education in East Africa must be safety. With students coming from all over East Africa, there can be a clashing between groups and nationalities. This scheme creates surveillance by a use, ensuring a safe groups and nationalities. This scheme creates surveillance by use, ensuring a safe there can be clashing between campus. Spaces with constant activity are used to overlook thresholds between access levels. The with fitness center and campus. Spaces constant activity are used to overlook thresholds between access levels. The fitness center and student union face out onto the open public space at the ceremonial entry to thestudent university, causing a constant union face out onto the open public space at the ceremonial entry to the university, causing a constant presence at the entrance to the academic zone of the campus. At a smaller scale, culturalat centers at the end of academic zone of the campus. At a smaller scale, cultural centers at the end of presence the entrance to the each college overlook thresholds between schools. By creating pools of activity and round the clock usethresholds between between schools. By creating pools of activity and round the clock use between each college overlook programs, the university of the future is a safe one. programs, the university of the future is a safe one.
DARREN SPENSIERO MICHAEL ZUMPANO
DARREN SPENSIERO
MICHAEL Hekima Jesuit University can leapfrop the traditional education model and become aZUMPANO leader in the world of education Hekima Jesuit leapfrop the traditional education model and become a leader in the world of education of the future. As the forefront of education in East Africa, this university needs to take onUniversity the task can of creating of the future. the forefront ofdo education relationships between the student, the teacher, and the educational environment. ThisAs scheme aims to this by in East Africa, this university needs to take on the task of creating between the student, teacher, and the educational environment. This scheme aims to do this by creating a stronger relationship between two major programmatic spacesrelationships of a college, the residential and the academic creating a stronger relationship between spaces. The traditional education model separates these two programs, containing a residential hub, filled with two major programmatic spaces of a college, the residential and academic spaces.ofThe traditional education separates these two programs, containing a residential hub, filled with several dormitories and a student union, and an academic core, a large cluster academic spaces for allmodel different severalwill dormitories and a student union, and an academic core, a large cluster of academic spaces for all different kinds of academic pursuits. The university of the future, Hekima Jesuit University, create stronger ties between kinds of academic pursuits.ofThe of the future, Hekima Jesuit University, will create stronger ties between academic and residential spaces by linking the two together based on academic pursuit. Students theuniversity engineering academic andthrough residential by linking the two together based on academic pursuit. Students of the engineering college will live in dorms directly above the engineering school, with a direct procession thespaces more public will live in dorms directly above engineering school, with a direct procession through the more public spaces of the engineering school’s program. Each school is a part of the college procession, along the pedestrian streetthe that spaces of the engineering school’s program. Each school is a part of the procession, along the pedestrian street that runs throughout the site. Lectures facing the street activate the space and are bookended by public spaces, like runs throughout the site. Lectures facing the street activate the space and are bookended by public spaces, like cafes and cultural centers, to create pools of activity along the stream of movement. cafes and cultural centers, to create pools of activity along the stream of movement. A strong consideration for education in East Africa must be safety. With students coming from all over East Africa, A strong consideration for education in East Africa must be safety. With students coming from all over East Africa, there can be a clashing between groups and nationalities. This scheme creates surveillance by use, ensuring a safe there can be a clashing between groups and nationalities. This scheme creates surveillance by use, ensuring a safe campus. Spaces with constant activity are used to overlook thresholds between levels. The fitness center and campus.access Spaces with constant activity are used to overlook thresholds between access levels. The fitness center and student union face out onto the open public space at the ceremonial entry to the university, causing a constant THIRD RIVER TRAM STOPS student union face out onto the open public space at the ceremonial entry to the university, causingRIVER a constant THIRD THE THIRD RIVERcenters at the end of THE THIRD RIVER presence at the entrance to the academic zone of the campus. At a smaller scale, presence atcultural the entrance to the academic zone of the campus. At a smaller scale, cultural centers at the end of each college overlook thresholds between schools. By creating pools of activity and round the clock use between each college overlook thresholds between schools. By creating pools of activity and round the clock use between programs, the university of the future is a safe one. programs, the university of the future is a safe one.
TRAM STOPS
CAMPUS PUBLIC
CAMPUS PUBLIC
ACADEMIC PUBLIC
ACADEMIC PUBLIC PRIVATE
PRIVATE
THIRD RIVER
THE THIRD RIVER
CAMPUS ACTS AS “THIRD RIVER” OF SITE
THIRD RIVER
TRAM STOPS ANIMAL CROSSING SAFETY ZONES
THE THIRD RIVER CROSSING TRAM STOPS ANIMAL
SAFETY ZONES
ZONES OF SAFETY/SURVEILLANCE BY USE
ZONES OF SAFETY/SURVEILLANCE BY USE
ANIMAL MIGRATION ENCOURAGED
TRAM REDUCES SCALE
SAFETY BY OCCUPATION
CAMPUS PUBLIC
CAMPUS PUBLIC ACADEMIC PUBLIC
NATURAL VENTILATION
ACADEMIC PUBLIC PRIVATE
PRIVATE
ANIMAL CROSSING
ANIMAL CROSSING SAFETY ZONES
SAFETY ZONES
ZONES OF SAFETY/SURVEILLANCE BY USE
NATURAL VENTILATION
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The master plan combines residential villages above the academic streets, filling each residential void with a public amenity. This also acts as a way to control tamed and untamed landscape.
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ACADEMIC UPPER LEVEL PLAN (1 STORY BELOW GRADE) 1” : 30’
ACADEMIC LOWER LEVEL PLAN (2 STORIES BELOW GRADE) 1” : 30’
ACADEMIC UPPER LEVEL 1” : 30’
The academic streets utilize pools of public space to call attention to the beginning and ending of neighborhoods. These spaces also act as gateways to the villages above.
ACADEMIC STREETS & RESIDENTIAL SECTION 1” : 20’
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Residential villages are mixed with public ammenities to draw interaction between neighborhoods and social structures.
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Pools of public space on the street level act as a way-finding point along the master plan.
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RESIDENTIAL GROUND LEVEL HOUSING: 1” : 20’ GROUND LEVEL SCALE: 1” = 20’
RESIDENTIAL GROUND LEVEL HOUSING: 1” : 20’ GROUND LEVEL SCALE: 1” = 20’
HOUSING: SECOND LEVELLEVEL RESIDENTIAL SECOND SCALE: 1” = 20’ 1” : 20’
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HOUSING: SECOND LEVELLEVEL RESIDENTIAL SECOND SCALE: 1” = 20’ 1” : 20’
OFF 1” :
OFF 1” :
Residential villages combine different living styles with different yeared students. This encourages mentorship among all levels.
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tokyo megalopolis
what: architecture research travel award type: independent study when: may 2013 where: tokyo, yokohama, hiroshima, kyoto, osaka, nara, & seoul This trip, one of five proposals given the Architecture Research Travel Award, was an in-depth study of the city of Tokyo, a city with building standards and conditions like no other in the world. A comparison of eastern and western cities was made, noting Tokyo’s absent center and lack of centralized city organization. Studies of the modern Japanese facade were done as well, primarily dealing with signage as a means of architectural expression. These features dominated the cities of Tokyo and Osaka, though time was also spent in Hiroshima, Nara, and Kyoto to explore the historical and cultural side of Japan.
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european architecture studies
when: summer 2012 where: finland, sweden, denmark, england, france, belgium, netherlands, & germany instructor: jackie gargus
Each summer, the Knowlton School of Architecture offers a five week study abroad trip of Europe. This trip consists of an intensive schedule of examining buildings, sketching excercises, lectures, and discussions. The beginning of the trip spent a considerable amount of time in Finland, extensively examining the work of Alvar Aalto, before moving throughout the rest of Scandinavia. After, the group traveled through lower Europe, doing intensive city studies of London, Paris and Amsterdam while stopping at others along the way.
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u.s. pavilion: venice biennale what: work study; photography when: may 2014 where: venice, italy A select group of students from Ohio State were given the opportunity to participate in the 2014 Venice Biennale under the direction of Ashley Schafer, a professor at the Knowlton School of Architecture and co-curator of the U.S. Pavillion. Students helped to assemble and design parts of the exhibition, while being immersed in the multicultural events that exemplify the Biennale. The images on the right are a sampling of original photography that documented the month before opening; many being featured in print and online publications from Storefront For Art & Architecture, Architizer, The Ohio State University, and MIT.
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Michael Zumpano 207 W. 8th Ave. Columbus, OH 43201 zumpano.4@buckeyemail.osu.edu (330)-608-2628