Download - Portfolio
J O C. .oan Livero oncepts
A & Prchitecture ortfolio
Table of Contents
Manifesto..............................................................................................................................2
Skills and Recognition........................................................................................................3
Cochiti Pueblo Language Canter......................................................................................4
ConDocs.............................................................................................................................12
Re-Imagining Shelburne Road - 4our Districts............................................................18
Norwich University Architecture Hall...........................................................................24
Project C.E.S.E.R..............................................................................................................30
Water Media.......................................................................................................................34
Other Works.......................................................................................................................36
Contact Information
Joan E. OliveroEmail: [email protected]
This portfolio is a collection of some of the works I have partaken in during my tenure at the Norwich University School of Architecture and Art. It is in chronological order commencing with my most recent project to earlier
projects that helped mold my capabilities as a designer. Throughout the portfolio you will also notice some of the art I have created, as to show versatility in media usage. Feel free to look through my portfolio and contact me with any questions, concerns, or career opportunities you may have. My resume is available upon request.
Manifesto
2
What is architecture? In simple architecture is forever. Meaning it is, has always been, and will always be one of man kinds greatest innovations. Without architecture we, as a society, do not have life.
Architecture can help thriving societies exceed not only economically, but emotionally as well. Architecture is the happy medium between art and science. Architecture is a way of life. Architecture is forever.
Skills and Recognition
3
SketchUp
Artlantis Renderer
AutoDesk Revit
AutoDesk AutoCAD
Photoshop
Illustrator
InDesign
Microsoft Office
Model Making
Painting
Charcoal
Graphite
Watercolor
Photography
Printmaking
Town of Shelburne, VT Planning Commission:
- Re-Imagining Shelburne, VT “4our Districts” project selected top five for presentation public presentation.
Norwich University Chameleon:
- “Who Am I? Me vs. Me” received special recognition as an Outstanding Achievement in Art. It demonstrated Americanization and identity struggle.
Cochiti Pueblo Language Center
Fourth Year Spring 20114
The Cochiti Pueblo Native Americans are a small group of about 1,200 people contained within approximately 54,000 acres of land in Pueblo de Cochiti, NM. These Native Americans, like many, are worried about losing their culture and language. This particular group has been affected the most by society than any of the other Pueblo Native Americans, twenty others exist, primarily due to their reliance on
plumbing, electricity, and above all radio and television exposure.
The Language Center was about 16,000 sq. ft. and had to be placed on an awkwardly shaped 20,000 sq. ft. site. This required a design solution that had to be resolved. The solution was to break up the building into three separate structures, each serving for a different function; they would then be tied together through one single roof system. The southern-most building was to house classrooms, a lounge, and
a library; this would be the area designated for adolescents, and young adults. The center building was the multipurpose room for town meetings and gatherings. It also functioned as a gym and cafeteria. The eastern-most building featured a day-care, offices, a nursery, a staff lounge, and a waiting area; this area was intended for the younger children and the staff who could watch over them. The multipurpose room also served as a boundary between the different age groups. The southern space featured an old cottonwood tree that could not be cut down and designated the site boundary; it also provided shade into the multipurpose room. Each building also featured straight trajectory exits, meaning from either two buildings the occupant could have a straight view from the entrance of the first building to the exit of the second building. This allowed for more linear circulation and a way for people to keep an eye on what is going on in other areas of the building.
The building was primarily constructed of reinforced concrete and reinforced concrete beams to support the concrete slab ceiling structure; it also featured curtain walls. The roof system had an all around four feet overhang, except along the southern buildings where at it’s furthest it’s 17.5 ft. in order to keep proportionality along the ground slab. Reinforced concrete was chosen as the primary structure due to the
areas hot arid climate. This would provide the thermal massing desired, while the large overhangs provide the shade needed around the curtain walls, as to not allow concentrated heat build up inside.
*First major project using Autodesk Revit
Cochiti Pueblo Language Center
Fourth Year Spring 2011 5
Cochiti Pueblo Language Center
Fourth Year Spring 20116
Cochiti Pueblo Language Center
Fourth Year Spring 2011 7
1’ 16’
1’ 16’
1’ 16’
North/Longitudinal Section
North Elevation
South Elevation
Cochiti Pueblo Language Center
Fourth Year Spring 20118
1’ 16’
1’ 16’
1’ 16’East/Transverse Section
West Elevation
East Elevation
Cochiti Pueblo Language Center
Fourth Year Spring 2011 9
1’ 16’
Plan
MultipurposeRoom
Fourth Year Spring 2011
Cochiti Pueblo Language Center
10
Roof Membrane
DeckingDimensional Lumber
Concrete Beam
Thermal Air Space
Rigid Insulation
Anchor
4” Poured-in-PlaceConcrete Panel
CMU
Flashing
2x16 P.T. Wood
2x10 P.T. Wood Sill2x8 P.T. Wood
Dimensional Lumber
Metal Furring
Caulking
Vertical Reinforcement
Gravel
Footing
1/2” Rebar 2’1/8”
Wall Section
Summer Solstice 6PM
Winter Solstice 9AM
Fourth Year Spring 2011
Cochiti Pueblo Language Center
11
1’ 32’
Site Plan
Teen Play Area
Child Play AreaMultipurpose Room
ConDocs
Fourth Year Spring 2011
These construction documents represent the stairs that were to be originally implemented into the Cochiti Pueblo Language Center. As with all design developments things change. Though the stairs
were completed the design for the center worked better as a one-story building. Not only would it be more handicap friendly/accessible, it would also eliminate the cost and maintenance that comes with an elevator.
The stairs were made up of poured-in-place concrete, from the bottom step to the first landing. Then it would take a ninety degree turn up to the second floor, and that portion was to be constructed of
steel framing.
12
ConDocs
Fourth Year Spring 2011
1’ 8’
Plan
13
1 1/2” x 1 1/2” Steel Bar Guardrail Top
2” dia. Steel Pipe
Poured-in-Place Concrete Stairs
1/2” dia. Curved Steel Pipe
2x12 Treads5’x3’x1 1/2” Steel Floor
MC 12x50 Steel Stringer
Steel Channel 3’0” O.C.
11T @ 11”
4T @ 11”
5’ - 0” 9’ - 10”
0’ - 2”
3’ - 0”
3’ - 8”
0’ - 2”
3’ - 0”
R3A-04
D3A-04
ConDocs
Fourth Year Spring 2011
1’ 8’
Elevation A1’ 8’
Elevation B
14
MC 12x50 Steel Stringer
1 1/2” x 1 1/2” Steel Bar Guardrail Top
3/4” x 3/4” Steel Bars 3 1/2” O.C.
W10 x 12 Beam
2” dia. Steel Pipe
1/2” dia. Curved Steel Pipe
Poured-in-Place Concrete Stairs
R1A-04
3’ - 6”
3’ - 4 1/2”
0’ - 9” 0’ - 10”
9’ - 11”
4’ - 9 1/2”
18’ - 11”
3’ - 3”
3’ - 0”
3’ - 0”
0’ - 7”
0’ - 7”
0’ - 7”
0’ - 7”
0’ - 7”
1 1/2” x 1 1/2” Steel Bar Guardrail Top
1/2” dia. Curved Steel Pipe
2” dia. Steel Pipe
2x12 Treads
3/4” x 3/4” Steel Bars 3 1/2” O.C.
0’ - 1 1/2” Typical
0’ - 5 1/2” Typical
0’ - 3 1/2” O.C. Typical
3’ - 6”3’ - 0”
0’ - 8 1/2”
1’ - 9 3/4”6’ - 10”
R2A-04
Fourth Year Spring 2011
ConDocs
1’ 8’
Section A1’ 8’
Section B
15
2” dia. Steel Pipe
5’x3’x1 1/2” Steel Floor9” Concrete Slab
W10 x 12 Beam
Steel Plate w/ 1” dia. bolts and 1/2” dia. screws
2x12 Treads2x8 RisersPoured-in-Place
Concrete Stairs
MC 12x50 Steel Stringer
3/4” x 3/4” Steel Bars 3 1/2” O.C.
1 1/2” x 1 1/2” Steel Bar Guardrail Top
0’ - 9”
9’ - 11”
5’ - 1”
18’ - 1”
3’ - 0”
3’ - 3”
3’ - 0” 3’ - 6”
2’ - 11”
0’ - 5 1/2” Typical0’ - 1 1/2” Typical
0’ - 7” Typical
D1A-04
2” dia. Steel Pipe
1 1/2” x 1 1/2” Steel Bar Guardrail Top
1/2” dia. Curved Steel Pipe3/4” x 3/4” Steel Bars 3 1/2” O.C.
5’x3’x1 1/2” Steel Floor
0’ - 7” Typical
0’ - 5 1/2” Typical0’ - 1 1/2” Typical
MC 12x50 Steel Stringer
2x12 Treads
W10 x 12 Beam
3’ - 0”
0’ - 1 1/2”0’ - 2”
9’ - 11”
D2A-04
Fourth Year Spring 2011
ConDocs
16
MC 12x50 Steel Stringer
5’x3’x1 1/2” Steel Floor
2x12 Treads
2x8 Risers
Steel Angle
W10 x 12 Beam
Steel Plate w/ 1” dia. bolts and 1/2” dia. screws
9” Concrete Slab
0’ - 7”
5’ - 0”
0’ - 7”
0’ - 11” 3’ - 7 1/2”
0’ - 9”
D1 Beam Connection and Top Landing to Tread ConnectionScale: 1” = 1’ 0”
D3 Stringer/Carriage ConnectionScale: 1” = 1’ 0”
Handrail
Guardrail
2x6 Wall Stud
Steel Channel 3’ 0” O.C.
0’ - 11”
0’ - 2”
0’ - 6”
D2 Beam ConnectionScale: 1” = 1’ 0”
9” Concrete Slab
W10 x 12 Beam
MC 12x50 Steel Stringer
5’x3’x1 1/2” Steel Floor
Steel Angle w/ 1” dia. bolts and 1/2” dia. screws
0’ - 9”
3’ - 0”0’ - 6”
0’ - 1 1/2”
Notes:Beams are to be bolted at connections. Steel angles are to be used at the concrete landings. Top landing to be a steel floor connected to top riser by steel angle. Steel channels to be placed 3’ - 0” O.C.
Fourth Year Spring 2011
ConDocs
17
R1 Handrail Spacing and ConnectionScale: 1” = 1’ 0”
1 1/2” x 1 1/2” Steel Bar Guardrail Top
3/4” x 3/4” Steel Bars 3 1/2” O.C.
Concrete Stairs
1/2” dia. Curved Steel Pipe
2” dia. Steel Pipe
3’ - 0”
0’ - 2” 3’ - 0” 0’ - 3 1/2” O.C
R2 Railing SpacingScale: 1” = 1’ 0”
3/4” x 3/4” Steel Bars 3 1/2” O.C.
2” dia. Steel Pipe
1 1/2” x 1 1/2” Steel Bar Guardrail Top
0’ - 3 1/2” O.C
3’ - 0”3’ - 6”
R3 Handrail to Guardrail ConnectionScale: 1” = 1’ 0”
2” dia. Steel Pipe
1/4” dia. Handrail Support Curved Steel Pipe
1 1/2” x 1 1/2” Steel Bar Guardrail Top
0’ - 2”
0’ - 1 1/2”
0’ - 11”
1’ - 4” O.C.
Notes:Railings are to be connected onto stringers by welding. Handrail supports to be curved and welded to the guardrail. Top of guardrail to be welded to the bars. All corners and connec-tions to be welded an then smoothed out.
Fourth Year Fall 2010
Re-imagining Shelburne Road - 4our Districts
Re-Imagining Shelburne Road was a project based on a two-miles stretch along route 7 in Shelburne, VT. It was a town planning project that posed the question as to how the town
can get more tourists to visit it and actually stay. The town has three attractions that brought revenue and tourists into it but after their short visit they would leave and take their money elsewhere. Lodging was at a minimum and what was there was small and unattractive. The Planning Commission personally requested our suggestions to fix this issue.
4our Districts, a play off “For Our Districts,” was the solution undertaken for this project. Originally called “Amusing Shelburne” the project focused on theme parks and amusement
parks. How do these places attract and order their facilities in order to obtain tourists/guests? How do they attract all age groups? These were some of the questions I asked myself.
After an analysis of multiple theme/amusement parks a consensus was brought forth. Most of the parks had a basic idea of orienting their features from gentle rides, to the
thrill rides, to the roller coaster rides somewhere in the middle. In order to achieve this I broke up the two mile strip into four separate districts. Each one supporting an aspect of the amusement park study.
From either the North or South entrance residents/guests would venture into a “gentle” district; these districts were the Housing and Gathering districts, respectively. After it
would progress into the “thrill” districts; these were the Recreational district and the tail of the Shopping district, where it was essentially a spot for farmers markets and/or a recreational park area. Finally, the occupants would reach the “roller coaster” district; this was the shopping district which would by far be the busiest and most involved.
The house district featured affordable housing for lower income families. Each house carried three apartment units for a total of sixty-three families. This area also features the
“theme” part of a theme park.
The recreational district featured hotels, restaurant, tennis courts, a pool, a gym, and beautiful scenery. It also had a trail that led across the railroad to a lovely view of Lake
Champlain.
The shopping district featured businesses, small and big, more restaurants, a park/farmers market area and an homage to Church Street, a shopping street in the adjacent town of
Burlington, which has a church at the end of the street.
The gathering district was a massive park area for community meetings, celebrations, and concerts. It also featured a building for indoor meetings and a stone bridge.
18
Fourth Year Fall 2010
Re-imagining Shelburne Road - 4our Districts
Housing District
19
Fourth Year Fall 2010
Re-imagining Shelburne Road - 4our Districts
Recreational District
20
Fourth Year Fall 2010
Re-imagining Shelburne Road - 4our Districts
Shopping District
21
Fourth Year Fall 2010
Re-imagining Shelburne Road - 4our Districts
Gathering District
22
Fourth Year Fall 2010
Re-imagining Shelburne Road - 4our Districts
Housing District Plan
Shopping District Plan
Recreational District Plan
Gathering District Plan
23
Norwich University Architecture Hall
Third Year Spring 2010
Paranoia and proxemics were the two major factors the NU Architecture Hall was based on.
The point of the project was to show the “good,” the beauty, in the “bad,” the ugly. The building was approximately 67,000 sq. ft. total, spread out through four floors. It was to be located on Payne Mountain and would use the slate from an adjacent quarry for its exterior facade.
The building had a central circular break up that was open to below and staggered, creating an
oculus. The light would come through the glass roof structure and beam down from the top floor to the bottom floor. As the day progressed the light would track through the first floor giving the sensation that the occupant is always being watched commemorating the sense of paranoia. Proxemics was practiced by only allowing an average of fifteen students per room and allowing them to have at least a three foot radius of space freeing up their personal bubbles substantially.
The roof structure was largely inspired by the Fiera Milano glass structure. The building would
be made up of steel frame construction and a slate facade. It was to be circular through a birds-eye view, or roof plan, but each floor was only a quadrant of the circle.
Fiera Milano structure
24
Third Year Spring 2010
Norwich University Architecture Hall
25
Norwich University Architecture Hall
Third Year Spring 201026
Third Year Spring 2010
Norwich University Architecture Hall
27
Third Year Spring 2010
Norwich University Architecture Hall
1st Floor Plan 2nd Floor Plan
3rd Floor Plan 4th Floor Plan
4’32’
4’32’
4’32’
4’32’
Open to Below
Open to Below
Open to Below
Open to Below
28
Third Year Spring 2010
Norwich University Architecture Hall
Nailing
Slate Facade
Horizontal I Beam
1” Air Space
1” Rigid Insulation
Gypsum Board
I Beam Column
Concrete Footing/Foundation
2” Rigid Insulation
4” Pea Gravel
6” ConcreteSlab
Concrete Truss1” CompositeSteel Decking
West/Longitudinal Section
South/Transverse Section
4’32’
4’32’
Wall Section
2’1/4”
29
Project C.e.s.E.r
Third Year Fall 2009
Project C.E.S.E.R, Community Emergency Shelter for Evacuated Residents, was located
by the bank of the Winooski River in Montpelier, VT. At the site there was an abandoned building that would be demolished and a railway turntable that needed to be incorporated into the project. The project was about 30,000 sq. ft. and it’s occupants would be Vermont residents in need of shelter due to unforeseen tragedies that rendered their living spaces useless. The project included twelve transient rooms, a day-care, personnel offices, a place of worship, a garden area, a nursery, a cafeteria, and more. All of these spaces had predetermined adjacencies and had to be figured out in the layout. The buildings structure was made up of steel frame construction with a brick facade.
The solution chosen, in which to incorporate the railway turntable to the building, was to create
an elliptical garden area that not only complimented the angle of the railway but also carried a familiar shape related to a circle. This created a long spacious garden area that allowed various activities to take place. The garden area also faced south in order to maximize light and heat exposure. The building also featured a cantilever along the West and North sides of the building to allow for miscellaneous activities to take place, essentially adding an extra space. It would also allow for occupants to have a “framed” view of the Winooski River.
Turntable Shown/Site Plan
30
Project C.e.s.E.r
Third Year Fall 2009
Northwest Section
Northwest Elevation
Southeast Elevation
18’2.25’
18’2.25’
18’2.25’
31
Project C.e.s.E.r
Third Year Fall 2009
Southwest Elevation
Southwest Section
Northeast Elevation18’2.25’
18’2.25’
18’2.25’
32
Project C.e.s.E.r
Third Year Fall 2009
1st Floor Plan
2nd Floor Plan
Metal CapMembrane
20 yr. BondedBuilt-Up Roofing
Anchor
Steele Angle Weld
Insulated 1’ ribbed concrete slabs
HVAC
Hanging Ceiling
Wood furring stripcreating buffer space
Gypsum Board
Vertical Reinforcement
Lateral Reinforcement
Polystyrene Foam
Web Reinforcementresist diagonal tension
Tensile Reinforcement
Steel dowels anchorcolumn to footing
18’2.25’
18’2.25’
Wall Section
2’1/4”
33
Water Media
34
Water Media
35
Other Works
36
Other Works
37
Thanks for Reading and your Time
Architecture Is Forever.....