FOOD ( For thoughts + Architecture)

IN FIVE PROJECTS

II. MIDNIGHT BRUNCH SUPPER CLUB

IV. The Wetland Research CenterNorth Minneapolis, Minnesota

III. SUGAR SHACK St. Paul, Minnesota

projects

Programs Restaurant, Community Center/Kitchen

Fall 2012 Instructor

Sharon Roe

Page 03 - 04

Programs Sugar Shack, Social media Center, Public Plaza Spring 2014 Instructor

Kendra Beaubean

Programs Research Center, Museum, Community Center Outreach Center, Park Fall 2013 Instructor

Jeff Mandyck

Page 05 - 06

Page 09 - 12

I. MODERNIST CUISINE CATALYST, COLLEGE OF DESIGN, Minne-

Programs History of Experimental Cooking, Molecular Gastronomy

Spring 2014 Instructors

Barry Kudrowitz, Randy Ewoldt

Page 02

IV. FOOD AS RECYCLE PRODUCT Minnesota Arboretum, Minnesota

Programs Food Production, Education, Recycling

Spring 2014 Instructor

Eric Amel

Page 07- 08

EXPERIMENTING THE CONCEPT

ENGAGINGTHE CONTEXT

CELEBRATINGTHE EVENT

LEARNINGTHE PROCESS

ENVISIONINGTHE FUTURE

The Exploration

The role of a modernist Chef is very similar to an Architect. A vision or a concept is a must to create a plate. A well-thought-out idea will be transformed through the process of turning raw materials into structures and forms.

In this exploration, the link between archi-tecture and food was established through molecular and fluid mechanical engineering experiments.

the idea of creating an honey,apple bacon was a from of celebrating Midwest simple food with Modernist Cuisine transformation.

I. MODERNIST CUISINE CATALYST, COLLEGE OF DESIGN, Minnesota

1.1. From Making

1.2. To Plating

Basic Plating Material Pearls of Honey Slices of Apple with Different Colors and Circular Forms are countered to give sense of smoothness Dynamic Layout with a Square bacon

II. MIDNIGHT BRUNCH SUPPER CLUB

The Proposition

The design intent of the architecture inter-vention is to create a venue where Midnight Brunch event can take place.The architecture intervention is created from two different systems. While one is transpar-ent, the other is opaque.

On the one hand the larger dining area is created as light weight element, on the other seems to be solid and heavy.

The compelling and repelling forces between these two different systems cause the dialog within the architecture intervention.

The idea also reflects the chefs statement that (Midnight Brunch) is a mash up of luxury and the underground.

Institution Residential

Augsburg College

ResidentialArea

6th S Street

7th S Street

20th Avenue

21th Avenu

Parking

Garden

Main entities within the CommunityTransportation Vegetation

Institution Residential

Augsburg College

ResidentialArea

6th S Street

7th S Street

20th Avenue

21th Avenu

Parking

Garden

Institution Residential

Augsburg College

ResidentialArea

6th S Street

7th S Street

20th Avenue

21th Avenu

Parking

Garden

2.1. Systems

Circulation System and Movements

Tectonic System

Stereotomic System

Structural System andEnclosure System

Structural System

Enclosure System

Roofing System Roofing SystemandSkylight

2.2. Context

Residential

Educational

Main entities within the Community and the location of the restaurant

Types of transportation and the main entrances

Physical perimeters and visual perimeters

Physical perimeters

Visual perimeters

Visual perimetersMotor Vehicles

Pedestrian Routes

2.3. Site Analysis

Dining Area

Open Kitchen

Women Restroom

Men Restroom

Entrance

Auxillary Dining Area

Bar

Freezer/cooler

Dish Washing Area

Chef Administrative Station

2.4. Plans

NSCALE 1/64= 1

1. The native american2. The european settler, 3 & 4. Small scale contemporary syrup making

SEASON

LATE FEBRUARY

MARCH

EARLY APRIL

12

1g of syrup from 40 g of sap

About 10 g of sap per tree for a season

Usually get sap from sunnier side of The tree to thaw the water within The trunk

Dierent colors of syrups depending on The season and type of maple tree

1.

2.

3.

4.

5.

Syrup making process

City grid and site plan

Diagrmatic Exploration of Site and From

III. SUGAR SHACK St. Paul, Minnesota

3.1. Site Analysis & Exploration

The Design Intent

The new sugar shack, intended as a public space, has been envisioned at the center of St. Paul city. The changes are made within the very restricted set of perimeters such as:Keeping existing design, being a temporary struc-ture, integration of emerging social media technol-ogies with important public intuitions.

New social media interfaces, public meeting place and sugar shack connect the whole together. This create the internal addresses, which integrate dif-ferent uses. It is important that the public place remains raw, and open to appropriation, allowing the community and the city to continuously change and develop according to changes within social environment.

The juxtaposition of centuries old technology of syrup making process with emerging technologies also create interesting ideas about pace of chang-es within society.

Context Plan

Plan Sections

N

SCALE 1/8= 1

SCALE 1/8= 1

A02

A03

A04

A05

A06

A07

A08

A09

B01

B02

A09

A01

A03

A04

A05

A06

A07

A08

A02

A01

3.2. Site Plan

Plan

12

3

4

1

2

3

4

5

5

1

SCALE 1/4= 1 B01

A01

Section AA

P

P

P

P

P

T

T

Sap Evaporator

Comm

unity Room

1

2

3

4

1

2

3

4

5

5

1

SCALE 1/4= 1 B01

A01

Section AA

P

P

P

P

P

T

T

Sap Evaporator

Comm

unity Room

1

2

3

4

1

2

3

4

5

5

1

SCALE 1/4= 1 B01

A01

Section AA

P

P

P

P

P

T

T

Sap Evaporator

Comm

unity Room

3.3. Pathways ,Technology, and Event Place

Primary Pathways Digital Infrastructure for Public Use

Main Elements of Plaza

IV. FOOD AS RECYCLE PRODUCT Minnesota Arboretum, Minnesota

The Design Concept

The Mushroom Incubation and Growing chamber was created as a place where fun coexist with education. It was designated as a education center where food growing process is displayed to public. By using discarded coffee ground, the process dem-onstrate the fact that stainability can hap-pen not only by reducing carbon footprint, but also by finding ways to innovate food production system, Recycling process is normally not a word associated with food production process. The apparatus is set-up for the mushroom production procedure. The encasement of the apparatus is reflected to the fact that it is place where fun, education activities happen. Through the encasement, public will have better understanding of not only about food production but also how to make them with creative mind-set.

4.1. Plan

4.2. Section

a. Mushroom Trayb. Metal Decking Systemc. Storage Shelfd. Moving Tracke. Decking Support f. Concrete with metal mashg. Metal Support Angle

a

b.

c.

d.d.

e.

f.

g

a. Extensive Greenroof Sysstemb. 1/4 Steel Structure Roofc. Insulationd. Roof Support Structuree. Skylight f. Mushroom Trayg. Sliding Systemh, i Concretej. Insulation

a.

b.

c.

d.

e.

f.

g.

h. i.j.

4.4. Details4.3. Models

The Design Intent of the Recladding for CMR Skyway is to create a unique connection between two research facilities which are climate controlled buildings. By exposing to weather elements at times of the year, the user can experience the change of the seasons. It will also allow to remedy the greenhouse like eect of the current skyway condition. Integration of barn sliding door is envisioned to create a playful relationship between rural and urban design typology and it is also aim to provide shading from sunlight by moving along the track.

PYI MAUNG

TOS First Floor-1' - 5 3/16"

TO Floor Deck16' - 0 23/32"

Level 2.118' - 4 15/32"

TOS Skyway29' - 4 23/32"

10.1 A 11AE1

a b c d e f g h

1203 04 05 060201 07 08 09 10 11

Level 2.227' - 0 23/32"

----

1A 103

TO Second Floor16' - 7 7/32"

TOS Third Floor31' - 3 23/32"

Deck Sofit14' - 6 15/32"

1A 106

Level 1.113' - 7 5/16"

Level 1.215' - 2 15/32"

Level 2.328' - 1"

11' - 6" 14' - 8" 0' - 8"0' - 8" 14' - 8" 15' - 4" 15' - 4" 15' - 4" 15' - 4" 16' - 5 3/4"

1' -

11"

1' -

3 23

/32"

1' -

0 9/

32"

8' -

8 1/

4"1'

- 9

1/4"

A 1081

1/16" = 1'-0" Elevation ( Front )

1/16" = 1'-0" Elevation ( Back )

TOS First Floor-1' - 5 3/16"

TO Floor Deck16' - 0 23/32"

Level 2.118' - 4 15/32"

TOS Skyway29' - 4 23/32"

RASA SB

Level 2.227' - 0 23/32"

TO Second Floor16' - 7 7/32"

b.44

TOS Third Floor31' - 3 23/32"

Deck Sofit14' - 6 15/32"

Level 1.113' - 7 5/16"

Level 2.328' - 1"

1/16" = 1'-0"Section 3

PYI MAUNG

RASA SB

1A 102

0' -

0 3/

4"

1' - 2"

EPDM ROOFINGMEMBRANE

3/4" PLYWOOD

2" INSUL-1

5/8" GYPSUM SHEATHING

FOIL FACED MINERAL WOOLINSULATION BY CW SUPPLIER

SPANDREL GLASS

W 24 X 370

MATEL PANEL

28"x14" CONCRETE COLUMN

SLIDING PANEL TRACK

W 12 X 26

3 1/2" LT. WT. CONC. OVER 3"UNITIZED WINDOW SYSTEM

MTL. DECK

FOIL FACED MINERAL WOOLINSULATION BY CW SUPPLIER

STRCUTURAL BEAM

INSLU -2

DFS-15/8" GYP. SHEATHINGHAT CHANNELS2" INSUL-1WP-45/8" GYP. SHEATHING2 1/2" LT. GA. FRAMING

4" LT. GA. FRAMING

3/16" = 1'-0"Section

3/16" = 1'-0"ELEVATION

5' - 9"0' - 3"

0' -

5"

3 1/2" LT. WT. CONC. OVER 3"MTL. DECK

DFS-15/8" GYP. SHEATHINGHAT CHANNELS2" INSUL-1WP-45/8" GYP. SHEATHING2 1/2" LT. GA. FRAMING

SLIDING PANEL

W12 X 26 (10)

HSS 5 X 3 X 1/4 FIRETROLHANGERS (TYP)

UNITIZED WINDOW SYSTEM

3/8" = 1'-0"Callout of Level 2.1

2' - 4"

1' -

2"

0' -

5"

0' -

10"

28"x14" CONCRETE COLUMN

DFS-15/8" GYP. SHEATHINGHAT CHANNELS2" INSUL-1WP-45/8" GYP. SHEATHING2 1/2" LT. GA. FRAMING

CW-2

1.5"X 7" MULLUION

3 1/2" LT. WT. CONC. OVER 3"MTL. DECK

3/8" = 1'-0"Callout of TO Second Floor

PYI MAUNG

5.1. The Riverfirst Site Plan and Site Analysis

The Design Intent

The research center is part of broader urban revitalization initiation called River First Program. The Wetland Research Cen-ter is designed to combine research with public education of wetland along the Mississippi River. The design for research center sensibly integrate the local com-munity with scientific research community. It was created as in between zone where nature meet with urban environment. The Education Center will allow public to have better understanding of the ecosystem of the river. By allowing nature flows through the buildings, the proposal prevent the demar-cation between man-made and nature. The sense of belonging to the place will allow public to absorb the knowledge about wet-land while utilizing the built environment.

V. The Wetland Research CenterNorth Minneapolis, Minnesota

N

Scale 1= 40-0

LOWRY AVE. BRIDGE

31 ST AVE N

30 th AVE N 30 th AVE N

Context Plan

Site Context Map Roads and InfrastructuresThe Wetland and Infiltration SystemWetland Infiltration System

Private SpaceGrids Public Space Major Routes

5.2. Park System and Urban Context

4.3. Section Perspective across the Site and Diagrams

Grids, Forms and Shifts

Plans

Ground Floor Plan/ Level 1

Exterior Perspective

Auditorium and Park

View from Upper level Lab

View from the trail

Scale 1/16= 1

N

View from Gallery Space

a.

b.

c.

d.

4.4. Plan

4.5. Details and Sectional Analysis

Section of the West Facade Section of the East Facade

Plan Level 1

The Research Center and Surrounding Environment

PYI MAUNG 525 University Ave SE. Apt#201 Minneapolis MN 55414 | maung002@umn.edu | 612 616 8293

Personal Essay

Architecture happens when a new whole, an entity goes beyond individual elements, which is not bound to their specific meanings and does not mechanically assemble them into a design.

Georg Simmel

Envisioning architecture for educational related facilities through holistic notion rather than viewing individual elements is the exploration that I would like to continue through graduate education. To understand something holistically is to look things from multiple contextual perspectives such as socio-economic, physical, historical and technology.

On a daily basis, we walk through hall ways and doorways of the school of architecture, we touch brick walls and see through the glass, and unconsciously guess elements beyond the translucent surfaces. These images create memorable experiences for people. For many, architecture is framed through these memories not comprehensive concepts or ideas. Bur as designers and architects we are obliged to understand both.

During the Fall studio of 2013, one of the most important lessons I learn was how to look at things not only from respective perfective views but also to comprehend things as a whole. The balancing act between these two has lead me to make rigorous investigations on design challenges of creating a learning environment where research labs coexist with community learning center. Whereas most of educational fields are designed to become specialized in particular knowledge or area, the architecture education intends to make one a generalist with several types of knowledge. As the multiple subjects ranging from structural technicality to historical data flow through design process of envisioning the Riparian Wetland Research Center, my exploration varies from detail drawings of a lab facade to incorporating community aspects into educational facility.

My interest in educational environment make me not only a rigorous designer in studio but also a better teaching assistant in drawing class. Im not only fascinated with design aspect of education facilities but also interested in exploring how we interact each other in built environment. Being a drawing TA for Arch 2301 is a privilege for me because I can share and relate my knowledge with students on how to see things from different perspectives. Furthermore, I can present the challenge of understanding things as a whole for the final presentation which is an exercise to explore the conceptual aspect of Rapson Hall.

Architects and designers have to learn that architecture required creative explorations but it cannot exit in vacuum. Architecture always has been a part of technological and socio-economical system. While architecture generally is reactive to these changes, it can also be proactive by integrating these technological and social behavior changes into design practice.

Even though the architecture will synonymous with building making, the changes within the community can

reinforce the fact that architecture is more than a form making process. Architecture can be embodiment of ideas, visions and solutions to society. Architecture should incorporate public to be part of design decision process especially education projects. Thus foster the sense of ownership within society. Architecture should exchange ideas with public. Thus enhance the understanding of what architecture can do for public education. Architects and designers can be dreamers who breakthrough the constrains of socio-economic boundaries. What could be the better way than providing learning place for public?

As someone with deep interest in architecture drawings, representation techniques and historical aspects, I truly

believe that the continuing endeavor will enhance me further along in the process of striving to become a worthy designer for future educational facilities, an approachable tutor in classroom, and a creator of memories for people.