ARCHITECTURE PORTFOLIO ABBY REED FALL 2014
INSTRUCTOR: JAMES FORREN ARCH 1110: FUNDAMENTALS OF REPRESENTATION AND DESIGN
THE
CUBE
The focus of this project was to create an implied cube within a 6”x 6”x 6” space. The cube required at least three defined sides and two implied interior spaces. Later, four additional pieces that carried the ideas of the rest of the cube had to be added to create another implied space. Left: Axonometric Right: Exploded Axonometric
CARPENTER CENTER
LEARNING SPACE
The main idea of this project was to design a learning space within a given site at the Carpenter Center at Harvard. The learning space had to include areas of varying scale for various sized groups; a large, lecture-size, a medium class-size, and individual study spaces.
Clockwise from above: Plan, Section 1, Section 2
The design of my learning space initiated from the datum of the column grid and brisolle. Initially the steps only landed on the grid lines, then steps were added for additional space and seating. The stepped sitting areas are carried out through all three spaces, varying in general shape and scale. The lecture area takes up a majority of the space, while the medium and indivudal spaces are smaller for a private learning and study. A gradual stair allows for movement through the entire space. Above: Model Photo Right: Learning Space Axonometric
CHRISTIAN SCIENCE CENTER
PAVILION
The purpose of this project was to create a pavilion on a selected site at the Christian Science Center. The pavilion had to tie in aspects of the site while redefining spaces and views through the use of apertures. Two statues from the Museum of Fine Arts were placed within the pavilion, which defined the approach and how the statues can be viewed.
RCISE 2.5 LION DESIGN SITE PLAN SCALE 1/64” = 1’ DAMENTALS OF REPRESENTAION & DESIGN
Left: Site Plan Below: Pavilion Plan
ABBY REED OCTOBER 30, 2014 FORREN MONDAY/THURSDAY
The site I chose was at the end of the reflecting pool, facing west as to capture the sun throughout the day. The path one takes through the pavilion winds back and forth down a slight ramp and ends in front of the pool. Long, monolithic windows keep the viewer’s focus on the reflecting pool as they walk through the pavilion.
A major aspect of the design was the transition from dark to light. From the first section, furthest from the reflecting pool, to the final ramp out of the pavilion, the space gradually gets lighter. Light filters in through the roof and spaces within the windows. The greatest amount of light enters through the window closest to the pool, also allowing for a narrowed view of the water. Clockwise from right: Section 1, Section 2, Model Photo
Section Axonometric
EXERCISE 2.5 PAVILION SECTION AXON SCALE 1/16” = 1’ FUNDAMENTALS OF REPRESENTAION & DESIGN
ABBY REED OCTOBER 30, 2014 FORREN MONDAY/THURSDAY
MUSEUM STAIR
The idea for this project was to create a gallery for two paintings, The Daughters of Edward Darley Boit, by John Singer Sargent, and Saint Luke Painting the Virgin, by Rogier van der Wayden. The given space had two levels, to be connected by a stair and passageway.
Light has a strong symbolic meaning in St. Luke Drawing the Virgin. Because of this, I wanted the first space to be lighter and more open, while at the same time directing attention to Mary through the use of the specific aperture. Then as a viewer ascends the stairs, the space becomes darker and more irregular. Right: Diagram (Light and Space) Below: Progression of Model Photos
lightest darkest
My museum stair project involves the transition of light to darkness, and open to tight spaces. These transitions emphasize the significance of the paintings and the way they make the viewer feel.
While first studying the painting, The Daughters of Edward Darley Boit, I wanted to emphasize how the uncomforting gazes of the girls made the viewer feel. The feeling was similar to that of being enclosed in a tight space, or a tunnel where you can’t see what’s around the next turn. This led to the transition of open space, to tighter, more irregular space. Clockwise from Above: Model Photo, Section 1, Section 2
Clockwise from Right: Plan 1, Plan 2, Section Axonometric
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PLAN D
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