Y U N J A E L E ED e s i g n P o r t f o l i o

2Graduate 2014

SYSTEMS STUDIO: STUDENT HOUSING

BERM BOROUGH

Berm Borough is a student housing project for University of Michigan’s North Campus. North Campus is a site located offsite of the main Central Campus where most of the life of the university is located. North Campus is remote and is current-ly underwhelming as a destination for students in the university with little to no activity aside from going to classes. However, what North Campus is known for is the abundance of nature present on the site.

With our understanding of North Campus’ poten-tial strength, my team decided to take on a projec that integrates the design of the housing and land-scape together in order to create a space that is both functional as a student housing site as well as a desitination to visit on North Campus.

SITE PLAN1/128” = 1’0” N

PLYMOUTH RD.

BISHOP AVE.

MURFIN AVE.

HUBBARD RD.

CRAM CIR.

BERMS

ANTI-BERM

ARTIFICIALBERM

NORM BERM

The berms are at the core of the project. It is the specta-cle as well as the program, interactive landscape, and the path generators of Berm Borough. These berms create a flowing landscape in which residents and visi-tors alike can traverse through to enjoy the views, the co-pious amounts of activity space available, and the ameni-ties available for both parties on site.

There are three different types of berms at play in the project: the Anti-Berm, the Artificial Berm, and the Norm Berm. Each of these berms has a distinct charac-teristic that distinguishes each type from one another.

The Norm Berm is the typical berm. These are built via addition of dirt aquired from the other berm excavations on site. Their main purpose is to create paths through proximi-ty and separation of the berms.

The Artificial Berm is the cyborg of berms that mimic the Norm Berm in form but are structure with program space available inside the berm. The Artificial Berm because of the excavation necessary to place the structure on site, it also performs the tasks of the Anti-Berm of cutting through earth.

This Artificial Berm contains the market, cafe, and print shop. The programming of this berm was pri-marily focused around retail and public access. Be-cause of this goal, it was placed close to the other retail available nearby on Plymouth Rd.

The Anti-Berm is the antithesis to the Norm Berm since it is soley a cut through the earth up to 30 feet in depth. The Anti-Berm can be identified by the water filling the cut earth. The cut earth is used to create the Norm Berms.

RETAIL

The students live a dorm lifestyle with single bed-rooms each equipped with a bathroom. Each wing on every floor is considered a “community” and share the amenities of that floor wing such as the the com-munal kitchen and the study lounge.

RESIDENTIAL

The building is wrapped on the sides that the build-ings are not facing each other with vertical wood slats that. Only the outer faces are covered in order to create a sense of continuity of the building envelope as well as shade parts of the building from east and west sunlight. The inner faces of the buildings are left exposed concrete to accentuate the fact that the visi-tor or resident is in the gap between the buildings.

WOODCLADDING

EXPOSEDCONCRETE

The Voids are spaces carved out of the overall mass-ing to create communal kitchen and study spaces. Each of these Voids has its own mode of circulation via a staircase that goes from the lower kitchen floor to the upper study lounge floor. These Voids distin-guish which “community” belongs to which based on their room’s proximity to these Voids.

VOIDS

This Artificial Berm’s programs are calibrated around the student’s needs. Since the project is sited in North Campus, the site of engineering, art, music, and architecture, the program consists of study lounges, a performance stage, and music practice rooms.

AMENITIES

This Artificial Berm contains the parking structure as well as recre-ation stations that visitors can rent bikes, sports equipment, and other gear.

RECREATION+ PARKING

In order to create this landscape, we decided to use berms as our primary generator of all of the land-scape’s functions. These landscapes aim to create a space of wandering in the site. The goal is to create paths based on the proximity of the berms to one another. When they are closer to each oth-er, they create a pinching effect which generates pathways. However, when they gain distance from each other, they create a pocket moment which offer locations of reprieve or gathering.

To add complexity and depth to the use of the berms as a landscape generator, we created three different subcategories of berms.

The first is the Norm Berm which is the typical berm. It is created by accumulating soil gathered from cuts made on the site.

The second is the Anti Berm which is a depres-sion in on the site created by cutting into the land-scape. They are filled with water as their distinct characteristic.

The third is the Artificial Berm which is a build-ing form created by mimicing the form of a Norm Berm. Although they share the form of the Norm Berm, they are structure that contain public and academic program inside. Their unique char-acteristic is the topical track surfacing material painted a shade of green alien to the grass on the site. They also have light wells that puncture the roof structure of the Artificial Berm.

3

ARTIFICIAL BERM NORM BERM

PATHSANTI-BERM

SITE TAXONOMY

1. STUDENT GALLERY2. MARKET3. CAFE4. LOUNGE5. DESIGN LAB 46. SOUNDPROOF MUSIC PRACTICE ROOMS + PERFORMANCE7. PERFORMANCE STAGE8. PARKING9. BIKE RENTAL10. RECREATION + INDOOR TRACK

1

2

3 4

5

6

7

89

10

BERM BOROUGHGROUND FLOOR PLAN1/64”- 1’-0”

N 4

1. WOOD CLADDING2. PARALLEL CHORD STEEL TRUSS3. ONE WAY SOLID SLAB4. OPERABLE WINDOWS5. WINDOW EXTRUSIONS6. STEEL BRACING7. STRUCTURAL CONCRETE PANELS8. DOUBLE HEIGHT OUTDOOR COMMUNAL SPACE9. COMMUNAL KITCHEN10. LOUNGE11. TYPICAL UNIT

BERM BOROUGHSECTIONS

EAST ELEVATION1/4”- 1’-0”

SITE SECTION1/16”- 1’-0”

EAST BUILDING SECTION1/4”- 1’-0”

WEST BUILDING SECTION1/4”- 1’-0”

WEST ELEVATION1/4”- 1’-0”

RESIDENTIAL LEVEL 4

FFE : 70’ - 0”

RESIDENTIAL LEVEL 3

FFE : 60’ - 0”

RESIDENTIAL LEVEL 2

FFE : 50’ - 0”

RESIDENTIAL LEVEL 1

FFE : 40’ - 0”

RESIDENTIAL LEVEL 6

FFE : 90’ - 0”

PARAPET ELEVATION

104’ - 0”

ROOF ELEVATION

100’ - 0”

RESIDENTIAL LEVEL 5

FFE : 80’ - 0”

RESIDENTIAL LEVEL 4

FFE : 70’ - 0”

RESIDENTIAL LEVEL 3

FFE : 60’ - 0”

1

2

3

4

6

7

5

9

10

8

11

5

12’ - 6”

30’ -

0”

FACADE 1

FACADE 2

7’ - 0

”

12’ -

0”

20’ - 0”

BERM BOUROUGHPLANS

15’ -

0”

25’ - 0”

FACADE 1

FACADE 2

N

N

SINGLE1/4”- 1’-0”NO. OF UNITS: 36AREA: 375 SQFT

EAST WINGPLANS1/20”- 1’-0”TOTAL NO. OF UNITS: 444

WEST WINGPLANS1/20”- 1’-0”TOTAL NO. OF UNITS: 288

B.DOUBLE

1/4”- 1’-0”NO. OF UNITS: 24

AREA: 650 SQFT

COMMUNAL1/4”- 1’-0”

KITCHEN AND LOUNGE

C.

SINGLE1/4”- 1’-0”NO. OF UNITS: 384AREA: 375 SQFT

A.

6

SITE MODEL - 1/64”Chipboard, Basswood, ABS Plastic 3D Print, Acrylic

UNIT/FACADE MODEL - 1/4”Foam Core, Basswood, Acrylic, Chip Board

7

8Graduate 2014-2015

THESIS STUDIO

PATCHWORKStudio: Thingscollection of renderings

In our contemporary (digital) moment, form, ma-teriality, and texture are completely artificial. Al-though, we conform to formal and material stan-dards, these are not givens, but rather a matter of habit and inertia. Patchwork cracks open the relationships of form, materiality, and texture by designing objects with ambiguous shape, scale, and surface definition. Specifically, highly articu-lated primitives are designed with formal features pulled from non-architectural sources such as plush toys, furniture, and fashion garments.

Patchwork’s initial investigations occurred through experimentation in ceramics onto which the borrowed formal features, specifically tufts, seams, and fabric surfaces, were grafted. The grafting created a level of estrangement that es-tablished the familiar and domestic onto the un-familiar and earthy.

The result of this process is an odd amalgama-tion of form, texture, and materiality as well as obscuring the relationship between object and its scale through the use of familiar and scalable features. By loosening the relationships between form, material, and scale, architecture can con-coct strange new mixtures of high-definition sur-

face detail and low-definition formal abstraction.

9

10

11

12GRAFTED FORMAL FEATURES

Internship 2014

Research Through Making

DROP KICK PUSH PULLResearch, analysis, simulations, graphics

Drop Kick Push Pull is a project led by Sean Vance through the University of Michigan’s Research Through Making [RTM] program that funds facul-ty research with student assistance. The research project’s goal was to create a new environment in schools that would encourage young students to be more active during both study and play during the school day. This included hallways that acco-modated running through the halls without harm and a technological system that would allow stu-dents to engage in interactive activities anywhere in the school rather than limiting education to the classroom.

The project occurred in two phases. The first phase called Active Class Space [ACS] was fo-cused on establishing the initial research as a foundation which included researching precedent schools and running wind simulations through simple hallway designs to understand collision, air pockets, and velocity through those hallways.

The second phase was the design and creation of the interactive system that would be in the halls and classrooms. This then culminated into the RTM exhibition which included a prototype of the working system and a series of drawings that rep-resented the potential integration of the systems using the wind simulations from the first phase of the project.

WIND SIMULATION: gA_060

13

WIND SIMULATION: gF_120

14

RESEARCH THROUGH MAKING EXHIBITION 15

INTERACTIVE SYSTEM PROTOTYPE 16

desk in the sky_section

headroom while standing on the platform

headroom while standing under the platform

homasote panels for pinning up ideas and drawings

DESK IN THE SKY

Internship 2012

WORK EXPERIENCE

This project was a design project for a desk that would elevate the user a full table height. This de-sign was to accomodate the only window available to the room which brought in diffused and electric lighting but did not create any views to the outside. By elevating the desk to this height, it would allow for views out the window in the office and through the other office’s windows to get views to the outside.

COURTESY: U. SEAN VANCE ARCHITECTURE 17

ISOCARTChemotherapy Shielding CartRhinoceros 5, 3D Print

The Isocart project was a shield cart de-signed for chemotherapy patients and care-givers such as doctors and nurses. The pan-els have lead embedded to block radation from the patient to the nurses and doctors. It also has compartments to hold various med-ical devices related to chemotherapy care.

SITE CONTEXT MODELSHaiti, Washington D.C.Rhinoceros 5, Chip Board

Contributioin: design of ground model, 3D modeling and assem-bly of model.

18

STUDIO DESIGN AXONOMETRICSite Analysis and Model Assembly2011: UndergraduateGraphite on Bristol

This technical drawing was a site analysis for the studio project. In the drawing, I was investigat-ing the jaywalking concept of the main streets of downtown Ann Arbor located near the University of Michigan campus. The drawing also doubled as a model assembly drawing that showed the amount of layers of each type of material as well as the geometry of the objects that need to be cre-ated.

CREATIVE WORKS

DRAWING FROM OBSERVATIONHand Sketches on Site2013: UndergraduateGraphite (above), Ink (right) on Moleskine

19

RESEARCH THROUGH MAKING IDEATION

BERM BOROUGH VIEW FROM LOUNGE AND CLASSROOMS

APARTMENT CONCEPTUALIZED IN BIRD’S EYE ONE-POINT PERSPECTIVE

20

SKETCHBOOK ENTRIESFrom sketchbooks from variuos years

graphite, ink

The sketchbook is the place in which I often generate new ideas and develop existing ideas. Hand-drawing liberates my mind from the rigid-ity of the computer aided methods and allows my mind to freely generate ideas that would be oth-erwise difficult to quickly devise with a keyboard and mouse.

SECTION PERSPECTIVE OF FALL 2014 STUDIO PROJECT

VISUALIZATION OF FALL 2014 STUDIO PROJECT EARLY CONCEPTUALIZATION OF THESIS PROJECT

21