Omar Quesada Arias

Page 1

TEDx

portfolio

Omar Quesada Arias

Omar Quesada Arias

portfolio

1


TEDx


portfolio

Omar Quesada Arias


Omar Quesada Arias BArch. Universidad de Costa Rica MSc. Emergent Technologies and Design, Architectural Association School of Architecture Chevening Scholar 2013-2014

Personal Data Passport: 112360688 Birth Date: March 26th, 1985 Birth Place: San JosĂŠ, Costa Rica Nationality: Costarican Marital Status: Single Permanent Address: London, UK Main Phone: +44 (0) 74 63 80 88 50 E-mail: omar.quesada.arias@gmail.com Languages: Spanish and English


Universidad de Costa Rica (UCR)

Background

-2010-2011, Design Workshop Professor, III year degree -2012-2013, Design Workshop Professor, III and IV years degree

Design Workshop Professor Undergraduate Diploma (3rd and 4th year units), School of Architecture, Universidad de Costa Rica Gensler, 2010-2013 Registered Architect: Costa Rica CFIA since 2010

Lectures - Speaking Engagement - Publications

Selected Experience

Gensler

• •

-General Motors Facility Image, USA. Multiple locations Job Captain. -School of Business, University of Houston, USA. 5.570 m2 Job Captain -Robin Hood Foundation, KIPP High School, NY, USA. 121.000 sf Job Captain -Universidad Veritas - Visioning Session Coordinator y Facilitator -Gensler Education Practice Area Round Tables Coordinator y Facilitator -Peer Review: Fundación Ciudadelas de la Libertad Reviewer Architect -Columbia University Medical Center, NY, USA . 100.000 sf Liason and Job Captain -ULACIT, Master Plan. San José, Costa Rica 70.000 m2 Project Manager -Magen David Academy, Panama. 15.000 m2 Programming

Freelance

-Eliz Plaza, Locales Comerciales, Alajuela, Costa Rica Project Director -Casa CT, Alajuela, Costa Rica. Project Director -Residential Master Plan and Design, Alajuela, Costa Rica Project Director -Guacamayos House, Typologies Housing Design Design Director -Herrera House, Poas, Alajuela, Costa Rica Design Director

• •

Digital Skills • • •

120.000 m2 300 m2 350 m2

Adobe: Illustrator, Indesign and Photoshop 3d Modeling: Rhino, Grasshopper, Revit, Vectorworks Architectural Drawings: AutoCad, Revit, Graphic Design and free hand abilities Microsoft Office: Excel, Word, Powerpoint

References

500 m2 350 m2

¨International Conference on Vertical Farming and Urban Agriculture 2014¨ The University of Nottingham, UK ¨Disjunctive Spaces to Unlearn¨ TEDx Ed Pura Vida. 2012 ¨Towards a new spatial conception for Teaching and Learning in the XXI Century¨ IVth International Congress of Complexity, Transdisciplinarity and Ecoformation. San José, Costa Rica. 2010 ¨Learning Spaces for the XXI Century¨ Universidad Veritas, Costa Rica. 2011 ¨Spaces for the Complex Learning¨ Universidad de Costa Rica. 2011

TEDx

Samuel Bermudez Ureña, Principal and Office Director, Gensler samuel_bermudez@gensler.com / Telephone: (506) 2505-3700 Eleonora Badilla Saxe, Educator and Director of RIFED and Cátedra U., Universidad de Costa Rica eleonora.badilla@ucr.ac.cr / Telephone: (506) 8855-2926 Michael Weinstock, Director Research and Development, Director Emergent Technologies and Design Architectural Association School of Architecture mweinstock@aaschool.ac.uk

TEDx

Omar Quesada Arias

portfolio

5


48

Edu

10

Co

42

2010

54

ional cat

3

mercial m

1

60

Res

ntial ide

21

2 32

index l projects network

27


74

88

5

Urb ment ge

Spe

7

2014

System s an

6

82

ng Enga aki

4

ial Syste ter

s m

Ma

Cu l

ral tu

TEDx

68

TEDx

Omar Quesada Arias

portfolio

7


Co 2010

mercial m

1


1

Commercial

TEDx

Freelance Project

TEDx

Omar Quesada Arias

portfolio

9



Eliz Plaza

Project type: Retail Size: 500 m2 Location: Alajuela, Costa Rica Role: Project Director Softwares: Revit, Photoshop, Illustrator Status: Under construction Year: 2013

A client saw the chance to provide new architecture to Alajuela, a city which doesn’t have a particular architectonic language or buildings attached to the living experience of the context. This was translated into an opportunity to generate iconic architecture, bringing new values of how it can connect with its context and bring about contrast within its monotonous neighborhood.

TEDx

TEDx

Omar Quesada Arias

portfolio

11


12


TEDx

TEDx

Omar Quesada Arias

portfolio

13



TEDx

TEDx

Omar Quesada Arias

portfolio

15




 





 

 165

30

28

10

3

 

31

15  

 

 





 



 

40

28

40

 

40

40



28

   

 

  

   

  

  

 

     

  

PLAN DETAIL BEAMS JOINTS

   



15 

12

7



12









  

 

  

 





BEAMS JOINTS SECTION

 

 

 

 





3

7 

            2.85



12





 

9.29

15 60

 

    



  3

3

15

2.26



7



 

5





40



4

  



2.66

3

30

30

28

28

2



      

25

10 

 





40





15

 







15 

20

2

  

 

20

40

20 2.62

20

10

20

40 20

20

 



40





30 LONGITUDINAL SECTION30 10 15

102165

 15

 

10





 



10

20



          

15







  



313

313 31

 



12



8.98



10





          

28 31

40

1.10

40

    

20







  

  

10

   

2.69

   



 



40

 



 



2.20

 





20

2.15 3.00

 

   

20  





 

 

3.00



20



1.07







   

20



 

 

15



10 

15 

30

102

   

15 

2.17



165  



     







20

10

  

3.00



 



 





         







A

  









 



31





 

 

5

      



 







3.00

8.35

 





 

313

15

31

31



31

40 40

 



4

    40

   



3

 



60

31

 

60

31

31    40

 

20



15

 

2



2 A102

60

 

  

 15

60



15

15

15

       



 

  

SLAB SECTION

   

 




2 A102

2

1

3

4

5

24.13

1.96















C

 

4.05

1 A102





 

1.96

1.96











 







 

 

 



D



 

C

 



S

E







 

1.96





S





   

 

2.28





B





   

10.02





6.20

2.28



3.72

1.96

1.97

 

 

6.20

2.28

28

2.26

D

1.96

3.71

 

1.96

10.00

E

6.20

2.28

B 

S

4.04

5.53 1.30

S

A

A

1.84

2.00

1.92

1.95

2.00

1.95

6.06

1.95

2.00

1.95

1.95

2.00

12.40

1.95

6.20

24.66

2

1

3

  

4



5

FLOOR PLAN GROUND LEVEL 

2 A102

2

1

3

4

5

24.13 5.53 1.30

6.20

2.28

1.96

1.96

6.20

2.28

1.96

1.96

 

6.20

2.28

1.96

1.96

2.28

1.96

 

















 

 























 

E









 

D

 





TEDx



 

B





4.04



4.05

1

 



B

A102

  

C

    







B     





B     



 

B   





B 3.72



10.02

 





C 

 

10.00

1.97

2.26

D

 

28

 



3.71

E





A

A

















  

TEDx



 6.06

6.20

6.20



6.20



 

24.66

   

 

1

2

3

4

5

  





 

      



FLOOR PLAN FIRST LEVEL



 

Omar Quesada Arias 





portfolio

17


Res

ntial ide

2


2

Residential

TEDx

Freelance Projects TEDx

Omar Quesada Arias

portfolio

19



Guacamayos House

Project type: Residential Size: 300 m2 Location: Coyol, Alajuela, Costa Rica Role: Design Director Softwares: Revit, Photoshop, Illustrator Status: Under construction - 2014 Year: 2013

Located in the outskirts of Alajuela, the Coyol area is a warm and green zone of Costa Rica. The clients were looking for a house able to integrate the public areas with the frontyard and backyard as one unique space. The project is conceptualize by two dynamic shapes containing the private areas in the second floors and integrated by a third volume that becomes an interior bridge connecting all the areas.

TEDx

TEDx

Omar Quesada Arias

portfolio

21



TEDx

TEDx

Omar Quesada Arias

portfolio

23


Placas, pernos de anclaje y lámina para vigas tipo H, fy= 2520 Kgr/cm2. Vigas tipo W y tubos estructurales HSS y columnas A-36

10

15

20

NOTAS ESTRUCTURALES CIMENTACIONES Y CONTRAPISOS. - La profundidad de cimentación será de 1,0 mts mínimo bajo el nivel de suelo , colocando un sello de lastre compactado de 7 cm de espesor mínimo. En aquellos lugares en donde lo indique la inspección, la profundidad del relleno podría ser mayor, de acuerdo al tipo de suelo que se encuentre en sitio.

1.115

La capacidad soportante admisible del terreno que utilizada es de 10 ton/m2 a 1,0 metros de profundidad bajo el nivel actual de terreno.

Precinta en durock

Para el contrapiso, deberá hacerse una sustitución de 30 cm mínimo de lastre compactado al 95% del Próctor Estándar en capas de 10 cm.

41

9

1.05

Vidrio crudo fijo de 6mm con película de seguridad

15

1.58

Tubo 10x15x.32

1 .32

Precinta en durock

39

Los elementos como losas de entrepiso, vigas aéreas, deberán de permanecer apuntalados después del colado no menos de 20 días, o el tiempo que indique el inspector.

Pared de covintec con acabado a base de revestimiento liso

Tubo 10x15x.48

7.01 465 335

335

-ESTRUCTURAS METALICAS

APROBACIÓN COMISIÓN REVISORA DE PLANOS DE CONSTRUCCIÓN

3.10

Pared de covintec con acabado a base de revestimiento liso Vidrio crudo fijo de 6mm con película de seguridad

2.20

-Todos lo elementos metálicos como cerchas de techo, largueros, vigas y columnas, viguetas de entrepiso,placas de anclaje, etc, deberán de llevar dos manos de pintura anticorrosiva tipo cromato de zinc . Si son elementos expuestos, se deberán pintar con pintura de acabado que será definida por el arquitecto. Previo a la aplicación de la pintura, los mismos deberán estar exentos de grasas, aceites y óxido. Una vez Pared de covintec Pared de covintec que se vayan resoldando todas la uniones entre elementos, anclajes, etc, deberá eliminarsecon laacabado escoria, y se con acabado a base a base de revestimiento liso de revestimiento liso deberá aplicar pintura anticorrosiva en cada una de ellas.

2.665

Las dimensiones de los elementos metálicos deberán de verificarse en obra antes de iniciar su fabricación.

4 pernos de 19 mm O "ojo chino" fy=4200 Kg/cm2

Vidrio crudo fijo de 6mm con película de seguridad

10

10

Todas las vigas de acero de entrepiso llevaràn conectores de varilla corrugada de 1,27 cm diámetro separados cada 20 cm,

WEST ELEVATION

Las viguetas metálicas de entrepiso deberán ser apuntaladas antes del colado de las losas de concreto. Se soldarán conectores de varilla 9,5 mm x 7 cm cada 25 cm de separación. Se podrá utilizar soldadura del tipo E 60-XX para la confección de las vigas metálicas y sus uniones con otros elementos.

12

ELEVACIÓN NORTE

El contratista de la estructura metálica deberá usar equipo de soldadura del tipo y capacidad adecuadas para el trabajo que se llevará a cabo, y lo deberá mantener en óptimo estado de operación. Los tipos de electrodos para soldar con arco deben ser los adecuados para el procedimiento que se utilice y serán seleccionados apropiadamente para satisfacer las necesidades de los distintos trabajos de soldadura.

Lámina de neopreno 12x25cm Placa 30x25x.95cm

Escala 1:50 A

B

C

PROPIETARIO

MÓNICA QUESADA ARIAS

Enchape madera teca

1.085

ARQ. GIANCARLO MUÑOZ RAMÍREZ

9

4

9

9

4

935

_______________________________________ No. A-24501

935

5

Tubo 20 cm O

8

PROFESIONAL RESPONSABLE DE DISEÑO ARQUITECTÓNICO

Tubo 20 cm O

Contrapiso 10 cm concreto 210 Kg/cm2

DIBUJO:

PROFESIONAL RESPONSABLE DE DISEÑO ESTRUCTURAL

10x15x.32

10x15x.32

66

91

9 2

DETALLE DE FUNDACIÓN DE ESCALERA

1.30

DETAIL STAIR SECTION

FECHA

ESCALA

2013

INDICADA

85

LÁMINA

3.515

1.00

3.15

1.70

MARCO EJE 4

FRAME DETAIL Escala 1:50

1.00

2.665 10

3.10

Escala 1:10

1.135

Escala 1:10

A

B

10

UEROS DE TECHO

79

75

INDICADO

335

80

7.335

CONTENIDO

80 x (60)

91

5

91

INFORME DEL REGISTRO PÚBLICO PROPIETARIO: ROBERTO FRANCISCO HIDALGO GONZÁLEZ MARÍA EUGENIA MORERA MADRIGAL No. DE CATASTRO: A-988846-2005 SITAS: FOLIO REAL: H2042427F-001 H2042427F-002

W 8X20 1.09

66

W 8X20 1.09

_______________________________________ No. A-24501

2.20

10

20

Lastre compactado

FIRMA

10x15x.48

3.435

1.165

Varillas #4 @12 a.d

4.235

50

PROFESIONAL RESPONSABLE DIRECCIÓN TÉCNICA NOMBRE: ARQ. GIANCARLO MUÑOZ RAMÍREZ

20x20x.95

6 pernos 16 mm O

Pedestal concreto 35x60, 6 varillas #5 aros #3 @ 10 cm

845

41

845

10.0

ING. JUAN CARLOS ORTIZ UREÑA _______________________________________ No. IC-2424

30

Cabos RT-3 #16 para apoyo de largueros

13

Enchape madera teca

12

175

41

Tubo 1 x 1

10x20x.238

10x15x.48

Viga tipo W 8x20 ó similar

3#16 @112cm

GARITA

10x15x.48

175

Placa asiento 35x60x.95 anclada con 6 pernos de 16 mm O

DISTRITO

ALAJUELA

10x10x.32

Angular 1/2 x 1/4

CANTÓN

ALAJUELA

10x15x.32

Escala 1:10

PROVINCIA

2.96

175

nte)

10x20x.238

Escalón 7.5 cm concreto 210 Kg/cm2

20x20x.95

Ménsula de 0.95cm

Viga de techo Tubo 10x20

CASA GUACAMAYOS

2.93

25

PROYECTO

10x15x.48

3.10 Viga W 8X20

Parasoles de aluminio

Las superficies de muros y losas que estén al contacto directo con el terreno,con agua o a la intemperie deberán ser impermeabilizadas con membranas bituminosas tipo tremproof 60 o similar, siguiendo las especificaciones técnicas del fabricante.

725

7.34

o .18

1.94

Pared de siding de

LasFibrocemento columnas nacientes en la intersección de dos niveles de cimentación diferentes, deberán construirse a partir del nivel más profundo.

2.33

2.405

10

4.24 10

ELEMENTOS DE CONCRETO:

C


B 1

C 3

2

D

E

4

4.95 1.20

3.75

1.08

1.17

1.21

1.21

64

4.99

5

A

6 A

A 4.3 6

1.1 8

3.515

1.1 9 gypsum

7

porc. rec.

1.1 9

npt +3.15 6.665

B

1.1 9

2

4.3 6

10 5

SIMBOLOGIA

B

1.5 7

2

10 5 1.1 9

3.15

Sala multiuso gypsum

acabado de cielo

concreto lujado

npt +0.15

2.2 5

97

7

2

Sala

nivel de piso terminado 50

concreto lujado

gypsum

7 3.4

0 3.7

2

2

gypsum

ACABADO DE PAREDES 50

concreto lujado

2

50

npt +0.15

1.57

2

1.065

cerám.

2.0 1

s.s

Pilas 2

3

6

E

3.1 3

APROBACIÓN COMISIÓN REVISORA DE PLANOS DE CONSTRUCCIÓN

CERÁMICA DE 31 X 31 cm ACABADO ESCALERAS

mad ant.

MADERA CON ACABADO ANTIDESLIZANTE ACABADO DE CIELOS

F

1.595

1.1 6

G

PORCELANATO RECTANGULAR SIMULACIÓN MADERA

D

2

2

F

CONCRETO LUJADO

porc.rec. ceram.

75

1.1 6 1.2 6

concr luj.

3

2

4.3 6

ACABADO A BASE DE ENCHAPE DE AZULEJO

2

1.1 9

E

PARED COVINTEC CON ACABADO A BASE DE REVESTIMIENTO LISO

3

ACABADO DE PISOS

Alac.

3.3 55

D

ACABADO A BASE DE FIBROCEMENTO (SIDING 30 cm)

2

50

concreto lujado

npt +0.15

3.3 55

1

2

Vestíbulo

4.985

.28 21

0 3.7

Cocina S

gypsum

TABLA DE ACABADOS

50

Comedor

.43 19

50

npt +0.15

2

C

50

2

concreto lujado

npt +00

97

C

acabado de piso gypsum

gyp. mad tab.

TEDx

GYPSUM MADERA TABLILLA CON ACABADO DE POLIURETANO

PROYECTO

G

71

CASA GUACAMAYOS

Garaje gypsum

concreto lujado

npt +00

PROPIETARIO

MÓNICA QUESADA ARIAS 6.00

7

A

PROVINCIA

CANTÓN

DISTRITO

ALAJUELA

ALAJUELA

GARITA

DIBUJO: PROFESIONAL RESPONSABLE DE DISEÑO ARQUITECTÓNICO

2. 64

1.30

98

ARQ. GIANCARLO MUÑOZ RAMÍREZ

TEDx

_______________________________________ No. A-24501

2.72

1.30

1.

3.70

PROFESIONAL RESPONSABLE DIRECCIÓN TÉCNICA NOMBRE: ARQ. GIANCARLO MUÑOZ RAMÍREZ

5.00 FIRMA

3.

4.

_______________________________________ No. A-24501

INFORME DEL REGISTRO PÚBLICO PROPIETARIO: ROBERTO FRANCISCO HIDALGO GONZÁLEZ MARÍA EUGENIA MORERA MADRIGAL No. DE CATASTRO: A-988846-2005 SITAS: FOLIO REAL: H2042427F-001 H2042427F-002

5.

CONTENIDO

B

C

D

E

PLANTA ARQUITECTÓNICA 1er NIVEL

FLOOR PLAN GROUND Escala 1:75 LEVEL

INDICADO

Omar Quesada Arias

FECHA

ESCALA

LÁMINA

2013

INDICADA

1

portfolio

25



CT House

Project type: Residential Size: 320 m2 Location: Alajuela, Costa Rica Role: Project Director Softwares: Revit, Photoshop, Illustrator Status: Under construction Year: 2013

In the northwest perimeter of Alajuela city, the clients requested a house which could unveil their personalities and life perspective with a unique architectonic language. Immersed in a residential complex, the house uses overhanging geometries in specific areas in which tenants feel as if floating in the air and challenging gravity.

TEDx

TEDx

Omar Quesada Arias

portfolio

27


28


320 square meters of program needed to fit into a 360 square meter site. The clients also wanted to have as many green areas as possible, thus presenting the challenge of placing the program in such a way that every piece could be fitted following national building codes. The answer was to put together the programmatic needs in one layer, differentiating public areas from the private ones. The layer was unfolded into two compacted levels, and the rest of the site’s foot print dedicated to green open spaces. This programmatic layer generates the structure which embraces an overhanging capsule that intercepts the glazing. The capsule will have the flexibility of accommodating private areas, such as the bedroom, library and music room; and then unfold again to locate the vertical circulation of the house.

TEDx

TEDx

Omar Quesada Arias

portfolio

29


Tubo 5 x 20 cm x 3/16

Escala 1:50

C

D

Peldaño de concreto 210 Kg/cm2 de 5 cm de espesor

2

APROBACIÓN COMISIÓN REVISORA DE PLANOS DE CONSTRUCCIÓN

4

175

43.3

175

40.0

25

3

3.00

1

Pieza de tubo de 5 x 10 cm x 1/8 25

175

VT-06

VT-07

175

3/16

467.4 367.8

175 N.P.T

767.4

JEFFREY CARVAJAL VILLALOBOS

N.P.T

PROVINCIA

CANTÓN

DISTRITO

ALAJUELA

ALAJUELA

SAN ISIDRO

45.1 41.5

DIBUJO: PROFESIONAL RESPONSABLE DE DISEÑO

ARQ. OMAR QUESADA ARIAS

213.4

276.0

300.0

alera 317.5

PROPIETARIO

Columna de tubo 10x10x0.32 (C-4) en ejes A,B,C,D,E

Peldaño de concreto 210 Kg/cm2

60

41.5

633.4

Placa de llegada (ver detalle)

CASA CARVAJAL-TORRES

175 Columna de tubo 10x10x0.32 (C-4) en ejes A,B,C,D

175

15 165

315.9

278.2

Placa inferior de peldaño en 3/16 (ver detalle)

/cm2

PROYECTO

175

Tubo 5 x 20 cm x 3/16

175

40.0

reto 210 de espesor

_______________________________________ No. A-21861

N.P.T

PROFESIONAL RESPONSABLE DIRECCIÓN TÉCNICA NOMBRE: ARQ. OMAR QUESADA ARIAS

17.5

N.P.T

APROBACIÓN COMISIÓN REVISORA DE PLANOS DE CONSTRUCCIÓN

FIRMA _______________________________________ No. A-21861

Varilla #3 @ 13.5 cm

A

95

CONTENIDO

DETALLE DE ESCALONES

5 2

Escalera 1 : 75

70

175 175

175

3.00

175 175 175 175

Tubo 5 x 20 cm x 3/16

175

Contrapiso de concreto 210 Kg/cm2

Placa inferior de peldaño en 3/16 (ver detalle)

175

985

1.235

Peldaño de concreto 210 Kg/cm2 de 5 cm de espesor

INFORME DEL REGISTRO PÚBLICO PROPIETARIO: DON EDWIN Y DOÑA LILIAN S.A No. DE CATASTRO: A-807762-2002 SITAS: FOLIO REAL: 2356630-000

95

175

FIRMA _______________________________________ No. A-21861

1.175

Placa de llegada (ver detalle)

CONTENIDO

2.65

Escala 1:10

DETAIL STAIR SECTION

INDICADO

1

60

ESCALA

2012

INDICADA

Peldaño de concreto 210 Kg/cm2

DETAIL STAIRS

Escalera 1 : 20

3 FECHA

3.00

325

20 5 175

25

15 165

75 15 75

PROFESIONAL RESPONSABLE DIRECCIÓN TÉCNICA NOMBRE: ARQ. OMAR QUESADA ARIAS

45

1.175

Pieza de tubo de 5 x 10 cm x 1/8 25

_______________________________________ No. A-21861

Peldaño de concreto 210 Kg/cm2

1.50

95

Tubo 5 x 20 cm x 3/16 Peldaño de concreto 210 Kg/cm2 de 5 cm de espesor

Tubo 5 x 20 cm x 3/16

60

Tubo 5 x 20 cm x 3/16

3

ARQ. OMAR QUESADA ARIAS

Pieza de tubo de 5 x 10 cm x 1/8 Escala 1:10

175

PROFESIONAL RESPONSABLE DE DISEÑO

325 33

11

Placa de acero en 3/16

LÁMINA

INDICADA

SAN ISIDRO

175

DIBUJO:

325

5

65 20 65

55

5

2032

325 325

10

ESCALA

2012

DISTRITO

175

ALAJUELA 1.415

CANTÓN

ALAJUELA

Peldaño de concreto 210 Kg/cm2

4 65

FECHA

175

325

PROVINCIA

25

115

JEFFREY CARVAJAL VILLALOBOS

175

20

65

325

115 11

2.90

325

325

65 4

Tubo de 5 x 20 cm x 3/16

Varilla #3 @ 15 cm

325

Varilla #3 Proyección placa inferior en 3/16

Tubo de 5 x 20 cm x 3/16

RA

Escala 1:50

Proyección placa inferior en 3/16

Conector de varilla #3

325

3.225

Tubo de 5 x 20 cm x 3/16

INDICADO

CASA CARVAJAL-TORRES

PROPIETARIO

325

Proyección tubo de 10 x 5 cm x 1/8

325

Conector de varilla #3

1.125

1.125

Tubo de 5 x 20 cm x 3/16

Varillas #4 @12 a.d Lastre compactado

105

Proyección placa de acero en 3/16

325

6 pernos 16 mm O

DETAIL STAIRS

PROYECTO

Peldaño de concreto 210 Kg/cm2

175

95

35

70

10

95

105

CORTE B-B

Varilla #3 @ 15 cm

65

2.65

asiento 20 x 55 x 3/16 da con 6 pernos de 16 mm O

INFORME DEL REGISTRO PÚBLICO PROPIETARIO: DON EDWIN Y DOÑA LILIAN S.A No. DE CATASTRO: A-807762-2002 SITAS: FOLIO REAL: 2356630-000

1.175

30.0

75

120.0

150.0

1.25

APROBACIÓN COMISIÓN REVISORA DE PL CONSTRUCCIÓN

LÁMINA 1.25 75

1.175


D

C 1

3

2

240.5

4

1310.2 487.6 155.9

159.9

562.6

18.0

143.4

54.4 100.0

156.0

84.9

675.0 162.8

675.0

545.0

382.2

155.9

249.3

260.0

1

2

SIMBOLOGIA

292.8

2

concreto lujado

gypsum

npt +00

117.5

120.0

1 gypsum

concreto lujado

npt +00

acabado de cielo

A

A 168.5

2

gypsum

porcelanato

357.0

485.5

357.0 168.5

porcelanato

npt +00

nivel de piso terminado

npt +00

porcelanato

npt +00

2

2

s.s 3

gypsum

porcelanato

npt +17.5

C gypsum

TABLA DE ACABADOS

B

C

ACABADO DE PAREDES 1

SIDING DE FIBROCEMENTO

2

ACABADO A BASE DE REVESTIMIENTO LISO (COVINTEC O SIMILAR)

3

ACABADO A BASE DE ENCHAPE DE MOSAICO VÍTREO

porcelanato

168.5

2

2

2 gypsum

gypsum

366.6

2

2

2

A

357.0

168.5

npt +17.5

357.0

A

1065.0

2

212.0

2

B 2

2

86.4

232.0

212.0

B 926.1

npt +00

porcelanato

ACABADO DE PISOS concr luj. porc.

concreto lujado

porc.mad.

npt +17.5

concreto lujado

gypsum

npt +17.5

E

139.0

139.0

D 139.0

D

CONCRETO LUJADO

PORCELANATO RECTANGULAR SIMULACIÓN MADERA ACABADO ESCALERAS

mad. ench.

TEDx

CONCRETO CON ENCHAPE DE MADERA PROYECTO

E

B

APROBACIÓN COMISIÓN REVISORA DE PLANOS DE CONSTRUCCIÓN

PORCELANATO DE 60 X 60

260.0

250.0

BAJA 14%

399.0

ACABADO DE CIELOS gyp.

CASA CARVAJAL-TORRES

GYPSUM PROPIETARIO

ACERA

ACERA

PROVINCIA

CANTÓN

DISTRITO

ALAJUELA

ALAJUELA

SAN ISIDRO

DIBUJO:

155.9

155.9

155.9

60.0

120.0

60.0 40.0 106.0

95.5

311.1 PROFESIONAL RESPONSABLE DE DISEÑO

487.6

260.0

240.5

1

249.3

3

2

TEDx

562.6

1310.2

ARQ. OMAR QUESADA ARIAS

4

_______________________________________ No. A-21861

D

PROFESIONAL RESPONSABLE DIRECCIÓN TÉCNICA NOMBRE: ARQ. OMAR QUESADA ARIAS

C

200.0

JEFFREY CARVAJAL VILLALOBOS 200.0

B

2

S gypsum

concreto lujado

npt +00

2

Comedor

gypsum

acabado de piso tablilla de madera

FIRMA _______________________________________ No. A-21861

FLOOR PLAN GROUND LEVEL PLANTA ARQUITECTÓNICA 1er NIVEL

INFORME DEL REGISTRO PÚBLICO PROPIETARIO: DON EDWIN Y DOÑA LILIAN S.A No. DE CATASTRO: A-807762-2002 SITAS: FOLIO REAL: 2356630-000

Omar Quesada Arias

CONTENIDO

Escala 1:75

portfolio

INDICADO

31



SolĂŠ Residential Complex

Project type: Mixed Use Size: 120000 m2 Location: Alajuela, Costa Rica Role: Project Director Softwares: Revit, Photoshop, Illustrator Status: Design Development Year: 2013

Due to the increasingly demanding housing market, an empty land formerly used for crops next to the main prison of Costa Rica is now expected to become a residential complex. 120000 square meters needs to be fitted and offer not just the appropiate place to live but also a strong marketing concept that deconstructs how people feel about living next to a prison.

TEDx

TEDx

Omar Quesada Arias

portfolio

33


The design of the complex has to deal with almost all the perimeter borders because of the prison or its future developments. After a marketing analysis, we found that with our project and other upcoming residential projects in the area, the community would lack basic services in less than 5 years. For that reason, the concept will target 3 consolidated blocks. Block number one is dedicated to retail and will be transitioning from the projects’ public zones to the private ones. Block 2 represents 60% of the gross area and it is devoted to different housing typologies. Finally, Block 3 is going to serve as the articulator with the prison borders, opening spaces with landscape features, sports and com munity facilities.

34


TEDx

TEDx

Omar Quesada Arias

portfolio

35



TEDx

TEDx

Omar Quesada Arias

portfolio

37


2

2

6

A

C

A

E

B

3.38 8.38 3.38 1.54

1.54

3.40 1.135

1.54

D

E

1.60 1.495

1.54

3.40

1.74

1.63

1.63

1.56

1.17

1.17

6

86

345

345

1.60

C 8.38

6.72

B

6

1

1

2

2

1

3.12

3.12

3.12

93 2.12

3.12 1.21

20.00

2

3

8.645

3

1

1

6

6

6

5

1.105

5

5

1.82

56

1.12

5.00

3.38

1.60

1.595 2.50

2.50

3.24

4.635

535

815

1.395

1.32

5

4

2.135

4

1.105

1.105

4

1.105

S

4

2.385

3.725

2.56

1

2.56

2.055

1.00

3.21

1.30

1.86 3.14

3 30

6

2.56

3 1

1.86

8.645

94

8.645

1.86

B 8.645

2

3.12

93

6

1

1.82

1.50 3.40

56

1.00

12

3.38

1.56

B

C

A

E

B

2

Casas Vita +arquitectura

1.74 1.62

D

E

6

Nivel 1

2

1 : 50

HOUSE TYPE B-FLOOR PLAN GROUND LEVEL

C 2

6

1

1.63 1.78

8.38

8.38

A

1.63 1.60

Casas Vita PLANTAS ARQUITECTÓNICAS

Nivel 2 1 : 50

de junio 2013 HOUSE TYPE B-FLOOR PLAN FIRST26 LEVEL


s Vita

1

2

1

3

2

4

10

5

10

6

26.35 5.30

5.30

3.927

1.687

27

1.687

5.15 3.328

1.11

5.30

2.75

3.328

1.11

5.30 1.687

27

1.687

3.927

94

S

B

1.02

1.02

5.15

1.29

2.36

1.50

94

A 3.133 1.20

2.953

2.953

1.813

A

4.21

4.00

.

.

14.325

.

.

1.68

.

C

20

C

14.325

20

.

3.02

B

4.21

B

4.00

S

B

D 2.953

TEDx

1.813

3.133

2.953

1.20

D

4.21

.

3.02

.

1 11

4.21

1 11

1.02

1.02

E 1.29

E

1.942

88

1.265

60

1.567

15

5.30

1.567

60

1.265

1.264

20 1.10 20

5.30

1.54

71 20 1.10 20

1.264

1.265

60

5.15

1.567

15

5.30

1.567

60

1.265

1.942

88

TEDx

5.30

26.35

1

1

2

3

1 10

2

4

10

5

6

VERTICAL RESIDENCE-FLOOR PLAN SECOND LEVEL

Nivel 2 1 : 75

Omar Quesada Arias

portfolio Casas Vita

3 de julio 2013

39


Edu

ional cat

3


3

Educational

Gensler 2010-2013 Undergraduate Thesis

TEDx

TEDx

Omar Quesada Arias

portfolio

41



KIPP NYC College Prep High School

Project type: Education Size: 121.000 sf Location: Bronx, NY Role: Job Captain Softwares: Revit Year: 2011 The Robin Hood Foundation finds, funds, and partners with programs across New York City to help improve impoverished communities. The Knowledge is Power Program (KIPP) is a national free, open-enrollment, college-preparatory network of public schools with a track record of preparing students from undeserved communities for success in college and life. For this project, Robin Hood formed a partnership with KIPP, and commissioned Gensler for the design of the KIPP NYC College Prep High School in the Mott Haven section of the Bronx. I was invited to participate with the New York team and becoming my first experience in a real educational project.

TEDx

TEDx

Omar Quesada Arias

portfolio

43


One of the greatest challenges for this project was the site selection. The west edge of the site is bounded by Park Avenue, a road which runs parallel to the Metro North railroad tracks. Due to the vitality of Park Avenue and the noise of the railroad, the team designed an acoustically treated façade to block sound. Acoustic consideration is also implemented in separations between learning spaces and the corridors and stairwells. The project is a five-story plus basement level high school serving approximately 1,000 students and related faculty, administration, and staff. The state-of-the-art building will include classrooms, offices, gymnasiums, and a 900-seat “cafetorium” (a multiprogrammatic shared cafeteria and auditorium) with a kitchen. The building will also include science labs, an art studio, a dance studio, tech lab, a library, and other specialty instructional spaces. The classrooms on the four upper floors are arranged efficiently in a double loaded corridor to provide good visibility for teachers and administrators— as well as achieving natural daylight in all instructional spaces. At the end of each corridor, furnished areas will be provided to serve as impromptu meeting spaces for students and faculty fostering the informal learning .


CAFETORIUM TABLE GRAPHICS

GYMNASIUM

MAIN LOBBY

KIPP BRONX NYC ROBIN HOOD FOUNDATION

18 JUNE 2012

39

KIPP BRONX NYC ROBIN HOOD FOUNDATION

18 JUNE 2012

35

TEDx

KIPP BRONX NYC ROBIN HOOD FOUNDATION

18 JUNE 2012

14

TEDx

Omar Quesada Arias

portfolio

45


 

   

 

   



 



 

   

 

 

 

      

 



 

 

 

  

 

 

 



 

 

 



  



 





 

 

 

  



 





 

         

 



  

 

  







 



  

  









ROOF DRAIN, TYPICAL

 



 









  



  

  



  



 



 

 



 

 

 

 

    

   

   

   

    

   

  

    



 

 

 

    

    

 

  









 

 

     

  

  



  





 

 





 

 



 

  



  





 



  

 

   

 





 







          

 

 

 



 

 





 



  

PLAN DETAIL AT UPPER BULKHEAD

  



 

SCUPPER SECTION










C

D

E3A

E3A

E3A

D3A

443

5

6

7

B3B

445

446

447

B3B A11.05 

E3A

E3A

E3A

B3A E3A

E3A

H4B

E3A

E3A

H4B

E3A

H4B

H4B



5

A11.01

STOR 431

4

CLASSROOM 432

CLASSROOM 435

CLASSROOM 434

CLASSROOM 433

1 A12.61

ADMIN 437

CLASSROOM 436

DEAN'S OFFICE 437A

SIM

B3A

419B

403B E3A

E3A B3A

D2A

B3A

402B

CLASSROOM 402

415

E3A

D2A

418

K3A

K3A

403 E3A

K3A

ELEC 416

E3A

411A

2

E3A

J4B

4STA

D3A

17 B3B J4B

D3A

9

HOFFICE 400S E3A

410

410B

D2A

    



    



   

H

J

K

L

     

             

             

E3A

   

 

        

TEDx

        

7

TEDx

E3A SGI 410

16 A3A

B3B

STAIR A



J4B

J4B

J4B

J4B

J4B D3A

   



B3A

12

401

J4B



6.8

FACULTY LOUNGE 411

D3A D2A

E3A

G

6

WOMEN'S 413

411

D3A

F

5.8

FACULTY COPY ROOM 411B

12

7.9 8

   

PANTRY 411A

21 A11.01

5 A08.02

CLASSROOM 401



ADMIN/FCLTY RESTRM 412

D3A

D3A 412

401B

K3A

2'  0"

402

K3A

2'  0"

B3A

2'  0"

K3A

B3A E3A

K3A

2 A08.00

D3A

K3A K3A

E3A

5

JC 414

413

   

MEN'S 415

K3A

11

E3A

7

ELEC. 418

K3A

414

6.8



CORRIDOR 400A

K3A

2'  0"

B3A

1 A08.04

417

K3A

E3A

J4B

416

400A

    



 

TEL/COM 417

B3A

D3A

1 CORRIDOR 400

6

J4B

J4B

5.8

D3A

E3A

D3A







CLASSROOM 419

E3A

D3A

J4B

CLASSROOM 403

LAPTOP STOR 430

2'  6"

E3A

D3A

195'  5"

E3A

    

 

13

404







E3A B3A

    



H4B

3.5 E3A

5





STAIR D

E3A C3A

CLASSROOM 404





C3A

A3B

419

2.9

B3A

B3A E3A

437A H4B

2.6 2.7

B3A

B3B

A3B

D3A

H4B



 

2.1 2.2

14 A10.06

13 H4B

ELEC CLOS 450

J4B

437

B3A

436B CLASSROOM CLASSROOM 436 436

B3B

A3B

E3A

E3A

435B

A3B C3B

D3A

4STD 436

E3A

B3A

434B

B3B

A3A 435

E3A

B3A

D3A

B3A

B3A

432B

434

E3A

J4B

J4B

D3A

74'  0"

2

433

E3A 433B

J4B

B3B

1

E3A

CORRIDOR 400B

5

D2A

TEL/COM 438

19

450

B3B

448

B3B

E3A

J4B B3B 449

5 6 B3B

B3B

E3A

5 6 B3B

D3A

B3B

5 6

5 6

B3B

     

  

B3B 438

D3A

D3A

D3A

D3A

8

  

D3A

J4B B3B



D3A



B3A

A3B D3A

D3A

E3A

1

430

E3A

E3A

E3A

B3B

B3B 443A

444

3

9

E3A

E3A

J4B

C3 A



E3A

405

E3A

E3A

E3A B3B

432

431

404B

1

B3B

442

A11.04

E3A

SCIENCE STORAGE 449

5

20

4

B3A

E3A



BIOLOGY LAB 448

SCIENCE FLEX 447 

K3A

ELEC 442



6

7'  9 3/8"

E3A

6

B3A

STOR 443A



11

406

CLASSROOM 405

E3A

E3A

15 A00.40

PHYSICS LAB 446

B3B

J4B

GATHERING 400A

405B

SCIENCE FLEX 445

A11.04

B3B

L

A11.01

B3B

J4B

D3A

3

E3A

B3A

15

K

B3B

J4B

D3A

E3A

ADMIN 440C

E3A

E3A

J4B

12

3

E3A

J

 

2 A08.07

CHEMISTRY LAB 444

H

B3B

ADMIN 440A

D3A

E3A

CLASSROOM 406

E3A 3

440B ADMIN 440B

D3A

E3A

D3A D3A

440A

J4B

406B

E3A

G

B3B

HOFFICE 400N

4STB

J4B

440C

440

17

D3A

E3A

E3A

D3A

E3A

B3B

E3A

B3B

2

E3A

J4B

D3A

J4B

E3A

J4B

STAIR B

F

SCIENCE PREP/STORAGE 443

ADMIN 440

1

E



B

A

E3A 

A

 13. REFER TO MEP, AV, TC, & I.T. DRAWINGS FOR REQUIRED SCOPE OF BLOCKING.

1 A08.06

1 A00.64

14 A10.00

B

C



D



CONSTRUCTION PLAN FOURTH FLOOR

E









9. CONTRACTOR TO COORDINATE DEPTH OF PARTITIONS TO RECEIVE F.E.C.'S WITH F.E.C DEPTH.

4. REFER TO SHEET A00.01 FOR GRAPHIC SYMBOLS AND SHEET A00.10 FOR GENERAL NOTES & ABBREVIATIONS

 

16

10. ALL PARTITIONS ARE DIMENSIONED FROM FINISH FACE UNLESS OTHERWISE NOTED. ALL DIMENSIONS MARKED "HOLD" SHALL BE MAINTAINED AND SHALL ALLOW FOR THICKNESS OF ALL FINISHES, INCLUDING CARPET,, CERAMIC TILE,

5. REFER TO SHEETS A00.40A00.43 FOR PARTITION TYPES

    

17

6. REFER TO SHEETS A00.50A&BA00.60 AND 12.51 FOR DOOR SCHEDULES AND TYPES

FURNISH AND INSTALL CONCELED PLYWOOD BLOCKING WITHIN WALL FOR PLASMA MONITORS AS REQUIRED BY AV CONSULTANT. REFER TO AV DWGS FURNISH AND INSTALL ADEQUATE SHEET METAL BLOCKING AT WALL MOUNTED GLAZING PANEL

 10 11 12

2 HR RATED ENCLOSURE FOR 2 GAS RISERS, SEE MEP DRAWINGS PERIMETER FURRING PARTITION TO BE E3A, U.O.N. REFER TO DETAIL 12/A12.04 PARTITION TO EXTEND FROM UNDERSIDE OF DECK TO 4'0" FROM FINISHED FLOOR.

 1 2 3 4 5 6

00

RECESSED FIRE EXTINGUISHER, 4A:60B:C NOT USED NOT USED NOT USED RECESSED FIRE EXTINGUISHER, 4A:60B:C MASTER GAS CONTROL VALVE; REFER TO

 KIPP Bronx NYC  06.6635.300

Omar Quesada Arias

portfolio

 5/8/2012 3:22:17 PM  CONSTRUCTION PLAN FOURTH FLOOR

47


Diller Scofidio+Renfro Sketch


Columbia Medical Center (CUMC)

Project type: Education Size: 100.000 sf Location: Manhattan, NY Role: Job Captain Softwares: Revit Year: 2012

The new Medical and Graduate Education building will serve as a learning hub that will inspire and change the lives of Columbia University’s Medical and Graduate students, carrying out the school’s core mission of educating and training future generations of health care professionals. The building contains a full program of functional and flexible formal spaces, including a lecture hall, as well as the critical technical spaces needed for medical education like anatomy labs and simulation centers which have their specific needs.

TEDx

TEDx

Omar Quesada Arias

portfolio

49


The client (Columbia University) is ranked first (tied with MIT, Stanford University and Penn) in the first tier of the United States’ top research universities by the Center for Measuring University Performance. By establishing this new center on their 20-acre Upper Manhattan Medical Center Campus, Columbia hopes to align their facilities to the superior level of worldclass leadership in scientific research, health and medical education, and patient care that they are known for providing. Gensler as the Executive Architect firm collaborated with Diller Scofidio + Renfro utilizing BIM modeling and other programs to solve design challenges. I had the opportunity of being part of the Gensler team as a job captain having constantly tasks for the documentation and great collaborative experience with a big team. One of the challenges of the project, was the need to incorporate this complex program into a relatively small footprint of 12,500 square feet. After continuos sessions with students, faculty, and administrators, as well as the executive committee, it was decided that students going through this highly competitive and stressful curriculum also need relaxing and informal gathering spaces to unwind. The solution the team realized inverts the traditional horizontal campus concept to a vertical campus layout that allows for informal spaces and creates an interconnected, open plan. The concept was to create a ¨cascading glass facade¨ with the availability to act as a campus, equipped with informal spaces and serving as an icon neighborhood beacon. The final design weaves social areas throughoutthe building to take full advantage of the views of the Hudson River and the integrated landscaping throughout.


TEDx

TEDx

Omar Quesada Arias

portfolio

51


EAST AND SOUTH ELEVATION


  

  

  

 

 

 

  

 

  





 

 



 

 

 

  

  

 

  

 





















   

  

 

 









   

  

 







 







  

  

  









 



























  



 





 

  

 

 











 

 



 





  

  



















 







 

TEDx

 

 





 

 

 



 



TEDx 

  

 

 

 

 

 

 

  

  

  





CONSTRUCTION PLAN 12 TH FLOOR 

 Omar Quesada Arias

portfolio

53


Alex Fernรกndez Sketch


Universidad Latinoamericana de Ciencia y Tecnología (ULACIT)

Project type: Education Size: 70.000 m2 Location: San José, Costa Rica Role: Project Manager Softwares: Revit, Sketch, Rio Status: Design Development Year: 2013

Redefining the educational program of one of the leading universities in Central America will not only extend more services to the Costa Rican community but it will also attract and retain an increasing amount of international presence. To achieve this goal, Gensler was contracted for taking advantage of the client’s strategic central location in the city of San José to make the campus more visible to the public and open opportunity to create an impact of reference of how educational facilities for the new century could it be.

TEDx

TEDx

Omar Quesada Arias

portfolio

55


Since I came to Gensler I had the goal of develope the Education Practice Area in our Costa Rica office. This project meant, the first big won and the opportunity to make a tangible impact in my country. We got together a strong team of specialists within Gensler’s Education + Culture practice area and worked with the client to design new buildings and redesign existing areas. Part of the master plan includes programs such as Architecture, Art & Design, Health, Social Sciences, and Engineering. The purpose of the new buildings is to create a strong connection with the community by using a permeable design that will permit constant interaction between the campus and the outside world. Additionally, connecting the buildings with pedestrian bridges over some of San José’s main roads will showcase the campus to the Costa Rican community. The project is a whole new conceptual design for educational facilities. Additionally, the project is on track to become the first LEED certified campus in Costa Rica, and is currently in the Programming phase.

ACIT

San José, Costa Rica | Julio, 2012 | 46

P M

PLAN MAESTRO

ULACIT

San José, Costa Rica | September, 2012 |


P M

PLAN MAESTRO

P M

PLAN MAESTRO

PLAN MAESTRO

M P

AESTRO ULACIT

San José, Costa Rica | September, 2012 |

ULACIT

San José, Costa Rica | September, 2012 |

TEDx

TEDx

ULACIT San José, Costa Rica | September, 2012 |

San José, Costa Rica | September, 2012 |

Omar Quesada Arias

portfolio

57


 EN JARDIN INTERNO, CONECTA A CALLE PUBLICA A TRAVES DE JARDIN. REFIERASE A LAMINA A00.50 / PLANTA DE SITIO PARA MAS INFORMACION

7

SEÑAL TIPO (S.L.1) + (P 24c) SEGUN NORMA INTECO. SEÑALIZACION DE RECORRIDOS DE EVACUACION A SALIDAS HABITUALES. INSTALADO EN CIELO. VER DETALLE DE SEÑAL S.L.1. + P 24c

8

SEÑAL TIPO (P 24d) + (S.L.1) SEGUN NORMA INTECO. SEÑALIZACION DE RECORRIDOS DE EVACUACION A SALIDAS HABITUALES. INSTALADO EN CIELO. VER DETALLE DE SEÑAL P 24d + S.L.1.

9

EL NUMERO DEL NIVEL DE PISO DEBERA ESTAR UBICADO EN EL MEDIO DEL CARTEL, CON NUMEROS DE 5 PULG. LA IDENTIFICACION DE LA TERMINACION SUPERIOR E INFERIOR DE LA ESCALERA DEBERA UBICARSE EN LA PARTE INFERIOR DEL CARTEL CON LETRAS DE 1 PULG.

10

GABINETE DE MANGUERAS. REFIERASE A LAMINAS MECANICAS PARA MAS INFORMACION

CALE PUBLICA

 EN ACERA DE CALLE PUBLICA. REFIERASE A LAMINA A00.50 / PLANTA DE SITIO PARA MAS INFORMACION  EN ACERA DE CALLE PUBLICA. REFIERASE A LAMINA A00.50 / PLANTA DE SITIO PARA MAS INFORMACION

11

A'''

9

7 OFICINA 2107

OFICINA 2106

 0.420 LETRA TAMAÑO: 70mm TIPO: SWIS 712 BT BOLD COLOR: BLANCO FONDO DE SEÑAL EN VERDE (REFIERASE A NORMA 12715MEIC)

0.340

L

OFICINA 2108

0.148

ESCALA: 1 : 1500

SEÑAL DE SALIDA CON BALASTRO DE EMERGENCIA CON AUTONOMA DE 90 MINUTOS. REFIERASE A LAMINAS ELECTRICAS PARA MAS INFORMACION. SEÑAL TIPO S.2.2DE (SEGUN NORMA INTECO). SEÑALIZACION DETALLE SEÑALIZACION DEDE SALIDA DE EMERGENCIA INSTALADA EN PUERTA / PARED. SALIDAS

12

0.085

 

PLANTA DE CONJUNTO PUNTOS DE REUNION EXTERIORES

1.00

 0.420

6

RECEPCION 2100

3

ESCALERAS 2102

4 10 A10.00

NIVEL 4 (SEC. B) 9.00 m PASILLO 2137

CUARTO TELECOMUNICACIONES 2149 BODEGA 2136B

7

CLOSET ELECTRICO 2150

AULA 2135

4

ESCALERAS 2146

S

ESCALERAS 2126

NIVEL 3 (SEC B) 8.40 AULA 2148

10

11

8

22

0.31

24

1 @ 0.26M

NIVEL 1 0.00 m

4

C'

PASILLO 2132

OFICINA 2133

SECCION PARCIAL 5 PLANTA DE RUTAS DE EVACUACION NIVEL 2 (0+3.00) SECTOR NORTE ESCALA: 1 : 40

 SILVIA CASTRO MONTERO  1835394

0.210

 A. EL EDIFICIO ES EXISTENTE, ESTE PROYECTO CONSISTE EN REMODELACIONES INTERNAS E INTERVENCION DE PARASOLES EN FACHADAS B. EL PROYECTO NO CUENTA CON SISTEMA DE ROCIADORES C. REFIERASE A LAMINAS ELECTRICAS PARA INFORMACION DE ILUMINACION DE EMERGENCIA D. TODAS LAS SEÑALES DE EMERGENCIA TIENEN UNA DISTANCIA MAXIMA DE OBSERVACION DE 20m. E. TODAS LAS SEÑALES DE SALIDA Y DE RECORRIDO DE EMERGENCIA SERAN INSTALADOS EN CIELO, A UNA ALTURA ENTRE 2m2.5m MEDIDOS DESDE EL NIVEL DE PISO TERMINADO HASTA EL BORDE INFERIOR DE LA SEÑAL F. REFIERASE A LAMINA A00.60.0  TABLA DE MEMORIA DE CALCULO DE OCUPACION PARA CALCULO DE OCUPANTES POR OCUPANTE.

OFICINA 2134

A'

 SAN JOSE



GOICOECHEA

S

  Banco Credito Agricola de Cartago  4000001128 en calidad de Fiduciario  SJ14574042010  17047  08 

NIVEL 1 0.00 m

  Arq. Jose Antonio Gei Alvarado 







DETALLE DE SEÑALIZACION DE ESCALERA

  



5

B'

1 @ 0.26M

  3 

ESCALA: 1 : 100

CAJAS 2130

NIVEL 2 (SEC. B) STAMPEX, S.A.  3.00 m 310105020610 



C.MONITOREO 2131

1

0.20 0.31

2

 7

0.31

1

ULACIT REMODELACI EDIFICIO EXISTENTE



TUBOS @ 0.20M

23 1

CUBICULOS 2121

0.31

NIVEL 2 (SEC. B) 1 3.00 m VESTIBULO 2127



1

11 11

          NIVEL 3 (SEC. B) 6.00 m

 OFICINA 2117

OFICINA 2116

OFICINA 2115

CUARTO TELECOM 2122

B

1S

11



0.31

29

12

PASILLO 2128

2 A08.47

0.31

AULA 2147

N

11

BODEGA 2136A

3

N A

ESCALERAS DE EMERGENCIA 2153

9

H'

1

TUBOS @ 0.20M

DECK 2151

B

PASILLO 2137

4

14.50

3

ASCENSOR 2154

B

1.54 PASI LLO EXIS TENT E

C

M

S



S.S.M. 2143

D M S

ARCHIVO 2114

1 @ 0.260M

VICERECTORIA DE DOCENCIA 2138

S.I.

RECEPCION 2139

0.31

1

EDUCACION 2112

102 Avenida Torre 3, Suite San José 10 Costa Rica Teléfono (50 Facsimil (50



1 @ 0.26M

23

E

CONSULTORIO 2141

TUBOS @ 0.20M

24

COMUNICACION 2113

0.31

OFICINA 2145

NIVEL 4 (SEC. B) 9.00 m

PASILLO 2101

TUBOS @ 0.20M

CONSULTORIO 2140

B





1 S



NOTA: SEÑAL S.L.21 Y S.L.2. SEGUN DETALLE ANTERIOR



C.E 2111

B

0.31

CONSULTORIO 2142

G F

VIGA CORONA (B) 12.00 m

0.382

DETALLE DE SEÑALIZACION DE RUTAS DE EVACUACION

6

C.E 2110

1

LETRA TAMAÑO: 85mm TIPO: SWIS 712 BT BOLD COLOR: BLANCO FONDO DE SEÑAL EN VERDE (REFIERASE A NORMA 12715MEIC)



 

2

H

TUBOS @ 0.26M

1

K

OFICINA 2103

0.070 0.070

3

0.210

 

I

0.350

DERECHO 2109

6

7

ESCALERA EMERGENCIA NORTE 

9

PISO 1 AL PISO 4 SIN ACCESO AL TECHO BAJAR AL PRIMER PISO PARA DESCARGA DE SALIDA

EVACUATION FLOOR PLAN 2TH FLOOR

2

  Arq. Jose Antonio Gei Alvarado  53.7167.000



P:\53.7167.000\BIM\Building Model\_User Model Files\Paola Quesa

Base_MASTER_Etapa 0.rvt NIVEL 0

3.00 m 

NIVEL DE PISO A INDICAR

ESPECIFICACION DE NIVEL

 INDICADA



SECCION PARCIAL 8 ESCALA: 1 : 40



 UBICACION DE ESCALERA

1

SECTION 8TH A00.62N 


 1 2 3 4 5 6

E''''

22

7 8

D''''

9 10 11

C'''' GL1

15 16

4E Q

A09.02

23

22

0.2 0 4013

A3A A3A

4E Q 8

CUARTO TELECOM 4024 4023A

26 27 28

A3A

13 AULA 4013

3

0.2 0

D3A

24 25

29 30

13

31 32

9

21

4023B

CLOSET ELECTRICO 4023

S.S.M 4016

VESTIBULO 4011

13

D3A

D3A

3

21 22

9

1.5 0 0.2 0

ESCALERAS DE EMERGENCIACUARTO TELECOM 4024 4025

17

18

13

AULA 4014

A3A

4025

4024

16

1.0 0

B

S.I.

L

17

19

A3A

4014

19

18

A''''

A3A

1.0 0

1.5 0

PASILLO 4012

20 9

3 A3A

12 A10.00

14

0.2 0

21

12 13

1 A12.00.6

BARANDA EXISTENTE A MANTENER JARDINERA EXISTENTE A MANTENER VENTANA NUEVA PILETA EXISTENTE A MANTENER PILETA DE ASEO NUEVA EN CONCRETO CON ENCHAPE. REFERIRSE A LAMINAS MECANICAS PARA MAS INFORMACION EXTINTOR EXISTENTE A MANTENER. VER LAMINAS ARQUITECTONICAS PARA MAS INFORMACION. EXTINTOR NUEVO. REFIERASE A LAMINAS MECANICAS PARA MAS INFORMACION GABINETE DE MANGUERAS. REFIERASE A LAMINAS MECANICAS PARA MAS INFORMACION. PARA DISEÑO INTERNO DE ESTA AULA REFIERASE A ESPECIFICACION DE AULA TIPICA "A" PARA DISEÑO INTERNO DE ESTA AULA REFIERASE A ESPECIFICACION DE AULA TIPICA "B" PARA DISEÑO INTERNO DE ESTA AULA REFIERASE A ESPECIFICACION DE AULA TIPICA "C" JUNTA DE CONTROL DE EXPANSION EN "F", SISADO DE 1/2" REPARAR PARED POR DEMOLICION DE DUCTOS DE EXTRACCION. REFIERASE A DETALLES 6 Y 7 / LAMINA A12.02 REPARAR PARED POR ELIMINACION DE TABLERO. LA PARED DEBEAR SER REPARADA CON EL MISMO MATERIAL DE LA PARED EXISTENTE CERRAR BUQUE DE VENTANA BAJA EXISTENTE ( BANQUINA: 0.90m, H VENTANA: 0.70m. EL CERRAMIENTO DEBERA SER EN CONCRETO. IGUAL AL MATERIAL DE LA PARED EXISTENTE MEDIDOR BIOMETRICO A INSTALAR. REFIERASE A LAMINAS ELECTRICAS PARA MAS INFORMACION PARA DISEÑO INTERNO DE ESTE LABORATORIO REFIERASE A ESPECIFICACION DE LABORATORIO DE COMPUTO TIPICO "A" PARA DISEÑO INTERNO DE ESTE LABORATORIO REFIERASE A ESPECIFICACION DE LABORATORIO DE COMPUTO TIPICO "B" DECK EN MADERA. REFIERASE A DETALLES EN LAMINA A12.07 PARA MAS INFORMACION PROYECCION DE TECHO EN NIVEL INFERIOR PILETA CLAUSURADA. REPARAR ESTRUCTURA PARA CONVERTIR EN JARDINERA CERRAR BUQUE DE VENTANA SEGUN PARED TIPO B3A. APLICAR SELLOS CORTAFUEGO REPARAR TAPICHEL EXISTENTE POR DEMOLICION DE TEJAS REPARAR PARED CIELO Y PISO POR DEMOLICION DE PARED Y MUEBLE FIJO UBICACION DE CAJERO AUTOMATICO. REFIERASE A LAMINAS ELECTRICAS PARA MAS INFORMACION PARASOLES SEGUN DISEÑO Y ESPECIFICACION DE ESCALERA DE EMERGENCIA SUR RAMPA NUEVA A CONSTRUIR, PENDIENTE 10%. SUPERFICIE IGUAL A ACABADO DE ESCENARIO ESPACIO PARA SILLA DE RUEDAS A NIVEL DE ACCESO. 1.2m X 0.90m CERRAR BUQUE DE VENTANA. EL CERRAMIENTO DEBERA SER EN CONCRETO, IGUAL AL MATERIAL DE LA PARED EXISTENTE ESTRUCTURA PARA PISO DE ESCENARIO NUEVA, EN TUBO METALICO PARA DETALLES DE TANQUE DE AGUA Y CUARTO DE MAQUINAS REFIERASE A LAMINA A08.63

K

15



4018

LAB. PROMETRIC 4018

4019

ESCALERAS 4022

11

 19

 A B

9

AULA 321 4007

4006

B

13 13

4007

LINEA DE UNION VESTIBULO 4004

C

1 A08.60

AULA 4006

13

S.S.M. 4008

PASILLO 4001

16

S.S.H. 4009

18

1 A12.00.5

13 9

17

D E F

G H I K L

TODAS LAS AREAS INDICADAS CON N.E.C. Y SOMBRA GRIS NO FORMAN PARTE DEL ALCANCE DE ESTOS PLANOS. N.E.C. ARQUITECTONICO ES DIFERENTE A N.E.C. ELECTOMECANICO ESTE EDIFICIO ES EXISTENTE. LOS TRABAJOS A REALIZAR CONSISTEN EN LA REMODELACION DEL ESPACIO INTERNO Y LA RENOVACION DE LA FACHADAS. TODO TRABAJO RELACIONADO A OTRAS OBRAS EXTERIORES ASI COMO LA CUBIERTA EXISTENTE NO FORMAN PARTE DEL ALCANCE DE ESTOS PLANOS. TODO DESAROLLO DE PUERTA REQUIERE 10CM (4") DE SEPARACION DEL LADO DE LA BISAGRA HACIA LA PARED MAS PROXIMA COMO MINIMO. REFIERASE A SERIE DE LAMINAS A00. PARA TABLAS, LEYENDAS, SIMBOLOS Y ABREVIACIONES QUE APLIQUEN A ESTE PLANO. TODAS LAS PAREDES SERAN TIPO A3A DE NO ESPECIFICARSE LO CONTRARIO TODA VIGA/PARED EXISTENTE QUE SE VEA AFECTADA POR EL CAMBIO DE CANALIZACION ELECTRICA DEBERA SER REPARADA, ASI COMO POR LA ELIMINACION DE CANALETAS, LUMINARIAS, EXTRACTORES, TABLEROS, SOPORTES DE EQUIPO, EXTINTORES O CUALQUIER OTRO DISPOSITIVO QUE SE REMUEVA REPARAR TODO ORIFICIO EN LOSA O PARED. RELLENAR CON CONCRETO TODA VENTANA EXISTENTE QUE HAYA SIDO AFECTADA POR UNA UNIDAD DE AIRE ACONDICIONADO DEBERA SER REPARADA TODAS LAS UNIONES, SOLDADURAS Y GROSORES DE ELEMENTOS SERAN SEGUN PLANOS ESTRUCTURALES. TODOS LOS PASAMANOS DEBEN SER CONTINUOS Y REMATAR SIEMPRE EN PISO O PARED. LOS POSTES DE LAS BARANDAS IRAN DESFASADOS UNA GRADA COMO MAXIMO, PARA EVITAR CHOQUES ENTRE POSTES Y FACILITAR SU INSTALACION.

13

TEDx

6 4003

15

PUENTE 4000

AULA 319 4003 4002

1 A08.10 9

14

13 13

 SAN JOSE

13

13



D3A

12

TEDx

D3A

A' D3A

D3A

D3A

1 A12.00.4

D3A

ULACIT RE EDIFICIO EX

 STAMPEX, S.A  31010502  SILVIA  1835394

13

AULA 319 4002

B'

     

 

9

1

C'



A

A D3

LABORATORIO 4019

PASILLO 4005

12

D'

1 A08.18 A



D3 27

E'

D3

13

13

1

20

S.S.H. 4017

14

H'

D3 A

ASCENSOR 4021

11

1 A12.00.3

2 A12.00.5

CONSTRUCCION EXISTENTE A MANTENER

 Banco Credito A  40000011  SJ145  17047    Arq. Jose Antonio 

CONSTRUCCION NUEVA





  Arq. Jose Antonio   53.7167.000



9

CONSTRUCTION PLAN 4 TH FLOOR

P:\53.7167.000\BIM\Building Mode Base_MASTER_Etapa 0.rvt

Omar Quesada Arias 

portfolio

59



INDICADA



A02.04S



Faculty of Education, Universidad de Costa Rica Project type: Education Size: 12000 m2 Location: Rodrigo Facio Campus Role: Architecture and design Softwares: Vectorworks, 3d max, Photoshop The University of Costa Rica (UCR) is the main university of the country and one of the most recognized in Latin America. Its main campus, Ciudad Universitaria Rodrigo Facio, is located in Montes de Oca, around 3 km from the center of the capital city. It covers an area of around 31.5 ha, which includes the buildings of the different faculties and schools. The current location of the Faculty of Education, one of the oldest buildings on campus, is in need of improvement and gathering their faculty in one single space. Having carried out thorough research of new trends in pedagogy and education dynamics, I have proposed a theoretical work of design patterns for educational spaces that can be applied to the new Faculty of Education and integrated to the existing conditions.

TEDx

TEDx

Omar Quesada Arias

portfolio

61


NO WALLS 62

FORMAL

ANYTIME...

INFORMAL LEARNING

360 FRONT

ANYWHERE


The theoretical principles obtained through research propose a dialogical system of complex patterns which seek the reactivation of the existing building of the Faculty of Education through its integration with the new building, both of which would be conceived as a whole. The articulation between them would be given by one of the new volumes through a skylight that marks the transition from one place to another. The new building will give users the feeling of floating above the upper level of the existing infraestructure. The site design is consistent with what happens inside the building, giving way to educational events under the concept of continuous “learningteaching-learning� patterns.

TEDx

TEDx

Omar Quesada Arias

portfolio

63



corte B-B

sub e

N

Bodega Insumos

Bodega Archivos Estudiantiles

Bodega Multimedia

Bodega Multimedia

Of icina Director de Posgrado Of icina Director de Primaria

corte A-A

Of icina Director Educación Inicial

Jefatura Administrativa

su

be ramp a

Sala de Profesores

Sala de Reuniones Cuarto Servidores

Cocineta Administrativa

Bodega Equipos Desuso

Cafetería

n.p.t +0,0

escenario

n.p.t -0,72

Auditorio

Cuarto Conserjes

Colección Privada

n.p.t +0,0

S.S

Hom

bre

s

Cub ícul o Cub ícul o

InfoRed

n.p.t +0,0

sub

corte A-A

e

estudio grupal

Préstamo y Devolución

vestíbulo n.p.t +0,0

Decanato

corte B-B

Ma Inveterial de stig ació n

corte B-B

sub e

N

Bod

Tal ler

ega Bod

Bod

ega

ega Aul

a

Aul

corte A-A

a

Aul

Terraza

n.p.t +7,4

a

Aul

a

vacío

Cor

Aul red

a

or

sube ram pa

Libros

Rep oso S.S

Hom

bre

s

Cub ículo Cub ícul o

corte A-A

vacío

vacío

Cub ícul o Cub ículo Terraza

n.p.tCub +7,4

ículo

Ma Inveterial de stig ació n

corte B-B

vacío

Ext ens

ión

Upon entering the building there is a height and a total reading of what happens at this first level. Here, the user will experience a new concept of “library”; which integrates contradictory activities, such as a cafeteria, making the library a place to have coffee and talk (Info-Network Café). On the other hand the new concept of “classroom without walls” will provide environments suitable for chatting, designed with soft furniture and movable walls or “whiteboard” surfaces that can be digital screens surrounding the old but renovated auditorium (classrooms without walls). The whole building is connected by a ramp core guaranteeing inclusive accesibility, which would also work as a gallery, providing places for exhibitions and social gatherings. These ramps are used as the connection with other levels, where the new heavy volume “floats”. The new concept of formal “classroom” for teaching and learning is characterized by supplying places with more than one whiteboard (Front 360), which can accommodate various educational simultaneously (Common Factor) and merge with informal spaces. This comes in useful when groups of students are too crowded or when the space is not being used for a class (self-organizational). As part of the reactivation plan, the old concrete terrace-roof of the 1957 building now becomes important for outdoor events, maximizing the total use of space conducive to knowledge emergence

TEDx

TEDx

Omar Quesada Arias

portfolio

65


4

Speaking Engagement


ng Enga aki

4

ment ge

Spe

TEDx

TEDx

TEDx

Omar Quesada Arias

portfolio

67


“Disjunctive spaces to Unlearn”


Disjunctive spaces to Unlearn

Extract from my graduation project: ¨Towards a new Spatial Conception for Teaching and Learning in the XXI century¨, Universidad de Costa Rica, 2010 Event: Tedx Ed Pura vida Year: 2012 What’s next? is a question that many young architects ask themselves after graduating college. When I finished my studies at UCR (University of Costa Rica), I wanted to continue the work I started with my senior thesis project based in how the Complex Thinking Paradigm1 (a sistematic way to understand and interpret world’s behavior) affects pedagogy or education in general and how these implications are translated into physical space. But I was afraid my thesis project would end up, as many others, dying slowly in dusty/underutilized libraries. Today one of my professional goals is to create something tangible from my theorical thesis.

TEDx

TEDx

Omar Quesada Arias

portfolio

69


http://www.youtube.com/watch?v=s-Tfmm1yDE0

70


In November of 2010 I began to work at Gensler. Quickly I became part of a larger network in the company who shared my passion of improving spaces for education. Together we conform the Education Practice Area and we’re constantly seeking concepts that deconstruct the way we design traditionally educational spaces. What current educational spaces lack is evolution. We are stuck in the past. We can’t compare our work with other similar analogue disciplines like medicine because those spaces have always been evolving and technology has been integrated into spatial design. Educational spaces shouldn’t be outcast from a changing world full of new learners and emergent technologies. They should inspire and motivate students to increase their learning. From the start of our academic careers until the end of college, we are taught by a Newtonian- mechanic way of thinking in which information comes from a single source: the teacher. The structure of knowledge we acquire is usually fragmented by disciplines. Thanks to emergent technologies and new scientific findings, the way we learn is now changing. New generations prize collaboration in non-linear ways with other people and quickly adapt to their different lifestyles. This newly evolved “species” is always zapping2 from one information channel to another. As a result, we urgently crave for informal spaces that remind us our living rooms at home. However, educational institutions do not have these type of spaces today, so when young students arrive to educational campus they feel separated from their lifestyle driven spaces where they work most of the time via digital multiple resources. We now know that most knowledge is acquired outside of the classroom. To foster more in-classroom learning, we need to re- conceptualize formal spaces and informal spaces. They must embrace new pedagogical methodologies. Informal spaces could be seen as the new classrooms without walls3 where we can foster the emergence of knowledge in collaboration with others. Here, teachers can provide students with specific guidance depending of the student’s multiple intelligence4. Formal learning can occur in the informal spaces, meaning that we must break away from designing for just one linear function and start to think about multi-programmatic spaces that celebrate the emergence of all educational events.

TEDx

Let’s start creating learning spaces where we unlearn the traditional way we used to be educated with emergent thoughts of interaction inside/outside of the “classrooms” and a better sense for evolving human behavior. These new formal/informal spaces will not educate the student, they will facilitate the interaction between students and teachers depending on the new pedagogies which foster horizontal schemes that allow learning through multiple sources of information.

TEDx

Omar Quesada Arias

portfolio

71


5

Cultural


Cu l

ral tu

5

TEDx

TEDx

Omar Quesada Arias

portfolio

73



San Carlos Cultural Plaza Project type: Cultural Size: 20527 m2 Location: San Carlos, Alajuela, Costa Rica Role: Architecture and design Softwares: Rhino, 3d max, Photoshop San Carlos is a city rich in natural beauty and vegetation. Its fresh air and beautiful mountains make it a great escape from the hustle and bustle of the capital, San Jose. Precisely beacuse of the beauty of its natural environment, San Carlos receives a large number of tourists. However, in terms of infrastructure, the city doesn´t have much appeal either for the tourist or its community. This is why the project seeks an urban intervention in the existing Central Park, generating a program in which the community will be able to broadcast their cultural expressions to the world.

TEDx

TEDx

Omar Quesada Arias

portfolio

75


CAFETERIA EXHIBITION

EXHIBITION

CAFETERIA

SUPPORT

EXPOSITION

76

CAFETERIA

EXHIBITION

EXPOSITION

EXPOSITION

SUPPORT

SUPPORT


BNCR

PLAZA DE LA CULTURA

CORTE A-A

CORTE B-B

n.p.t +2,5 Ingreso1 n.p.t -0,1

Cinta 1 n.p.t +0,7

Banda 1 n.p.t +2,5 Banda 3 n.p.t +2,5

Ámbito Agua n.p.t +0,0

PATIO DE LAS ESCULTURAS

Banda 2 n.p.t +2,5

Cinta 1 n.p.t +1,5

PA RAM ja ba Cinta Mesh n.p.t +2,3 Banda 1 n.p.t +5,5

A

RAMP sube

Banda 3 n.p.t +3,1

Cinta 1 n.p.t +2,3 Plaza Iglesia n.p.t +1,5

Banda 2 n.p.t +2,7

Banda 1 n.p.t +3,1

RAMPA Cinta 1 Cinta 1 n.p.t +3,1 n.p.t +3,1

Atrio Iglesia n.p.t +5,0

Cinta 2 n.p.t +1,5

Cinta 2 n.p.t +0,7

Cinta 2 n.p.t +2,3

baja Cinta 2 n.p.t -0,1

Escenario n.p.t +0,40 Cinta 2 n.p.t +3,1

Ingreso Cafetería n.p.t +3,1

CORTE A-A

COOCIQUE

Anf iteatro n.p.t +0,0 Cinta 1 n.p.t +3,9

Cinta 2 n.p.t +3,9 Cinta 1 n.p.t +4,7

Cinta 2 n.p.t +4,7 n.p.t +5,0

CORTE B-B

n.p.t +5,5

BCR

PALACIO MUNICIPAL

TRIBUNALES

SERVICIOS SANITARIOS

TEDx

The project is inspired by the irregular topography of mountainous San Carlos. It is composed of an interactive moebius band that starts to bifurcate and unfold into two main overlapping layers. The first layer is underground, which fosters diverse exhibition galleries that promote San Carlos’ art and local customs. The second layer represents the green roof which is also the floor, where its curves stimulate the use of open spaces, potentially generating urban events.

TEDx

Omar Quesada Arias

portfolio

77



Omar Quesada Arias A44121 TALLER ARKHTEK Proyecto: Parque Ciudad Quesada Corte Longitudinal esc. 1:200

L6/10

Ver detalle P1 en lamina #8

Omar Quesada Arias A44121 TALLER ARKHTEK Proyecto: Parque Ciudad Quesada Corte Transversal esc. 1:200

Ver detalle C1 en lamina #9

Ver detalle C2 en lamina #9

Corte B-B

TEDx

TEDx Ver detalle C3 en lamina #9

Ver detalle C4 en lamina #9

Corte A-A

Omar Quesada Arias

portfolio

79


6

Urban Systems

Masters in Science Emergent Technologies and Design AA


Urb

System s an

6 TEDx

Omar Quesada Arias

portfolio

81



Farm City:

¨Creating Efficient Urban Systems through Integrated Food Production¨, Architectural Association School of Architecture Year: 2014

Is it possible to modify the architecture of a dense, urban environment in such a way that it can provide enough food to sustain its inhabitants? Exponential population growth, coupled with rural-to-urban migration patterns means that the methods that we use to growanddistributefoodwillhavetochange in the very near future. Urban agriculture has the potential to alleviate this stress on traditional, industrial agricultural practice. Urban agriculture provides an opportunity to create a vastly superior quality of urban life, along with a possibility of reducing agriculturerelated carbon emissions. An increased investment in urban and peri- urban agriculture will create significant social and political challenges to the built environment that can only be overcome by a new urban and architectural approach. This project address building on and retrofitting existing urban fabric to create effective food distribution networks, closed urban ecological systems, and positive productive urban spaces. A computational framework was developed that facilitates the informed integration of productive land in a prototype patch in Beijing, China. The framework was extensively tested against Beijing’s challenging climactic, socio-political, environmental, and infrastructural conditions. This method is based on Cellular Automata theory and takes a hierarchical approach: giving precedence first to the spatial and Program Density Targets topographical organisation of cells, and secondary consideration to the physical morphology of buildings. We evaluate the system at discrete moments in time, simulating urban development over pre-determined time-scales. Outcomes will rely on the local interactions between cells to affect emergent behaviour that simulates the influenced growth of an urban system.

TEDx

TEDx

Omar Quesada Arias

portfolio

83


COMPOST WASTE WATER

WATER FISH FOOD ELECTRICITY FERTILISER EMBODIED ENERGY

OUT

IN

ARCHITECTURE FACILITATES AGRICULTURE

INFRASTRUCTURE INTEGRATION

SUPPLY & DEMAND

FOOD COMMERCE


TEDx

TEDx

Omar Quesada Arias

portfolio

85


7

Material Systems

Masters in Science Emergent Technologies and Design AA


Ma

7

s m

ial Syste ter

TEDx

TEDx

Omar Quesada Arias

portfolio

87



Material Systems: Fingers Crossed

Architectural Association School of Architecture Year: 2014 Fingers Crossed is a form-active structure designed by the Emergent Technologies and Design Programme (Emtech) at the Architectural Association School of Architecture in collaboration with Arup, TRADA, and Hanson Plywood for the London Design Festival 2014. Built from 9 mm birch plywood and relying solely on friction as a joining solution, rather than metal connections, Fingers Crossed both exploits and celebrates the material behaviour of wood. The project, initiated as a collaboration between students of architecture, professional engineers and the UK’s leading timber authority, seeks to express the bending capacity and joinery possibilities that timber provides by integrating structural and spatial performance into one elegant architectural solution. The design was conceived through a week-long ideas competition, where students in the Emergent Technologies and Design Programme developed strategies and systems for the manipulation of plywood sheets into doubly curved surfaces, assembled without any metal connections. Using both material and digital computational techniques, various methods were tested and prototyped, ultimately ending in the proposal of plywood sheets CNC-milled at the Architectural Association’s Digital Prototyping Lab, with a variable finger pattern, joined together to create a series of articulated arches. Parametric modelling was used to achieve a feedback loop between geometrical and material studies and structural analysis provided by Arup structural engineers to design a pavilion with varied lighting effects and a playful, interactive landscape. This landscape, providing seating for visitors and organising circulation through the space, also performs structurally, lending stiffness at the base of the arch by locking it in place. Along with the design of the pavilion, the construction logic is conceived by the students in such a way that the structure can be assembled and disassembled in one day and transported as a flat-packed package by lorry.

TEDx

TEDx

Omar Quesada Arias

portfolio

89


The pavilion has been developed iteratively, from digital models to various physical models at different scales. Digital modelling allows for initial geometric investigations, informed by rigorous physical material testing. Smaller scaled models provide an exploration into form and global structural performance while full-scale prototyping allows for the testing of 1:1 details, fabrication processes and construction methods. By working with these varied techniques, the digital computational model is calibrated to real physical data, embedding the material performance of plywood into the digital environment in which to design. This constant feedback loop provides for the intelligent development of many integrated design options that meet the required design criteria.


TEDx

TEDx

Omar Quesada Arias

portfolio

91


TEDx

TEDx


Omar Quesada Arias contact: +44 (0) 74 63 80 88 50 / omar.quesada.arias@gmail.com



Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.