Download - Kathryn thiele portfolio

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Kathryn Thiele

Undergraduate Architecture PortfolioCollege of Architecture & Environmental DesignKent State University

4th year design [[ 2011/2012 ]]

4th year design [[ 2011/2012 ]]

3rd Project

[ Sustainable Laboratory Competit ion ]

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P r o j e c t 3 _ M a r i n e B i o l o g y C o m p e t i t i o n Professor Harker | Fall 2011

Cl imate & Program

This rigid, lobster like form, is the look that I went for, on my final design iteration. I wanted it to feel like this sculptural structure is moving around in this beautiful paradise.

Some say it looks like a lob-ster, some say it looks like a grass-hopper, or just a giant insect. Either way, all these animals share some-thing in common, they all thrive in their environments, they all self sus-tainable and independent, which are all key elements for this competi-tions requirements.

For the final attempt, I fo-cused on designing every program-matic element, around my double and tripple height laboratory spac-es. Everything needs to be open to form this amazing amount of interac-tion.

You can see directly into the laboratories from every class-room, every office (even the 2nd floor offices) and most importantly the main community outreach space with the aquariums.

This visual connection really brings the program to a full circle, while integrating the outside com-munity with the scientists and the scholarly students.

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P r o j e c t 3 _ M a r i n e B i o l o g y C o m p e t i t i o n Professor Harker | Fall 2011

ForM & ProgrAM & SUSTAInABILITY

The form is made by climate al-terations from wind and sun studies per-formed in the earlier stages of research.

We were handed a big, boring, square block of program that we had to make our own.

This is where the sustainability ideas become integrated just by adding climate considerations, and morphing this programmatic box into different, sus-tainable forms, depending on wind, light and rain.

going back to early research on sustainability, orientation of a building is extremely important. For our site, lining the building up with the east to west axis offers the most sustainable possibilities; es-pecially for maximizing natural ventilation and controlling solar collection!

next, I stared breaking down this box and creating this breathable space between each programmatic element.

I wanted the building to seem light and airy to capture the wind, and naturally ventilate the whole structure, this is why I started staggering out these smaller, separated programmatic blocks.

I also wanted to make this build-ing feel like it is moving, a very dynamic, yet static building. I still wanted to keep this idea about a lobster crawling around in the sand.

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F i r s t F l o o r P l a n Mangroves are off to the right and on the bottom is the connection out to the ocean through a smaller bay surrounded by mangroves.

The classrooms and teaching labs with fish tanks are on the north side of the building, while the labs are on the south side. To the right of the labs are some offices.

The oversized aquarium is in the far right space outlined in a turquoise color. These are double height aquariums and this space is also considered a major part of my community outreach!

S e c o n d F l o o r P l a n This floor is more of the intermediate level , halfway up the ramp, you get to one of these beautiful double height laboratories. Staggered levels in elevation also promotes natural ventilation and sustainability, while being visually poetic.

T h i r d F l o o r P l a n The stairs in my architecture are all outside, to really make a connection to this beautiful paradise. This plan also shows how the floor plates really force you to walk 360 degrees, all the way around, to experience these different main ideas.

Labs are still on the south side of the building while class-rooms and teaching labs are on the north side of the building.

To the right of the classrooms is a large computer lab. As you move back toward the south side of the building, you can see down into these double height aquarium tanks.

As you travel south more and to the right of the labs, you find a dining area with a bunch of seating. To the right of that, on the far south eastern part of the building you see a lounge and than a conference room where more interaction happens.

Each programmatic element has an amazing view out onto the landscape, while also having a magnificent view into the interior garden spaces.

r o o f P l a n This roof slopes down, as you move from right to left, to col-lect the 50% of rain water, for harvesting.

Also you can see how open the plans are, and how the staggered elements catch the wind and bring the natural ventila-tion in trough the spaces.

The long spider like legs interact with the exterior spaces of the building. Taking it back to first year, I did some extension/ expan-sion.

There will also be building integrated photovoltaic’s (BIP) to work with the environment to power this mega structure.

This building also provides many outlooks between each program to bring people together and appreciate the outdoors and realize how amazing this landscape really is. To bring this feel-ing of being lucky just to be alive. Personally, I would love to be a full time scientists here, in a paradise where the buildings, are as amaz-ing, as the landscape.

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LongITUDInAL SECTIon FoCUSIng on THE LABS

LongITUDInAL SECTIon FoCUSIng on THE CLASSrooMS

EAST ELEVATIon WEST ELEVATIon

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LongITUDInAL SECTIon FoCUSIng on THE LABS

LongITUDInAL SECTIon FoCUSIng on THE CLASSrooMS

EAST ELEVATIon WEST ELEVATIon

154th year design

2nd Project

[ Adaptive re-use & Kent Campus ]

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Final P ictures of the Physical Model

P r o j e c t 2 _ r e s k i n + A d a p t i v e r e u s eProfessor Harker | Fall 2011

Bui lding Analys is & TransformationsPros & Cons:

- Small Windows = Dark + Dismal - Minimal Ventilation - Asthetically Unappealing - Corner Stone of Kent’s Campus - no main Entry = Confusion -Weak Connection to Campus

Shown below are my design transfrmations to correct and enhance this building. To let light filter deep into the corridors, I extruded the core, out and over the side of the building, wrap-ping around the existing site walk while creating a gathering space underneath.

I then peeled off the facade and put it into revit Structure to start making these transformations come alive!

I wanted to encorporate a double skin facade system and a green roof for some of my many sustainable strategries.

St ructural Model with Skin peeled off

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P r o j e c t 2 _ r e s k i n + A d a p t i v e r e u s eProfessor Harker | Fall 2011

C o n c e p t : The Wing

nurturing the Health of the Building

nurturing the Health of Students

Encourage education & - Create a better place to study - Better Classrooms

replace Program - new double height program spaces

replace Light - Stagger to allow light penetration

Connect back to campus - Creating a tunnel, wrapping circulation back to Multon & campus - Becomes a campus icon

Sliding 2 story glass windows_ summer vs. winter to screen from parking lot

Wing

Addit ion of Program

StudentsMain Street

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P r o j e c t 2 _ A d a p t i v e r e u s eProfessor Harker | Fall 2011

Final rendering

Final E levations

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P r o j e c t 2 _ A d a p t i v e r e u s eProfessor Harker | Fall 2011

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1st Project

[ Sustainabl i l i ty & Poetics ]

4th year design

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P r o j e c t 1 _ S u s t a i n a b l e H o m e D e s i g n b a s e d o f f C l i m a t eProfessor Harker | Fall 2011

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Circulat ion Study

South Elevation

north E levation

Chickasaw Alabama

Chickasaw, Alabama, a hot and wet climate, all programmatic elements needs natural ventilation.

After finding out where the winds come from, I set up my building on the correct axis and raised the building to let the natural ventilation flow under the structure. Also I did different solar studies, considering the sun angles, and how that sun is going to reflect onto the user and the space.

In climates this hot, people gather outside, so I have a large open decks with large overhangs.

Let the climate inspire the

way your building is designed,

where form follows function.

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West E levation

East E levation

Inter ior rendering

Exter ior rendering

3nd year design [[ 2010/2011 ]]

3 rd year design [[ 2010/2011 ]]

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P r o j e c t 1 _ WineryProfessor Stauffer | Fall 2010

WineryFor the winery, I focused on integrating the site with the building form and program. Hav-ing program spaces bleed to the outdoor ter-raced vinyards. I created a interesting educational produc-tion area for where the wine is produced.

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P r o j e c t 1 _ WineryProfessor Stauffer | Fall 2010

Final Model

We started with a Malevich study, where we turned one of his 2-d paintings into a unique 3-d construct.

The final form was really based off of the strong Malevich geometry with the site crashing into this rigid form. The dining hall and lecture hall is a more organic form, grow-ing out of the ground, dynamically transitioning in to a rigid Malevich geometry.

This Malevich geometry with the attached labs are hov-ering over the ground creating a butterfly like structure, creating a bridge over the footpath on the site.

Malevich used a lot of crosses in his painting, so where the form crossed, would be the center of vertical circula-tion.

14 Science based Pavilions with a gym, dining hall and lodging for overnight guests

P r o j e c t 2 _ M a r i n e L a b o r a t o r y + S c h o o lProfessor Stauffer | Fall 2010

2nd year design [[ 2009/2010 ]]

2nd year design [[ 2009/2010 ]]

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P r o j e c t 1 _ residential Housinggraduate Ass istant K r i s t i n a Z i g g m u n d | Fall 2010

The program was to design a house around the client of our choice, considering many different variations of circulation and spatial arrangements.

I chose to have a condo like set up, where you walk in and theres this beautiful double height view right up the architectural stairs.

On the first floor I designed everything around the kitchen, where the most interaction occurs. From the kitchen you can directly go out onto a balcony, to the living room or dining room.

The second floor has a shared living area, with 3 bedrooms. I de-signed my condo to fit two families, one with kids and one without kids. or it could be three couples.

I designed it as a summer house on beach. Then the flipped ev-erything on us and had us transition into making this condo into a large appartment complex. Both the condo and the appartment complex composition are shown below.

Condo design then transformation into large Appartment Complex

Elevation

1. Condo facade layout on final model

2. Interior view of Condo

3. Transforming Condo’s into large apartment complex

1 2

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TrAnSVErSE SECTIon

LongITUDInAL SECTIon

SoUTH ELEVATIon

WEST ELEVATIon

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P r o j e c t 2 _ B iophi l l ic Pavi l l iongraduate Ass istant Z i g g m u n d | Fall 2009

Proximity

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P r o j e c t 3 _ Cinema P r o f e s s o r S t r o h | Spring 2010

C I n E M AUtilizing our triangular site, I fronted all the buildings on the street where I then created an open garden informal gather-ing space in the middle of the site for both the movie goers, external community and employees.

I designed all the heights of new construction to be the same as the surrounding existing buildings

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S P A r E C C E n T E rI designed all the heights of new construction to be the same as the surrounding existing buildings.

Programatic elements were stacked and placed together in unique ways, for example, the tennis courts are stacked on top of eachother. I also added a beautiful waterfall from the second floor pool to integrate the site up through the building.

1st year design [[ 2008/2009 ]]

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P r o j e c t 1F I n A L D r A W I n g S

T o P V I E W F r o n T V I E W S I D E V I E W

P r o j e c t 1 _ The golden ratioProfessor Turnage | Summer 2010

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P r o j e c t 1F I n A L D r A W I n g S

T o P V I E W F r o n T V I E W S I D E V I E W

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THE goAL oF THIS ProjECT IS To InTroDUCE THE ConCEPT oF THE goLDEn rATIo.

P r o j e c t 1 _ The golden ratioProfessor Turnage | Summer 2010

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The formation of the Golden Ratio in squares are what I based my final project on. I made a 1” thick base which was 8”x8” than created a 5”x3” sub platform which I expanded out from.

44E X P A n S I V E L o n g I T U D I n A L S E C T I o n

P r o j e c t 2 _ City Block Professor Stauffer | Summer 2010

45E X P A n S I V E L o n g I T U D I n A L S E C T I o n

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A B S T r A C T T o E X P A n S I o n


City Block

First we were to build an abstact form containing mulitply floors and shafts.

I then built a city block where this abstract architec-ture can sit. The abstract block transformed onto a museum with pretty adjustable program spaces but the city block had many restrictions, including height.

I tried to keep the museum as abstract as possible.

The next part of this project was to expand and extend our new architecture to fill up a whole site. I used the same strategies for these different program-matic elements, as I did in the museum.

The other programatic elements included an infor-mation center for our site, theaters, housing, retail, a cafe and more. We were give square footages for the program spaces and were given all the freedom to either create a mega structure or break up the program into multiple buildings.

overseeing the rest of the programs, the residence housing is on top left. The theater is below the resi-dence. Then, to the right of the residence is the infor-mation area with a cafe on top. To the right of that is retail, lecture halls, class rooms and offices.

All the seprate buildings with extreemely unique architectures. I played with programatic and spacial relationships with effect to circulation.

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A B S T r A C T T o E X P A n S I o n

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F i n a l P r e l i m i n a r y M o d e l

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F i n a l E x p a n t i o n M o d e l

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City BlockFinal Model

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