portfolio_foundation studio_2
5
c. annalisa miller academic + student work I n t e r v e n t i o n Latin: intervenire inter (between) + venire (to come) 1: to come in or between by way of hindrance or modification 2. to make a conscious decision to change something and make it better As landscape architects we read, write, erase, rewrite and change, compose and improvise, highlight and diminish certain features within a landscape. We decide which story to tell and how it is told. Upon arriving at a site, certain features draw us in, evoke our curiosity and leave certain impressions upon us. Throughout the design process, one’s intuition, research and subsequent visits inform the project and initiate a series of dialogues amongst the designer and the site’s vari- ous elements. A C T I V I T Y S I T E : : W A A C WAAC was built between 1905-1909, opening as a school in 1909. Today it is still a school and its address is the same, 1001 Prince Street. Everyday it is in the same place. Everyday it looks essen- tially the same. It is a fixed element in the landscape while a series of forces act upon it. It endures. Upon close inspection one can observe the maturity of the bricks, imagine the history the wooden planks would tell and find within the building, a unique place to insert and deposit one’s own fragments. It endures as the rain changes the brick color to a deeper hue, and the wind smoothes the surface of materials and meanders through its hallways. The sun watches over WAAC, gradually shifting, cast- ing shadows that morph and stretch and change the building’s mood throughout the day and the various seasons. Each year new students enter its doors for the first time, adapt to the current vibe being emit- ted and in return, contribute to its collective energy. WAAC is ani- mated by the people. It is a fixed element in the landscape, yet it evolves absorbing the forces, patterns and flows that act upon it. TASK: elemental intervention at WAAC. In the first project you took a new look at WAAC and documented what you saw. You made discoveries about spaces that worked and those that didn’t, idiosyncrasies within its structure and moments of celebration. You learned about the human body and beautiful propor- tion. In the second part you explored one of the four classic elements and derived four, connected but independent, interpretations of that element. Your next task is to make an intervention on a portion of the site that needs improvement. You will do so by, incorporating into the landscape, the findings you made about your chosen element and highlight and/or uniquely narrate some aspect of that element. P O I N T O N E identify a location for your design Indentify a place that relates to your element. Investigate the chosen site, its uses, its peculiarities and how your element interacts with it. Choosing the site that needs the most improvement might not be the best one for your element. P O I N T T W O the design Implement a design that fulfills the following: • Is beautifully proportioned • Integrates your interpretation/s of your element • Enhances or presents new ways for the students and faculty to use the site • Leaves the site better off than its current state • Consists of no more than 44 paces squared on the horizontal sur- face. P O I N T T H R E E translation into a drawing Translate your ideas into a proposed design for WAAC. To explain your concept, your representation should include, but is not limited to, one plan, one section and one additional image of your choice. Presentation boards should be done on your choice of any 24” x 36” piece of paper. Drawings are to be expressive, draw in graphite, dem- onstrate knowledge of lineweight hierarchy and incorporate drafting conventions. *Remember that the interior rooms of a building inter- act with the exterior rooms or landscape. P O I N T F O U R present your concept Students will present their work to their classmates and professors. intervention
-
Upload
annalisa-aldana -
Category
Documents
-
view
49 -
download
0
Transcript of portfolio_foundation studio_2
c.
an
na
lisa
mil
ler
academic + student work
I n t e r v e n t i o n
Latin: intervenire inter (between) + venire (to come) 1: to come in or between by way of hindrance or modification2. to make a conscious decision to change something and make it better
As landscape architects we read, write, erase, rewrite and change, compose and improvise, highlight and diminish certain features within a landscape. We decide which story to tell and how it is told. Upon arriving at a site, certain features draw us in, evoke our curiosity and leave certain impressions upon us. Throughout the design process, one’s intuition, research and subsequent visits inform the project and initiate a series of dialogues amongst the designer and the site’s vari-ous elements.
A C T I V I T Y S I T E : : W A A CWAAC was built between 1905-1909, opening as a school in 1909. Today it is still a school and its address is the same, 1001 Prince Street. Everyday it is in the same place. Everyday it looks essen-tially the same. It is a fixed element in the landscape while a series of forces act upon it. It endures. Upon close inspection one can observe the maturity of the bricks, imagine the history the wooden planks would tell and find within the building, a unique place to insert and deposit one’s own fragments. It endures as the rain changes the brick color to a deeper hue, and the wind smoothes the surface of materials and meanders through its hallways. The sun watches over WAAC, gradually shifting, cast-ing shadows that morph and stretch and change the building’s mood throughout the day and the various seasons. Each year new students enter its doors for the first time, adapt to the current vibe being emit-ted and in return, contribute to its collective energy. WAAC is ani-mated by the people. It is a fixed element in the landscape, yet it evolves absorbing the forces, patterns and flows that act upon it.
TASK: elemental intervention at WAAC. In the first project you took a new look at WAAC and documented what you saw. You made discoveries about spaces that worked and those that didn’t, idiosyncrasies within its structure and moments of celebration. You learned about the human body and beautiful propor-tion. In the second part you explored one of the four classic elements and derived four, connected but independent, interpretations of that element. Your next task is to make an intervention on a portion of the site that needs improvement. You will do so by, incorporating into the landscape, the findings you made about your chosen element and highlight and/or uniquely narrate some aspect of that element.
P O I N T O N Eidentify a location for your designIndentify a place that relates to your element. Investigate the chosen site, its uses, its peculiarities and how your element interacts with it. Choosing the site that needs the most improvement might not be the best one for your element.
P O I N T T W Othe design Implement a design that fulfills the following:• Is beautifully proportioned • Integrates your interpretation/s of your element• Enhances or presents new ways for the students and faculty to use the site• Leaves the site better off than its current state• Consists of no more than 44 paces squared on the horizontal sur-face.
P O I N T T H R E E translation into a drawingTranslate your ideas into a proposed design for WAAC. To explain your concept, your representation should include, but is not limited to, one plan, one section and one additional image of your choice. Presentation boards should be done on your choice of any 24” x 36” piece of paper. Drawings are to be expressive, draw in graphite, dem-onstrate knowledge of lineweight hierarchy and incorporate drafting conventions. *Remember that the interior rooms of a building inter-act with the exterior rooms or landscape.
P O I N T F O U Rpresent your concept Students will present their work to their classmates and professors.
intervent ion
c.
an
na
lisa
mil
ler
academic + student work intervent ion: f i re
c.
an
na
lisa
mil
ler
academic + student work intervent ion: ai r
c.
an
na
lisa
mil
ler
academic + student work intervent ion: water
c.
an
na
lisa
mil
ler
academic + student work intervent ion: earth
