first year | first semester julie ehrlich first year | second

# part pieces
cube selection steps
PROJECTED EXTENSION
ORIGINAL CUBE PIECES
20:00
88-133
2
90
EXTENSIONS
4 . 1’ = 6 / 1
3/4” EXTENSION =
3/4” SQ. CUT-OUT
1/2” EXTENSION=
1/2” SQ. CUT-OUT
Utilizing the work of conceptual artist Sol LeWitt as a
springboard for this investigation, students begin by
selecting six cubes from LeWitt’s ‘series of Incomplete
open cubes’. These will then form “serial composition”
of 3” x 3” x 3” successive cubes. Each cube is to be
initially represented and understood as the twelve ¼” x
¼” sticks that define its boundary. Students must develop
a
rule-based
system
to
transform/move/translate/evolve from one cube to
the next in your and through subsequent exercises
involving organization, extensions and interaction
with a given ‘shell’ system.
90
12
8
16
3
180-225
8:00
134-179
2
4:00
2 . 8‘ = 5 / 8
3
3
* begin with 3 = GROUP/# IN GROUP
WATER LEVEL
WIND DIRECTION
TIME
H
H
4
4
Li
Li
20
24
20
24
12
20
16
WATER LEVEL
SOLID SHELL SHADOW
TIME 4
5
4
3
2
1
PATH OF PROJECTION
8
12
16
20
24
12
16
20
For every extension that is
flush with the shell a
1/2x1/2 cut out was
created with a slit towards
the nearest edge. All 1/2
extensions
created a
24
1/2x1/2" cut out; all 3/4"
extensions created 3/4"
cut outs. Each side is
oriented to the right, left,
up or down.
Each cube with incomplete
vertical
pieces
created a slit in relation to
its corresponding missing
pieces. Each corner was
removed if there were two
missing vertical structural
members.
Each cube with incomplete horizontal pieces
created a protrusion
outward corresponding to
the missing pieces.
1
1
1
He
4
3
Li
20
K
12
16
20
42
28
29
Co Ni
44
45
30
Cu
46
48
17
18
31
32
33
34
35
36
Sl
P
S
49
50
Se
51
Sn
52
Sb
Te
75
76
77
78
79
80
81
82
83
84
89
104
105
106
107
108
109
110
111
112
113
114
115
116
Ra +Ac Rf
Mo Sg
59
Mt Ds
Hs
63
60
61
Nd
Pm Sm Eu
Ce Pr
24
Ns
62
Au Hg Tl
66
Gd Tb
95
91
92
93
94
Th
Pa
U
Np
Pu Am Cm Bk
96
Po
97
Tm Yb
99
Cf
Es
102
101
100
98
70
69
68
67
Dy Ho Er
90
Bi
Br
53
I
85
At
Ar
Xe
shell number
86
orbital type
electrons
Rn
71
Lu
103
Fm Md No Lr
1
2
3
4
5
6
s2
s2p6
s2p6d10
s2p6d10f14
s2p6d4
s2
17
17
18
18
O
O
F
F
Ne
Ne
25
25
26
26
27
27
28
28
29
29
30
30
31
31
32
32
33
33
34
34
35
35
36
36
37
37
38
39
39
40
40
41
41
42
43
44
44
45
46
47
47
48
49
50
50
51
51
52
52
53
53
54
54
55
55
42
42
42
42
42
42
42
42
74
74
75
75
76
76
77
77
78
78
79
79
80
80
81
81
82
82
83
83
84
84
85
85
86
86
105
105
106
107
107
108
108
109
109
110
111
111
112
113
114
115
116
Ti
Ti
Sc
Sc
Ca
Ca
Zr
Zr
Y
Y
Mn Fe
Mn Fe
Mo Cr
Mo Cr
Mo 42Mo 43Tc
Mo Mo Tc
59
59
61
61
62
62
92
92
93
93
94
94
Pa
Pa
U
U
Pt
Pt
Sn
Sn
Au Hg Tl
Au Hg Tl
S
S
Se
Se
Sb
Sb
Pb
Pb
Te
Te
Bi
Bi
Po
Po
Cl
Cl
Ar
Ar
Br
Br
I
I
Kr
Kr
shell number
shell number
Xe
Xe
At
At
65
65
66
66
67
67
96
96
97
97
98
98
99
99
Gd Tb
Gd Tb
70
70
71
71
101
101
102
102
103
103
Tm Yb
Tm Yb
Dy Ho Er
Er
Dy Ho 100
Cf
Cf
69
69
68
68
1
1
2
2
3
3
4
4
5
5
6
6
Lu
Lu
Fm Md No Lr
Fm Md No Lr
Es
Es
100
orbital type
orbital type
electrons
electrons
Rn
Rn
Rg 112
Uub 113
Uut 114
Uuq 115
Uup 116
Uuh
Rg Uub Uut Uuq Uup Uuh
Pu 95Am Cm Bk
Pu Am Cm Bk
Np
Np
P
P
Zn Ga Ge As
Zn Ga Ge As
64
64
63
63
Sl
Sl
Ag 48Cd 49In
Ag Cd In
Ds
Mt 110
Mt Ds
Hs
Hs
Pm Sm Eu
Pm Sm 95Eu
Nd
Nd
91
Os Ir
Os Ir
Ns
Ns
60
60
Cu
Cu
Ru 45Rh 46Pd
Ru Rh Pd
Mo W Re
Mo W Re
Mo 106
Sg
Mo Sg
Co Ni
Co Ni
Al
Al
LAIAD semester 2 (first year) addresses the relationship
between idea, structure, function, and form. These
projects require students to use organizational ideas
and systems to create constructions intended for habitation and use, and deal with architectural aspects such
as spatial definition and sequence, transition areas,
intersections, and human scale relationships. The conditions, principles, ideas and issues that are considered
in the decision making process are applied to architectural problem solving. Architectural design as the embodiment of principles and ideas is continually
stressed. Students are introduced to the notion that
the creation of an architectural spatial / organizational
idea can have a correspondence to an underlying social
or ideological viewpoint.
shell number
1
Li
PHASE I: ATOM
11
12
19
20
s2
s2
s2p6
s2p6
s2p6d10
s2p6d10
s2p6d10f14
s2p6d10f14
s2p6d4
s2p6d4
s2
s2
2
2
2
2
3
3
3p6 3d10 4s2 4p6 4d10 4f14 5s2
3p6 3d10 4s2 4p6 4d10 4f14 5s2
3
3
3
3
4
4
4
4
4
4
4
4
5
5
5
5
6
7
8
9
10
13
14
15
16
17
18
Al
Mg
21
Sl
N
P
O
S
F
Cl
Ne
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Mo Cr
Mn Fe
Co Ni
Cu
Zn Ga Ge As
Se
Br
Kr
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
42
42
42
42
74
75
76
77
78
79
80
81
82
83
84
85
86
89
104
105
106
107
108
109
110
111
112
113
114
115
116
59
60
61
62
63
64
65
66
67
68
69
70
71
Nd
Pm Sm Eu
96
97
98
99
100
Cf
Es
Fr
Zr
Y
*La Hf
88
Ra +Ac Rf
58
Mo Mo Tc
Mo W Re
Mo Sg
Ce Pr
Ns
Ru Rh Pd
Os Ir
Hs
95
Pt
Mt Ds
Gd Tb
90
91
92
93
94
Th
Pa
U
Np
Pu Am Cm Bk
Ag Cd In
Au Hg Tl
Sn
Pb
Sb
Bi
Te
Po
I
At
1
2
3
4
5
6
Ar
22
Ti
Sc
Ca
C
37
87
Xe
Rn
Rg Uub Uut Uuq Uup Uuh
Tm Yb
Dy Ho Er
101
Lu
102
103
Fm Md No Lr
Periodic Table of the Elements
s2
s2p6
s2p6d10
s2p6d10f14
s2p6d4
s2
The 4” x 16” site plane is vertically divided into the fourteen orbitals that structure
the electron configuration of
tungsten. Each column is
then identified by the shell
number within the respective orbital resides. Shapes
made of 1/4” x 1/4” squares
arranged together are then
cut from the site; the amount
of squares in each shape
equaling the shell number.
1
2s2 2p6
2
2
3s2
3
3p6 3d10 4s2 4p6 4d10 4f14 5s2
3
3
4
4
4
4
5
The amount of holes cut by
the varying shapes references
tungsten’s effective nuclear
charge values. This value is
the net positive change experienced by an atom. Thus, the
value of each orbital
decreases as the shell
number
increases.
The
amount of cuts in the site
plane is equal to the average
decrease in each shell’s effective nuclear charge. The final
effect of the site plane reflects
the same physical transformation that tungsten undergoes to produce light waves.
5p5 5d4 6s2
5
5
6
Shell number equals size of cuts in site
73
Tungsten Electron Configuration
56 . . .
. . . 16
9
f
d
p
s
4f14
3d10
2p6
1s2
Effective nuclear charge decreases
5p5 5d4 6s2
5p5 5d4 6s2
5
5
5
B
Be
Cs Ba
Students are asked to identify and select one atom
from the periodic table of the elements. They then
identify every possible attribute of this atom and utilize
this information to inform the development of their
project. Students place the atomic nucleus of their
atom on the given 4” x 16” site plane and utilize it’s
attributes and interconnected physical properties to
create an ATOM model.
1
1
He
4
3
1s2
orbital type
electrons
2
H
Rb Sr
3s2
3s2
Tungsten
W
K
2s2 2p6
2s2 2p6
Vertical division by orbitals
74
Na
1s2
1s2
PHASE I: GRADIENT. From solid metal to energy and from darkness to light, the element Tungsten (W) embodies a physical transformation
that produces a distinctive gradient. In our most common use of the element, the halogen lamp, the tungsten filament actually evaporates
when exposed to extreme heat and is dispersed in an even gradient throughout the bulb, producing light. This gradient, along with the
subatomic structure of this transitional metal, the 74th element on the periodic table, were translated into a tectonic ordering system to
produce a unique and representative design language.
f
f
d
d
p
p
s
s
6
6
3d10
3d10
1s2
1s2
2s2
2s2
2p6
2p6
3s2
3s2
3p6
3p6
4d10
4d10
4s2
4s2
4f14
4f14
4p6
4p6
12
19
20
JULIE EHRLICH
21
Sc
22
23
Ti
5s2
6s2
Planes perpendicular to the site produced by amount of orbital electrons
Phase I Plan
5d4
5d4
5s2
5s2
5p5
5p5
6s2
6s2
4
4
6
6
7
7
8
8
9
9
10
10
13
13
14
14
15
15
16
16
17
17
18
18
B
B
Be
Be
He
He
5
5
C
C
N
N
O
O
F
F
Ne
Ne
12
12
19
19
20
20
21
21
22
22
23
23
24
24
25
25
26
26
27
27
28
28
29
29
30
30
31
31
32
32
33
33
34
34
35
35
36
36
37
37
38
39
39
40
40
41
41
42
43
44
44
45
46
47
47
48
49
50
50
51
51
52
52
53
53
54
54
55
55
42
42
42
42
42
42
42
42
74
75
75
76
76
77
77
78
78
79
79
80
80
81
81
82
82
83
83
84
84
85
85
86
86
105
105
106
107
107
108
108
109
110
111
112
113
114
115
116
Mg
Mg
Ca
Ca
Sc
Sc
Y
Y
Ti
Ti
Zr
Zr
Cs Ba *La Hf
Cs Ba *La Hf
87
89
104
88
87Fr
88
Ra 89+Ac 104
Rf
Fr Ra +Ac Rf
58
58
59
Ce 59Pr
Pr
Ce 91
90
90
Th
Th
Pa
Pa
91
Mo Cr
Mo Cr
Mn Fe
Mn Fe
Mo 42Mo 43Tc
Mo Mo Tc
Mo 74W Re
Mo W Re
Mo 106
Sg
Mo Sg
Ns
Ns
60
60
61
61
62
92
92
93
93
94
94
Nd
Nd
U
U
Ru 45Rh 46Pd
Ru Rh Pd
Os Ir
Os Ir
Pt
Pt
Cu
Cu
Sl
Sl
P
P
Zn Ga Ge As
Zn Ga Ge As
Ag 48Cd 49In
Ag Cd In
Au Hg Tl
Au Hg Tl
Sn
Sn
Pb
Pb
Sb
Sb
Bi
Bi
S
S
Se
Se
Te
Te
Po
Po
Cl
Cl
Br
Br
I
I
At
At
Ar
Ar
Section A
Kr
Kr
Xe
Xe
Rn
Rn
115
112
116
Ds2s2111
Rg2p6
Hs 109
Mt 110
Uub 113
Uut
Uuq
Uup3d10
Uuh 4s2 4p6 4d10 4f14 5s2
1s2
3s2 114
3p6
Hs Mt Ds Rg Uub Uut Uuq Uup Uuh
63
Pm 62Sm 63Eu
Pm Sm 95Eu
Np
Np
Co Ni
Co Ni
Al
Al
64
64
65
96
97
Gd 65Tb
Gd Tb
66
66
67
68
Dy 67Ho 68Er
Er
Dy Ho 100
98
Pu 95Am 96Cm
1 97Bk2 98Cf
Pu Am Cm Bk Cf
99
99
Fm
Es 3
2Es
Fm
100
69
69
70
101
101
102
Tm 70Yb
Tm Yb
5p5 5d4 6s2
71
71
Lu
Lu
103
Md
3 102No 3103Lr
Md No Lr
4
4
4
4
5
5
5
6
f
d
p
s
4f14
3d10
2p6
1s2
2s2
4d10
3p6
3s2
5d4
4p6
4s2
5p5
5s2
6s2
Section B
Phase I Elevation
14
15
16
17
18
Ar
33
34
35
36
42
43
44
45
46
47
48
49
50
51
52
53
54
76
77
78
79
80
81
82
83
84
85
86
111
112
113
114
115
116
66
67
68
69
70
71
98
99
100
Cf
Es
42
74
75
89
104
105
106
107
108
109
110
59
60
61
62
63
64
65
Nd
Pm Sm Eu
96
97
Ce Pr
Cl
32
42
Ra +Ac Rf
S
31
42
*La Hf
P
30
42
Zr
Sl
29
55
Y
58
This project is based on the game PENTANGO. Originally
invented by the Swede Tomas Floden it involves placing
marbles on a gridded game board so that the first player to
get five in a row wins. The board is made of moving parts:
each marble placement requires the player to rotate a portion of the board 90 degrees in either direction. Thus, the
game board is constantly changing as each play is made and
creates a greater need to adapt new strategy to each move.
13
Ne
28
Co Ni
37
88
10
F
27
41
Fr
9
O
26
Mn Fe
40
87
8
N
25
39
Cs Ba
7
C
24
Mo Cr
38
Rb Sr
6
Al
Mg
Ca
5
B
Be
11
K
Mo Mo Tc
Mo W Re
Mo Sg
Ns
Ru Rh Pd
Os Ir
Hs
95
Pt
Mt Ds
Gd Tb
90
91
92
93
94
Th
Pa
U
Np
Pu Am Cm Bk
Based on an actual game, each play is diagramed creating an
entirely new board to work with depending on each player's
strategy. Individual boards are a result of a rotation and an additional piece by each player, this became the basic form language by tracking the path of each piece in movement .
Cu
Zn Ga Ge As
Ag Cd In
Au Hg Tl
Sn
Pb
Sb
Bi
Se
Te
Po
Br
I
At
Kr
Xe
Rn
JENNIFER POPE
Rg Uub Uut Uuq Uup Uuh
Dy Ho Er
Tm Yb
101
102
Lu
103
Fm Md No Lr
MOLECULE
PHASE II: MOLECULE
Students are then required to extend the language of
their ATOM project to include 2 additional elements
from either the same row or column on the periodic
table of the elements. These are then to be incorporated into one new model, a molecule of their own
design.
PHASE II: INTERACTION. Directly above Tungsten lies Molybdenum and Chromium on the Periodic Table
of the Elements. The ordering system from Phase I is simplified and expanded to highlight the similarities and differences of these three elements to create a unique molecule. Planar extrusions allow the
respective subatomic properties of each element to engage with rules governing their interaction.
effective nuclear charge decreases
Li
12
19
20
K
21
Sc
22
Ti
Board 10
Board 11
WINNER
15
16
17
18
23
24
Mo Cr
25
26
Mn Fe
27
28
Co Ni
29
Cu
30
31
32
33
34
35
36
Sl
P
Zn Ga Ge As
S
Se
Cl
Br
44
45
46
47
48
49
50
51
52
53
54
55
42
42
42
42
74
75
76
77
78
79
80
81
82
83
84
85
86
89
104
105
106
107
108
109
110
111
112
113
114
115
116
88
*La Hf
Ra +Ac Rf
59
Mo Mo Tc
Mo W Re
Mo Sg
Ns
62
Ru Rh Pd
Os Ir
Hs
63
60
61
Nd
Pm Sm Eu
95
Pt
Mt Ds
64
65
96
97
Gd Tb
90
91
92
93
94
Th
Pa
U
Np
Pu Am Cm Bk
Ag Cd In
Au Hg Tl
Sn
Pb
Sb
Bi
Te
Po
Mo
Kr
I
74
W
Xe
At
Rn
Cr and Mo sites
added to W
Rg Uub Uut Uuq Uup Uuh
66
67
68
98
99
100
Cf
Es
Dy Ho Er
69
70
Tm Yb
101
102
42
Mo
1
2
3
4
1s2
42
Ar
43
PHASE III: MOTA (MUSEUM OF THE ATOM)
Board 9
14
42
Zr
Ce Pr
Board 8
13
Cr
Ne
41
Y
58
Board 7
10
F
40
Fr
Board 6
9
O
39
87
Board 5
8
N
38
Cs Ba
Board 4
7
C
37
Rb Sr
Students then utilize their expanded Atom language to
design a small museum dedicated to the explanation of
the structure of the atom and the periodic table of elements for the University of Southern California Department of Chemistry. The museum will be used for permanent and temporary displays and exhibits. The
museum is to be located at the on the proposed California State Historical Park, on the former “cornfields” site
in Chinatown, near downtown LA.
6
Al
Mg
Ca
5
B
Be
11
Na
24
He
4
3
Pieces added to game board
for each play highlighted
2
H
The number of shells in
the electron configuration dictates a horizontal grid.
71
Lu
103
Fm Md No Lr
Periodic Table of the Elements
Tungsten, Molybdenum, and Chromium highlighted.
2s2
2p6 3s2
3p6 3d10 4s2 4p6 4d5 5s1
The number of orbitals
in the electron configuration dictates a vertical grid.
The effective nuclear
charge value of each
orbital dictates the size
of holes cut in each
row.
With the grid and cut
outs applied, the combined sites produce vertical, horizontal and
diagonal gradients.
effective nuclear charge increases
1
Board 3
4s2
5p5
He
4
Na
Board 2
3s2
4p6
2
H
Li
Board 1
3p6
5d4
24
3
STARTING POSITION
2s2
4d10
Elements perpendicular to
the site describe the unique
information in each orbital.
As planes, they are constructed of squares, the size
varying due to the orbital
type - s, p, d, or f. The amount
of squares is equal to the
number of electrons present
in each orbital.
2
2
Rb 38Sr
Rb Sr
Kr
54
Li
Li
16
16
N
N
11
11
K
K
Rg Uub Uut Uuq Uup Uuh
65
64
Pb
Cl
H
H
Na
Na
Ne
16
Ag Cd In
Pt
10
15
74
Os Ir
F
14
42
Mo W Re
9
13
Zn Ga Ge As
47
Ru Rh Pd
O
42
58
8
43
Mo Mo Tc
*La Hf
88
Fr
27
8
N
42
Cs Ba
87
Zr
Y
42
41
26
Mn Fe
Mo Cr
40
39
24
23
Ti
Sc
Ca
Rb Sr
COMPLETE TRANSFORMATION
22
25
7
C
Al
21
38
55
6
B
Mg
Na
19
1
PENTANGO GAME STRATEGY
1/ Place a marble
2/ Rotate one sub-board 90
3/ Strategize/predict board
movement
4/ Get five in a row to win.
5
Be
12
11
5
4
3
2
1
3
3
2
H
37
TIME 4
8
Horizontal Structure
15
15
C
C
24
24
SHELL TRANSFORMATIONS
Vertical Structure
14
14
23
23
Rb 38Sr
Rb Sr
Extension Penetrations
13
13
22
22
Th
Th
MISSING VERTICAL PIECES
10
10
21
21
Mg
Mg
Ce Pr
Pr
Ce 91
5 KEY
4
3
2
1 SKELETON PROJECTION ON SHELL
*TO BE REMOVED
TIME
ORIGINAL CUBE
8
4 PIECES
9
9
20
20
90
90
5
4
3
2
1
8
8
19
19
K
K
*direction of wind + wind speed + wind gust =
direction of extension + number of extension + length of extension
7
7
12
12
Na
Na
WIND SPEED *mph
6
6
B
B
Be
Be
He
He
5
5
11
11
58
58
TIME 4
GAME
2
2
Cs Ba *La Hf
Cs Ba *La Hf
87
89
104
88
87Fr
88
Ra 89+Ac 104
Rf
Fr Ra +Ac Rf
WATER LEVEL
16
*ORIGINAL CUBE TO BE ROTATED
WHEN TIDE IS DECREASING ON THE HOUR
1
1
1
5
4
3
2
1
TIME 4
11
90
12:00
WATER LEVEL
12
8
5 . 1’ = 7 / 1
2 . 4’ = 5 / 4
WATER LEVEL
TIME 4
24
16:00
FLUSH TO SHELL EXTENSION =
SQUARE AND SLIT VOID
PROJECT 1: PERMUTATIONS
WATER LEVEL
20
0.7= 3 / 7
DIRECTION OF WIND GUST
226-271
ATOM
SEMESTER TWO
41
31
38
Molybdenum site process
7
24
Cr
42
Mo
74
W
The sites are then folded
ninety degrees to allow
for interaction of electron orbital information
in the form of planar
extrusions.
grid applied to
all elements
24
Cr
42
Mo
s
1s2
24
p
d
2s2
f
2 p6
42
3s2 3p6 3d10 4s2
Mo
4p6 4d5 5s1
Cr
74
W
42
Mo
74
W
adsf asdf adsf adsf adsf asdf das ads
adsf adsf adsf adsf asdf adsf adsf asdf asdf adsf asdf adsf asdf adsf adsf adsf asdf das ads
Final site planes of all three elements
The four different orbitals each engage a different
corner of the holes in the site. The respective edges of
the corner are then extruded out into the horizontal
zone that Molybdenum occupies.
adsf adsf adsf adsf asdf adsf adsf asdf asdf adsf asdf adsf asdf adsf adsf adsf asdf das ads
Molybdenum’s planar extrusions
PROJECT 2: GAME
For of this First Semester project, students are asked
to create an object that is based on the rules and
movements of a strategy game (board game). This
first involves the understanding of the rule-set and
internal relationships of the game as a way to generate a systematic form language that can be used as
the basis of the object. Once the formal system has
been developed, students may focus on aspects of
the game such as movement, strategy, and hierarchy
as the additional conceptual information needed to
manipulate design the object. The work is intended
to be based on a clear conceptual thought process
rather than visual composition, and the development
of drawings and diagrams describing the precise
thought process is stressed.
OPEN/CLOSED
My strategy to create a sense of space within the game was rooted in the movement of each
piece before and after rotation and the relationships created between two plays that involved
placing a marble and rotating a sub-board. I choose to model path of each piece, focusing on the
change between two boards.
MUSEUM
The zone of each element is the area perpendicular to its site plane.
This results in only two elements interacting at a time. A hierarchy of
strength is applied to the elements, with Chromium as the weakest
and Tungsten as the strongest. The interaction of the protrusions
are then determined by the strength of each element. Here,
Chromium’s extrusion is reduced from a plane to sticks once
encountering Molybdenum’s extrusion. The same happens to
Molybdenum’s extrusion upon encountering Tungsten’s extrusion.
Interior space
In order to define the game board space, individual connections
were created horizontally for each white piece and vertically for
each black piece. This connection creates a grid at the beginning of
each play and at the end, further defined by individual cubes.
Phase II Rules:
1/ Using the form language created in phase I, demonstrate
a capacity to make spaces through open and closed form.
2/ Organize spaces based on game strategies discovered.
PROJECTED EXTENSION
Exterior space
Utilizing the space between the parallel diagonals that exist in
the Phase II model, general zones for interior and exterior space
are created. The horizontal sites are then cut along the diagonal
and manipulated to create lower and upper planes to contain
the interior space.
HORIZONTAL
CONNECTIONS
BOARD ONE
Board 7
PHASE II: OPEN/CLOSED
VERTICAL
CONNECTIONS
GAME PIECE PATH
Using the formal system in developed in Phase 1, students are first asked to make a second object that
demonstrates the ability of the student to manipulate their system to develop simple architectural conditions such as open and closed spaces.
Phase II W site highlighting the space below the diagonal
7
8
90 DEG. ROTATION
5
5
5
4
BOARD TWO
2
Board 7
1
Board 8
6
PHASE III: GAME CLUB
PROJECTED EXTENSION
Students are given a simple program for a Game Club
to be based on the student’s work so far: Site constraints of 40’ x 40’ x 40’ and the creation of a primary
open space with smaller spectator and player areas.
5
PATH ROTATIONS
Board 8
VERTICAL EXTRUSIONS
GAME CLUB
Board 9
PARALLEL ORIENTATION:
Each piece is extruded along its direct path
of rotation from one board to the next, in
90 degree rotation in the direction of the
sub-board turn.
PATH ROTATION IN SEQUENCE
The approach used on this program and requirements was developed by looking at the structure of a space and the
relationship not only from one game board to another, but the relationship developed between the pieces while in play.
The density and clarity of the internal structure immediately changes with the rotation of a board. The focus is aimed
towards two game boards, using paths of each piece as the structure of the spaces and created multiple dimensions by
changing the paths to wrap around an internal cube that would later represent a group game play arena.
FRAME TO PIECE CONNECTIONS
With this change in path and additional game boards in the site constraints a complex web was created that
protects the heart of the game in the center of the space. The web also creates a network of paths with obstructions by other pieces that cause one to pause and rethink their strategy of movement. The overall approach reflects the strategic nature of the game and the necessity to constantly re-evaluate movement based
on our current conditions and predict obstructions in order to create a path forward.
Program
1/ Central space isolated within 40’x40’ site boundary
2/ Each black piece transformed into horizontal planes joined
3/ Each white piece transformed into vertical structure
CHANGE OF ORIENTATION:
In order to create open and closed spaces each board was
placed perpendicular to each other and the path of movement
was followed through one 90 degree turn. This allowed for
planes and vertical structure to take hierarchy over the horizontal paths.
Board 8
PERPENDICULAR PATH
WRAPPED AROUND CENTRAL AREA
PATH OF ROTATION IS SHIFTED
AWAY FROM CENTRAL SPACE
5
6
6
PERPENDICULAR PATHS
MIRRORED AND JOINED
MIRRORED BOARDS
TO FORM FULL CUBE
PERPENDICULAR PATH
Planar extrusions of all three elements
PHASE III: EXPANSION. Using the space and form created by the Phase II model, Phase III expands and scales the ordering systems to create
architectural space. Circulation and program are then studied and applied within this existing system is to create the MOTA, the Museum
Of The Atom. Situated within the California State Historical Park in Los Angeles, the Museum of the Atom serves as a gateway that draws
visitors in and organically encourages exploration of the park.
Board 7
16
5
EXTENSIONS
Throughout the semester students explore the planer,
volumetric and opaque/transparent qualities of their
cubic progression.
We will also explore the plasticity of
5
the student’s
4 rule-based system and it’s ability to
accommodate
3 and respond to other requirements like
structure (connective
tissue) and programmatic neces2
sity.
1
12
24:00
1 . 7’ = 4 / 7
KEY
1.2 FIRST YEAR | SECOND SEMESTER
LAIAD semester 1 focuses on the non-visual aspect of
design – Order itself is not a thing that we can see, but
rather a set of “rules” which underlie and organize
things that have physical form, whether they are drawings or objects. The purpose of these inter-related
projects is to identify and visualize certain principles,
proportioning systems, and ideas from the systems
that are studied, and then to re-constitute these ideas
in an abstract construction. These constructions then
form the basis for a series of spaces intended for habitation and use, and deal with architectural aspects
such as spatial definition and sequence, transition
areas, intersections, and human scale relationships.
Utilizing the Santa Monica tide report, a set of rules was created that could be molded to create a new form
language in the scope of Sol Lewitt's incomplete cubes. The chosen cubes are a result of the time of day
and the measured water level. This became the base structure for the pieces. The original cubes were then
transformed based on the source of the original data corresponding to the same time of day. Working in
reaction to the internal skelton the shell acts as a blanket that is then "punctured" and "torn" by the protruding extensions.
WATER LEVEL
1.1FIRST YEAR | FIRST SEMESTER
SOL LEWITT
SEMESTER ONE
Program
1. Entry
2. Bookstore/Shop
3. Library
4. Conference Room
5. Display Spaces
6. Cafe
7. Restrooms
8. Service
5
5
2
1
6
5
Program
1. Entry
2. Bookstore/Shop
3. Library
4. Conference Room
5. Display Spaces
6. Cafe
7. Restrooms
8. Service
Highlighted materials are shifted to the top edge of the site,
creating a upper horizontal plane for the interior space
8
7
3
5
2
1
Phase II Cr site highlighting the space below the diagonal
Highlighted materials are shifted to the top edge of the site,
creating a lower horizontal plane for the interior space