PORTFOLIO OF CREATIVE WORK steven matti M.ARCH I application fall 2012
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Swensen Multi-Family Housing Architectural Design IV [3]
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LVCCLD Downtown Library Architectural Design II [37] Nakashima Workshop Architectural Design I [23]
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Cranbrook Toddler College Integrated Design Studio II [27]
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Detroit Water Folly Integrated Design Studio II [15] Drawings [color] Visual Communication II [55]
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3D Studies Basic Design II [45]
Drawings [b+w] Visual Communication I [49]
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Biography [1]
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about me
school work
Biography software
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Steven Matti 10180 Lucca Bluff Street Las Vegas, NV 89178 t. 586.850.3512 e. s_matti_2404@yahoo.com
Academic Experience LAWRENCE TECHNOLOGICAL UNIVERSITY Fall 2006 - Summer2008(transfer) Dual Major: BS Architecture BS Civil Engineering
UNIVERSITY OF NEVADA LAS VEGAS Fall 2008 - Spring 2012(expected) Dual Major: BS Architecture BS Civil Engineering
Professional Experience NU-TECH BUILDING SYSTEMS oct. 2008 - january 2009 intern
PINNACLE ARCHITECTURE STUDIO may 2009 - january 2011 intern, 3D/BIM modeler
PUGSLEY SIMPSON COULTER ARCHITECTS aug. 2011 - present modeling service provider
Software autoCAD (certified)revit civil3D ecotect vasari maya 3ds max photoshop illustrator inDesign flash dreamweaver
AUTODESK
ADOBE
word excel powerpoint
artlantis kerkythea vray
MICROSOFT
RENDERING
skethcup earth
rhino3D arcGIS python
MISC.
Awards/Recognition Recepient of Lawrence Tech Scholarship Lawrence Tech Honor Student UNLV Honor Student Autodesk Student Expert Revit Professional Certification
CV
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Swensen Multi-Family Housing Architectural Design IV
1 LOCATION Las Vegas, Nevada Spring 2011 SEMESTER PROFESSOR DURATION
Firas al-Douri 13 weeks
2011 housing 2010 2009 2008
The purpose of the Swenson MultiFamily Housing Project is to develop and design a housing complex comprising of a minimum number of units that range from studio apartments to 3 bedroom dwelling; as well as several other amentities and functions. The program itself is a complex mixture of housing units, indoor and outdoor communal spaces, and necessary amenities such as a gym and a multipurpose space; all of which conform to local codes and ordinances. In addition to the project requirements and the program, further challenges and opportunites arise in the unique shape and conditions of the site.
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widowed divorced
demographic study
single
marital status [%]
married
This project, being the final design project of the studio sequence, requires far greater attention to development beyond the conceptual phase; starting with the program and the functions of the building. Other than offering the vague requirments of apartment spaces and amenities, the professor leaves it to the student to develop the enitre program including how much apartment space and of what sort, as well as what the amenities consist of. As a result, the first step in formulating the program is a demographic study of the site and context in order to understand the users and visitors of the building.
urban plan ning desig n and prin cples
community equity
analysis
health safety/security choice
objectives
wealth creation employment environmental quality natural resources
high influence
s al ri te ma d an rs y lo it co il ib ss ce ac es t us en d em xe ag mi ng e et re g st in ap sc nd la hy ac er ty hi li bi ta ap ad t ex nt co y it rs ve y di it il ab al ci so ty vi ti ec nn co my no to au l ca ry lo to ri er /t ty ti en id
greenhouse gases
low influence
design principles
Total Area
open space area 35% of Total [137,214 137,214 sqft]
9 acres [392,040 sqft]
An analysis of the site using county data revealed an area of 9 acres.
By code, only 65% of the total area
can be used for the built-up area of the building.
The
other 35% will be used for open space. Per zoning ordinances, the site is designated as R-5 meaning that there is a minimum of 50 units per acre.
built-up area 65% of Total [254,826 sqft]
The result is a minimum program requirement of 450 units to be divided into studio, 1-, 2-, and 3-bedroom
land area allocation
apartments.
percentages as required by code 35% for open space 65% for built-up space
Using the data gained from the demographic study along with the allocation of area, the total number of each unit is determined and set into the program. Additional elements of the program are brainstormed and included based on the characteristics of the surrounding area and its demographics.
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living space ratios percentage of total number of units
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block This typology is utilized for its innate qualities in both security and enclosure, as well as its creation of a large open space. The intriguing shape of the site is multiplied vertically to create a footprint that imitates the shape and extends all the way around the site.
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perimeter
The typology utilizes a cluster of deep blocks with varying sizes reflecting the type of units involved in the block. What seems like a random configuration of blocks is actually a well defined collection and clustering with varying densities from high density to very low density.
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deep block
tower
This typology aims to fulfill the density of the site in an upward, vertical composition opposed to a horizontal alignment across the site. The result is an impactual, iconic structure that extends above the surrounding context. A building using this form can be located in any context unless special attention is paid to the way the tower interacts with the park.
In order to remedy the issue of the stark contrast and separation between tower and site, the building mass is spread across the dimensions of the site. Thus, it is no longer a tower in a park, but the tower and the park are one. The opportunity offered by the sloping edges of the building is then taken to create a terracing silhouette.
The unique shape provided by the terracing allows for multiple stacking configurations of units and an arrangement that creates terraces on the exterior as well as the interior.
conceptual process
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a mesh of paths is created on site by connecting nodes that indicate important points of the site to one another and to the surrounding context and city abroad a grid is established and overlayed on top of the site and is used to modulate the distribution of units using a 23.5’ x 23.5’ module the idea of the tower is carried out by extruding the shape created on the site upwards then ‘pixelating’ the edges to allow the buidling to gently fall towards the site from its peak
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1 bed: 750 sq ft
2 beds: 900 sq ft
3 beds: 1100 sq ft
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studio: 550 sq ft
stacking configurations
structure
circulation
parking
grid extended onto site
site features
view of internal terraces looking up from interior void
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A. Section Detail
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Transverse Section
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parapet cap sheet metal flashing reinforced TPO membrane cold applied 4” rigid insulation 1 1/2” steel roof decking 6” metal z-purlins 24” O.C. W10x30 steel beam flange-weld and web-bolt to W10x30 purlins 1/2” gypsum board metal rain screen wall panels 6” metal stud wall cold-formed metal framing R- 30 batt insulation plywood wall sheathing paint finish box beam header cold-formed metal framing sheet metal flashing and trim glazed aluminum door system typical head construction 2 1/2” insulated glass glazed aluminum door system extruded aluminum threshold finish flooring system 8” concrete deck flooring cast in place aluminum and glass railing system
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Detroit Water Folly Integrated Design Studio II
2 LOCATION SEMESTER PROFESSOR DURATION
Detroit, MI Spring 2008 Donn A. Perez 3 weeks
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This project called for the design of a folly to be located in downton Detroit.
The structure
would serve two purposes: 1) the beautification of the downtown area with an interactive, sculptural structure 2) the collection, purification, and harvesting of rainwater which is common in downtown Detroit
Water is the essential ingredient of existence and vitality for the life of plants and animals. Unsurprisingly, it can also restore and support the life and prosperity of cities. Detroit is a weakened
urban
area
that
maintains
a
strong
central core of activity and urban function. Water is
introduced
with
the
folly
as
a
way
to
re-energize the core and the surrounding urban districts. The folly dynamically expresses itself with angled and stretched beams supporting a canopy that provides enclosure for spaces beneath it. Much like the physics of a splash of water, the folly sits beneath the datum and expands energetically from the central focal point, symbolizing its position to expand from the center of downtown into the surrounding urban fabric. Function is an important complement to this form and the success of the structure. The canopy collects water, funneling it to a collection unit at the focus which purifies and stores the water below. Thus, through
form
and
function,
the
water
folly
provides education, interaction, sustainability, and expression for a new downtown Detroit.
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process sketches
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Nakashima Workshop Architectural Design I
3 LOCATION Zion National Park Fall 2009 SEMESTER PROFESSOR DURATION
Kevin Kemner 3 weeks
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George Nakashima is known for his custom wood furniture that resonates with tradition, craft, and aesthetics; embodied in the structure and details of each piece. The school is established to advance the ethos of craft and design championed by George Nakashima. A section of the main workshop, designed to evoke the expressiveness and tradition of a barn, was explored in this design project. The workshop feautures a form based on geometry and structure, with massive structural members repeating and giving shape to the space. The project focused on the use of wood and the way in which the joints would be formed, much like the way George Nakashima would focus on celebrating the joints for the support and connections they create.
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roof connection at the ridge
roof to wall connection
wall to storage platform connection
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wall to floor connection
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The structural members 1 generate the form of the shape. The framing 2 is a basic wood frame system, clad in wooden panels 3 that will be carved and treated by the students. Sliding wood panels 4 on the lower windows give the users of the space the ability to control lighting, humidity, and offer natural ventilation in conjuction with the upper windows in the expansive space. Together, these systems give form to the final section. 5
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Cranbrook Toddler College Integrated Design Studio II
4 LOCATION Cranbrook Academy Spring 2008 SEMESTER PROFESSOR DURATION
Donn A. Perez 12 weeks
2011 2010 2009 2008 cranbrook 2007 2006
contextual grid over the site
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Concept: Human Psychology ID
EGO
The ID is the part of the human psyche that is
The EGO is the mediator, it provides balance and
developed from birth and remains in the uncon-
satisfaction between the id and the superego.
scious mind, hidden away yet always affecting the
Within the first three years of our existence it
conscious.
It is responsible for the pleasure
makes its presence known. It is the result of our
principle, basic drives, and life and death inst-
interactions with the world, and provides safety,
icts that drive us from the moment that we are
reality, and reason for our previously unrealistic
born.
minds.
It is selfish and illogical, driven and
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hungry for satisfaction.
However, it remains a slave to the id,
superego, and the external world.
The Cranbrook Toddler College is designed with the purpose of caring and educating children between the ages of four and twelve years old.
Design consider-
ations include site analysis, programmatic development, as well as architectural, interior, and lighting design.
Additionally, parameters such as universal
design, disability and access regulations, security, sustainability, and aesthetics are involved.
The
complex program includes public areas and a courtyard in addition to private functions such as offices, common spaces, exterior play spaces, and classrooms for varying ages. The entirety of the building shall not exceed 7500 s.f.
N
site features
SUPEREGO
The concept of the toddler college is based on the three
The SUPEREGO is the antithesis to the id; the
ter of each part and is held together by the pathway that
father figure of the pysche that provides morals
cuts through the site.
and ethical restraints.
It appears in our minds
are separated by the path and bridged together; each half
by the age of five and directs us in knowing what
exhibits one of the two ends of the pysche spectrum. The id
is right from wrong.
portion of the building consists of walls that run into one
our
consciouness
parts of the human mind. The building takes on the charac-
and
It makes up the totality of opposes
the
id
and
is
It is composed of two halves that
another in a chaotic, yet controlled manner.
On the other
aggresive to the ego. It journeys on the quest for
hand, the superego portion contains ordered and repetitive
perfection and order.
walls and houses the components of the program that involve ordered functions such as classrooms.
The ego is repre-
sented by the pathway that mediates between the two portions of the building.
Finally, the roof of the building is
dynamic and complex in the id half, and more stable and rational in the superego half.
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The grid that was formed over the site is considered exclusively and deconstructed. Forms are developed from the grid displaying chaos on one side and order on the other, with the pathway in between; analogous to the tumult of the ID, restraint of the SUPEREGO, and mediation of the EGO.
One of the most prominent features of the site is the beaten path created by the students as they walk through the field into the dense landscape beyond. To protect it, the path is not surmounted by the building on the same plane. ground and the college is built on top of it.
Rather, it is carved into the
Thus, the path is maintaned and forms a
bridge between the two sides of the building.
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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Lobby Director’s Office Conference Room Staff Lounge Sick Bay Courtyard Laundry Kitchen Toddler Classroom Preschool Classroom Motor Room Elementary Classroom Preteen Classroom Institute Way
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cross section A
cross section B
Early sketches of the interior of the lobby and preschool classroom with considerations of wall and floor finishes and treatments.
In order to provide a thorough design project and to execute a more complete child care center, interior design and finishes are considered for the lobby, motor room, and a selected classroom.
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LVCCLD Downtown Library Architectural Design II
5 LOCATION Downtown Las Vegas Spring 2010 SEMESTER PROFESSOR DURATION
Kevin Kemner 9 weeks
2011
NARRATIVE OF SITE the story of place
A library is a building whose main function is to house books, which contain stories. The design of a library begins with an intimate observation of the main structure of a book: the narrative arc To follow the narrative arc of Las Vegas and the downtown area, its history is provoked and written
Nevada is shaped, historically and in present times, by 3 influences: Native Americans, Mormon settlers, and Contemporary people. Thus, the design begins with 3 “storylines� that represent the aforementioned influences and compliment the 3 users of the library: Locals, Lawyers, and Students.
Paths of Access Because no story is linear, each line bends in response to the pathway of access of the patrons based on their location in the surrounding context. Local housing areas, law offices, and the Las Vegas Academy draw a reaction from each line.
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Historical Significance
Respect to Context
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Las Vegas has a rich history of development and settlement, as well as natural formations. To pay respect to such context, the lines twist to face or point to different features in the entire valley.
Importance of the Railroad
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Much of the grid of downtown Las Vegas is shaped by the railroad that once fed the area with visitors and commerce. As such, the form of the building responds to the railraod in parallel segments.
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collections
cafe b.o.h.
periodicals
gallery
entry
offices
reading room
internet hall
donor room
videos
cafe
music collections
The idea of the narrative and its non-linear progression is further carried out in the planning of the spaces within the library.
Instead of having a central collections area with the reading rooms
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surrounding it, the bent shape of the library is utilized and the collections follow the geometry. The reading room is broken into several reading spaces and scattered throughout and amongst the rest of the program.
Thus, physical movement, like the movement in a book, is experienced as one enjoys
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the comfort of the library.
First Floor Plan
Second Floor Plan
Third Floor Plan
1
Transverse Section Showing Lightwell
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Rendering of the vertical circulation core and the lightwell. The vertical circulation anchors and directs the movement experienced in the library.
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3D Studies Basic Design II
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6 LOCATION SEMESTER
Lawrence Tech Spring 2007
PROFESSOR
Thomas Nashlen
DURATION
16 weeks
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Drawings [b+w] Visual Communication I
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7 LOCATION SEMESTER
Lawrence Tech Fall 2006
PROFESSOR Jolanta Skorupka DURATION
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Drawings [color] Visual Communication II
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8 LOCATION SEMESTER
Lawrence Tech Spring 2007
PROFESSOR Jolanta Skorupka DURATION
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