Ariel Aurellano Portfolio 2011

ARTDRAWINGSARCHITECTUREGRAPHIC DESIGNARIEL ANDAL AURELLANOPORTFOLIO

PROFESSIONALBall State Institute of Digital Media 2008-2010dFAB [Digital Fabrication]

Browning Day Mullins Dierdorf August 2009Architecture Firm Intern

LEADERSHIPEmerging Green Builders 2010-2011 Graphic DesignerLatino Student Union 2009-2010 Historian

COLLEGEBall State UniveristyCollege of Architecture & Planning ‘11Bachelor of ScienceMajor: ArchitectureGPA: 3.62

[email protected]://issuu.com/ariel_aurellano

1417 Malone CourtIndianapolis, Indiana 46217

(317) 529 1839

experience

2008 - 2011PORTFOLIO

education contact

1 RESUME

ArielAndalAurellano

ARCHITECTURE2010 Cripe Competition Award of Excellence2010 Gresham Smith Award of Excellence Competition2009 Indiana Concrete and Second Place Masonry Association Competition

Dean’s List Ball State University College of Architecture and Planning

awards pg 23 INtransitpg 14 self portrait

pg 5 Kanye West Portrait pg 21 Unfold

3 TABLE OF CONTENTS

COLOR PENCIL PORTRAITS Portraits Kanye West Derrick Rose Scott Mescudi [Kid Cudi] Jason Mraz

BALL STATE UNIVERSITY - College of Architecture and Planning Reach Elementary School + Community Center South Lake Union, Washington Unfold Relaxation Center + Institute Indianapolis, Indiana inTransit Transit Stop Indianapolis, Indiana Eco Environmental Center Muncie, Indiana Fabrication + Physical Modeling

Graphics Various Graphics Logo + Identity Personal Logo Ball State Cardinals Various Logos

architecture

DRAWING

GRAPHIC DESIGN

5

15

33

pg 33 Graphics

5 DRAWING

32”

KW20”

32”

This portrait of Kanye West features the largest scale of the subject’s face in any of my drawings. With this being true, I was forced into examining the details of the face much more than in past pieces. The subtle details became magnified, and I felt the obligation to depict the subject’s features more than my reference photo had pro-vided. This dilemma applied some added diffi-culty and demanded that I study more into the face’s surface. The subtleties like pores, small hairs, and blemishes became important aspects into supporting my goal of hyperrealism.

a close up detail (lips) c work in progressb close up detail (eye)

KANYE WEST - COLOR PENCIL - SPRING 2011

DRAWINGKanye WestDerrick RoseJason Mraz

Kid CudiOther Works

ARCHITECTUREGRAPHIC DESIGN

7 DRAWING

DRThis drawing became a project during the sum-mer of 2010 where I wanted to delve into a larger scale and focus on more than a face. This subject’s hurdles were the subtle effects of the varying tex-tures that tested my capabilities and pushed me into newer techniques. The jersey’s satin-like fabric posed a tough challenge in capturing the appropri-ate colors and reflections to properly emulate the material. The glisten that the sweat caused on the skin also offered another opportunity to show off my ability to render the level of realism I wanted to execute.

32”

40”

a close up detail b work in progress

DERRICK ROSE - COLOR PENCIL - SUMMER 2010


Kid CudiOther Works


9 DRAWING

JASON MRAZ - COLOR PENCIL - FALL 2010

JM18”

24”

As a birthday present for my sister, I drew a portrait of one of her favorite singers, Ja-son Mraz. One of the challenging aspects of this piece was the sun light’s effect on color. Mainly seen on his arm as well as the shirt, various tints of purple and blue began to alter my mindset on actual tones. When coloring a hand purple, there is a sense of displeasure and feeling like coloring may be off, but just being aware that lighting has the potential to have those effects is essential. This was also the first time I started to use acrylic paint to color the background. Using green paint, I was able to thoroughly cover the background cleanly.

a finished product a close up detail of hands

JASON MRAZ - COLOR PENCIL - FALL 2010


Kid CudiOther Works


11 DRAWING

KID CUDI - COLOR PENCIL - SPRING 2010

KC18”

24”

This portrait of Scott “Kid Cudi” Mescudi uti-lized only five color pencils including white, black, and varying values of grey. One key feature of this piece was using the paper’s color in substitute of just white color pencil. Following one of Cudi’s concerts, I was able to meet him in hopes to receive a signa-ture. Instead, he requested the art which I obliged to, and in return, he provided myself with exposure via his website. He featured my drawing in his blog with the headline, “Ariel Aurellano is extremely talented.” The image to the right shows Kid Cudi holding my portrait.

a Kid Cudi holding my artwork b early stage c work in progress

KID CUDI - COLOR PENCIL - SPRING 2010


Kid CudiOther Works


a Mos Def b Peyton Manning c John Legend

13 DRAWING

Portraits depict one of the most fascinating and interesting image, the human face. The ability to render the numerous textures and details that comprise the face tests your patience and meticulousness. The satisfaction of reproducing the likeness of a person through paper and pencils provides this motivation to only delve further. To look deeper than just a mouth, nose, and two eyes, but to examine the pores, wrinkles, and subtleties that bring the drawing to life. The introduction of indirect effects such as lighting, shadows, and reflections only add to the complexity but make projects like these intriguing.

d Arlene e Common f Self Portrait


Kid CudiOther Works


CripeAWARD OF EXCELLENCE

15 ARCHITECTURE

South Lake Union, Washington

S c h o o l + C o m m u n i t y C e n t e r2010 Fall2010 Cripe CompetitionRhinoceros 4Vray PluginAdobe Illustrator CS5Adobe Photoshop CS5

reach

S

W

S

EW

W

S

W

S

EW

W

S

W

S

EW

W

With the lack of a public school present, South Lake Union needed an educational structure that provided for the area’s grow-ing community. The notion of not just being a school but also a center for interaction among locals, children, and visitors became a staple in the design approach. The idea of transparency becomes a key aspect in the concept of the ground level. By pro-gramming more public spaces on lower levels, community integration develops into being a strong motif. For the students, education can become a layered experi-ence. Breaking away from the city block’s limits allows the structure to start reaching and connecting into its immediate context. From bridging over the street into the lake and park to puncturing the clouds through an observation tower, the design broadens the students’ classrooms and gives them a break from the desks and blackboards. In addition to this concept, it allows the ex-pansion of the curriculum to integrate the land’s current resources (lake, park, urban context). Through passive systems and contemporary tectonics, the building’s de-sign suits Seattle’s more modern approach and mild climates.

a Design Gestures

1 TransparencyBecomes easily accessible and welcoming from the ground level

2 FunnelingEncourages northern movement towards the lake and park

3 ReachingAllows a direct connection to important aspects of the com-munity and opportunities to ex-panding the curriculum

DRAWINGARCHITECTURE

ReachUnfold

INtransitCo-op

Fabrication + Modeling GRAPHIC DESIGN

b “The Village” d site planc section cut

17 ARCHITECTURE

The “Village” is a sunken space for social and interactive program-ming. Here, children are encouraged to mingle and interact with fel-low community members whom are welcome to inhabit the space for their own purposes and advertisement. The grand staircase that includes a ramp cutting diagonally through it, provides the user with a expansive view of the space below and gives them a better sense of the social activity. Other programming included are spill-out dining from the cafeteria, the administration spaces, and gathering spaces to allow the overlapping of activity and diversity in its users.

The current context of the site includes businesses and commercial area. Resi-dential condos will be located on the northern blocks adjacent to the school.

[CLASSROOM WALL-SECTION CUT]

*

*

A

B

C

G

F

E

I

H

J

D

*

e classroom section cut

Classrooms are approached with an open layout mindset. The ability to see other classes at work and for teachers to communicate among one another emphasizes the whole ‘community’ within the school. Colorful partitions were brought into the classes to separate the program of formal learning (learning at your desk and teacher lecturing) from the more unrestrained, individual learning such as reading or computer use. This separation helps define the class’ structure and provides different levels of intimacy and privacy. The partition also acts as a buffer from glare be being offset and becoming another physical barrier for light to puncture.

DRAWINGARCHITECTURE

ReachUnfold

INtransitCo-op


Gresham SmithAWARD OF EXCELLENCE

19 ARCHITECTURE

A perforated metal screen was applied to the major facades directly exposed to the sun. The application of the screen will allow sufficient lighting within the interior spaces as well as manage the heat and dif-fuse a portion of the direct heat. The skin was also chosen to lessen the attention on the interiors and emphasize the paneling system. Through a simple facade that does not overpower the panel’s complex-ity, attention is given to the appropriate area.

Indianapolis, Indiana

R e l a x a t i o n C e n t e r + I n s t i t u t e2010 Spring2010 Gresham Smith Compeition(Steel Competition)Rhinoceros 4Vray PluginAdobe Illustrator CS5Adobe Photoshop CS5

unfold

The urban context of downtown Indianapo-lis provides an ambience generally unde-sirable when reconnecting to the body and mind. More specifically, Massachusetts Avenue can generate energy through the attractions and shops that are located along the diagonal strip. A place for relax-ation and meditation became a challenge in the hustle and bustle of city life but also posed an opportunity to take advantage of these resources. The idea is to capture this energy and manage it towards the recon-nection of their selves, others, and nature, rather than through unecessary consump-tion found nearby. To do so, the intention is to dominate the intersection and capture the attention of the big crossroads. Once acquired, the idea of the pattern and con-struction should lead them through a jour-ney that consists of experiencing essential aspects of life that will ultimately reconnect people to their authentic selves. The ma-teriality helped create a metaphorical path towards total reconnection. Steel began to interact not only as a structural medium but also as a guide that alters in functionality and accompanies one through the architec-ture’s program.

Steel paneling in this formation contrasts the standard uses of steel within construction. The punctured and unfolding flow of the steel gives it more of a light, airy, characteristic that contra-dicts the very structural and heavy system that supports build-ings. This system shows off steel’s capabilities to satisfy multiple senses: aperture, paver, and shelter.

a panel pattern

DRAWINGARCHITECTURE

ReachUnfold

INtransitCo-op


21 ARCHITECTURE

c meditation

The meditation space is designed to be the end of the journey and where the satisfaction of reconnection is accomplished. Through the experiences and connection of the essential as-pects of life [nature, art, work, body, mind] that is represented through the spaces below, the journey up to the meditation space is a literal as well as a figurative idea that helps one reflect. Once in the space, the view of skies and the end of the paneling system provides encouragement towards recon-nection.

Vermont St

New York St

Alabama St

b site plan

The tower is a reaction to the contextual heights of two nearby structures. By creating another vertical piece to the context, the intersection is emphasized through the towers triangulation. The Re-Ligare Tower was designed to overpower the fellow towers to create ownership of the intersection.

5

4

3

21

d section cuts

5

4

3

1

2

5 Mind + Reflection Meditation Yoga

4 Body Dancing Weightlifting Spinning

3 Work + Research Re-Ligare Institute Library Classroom(s)

2 Art Performance Hall Music Room

1 Nature Garden(s)

DRAWINGARCHITECTURE

ReachUnfold

INtransitCo-op


23 ARCHITECTURE

Indianapolis, Indiana

I N D Y T r a n s i t S t o p2010 SummerColored Pencil32” x 40”

INtransit

Located within the Indianapolis area, this transit stop was designed to alleviate the lack of accessibility connecting Indy to neighbor-ing areas. Particularly, this project dealt with a conceptual community within the major city that included much industrial outlets mi-nus this one vast green area that broke that up. Here, this design resided and was influ-enced by the industrial persona through its structural steel. The materiality became one of the main aesthetic appeals to the architec-ture and contradicted yet complimented the greenery. By not enforcing extreme changes within the elevation of the design, the grada-tion of the structure can start to depict the fluidity of many natural phenomenons. Also, the curvature provides this organic flow to add to the natural correlation. Pedestrian accessibility became an important aspect in the design process and influenced much of the decisions. Giving the pedestrians the feeling of having “right of way” provides freedom that automobiles tend to prevent on streets. Through material changes on the street, curving roads, and trees that border the street edges, oncoming cars will feel forced to slow down and provide attention to pedestrian traffic

The pattern of the shaders provide a gradual enclosure of the bays allowing different scales and levels of public and more private spaces. Shading also influenced the denser canopy, which also correlated to the program. The cen-tral bays are allocated for waiting spaces and informa-tional kiosks where shading would be more desired.

a canopy system

DRAWINGARCHITECTURE

ReachUnfold

INtransitCo-op


b south elevation c overhead view of the site

25 ARCHITECTURE

The winding form of the site plan was to accommodate the emphasis of the pedes-trian. By simply turns of the street, automo-tive traffic slows down and creates attention to the pedestrian.

d pedestrian corridor

DRAWINGARCHITECTURE

ReachUnfold

INtransitCo-op


27 ARCHITECTURE

Muncie, Indiana

C o o p e r S k i n n e rE n v i r o n m e n t a l C e n t e r2009 FallRhinoceros 4Vray PluginAutodesk 3DS Max Adobe Illustrator CS4Adobe Photoshop CS4

Co op-

Currently, through the existing eco-center, the Cooper Skinner Field demonstrates en-ergy efficiency, employing passive and ac-tive building systems. This was the oppor-tunity to add to the progress towards better sustainable features. The new facility we were assigned was to continue this motif by adding to the program, providing research laboratories as well as living quarters.The approach was strongly influenced with the idea of cooperation. This means the cooperation and utiilization of the cur-rent settings as well as providing as much back to the environment as the design will consume. Certain design elements accom-modate sustainable demonstrations. From sloping roofs, berms, and bioswales, the constant mentality to react to the environ-ment’s resources continues the desire to provide a truly efficient infrastructure.

Through green roofs, water collection, and bioswales, the design is able to efficiently reuse the rainfall and control the excess. Cisterns contain the majority of the precipi-tation where in case of overflow, the water will drain into a bioswale, where it filters and maximizes the time span of it reaching the sewer system.

a structural diagram b water collection system + bioswales

DRAWINGARCHITECTURE

ReachUnfold

INtransitCo-op


c strawbale wall d interior render

29 ARCHITECTURE

This environmental center furnishes re-search space and laboratories to allow di-rect accessibility to the plant life on site.

Strawbale construction is implemented within certain walls to provide that high in-sulation factor as well as continue the idea of reusability.

e section cut

DRAWINGARCHITECTURE

ReachUnfold

INtransitCo-op


31 ARCHITECTURE

a veneer construction b “INtransit” physical model

c “Reach” physical model d product design - phone stand

DRAWINGARCHITECTURE

ReachUnfold

INtransitCo-op


33 GRAPHIC DESIGN

GFX a “Unfold” presentation Board b sports graphic

DRAWINGARCHITECTURE

GRAPHIC DESIGNVarious Graphics

Personal LogoBall State Concept

Various Logos

c product design presentation d music artist graphic

35 GRAPHIC DESIGN

24

2

rise

SAMSUNG VIBRANT STAND

ProblemCurrently, my phone is used for multiple pur-poses, one mainly being an alarm clock. An issue that occurs every morning is the the lack of a consis-tent spot for my phone + alarm clock to be located. I wanted this product to create a static spot and mount to provide reliability in its use.

MATERIALS

1/8” Acrylic3/16” Balsa Wood

Dowel Rod*

NEXT ITERATION

NO GLUE ASSEMBLYthe next iteration will explore the possibility of using dowel rods to hold the pieces together. 2 dowel rods could span the assembly and hold it to-gether due to friction

Potentially for other phones

With the ability to easily add or subtract layers, this phone mount can easily be interchangeable with other phone models.

ASSEMBLY

INSERT

*

*

e sports graphic

DRAWINGARCHITECTURE



Various Logos

SOUTHLAKEUNION

SEATTLECRIPE

Elementary School for Seattle, WashingtonA Design Competition Sponsored and Funded by Cripe Architects + Engineers

cafeteria

street

lobby tower

classrooms

classrooms classrooms

classrooms

The massing displays the notion of reaching and puncturing to provide different environment and settings. Exaggerated to empha-size the idea, all three of these “reaches” will give students new experiences in their classrooms.

R a i s e d P e r f o r a t e d S h a d e r

C e n t e r G r e e n S p a c e

C l a s s r o o m ( s )

O u t d o o r L a b / L e a r n i n gG a r d e n

M a i n S t a i r c a s e

S t a c k E ff e c t *

“ T h e V i l l a g e ”


S t a i r c a s e / R a m p

R o o ft o p G a r d e n

B r i d g e

[ L e a d i n g t o ] L a k e P a v i l i o n C l a s s -r o o m

A

B

C

D

E

F

G

H

I

J

K

L

P e r f o r a t e d S c r e e n

L i g h t S h e l f

S c r e e n / S h e l f B r a c i n g

S t e e l S t r u c t u r e

R e a d i n g A r e a

R o o m D i v i d e r

O v e r h e a d P e r f o r a t e d S c r e e n

R a d i a n t H e a ti n g T u b e s

H i g h I n t e r i o r G l a z i n g t o a l l o w f o r S t a c k E ff e c t

H a l l w a y o v e r l o o k i n g M a i n S t a i r c a s e + L o b b y

A

B

C

D

E

F

G

H

I

J

**

PERFORATION PATTERNTo play off of the maritime culture of the lake as well as the community, the perforations can start to be manipulated through varying hole sizes to emulate a wave pattern throughout the mesh. On the left shows a potential product of changing aperture sizes that may also play into the classrooms' daylighting.

N

design concept

1 The first gesture suggests the idea of transparency. Through the sense of an open, transparent lower level, the building becomes easily accessible and welcoming from the ground level.

2 Gesture 2 displays the idea of facilitating and funneling. By creating this courtyard feel on the southern end, itencourages northern movement towards the lake and park. This also reiterates the whole idea of transparency and the openness of the public spaces on the first level.

3 The last gesture advocates the idea of reaching and connecting. By breaking away from the city block and puncturing through to neighboring context, it allows a direct connection to important aspects of the community. This accommodates the expansion of the classrooms' curriculum and creates opportunities for hands-on learning.

1 1

3

11

SC 1

SC 2

FOURTH + THIRD1 bridge2 roof garden3 observation tower4 classroom(s)5 classrooms(s)6 staircase7 classroom(s)8 bathroom(s)9 computer lab

SECOND + FIRST1 main entrance2 exterior dining3 reception area4 staircase / ramp5 administration space6 cafeteria7 "village" space 8 security desk9 outdoor lab / garden

LOWER LEVEL1 main entrance2 exterior dining3 reception area4 staircase / ramp5 administration6 cafeteria7 "village" space8 security desk9 kitchen

FOURTH FLOOR THIRD FLOOR SECOND / GROUND FLOOR

GROUND FLOOR

LOWER FLOOR

12

4

5

8 8

6

3

9

7

5

5

8

8

8

66

3

9

11

12

10

13

14 16

15

9

7

7

4

4

2

2

1

5

8

9 10 12

13

6

3

7

42

10 gym storage (2nd)11 stage12 basketball court13 lounge (2nd)14 music room (2nd)15 library (1st)16 art room (1st)

10 mechanical11 bathroom(s)12 outdoor lab / garden13 freight elevator

tectonics

south lake union school + community center

[BUILDIN

G SECTIO

N CUT] S

C2

The current setting of South Lake Union presents hints of the past as well as the future. With its recent push to rejuve-nate the district, businesses and condos have been erecting southward and are bound to continue towards the north to the Lake Union Park. In light of these current conditions, it is essential to continue the activity and connect the north’s anchors, the lake and park, to the south’s continual development. With the lack of a public school present, South Lake Union needed an educational structure that provided for the area’s families that did not find the private school appropriate to their situation. With this need, it generated the opportunity to create another mainstay to the various types of activities travelling from one end of the district to another. The notion of not just being a school but also a center for interaction among locals, children, and visitors became a staple in the design approach. By providing a space where not only students are welcome into the space creates the overlapping of the children, the future of the infrastructure, and community. Encouraging the importance of being active members within the community is inevi-table through the constant mingling between student and residents. To respond to this desire, a lobby-type area was created to provide that threshold for the students prior to populating the classrooms. Within this same space, locals will be welcome to inhabit the space and provide the liveliness that will be matched by the children’s enthusiasm. Community events, opportunities, and news can potentially be posted within the area to keep the public notified but also produce a sense of involvement and acknowledgement for the children that share the space. The idea of a transparency becomes a key aspect in the concept of the ground level. By programming more public spaces on lower levels, community integration develops into being a strong motif. For the students, education can become a layered experience. What is meant is the idea of exposing the students to various environments that not only help them academically but also promote becoming acquainted to their community and being a part of its future. Breaking away from the city block’s limits allows the structure to start reaching and connecting into its immediate context. From bridging over the street into the lake and park to puncturing the clouds through an observation tower, the design broadens the students’ classrooms and gives them a break from the desks and blackboards. In addition to this concept, it allows the expansion of the curriculum to integrate the land’s current resources (lake, park, urban context). With all this in mind, the next direction was to provide these criteria through elegant and appropriate architecture. Through passive systems and contemporary tectonics, the building’s design suits Seattle’s more modern approach and mild climates. In hopes of harmonizing the areas demographics through the facilitation of its community’s young and old, this South Lake Union school will provide momentum into a stronger future within this Seattle district.

PERFORATED SCREENSA system of perforated screens are implemented to provide daylight-ing relief for the classrooms. These planes are comprised of varying aperture sizes that are repre-sented in the pattern (A) on the left. The idea behind the variation in apertures is the opportunity to manipulate size and location to control the amount of light diffusion that punctures the classroom. The pattern can also start depicting a sense of waves (B) that plays off of the maritime aspect of the district’s culture.


FUNNELThis rendering displays the idea of

“funneling” that was mentioned in (Gesture 2). This shows the potential

stimulant of attracting southern users to go north-bound and potentially through this

structure to reach the lake or park.

CONTEXTThe current context of the site includes businesses and commercial area. Residential condos will be located on the northern blocks adjacent to the school.

LAKE UNION

SOUTH LAKE UNION PARK

FUTURERESIDENTIAL

COMMERCIAL

COMMERCIAL

SPACE NEEDLE

LAKEThe rendered image provides a conceptual idea for a potential pavillion or “classroom” that can accommodate and expanded curriculum. Workshops in fishing, lake observation, and plant life can be possible activities in this space.

SKYThe tower provides bird’s eye view to the Lake Uniondistrict and opportunity to reach new heights in learning. At this observation spot, students canlearn or just enjoy the context, sky, lake, etc.

GESTURES

the village

COMPONENTS

N

[CLASSROOM WALL-SECTION CUT] SC1

*

*

A

B

C

G

F

E

I

H

J

D

*passive

SYSTEMS

**The “Village” is a sunken space for social and

interactive programming. Here, children are encouraged to mingle and interact with fellow community members whom are welcome to inhabit the space for their own purposes and advertisement. The grand staircase that includes a ramp cutting diagonally through it, provides the user with a expansive view of the space below and gives them a better sense of the social activity. Other programming included are spill-out dining from the cafeteria, the administration spaces, and gathering spaces to allow the overlapping of activity and diversity in its users.

SOCIAL SPACE

Clearwall™ Curtain WallTo provide a seamless and sleek finish, the Clearwall product spearheads the desired look

AA®900 ISOWEB® WindowTo allow for ventilating of exterior air through the spacesand into the tower that returns it back outsideTo accommodate Stack Effect

TM

KAWNEER IMPLEMENTATION**

STACK EFFECTSeattle's climate allows for the absence of air conditioning systems and provides the opportunities to take advantage of passive cooling. In this case, the stack effect was chosen to provide sufficient ventilation for classrooms as well as the lobby area. By connecting each space and allowing the air to flow from one space to another until it reached the tower, the principle of heat rising utilizes the towers clerestory windows to ventilate out.

RADIANT HEATINGRadiant heating systems embedded in the floor slabs provides thinner slabs to allow a sleeker look. It also appropriate for Seattle's mild winters and provide sufficient heating.

CLASSROOM DESIGNClassrooms are approached with an open layout mindset. The ability to see other classes at work and for teachers to communicate among one another emphasizes the whole ‘community’ within the school. Colorful partitions were brought into the classes to separate the program of formal learning (learning at your desk and teacher lecturing) from the more unrestrained, indivual learning such as reading or computer use. This separation helps define the class’ structure and provides different levels of intimacy and privacy. The partition also acts as a buffer from glare be being offset and becoming another physical barrier for light to puncture.

1600 Wall System® 1Modified to accommodate the support of the sun shader and light shelves

1040 Sliding Mall Front This sliding door was implemented for its versatility in opening and enclosing spaces.The threshold between the cafeteria and "Village" space will utilize this productto allow for dining furniture to spill out between spaces and promote program overlapbetween spaces

**

*

(a)

(a)

(b)

(b)

(c)

(c)

(B)

(A)

*J

LKA

C

B

D

E

F

H

IG

f “Reach” presentation board

37 GRAPHIC DESIGN

SOUTHLAKEUNION

SEATTLECRIPE

Elementary School for Seattle, WashingtonA Design Competition Sponsored and Funded by Cripe Architects + Engineers

cafeteria

street

lobby tower

classrooms

classrooms classrooms

classrooms


R a i s e d P e r f o r a t e d S h a d e r

C e n t e r G r e e n S p a c e


O u t d o o r L a b / L e a r n i n gG a r d e n

M a i n S t a i r c a s e

S t a c k E ff e c t *

“ T h e V i l l a g e ”


S t a i r c a s e / R a m p

R o o ft o p G a r d e n

B r i d g e

[ L e a d i n g t o ] L a k e P a v i l i o n C l a s s -r o o m

A

B

C

D

E

F

G

H

I

J

K

L

P e r f o r a t e d S c r e e n

L i g h t S h e l f

S c r e e n / S h e l f B r a c i n g

S t e e l S t r u c t u r e

R e a d i n g A r e a

R o o m D i v i d e r

O v e r h e a d P e r f o r a t e d S c r e e n

R a d i a n t H e a ti n g T u b e s

H i g h I n t e r i o r G l a z i n g t o a l l o w f o r S t a c k E ff e c t

H a l l w a y o v e r l o o k i n g M a i n S t a i r c a s e + L o b b y

A

B

C

D

E

F

G

H

I

J

**

PERFORATION PATTERNTo play off of the maritime culture of the lake as well as the community, the perforations can start to be manipulated through varying hole sizes to emulate a wave pattern throughout the mesh. On the left shows a potential product of changing aperture sizes that may also play into the classrooms' daylighting.

N

design concept

1 The first gesture suggests the idea of transparency. Through the sense of an open, transparent lower level, the building becomes easily accessible and welcoming from the ground level.

2 Gesture 2 displays the idea of facilitating and funneling. By creating this courtyard feel on the southern end, itencourages northern movement towards the lake and park. This also reiterates the whole idea of transparency and the openness of the public spaces on the first level.

3 The last gesture advocates the idea of reaching and connecting. By breaking away from the city block and puncturing through to neighboring context, it allows a direct connection to important aspects of the community. This accommodates the expansion of the classrooms' curriculum and creates opportunities for hands-on learning.

1 1

3

11

SC 1

SC 2

FOURTH + THIRD1 bridge2 roof garden3 observation tower4 classroom(s)5 classrooms(s)6 staircase7 classroom(s)8 bathroom(s)9 computer lab

SECOND + FIRST1 main entrance2 exterior dining3 reception area4 staircase / ramp5 administration space6 cafeteria7 "village" space 8 security desk9 outdoor lab / garden

LOWER LEVEL1 main entrance2 exterior dining3 reception area4 staircase / ramp5 administration6 cafeteria7 "village" space8 security desk9 kitchen

FOURTH FLOOR THIRD FLOOR SECOND / GROUND FLOOR

GROUND FLOOR

LOWER FLOOR

12

4

5

8 8

6

3

9

7

5

5

8

8

8

66

3

9

11

12

10

13

14 16

15

9

7

7

4

4

2

2

1

5

8

9 10 12

13

6

3

7

42

10 gym storage (2nd)11 stage12 basketball court13 lounge (2nd)14 music room (2nd)15 library (1st)16 art room (1st)

10 mechanical11 bathroom(s)12 outdoor lab / garden13 freight elevator

tectonics

south lake union school + community center

[BUILDIN

G SECTIO

N CUT] S

C2

The current setting of South Lake Union presents hints of the past as well as the future. With its recent push to rejuve-nate the district, businesses and condos have been erecting southward and are bound to continue towards the north to the Lake Union Park. In light of these current conditions, it is essential to continue the activity and connect the north’s anchors, the lake and park, to the south’s continual development. With the lack of a public school present, South Lake Union needed an educational structure that provided for the area’s families that did not find the private school appropriate to their situation. With this need, it generated the opportunity to create another mainstay to the various types of activities travelling from one end of the district to another. The notion of not just being a school but also a center for interaction among locals, children, and visitors became a staple in the design approach. By providing a space where not only students are welcome into the space creates the overlapping of the children, the future of the infrastructure, and community. Encouraging the importance of being active members within the community is inevi-table through the constant mingling between student and residents. To respond to this desire, a lobby-type area was created to provide that threshold for the students prior to populating the classrooms. Within this same space, locals will be welcome to inhabit the space and provide the liveliness that will be matched by the children’s enthusiasm. Community events, opportunities, and news can potentially be posted within the area to keep the public notified but also produce a sense of involvement and acknowledgement for the children that share the space. The idea of a transparency becomes a key aspect in the concept of the ground level. By programming more public spaces on lower levels, community integration develops into being a strong motif. For the students, education can become a layered experience. What is meant is the idea of exposing the students to various environments that not only help them academically but also promote becoming acquainted to their community and being a part of its future. Breaking away from the city block’s limits allows the structure to start reaching and connecting into its immediate context. From bridging over the street into the lake and park to puncturing the clouds through an observation tower, the design broadens the students’ classrooms and gives them a break from the desks and blackboards. In addition to this concept, it allows the expansion of the curriculum to integrate the land’s current resources (lake, park, urban context). With all this in mind, the next direction was to provide these criteria through elegant and appropriate architecture. Through passive systems and contemporary tectonics, the building’s design suits Seattle’s more modern approach and mild climates. In hopes of harmonizing the areas demographics through the facilitation of its community’s young and old, this South Lake Union school will provide momentum into a stronger future within this Seattle district.

PERFORATED SCREENSA system of perforated screens are implemented to provide daylight-ing relief for the classrooms. These planes are comprised of varying aperture sizes that are repre-sented in the pattern (A) on the left. The idea behind the variation in apertures is the opportunity to manipulate size and location to control the amount of light diffusion that punctures the classroom. The pattern can also start depicting a sense of waves (B) that plays off of the maritime aspect of the district’s culture.


FUNNELThis rendering displays the idea of

“funneling” that was mentioned in (Gesture 2). This shows the potential

stimulant of attracting southern users to go north-bound and potentially through this

structure to reach the lake or park.

CONTEXTThe current context of the site includes businesses and commercial area. Residential condos will be located on the northern blocks adjacent to the school.

LAKE UNION

SOUTH LAKE UNION PARK

FUTURERESIDENTIAL

COMMERCIAL

COMMERCIAL

SPACE NEEDLE

LAKEThe rendered image provides a conceptual idea for a potential pavillion or “classroom” that can accommodate and expanded curriculum. Workshops in fishing, lake observation, and plant life can be possible activities in this space.

SKYThe tower provides bird’s eye view to the Lake Uniondistrict and opportunity to reach new heights in learning. At this observation spot, students canlearn or just enjoy the context, sky, lake, etc.

GESTURES

the village

COMPONENTS

N

[CLASSROOM WALL-SECTION CUT] SC1

*

*

A

B

C

G

F

E

I

H

J

D

*passive

SYSTEMS

**The “Village” is a sunken space for social and

interactive programming. Here, children are encouraged to mingle and interact with fellow community members whom are welcome to inhabit the space for their own purposes and advertisement. The grand staircase that includes a ramp cutting diagonally through it, provides the user with a expansive view of the space below and gives them a better sense of the social activity. Other programming included are spill-out dining from the cafeteria, the administration spaces, and gathering spaces to allow the overlapping of activity and diversity in its users.

SOCIAL SPACE

Clearwall™ Curtain WallTo provide a seamless and sleek finish, the Clearwall product spearheads the desired look

AA®900 ISOWEB® WindowTo allow for ventilating of exterior air through the spacesand into the tower that returns it back outsideTo accommodate Stack Effect

TM

KAWNEER IMPLEMENTATION**

STACK EFFECTSeattle's climate allows for the absence of air conditioning systems and provides the opportunities to take advantage of passive cooling. In this case, the stack effect was chosen to provide sufficient ventilation for classrooms as well as the lobby area. By connecting each space and allowing the air to flow from one space to another until it reached the tower, the principle of heat rising utilizes the towers clerestory windows to ventilate out.

RADIANT HEATINGRadiant heating systems embedded in the floor slabs provides thinner slabs to allow a sleeker look. It also appropriate for Seattle's mild winters and provide sufficient heating.

CLASSROOM DESIGNClassrooms are approached with an open layout mindset. The ability to see other classes at work and for teachers to communicate among one another emphasizes the whole ‘community’ within the school. Colorful partitions were brought into the classes to separate the program of formal learning (learning at your desk and teacher lecturing) from the more unrestrained, indivual learning such as reading or computer use. This separation helps define the class’ structure and provides different levels of intimacy and privacy. The partition also acts as a buffer from glare be being offset and becoming another physical barrier for light to puncture.

1600 Wall System® 1Modified to accommodate the support of the sun shader and light shelves

1040 Sliding Mall Front This sliding door was implemented for its versatility in opening and enclosing spaces.The threshold between the cafeteria and "Village" space will utilize this productto allow for dining furniture to spill out between spaces and promote program overlapbetween spaces

**

*

(a)

(a)

(b)

(b)

(c)

(c)

(B)

(A)

*J

LKA

C

B

D

E

F

H

IG

DRAWINGARCHITECTURE



Various Logos

39 GRAPHIC DESIGN

ARIEL ANDAL AURELLANO PERSONAL LOGO

AAAFor my personal logo, I wanted a symbol that was simple yet potentially sublimi-nal. The logo showcases folding shapes that depict a lower case “a”. Having a name with the initials “AAA”, it seemed appropriate to advertise using the re-spective letter. Comprising the basic form of the letter using simple shapes and contrasting values allowed the logo to gain a sense of three dimensionality. It also created the opportunity to push and pull certain shapes and drive the attention towards another formation. In this case, a “3” becomes evident by sim-ply suppressing the value of the back panel and contrast the rest of the form. These techniques demonstrate the abil-ity to creatively be simple and still pro-vide an amount of depth to my work.

b “a” c “3”a Inverse Colors

These shape diagrams highlight the different messages the logo is meant to display. The lower case “a” is evident when looking at the whole shape. The “3” can be seen when ignoring the lighter shaded section.

ARIEL ANDAL AURELLANO PERSONAL LOGO

DRAWINGARCHITECTURE



Various Logos

41 GRAPHIC DESIGN

Primary Logo

BSUThe summer after my freshman year at Ball State University, I had the urge to start a project to update their logo set. Flat and outdated, the current set fea-tures one logo introduced in the 1980’s. The main approach to this concept was to provide a modern look as well as ap-ply depth to the cardinal that the current does not possess. Another aspect that was desired was to add some emotion to the mascot. Being an athletic logo for the school, intimidation seemed to be an important role. To portray this emo-tion, experimentation with the eyes and certain angles in the face were done. One of the hurdles was the ability to standout with the numerous “cardinals” currently being used. How do you cre-ate a unique look to a common moni-ker? My answer was to utilize the bird’s features differently like adding wings to the lettering or emphasizing the talons.

b Script c Alternate #1 d Alternate #2a Cardinal Head Logo

The notion of wings is implemented into the script to provide a unique look to the lettering. This allows the lettering to stand alone without the primary or head logo and continue the cardinal image. The talons also help connect the main logo to the lettering and also add another dimension to the flat script.

BALL STATE UNIVERSITY CARDINALS

DRAWINGARCHITECTURE



Various Logos

a Emerging Green Builders b Indiana Robotics Invitational

43 GRAPHIC DESIGN

This Emerging Green Builders logo incor-porates a screw that makes up the “G” of EGB. The screw represents “building” and casts a shadow of a tree to signify that for everything we build, we must be environ-mentally conscious.

With the participants having other compe-titions throughout the whole country, the approach was to emphasize this specific competition and the state’s significance. Through the implementation of the Indiana shape and features of their flag, the com-petition’s logo will continue to represent the hosting state.

E B

c CAP Pong

This was a simple logo for a table tennis tournament held at the College of Architec-ture and Planning (CAP). The paddle and ball help represent not only the sport but also the “P” of “CAP”.

DRAWINGARCHITECTURE



Various Logos

Ariel Aurellano Portfolio 2011

Documents

Transcript of Ariel Aurellano Portfolio 2011