O3 I L FO 01
P2 T S | OR GLEY
AR
I H C
T C TE
P H STIN E UR LEIG TA
FIRST YEAR
STUDIO ONE
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DIGITAL MEDIA I
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SECOND YEAR
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STUDIO TWO STUDIO THREE
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CONSTRUCTION I
THIRD YEAR STUDIO FOUR CONSTRUCTION II DIGITAL MEDIA II DELINIATION
HIGH SCHOOL RMCAD (ROCKY MOUNTAIN COLLEGE
OF ART + DESIGN)
FREEHAND CREATIVE PROCESS
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FIRST YEAR
STUDIO ONE Professors Chris Taylor + Josh Nason
The concepts of lines, points, planes, and spaces are introduced. Students are asked to continuously reiterate on their assignments to develop new and clear ways to claim space, create voids, develop systems, and expand their skills in craft and creative thinking.
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FIRST YEAR
DIGITAL MEDIA I Teaching Assistant Jose Sanchez
Students are introducted to modern BIT and BIM development programs such as Adobe Photoshop, Illustrator, InDesign, AutoCAD, and Rhinoceros 4.
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SECOND YEAR
STUDIO II Professor Jeff Nesbit
A multileveled museum is developed in an urban context with a nearby river walk. The exterior glazing of the main level and of the upper level allow the circulation of the inside patrons to be observable from the exterior, connecting the two. A large, rotated cantilever encourages the surrounding people to enter the museum. Transition
spaces become secondary as they define the separation of the primary masses. The transition supports the definition of treatment and organization of the spaces and connects the urban context to that of the waterway below. Two masses were defined, one of public space and the other of servant space, while dividing the two are not only transition spaces, but also articulations of exterior voids. Referential tissue and formal identifications of displacements are found in the primary exhibition areas.
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Synthesis02//Section _Transverse
Synthesis02//Program Blocks Organization
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Open to Below
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Exhibition 1
Synthesis02//Plan _Office Level 24’
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Exhibition 1
Synthesis02//Plan _Office Level 12’
24’ Exhibition 1.2 Level
12’ Exhibition 1.1 Level
+/- 0’ Lobby Level
-15’ Office Level
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Synthesis02//Section _Longitudinal
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Exhibition 2 Lobby Exhibition 3
Synthesis02//Plan _Office Level +/- 0’
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Gallery Storage Restroom 1 Restroom 2 Office 1 Office 2 Office 3 Office Storage
Synthesis02//Plan _Office Level -15’
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Synthesis02//Isometric _View 1
Srf 06B// _Semi-Transparent Panels _Exterior Voids
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_Thin Frame _Primary Support
Synthesis02//Perspective
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_Primary Solid Panels _Exterior Enclosure
_Solid _Interior Partition
_Transparent Panels _Exterior Void
_Thin Frame _Secondary Support
_Tertiary Solid Panels _Exterior Enclosure
Synthesis02//Isometric _View 2
Srf 01//
_Solid _Horizontal Plate
Synthesis02//Isometric _Srf Explosion
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SECOND YEAR
STUDIO III Professor Javier Gomez
CONSTRUCTED AXO
Both the surrounding site of Buffalo
Springs Lake, TX and the culture and history of yoga influenced the design of this multi-
purpose yoga
center. An atrium is created to allow natural sunlight. into the centralized lobby and raised service areas. Bridging across the water and allowing for directed views and connecting the peaceful exterior with that of the interior. The three yoga studios are each designed to be utilized for specific levels of yoga classes or to be rented out for other purposes. A slow, winding path leading to the entrance of the building mentally prepares and calms a patron while creating a new experience.
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N
BEGINNER YOGA STUDIO
MEN’S RESTROOM
WOMEN’S RESTROOM INTERMEDIATE YOGA STUDIO
LOBBY
STORAGE
ADVANCED YOGA STUDIO
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SECOND YEAR
CONSTRUCTION I Professor Daniel Pruske
A basic understanding of the assembly of components and tectonics of wall assemblies is introduced. Students are required to work together to research chosen.
and develop a detailed wall section and its components, providing precedents for any component
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THIRD YEAR
STUDIO IV Professor Peter Raab
The confluence of Lady Bird Lake and Waller Creek in downtown Austin, TX sets the theme for the studio’s final project. It is at the site that two major bodies of water meet as well as the context of downtown Austin and the natural trails. Existing and new hike and bike trails separate and organize the program into categories as it connects the program to downtown, encouraging interaction. The site’s unique climactic qualities and clients’ requests are thoughtfully considered in the design process, leading to minimum
glare, sunshading for the summer on the southern sides, extra storage space and added interest and interaction with the
building and immediate surroundings.
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THIRD YEAR
CONSTRUCTION II Professor Peter Raab
Construction II introduces students to early understandings of forces and their distribution through a building. An understanding of
tectonics is required in order to model and draw in detail, the assembly of building sections as well as the forces acting on them.
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THIRD YEAR
DIGITAL MEDIA II Teaching Assitant Sven Nevlidia
A focus is placed on the ability to model spatial and tectonic conditions digitally. It is through digital
explorations that
students are asked to develop balanced and intriguing compositions from a series of steps and iteration of these steps. They are trained in a AutoCAD, Adobe Photoshop, Illustrator, InDesign and Rhinoceros 4 .
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This exercise utilizes the placement of variously sized boxes to demonstrate the use of points in space to create space and communicate an formal concept, such as axial density.
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10’ 4’ 6’ 6’
Step 01 | Density A grid was created based on the dimensions of the shapes. Shapes are placed to create density at the focal point.
Step 02.1 | Rotation of Axis 1’x40’ and 1’x30’ shapes are rotated at a 15˚ angle.
Step 02.2 | Trim New shapes are created from the overlaps of existing geometries to enforce the aspect of the central density
plan
axonometric section
section | elevation
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An octahedron was made and transformed to create a cuboctahedron. Exploration of this form began with a study of its unrolling. These explorations later developed into the grouping and building up of a singular, rotational cluster. A cuboctahedron mini-cluster was also subtracted from a cube and a larger cuboctahedron. In later studies, the form was applied to solid and perforated patterns as well as a larger fractal pattern. In the final study of this form, the cuboctahedron was removed or added to a single box, shape by shape, to create a new composition.
cuboctahedron creation
cuboctahedron unfolding
cuboctahedron folding
mini module cluster
cluster plan
cluster axonometric
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2008-2011
DELINIATION
Professors: Kara Wink, Kim Carey-Putnam + Manuel Gonzales
Freehand drawing skills have been developed along many levels through multiple medias leading to better quality renderings. In high school, AP Art focuses on developing skills through both a variety of work as well as a related series. At the Rocky Mountain College of Art + Design students are trained to render truthfully from sight as they further understand a wider variety of media and learn basic composition and lighting skills. Architectural Freehand Drawing is an entry level course for beginning Architecture students. The class aims to introduce students to basic media and techniques and how they may be applied to architectural
renderings. In Creative Process, students are allowed to further develop their skills challenging them to think creatively and solve problems in unexpected ways.
and experiment with new, various media while
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Hobbs High School 2008-2009 Top: “The Escape”-Conte-2009 Congressional Art Contest Winner Bottom Left to Right: Jones Soda Series-Colored Pencil on Cardboard Professor: Kara Wink
RMCAD Fall 2009 Top: “Shadow and Light Study”-Charchoal on Strathmore Bottom Left to Right: “Self-Reflective Light Study”-Charcoal on Strathmore + “I Eat the Dictionary”-Acrylic on Crescent Board Professor: Kim Carey-Putnam
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Architectural Freehand Drawing Fall 2010 Top: “Fenestration Study”-Prismacolor Marker and Pen on Crescent Board Bottom Left to Right: “Box Study”-Graphite on Strathmore + “Architectonic Structure”-Colored Pencil on Black Museum Board Professor: Manuel Gonzales
Creative Process Spring 2011 Top: “Light Study”-Acrylic on Canvas Board Professor: Manuel Gonzales
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taleigh stingley www.issuu.com/taleigh.stingley/ taleigh.stingley@ttu.edu