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Page 1: School portfolio 2006
Page 2: School portfolio 2006

Wall SectionBuilding Axonometric Masonry Roof and Window Detail Axonometric

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Community CenterFall 2003 Construction ProjectThe University of Michigan

Professor Mick Kennedy

Yale, MI

Wood Roof and Window Detail Axonometric

Page 3: School portfolio 2006

Parking Lot on Liberty Street

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Live/Work Dog Training FacilityFall 2003 Final ProjectThe University of Michigan

Professor Julie Larsen

Downtown Ann Arbor, MI

Page 4: School portfolio 2006

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The typical dog trainer has many issues to deal with, which include the following list. Teaching several dogs at the same

time in the same place is a problem. So the solution would be to have one-on-one consultations. There needs to be adequate space

to accommodate entire families for those pet owners who want all family members to be present. It is important for those people

who deliver the commands to the dog to be trained in this area. Also, if two dogs from the same family have different problems,

which can be an issue, then two separate consultations should be scheduled. Thus, a sufficient amount of individual rooms is

important. (www.universitydog.com) It is important for the trainer to teach both the owner and dog to work together, so again,

sufficient space is important. Group classes are not helpful with problems such as aggression, jumping up, whining, bolting,

inappropriate marking, excessive barking, shyness, digging, chewing, biting, and running away. This statement is yet another reason to

emphasize the criticality of separate training rooms. (www.doganswers.com) It is also important to keep in mind that puppies have

short attention spans and need to rest frequently, so trainers would need to be able to work with them for short periods of time.

Breaks could be taken with puppy clients and other clients would be seen in the interim time. A staff of receptionists who either

have an education in the training area or who can take messages for these people would be necessary. And finally, as a side note,

pet owners should know that a dog at ANY age could be trained, even those older dogs over the age of five.

The dog trainer or animal behaviorist should ask each client the following questions (as

determined by animal behaviorist Colleen Paige):

A) How much time does the owner have to spend with the dog?

B) What are the specific exercise requirements for the breed?

C) What personality type does the dog have?

D) What is the health/family/mental health history?

E) Is the dog shy and withdrawn or dominant and aggressive?

(www.universitydog.com)

The most important tool in this profession is love. Dogs should be trained with love and praise. Tools that are not as

effective and/or morally wrong include: treats, physical punishment, instilling fear or intimidation in the animal, and using specific

collars or discipline devices. Colleen Paige (dog behaviorist and trainer) claims that choke collars should not be required, though

they are not inhumane. They are just plainly, unnecessary. Clicker training, another method, is also not as effective as hand

signals and positive reinforcement. It can be such a tool in that food is used as a bribery tool like treats for good obedience. It is

an inappropriate choice because dogs tend to ignore their owners when there is no treat involved or if they are not hungry. Clicker

training can also involve using alternative remarks to the word "No," usually non-English remarks, which just don't make sense. The

dog should understand the same language the owner understands. The word "No" is an effective tool.

The school's program is strictly for obedience training. K9 police dog training and show lessons would not be part of the

plan, due to the limited space on the site.

Site

Alley

Parking Garage

Washington

Ashle

y

Liberty

First

Ra

ilroa

d

The Site

Page 5: School portfolio 2006

Schematic Photomontage

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Program Collage

My design for this space involves two spaces. One of the spaces is circular and is designed to guide the dog through his obedience

training. The other space is central and a play area, as well, with varying heights and widths. It is designed to allow the dog to

choose where he wants to go. Clients would park in the existing parking structure that is attached to the site.

Design is based on the irregular twisting movement that simultaneously occurs when a dog rolls over.

Sectional Parti DiagramStudy model

Ramp = Space where

movement through the

building happens

Thickened areas

= space divided

into programs

Play area peaks

through ramping

space

Page 6: School portfolio 2006

Study Model

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Final Model in Site

Physical Model South Elevation

Physical Model East Elevation

Physical Model North Elevation

Physical Model West Elevation

Page 7: School portfolio 2006

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1 Office

2 Bathroom

3 Bedroom

4 Living Room

5 Play Space

6 Classroom

7 Kitchen

8 Dining Room

9 Waiting Room

10 Closet Space

First Floor Plan

Second Floor Plan

Third Floor Plan

Section BB

Page 8: School portfolio 2006

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East Elevation

South Elevation

Sectional Axonometric

Page 9: School portfolio 2006

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Detroit Automotive Archival LibraryWinter 2004 Final ProjectThe University of Michigan

Professor Melissa Harris

Detroit, Mi

Photomontages The Site

Detroit Public Library is across Library

Street from the site.

The original Detroit Public Library was built in 1877 in Detroit's Old Centre Park. In 1931 the new building was completed and the

old demolished. The Library has a decorative copper roof and cornice and fits its triangular site. The entry of the building is on a

mezzanine level, raised above the rest of the ground floor plan and the windows are steel framed in an industrial blue color. The

new public library is much smaller than the original library and the automotive archival area is inadequate. Translating the

integrity of the existing library to the design proposal for the Automotive Archival library is important.

Page 10: School portfolio 2006

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Detroit Public Library Ground Floor Plan Site Analysis Diagram

Site

Libr

ary

Stre

et

Gratiot

Farmer

people mover

Site Analysis Diagram 2

Interpretational Analysis Diagram

Radial and orthogonal grids translate to a rotational

interpretation of the site.

Page 11: School portfolio 2006

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Study Model 01 in Site Study Model 03 in Site

Roof Plan of Study Model Rotational Elevation Diagram

Study Model 02

Library Model, First Rendition, Skeletal Structure

Page 12: School portfolio 2006

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Interior Rotational Space Study ModelLibrary Model, First Rendition

Section AA, First Rendition, Ink and Pencil Drawing on Vellum

Second Floor Plan, First Rendition, Ink and Pencil Drawing on Vellum

U.

U.

U.

U.

Ground Floor Plan, Final Rendition, In Site

Page 13: School portfolio 2006

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Third Floor, Final RenditionFirst Floor, Final Rendition

U.

U.U.

Scale 1/16" = 1'

U.

Scale 1/16" = 1'

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U.

D.

D.U.

Second Floor, Final Rendition

D.U.

D.

U.

D.

Scale 1/16" = 1'

D.

D.U.

Scale 1/16" = 1'

Fourth Floor, Final Rendition

Page 14: School portfolio 2006

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Fifth Floor, Final Rendition

Sixth Floor, Final Rendition

U.D.

D.

D.

Scale 1/16" = 1'

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D.

D.

D.

Scale 1/16" = 1'

Page 15: School portfolio 2006

Wallenberg 2005 Studio Competition: Material Resistance The University of Michigan

Adrian Blackwell

Intermodal Byproducts

Detroit, Michigan

"Detroit is planning to strategically intensify its

position as an intermodal transportation hub. This

transfer point between trucks and trains is required to

accommodate the rapidly increasing trade between

Canada and the United States. In 2001, 23 percent or

$80 billion of the total surface trade between the

two countries ($347 billion) crossed the border

between Detroit and Windsor, making it the busiest

single border crossing in the world. However despite

all this economic activity within its boundaries, the

City of Detroit has so far found it difficult to derive

substantial economic benefit from this phenomenon.

This studio asks how can the rapid mobility of goods in

the capitalist world system, which left Detroit

stranded without employment by the end of the 1960`s,

be used today to benefit the local space of the city?

The project to make a larger intermodal terminal in

Detroit has a number of possible desired effects. At a

continental scale, it will increase the efficiency of

transportation within the United States and Canada,

allowing more products to move easily over long

distances by train, saving fuel, minimizing pollution and

helping to relieve congestion on the highway system.

At the local level, it will provide jobs and capital to

stimulate growth, while facilitating the renovation of

a section of the city surrounding the terminal.

However the project also may have significant

secondary effects which seem less desirable. It will

intensify active breaks in the city fabric and displace

existing housing and industry. Detroit is already

fractured by a set of lines that cross its fabric,

separating neighborhoods and conveniences from one

another. Socially, Detroit is the most divided city in

the United States, and as a result it also suffers

from more violence than its Metropolitan counterparts.

These social separations are dynamically related to

physical separations within its fabric. Industries and

railways that once served as magnets of employment

are now empty and underused wastelands, fragmenting

the city into disconnected spaces. The intermodal

terminal has the potential to be yet another

mega-project of urban renewal, jumping scales to

provide benefits and effects at the regional scale,

without significantly improving the local economy."

-- Adrian Blackwell

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Page 16: School portfolio 2006

Site Plan Current Conditions: Figure v. Ground Plan Current Conditions: Vacancies When experiencing this detroit site,

which is enclosed by the railroad

crossing and the busy road

livernois, it is clear that this

mostly residential site is mostly

vacant. An industrial site exists

in the narrowest part of the site

and a railroad intermodal property

(or junkyard) is located on the

otherside of Livernois. What is

lacking in this site is Community.

To create community in such an

unusual residential space, though

typical for Detroit, there is a need

for multiple-unit housing buildings,

shared spaces for recreation, a

solution to combat environmental

issues occuring due to homeowners

living next to an industrial site,

and an organization to the site

that allows for all of these ideas

to interact and promote better

health for the inhabitants. The

addition of poplar trees will

densify the site to create

beautiful outdoor spaces that will

clean the industrial toxins in the

soil. The trees will also act as a

buffer to diffuse the noise

emmitted from the in-use railroad

tracks.

Erasing Discontinuities

Creating Community

Front View Multi-Housing Building Back View Multi-

Housing Building

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Page 17: School portfolio 2006

Ground Floor Plan First Floor Plan

Second Floor Plan

Elevated multi-unit Housing will allow for residents to be aware of their outdoor surroundings and parking

under the buildings so that space is used efficiently. There is a laundry room and communal space (for

game playing, gathering, party holding, etc.) to allow residents to spend recreational time together and

gain the sense of community. Having a central gathering space for the building on the first floor creates

an awareness of the public outside. Safety is an important element of community. The poplar trees run

through the entire site, complemented by the organic tree-like columns surfacing through the buildings.

The buildings are covered entirely in green roofs, which provide for personal balconies for each unit and a

shared recreation space on the backside of the buildings.

U

U U

U

Railroad

1" = 74' Communal Space Laundry Room 1" = 74'

Living Room Kitchen

Dining Room

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D

D

1" = 74'

5' 20'

Den Bedroom

Bedroom Bedroom

Bathroom

Section

housing Perspective Housing Front Entrance

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Page 18: School portfolio 2006

Section

Construction Detail ModelMaterial Connections Single Unit Model Sectional View

Single Unit Model Back Perspective Single Unit Model Front Perspective

5' 10' 20'

Interior Perspective of the

Hallway and Stairwell Housing Back Entrance

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