B S A S _ 1 2 _ U n i v e r s i t y o f I l l i n o i s U r b a n a - C h a m p a i g n

r o b e r t a n d r e w b a kwork samples

I am endlessly curious about the world around me. I believe in deep reflection on human experience and my striv-ing goal in life is to make that experi-ence better for everyone. The work presented in this portfolio germinates from this contemplative mindset. Deci-sions for our built environment should be based on thoughtful sensibilities for all those our designs impact bring-ing together numerous perspectives to holistically understand the problem. I am an observer, listener, and par-ticipant; all of which both conscious-ly and subconsciously shape and broaden my point-of-view, empatheti-cally influencing my design solutions.

robert bak design

contentsP a r i s M a r k e t L a b C o m p e t i t i o n

S a f e B o x W o r k s h o p

B l a c k B o x T h e a t e r

P r i m a r y P l a t f o r m s

P a r k l a n d C C A P I F

Tr a v e l S k e t c h e s

D e t a i l s

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market labP a r i s , F r a n c eC u l i n a r y S c h o o l /R e s t a u r a n tWe sought to answer the ques-tion of how a shared functional relationship could by day be experimental culinary school, and by night high end gastro-nomic dining experience. We proposed contemporary archi-tecture in the historic city context but maintained the ‘layer cake” typology of Paris. Split-level din-ing areas wrap around and fo-cus toward the kitchen space as an open theatrical experience.

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safe box workshopP o r t - a u - P r i n c e , H a i t iS c a l a b l e O r p h a n a g e

We envisioned a repeatable model for an orphanage based on a modu-lar unit adaptable to any sized proj-ect. The two-phased construction initially consists of a quick shelter to meet immediate needs and to protect users from the elements during the construction process, while Phase II establishes the per-manent future of the orphanage as a lasting, nurturing environment.

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black box

The challenge of this project was to create a the-ater sensitive to the scale of its surroundings, while maintaining a strong visual precense to distin-guish itself. This was accomplished first through the choice of the flexibly arranged black box the-ater to draw many different types of small the-ater companies. Next to economize space within the tight confines of the urban space we drew in the building’s footprint to give back public green space to the dense neighborhood. This welcom-ing of the neighborhood will encourage engage-ment with the community for years to come. From here the program stacked vertically to extend the urban sculpture upwards, floating the black box over the transparent public space below blurring the line between interior exterior; public/private.

P a r i s , F r a n c e2 5 0 S e a t T h e a t e r

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primary platformsP a r i s , F r a n c eP r i m a r y S c h o o l

Ecole primaire is located in Paris 13th on a slop-ing site which transitions from cityscape to public park. This project seeks to provide a nourishing, collaborative environment for students to reach their full potential appealing to a child’s core necessi-ties: learning, eating, and playing. The first move cuts into the platform site creating dropped levels and platforms. This takes the ‘ground’ out of play-ground by creating rooftop play spaces as well as opens views to green space to the south and the internal courtyard. Studies have shown this visual connection adds positively to a child’s classroom ex-perience. The building occupies the entire site and spreads functions to facilitate travel within the build-ing throughout day, physically and visually connect-ing all levels of students, fostering a school identity.

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This project attempts to be a place of cultural ex-change within an international collegiate learning environment by allocating spaces which foster dis-cussion and places of rest for meeting. Another aspect of the school environment is feeling con-nected to the various transparent functions within the school visually and spacially. The shop envi-ronment compared to the general classroom, while both being learning spaces, have very different func-tional requirements and therefore behave differently through position and materiality. A fluid relationship between the hangar and shops exists, thus the cir-culation space to the shops lies within the hangar itself unifying the spaces and creating a direct re-lationship. The shops have the potential to be fully open on to the hangar and to the engagement court for ease of movement of materials or be closed off for a more intimate learning and working space. Thermal and passive heating strategies played into the alignment of the classroom and office block wing that hinges away from the rest of the pro-gram. It is aligned on an east west axis with full southern exposure to provide the most consistent daylighting and solar gain throughout the year.

parkland CC APIFW i l l a r d A i r p o r tC h a m p a i g n , I LH a n g a r S h o p s C l a s s O f f i c e

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travel sketches

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details

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r o b e r t a n d r e w b a k educationU n i v e r s i t y o f I l l i n o i s a t U r b a n a - C h a m p a i g n Bachelor of Science: Architectural Studies expected graduation: may 2012 Edward C. Earl Prize in Architecture spring 2011 Ecole d’Architecture de Versailles (Versailles, FR) 2010 - 2011

work experienceM a r s E q u i t i e s , I n c . [ property management assistant] summer 2010 & 2011 Completed maintenance projects at a portfolio of commercial, industrial, and residential properties including interior renovation and exterior upkeep to the highest standards under minimum supervision Communicated with and supervised contractors and vendors to maintain and ensure on time and on budget quality work and inspected for reliablity

U n i v e r s i t y L a n d s c a p i n g [proprietor] summer 2010 & 2011 Started a landscaping entrepreneurial venture with a partner servicing the western suburbs of Chicago Designed advertising materials to attract clients through high quality work and strong customer support maintained client relationships Successfully completed eight projects which funded European study and travels

R J B D e s i g n L a n d s c a p i n g [landscape assistant] summer 2009 Assisted in design decisions alongside the lead landscape designer Executed construction and implementation of landscape designs on numerous residential and commercial properties Communicated with clients to suit needs and intentions for their new landscape environments

V O A A r c h i t e c t u r e a n d P l a n n i n g [intern] summer 2008 Contributed in schematic design study programming for a hotel-conference center in Hurst,Texas and built design models for other projects Conducted research and analytical studies then generated presentation materials for a master planning project for Tan Zhe Si outside of Beijing and the Beidaihe Yacht Club in China Corrected construction drawings based on design changes

campus involvementA l p h a Ta u O m e g a [head house manager] 2009 - 2010 Managed the day-to-day operations and maintenance of an 80 tenant housing facility Negotiated with general contractors and vendors for maintenance and improvements Balanced and maintained a strict budgetS o c i e t y f o r B u s i n e s s a n d M a n a g e m e n t i n A r c h i t e c t u r e [member] 2008 - 2012 Participated in lectures and discussions to inform and educate business- minded architecture students about the large array of opportunities available in the fields of firm management, real estate, construction management, development and law.

related skills

r o b e r t . a . b a k @ g m a i l . c o m | 6 3 0 . 7 3 0 . 9 4 5 31 9 3 0 b e n d i n g o a k s c t , d o w n e r s g r o v e , i l 6 0 5 1 5

A u t o d e s k [autocad, revit, 3ds max] P u b l i c S p e a k i n g / P r e s e n t i n gA d o b e [photoshop, illustrator, indesign] Te a m L e a d i n g S k e t c h u p S k e t c h i n g , D r a f t i n g , M o d e l i n g

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