pro bono publico

These are my responses to the first two assignments we were given for Professional Practice with Markus Bonauer. The goal was to produce an annotated "Personal Manifesto for Growth" a la Bruce Mau as well as develop a mission statement, job posting, and biography for your hypothetical/future architecture firm. I think it goes without saying that maatrevan was close at heart as I wrote what I did. I would greatly value your input on these writings as I think they're a direct reflection of the practice we've developed amongst us. I would also challenge you to think about it on your own and see how your responses compare. It was much more difficult than I had originally estimated, but was highly rewarding. I think it's imperative to be able to vocalize your thoughts in a medium such as this, both now as a student and eventually as a professional...or a collection of professionals. thesis?

tropicaNO

In other news, I don't think the girl who occupies my desk from last year much likes my fruit stickers. What a shame...

competition.

Here is a link to the competition that we will be participating in for the semester:

http://www.aias.org/kawneer/index.php

Paola was very committed to the idea of us participating in an active competition so that we could have the potential to submit our entry for recognition. She has also established the requirement that we develop two proposals amongst the four us because she thinks that it will facilitate a more generative process because the designs will not only push against each other but the division of the work will also allow us to more quickly come to decisions rather than all four of us stressing over the same minute detail. We have decided to actively participate in both of the designs rather than divide ourselves into two teams. As for the difference in the two designs, we're playing around with the idea of establishing a site in both a rural and urban context. Both are faced with deficient school conditions, but deal with two very different sets of problems. We're struggling now with whether or not we site the project in a location that is attempting to initiate school reform, but simply doesn't have the facilities or in a place that just has low standards of education in general. It seems to make sense that we'd site in a location that has the initiative and motivation to make a change to ensure it's "success." At the same time though, we've asked/challenge ourselves with this: "can architecture instigate a change in curriculum as well as preconceptions of education as a community endeavor."

There are some obvious technicalities that we are immediately wary of, but will try to approach it optimistically. The first of these is the requirement of Kawneer's products in our design towards a LEED certification. We have established a common desire to take a more passivhaus approach towards the sustainability factor, but like Jim told me last year, these elements are becoming the status quo and like egress and building codes will become something that just goes without saying.

We're very excited about the potential of working with children in development of the design. Harry has already established a connection who can give us access to one of the local elementary schools. We plan to interview the kids as well as the staff in an effort to produce something that will be actually be functional to its more important users.


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kübe

This is the prompt we were given by the MES Studio (Margharita, Gene, and Heiner) for the first week. Remind you a little of first year? The diagram is a bit deceiving in terms of what they were expecting, but predominately the results were very similar. This idea of ascension as a general progression from light to dark seemed to be the overriding theme and was evident in the designs.






I chose a bit of a different approach, emphasizing the role of the horizon as a bounding element within the hierarchy that was referenced in the prompt. Gene suggested the following relationship that I found very poignant: earth as 1, horizon as 3, and the sky as infinity. In this system, the 3 implies a constrained movement between a determinate number of points. Additionally, he said that work achieves a "poetic" position when the "means becomes the content." A little different than your standard "form follows function," but I liked the potential inherent in this. Starting with a single plane, I made a series of folds to establish the implied volume of a cube. Hence, the process establishes the form itself (or the means becomes the content).

This being my first experience in the metal shop, you can imagine the feeling of success I possessed as the final product came out. But, I'd be lying if I said it wasn't spoiled slightly when I came to the realization that Matt produced essentially the same thing in the second semester of our first year! In all seriousness, it was a really rewarding process. I enjoyed getting the chance to weld and manipulate the metal using the break. Also...the junkyard is incredible. The piece I used was over six feet long and it cost merely $10. Benissimo!

e/l studio extravaganza

i'm posting some photos of the models i made during my time with e/l studio this summer. the first is 1/8" scale and is made using 2-ply museum board. the second is a sectional model at 1/2" scale as is a combination of foam core (for the interior partitions and the bearing walls on the foundation level) and basswood.

the project is a residence for mark's (the principal) parents in wildwood, new jersey. it's sited directly adjacent to an 18-unit motel built in the 1950's that his parents also own. here is more info:

http://www.elstudioarch.com/projects/Jade_Residence/#JE_VIEW_FROM_SOUTH_EAST.jpg

with love,
e