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INITIATIVE FOR AN INCLUSIVE CAMPUS F 2018 | Initiative for Inclusive Design
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Role: Research, Design + Construction of lecture hall (left, top + middle right) Collaborators: Leah Hong, Ellis Wills-Begley, Courtney Klee
This model was produced in collaboration with Initiative for Inclusive Design for the University of Michigan’s Campus of the Future competition, which asked for “reimagin[ed] methods and spaces for teaching and learning at Michigan in the 21st century”. This project reached the final round of the competition. Our intent was to imagine spaces that create equitable academic spaces for people of a broader range of ability and other identities that are currently marginalized by the university’s campus. My contributions to this collaborative project included project management, research and documentation of existing architecture on the University of Michigan’s campus, as well as the design and construction new lecture space [right].
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1 / 2 / 3 W 2018 | ARCH218 | Instructor: Michael Jefferson
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While exploring the relationship between existing topographical conditions and designed objects, this model proposes a built environment that accommodates the programs of sitting, standing, and laying. The model’s design follows a series of study models and mat drawings inspired by the action of folding.
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Ser ving as an exploration of for m and plan, these iterations of study models and mat drawings drew upon the idea a folded surface that then began to create occupiable space.
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The topog raphical condition was created through adapting the lines of the thumbprint into a topog raphical map.
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These models were an investigation of the the verb fold as it relates to form and space. Working through various initial conditions including the square plane and the rectangular strip led to the manifestation of the object as created from a singular sheet which folded around itself to create the final form.
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W 2018 | ARCH218 | Instructor: Michael Jefferson
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This design exists as a reconciled version of earlier forms of cube iterations, and builds on the spatial relationships and methods of folding previously established. The form was produced from a single, rectangular plane of material that folds around itself, allowing scored portions to invert themselves and ends to begin to wrap around each other.
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VILLA STEIN DE MONZIE W 2018 | ARCH218 | Instructor: Michael Jefferson
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This model explores the underlying relation to Palladio’s Villa Malcontenta as originally proposed by Collin Rowe in The Mathematics of the Ideal Villa. Acrylic volumes were inserted into the grid of Villa Stein following the massing of Villa Malcontenta, revealing a relation of Le Corbusier’s modernism to a greater architectural discourse. Made in collaboration with Courtney Klee.
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41 COOPER SQUARE W 2017 | ARCH202 | Instructor: Dawn Gilpin
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After researching Morphosis’ 41 Cooper Square through publications, these drawings were produced to examine the project’s use of stairs and skip-stop elevators to produce a vertically contained campus space. This project included examination through vertical section, axonometric, and perspective views.
41 COOPER SQUARE F 2018 | ARTDES196 | Instructor: Susan Hoge
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Drawing upon my previous examination of 41 Cooper Square through drawing, this copper model was created to study the relationship between interior and exterior through the for mation of an object.
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MEASURED SPACE W 2017 | ARCH202 | Instructor: Dawn Gilpin
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These drawings were created through manual measure of the Rackham School of Graduate Studies, designed by William E. Kapp. Measurement was done through the use of both traditional measuring tools as well as the use of the body as a unit of measure. Rather than measuring or assuming the angles of cor ners, the entire drawing relied on precise manual triangulation of points.
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transcription
REFLECTED SPACE F 2016 | ARCH201 | Instructor: Melissa Harris
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This project explored the relationship of interior and exterior spaces separated by a glass plane throughout different times of the day. The space was studied between 8 am until 2 am, showing the range of states throughout a 24 hour day.
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As the lighting conditions changed, the relationship between the interior and the exterior was blurred through reflections that created an alternate reality on the other side of the glass. This reflected space profoundly changed the experience of the interior, and replaced the exterior conditions with those that were imagined.
TRANSLATION F 2016 | ARCH202 | Instructor: Melissa Harris
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CUBIC YARD F 2016 | ARCH202 | Instructor: Melissa Harris
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T hese freehand drawings ser ved as an examination of re presentational methods through the study of an ar rang ement of objects. Translation between drawing types ser ved to strengthen the understanding of the relationship between methods.
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renditions
P A T H S T r a v e l AbleBodied Person
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Person in a Wheelchair
T O
E D U C A T I O N
The Journey to Opportunity
T i m e :
In this trial, the person in an electric wheelchair had to travel more than double the distance to reach the same learning space.
1:45 MIN 6:30 MIN
Educational buildings such as the University of Michigan's Art + Architecture Building are 38 designed in ways that limit the navigation of people with disabilities. Buildings like these limit the opportunities available for people with disablilites, despite being defined as "accessible,� and segregate people with disabilites from the paths and spaces of able-bodied people.
1:45 min 6:30 min
5:30 min
1:00 min 4:45 min
3:00 min 1:00 min
4:00 min
University of Michigan Art + Architecture Building
Common Barriers to Education: Limited Automatic Doors / Limited Elevators / Narrow Passageways / Limited Routes
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PATHS TO EDUCATION F 2017 | Initiative for Inclusive Design
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This informational poster was originally created for the Art 4 Activism poster contest, and later developed as part of Initiative for Inclusive Design submission to the Campus of the Future contest. Through the study and documentation of the means of circulation available in the University of Michigan’s Arts and Architecture Building, this examination of inequitable educational spaces was created to encourage the university and its students to reconsider how we organize our educational spaces.
SPACES Guest Lecturer: Celeste Adams
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Where:
Art+ Architecture Auditorium
When:
Friday, March 24 11:30am - 1 pm
The Initiative for Inclusive Design invites you to join us for our presentation on segregated spaces. There will be a lecture from disability rights activist Celeste Adams, covering disability history and culture, followed by a panel discussion on the group’s research concerning accessible spaces on campus. We aspire to create a lasting effect on the Ann Arbor community and architecture students, who will be responsible for accessibility in the future. Please join us to support this crucial, yet frequently overlooked issue.
Light Refreshments will be provided Please RSVP to TaubmanIID@gmail.com
The Initiative for Inclusive Design
SEGREGATED SPACES W 2017 | Initiative for Inclusive Design
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Created in collaboration with the photographic documentation of Celeste Adams and Ellis Wills-Begley for the Initiative for Inclusive Design’s winter lecture, Segregated Spaces.
NAGARE GARDEN F 2017 | ARCH211 | Instructor: Zain AbuSeir
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T hrough exploration of methods in Rhinoceros 3D, V-Ray, Photoshop, and Illustrator, this g arden was produced as a case study for digital rendering practices.
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A R R A Y F 2017 | ARCH211 | Instructor: Zain AbuSeir
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INTERSECTIONS F 2017 | ARCH211 | Instructor: Zain AbuSeir
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Created for the Michigan Origami Group [M.O.G.]. This logo combines the inaugural project of the group, paper cranes, with the underlying theme of the University: the block “M�.
ORIGAMI LOGO W 2018 | Michigan Origami Group
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DREAM, BELIEVE + SUCCEED W 2016 | Personal Project
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These conceptual graphics were produced to promote the Business Professionals of America’s 2017 National Leadership Conference in Orlando, Florida. The goal was to integrate the attraction of the location with the objectives of the organization for its members.
M i t c h e l l L a w r e n c e m i l a w r e n @ u m i c h . e d u 8 1 0 . 4 7 1 . 7 5 2 3
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