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EXPERIENCE Skidmore,Owings&Merrill:SummerInternshipProgram Summerof2010 Chicago,IL Behles+Behles:Internship Summerof2011 Evanston,IL

DIGITALPROFICIENCY •SkilledwithWindowsandMacOS •5YearsofAdobeCreativeSuite •5YearsofGoogleSketchUp •3YearsofAutoCAD •1YearofRhinoceros3D •1YearofMaxwell2 •1YearofGrasshopper3-D •SkilledwithMicrosoftOffice

EDUCATION BachelorofArchitecture UniversityofOregon June2012

RELATEDEXPERIENCE •FirstYearStudioTeachingAssistant 2009,2010,2011 •StudyAbroad:JapaneseLandscapeArchitecture,UniversityofOregon,Summer2009,Kyoto,Japan RedesignofcitycenterusingJapanesegardenandlandscapetechniques Grouppresentationstolocalofficialspresentedinwatercolor •DMC(DigitalMediaCollaborative):Majorcontributor,photographer,builderandcoreclubmember,2011,2012 •HabitatforHumanity •GreenBuildingTechniques •UrbanPlanning •TravelinEurope,JapanandKorea,focusingonArchitectureandArt TwostudyabroadprogramsinJapan,duringhighschoolandcollege ExtensivewatercolorexercisesinJapanesegardens

LANGUAGESKILLS •BasicJapanese: CompletedsecondyearJapaneselanguageattheUniversityofOregon •BasicKorean: CompletedfourquartersofKoreanlanguageattheUniversityofOregon

Edward Peter Evanich | 2014 N Milwaukee Ave #201 | Chicago, IL 60647 | 847-814-4210 | eevanich@gmail.com

DesignMediaCollaborativeEugene,Oregon

Fall,Winter2011-Spring2012Pages12-13

StudioinLightEugene,Oregon

Winter2011Pages10-11

RevitalizationofaCityStudyAbroad:Kyoto,Japan

Summer2009Pages6-9

StudioforDesignHoChiMinh,Vietnam

Winter,2010Pages14-17

EXPERIENCE Skidmore,Owings&Merrill:SummerInternshipProgram Summerof2010 Chicago,IL Behles+Behles:Internship Summerof2011 Evanston,IL

DIGITALPROFICIENCY •SkilledwithWindowsandMacOS •5YearsofAdobeCreativeSuite •5YearsofGoogleSketchUp •3YearsofAutoCAD •1YearofRhinoceros3D •1YearofMaxwell2 •1YearofGrasshopper3-D •SkilledwithMicrosoftOffice

EDUCATION BachelorofArchitecture UniversityofOregon June2012

RELATEDEXPERIENCE •FirstYearStudioTeachingAssistant 2009,2010,2011 •StudyAbroad:JapaneseLandscapeArchitecture,UniversityofOregon,Summer2009,Kyoto,Japan RedesignofcitycenterusingJapanesegardenandlandscapetechniques Grouppresentationstolocalofficialspresentedinwatercolor •DMC(DigitalMediaCollaborative):Majorcontributor,photographer,builderandcoreclubmember,2011,2012 •HabitatforHumanity •GreenBuildingTechniques •UrbanPlanning •TravelinEurope,JapanandKorea,focusingonArchitectureandArt TwostudyabroadprogramsinJapan,duringhighschoolandcollege ExtensivewatercolorexercisesinJapanesegardens

LANGUAGESKILLS •BasicJapanese: CompletedsecondyearJapaneselanguageattheUniversityofOregon •BasicKorean: CompletedfourquartersofKoreanlanguageattheUniversityofOregon

AquiferMemorialTucson,Arizona

Winter2011-Spring2012Pages2-5

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tucson,a�.winter2012-s�ring2012instructor:erin�oore

a�ui�er�e�orial2

The absence of potable water in Tucson, Arizona is of growing concern to the region. From 1940 to 1990 the water table was lowered by 150 feet as a result of the over pumping of wells. At the same time, the population expanded by over 450%. To avoid a disaster, the people of Tucson must invite innovation in the redesign of their city. Our studio assignment was to reuse the site of a former bank in Tucson and to build a facility that would be used both by the local community and the world community. These two user groups would analyze water shortages in the region, come up with possible solutions and present their findings to their peers. By creating a facility for use by both groups, I hoped to foster cross fertilization of ideas. Daily interaction with the public would help the scientists to better understand and address the real needs of the community, while being involved in the scientific process would help the public understand, develop, and make use of new ideas.

TOPLEVELSITEPLAN

LOWERLEVELOASIS

ENTRYRAMPANDFRONTBIOSWALEMIDLEVEL

3

4

2%

4%

6%

8%

PARKING TO LOWER DECK

WORKSHOP TERRACES22ND STREET TO BIOSWALE

In order to fulfill its dual purpose, my design incorporates separate but related spaces for research and public education. Classrooms, workshops and research labs are included for these purposes and housed in separate research and education wings. The two wings are brought together around a central, wedge shaped courtyard which thrusts between research wing and education wings. Within this space, students, teachers, and researchers can all find an oasis from work and a place to reflect and interact. The garden space also acts as a model for local water retention and purification practices.

Proper landscaping of the site was a high priority early on in the design phase. Since water is extremely scarce, retention and catchment was of prime importance. Intelligent use of the wash that flows through the site was important to the water use scheme.

For 2-3 days in the late summer, the wash fills with water and flows north towards the sewer system. During this time some of that water is collected on site and filtered through the water reuse system of the building. The rest of the year this space becomes a rock garden.

EARLY VERSION OF OASIS TRELLIS

EVOLUTION OF OASIS TRELLIS

PHYSICAL MASSING MODELS

ROOM STUDY/LAYERING AXON

FINAL FORM OF OASIS TRELLIS

Dec 21

Mar 21

Jun 21

Since the building’s circulation is in the open air, the roof line needed to extend beyond the walls of the walkways in order to shade pedestrians. The roof line extension is also carefully calculated so that summer sun is blocked from all major interior and exterior spaces while the winter sun is able to penetrate into corridors, thus reducing energy usage.

SUN ANGLE DIAGRAM

5

6

��oto,�a�ansu��er2009instructor:ronlo�inger

re�itali�ingacit�

7

OSHI KOJI STREET TREE REDESIGN

RITSUMEIKAN UNIVERSITY PLAZA

The Shijo Omiya corner in Kyoto Japan is a shadow of its former self. Once a vibrant part of the city, it is now mostly derelict. An express subway line that previously terminated here now bypasses this corner and continues on through the city. In the early summer of 2009, I was selected to participate in a study abroad trip to Kyoto Japan. Our group was divided into teams of 6 students and we were instructed to create a comprehensive design that would regenerate the Shijo Omiya area with a youthful presence. This would bring fresh life to the schools and shops, and ultimately increase attention to the old Machi-ya style homes in the area. My team’s basic plan was to create seven nodes within the district, each reinvigorating their surrounding areas and together blending into an overall scheme.

8

Over the course of three weeks our vision for the future of the neighborhood around the Shijo-Omiya intersection began to take shape. The area included a historic home district, a grade school, a university, a palace, a few parks and many apartment and office buildings. One of the most important components of the local landscape was the

Horikawa canal designed by our professor prior to this trip. The canal runs down a large street to the east of our site and is below the grade of the street. We sought to extend the canal west through our site, to slow traffic and give the pedestrians an oasis from the chaos at street level.

9

Our projects were created entirely by hand on watercolor paper and were presented to local planning officials, architects, landscape architects and community members. After all of the groups had finished presenting their vision for the future of this neighborhood, the panel of professionals thanked our group for a stunning design and concept. After returning to the United States, I learned that our professor will use elements of my team’s project for the actual redesign of the neighborhood. All finished presentations from this summer program were displayed in the architecture building at the University of Oregon during the following fall term.

10

eugene,orwinter2011instructor:�ill�ulholland

studioinlight

11

In order to stretch our ability to use light creatively we were instructed to create many physical installations and models throughout our architecture building. These small projects were intended to be environments or objects that provoked an emotional response. Some projects focused on manifesting dreams and others purely on shaping space with light. The materials for the class ranged from typical materials, such as glass and acrylic to more exotic substances like theater-gel, sugar, Jello and recycled plastic. With each different material came a new set of problems and solutions. One of the main projects that I created with a partner was the use of theater-gel (an acetate like substance that is resistant to heat) to bring life to a space on campus. With this material we transformed a dreary, non-daylight corridor into a space that was coated in color.

NIGHTMARE DREAMSCAPE OF LIGHT (RECYCLED PLASTICS, CORRUGATED PLASTIC + FOAM CORE)

MAIN INSTALLATION (THEATER-GEL) LIGHT GRAPH (CARDBOARD + ACRYLIC)MAIN INSTALLATION CLOSE UP (THEATER-GEL)

hochi�inh,�ietna�winter2010instructor:�elindanettles

studio�ordesign12

From an outsider’s perspective, Vietnam is a place defined almost solely by war and sorrow. While the after effects of a long war remain, Vietnam is also a vibrant and growing country. Vietnam is home to many cultures and a very diverse history, creating a cultural fusion of art and architecture that pulls influences from China, traditional cultures of southeast Asia and, more recently, French Colonials. Using these influences and the history of Saigon, we were asked to create a place for the youth of the city to come and study architecture and display art. I conceived the Center for Architectural Studies in Vietnam as a place where young minds would converse with their city and return to the roots of nature. Since the

site is a corner lot, the building appears different from either direction of approach. The central, fan shaped node houses a gallery on the ground floor and a studio above. From one direction this node appears to be entirely clad in bamboo screens, but as the visitor rounds the corner, the interior spaces open up through a strip of vertical windows. The surrounding L shaped node, made of local granite, holds offices, a library and a presentation space for student work. With these program elements the C.A.S.V becomes a stepping stone in a new path of design in Vietnam.

Ground level

Second level

13

LONGITUDINAL SECTION CROSS SECTION

14

eugene,or2011-2012studentrunclub�ro�ect

d�c(DigitalMediaCollaborati�e)

15

Digital Media Collaborative, is a new student run club at the University of Oregon that uses digital tools and digital fabrication to create a project. In the fall of 2011, we began to research potential projects that could benefit our student body. Our first project involved giving students a place to talk on their phones in the building and not disrupt others in the process. We researched kinetic structures, LED arrays, and parametric design and with these tools we planned to create a new iteration of the traditional phone booth. By the end of our winter term, we had created two mock-ups of the project out of wood and came to an agreement with the faculty that the final product would be installed in the architecture building until January of the following year. The skin of the phone booth is composed of

many unique scales, each fastened to two other scales and the frame with a specially designed connector. The design of this connector and its fasteners took us many weeks to finalize. Since the surface of the booth was irregular, and the panels all different, we decided to minimize complications during construction by creating one universal connector that allowed the panels to pivot, slide and torque. The connector started as many individual pieces (shown to the right), however, we quickly learned that adding more pieces meant more complications later. As a result, the connector evolved into one piece rather than four individual rectangles. Through a series of iterations the corners began to round and the slots became curved and the smiling connector was created (seen below).

FULL SCALE MOCK-UP 2

CONNECTOR MK1

CONNECTOR MK2 WITH CARBOARD PANELS

CONNECTOR MK3 ON MOCK-UP 1 FULL SCALE MOCK-UP 1

CONNECTOR MK4 WITH PAINT OPTIONS

16

Since our group was small, I was involved heavily in all of the steps in the design and building process and was responsible for much of the fabrication of the final piece by CNC. The final build took us three

days to complete with a team of 6-8 students each day. The finished product stands in Lawrence Hall, the Art and Architecture building on the University of Oregon campus.

Pieces for the final build were cut on the department’s CNC machine, hand stained and painted and assembled by our small group of student members.

17

18

technicaldrawing(buildingenclosuredetailing)

The Oregon Building Enclosures class was part of our structural education, and focused on weather envelopes. The course was divided into material groups: wood, metal glass, concrete paneling, roofing and masonry veneers. Proper selection of each material group required an understanding of architectural concepts as well as material properties. We completed many in-class drawings and CAD drawing assignments that ultimately developed our understanding of construction materials and their relationships to one another. These drawings illustrate the use of a variety of different materials to create a weather proof environment.

Edward (Peter) Evanich | 779 Bryant Ave | Winnetka, IL 60093 | 847-814-4210 | eevanich@gmail.com