Taite McCray Portfolio 2023

ARCHITECTURAL PORTFOLIO

TEXAS A&M CLASS OF 2025

TABLE OF CONTENTS_____________

PG 03-08

“THE VAULT”

Partner: Kendall Royer

Professor: Ben Ennemoser

PG 09-14

“TOYO ITO/ BORROMINI”

Partner: Kendall Royer

Professor: Ben Ennemoser

PG 15-18

PG 19-20

PG 21-22

PG 23-24

PG 25-26

PG 27-28

“INTEGRATED

INTERDISCIPLINARY PAVILLION”

Team: Claire Grace Franklin & Erica Mueller

Harold L. Adams Interdisciplinary Charette for Undergrads

“THE RIVER WALK”

Professor: Alejandro Borges Gonzalez

“VILLA SAVOYE”

Partner: Kendall Royer

Professor: Alejandro Borges Gonzalez

“TRANSPARENCY”

Professor: Alejandro Borges Gonzalez

“ENDS 105 FINAL”

Team: Caroline Doiron, Adisan Navaira, Kendall Royer, & Keegan

Segrest

Professor: Davi Xavier

“LEARNING

IN CLASSROOMS”

Team: Devin McGuire & Maci Underwood

Professor: Zhipeng Lu

“THE VAULT”

KEYSHOT, RHINO, GRASSHOPPER, ADOBE SUITE, HOUDINI, BLENDER, CURA

The methodology of creating “The Vault” was started by evaluating the persistencies we found in our original precedent studies and midterm model. In Toyo Ito we found the use of columns as a datum, a one square grid, surfaces as walls, and surfaces as floors. In Borromini we found the persistence of a cupula, poché, columns, and baroque elements. To hybridize the two sets of persistences together we focused on using a contrast of surface to poché. For the massing of “The Vault” we started by introducing GAN pieces to the project. We took GAN pieces from our trained Borromini and Toyo Ito set and sectioned them to Rhino find figures that resembled baroque figures. The pieces that we extracted were painterly elements from the GAN where the hybridization was happening. We then took the 2D figures extracted from the GAN pieces and extruded them to create a 3D figure. We then created baroque profiles and swept them around our GAN pieces. We made multiple baroque profiles and swept them around about 10 GAN pieces. Once we had our GAN pieces with sweeps we began to boolean out cupula’s

from the GAN piece. We would boolean out a copula figure and add in a surface cupula to some pieces. We also created different columns. These columns had a baroque profile as well. We used a method of addition and subtraction to add in our columns to the GAN pieces. Each piece we created was unique, but they were all created using the same techniques. We then assembled the pieces together to create a tower formation. We stacked pieces, rotated, and scaled pieces around Toyo Ito columns used as datums.. After all of the pieces were stacked together and the initial massing was done we went back and boolean out more coupula’s from the bottom and throughout the building at a variety of different scales. We then added more columns to the bottom. After we finished designing the building in Rhino we brought the model into Keyshot where we assigned different textures.

“TOYO ITO/ BORROMINI”

This was a hybrid project highlighting the differences of surface to poché. Through our analysis of Toyo Ito’s surface project and Borromini’s use of poché and cupulas we created this project. The project uses toyo ito lofts as datums and boromini’s cupulas at multiple scales throughout. The project was created by making a grasshopper script. We were able to program our script to give us endless possibilities of the persistencies we noted in both of the precedents.

RHINO, GRASSHOPPER, ADOBE SUITE, CURA

“INTEGRATED INTERDICIPLINARY PAVILLION”

KEYSHOT, RHINO, ADOBE SUITE, MICROSOFT OFFICE

The purpose of this project is to create a multi-functional space that connects the recently separated School of Architecture and School Performance, Visualization, and Arts. The space will represent Harold L. Adam’s vision of interdisciplinary collaboration. The structure will take reference from the diverse surrounding buildings; Langford, Eller Oceanography and Meteorology Building, Jack K. Williams, and Liberal Arts and Humanities. The project will have multi-use areas that allow for educational endeavors, such small class discussions, guest speakers, studying and relaxation. A primary goal is to preserve the quad and the public greenspace for all students. To create a more comfortable green area that protects from the elements, a central learning stairs/pit and open concept building will be placed off center near the Liberal Arts and Humanities building. In this project we want to ensure safety and accessibility by including ADA approved ramp access upper floors, and handrails. A primary focus of the project will be expanding upon the pre-existing green space. Introducing local, and non-invasive plants will

provide natural shade cover and barriers for people to sit under and around. The vegetation will also allow for less erosion as well as better water retention.

“THE RIVER WALK”

This project aimed to design an urban setting on the River Walk in San Antonio that prioritized pedestrian access and provided visitors with the opportunity to explore a diverse range of buildings, including a skyscraper, small building, and large building. Notably, the design of the large building was informed by principles of design, including rhythm, hierarchy, and carving from poché, which were used to achieve a cohesive and visually compelling design that seamlessly integrated with the surrounding environment.

SKETCHUP, AUTOCAD, ADOBE SUITE

“VILLA SAVOYE”

The Villa Savoye is an important architectural icon that has made a huge impact on modern architecture today. Le Corbusier painted the picture of what architecture should look like and challenged past beliefs and ideas by bringing innovations to the table. The Villa Savoye has very impressive architectural characteristics that make it the way it is. The use of pilotis allows Le Corbusier maximum creativity when it comes to designing interior spaces. It is very evident in the plans that each floor plan has walls in different places. The tectonics diagram showing the structure and a hierarchy axis show this. While the whole building follows the same general grid, most walls are placed on different portions of the grid. This creates an interesting and original floor plan. Another impressive architectural feature is the use of a free facade and vertical window. The vertical window plays an important role in the atmosphere of the building. The windows are designed to let the maximum amount of sunlight into the space. This however affects the temperature of the house. The sun path diagrams help show how Corbusier was successful in

SKETCHUP, AUTOCAD, ADOBE SUITE

placing windows to help cool and warm the house without requiring an unnecessary amount of electricity. The building is placed on the site at a slight angle and does not face north at a ninety-degree angle. The use of the overhang on level one helps shade the large window in the front helping with cooling the building. This allows one to see everything from inside the house but does not cause an excessive amount of heat into the house. Corbusier also uses the wind to his advantage by having wind entering the house in areas with lots of windows in the summer and the opposite in the winter. The porosity diagrams do a good job of showing how much of the house has windows. An important feature of this house is the ability to see outside from almost all places in the house. The house tries and does a great job of bringing the outdoors into the house. The roof terrace and greenery elevate this idea to the next level. While this house tries to bring the outside in, it also provides privacy. Corbusier does a great job of dividing the private, semi-private, and public spaces through circulation in the house.

“TRANSPARENCY”

This project examined the concepts of phenomenal and literal transparency and incorporated hierarchical design principles and the Fibonacci sequence. The project utilized the interplay between figure and ground, as well as void and poché, to emphasize the spatial relationships between objects. To achieve a sense of phenomenal transparency, colored pencils were applied to the drawings. In addition, a model was constructed from task board material and spray painted.

HAND DRAWING, LASER CUTTER

“ENDS 105 FINAL”

The objective of this project was to design an urban environment that incorporated various design concepts, such as space, hierarchy, the Fibonacci sequence, poche, void, sequence, and primary, secondary, and tertiary spaces. The process began with the creation of individual towers, each constructed by stacking multiple cubes together, with careful consideration given to the aforementioned design elements.

Next, we integrated our individual buildings into a larger site plan that was arranged using a Fibonacci grid. The placement of our structures was meticulously planned and executed in a manner. The final stage of the project involved the establishment of connections between the buildings, further emphasizing the critical role that thoughtful design plays in creating a cohesive urban landscape. In summary, this project served as an exploration of design principles and required the application of a wide range of technical and creative skills. The resulting urban environment represents a cohesive integration building elements.

25 McCray

SKETCHUP, AUTOCAD, ADOBE SUITE

“LEARNING IN CLASSROOMS”

RHINO, KEYSHOT, MICROSOFT OFFICE, ADOBE SUITE

Learning is an extremely important factor to growth. However, something many educators often overlook when focusing on ways to enhance the learning in their classrooms and schools is the environment. Many classrooms lack adequate resources for collaboration, and offer no windows or access to the outside. The basic structure in classrooms discourages a high percentage of focus, stimulation, and feedback. Our goal is to find what college students look for in a classrooms, to find what factors encourage learning, and interaction in a class. We also were interested in what to incorporate that into a classroom to make it better.

We researched different classroom design techniques, and how effective they are in encouraging students

We surveyed over 30 college students in a variety of different majors asking them what they liked and what they disliked about classrooms at Texas A&M

Through our survey and literature review, we found that students want a classroom with adequate space to move easily, windows to view nature and the outside, and technology to assist them with their class engagement. Classrooms should provide: Windows

Power outlets for students to charge laptops, iPads, etc.

Large desks

Wide rows

Clear view of board