OBHISHEK MANDAL ARCHITECTURE PORTFOLIO
1 | Mumbai, June 2017
Obhishek Mandal
Work Expe rie nc e
+1 515-520-5643
Ext ra -C urric ula r Pa r t ic ipa t ion
obhi2297@gmail.com
Dean’s Charrette ISU Interdisciplinary project to re-imagine College of Design
https://www.linkedin.com/in/obhishek/
Shepley Bulfinch Boston, MA, USA
Jun-Aug 2019
Anupam De & Associates Mumbai, India
Jun-Aug 2018
Architect Hafeez Contractor Mumbai, India
Jun-Aug 2016
2020
Education
National Organization of Minority Architects ISU Social Chair Competition Chair NOMA competition and conference participant
Iowa State University (ISU) B. Arch of Architecture Bachelor 2015-2020
OPN Masterclass with Atelier Bow Wow ISU Four day graphite illustration workshop.
2019
Skills
DSN S 102 Peer Mentor ISU Supplementing the instructor in the freshman design studio with advising and critiquing students
2019
Magic Bus Mumbai, India NGO aimed at developing social and emotional skills of marginalized children through sports
2014
2140 Hawthorne Ct. Dr, Apt 2311, Ames, IA - 50010
AutoCAD SketchUp Revit Rhinoceros 3D Lightroom Photoshop Illustrator InDesign V-Ray Lumion Revit Render Sketching Model Making 3D printing BlueBeam PDF
References
2017-2019 2019-2020 2019 , 2020
C ompe t it ions
Luis Rico-Gutierrez lrico@iastate.edu +1 515-294-7427 College of Design Dean Iowa State University
DLR Prize Finalist
2018
BWBR Competition Finalist
2018
H. Kennard Bussard Competition Finalist
2019
NOMA Student Competition Top seven out of thirty-nine at national level
2019
Eugene Calara ecalara@shepleybulfinch.com +1 619-823-4223 Architect Shepley Bulfinch
Nicholas Senske nsenske@iastate.edu +1 515-294-8711 Assistant Professor Iowa State University
Viranchi Vaidya viranchi@ada.net.in +91 9819940609 Project Architect Anupam De Associates
2
3 | Ames, January 2019
Table of Contents An E xcava ti o n o f D i p l o ma c y
Fall 2018 A new take on the embassy typology in architecture. One which exists as a monument of the country it represent but also actively weaves itself into the cultural, social, geograhical and geological context of the city.
L e ar n in g i n ( a ) p l a c e
Fall 2019
A design to strengthen the root of the Flatbush community through education while serving as an age-in-place and affordable residential space for multi-generational housing.
T h e E nq u i r i u m
Fall 2019 An architecture derived from new philosophy of design education based on curiosity and exploration in a time when fabrication techniques will have reached peak efficiency.
O th e r wo r ks
Spring-Fall 2019 A collection of digital fabrication and a masterclass drawing
4
5 | Public walkway under the canopy
An Excavation of Diplomacy
Fall 2018 | Prof. Ivonne Santoyo-Orozco DLR Prize finalist Nuevo Polanco , Mexico City
The studio was intended to allow exploration into the evolution of embassies and the socio-political context which has shaped the way they are designed today. The aim was to design an alternative to the proposed American embassy in Mexico City while redefining the relationship between the architecture and the urban context which it is set in. The path that this project has taken is one which gives priority to mitigating the alienating aura of the US embassy in the current world and instead actively weaves itself into the cultural, social, geographical and geological context of the city. Subsidence, the sinking of an area of land due to the depletion of the water table under it, is one of the major issues which plagues the city with its increasing population and global importance. The new American embassy in Mexico City is a novel urban intervention which not only aspires to facilitate the consular and ambassadorial functions seamlessly, but looks beyond mere functionality to create architecture which ties itself to the city while simultaneously establishing its porosity in an increasingly rigid urban context. This is done with an Architecture which attempts to experiment with urban strategies to combat the phenomenon of subsidence.
An excavation of dimplomacy | 6
Entrance to subterranean public walkway
40 m 35 m 30 m 25 m 20 m 15 m 10 m 5m 0m -5 m
Lacustrine Soil | Stops water
from percolating down to the aquifer.
-10 m -15 m -20 m
Original Crust | Top soil before the lake was filled.
-25 m -30 m
Upper Clay Formation
-35 m -40 m -45 m -50 m -55 m -60 m
Hard Layer Lower Clay Formation
-65 m -70 m
Deep Soils and Clays
-75 m -80 m
Aquifer
Office Space
Courtyard
Generated wetland through water collection
Entrance to subterranean public walkway
Autobus Stop
Museum Gallery Restaurant
COURTYARD OPENING
AMPHITHEATRE / PLAZA
COURTYARD
AUDITORIUM
RESTAURANT
GH HI
WATER COLLECTION OPENING
RESTAURANT SEATING
Y WA
PLAY AREA
LAVA ROCK LANDSCAPE
ROOF ACCESS
SEATING
OFFICE
PUBLIC PATH
RESIDENTIAL NEIGHBORHOODS
Roof Plan 9
Public spaces + Embassy offices
LIBRARY
VISA OFFICE
Access to public programs pulled up above the ground level while the central areas are pushed down for water collection
Holes punched through the roof at the identified points to irrigate the porous soil 15m down
Additional holes punched in the roof fabric to create courtyards which are used to bring light into the office spaces Embassy work Public An excavation of dimplomacy | 10
Office Space
11 | Experential Visualizations
Courtyard for office workers
Library entrance
Roof experience with amphitheatre
An excavation of dimplomacy | 12
Public Green Oasis at street level 13 | Public walkway under the canopy
Fall 2019 | Prof. Bosuk Hur NOMA Student Competition finalist 1492 Nostrand Ave, East Flatbush, Brooklyn, NY
Learning in ( a ) place Adult Educational Attainment
Share of 4th Grade Students Performing at Grade Level
Less than high school 20% 21% 18% 4%
“The framework of our proposal began by looking English Language Arts 49% 51% 42%
at the core of Brooklyn, which is rooted in racial diversity and vibrant culture, persisting throughout time despite many adversities. Some of these adversities, however, are still quite present today,
High School Graduate or Some College
with communities such as Flatbush suffering
39% 41% 41% 12%
from discriminatory values to a point where it is struggling to preserve its heritage. Through our programs and concepts, we are Mathematics 47% 49% 33%
College Graduate 41% 38% 41% 84%
proposing an architecture that is subtle but powerful, has its own unique identity while remaining respectful of the built and social context, and is carefully planned while still being adaptable. The collaborative and accessible spaces of learning are designed to cater to learners of all ages while the housing initiates lasting relationships. But most of all, through these concepts, this architecture empowers a community to preserve its roots.
Financial District/Greenwich Village & Soho Brooklyn Flatbush & Midwood New York City
New York City Brooklyn Flatbush
Learning in (a) place | 14
15 | Site isometric drawing
Albemarle Rd
Nostrand Ave
E 29th St. Tilden Ave
Ground Floor
First Floor (above) + Second Floor (below)
Learning in (a) place | 16
Community Learning Spaces 17
Vertical Circulation
Residential
Performance
Display
Explore
Professional Creativity
Casual Creativity
Culinary
Open Classroom
Reading and Conversing Lounge
Rotating Library
Expression
Maker Space
Traditional
Educational programs include learning through making,
occur to promote local talent and act as places of inspiration. And
expression, as well as traditional methods such as reading and
lastly, more traditional means of learning such as libraries and
writing. In maker spaces, activities such as pottery, painting
flexible classrooms can be places for after school tutoring while
classes, and cooking sessions could take place. While in spaces
giving easy access to academic resources.Â
of expression, concerts, lectures, dances, and art exhibitions could
Learning in (a) place | 18
19 | Apartment interior
Sectional relationship between apartments, facade, courtyard and existing house.
Mutations of the moveable facade screen system
Learning in (a) place | 20
21 | 3/32� scale physical model
Fall 2019 | Prof. Nicholas Senske H. Kennard Bussard + CSI competition finalist Boston, MA
The Enquirium
Albert Einstein once said, “If I were given one hour to save the planet, I would spend 59 minutes defining the problem and one minute resolving it”. This quote is extremely relevant in the present and will become even more critical in the future. As the innovation of technology progresses, people will become capable of producing solutions rapidly and more efficiently than ever. However, the most important factor in the exploration of solutions is defining the scope and intricacies of the issues at hand. But how do you know when you have identified the right problem? This was the premise that we knew we wanted to tackle and would directly influence the final manifestation of the design. We delved into what makes people curious and how spaces can assume multiple identities to afford a thoughtful, deliberate and creative exchange of ideas between individuals with highly varying knowledge bases. Going off these thoughts, we started off by defining what exactly a curriculum for a school of architecture in 2045 might look like. Our design for the philosophy of learning in the future was largely inspired by a statement from the project brief-, “one’s learning pursuits – rather than their profession – may become their primary source of identity,” in the future. In simple words, our architecture sustains an environment of investigating the unknown, understanding it, and acting upon it. Our architecture is the product of this ideology. The Enquirium | 22
Year 1
Year 2
Unlike traditional educational institu
flow of exploration beyond just arc
investigating the unknown, unders
The openness and transparency o
discussion. This ever-present dialo 23 | Curriculum
Year 3
Year 4
tutions, our school does not dictate a single path, but a divergent
physical environment into a canvas which assumes an expression of the life within. As a continuation of
chitecture. The design of the school and its curriculum is based on
the informal spaces, curiosities of the unknown are brought into a more intimate atmosphere. The studio
standing it, and acting upon it.
is a space for collaboration, research, and production. The collective of experiences, work, questions, and conversations are remembered by the architecture and stored within the very element that upholds the
of the spaces provokes constant movement that materializes into
structure. The translucent stalks that bear the physical and intellectual load act as archives accessible to
ogue defines the spaces where they were conceived, transforming the
anyone who enters the space. The Enquirium | 24
A speculative drawing as a step in the transition between the designed curriculum and the atmospheric idea of spaces.
25
Floor with studio of village, public work space and informal spaces which are defined by activities within them
STUDIO
INFORMAL MUTABLE SPACE
INFORMAL FABRICATION
FORMAL INTENSIVE FABRICATION
The roof of convergence of divergent thought
CEREMONIAL / CULINARY SPACE
INFORMAL MUTABLE PARK SPACE
VERTICAL CORE
FLEXIBLE PRESENTATION / DISCUSSION SPACE
The Enquirium | 26
27 | Building Section
The Enquirium | 28
29
The Enquirium | 30
Other Works
OPN Masterclass with Atelier Bow-Wow A hand drawing effort by a six person team using graphite over three days on a 2.5 x 6 feet wooden board. The intention of the drawing was to delve into the systems which make Iowa the state that it is today and their historical context. We chose to look at the change in the scale of crop production over time and how this change also illustrated other events and legislations which shaped the Iowa prairies to be what they are today. 31
Other Works OPN Masterclass | 32
Rockite cast in PLA filament 3D printed five part mold The aim was to create bricks with a void which would still have the ability to stack and stand with no external support. This design creates extremely sharp shadows. The form displays its creation process through the way the contact points in the mold line up with the brick edges as well as the texture of the filament being evident on the bricks. 33
Pugmill extrusions A pugmill was used to push clay through a laser cut extrusion stencil. These extrusions were then cut through using a manual jigsaw to create pieces which with uniquely varied experiences for the extruded edges. Other Works Digital Fabrication | 34
Grasshopper script based Potterbot vase print A potterbot (clay 3D printer) was used to run a grasshopper script with defined parameters, allowing one to vary almost any aspect of the vase. The first print was aimed at understanding how to correctly print on the Potterbot while the second one was an intentional breaking of the code to produce an artifact which was a harmony between the ‘in control’ and the ‘out of control’. 35
Plaster tiled cast in silicone mold The process was the most important aspect of this piece. It involved CNC routing blue foam as a positive of the tile itself and then casting oomoo in top of this to create a negative mold into which the plaster would be cast. The design of the tile was one which was intended to show a play between smooth and sharp shadows. Other Works Digital Fabrication | 36
37
Steel and Wood Display Steel plates designed on Rhinoceros 3D were plasma cut and assembled to create displays using wood. The steel sheet is recessed into a notch
Other Works Digital Fabrication | 38
+1 (515)-520-5643
obhi2297@gmail.com