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JESSICA BRISTOWARCHITECTURE PORTFOLIO

www.jessicabristowe: bristow.jessica@gma

p: 210.41


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ESSICA BRISTOWcurriculum vitae

www.jessicabristowe: bristow.jessica@gma

p: 210.41

experienceeducation

recognitionproficiency

Rensselaer Polytechnic Institute | Troy, NYSchool of Architecture

Bachelor of Architecture / Psych. Minor

Cumulative GPA : 3.66/4.00August 2006 - May 2011 [expected]

Roosevelt High School | San Antonio, TXSumma Cum Laude / Valedictorian

Cumulative GPA : 102.2/100August 2002 - May 2006

Thesis ResearchEasy Like Water : Re-coupling Culture and Nature

in the Bangladeshi Sundarban Impact Zone

Study Abroad | New York, NYCenter for Architecture, Science and Ecology @

kidmore, Owings, and Merrill | www.case.rpi.edu

IDP : 870 training hours

Computational DesignRhinoceros 4.0, Grasshopper, Maya, AutoCAD,

Revit, 3D Studio Max, Sketchup, V-Ray,MicroStation, Ecotect, WeatherTool,

References & PortfolioWill be forwarded upon request, supplemental material available on personal web site: http://jessicabristow.co

RPI Deans ListFall 2006 - Present - Maintained overall grade pointaverage above 3.00

Deans Advisory CouncilSchool of Architecture - chosen to represent peers inbi-semester meetings with Dean Evan Douglis

Project ArchivesMultiple works selected for archiving process within theSchool of Architecture

American Institute of Architecture Students [AIAElected co-President in 2009, historian in 2010Member since 2006

McKinney Contest 2009Third place contest winner for undergraduate essay /drama submission entitled : Demios & Cracius aredead...or are they?

Garza Bomberger & Associates | San AntonioMay 2006 - Present www.gbarcArchitecture intern throughout summer and winter mon

working on all aspects of design from schematic desithrough construction documents. Projects includeeducational, residential, medical, and marketing/grap

Experimental Media & Performing Arts Center[EMPAC] | Troy, NYAugust 2008 - January 2009, January 2011 - PresentBox office staff member : daily ticket sales and variousperformances

Center for Architecture, Science, and Ecology

SOM [case] | New York, NYFall 2009, advanced undergraduate research assistantAssisted graduate student in researching sustainabletechnologies and emerging materials to inform designspecifically within active hydroponic phytoremediationsystems and built form,

Fabricationser cutting, CNC Mill, Basic power tools, Vacuum

form machine, 3D printing technologies, Modelmaterials : chipboard, cardboard, Plexiglas,

foamcore, wood, museum board, high-densityfoam, matboard, plaster, polyurethane, etc.

Multi-MediaIllustrator CS4, InDesign CS4, Photoshop CS4,

Dreamweaver CS4, Microsoft Office, Visual Basic2010, Windows and Mac OSx

LanguageEnglish, intermediate Spanish, beginner Italian


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LOBBYKITCHEN

MULTI-PURPOSE RM.

PARKING

GALLERYGALLERY

BACKOF

HOUSE

LECTURE

HALL

THEATER

LOBBIES

SUPPORTLOADING

MEETING ROOMS

OFFICESADMIN. LOBBY

SERVICES

RESTROOMSLIBRARYCAFE

PARKING

PARKING

WOVEN INTERACTIONABUJA, NIGERIA

SPRING JESSICA BR

he site and building design, entered in Lyceum Competition 2010,

ncorporates the movement and culture of the site; pulling in the market-goers

nd local pedestrians as well as providing an open public space for the future

rban growth of the rapidly-forming city. A non-hierarchical organizationenerated by the context and conditions of the site, based on a weaving

hree-dimensional matrix, is applied programatically and formally. This

ntegrates the building and landscape and creates a continuous flow across the

ite and throughout the building. This symbolic and dynamic composition of

paces will create a navigable forum for the sharing of culture, knowledge, and

ubsequent global advancement.

he Nigerian people have little in common aside from their nationality, and it is

ritical that the overall design of the project provide a level playing field that

eferences Nigerian culture while providing a progressive center in which to

elebrate these cultural differences without excluding particular groups -

eligious, political, or otherwise.

1 2 3 4

PERSPECTIVAL SECTION | VERTICAL CIRCULATION, INTERIOR RAMPS, & CONNECTION TO EXTE

SLOPE

UP

SLOPE

UP

SLOPE

UP

SLOPE

DOWN

SLOPE

DOWN

SLOPE

DOWN

TICKETING COUNTERKITCHEN / GATHERING SPACE

MULTI-PURPOSE ROOM

LIBRARY

GALLERY SPACE

ADMINIST

THEATER LOBBY

SUPPORT SPACE

CONNECTION TO

AMPHITHEATER

GALLERY SPACE

& GENERAL USE

OFFICES

CAFE

N


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BALTIMORE LAW SCHOOLBALTIMORE, MARYLAND

BUILDING

BUILDING

ATRIUMPROGRAM

SOCIAL SPACE |NEIGHBORHOOD

CIR CULAT ION

he practice of law is based on a foundation of privacy, while simultaneously reaching out to the

ocial dimensions of human interaction and client representation. In the realm of education,

owever, there needs to be an open interplay between students, professors, and the subject of

aw itself, while maintaining the sense of monumentality and prestige vital to the profession. Thisrogrammatic contradiction necessitates varied learning environments with specific spatial

mplications. The profession of law has intensely spatially defined conditions based on

rogram; an educational facility has the ability to expose these otherwise concealed processes.

he individual components that form a law school include - law as a profession, law as a

ystem, education, libraries, and courtrooms. Each program has specific needs, creating

ndividualized blocks. These blocks can be seen as a synthesis of semi-autonomous entities,

ot a series of fully autonomous stacked buildings. This assembly of building blocks comes

ogether to form one building, the cohesion of which is the atrium. The interactions of the

rogram blocks form the main circulation spaces, which span the void of the atrium. The atrium

nd circulation work together to form an internalized urban condition that is maintained within the

ontext of the building. Rather than engaging the larger urban fabric of Baltimore, the atrium

orms a series of interactions and engagements vital to the learning environment. Social spaces

ormed by the negatives of the shifting blocks create a positive void space, increasing light,

entilation, and social interactions.

While the atrium is the social cohesion of the whole, the structure results in a literal cohesion. The

ndividual blocks always have ties back to a primary structural system, while secondary and

ertiary systems differentiate the programmatic blocks. This drives the shifting of the programs

nd allows for an open, light, atrium space. The faade is also pivotal in the differentiation of

he volumes. The faade of each block is determined by the needs of each program, while theperable faade of the atrium promotes social space through light and ventilation.

his project was designed in collaboration with another student in

he Design Development studio at RPI. The original design of the

uilding was a competit ion entry by Behnisch Architekten. The

roject is a 13-story Law School that includes classrooms, moot

ourtrooms, rooftop terraces, and a central atrium throughout i tsntire height. We reassessed the original design and concepts of

he f irm and then redesigned the project to meet our project

tatement concepts before working through all of the design

evelopment drawings, producing a DD set. Below is our Project

tatement that was developed in the beginning of the semester and

dhered to throughout the following months.

CLASSROOMS

LIBRARY


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