Arch 131 | Saliklis | Tiffany Wang

T I F F A N Y

W A N G

ARCH 131 ED SALIKLIS

california polytechnic state university, san luis obispo | fall 2015

C O N T E N T S 01 ga me s pa ce de s ign

02 in t e rpolat e d void

03 U.F.O.

0 4 ha rfo rd pier

0 5 te ns ile sur face

0 6 refle ct ion

B I O G R A P H Y

TIFFANY WANG TORRANCE, CA

BORN SEPTEMBER 6, 1997 | TAIWANESE ARCHITECTURAL ENGINEERING STUDENT ENJOYS SWIMMING, DANCING, & DOODLING LOVES SUNSETS, SUNRISES, AND STARS

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G A M E S P

A C E

D E S I G N

PRELIMINARY VIDEOGAME DIAGRAMS

For the gamespace design we needed to diagram the space of the selected games. At first, I struggled to understand what exactly was the space the teacher wanted. I diagrammed multiple spaces and played with the idea on my Clash of Clans game. I also used Angry Birds as another study model with the height difference.

The main task was to evolve my models into a three dimensional space. We needed to manipulate the paths and expand upon not just the space itself. We were to look at the space in different perspectives.

STUDY MODEL

FINAL MODEL

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I N T E R P O

L A T E D

V O I D

PARTIS

PRELIMINARY ANALOG

FINAL ANALOG

combining two dimensional forms into one The beginning of this project was simple: take pictures of my surroundings, focusing upon strong lines and directions in the composition. We created parti diagrams , focusing primariliy on the lines of the photographs. The next process of the project took a more abstract form as we chose two photographs to form a single composition. We were to use purposeful lines and cuts from the two fotos.

This project seemed simple at first but soon became confusing. My peers and I didn’t know how to cut strong lines from the fotos.

We didn’t know where to begin or how to begin. I was hesitant to make a bold design choice since I couldn’t go back from my first cut. Eventually, I learned to come out from my box and start cutting away at the lines that popped out the most.

I saw a growth between my first analog design and the final. I could see the difference as I cut out of my final and made use of the direction and flow of the photographs. I connected the two photographs to become one.

FINAL DIGITAL

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U LT I M AT E

F O

morphing two dimensional forms into three

The ultimate folded object was an extension void project. The idea was to fold our two into three dimonasional objects. We creat which made use of

This project was difficult as I began my prel model struggled to form a space that focuse lated void. I focused on one element of m and branched upon it through my final objec with the lighting and shadows through the c served my peers and gathered ideas that allo

O L D E D

e dimensional forms

n of the interpolated o dimensional forms ted a folded object f shadows and light.

liminary folding. My ed upon an interpomy prelimnary object ct. I was able to play cuts and folds. I obowed me to see the light differently.

O B J E C T

PRELIMINARY U.F.O.

FINAL U.F.O + light

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H A R F O

O R D

P I E R

PIER FOTOS

BLACK & WHITE FOTOS

WATERCOLORS & GESTURAL SKETCHES

SKETCHES

RUBBINGS

CHARCOAL

AS BUILT STRUCTURAL PLAN [1/4”=1’] AS-BUILT STRUCTURAL PLAN 1/4”=1

WEST ELEVATION OBLIQUE

AS BUILT STUDY MODEL 1/4”=1’

NEW STUDY MODEL 1/4”=

=1’

PROGRAM DIAGRAMS

FINAL MODEL

SECTION 6 & 7 TEAM Kaylee Arthur, Emma Peterson, Tiffany Wang, & Nathan Woo The pier project started off rough.

The four of us were assigned not one but two sections of the pier. The teachers mentioned that we would benefit in the end from the extra space. Truthfully, we only saw the additional section as extra money and time.

Our group consisted of three ARCEs and one ARCH student.

It was an interesting pairing as we soon saw the difference in structural design between other groups and ours. There was also the struggle for the four of us to use our two sections and build something elaborate upon it. We wanted to make it structurally stable but also aesthetically looking.

Overall, the pier project turned out great. I saw my growth as a drafter since I struggled immensely with my lineweight and clean lines in the beginning.

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T E N S I L E

S T R U C T U R E

The hyperbolic paraboloid is a doubly curved geometric shape created with the rotation of straight lines, creating a twisting flat plane. It’s a thinshell construction--light and efficient.

Working alongside my pier group , we were assigned an additional project. Architectural Engineering students have come across this type of shape, the hyperbolic paraboloid.

We were to buy XXL pantyhose, preferably white, from the store to build our own tensile project. The size and shape were of our own choice.

I had a lot of fun making this project with my group members. I already thought that hyperbolic paraboloids were really interesting. I also learned from the project it was difficult to make one. We had an initial experiment with fabric in class. However, our group struggled immensely that the fabric kept failing. The tension was either too great or too little so most of our designs hadn’t worked. For our final project, I thought it worked out better than expected. The pantyhose used was a very sheer and thin type which unfortunately ripped too easily. Overall, our group had a great time with this project even though we were recovering from the pier project stress.

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I came into Arch 131 completely clueless. I was thrown into projects back to back, and I was utterly lost. Gamespace was confusing and vague . I struggled to make something amazing like my peers. Mostly, I struggled to appear as if I knew what I was doing even though 99.9% of the time I did not have the slightest clue.

Still, I again ented ny to

survived my first quarter of studio. I saw my growth and again through each project. It was crazy how talthe other Architecture students were. Also, it was funsee some differences between ARCEs and ARCHs too.

I found a home and great friends. Architecture wasn’t as terrible as I initially believed it would be. It wasn’t architorture.

I had a great time in Professor Ed’s class. I met a lot of great people in studio. Ed made the class interesting as he tried to relax us with our “dreamy watercolor sessions” or with our “sketching and picking oranges.” I’m excited to learn more in Professor Washington’s class. This time I won’t be thrown into studio blindly.