undergraduate architecture portfolio shaina lofton works: 2020 - 2021
contents:
spring 2021 01 urban interaction 02 rooted precedent 03 constructing geometry 04 drawing geometry
fall 2020 05 body, site, program, and structure 06 formal organization 07 finding the essence of architecture 08 the structure of place
arch 1060 + arch 1020 09 arch 1060 - extrapolating grids 010 arch 1020 - learning Rhino
01 urban interaction The final Spring 2021 project, Urban Interaction, consisted of two separate parts. The directions for the “Urban Interaction” project included creating a three-part research book and designing a two-family dwelling that would be inhabited by two different artists. Following a site visit to Cabbagetown, the research book was expected to include diagrams and a detailed analysis of the neighborhood and its surrounding elements. This part of the final project served as the basis for the designs; in order to complete the project successfully, it was important to understand the compatibility rule of the neighborhood as well as the nodes and circulation of the area. The second part of the project took in the information gathered in part one in order to create a final design, with multiple drawings, renderings, and diagrams, that met the needs of two artists of the students’ choosing. Unlike other projects, “Urban Interaction” required students to meet the needs of “clients”. Because of this, students had to create a narrative that served as their motive for their design choices. For this specific project, I chose a couturier and a lithographer, two artists with varying needs and schedules. Because the lithographer needed a private space and the couturier needed a more public space, the final design featured a H-Plan/Dogtrot that had two separate dwellings with a split-bridge in the middle. Each side of the house was shifted flush against the bridge so that the lithographer had a more private part of the lot compared to the couturier. Overall, the project allowed for improvement on mechanical drawings and line weights, architectural research and analysis, the use of Rhino, and the design process: important skills that will continue to be vital in this career path.
W/D
W/D
a
b
c
floor plan with context
section a
section b
section c
ROOF
SHELL
INTERIOR WALLS + STAIRS
east elevation
PORCH
north elevation exploded isometric
02 rooted precedent One of the shorter projects of the Spring 2021 semester was “Rooted Precedent”. Considering the guidelines for the “Rooted Precedent” project, an effort was made in order to research various examples of American vernacular architecture, including the shotgun house, the cottage house, and the row house. After thoroughly researching three specific examples of each type, sketches and diagrams were collated into one consistent presentation, reflecting on the origin, development, and variation of each type. This presentation served as background information in order to create one typical version of the row house. After gathering information, a final deliverable including several mechanical drawings and diagrams was put together into one presentation that revealed the elements and variations unique to the row house. Unlike previous projects, “Rooted Precedent” focused on real architectural analysis, allowing students to develop their own understanding of vernacular architecture and what defines a specific residential house type. For part one of this assignment, the research portion, many relationships between the house types were revealed, such as consistent symmetry, light/ventilation movements, and even size/shape. For instance, the row house included exterior symmetry, similar to some of the cottage examples, and it also included a narrow shape with limited ventilation, similar to the shotgun examples. For part two of “Rooted Precedent”, all of the information revealed in part one was used to create a simple version of a row house.
floor plan and unfolded elevations
Roof
Brick Exterior Shell
Italianate
Federal
Queen Anne
variation diagram
Rail
Sash
Horizontal Trim
Foundation Muntin
Meeting Rail
Sill
= Circulation
Floor Frame
= Private Space = Public Space = Transitional Space
circulation and program diagram
exploded structure diagram ventilation diagram
LATERAL SECTION (B) lateral section (a)
LONGITUDINAL SECTION longitudinal section (b) (B) SCALE: 3/16” = 1’0” 0’
2’0”
4’0”
8’0”
03 constructing geometry Following the “Drafting Geometry” project, a new project, “Constructing Geometry” was introduced, elaborating on the creation of complex spaces and how they yield to human interaction. The complex forms and spaces that were studied in the first project were modeled and analyzed for part one of the assignment. For part two, these spaces were combined into one cardboard model in the context of human use and natural lighting patterns, focusing on the corrugation of the cardboard, the direction of the model, the functions of the space (arrival, transformation, and destination), and the dimensions of the internal spaces. The final deliverables included six mechanical drawings, one diagram, and one model, all considering a human scale. Overall, this process allowed for improvement in architectural analysis, mechanical drawings, model building, and design development. Leading up to the final model, the design process was used in order to meet the criteria defined above. Given these specific directions, the process for creating the cardboard model was vital; with each step, there was more opportunity to define new spaces and tie these spaces back to our initial cardstock models. In the end, the project’s goal of creating distinct spaces using stacked pieces of cardboard was achieved.
longitudinal section (a)
cross section (c)
interior perspective
04 drawing geometry “Drawing Geometry” was the first project of the Spring 2021 semester, giving students an oppurtunity to improve on creating mechanical drawings. For part one of the assignment, not much risk could be taken. However, by including drafts of the objects’ worm-eye views, various aspects of the geometries were revealed such as the bottom planes. In addition, part one of this assignment was a great opportunity to improve drafting skills and architectural analysis. The focus on line weights and the emphasis on object proportions played vital roles in creating neat, uniform, and informative paraline drawings for the final submission. However, part one took much time to complete. Each drawing could take anywhere from thirty minutes to an hour to complete, given that some of the paralines included projections while others were left as one view. To speed up this process, various drafting practices such as using the T-Square, mapping out grids, and using correct pen and line types could be endorsed. For part two of this assignment, the goal was complexity. Using a multitude of verbs to describe the actions, two of the objects, in this case 2 and 5, were combined in an attempt to create a new, monolithic shape.
combined geometry
geometry #2
geometry #5
05 body, site, program, and structure Our final project of the semester focused on the relationshiips between body, site, program, and structure. We were asked to design a pavilion that allows its users to fully interact with the space. For this assignment, we were given multiple limitations such as a limited amount of materials, strict dimensions, and certain functions that the pavilion should achieve. Overall, this project gave multiple oppurtunities for me to improve of the design process, fabrication, mechanical drawings, and diagrams. As stated before, this project dealt with fabrication. Given the material limitations, we were asked to design modules that can be replicated in order to assemble the pavilion. I used the polypropelene sheets, our main material for this project, to create over one hundred modules that formed a singular sheet, giving me flexibility to design the model. After assembling the sheet, I curved it in order to create a fluid structure that promotes multiple human interactions such as sitting, standing, and sleeping. I then used different programs to analyze my pavilion within its context. Overall, this project helped me improve my skills with mechanical drawings, model building, the design process, and diagrams. south elevation
west elevation
exterior perspective
Total Sheets Used: 14 Total Bolts Used: 11 Length: 11’0” Width: 9’0”
4 Modules per Sheet 160 Modules 300 Bolts
Total Sheets Used: 2 Total Bolts Used: 48 Length: 1’0” Width: 1’0”
Total Modules Used: 102 Total Sheets Used: 26 Total Bolts Used: 36 Length: 27’0” Width: 5’0”
fabrication diagram
human use diagram
06 formal organization Project Three, Formal Organization was split into two different exercises. Each exercise dealt with twelve different sized cubes and the relationships of space and void. For Excerise A, we were asked to place these cubes orthagonally in order to create one cohesive model that illustrates a spatial relationship. In my case, I wanted my model to show radial relationships within the space as well as a loose sense of symmetry. I placed the cubes in a way in which a push-pull movement can also be seen on both sides of the cube. For Exercise B, we were able to place the cubes at different angles. Keeping the same radial relationship as shown in Exercise A, I purposefully placed the cubes at inconsistent angles and attempted to create illusions using the smaller cubes in order to create the singular model. Overall, this project helped me improve my skills with mechanical drawings, such as the axonometrics shown on the following page, as well as craft and rigor in relation to the models. exercise a - top view
exercise b - top view
exercise a - axonometrics
exercise a - angled view
exercise b - axonometrics
exercise b - angled view
07 finding the essence of architecture Our second project, Finding the Essence of Architecture, focuses on architectural analysis. Given the Architecture East Building, located on Georgia Tech’s campus, we were asked to create mechanical drawings of the building as well as diagrams that add to the building’s analysis. This project allowed for improvement in both communication and architectural analysis. A large focus for this project was line weights and how we use line weights to illustrate depth and heirarchy in a building’s design. The drawings to the right are examples of some of the mechanical drawings that we were asked to create. In these drawings, I attempted to emphasize different line weights. The darkest weights signify cut planes and/or ground planes while the lighter weights show elements in the distance. The diagrams highlight elements of the building that might not be visible at first glance. For instance, the Architecture East building has a surplus on natural light, shown by the diagram above.
two-point perspective
axonometric
sunlight diagram
section
program diagram
08 the structure of place For our first Architecture 1016 project, we were told to create three digital iterations of our hometown at different scales: 1”=3000’ (town), 1”=300’ (neighborhood), and 1”=30’ (house). After doing detailed research and multiple trace drawings of the maps, we transferred our maps to Illustrator, each map emphasizing a different aspect of our areas. In addition, we added elevation studies on the bottom of each map to show the relationship between the satellite view maps and the elevation profiles. Overall, the maps taught me how to analyze a site/area, and how to use different line weights and colors in order to emphasize architectural elements.
my neighborhood (1” = 300’)
mcdonough, georgia (1” = 3000’)
my house (1” = 30’)
09 arch 1060 - extrapolating grids For Architecture 1060: Introduction to the Built Environment, we were given multiple elevations and asked to extrapolate a grid from the image. I chose the Ray and Charles Eames’ house to extrapolate my grid from. After physically making the grid, we were then asked to create a 3D model from the 2D grid. Then, I used cardstock planes to analyze enclosed v. open space within the model. The second model we created was made out of one, continuous plane, and it also includes spatial relationships such us enclosed space and open space. Using the same models from the previous assignments, I created multiple charcoal drawings that emphasized the relationships between light, shadows, and space within the models. The different shades of charcoal were able to illustrate these differences. For a later assignment, I implemented color into the charcoal compositions. I created an anologus and a split-complimentary composition. Instead, of using different shades of charcoal to emphasize light v. shadow, I used different colors and their corresponding shades from the color wheel. grid detail - charcoal composition
grid model + open space planes
grid detail - split-complimentary composition
arch 1020 - learning Rhino 010 For Architecture 1020: Media and Modeling I, we were intrdouced to a new program that we will continue to use in the future, Rhino. In addition to being introduced to Rhino, we also built upon our skills in Adobe programs sucha as Illustrator and Photoshop. Beginning with the basic/ commonly-used functions of Rhino, we used the program to recreate floor plans, models, and sites. In the end, we were able to use more complex functions in the program and even render different compositions like the one shown to the left. Overall, this course allowed us to become familiar with many of the programs that we will continue to use in years to come.
micromegas inspired compostition
floor plan traced in rhino
