PORTFOLIOLISA BARRETT 2015

A R C H I T E C T U R E

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CONTENTS/RESUMÉFLUXELECTRIC AVENUEGEO-FACADEWATERCOLORSCITYSCAPES

education

service/recognition

skills/interests

professionalTESTA|WEISER, VENICE, CAArchitecture Intern - January 2015 - present- Researching compound materials and construction practices and drafting/model-building in Rhino

ENGINEERING MINISTRIES INTERNATIONAL (eMi), KAMPALA, UGANADAArchitecture Intern - August 2014 through December 2014- Designing auditorium & classrooms to add to existing community center- Collaborated with engineers, construction managers, and clients to establish the best solution for retro-fit and addition - Produced design development set of drawings to submit for client’s use and grant application with little supervision

CYARK, OAKLAND, CAProduction Intern - Summers of 2013 & 2014- Field Work, including scanning/surveying and photographing a site- Developed graphics for museum presentations, organizational outreach, apps and web content - Created architectural-grade drawings using 3D models

UNIVERSITY HOUSING, CAL POLYResident Advisor - August 2012 - June 2014- Communicated with a variety of individuals to support health and safety of on-campus residents- Ability to highly function under stressful circumstances. Effective time management skills.- Planned small and large-scale events for residence halls (including budget, facilities, advertising, etc.) - Administrative skills, including handling confidential information, customer service, organization, etc.

CALIFORNIA STATE POLYTECHNIC UNIVERSITY, SAN LUIS OBISPOPursuing a Bachelor’s in Architecture, expected graduation – June 2016- Cumulative GPA – 3.44- Currently part of the Cal Poly LA Metro program (www.calpolylametro.com) DESERT RIDGE HIGH SCHOOL, MESA (AZ)- Class Valedictorian, GPA - 4.67

member Tao Sigma Delta (honors fraternity for Architecture & Associated Arts)Arizona state champion Optimist International Oratorical Competition 2009

volunteer Angel Acres, Inc. horse therapy organization 2002 - 2013 (Queen Creek, AZ)volunteer Giving Tree Library after-school program, 2014 (Kansanga, Kampala, Uganda)member/representative Intervarsity Christian Fellowship 2011-present

Rhino | Maya | AutoCAD | Sketchup | Adobe Creative Suite | Vray | Microsoft Office | Hand Modeling | Hand Drawing | Laser Cutting | 3D Printing

music | photography | travel | swimming | hiking | painting | history |

STUDIO 2014

BRIEF: Educational models are constantly advancing and changing. The current focus is on collaboration and creativity, while standardized testing still exists for prog-ress tracking. New technology also changes the way students learn today as opposed to 20 years ago. This project takes on the challenge of designing a high school for the 21st century in San Luis Obispo, CA. It is a large high school with need of updating in a small city on the central coast.

CONCEPT: Ordinary classrooms are containers of unique activities but are limited by their inability to respond to the changing needs of their occupants. Although they support a variety of different types of learning, they tend to be standardized boxes. Teachers who inhabit these boxes attempt to modify their environment, but the impact they have is merely ornamental – the actual architecture remains static. The size and shape of the space, adjacencies, circulation, and orientation with respect to the environment are unable to change.

Flux is an adaptable, interactive learning environment. It’s designed to be reconfigured, allowing its occupants the ability to customize the spaces in which they learn on a daily, weekly or yearly basis. It supports light and heavy-duty programs, which correspond to short term and long-term changeability.

The lower half of the project, called ‘the plinth’, is constructed on a shifted grid. Large crossed columns imply spatial boundaries and hint at the possibility of reconstructing spaces through the assembly and disassembly of interior walls and the building envelope.

The upper half of the project is constructed from prefabricated modules with moveable partitions. It responds instantly to desired changes and increases interaction between students, teachers and their environment. Students, instead of being confined to static boxes, are able to collaborate with one another on an architectural scale. The pedagogical experience, previously accepted as the passive reception of information, is transformed into an active, flexible network of which the students themselves are a part.

PLINTH

ADAPTIVE MODSSTRUCTURAL FRAME

“Heavy Duty” programming occurs in this area, allowing larger scale, more equipment-specific activities to live here (such as the library, shops, gymnasium, administration, and art studios.) These large spaces provide infrastructure for long-term change as the building’s needs change.

“Light Duty” activities occur in spaces that can be rearranged quickly to suit the needs of learning, whether that needs a small space for individual study or a large space for a large lecture or dance class.

The walls of the mods rest on a track system to allow them to slide and rotate throughout the space for extensive variation in the environment.

Pre-fabricated mods use steel moment frame construction. These mods are designed to be self-supporting and can work together to support the floor, mechanical, and envelope systems between mods.

Concrete crossed columns act as shear walls for lateral stability in the plinth.

CIRCULATION / EGRESS

Circulation through the mods is always changing as their configuration shifts.

Fire stairs are all open to the exterior and act as anchors within the ever-changing mods. So, in the event of emergency, the exits are all safe places and easy to locate.

MECHANICAL

Two cores exist at each end of the buidling

Ductwork is integrated between the ceiling of one mod and the floor of the next where, because of the pre-fabricated nature of the mods, there is a doubling of structure.

CLIMACTIC

The school is oriented slightly askew of East and West, taking advantage of Northern and Southern light

A terracotta shading device wraps the Eastern, Southern, and Western faces of the building

Vertical fins coupled with the terracotta facade prevent summer overheating

The prevailing winds come from the Northwest, almost directly perpendicular to the building’s axis for maximum ventilation

Ample roof space allows for a PV array to harvest solar energy

arrangement based on activity

individual class activities study zones and some individual classrooms

banquet room and small group work zones

large group lecture or performance space

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down

downdown

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administration

open arts labs

librarygym

lobby

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shop yard

commons

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00 PLAN

01 PLAN

FLUX

113’

an adaptable interactive learning environment

96’

79’

62’

40’

15’

0’

SCALE 1/16” = 1’

TRANSVERSE SECTION - A

ELECTRIC AVEBRIEF: An electric lodge is a progressive theater that uses technology and cinema in congruence with live perfor-mances. Culver City is an industrial city in greater Los Angeles that is in transition from its industrial history to arts and cinema. Culver City is the last stop on the new Metro Expo Line and is now more accesible than before. The design of this electric lodge is meant to provide a cultural and architectural destination to downtown Culver City.

CONCEPT: Using formal language developed from a pattern study, a dynamic theater complex was designed around a main auditorium and a smaller black box with a cultural”avenue” running between them. The avenue includes a cafe, gallery and exhibition space, and access to both theaters. Adjunct to the main theater is a small film school, furthering the transitioof industry in the area.

site plan: 1” = 32’pattern animation studies

first floor plan: 1” = 16’

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1. main entry2. lobby, gallery space3. cafe4. blackbox5. production booth6. main stage7. backstage8. dressing rooms

9. loading corridor10. mechanical11. support12. school lobby13. administration14. media library15. classrooms16. computer lab

second floor plan: 1” = 16’

CONCEPT: Using formal language developed from a pattern study, a dynamic theater complex was designed around a main auditorium and a smaller black box with a cultural”avenue” running between them. The avenue includes a cafe, gallery and exhibition space, and access to both theaters. Adjunct to the main theater is a small film school, furthering the transitioof industry in the area.

A study of pattern an its translation to facade.

partial wall section: 3/4” = 1’section: 1” = 16’

exterior side interior side

steel girt

steel base angle

gypboard

bonded metal panels

sub-girt closure

sub-girt

glass fiber reinforced concrete panel

One of my favorite ways to express an idea is watercolor. My notebook usually contains little bursts of color throughout, adding life and texture to sketches of things I see or things I imagine. They are so quick and compact, yet rich.

In the past year I have had the opportunity to travel to many different cities: Chicago, San Francisco, Kampala (UG), Beni (DRC), and Los Angeles. Leaving home (Arizona) and school (San Luis Obispo) and experiencing other cultures increases my understanding of different cultures and the variety of architectural problems throughout the world - and it’s really fun! Kampala and Los Angeles have been especially enriching because of the longer time spent living in the culture (about 4 months in each place). My inner historian gets really excited in the immersive contextual study of living somewhere else for a time. Here are some photographs of my experiences (cultural AND architectural).