Interior Architecture Portfolio_Sabrina Fang Ho

O I L O F R

T

1

SABRINA

FANG HO

P

O

INTERIOR ARCHITECTURE

S

A

B

R

I

N

A

FANG HO INTERIOR ARCHITECT / OCCUPATIONAL THERAPIST

CONTACT

EDUCATION

P: 929-234-9022 E: sabrinafho@gmail.com W: sabrinafho.com New York, NY, 10019

Brown University, USA 2017-2017

Class in Urban Study Architects and Planners as Transnational Experts

Rhode Island School of Design, USA

Master of Design Interior Architecture

2015-2017

Shih Chien University, Taiwan 2014-2014

Continued Education Drafting of Architectural Drawing/Construction Drawing Material Knowledge and Investigation

Chang Gung University, Bachelor of Science Occupational Therapy Taiwan 2010-2013

OBJECTIVE

RELATED EXPERENCE

Currently looking for a full-time job in an architectural firm which I can obtain the opportunity to undergo various project types and utilize my background of interior architecture and occupational therapy to create an ideal design solutions.

Steffian Bradley Architecture, USA

Interior Intern Contributed to healthcare and office projects.

Managed and organized material library.

Product research and material picking Created architectural diagrams and drawings.

Communicated between designers and material companies.

Rhode Island School of Design, USA

Curator of Department/Graduate Show

2016-2016

2015-2016

Jian-Xiang Chen Architecture Office, Taiwan 2014-2015

SKILLS Rhino Auto CAD Revit

Vray Maxwell Sketchup

Photoshop Illustrator

Indesign AfterEffect

Model Making 3D Printing Group Working Laser Cutting Presentation MS Word MS Powerpoint Mac Windows

Manager of graduate and department shows Budget managing, prototype making and graphic designing Created overall layout for the show including placement of artworks, posters and videos and supervised installation procedures.

Produce 3D model, plans and mock-up sheets Contributed to delivery, de-installation and packing of artworks

Architect Assistant Contributed to manufacture, office and residential projects.

Created construction drawings and 3D models.

Contacted between engineers, manufacturers and designers.

OTHER EXPERENCE Rhode Island School of Design, USA 2016-2017

Teaching Assistant Teaching assistant of lecture “Structure and System� taught by professor Wolfgang Rudorf

Jing-Ai Rehabilitation Clinic, Taiwan

Part-time Occupational therapist Provided both individual and group treatments.

Included in physical and pediatric domains.

Educated patient about home-treatment and therapy.

Kaohsiung Chang Gung Memorial Hospital & Shin Kong Wu Ho-Su Memorial Hospital, Taiwan

Occupational Therapy Intern Interned in pediatric, physical and psychological department of two hospitals located in Taiwan.

2014-2014

2012-2013

Q: How can our houses affect our mental health?

RJN: How can they not? I mean, where do we go crazy?

-Sylvia Lavin “Forms follow libido”

3

Contents

Image of Space

6

Small interventions serve as acupuncher throughout RISD campus

Live with Choice

40

An Alzheimer center in Walmart

More than Words

52

A metaphoric retail store for a youth-cultivating organization

Providence Athenaeum

62

Adaptive reuse a historical library into a performance hall

Cafe | çœˇć?‘

74

A cafeteria represents the characteristics of traditional Taiwanese village building

Woods Gerry

84

Interior Architecture Department show for Rhode Island School of Design

Furniture Unveiling

92

Refurbishing an autism classroom with customized furnitures

Armor Hood A fabricated project to re-imagine human body

104

5

Image of Spaces 6

Small interventions serve as acupuncher throughout RISD campus.

7

Completed Year: Fall, 2017 Instructors: Justin Cook, Jonathan Bell, Heinrich Hermann, Wolfgang Rudorf Location: Rhode Island School of Design, Providence, RI

8

View of Providence, RI

9

Students of Rhode Island School of Design work under high-stress conditions caused by their assignments, expectations from others and themselves, and the environment surrounding them.

Studios and work areas become spaces associated with stress and negative atmosphere. The materials, ceiling, floor and even the breathing air hint at this gray emotion. If a space where art students spend the majority of their time is associated with negative thoughts, how can this atmosphere be transformed and generate a sense of peace?

Restrooms often become unexpected rooms of mental and physical rest for students. A restroom is a space without judgment, scattered conveniently throughout every campus. Moreover, they allow students to escape their stressed environment wherever and whenever they need.

The proposal for this project is to create a series of spaces which function as a form of acupuncher throughout campus, poking strategically to provide relief and heal the RISD community.

From being in the studio to entering these resting rooms, this special process is expressed with the fully consideration of materiality, lighting, and the postures people use to occupy these spaces to create the experience for students to transit from the feeling of pressure to the feeling of rest.

COMMUTING PATH BETWEEN STUDIOS AND IMPORTANT RISD BUILDINGS Main Studio

10

DISTANCE BETWEEN RISD HEALTH FACILITIES AND BUILDINGS

Main Student Buildings

PARKING AND UNUSED AREA AROUND RISD BUILDINGS Health Service

(Including cafe and dinning)

Commuting Traffic

COMMUTIN G PATH

DISTANCE

BETWEEN

BETWEEN

STUDIOS AND

IMPORTAN T RISD BUILD INGS

RISD HEAL TH FACIL

ITIES AND

PARKING

AND UNUS ED AREA

COLOR OF RISD

ZONING

AROUND

BUILDING AND

AROUND

BUILDINGS

RISD BUILD INGS

SURROUND ING

RISD BUILD INGS

Educational Overla Districty

Residence

Residence

Educational Overla Districty

COLOR OF RISD BUILDING AND SURROUNDING

Educational Overla Districty

Downtown

Educational Overla Districty

Residence

11

Overlaying the analysis diagrams into one

To decide the best locations for resting rooms, a series investigation of RISD campus has been drawn into multiple diagrams. This researches include commuting path, distance between health services and buildings, parking and unused area, and color of building and surrounding. By overlaying these diagrams into one, specific RISD buildings are selected based on the approachability for all the RISD students, also the influence of surrounding environment to the resting areas.

Alley between Design Center and Illustration Building

12

Sixth floor of Fletcher building

Landing of the staircase between Chase Center and Memorial Hall

13

Basement of Bayard Ewing Building

If RISD is the origin of stress, then this resting room is a space leading students out from RISD.

14

15

Freshman

16

Sophomore

Senior

17

The studio environment provides constant spatial stimulations, the furniture layout, the brightness of the space, the smell of this environment, the texture of students’ seats and even the people in the space. These elements define the atmosphere of a studio, and create a rigid image of this space. Students become too familiar with these elements and this space, so they end up ignore these spatial stimulations. The only remained picture of their studio is the stressful emotion they generate while they are in the space.

I start to notice restroom is a space students use to escapes from their stress. This enclosed room with four sides walls is a place students don’t need an appropriated excuse to stay. When people enter this space, the sensation of time is eliminated, and no one will care about what other people does inside. This space generates an unexpected image for people to rest. A space blocks RISD out, but people staying in is still in RISD.

18

Hint

Path

Resting Room

19

To break through the ignorance of spatial stimulation, I divide the process of entering and resting in the area into three steps. Hint of the room, path of accessing this space and the resting rooms.

This analysis is goal to inform people they are transiting from RISD into another space, and to raise people’s spatial awareness.

20

21

To create a space which physically and mentally influence RISD students, I look for the sites have existing buffer zones. These areas are originally built with transitional zones and have potential to become the starting point of resting rooms.

Walking

Catwalk

Supine

22”

100”

75”

39” 73”

76”

75”

12”

22

42”

76”

24”

Sitting

Crawling

Reclining

36”

78” 36” 40”

48”

22”

10-15

39” 30”

23

40”

Diagrams of Human Dimension

People occupy a space with multiple postures. Each posture requires different spatial requirements.

The dimensions are used to image the scale and size of the resting areas.

Alley

DN

Level Two:

24

Illustration Building

Design Center

25

Design Center Level 3: 32’

8’

Illustration Building Level 3: 28’ 2 3/4”

39”

26

Transparent Glass

Frosted Glass

Frosted Glass

Transparent Glass

Drywall

27

Staircase

Addition: 3’0”

28 UP Level Two: 0’ 0”

Museum

Memorial Hall

29

70 5’

10 6’

Transparent Glass

30

Tile

Handle

31

Fletcher Building

DN

UP UP

32

Fletcher

33

82' - 2" 5’ Addition 78' - 2"

Level 6 68' - 6"

Colored Glass Ceiling

34

35

Bayard Ewing Building

DN

UP

36

SINK

BEB

DN RAMP

37

Level 1 2' - 0"

43”

43”

2’

6’5”

Basement -10' - 0"

38

Drywall

Perforated Brick

39

Live with Choice An Alzheimer center in Walmart

41

Completed Year: Spring, 2016 Instructors: Justin Cook Location: 50 Boulder Way, Biddeford, ME 04005

Stages

Performance

Move

Move Socialization

Stage 1.

Living

Independent

Stage

Living

Stage 1

2

3

4

5

6

Stage 7

Dependent

Life

Life

ADL

Activity of Daily Livin

The routine activities p

Five Senses

42

IADL Instrumental Activi

The complex skills nee

Needs

2.

Stage 3.

Stage 4.

Stage 5.

ng

people do everyday without assitance.

ity of Daily Living

eded to support independent life style.

Stage 6.

Stage 7.

Stage 1.

Stage 2.

Stage 3.

Stage 4.

Stage 5.

Stage 6.

Stage 7.

Assistance Adaptation

Modification

ADL

IADL

Eating Bathing Dressing Toileting Transferring (Walking) Continence

Cooking Driving Using the telephone or computer Shopping Keeping track of finances Managing medication

Modification

The act or fact of interfering with the outcome or course especially of a condition or process.

Adaptation

Adjustment to environmental conditions.

Modification of organism or its parts that makes it more fit for existence under the conditions of its environment.

43

Analysis of Alzheimer Clients

Live with Choice is an advanced studio project instructed by Justin Cook in RISD. The studio aims to develop an architectural solution to serve people suffered from different illnesses. The target clients of this project are Alzheimer patients. Alzheimer is a progressive disease. While the disease is progressive, the clients will gradually lose their function and daily activities. The design question is how to provide a space to accommodate clients in different functional stages but also addresses their own dignity and needs.

The project is started with client research. To analyze Alzheimer’s patient’s daily needs (ADL) and advanced needs (IADL) while patients undergo the divergent performance stages, and how the clients change their behaviors within their illness stages. Moreover, the role of caregivers during this progressive change is also a crucial part of the design decision.

13.15% 3,115

U.S

8.51%

14.83% 21,277 6.32%

Maine

50.67%

Education

Biddeford

Boston: 1 hr 38 min

44

Southern Maine Health Care 3 min 50 Boulder Way, Biddeford, ME 04005 Walmart

652,256 sf

203,591 sf

Downtown: 10min

Route

Natural Elements Educational Centre

Five-sense Walmart Medical Centre

45 Site

Sun Trajectory N E

W

Site Analysis

The Walmart located in Biddeford, ME is s selected as a project site. Maine has the highest aging population among the State. This Walmart located in Biddeford has over 800,000 sf area and near downtown. The decision was made based on the considerations of adaptive reuse and spatial requirement.

Prog

Typical Healthcare Facility

A Space with Choice

Prisonlike layout/ADL function focused

Clients pick what they need in the space

Eating

n

Socialization

Bathing

Edu

Social Area

Dressing

on

Social Area

ADL

Walking

Toileting

46

ADL & IADL

13’

20’

Five-sense Five-sense Social Social Area Area

ucation Modification

Adaptation Medical Centre Educational Centre

Bathroom

Kitchen Dining Shifting Boxes

IADL Socialization

Five Senses

47 Concept Diagram

When Alzheimer progressively becomes severe, the clients will need more assistance both from the caregivers and the surrounding environment. While they are losing their basic living abilities, the authority of client’s life is transferring to the crucial others and the context. The programs in the village are categorized based on disease stages which included Sensory & Social Areas, Education Center, Medical Center, IADL, ADL and Others.

The design proposal is to create a giant healthcare village where clients can live in a mobile box system. The box can be moved close to the programs based on their own living demands.

Proposal

Toilet

Toilet

A

Section A

Third Level

Third Level Visiter Living Building

Medical Centre

Toilet

B

Visiter Living Building

Educational Centre

Section B

Gym Kitchen

Medical Centre

Toilet

Educational Centre

Second Level

Second Level

A Toilet

Toilet

Toilet

Swimming Pool

Swimming Pool

Visiter Living Building Gym Kitchen Tennis Court

B’

Toilet Visiter Living Building

Garden

Medical Centre

D

Tennis Court

Medical Centre

Toilet

Garden

Floor plan

Toilet

Dinning Area

Conference Room

Educational Centre

Conference Room

Educational Centre Park

Office

Park

Kitchen

A’

Kitchen

Toilet

Toilet

48

Box placing Sensory & Social Areas

B

First Level

Visiter Living Building

Theater

Visiter Living Building

Theater

First Level

Garden Park Tennis Court Swimming Pool Balcony

Educational Centre

C

Section C

Medical Centre IADL Kitchen Gym Theater Dinning Area

ADL Toilet

Others Floor Plan

Axon

Visiter Living Building Activity Room/Conference Room Office

Floor Plan and Axonmetric

Scenario of Pl

A’

B’

C’

D’

C

Axon

49 C’

D

D’

Section D

lacing Box

Path of Moving Box

Scenario of Placing Box

Path of Moving Box

Diagram of “Path of Moving Box” shows the prediction about how a client moves his/her box in the healthcare village, and the blue area are indicated the area to place the boxes. In the early stage, Alzheimer clients may still expect to gain and learn some skills. They can still function well to have a normal life, so the Sensory & Social Area and the Educational Centre will be their preferences.

However, for the final-stage clients, they already lose their daily ability, so the urgency demands might be contained in Medical Center or the Sensory & Social Area.

B’

C’

D’

C

D

Floor plan

Axon

eas

ce Room

50

C

Section C

C’

D

D’

Section D

Diagrams of Moving Box

Scenario of Placing Box

P

51

Physical Model of Moving Box

The living box is a barrier free environment which contains a ramp to connect with exterior environment. Also, it includes the basic equipments for living, so the client can always live in their own box with their disease progressing. Moreover, the bottom of the living box is designed to be a multi-wheel dolly which is used for transportation in the airport, and is an efficient moving equipment.

More than Words A metaphoric retail store for a youth-cultivating organization

53

Project Year: Fall, 2016 Instructor: Jeffrey Katz Location: More than Word, Boston, MA Empowering Youth to take charge of their lives by taking charge of a business

54 E Berkeley St.

More Than Word

Storefront

Entrance

Path toward parking lot

55

More Than Words(MTW) is a nonprofit social enterprise based in Boston, MA. The organization holds business training to assist the astray youth back to school and having an independent life.

The proposal is an advanced studio project instructed by Jeffery Katz at RISD. The studio cooperated with the organization to develop a retail store in downtown Boston, MA. The goal of this design project is to create a bookstore which can not only shows values of MTW but also assists their business development.

The bookstore holds both online and physical book selling systems, which means the desired design need to accommodate these two functions. The design concept is to use building as a metaphoric icon speak that the youth is the core of the organization. Moreover, making this downtown Boston store becomes a people gathering place.

OFFICE

CAFE

AUDITORUM ROOM

RETAIL

SCANNING/ SHIPPING

YOUTH DEVEMOPMENT

OFFICE ONLINE INVENTORY

WARE HOUSE

SCANNING/ SHIPPING

WAREHOUSE

C A F E

AUDITORUM ROOM

RETAIL

ONLINE INVENTORY

Concept Diagram

A green cube is inserted into the building as the representation of youth being the center of this store. The store programs are developed by collaborating with youth as the branches growing with the trunk. The side wall on the path to the parking lot is replaced with a giant curtain wall to become the second store front and an attracted site.

1

2

3

4

5

1

3

4

5

Warehouse

Online Inventory

Warehouse

2

BoilRoom

A

BoilRoom

B

B

C

UP

C

Youth Development

ELEV.

D

Scanning/ Sorting

A

D

Retail E

E

F

F

G

G

ELEV.

UP

UP

Cafe

UP

Auditorium Room

FREIGHTELEV.

UP

First Floor 1

2

First Mezzanine 4

3

5

1

Warehouse

3

2

4

Warehouse BoilRoom

A

BoilRoom

A

B

B

57

Online Inventory

C

C

Youth Development

D

E DN

5

DN

DN

DN

DN

UP

Online Inventory

DN

D

E DN

F

F

G

G

ELEV.

Office

FREIGHTELEV.

Second Floor

Second Mezzanine

Floor Plan

The inserted volume is divided into two levels. The second and third floors of this volume are youth development area. The first floor is mainly the retail area. To separate the interruption from the retail, the inserted floors are offseted to create different floor heights. On the first level of the inserted volume, a series of black and column-shaped bookshelves are placed, which symbolize that books support youth’s life

G

F

E

D

C

B

A

Level 3 31' - 0"

Youth Development

Office

Online Inventory YOUTHSEC 20' - 0" Level 2 17' - 2"

YOUTHFIR 10' - 0"

Retail

A’

A

G

F

E

D

C

Online Inventory

B 1

2

B

A

Level 3 31' - 0"

Online Inventory

A 3

4

YOUTHSEC 20' - 0" Level 2 17' - 2"

5

Youth Development

A

Auditorium Room

B

C

UP

ELEV.

D

Level 1 0' - 0"

Online Inventory

YOUTHFIR 10' - 0"

E

F ELEV.

UP

UP

UP

G

Level 1 0' - 0"

UP FREIGHTELEV.

B’

A’

Retail

B’

B

58

Large Conference Room

Individual Consulting Rooms

Sofa Area

Restroom Small Conference Room

Study Area

Axonmetric of Inserted Volume

Physical Model of Black Selves Area

Level 3 31’ - 0”

Level 3 31’ - 0”

East Elevation

Second Mezz 20’ - 0” Level 2 17’ - 2”

Second Mezz 20’ - 0” Level 2 17’ - 2”

First Mezz 10’ - 0”

First Mezz 10’ - 0”

Level 1 0’ - 0”

Level 1 0’ - 0”

South Elevation

Section

59

Rendering of the Cafe and Retail Areas

Furniture and MTW Business Color

The exterior facade is painted with MTW’s logo colors (white, black and red). Two LED screens are inserted on two storefronts to create visual attraction. The exterior windows are replaced to match the surrounding buildings.

The interior furniture is picked based on their business colors to unify exterior and interior color tones. A vestibule is created on the south side facing the E Berkeley Street and included a sitting area for people to rest.

Rendering view from the South Storefront

60 Rendering view from the East Storefront

61

Providence Athenaeum 62

Adaptive reuse a historical library into a performance hall.

251 BeneďŹ t St, Providence, RI 02903

Jessis Wang/ Minhee KIm/ Sabrina Ho

63

Completed Year: Fall, 2016 Instructor: Jonah Sacks Location: Providence Athenaeum Providence, RI Team Members: Fang Ho, Minhee Kim and Ying-Chih Wang

64

Photos of Providence Athenaeum

Basement

First Floor

65

Mezzanine/Second Floor

Children’s Room

Staircase

Study Area

Sta Area

Special Collection

Bookshelves

Existing Floor Plans

Providence Athenaeum is a collaborative project with RISD students, Minhee Kim and Yingchih Wang for the acoustic course instructed by RISD professor Jonah Sacks. The project is to transform the Providence Athenaeum, a historical public library located in Providence, RI, into a performance hall. The hall is expect to combine the acting of modern dance and classical music, also maintains the original function as a library.

The Providence Athenaeum was built in 1838 by a renowned Philadelphia architect, William Strickland. The original construction was built to be a public and a shared library to connect the neighbors together. The Athenaeum is a three-story building which includes a basement.

66

Inspiration Images-Main Stage

Inspiration Images-Materials

Inspiration Images-Solo Stage

67

Inspiration Images-Ceiling

MEP

Back Stage

Grand Performance Hall

Lobby Restroom Counter

First Floor

Basement 68

Conference Room

Study Room

Restroom

Back Stage

Solo Stage

Occupancy

Grand Performance Hall: 296 seats Solo Room: 100 seats Staircase

Second Floor

Solo Stage

Study Area

Grand Performance Hall

Staff Area

Proposed Floor Plans

RT: >1.3 Glass Bounday

Addition Stage for solo Study Area

Main Stage: -Up to 10 performers

Concept Diagram

69

A’

A

B’

B

A MEP

Grand Performance Hall

B’

Restroom

A’

Back Stage

Staircase B

Solo Stage

Study Area

Grand Performance Hall

Staff Area

Proposed Sections

The proposal is to add both a giant main stage in the basement and a solo stage on the second floor. Moreover, the studying area is located on the second floor. The main hall is a space opened completely from basement to the second floor and the stage is placed on the basement. A wedged sitting area is surrounded the opening from basement to first floor to create a magnificent view toward the stage. A glass boundary is created on the second floor to enclose the reverberation created from the main stage.

One the second floor, the solo stage is placed next to the studying area. The relationships between each space, the grand performance hall, solo stage, mechanical room and study area, are studied fully to meet the reverberation time 1.3 for concert hall. Also, the relative interior materials and wall decorations are put into consideration as well.

Basement

First Floor

70

High-traffic Carpet

Acoustic Carpet

Resilient Cork

Second Floor Floor Finished Plan

71

A’

A

A MEP

Grand Performance Hall

B’

Restroom

Back Stage

B

A’

Section Finished Plan

72

Solo Stage

Perspective

73

CAFE

çœˇć?‘

A cafeteria represents the characteristics of traditional Taiwanese village building.

Completed Year: Winter, 2014 Location: Taipei, Taiwan

ć?‘

Wood Door Black Roof

Wood Window

Ceremics

Black Roof

Bamboo Used

Bamboo Used

-

painted oor

76

Skylight

dents after the KMT retreated from the mainland in 1949.

Wood Door Skylight

Iron-painted Window

CAFÉ Research.

Wood-painted Door

眷村

眷村

Black Roof

Bamboo

Military dependents' village

Community established in Taiwan for Nationalist soldiers and their dependents after the KMT retreated from the mainland in 1949.

Skylight

Wood Door

Iron-painted Window

眷村

Cerem

Wood Window

Wood-painted Door

77

Military dependents' village

Community established in Taiwan for Nationalist soldiers and their dependents after the KMT retreated from the mainland in 1949.

Research

Iron-painted Window

Skylight

Black Roof

Wood-painted Door

眷村(juan-cun), a traditional Taiwanese village building, represents as one of the core roles of Taiwanese memory, but it is currently fading because of the modern architecture improvement.

The goal of the project is to create a space which can both remind people the importance of our traditional memory, also memorialize the history. The characteristics of the building are used both in the interior and exterior decoration.

Bamboo

眷村(juan-c

Taiwanese represents memories. currently fa because of architectur

The goal of create a ca both remin traditional and the be architectur

The charac Juan-Cun a both in the exterior de project.

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B

C

眷 村Door CAFÉ Wooden Folding Wood Folding Door.

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眷村

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CAFÉ

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Wood Folding Door.

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Wooden frame one Wood frame is is one ofof the the most common traits most common traits which which can be found in can be found 眷村. are The Juan-Cun. Theinframes frames reused to be reused are to be folding doors as a separation folding doors as a separation Wooden frame is and oneinside of between outside and between outside the most common traits inside space of the café space of the café shop. which can be found in shop.

Juan-Cun. The frames are reused to be folding doors as a separation between outside and inside space of the café shop.

Exterior Wall.

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Black Paint on Wooden Board

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





Black Paint on Wooden Board







79 The roof of Juan-Cun is constructed with roof tiles and tars. The wooden boards are used to create the similar shape of tiles and paintTheinroof of Juan-Cun is ed black thewas color The roof oflike 眷村 constructed with roof of tars. constructed with roof tiles tiles and tars. The and tars.

The wood wooden boards areboards used are used to the to create thecreate similar shape of tilesof and paintsimilar shape tiles and are ed in black like the color painted in black as the color of tars. tars. of 

Exterior Wall.

Facade















Traditional Tile Counter

Traditional Ceramic Counter.  

 



























Traditional Ceramic Counter.  

























 



 





Traditional Traditionalceramics ceramicscan always show show the Taiwanese can always the Taiwanese culture.

I culture.

I collect different combine two different types of tiles used in 眷村 Traditional ceramics types of ceramics to and combine them to acreate can always show the make a counter with a counter with traditional Taiwanese culture.

I traditional feature. combine two different feature. types of ceramics to Interior Wall. make a counter with a traditional feature. 





























Interior Wall





Interior Wall. 



 













 



 

The wall of Juan-Cun is a combination of bamboo and wooden board, because this The wall of Juan-Cun construction mode is is The wall of 眷村ofwas a a combination easy to be demolished combination bamboo bamboo andofwooden and constructed in the board, because thisthis past.

The color of and wood, because construction mode was is bamboo is selected to easy construction mode easy to bethis demolished represent trait. toand demolish, and abolish constructed in the inpast. the period.

The The color of color to to ofbamboo bambooisisselected selected represent this trait. represent this trait. 

Latex Paint 160BG 141/92



80









Latex Paint 160BG 141/92

眷村 Ceiling / Tables CAFÉ Ceiling 眷村 CAFÉ/ Tables.



Ceiling / Tables.



 





 













Beam

Enhanced glass

Enhanced Window glass frames









Frosted glass

Beam

Window frames



Frosted glass

Skylights in Juan-Cun are frequently used. The sameSkylights structurein is used in Juan-Cun the café create theused. The are to frequently atmosphere of same structure is used in Juan-Cun. Theto materials the café create the used atmosphere are frosted glass of and usual beam.The materials Juan-Cun. The skylight one of glass used areis frosted Wooden-frame windows the one traits inthe 眷村 which andofusual beam. are recycled interested me the most. materials from Wooden-frame windows Juan-Cun. In the café, The same structure of are one of the recycled the window frames are to skylight is used in 眷村 materials from reused to create two create the atmosphere of Juan-Cun. In the café, dining tables in different the window frames are 眷村 inside the cafe.

The sizes. The tables are reused to create two used materials are frosted covered with enhanced glass and usual beam. glass.

81 sizes. The tables are Wooden-frame with enhanced A covered B windows are also one of glass. the most common traits in C 眷村. TheA window frames B are reused to create two A. Space perspective C of dining different sizes B. Ceiling decoration C. Table concept tables. The tables are A. Space perspective covered with enhanced B. Ceiling decoration glass.

C. Table concept

Furniture / Floor

Furniture / Materials.  

 





 





Ceiling Special Paint

Floor Concrete Cast on Wood Boards





Kitchen floor Traditional Ceramic

The vintage furniture The style of furnitureinis thefundamentally cafe is either from designed orJuan-Cun. chosen toMoreover, express the the coordinate furni-styles. traditional Taiwanese ture are chosen to fit The chair with the red the space. fabric is one of the most common furniture which can still be found in some family.

82 artek Pendent Lamp A330

Vintage Bracket Light 3D diagram

Vintage Chair 3D diagram

artek Chair 68

artek High Stool 64





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

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



Self-designed Bench 3D diagram

Woods Gerry Gallery Interior Architecture Department show for Rhode Island School of Design

INTERIOR ARCHITECTURE TRIENNIAL NOVEMBER 6 -15

WOODS GERRY GALLERY 62 PROSPECT ST, PROVIDENCE

85

Completed Year: Winter, 2015 Instructor: Wolfgang Rudorf Location: Woods Gerry Gallery, Providence, RI

86

Pictures of the Gallery before the installation

87

Pictures of the Gallery before the installation

Woods Gerry was an exhibition hold on winter, 2015 by Interior Architecture department of Rhode Island School of Design. The exhibits include the projects from advanced design studios of BFA, the Mdes and the MA. To introduce the core curricula include the study of history, theory, drawing, structures, materials, lighting and technology, all of which ensures that students fully understand the concerns of professionals in the building industry and allied fields.

88

Selected projects

7’ 9”

8’ 10”

8’ 10”

6’ 9”

4’ 7”

6’ 4”

7’ 10”

11’ 3” 5’ 11”

S.W. Gallery

6’ 4”

3’ 2”

3’ 2”

S.E Gallery

4’ 6”

5’ 7” 6’ 9”

8’ 8”

6’ 9”

3’ 2”

3’ 2” 19’ 5”

1’ 1

3’

1” 1’ 1

13’ 10”

1’ 1 1”

Round Room

1” 1’ 1

1”

3’

9’ 6”

4’ 10”

5’ 11”

9’ 9”

2’ 7”

7’ 9”

7’ 9”

3’ 2”

7’ 7”

9’ 7” 4’ 7”

5’ 11”

3’ 10”

3’ 2”

3’ 3”

10’ 3”

N.W. Gallery 4’ 7”

8’ 10”

8’ 10”

89 Floor plan of the Gallery 46x16x2" Site planning model

21x30x1.5" Site model

21x30x1.5" Site model

24x30x11.5" model

21x30x8.5" Staircase model 26.5x24x12" dome model

15.5x17.5x8"

11x17.5x4.5"

16x9x2" Acrylic Strips study model

15x7.5x4"

6.5x16x9"

17.5x8x4.5" 8x6x3"

12.5x9x27" Architecture

18x24x3.5" Pavilion

30x21x2.5" Site Model

24x18x3" Acrylic Strips building model

14.5x9x2" Acrylic Strips study model

14.5x20.5x22.5" acrylic building model

24x18x18" Tower 28.5x14.5x11" Layered Corrugated Cardboard 14.5x10.5x4.5" Interior Shelving System

9x10x17" Wordy Cube

5x6x15"

9x5x4"

4.5x7.5x12" Movable objects

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

SOPHOMORE 24x24x24"

6"

CONCRETE CUBE

19x11x5" SHOEBOX 27 sq.ft.

9x12.5x4.5" SHOEBOX

7x7x28" SHOEBOX

12.25x8.25x4.5" SHOEBOX

13.5x9.5x4.5" SHOEBOX

11.5x8.25x4" SHOEBOX

13x10x5" SHOEBOX

18x13x5" SHOEBOX

15x14x7.5" SHOEBOX 12.5x8x5" SHOEBOX

12.5x6.5x2" SHOEBOX

31x11x4" DIM ENHANCE 20 sq.ft.

15x7x2" DIM ENHANCE

12.5x8.5x4.5" SHOEBOX

8x26x4" DIM ENHANCE

9.5x12x4" SHOEBOX

12x9.5x6.5" SHOEBOX

17x11x2.5" DIM ENHANCE

12x8.5x4" SHOEBOX

17x7x9" SHOEBOX

CONCRETE CUBE

6"

CONCRETE CUBE

18x9x7" SHOEBOX

13x9x5" SHOEBOX

18x9x4" SHOEBOX

13x8.5x4" SHOEBOX

DIM ENHANCE

33x24x11" ASHAWAY LIB

CONCRETE CUBE

6"

CONCRETE CUBE

12x8x4" SHOEBOX

6"

CONCRETE CUBE

6"

CONCRETE CUBE

12x6x4" SHOEBOX

24X12X5" DIM ENHANCE

22x14x4" DIM ENHANCE 9x7x5.5"

6"

SOPHOMORE 24x24x24"

6"

CONCRETE CUBE

6"

CONCRETE CUBE

6"

CONCRETE CUBE

Models on 3rd MODELS ON floor 3RD FLOOR

SOPHOMORE 24x24x24"

6"

CONCRETE CUBE

6"

CONCRETE CUBE

6"

CONCRETE CUBE

6"

CONCRETE CUBE

20x13.5x5" SHOEBOX

20x12x4" SHOEBOX 12x8.5x4.5" SHOEBOX

14x14x6" DIM ENHANCE

6"

SOPHOMORE 24x24x24"

10x10x12.5" wood stud

9x9x9" Paper Cube twists

14X7X7" DIM ENHANCE

11X7.5X4.5" DIM ENHANCE

32x24x10" ASHAWAY LIB

21X6X4.5" DIM ENHANCE

22x20x10" ASHAWAY LIB

16.5X8X5" DIM ENHANCE

25x27x11" ASHAWAY LIB

20X10X5.75" DIM ENHANCE 16X6X3" DIM ENHANCE

13.5x7x8.5" SHOEBOX

12x9x4" SHOEBOX

12x8.5x5" SHOEBOX

12x8.5x4" SHOEBOX

24X18X4" DIM ENHANCE 9.5x18x9.5" DIM ENHANCE

7.5X9.5X6.5" DIM ENHANCE

26x32x11" ASHAWAY LIB

16x10x5" ASHAWAY LIB

16x10x5" ASHAWAY LIB

18x13x7" ASHAWAY LIB

18x13x7" ASHAWAY LIB

9x8x7" ASHAWAY LIB

18x18x18" WOOD CUBE

18x18x18" WOOD CUBE

18x18x18" WOOD CUBE

7x7x6.5" Plaster Cube

7x7x6.5" Plaster Cube

6x6x6" Paper Cube

7x7x6.5" Plaster Cube

6x6.5x7" Paper Cube

2 Paper Cube

Sheets of selected projects

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Furniture Unveiling Refurbishing an autism classroom with customized furnitures

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Completed Year: Winter, 2016 Instructors: Elizabeth Debs and Jonathan Bell Location: Anthony Carnevale Elementary School, Providence, RI Team Members: Qi Gui, Fang Ho, Andrew Kennedy, Shanaiya Maloo and Ana Morataya Quan

ANTHONY ANTHONY ANTHONY CARNEVALE CARNEVALE CARNEVALE ELEMENTARY ELEMENTARY ELEMENTARY SCHOOL SCHOOL SCHOOL

CLASSROOM CLASSROOM CLASSROOM REDESIGN REDESIGN REDESIGN Concept Rendering FURNITURE

ADAPTION FURNITURE ADAPTION

By providing By the providing opportunity By the providing opportunity to change the opportunity to and change manipulate to and change manipulate furniture, and manipulate layout furniture, andlayout furniture, surfaces andfor layout surfaces both and teachers for surfaces bothand teachers for students, bothand teachers we students, canand achieve we students, can a achieve we can a achieve a variety of learning variety ofenvironments learning variety ofenvironments learning that satisfy environments that different satisfythat needs. different satisfy This needs. different flexibility This needs. can flexibility beThis worked can flexibility be with worked acan strategy be with worked aofstrategy preparing with aofstrategy preparing the children of the preparing for children thefor children for a mainstream a mainstream education. a mainstream education.education.

ThrouhoutThrouhout the spaceThrouhout the we are space utilizing the we are space sensnory utilizing we are as sensnory utilizing a teaching as sensnory atool. teaching Our as approach atool. teaching Our is approach tool. to push Our is approach most to push of the is most storage to push of the to most storage oneofwall, the towhich storage one wall, entowhich one wall, en- which enables the layout ables the to be layout ables adaptable. the to be layout adaptable.

In this to be wall adaptable.

Inwe this find wall aIn Sensory we this find wall apanel, Sensory we find where apanel, Sensory children where panel, can children be where stimulated can children be stimulated and can comforted. be stimulated and comforted.

Nextand to itcomforted. there Next to it there Next to it there is a pod, that is acan pod,be that is used acan pod, asbe athat used reading can asbe area a reading used andasas area a areading teaching and as area atool teaching and where as atool the teaching where teacher tool the can where teacher place the can a table teacher place in front acan table place and in the front a table child and incan the front be child andcan thebe child can be learning inlearning a more private inlearning a more space. private in a The more space. size private ofThe this space. size podofis The this designed size podofisthis to designed house pod istwo to designed house to three two tochildren house to three two sitting children to three together sitting children attogether a time, sittingso attogether aastime, to so at a astime, to so as to strengthenstrengthen their social strengthen their skills social rather their skills than social rather have skills than individual rather have than individual pods.have The pods. individual workbin Thestorage pods. workbin The has storage workbin been gathered has storage beenand gathered hasanchored beenand gathered safely anchored and within safely anchored thiswithin safely thiswithin this wall, creating wall,the creating sense wall,the ofcreating asense workbin the of astorage sense workbin of zone. a storage workbin zone. storage zone.

SEN

By incorporating By incorporating theBy Sensory incorporating theroom Sensory tothe the room Sensory wallto wethe are room wall enhancing to wethe arewall enhancing thewe privacy are enhancing the aspect privacy while the aspect privacy reducing while aspect the reducing blind while spot the reducing blind of thespot the existing blind of thecondispot existing of the condiexisting condition. By making tion. By this making tion. a bigger By this making space a bigger we this allow space a bigger for weaallow space morefor interactive weaallow morefor interactive environment. a more interactive environment. environment.

We propose Wea propose more sustainable Wea propose more sustainable and a more economical sustainable and economical solution, and economical so solution, we haveso solution, adapted we haveso the adapted we existing havethe adapted furniture existing the to furniture fit existing into this tofurniture fitnew intoscheme, this to fitnew into providscheme, this newprovidscheme, providing a dynamic ing ateaching dynamic ing space ateaching dynamic andspace also teaching creating andspace alsomore creating andstorage. alsomore creating storage. more storage.

Concept Diagram

CLASSROOM CLASSROOM CLASSROOM LAYOUT: LAYOUT: SPECIAL LAYOUT: SPECIAL ->SPECIAL GENERAL -> GENERAL -> GENERAL

PC TABLE

POD

POD

PC TABLE

PC TABLE

POD

POD

COMMUNITY

SENSORY ROOMSENSORY ROOMSENSORY TEACHER ROOM

PC TABLE

TEACHER

COMMUNITY

TEACHER

POD

PC TABLE

POD

COMMUNITY

POD

COMMUNITY

SENSORY ROOMSENSORY ROOMSENSORY TEACHER ROOM

Classroom layout: Special toFIXED generalPOSITION scenario FIXED POSITION FIXED FACILITIES POSITION FACILITIES FACILITIES

PC TABLE

TEACHER

COMMUNITY

POD

FLEXIBLE FLEXIBLE FURNITURE FLEXIBLE FURNITURE FURNITURE

PC TABLE

PC TABLE

COMMUNITY

COMMUNITY

COMMUNITY

POD

COMMUNITY

TEACHER

PC TABLE

SENSORY ROOMSENSORY ROOMSENSORY TEACHER ROOM

TEACHER

TEACHER

95

SENSORY

Color Pallet

Furniture Unveiling was a continuous project from the annual Charette held by Interior Architecture department of RISD in 2015. This project was the redesign of a self-contained dedicated Autism classroom serving 2nd and 3rd grade students at Anthony Carnevale Elementary School in Providence, RI. The design proposal was to adapt the existing furniture to create a unique and flexible classroom for the autistic students. By providing the opportunity to change and manipulate furniture, teachers can achieve a variety of learning environments that satisfy different needs.

We work closely with the classroom teacher and the autism team to build prototypes. Given strict budget and time constraints, the project was finished in 2016 with nine pieces of furniture with four different types.

Ball Cove

96

Tunnel view

2’-5”

1’ 11”

2’ 1 3/4”

1’ 11 1/2”

2’ 1 3/4”

2’

Elevation

Exploded Axonometric

To assist teachers to control the order of classroom, our team created the “Ball Cove.” The two Ball Coves were designed around 20 inch yoga balls and work to increase autistic students focus and release pent-up energy through the therapeutic bouncing experience. While bouncing on their seat, the furniture provides both vestibular and proprioception stimulation to the children, drastically promoting their attention span.

The Ball Coves are made with 3/4” plywood and have a tunnel shaped interior. A hand upholstered cushion is designed around the tunnel to create a safe and comfortable place for play.

There are many ways to utilize the Coves besides its primary function as a desk. Teachers can also flip it and use it as an armchair for story time. The two Coves can connect together in a tunnel shape, becoming a wonderful piece for students to interact with and explore. The Ball Coves have the same height as the tables in the classroom, so they can be bonded with the tables during group activity.

All the prototypes are expected to be long lasting and modifiable. Hence the upholstered cushion can easily be detached and replaced if damaged.

White-board Cabinet

98

Whiteboard

1’ 5 3/4”

Storage for bin

2’ 1 21/32”

2’ 5 19/32”

99

Container for markers Storage space

Elevation

The whiteboard cabinet is a piece of sliding furniture which can be moved around the classroom as a visual aid to the children’s education.

As a cabinet the piece has an interior storage area and two upper levels. The upper level is specially designed for fitting existing teaching bins in the classroom, and the lower for whiteboard materials. Furthermore, the cabinet can be transformed into an instruction whiteboard by simply sliding up the storage cover.

On the backside of the cabinet, the wall is outfitted with interchangeable felt which is also used as a storytelling surface to stick characters and words to during lessons.

The felt side of the whiteboard cabinet has a detachable frame, so the teacher can change any materials she needs in the future.

Wall Shelves

100

Magnet

Velcro

5’ 8 1/2�

101

Elevation

Perforated sunbrella fabric

The shelving additions greatly increase storage space in the class room and keep unnecessary clutter out of sight and out of mind. This creates a much less distracting environment to work in.

The lower shelves are for student use and the upper ones are for teacher storage. Hence the bottom has Velcro for fine motor development while the top has magnets for easy safe loading of more restricted items. The precision laser cut fabric allows students to access the materials with little to no barrier while simultaneously keeping used materials out of view.

With the time budget constraints facing the designers, it was crucial that all the design ideas be additions or adaptation modes to the classroom-- avoiding demolition and on-site construction at all costs. As such the wall pieces are hung off of a simple system of cleats, that allow for easy deinstallation, modification, replacements and above all, non-disruptive design intervention.

All the furniture is precision laser cut and assembled with finger joinery. This makes it incredibly resilient and durable.

Table Cabinets

102

1’-4 29/32”

1’ 9 3/4”

2’-2”

8 1/2”

1’ 9 3/4”

4’-7”

103

Elevation

Sunbrella Fabric

The Table Cabinets are two pieces of adaptively-reused furniture made from existing pieces in the classroom. They are made with two different sizes of table cabinets. One is 8.5 inches wide and the other is roughly 17 inches wide. The size of two pieces of furniture are designed to fit different educational materials in the classroom.

The table legs were taken off from the tables and cabinets were added underneath the tables for more efficient use of space. This idea not only increases the storage volume of the classroom but also allows teachers to reposition the tables instantly by way of the new wheeling system.

The sliding doors of the cabinets are attached with perforated “sunbrella” fabric; an easy to clean, tear resistant synthetic fabric. The simple laser cut pattern gives translucency and lightness, while allowing the user a level of expediency when looking for specific materials inside the numerous cabinets.

Armor Hood A fabricated project to re-imagine human body.

Completed Year: Fall, 2016 Instructors: Michael Leighton Beaman Team Members: , Fang Ho, Shuang Li and Ana Morataya Quan

106

Position of Human Joints

POST-HUMAN FACTORS Rhode Island School of Design

| INTAR 2381-01/02

36 1

36

16

1

16 25 11

17

17 31 26

10

10

2

2

3

11

3 18

18

12

11

27

32

12 19

15

19

4

4

12

20

20 13

5

5

28

13

21

21 6

14 22

6 14 37

7

7

22

23 29

8

23

24 30

8

24

33 34

35 9

35

9

3D Model of the Design

107 Armor hood

Group A | Shuang Li, Ho Fang, Ana Morataya Quan

p. 04

Armor Hood is a group project finished on Fall, 2016. The design question of to re-imagine the human body. What would our body be like if we can extend our arm two feet more? What would our body be like if we can have scales on our back? How would people adapt to these transformations? What are the new functions accompanying with these changes?

The project started with understanding the relationship between each human part, including nose, eyes, forehead, etc. How would one change affect human perception about their body?

The final proposal we proposed is to create an extension around the neck, starting from the top of the chest and going around the neck ending at a high point at the base of the head. The first goal for the design is to achieve a level of privacy. By surrounding the area where the body’s main sensory receptors are, we are creating a buffer thus allowing for more privacy. To further this objective the piece fans out around the head, offsetting and delineating a new perimeter around the body. Because of this buffer piece any intentional approach from an external body would require a more acute and direct angle of approach. The front of the piece covers the top part of the chest which houses the heart and lungs. The spinal cord directs our z axis, which leads to our skull and brain. This may be the most precious connection that the body has, as the nervous system controls everything else. Therefore, to increase the protection of this connection is our second goal. The structure is composed of a screen around the head, through which one can build up an extended boundary and enhanced privacy to the outside world.

POST-HUMAN FACTORS Rhode Island School of Design

| INTAR 2381-01/02

fig. 02 | title or description Armor 108 hood

Group A | Shuang Li, Ho Fang, Ana Morataya Quan

Diagrams of New Human Body ROM (Range of Motion)

Island School of Design

| INTAR 2381-01/02

he top of the There are two ding the area wing for more delineating a oach from an

ungs. Directhe most pree. Therefore,

d, THROUGH rld.

POST-HUMAN POST-HUMAN FACTORS FACTORS Rhode Rhode Island Island School School of Design of Design | INTAR | INTAR 2381-01/02 2381-01/02

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Shuang Li, Ho Fang, Ana Morataya Quan

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Group Group A |AShuang | Shuang Li, Ho Li, Ho Fang, Fang, AnaAna Morataya Morataya Quan Quan

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