MIN LIANG
P r at t I ns t i t u te Sch o o l o f Ar ch itect ur e Po r t f o lio
865 AMSTERDAM AVE APT 16B NEW YORK, NY, 10025 MINHLIANG@GMAIL.COM
SELECTED PROJECTS ADMINISTRATION BUILDING DESIGN 403 LOUIS GOODMAN
RENDERINGS
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GRAND ST DORMATORY PROJECT Critic: Suzan Wines
Shirley Li Min Liang
NEWARK THEATRE - TECHNICAL INSTITUTE FOR STAGE PRODUCTION DESIGN 402 CRITIC DAN BUCESCU
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COLUMBIA BOAT HOUSE DESIGN 302 CRITIC SUZAN WINES / WITH SHIRLEY LI
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GRADUATE DORMATORY DESIGN 301 CRITIC SUZAN WINES / WITH SHIRLEY LI
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STATEN ISLAND KINDERGARTEN DESIGN 202 CRITIC BORJA FERRATER
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THE MEMORY CUBE DESIGN 101 CRITIC CHRISTOPH KUMPUSCH
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REPRESENTATION CRITICS FILIP TJECHMAN, GEORGE SHOWMAN, ADAM ELSTEIN
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ADMINISTRATION BUILDING
The site is located in Massachusets, to serve as an administration building for both students and visiting parents of the Eaglebrook School. The building consists of Admissions, business offices, development offices, Headmaster’s office, Board Room, and Publication’s offices.
The primary concern for the project to obtain natural lighting and views to every occupied space. In this design, the visitors are first greeted by an inviting ramp that is lead by the roads of the campus. As the visitors enter into the lobby to experience the views of looking down the landscapes of the campus.
SITE PLAN SCALE 1’ : 1/8�
Responding to the adjacent building, Gibbs, this administration building opens up to allow students and teachers to take shortcuts through the building. The central corridor is lowered to allow the maximum light to enter into the north and south wings of the building, but also to allow the corridor to recieve ambient lighting. The facade is composed of an exterior structure that supports the slopped roof, and the interior layer provides the necessary fenestration.
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The North Elevation faces the Dining Hall, where faculty, students, and parents would enter through the administration building or bypassing its courtyard. The North elevation is designed to recieve the maximum indirect light, and the facades are more opened to reveal itself to the campus.
The South Elevation is the first glance of the building as someone enters into the campus. The building is clearly separated into two wings, divided by the wide corridor/waiting area. Visitors will get a glance into its public spaces and also gain access through its second entrance next to the wide corridor.
North Elevation
South Elevation
The organization of the programs are planned according to the sequence of visiting parents and students. They will recieve the full open facade as they turn into the building, and recieved by the Headmasters and Administration offices.
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SECOND FLOOR PLAN SCALE 1’ : 1/8” 1 2 3 4 5
ADMINISTRATION SECRETARY/LOBBY AREA HEADMASTERS MAIN LOBBY BOARD ROOM / CONFERENCE ROOM
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WEST ELEVATION7 SCALE 1’:1/8” 89
LOBBY AREA FOR BOARD ROOM BUSINESS DEPARTMENT PUBLICATIONS DEVELOPMENT
1. Administration 2. Secretary / Lobby Area 3. Headmasters 4. Main Lobby 5. Boardroom / Conference Room 6. Lobby Area for Board Room 7. Business Department 8. Publications 9. Development Offices
GROUND FLOOR PLAN SCALE 1’ : 1/8”
Section Through Main Hall
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Interior Render looking North in Corridor
Interior Render looking at East Exit and Lobby Stairs
The Exterior of the Building is a clean concrete Structure, and within is a complete wooden interior. The area above the waiting corridor is lifted to let in ambient light. The roofs of both wings overhangs slightly over the corridor. The overlaps of roofs at the center create an abundance of lighting for the public visitors.
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NEWARK THEATRE - TECHNICAL INSTITUTE FOR STATE PRODUCTION
The Site is located adjacent to the prudential center and the New Jersey transit. The material of the building is influenced by the site’s industrial character. The glass is essentially used to emphasize the corten structure, and metal panels skin the theater.
The concept of the institute was to create one main study or practice for the technical aspects of the threatre. In this theatre, the students would be learning the production of stages, from the production of the physical stage, the artistry of the stage, and then to the final performace of the stage.
The main school itself would be a mechanical learning center; the stage would be able to move along tracks to the three different classrooms/workrooms. The circulation of the students surround the earning environment to maximize their experience of the institution and the visitors are able to glance into the production of their shows. Conceptually, the school becomes a theatre itself.
Second Floor Plan
As the stage completes a process of production, it moves to another SECTION BB’ production set in a SECTION BB’ different section of the building. The Diagram below shows the movement of the stage, as production progresses. It moves across the heavy industrial steel.
SECTION BB’
SECTION BB’
SECTION CC’
SECTION CC’
SECTION CC’
SECTION AA’
SECTION CC’
SECTION DD’
STAGE PRODUC
Section through Stage and Painting Classroom 11
Ground Floor Plan This series of plan and section show the lobbying area for visitors and the relationship between the lobby, the stage, and the classroom. The produced stage starts from the classroom, and while approaching completion, it moves toward the second phase, and then, the final phase of presentation (the stage).
The first classroom plays a very important role between the students and the visitors of the building. Upon entering the lobby, the visitors are able to peer into the production, and know how and where the stage is produced.
Section through Lobbying cafe and Stage
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COLUMBIA BOAT HOUSE The project situates on Columbia’s Property in Baker field. We aim to design a boat house that serves the Columbia varsity team and the surrouding community. The design encounters two programmatic issues - the storage of boats and the multiple program usage of building. On a broader sense of time, rowing is a seasonal sport. Hence the design distinctly divides the condition and non-condition space to serve other users as a community center during off-seasons.
The initial design strategy investigates the physics of team rowing and the movements of the oar. The former strategy analyzes the synchronicity of an indiviadual within the team; the latter, the effect of how one component creates a rippled effect within the system. These ideas ripple from the long span structure into individual panels of louvres.
The programs of boat house synchronizes the mind and the body to reflect upon the physical and mental work of the rowers. The programs are categorized into the “body”, “transition”, and “mind”. The erg space, weight rooms, and lobby spaces are spaces for the body. The cafe, conferences and classrooms are considered as spaces for the mind. Then each individual spaces reposition according to the day-lighting of the site.
The public spaces receive more intense lighting, whereas the gyms need more controlled lighting. To control the lighting, we developed a facade system to direct the entrance of light into the spaces. The facade of the walls were transformed and modified as roof shading device. As the facades became the roof, the roof of the shed was then transformed back into the landscape. As the synchronicity of the facade and structure ripple into the landsacpe, the design extends the spirit of the rowing tradition into an an environmental building.
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The Rowing studies lead to a study of balance within a folded surface of the shed. The shed hold many sizes of boats, often times are around 30’ long. To get these boats off the racks, the rowers are aligned from the tip of the boat, the mid, and the end. With complete cordinated balance, the rowers bring the boat down and moved out of the shed. The first folds represents the positive and negative forces from the gravity of the boats and the pressure of the rowers.
Oar Resulted Force Initial Force By Oar Resulted Movement from Force Resulted Displacement
Rowing is a sport that requires cordination of the whole body. As a rower propells across the water, they utilize their legs, arms, while sychronizing with their team mates. This diagram expresses the forces of each team mate as they propell across the water. Every stroke of each member has it’s own force that accumulate into the straight forward movement of the boat. The form of the Boathouse is driven by the necessary circulation around the complex. The visitors need a place to park their cars, trucks, and boats. The forms also need to consider the movement of large scaled boats in and out of the shed.
Truck and Car circulation Boat circulation
Circulation Diagram
INSTRUCTOR_S
MIN LIANG
THIRD FLOOR
MIN LIANG
UP
SHIRLEY LI
The form of the Boathouse is driven by the necessary circulation around the complex. The visitors need a place to park their cars, trucks, and boats. The forms also need to consider the movement of large scaled boats in and out of the shed.
GROUND FLOOR PLAN
Third Floor Plan
SECOND FLOOR
Ground Floor Plan
SECTION A
SECTION B
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WN
UP
SECTION A
Section through Community Center 1’ : 1/8”
BIA BOAT HOUSE
COLUMBIA BOAT HOUSE
1’ : 1/8”
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UP
DOW
COLUMBIA BOAT HOUSE
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NB
SECTION B 1’ : 1/8” Section through Underpass
EVATION
1’ : 1/16”
East Elevation EAST ELEVATION NS AND ELEVATIONS The form of the Boathouse is driven by the necessary circulation around the complex. The visitors need a place to park their cars, trucks, and boats. The forms also need to consider the movement of large scaled boats in and out of the shed.
1’ : 1/16”
SECTIONS AND ELEVATIONS
NORTH ELEVATION
1’ : 1/16”
6” STRUCTURAL CONCRETE WATER PROOFING 2 1/2” RIGID ROOF INSULATION 2” CONCRETE ROOF DECKING 1/2” GWB 3/4” DENSGLASS WATER PROOFING 1” AIR BARRIER 3” RIGID INSULATION EXTERIOR CONCRETE CLADDING
CLIPPED ON BY METAL ANCHORS
1 1/2” WOODEN LOUVRES ALUMINUM SILL ALUMIMNUM FRAMING 1 1/2” WOODEN LOUVRES
Cobble
Wood
Concrete
Grass
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PRATT GRADUATE DORMITORY Unlike other universities, Pratt Institute is specialized as a school for arts. This artistic make up of students calls for an entire different conceptual approach on the design of the dormitory. Students are not just socializing within the digital networks; they are actively communicating with peers about their specific skill sets/ majors. The space created for these students should reflect their social interaction as a performance stage, or a common stage.
Students will display or perform their art from various backgrounds, inspiring the community they are surrounded by. The stage is generated by the lighting condition (spot lights), which ultimately forms the social spaces around it. The audience makes up the social spaces, which will be regulated based on the visual interaction with the stage.
Morning Sunlighting
Afternoon Sunlighting
Evening Sunlighting
GRAND ST DORMATORY PROJECT
PLANS SITE MASSING
Critic: Suzan Wines
20’ SET BACK
Shirley Li Min Liang
Massing Studies In this study, the units are separated into public and private configurations. The public units are kept as orthogonal configurations, whereas the more private units are angled towards each other to create a more intimate interaction between each unit.
SITE MASSING stage, or a common stage. Students will display or perform their stage, or a common stage. Students will display performconditheir are surrounded by. The stage is generated by theorlighting
Traditional Communal Space
are surrounded by. The stage is generated by the lighting condi-
CIRCULATION
SITE MASSING
STRUCTURE Dynamic / Interactive Communal Space
Public configuration Private configuration Light configuration MEP configuration 21 UNIT A BEDROOM
UNIT B BEDROOM
The exterior render is to show the particular window treatment within the space and the material treatment to the facade. Although the facade is made of shades of concrete, we want the undersides of the balconies to have a warmth from the wood.
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up
The ground floor lobby utilizes the material of the interior flooring, and the exterior finish to occupy the space as a flooring, walls, and ceiling.
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ELEVATIONS
Critic: Suzan Wines
Shirley Li Min Liang
GRAND ST DORMATORY PROJECT
ELEVATIONS
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GRAND ST DORMATORY PROJECT C-C Critic: Suzan Wines
Shirley Li Min Liang
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2 Seventh1 Floor Plan
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Render of the facade within the incavement of the front facade.
The Facade is composed of different shades of concrete to portray the building’s dynamic units.
Front Elevation
Back Elevation
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Each unit is establishes a connection with units adjacent to it. They share a dynamic social connection with each other at public spaces, such as the living and dining spaces. At the top floors of the duplex, they are able to share the inner court, looking down into the corridors or other shared spaces.
Steel framing support Aluminum covering
In the section model on the left, it demonstrates how the four units joins each others.
ting Fixtures
cony Drain 3" nklers
Counter Flashing Flashing 8” CMU 4” Rigid insulation Steel framing support Aluminum covering Continuous cant strip Waterproof membrane 8” Concrete slab
Lighting Fixtures Balcony Drain 3" Sprinklers
Aluminum sill Steel beam Brise Soleil - Aluminum Panel Shading Device
STATEN ISLAND’S NATURE KINDERGARTEN Before nature and one’s realization of the outside world, a child first acknowledges his or her mother. The mother’s nurture has a great impact on her child’s life. The child learns everything from the mother, and at the end, when they have to separate, the child then learns to obtain the same comfort from the missing mother. Thus, in order to fill in the void of the missing mother, the child will search for an item or in some cases, a person who he can trust and be comforted with. In a kindergarten, there are adults who must gain this comfort from the child. As authoritative figures, it is important for adults to be in control but also equally important to give in to the child’s needs.
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The child needs the support after the separation from the nurturing mother. With this idea, it bought me to the utilization of the landscape to nest the child, to nurture the child. The slope of the landscape will nurture the children. The classrooms need to be protected by nature and reciprocally, the child protects the garden.
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PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
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First Floor Plan
First Floor Plan
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Short section through interior garden and gymnasium
Section through interior circulation Cabinets / Display Commonspace / Playspace Lavatory Cubbies Bookshelves Reading Room Teacher’s Table Student Seating
The classes are strictly work spaces formed by one continuous structure. The structur wraps around the classroom to create its cabinet and shelving spaces. It forms the partitions between each class. The work spaces of students are also one continuous form.
The Kindergaten Cantilevers over the site to create a multilayer entry into the building . Visitors can enter either through the top of the slope, and to walk down the path through the building to go down the slope, or to entrer through the lobby at the bottom of the slope. There are multi programs that will take place in the building. Primarily as a kindergarten, but the multiple entries
Long Section through interior Garden
THE MEMORY CUBE Word Joints A. Echoing Rhthym B. Diffusing Saturation C. Inverted Void A selective three word joint is put through a revolution to undergo transformation. Then, using graphics to further develop our next step, frames were taken to gather possible developments of a cube. This cube is a development based on previous research of our word joints. The members of this cube is to retain the memory of the joint through expansion and contraction. Once again, taking the memories of the joints further, an inhabital space is created for a specific individual.
Echoing Rhythm
Diffusing Saturation
Inverted Void
Joint Studies In this study, the three different joints are combined through digital representation as a visual progression to creating a cube that can behave like the original joints. These are ideas that generate the following cube.
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REPRESENTATION 1 THE “CUBE� This representation project deals with the exploration of spatial drawings of two basic cubes with a shaved edge. By investigating and testing with different techniques, hidden experiences were amplified within the cubes. Using shadows, distortion, and constructing the movement of objects of the page, the shapes of the basic cube begin to transform across the page, showing the evolution of the clusters of cubes turning into a spatial experience across the two spreads.
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FINE ARTS WORK SAMPLES PROJECT _R160 SUBWAY TRAIN The subway is a very prominent feature of New York City. It is where people spend anywhere from five minutes to two hours of their daily lives. The subway trip has became a routine. As one recalls an experience on the train, it is as if one is going through a sequence of frames. At one point, one would look at the closer frames, to the frames on the nearest cart. Subsequently, one would focus on the intersecting train on the opposite track. These renders are produced through Rhinoceros 3d modelling and Brazil Render.
ADVANCED IMAGING RENDERS This is a series of projects generated through 3d modelling practices, using Rhinoceros 3D, Maxwell Render, and Photoshop. In these separate rendering projects, what I tested is material form, lighting, and composition of elements within the piece. The Corbusier chair is a composit of a West Elm advertisement, “If the West Elm chair wobbles, straighten the floor” The goal was to create a dynamic slanted environment while situating the chair as it’s only still piece in the room. Then, there are interior renders of my current appartment and bathroom. The apartment render was to generate a lived in condition, rather than a clean finished render shown in the bathroom render.
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FINE ARTS WORK SAMPLES ART FOR TRANSIT - DISMANTLE The subway is a very prominent feature of New York City. It is where people spend anywhere from five minutes to two hours of their daily lives. The subway trip has became a routine. As one recalls an experience on the train, it is as if one is going through a sequence of frames. At one point, one would look at the closer frames, to the frames on the nearest cart. Subsequently, one would focus on the intersecting train on the opposite track. These renders are produced through AUTOCAD AND ILLUSTRATOR (FILLER FILLER)
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