archit portfolio ecture PATRICIA MOLINA
PATRICIA MOLINA Graduate student at the Design School of Arizona State University MArch program, pursuing experience in design-based industries.
WORK EXPERIENCE Design School at ASU, Tempe, AZ — Teaching Assistant AUGUST 2020 - DECEMBER 2020
Taught the studio course of Design Fundamentals focusing on principles of design, technical drawings, and model making.
ThenDesign Architecture, Willoughby, OH — Architectural Associate JULY 2018 - July 2020
Assisted in SD and DD work for K-12 educational building projects. Completed tasks on Revit, attended project meetings, and participated in community engagement sessions.
(216)-502-9825 patriciamolina52@yahoo.com www.linkedin.com/in/patricia-molina
EDUCATION
SKILLS
Arizona State University, Tempe, AZ — Masters in Architecture
Microsoft Office (Word, PowerPoint) Adobe Creative Suite (Photoshop, InDesign, Illustrator, Premiere Pro) Rhino 3D Modeling (VRay, Grasshopper) Autodesk Revit
AUGUST 2020 - Current
The Ohio State University, Columbus, OH — Bachelor of Science in Architecture AUGUST 2014 - MAY 2019
AFFILIATIONS
Europe Study Program (May 2018)- Studied and visited notable architecture projects throughout Germany, Netherlands, Belgium, France, and Spain.
National Organization of Minority Architecture Students
Santiago Culture & City Spring Break Study Abroad (Spring 2017) Studied the architecture, landscape, and culture of Santiago, Chile in both a semester class setting and a Spring Break direct experience abroad.
2019 President for student chapter of the National Organization of Minority Architects (NOMA) in the Ohio State University main campus. Focused on the advancement of minorities in the architectural field.
TABLE OF CONTENTS PROJECT 1: CARLSON EDUCATION CENTER ABOUT PROJECT..................................................................................3 EXISTING CONTEXT..............................................................................5 NEW ADDITIONS.................................................................................7 PROJECT 2: THREE ROOMS, DRAWINGS TRANSLATED ABOUT PROJECT..................................................................................9 REDRAWING EXERCISE......................................................................10 THE STUDY.........................................................................................11 THE SOLARIUM.................................................................................13 THE VAULT.........................................................................................15 PROJECT 3: THE THINK TANK ABOUT PROJECT................................................................................17 SITE RENDERS...................................................................................18 SECTIONS & PLANS...........................................................................19 PROJECT 4: CASE WESTERN MEDICAL LIBRARY ABOUT PROJECT................................................................................21 PLANS................................................................................................23 SECTIONS...........................................................................................27 PROJECT 5: JESSE OWENS NORTH GYM ABOUT PROJECT................................................................................29 PLANS................................................................................................31 SECTIONS..........................................................................................34 SITE PLAN/RENDERS..........................................................................35 ELEVATIONS.......................................................................................36 PROJECT 6: DOUBLE DOME INSTALLATION ABOUT PROJECT................................................................................37 PLANS................................................................................................39 SECTIONS..........................................................................................40 DIAGRAMS.........................................................................................41 PROJECT PHOTOS..............................................................................43 2
Carlson education center (addition/renovation) Studio: MArch, Fall 2020 Instructor: Elizabeth Mclean Project partner: Carla Callejas
About the Project The existing Carlson Education Building (CEB) hosts classrooms, office spaces, and a library for the Education majors at the University of Nevada, Las Vegas. Originally opening in 1972, the CEB currently lacks the design frameworks for integration, well being, change, energy and discovery to fit the 21st century learning landscape. The addition of a double-height community space and renovation of the library activates the first floor with a flexible learning space that accommodates occupants of the CEB, students of surrounding disciplines, and guests of community partnership events. The addition of outdoor garden spaces on the second floor also introduces more flexible, open spaces. Carving into the building with these additions allows for passive ventilation and a connection to the southwest garden while maintaining the thermal control provided by Brutalist style and cast-in-place construction. Through this proposal, the goal is to foster community and the new age of learning through flexible learning space and reinforcing student collaboration to fit the 21st century learning landscape.
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Above: Southwest entryway into CEB from learning garden. Shaded outdoor spaces and view into interior learning stairs visible.
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Existing Context
Surrounding views: Surrounded by Fine Arts and Engineering buildings. Vegas Strip west of campus, airport to the south.
Sun Diagram: Sun diagram. Summertime, the CEB receives more sunlight. Wintertime, the east side is mostly shaded while the west side gets directs sunlight.
Green Spaces: Learning garden on the southwest corner. 5
BUILDING FORM DIAGRAM
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New Additions
TUNNEL
DOUBLE HEIGHT SPACE N
NEW FIRST FLOOR PLAN Addition of a double height space with learning stairs and renovation of existing library to support community events. CENTRALIZED CIRCULATION
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EXTERIOR PATHWAY NEW SECOND FLOOR PLAN Reducing classroom spaces to include exterior breakout areas for flexible group study.
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Above: Section through learning stairs showing passive energy approach towards ventilating the building. 8
THREE ROOMS, DRAWINGS TRANSLATED Studio: Senior, Spring 2019 Instructor: Emily Mohr
About the Project The project began with a re-drawing exercise focusing on individual rooms of an existing project. After developing a personal drawing style, three rooms with individual programs are selected to create a developed surface drawing for. These unrolled drawings containing custom hatches and various perspectives then drive the translation of the 2D drawing into the 3D model. The first room is a study/office with hatches developing as textures in its model. Playing with figures, voids, and bumps displays the contrast between the drawing and model. The second room is a solarium with a curved exterior. Curves then direct the furniture, how the drawing unrolls, and the 3D translation of the hatch. The third room is a vault that reads its drawing as projections bending between the surfaces of the model. By incorporating laser cutting techniques as a drawing tool, the flat drawing is expressed with bumps, textures, shadows, and peels in its modelled translation.
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Re-drawing Exercise
Above: Re-drawing of the Phalanstary, a building designed to contain a whole community. The drawing emphasizes the program of each room with hatches and objects within the space.
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Room 1: The Study The study/office works with hatches and furniture inspired by book shelves. The drawing leads to misreadings between the layering of unfolded walls. Its model studies the translation of the flat hatches into textures. The walls’ ‘bookshelf ’ hatch begins to play with figure and void. With the literal void of airspace between a solid plane of wall and the laser cut hatch, the figure of the hatch is also displayed as shadows from the exterior of the model (see photo on top left corner of next page). On the other hand, the black-and-white plus hatch is translated as bumps on the furniture.
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Model Photos
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Room 2: The Solarium The solarium studies the effects of a curved space as an unrolled drawing. With the unrolling becoming more of a peeling than folding, double projections of the objects in the space are created between the walls and floor. In the model, the objects are than represented as 3D translations and 2D patterns on the surfaces. On the walls, a hatch inspired by vines curves around the indoor garden space. After being translated from the drawing, the hatch begins to peel from the walls as it curves around the perimeter.
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Model Photos
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Room 3: The Vault On the walls of the vault, the plus hatches from the study room is implemented again. The black-andwhite hatch are designated as a flat pattern on the model while the bolder “plus” hatch become bumps. This studies the idea of the bump being a part of the wall rather than its on object. Meanwhile, the portraits throughout the rooms are mounted by frames seen as objects that also bump out of the wall. The reading of the frames as objects extruding from the surface continues in the readings of the other objects in the room. Unlike the Study room, the objects are now translated as projections on the surfaces they are assigned to in the drawing. The stacks of money, drawn in perspective, become bumps that fold between the wall and floor in the model (see center bottom photo on next page).
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Model Photos
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THE THINK TANK Studio: Senior, Fall 2019 Instructor: Kay Bea Jones
About the Project The Aretha Franklin ‘Think Tank’ is a performing arts high school located in Detroit, Michigan. The project consists of three zones organizing the building vertically on the site. The top level, inspired by the collection of Miesian architecture in the city, is a glass box organizing classrooms along the perimeter creating a grid exterior. This box is then elevated above the gound level, a U-shaped perimeter building with a rooftop garden allowing continuous landscape views from the glass box. A plaza is contained within the building holding a glass tower acting as a vertical hallway between the two levels. Below ground, the multi level performance spaces are recessed into the site mirroring the Dequindre Cut located east.
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Site Renders Below: Daytime/Nighttime Render, floating glass box highlighting place of enlightenment holding classrooms Right: Site plan with Mies Towers north and Dequindre Cut east
SITE PLAN
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Sections & Plans '
OUTDOOR ENCLOSED ROOM BENEATH ' GLASS BOX Above: Section through plaza beneath glass box. This “outdoor room” surrounded by the perimeter building is lit by a continuation of lights from above. Right: Top floor of glass box. Classrooms organized around the perimeter allow views out to Lafayette Park and roof top garden. Next Page: Section cut through 3 zones. Highest zone holding educational rooms as place of enlightenment. Ground level holding glass tower and public plaza acting as the common grounds. Lowest level holding theater and gym spaces representing places of work and performance. 19
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TOP FLOOR PLAN / ” = "
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CASE WESTERN RESERVE UNIVERSITY MEDICAL LIBRARY Studio: Junior, Fall 2017 Instructor: Sandhya Kochar
About the Project In the campus system, the library is known as the center of knowledge. Within the building, is a system of its own. Contained in the modern library are different programs of spaces from dwellings of study spaces, larger regions of lounges and meeting rooms, offices, classrooms, and resource centers. The library no longer just contains books, it is now a city within a city. The Case Western Reserve University Medical Library organizes these programmatic regions through overlapping courtyards. Exaggerating the idea of a courtyard being a contained space within a surrounding building, the medical library is a system of spaces wrapped around by a figure who’s U-shape is seen sectionally rather than in plan. This creates a grand view from the central spaces focused towards the botanical gardens. While the overlapping courtyards contain various programs with interlocking moments, the U-shape figure will contain the collection of books and medical journals on the sides as another grand view, reminding visitors of the library’s significance as a resource.
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Plans
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First Level
Second Level
Third Level
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Fourth Level
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Fifth Level
Sixth Level
Seventh Level
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Sections Section A
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Section B
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JESSE OWENS NORTH CAMPUS GYM Studio: Junior, Fall 2017 Instructor: Galo Canizares
About the Project Located on the Ohio State University north campus in Columbus, the redesign of the Jesse Owens Gym required a greater use of its site and an increase of program requirements. The design concept started with choosing an action word to set forth the building’s form. “Erosion” was chosen leading the designs connection to ground with the gym appearing to scatter and dig into the ground from its highest elevation. A layered stone exterior continues the idea of erosion as well as the offset layering of windows along the sides of the gym. As part of the building is below ground, passerbys are able to look down into an entryway and outdoor rock wall area. This rock wall area continues into the building creating an indoor climbing facility as well. Wrapping around the perimeter of this room is a lifted track on the top floor allowing students a view into the climbing area as they run.
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Plans
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Sections
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Site Plan
Renders
Above: Rock climbing room with track above Below: South entry way
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Elevations
East Elevation
South Elevation
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DOUBLE DOME INSTALLATION About the Project The installation project required the use of cardboard materials to create a study space consisting of a double dome. The project must allow occupancy of atleast two people and be built to life size. The design of the project came from the concept of a double dome consisting of an exterior and interior layer. Like that of St. Peter’s Basilica, the Double Dome has a more ornamental exterior layer concealing the occupiable interior. The interior of the project consists of a morphing together of two literal domes made from panels of cardboard cut outs. The exterior shell of the project only reveals the front dome. This dome acts as a narrow entryway that opens up to the back study room where the space of a dome is truly experienced. While the exterior layer is seen more as a solid figure being held onto the interior figure by tabs and slots, the interior is designed as a skeletal figure of waffling panels that continue to slot together. The panels then begin to shape the path into the study room and form the furniture as well. Studio: Sophomore, Spring 2016 Instructor: Zach Snyder Group members: Sydney Booth Conor Liston Aleks Loncar Katie Shipman Katie Szillat
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Plans
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Sections The panels organized along the pathway are spaced in a gradient. The panels along the front are closest together and are arranged farther apart as the path begins to open up and transform into the main study space.
The panels have orthogonal tabs that extend out as the connection piece to slots on the exterior shell. On the other hand, the curvilinear extentions of the panels shape the circulation space, forms a closet, and creates the furniture of the project.
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Diagrams
Left: Geometry of the panels arranged from the front to the back of the project. Below: Exploded axonometric of the project.
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Left: Diagram of the slotting of the exterior shell and response to light. Bottom Left: Transformation Diagram Bottom Right: The exterior shell revealing only the front dome.
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Project Photos
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thank you!