Architectural Portfolio

Laurel Podlich

Montana State UniversityEnvironmental Design2007-2010, 2014-2016

Architectural PortfolioMontana State University

Environmental Design2007-2010, 2014-2016

Studying Environmental Design at the Montana State University School of Architecture has been a great experience and challenge. Throughout my courses I learned much more than design. My professors each had their own curriculum which meant every semester was a new learning experience. I learned how to design, build, and communicate designs graphically. The Environmental Design Program helped me discover who I am as a designer and learn how to channel my strengths and improve my weaknesses to become a better designer. In Fall 2014 I took Design Studio 253 for the dual purpose of increasing my studio GPA for my graduate application as well as to refresh my design skills. I am now midway through the Graduate School Curriculum and am enjoying the more focused classes which are off ered.

In the School of Architecture I was able to utilize many technologies to aid in my design process. From computer design programs to a laser printer to a fully equipped wood shop the possibilities were endless. For my projects I always enjoyed making tactile models. The ability to see and feel the space and material that I am creating is very benefi cial to my design process.

I look forward to expanding my use of these technologies during my Architecture Graduate education. I hope to continue and broaden the use of these technologies into my design process not just for conceptual stages, but for the fi nished product as well.

Sustainable design is also an area of interest for me. Throughout the Undergraduate Program sustainable design was always an underlying aspect for our design projects and studios. I hope to continue to incorporate sustainable design in all my projects.

My Architecture Graduate education at the Montana State University School of Architecture has provided me the opportunity to continue my educational experience and achieve my goals of furthering my knowledge and expertise of the technologies and strategies available to the design process. I look forward to my graduation and the career possibilities I will have. I am excited to bring my education to a fi rm.

Laurel Podlich

Architectural PortfolioMontana State University

Environmental Design2007-2010, 2014

Laurel Podlich

PortfolioTable of Contents

Design Build Graphics

ARCH 151 Design Fundamentals I

4

ARCH 152 Design Fundamentals II

6

ARCH 253 Transitional Space 8 Urban Infi ll ARCH 253 Kiosk, Chapel 10

Homeless Shelter

ARCH 354 Generating Exchange 12

ARCH 355 Dialectic Pairings 14

ARCH 456 Multi Use 16

ARCH 450 Lan Studio 18

ARCH 242 Architectural

Structures

Bridge Competition 20

ARCH 340 Building Construction II

22

ARCH 261 Architectural Graphics I

24

ARCH 262 Architectural Graphics II

26

ARCH 363 Architectural Graphics III

28

ARCH 262 Architectural Computer Graphics

30

Graduate

ARCH 558 Comprehensive Design Studio

32

ARCH 543 Material Studies 34

Instrument

ARCH 151Design Fundamentals I

Six Sticks and Three Planes

4Site Section South Elevation

Design Studio 151 was an introduction of how Design Studio 151 was an introduction of how to create spaces both in 2D and 3D instances to create spaces both in 2D and 3D instances which interacted and related to each other. The which interacted and related to each other. The fi rst project, fi rst project, Four LinesFour Lines, (page 5) was a fi rst , (page 5) was a fi rst opportunity to create a 3D compostion from opportunity to create a 3D compostion from a 2D one. This project began with just four ink a 2D one. This project began with just four ink lines on paper and was then transformed into lines on paper and was then transformed into an intriguing extraction of the abstraction of the an intriguing extraction of the abstraction of the original lines. The second project presented original lines. The second project presented the challenge of creating an intriguing space the challenge of creating an intriguing space using only using only Six Sticks and Three Planes Six Sticks and Three Planes (page (page 4) without removing any material. The site was 4) without removing any material. The site was between Cheever and Howard Halls on a narrow between Cheever and Howard Halls on a narrow grass section along a pathway. I used this project grass section along a pathway. I used this project as an opportunity to create meaningful spaces as an opportunity to create meaningful spaces from abstract shapes. I strived to create a design from abstract shapes. I strived to create a design which would not only serve as a seating area for which would not only serve as a seating area for both public and private instances, but to also both public and private instances, but to also create a space which interacted with passersby.create a space which interacted with passersby.

5

Original Four Line Ink Composition Abstracted Phase of Composition

Final Stage: Extraction of Four Line CompositionFour Lines

ARCH 152Design Fundamentals II

Ellsworth Kelly Cube

Musician’s Studio

6West Elevation

Exploded Cube

Original Cube

Design Studio 152 was a continuation of learning how to create 3D compositions with the added challenge of encompassing opposites, light and dark, solid and void, and incorporating those dynamics into a single project. Students started with a study of the artist Ellsworth Kelly. (page 6) Each student created their own cube based on their studies. The cubes were then exploded using the relationship of solid and void based on the original cube. The next project was a Musician’s Studio (page 6) for two musicians with diff erent instruments. The studio had to meld into the landscape as well as accommodate both musicians. I chose to create a space for each musician to practice in privacy and also an area for performances where the musicians could come together. Continuing to explore the dynamics of light and dark the Light and Dark Museum (page 7) was an manifestation of extremes. I focused on how to make the light as bright as it could seem in a dark space and vice versa. Penetration of Five Planes (page 6) was a project designed to question the appearance of structure. In my design none of the planes are level and there are punctures in the planes and large seemingly structural blocks prompting viewers to question where and what the structure is.

Penetration of Five Planes

Light and Dark Museum

7Site Plan

ARCH 253Transitional Space and Urban Infi ll

Bozeman, MT

8

Third Floor Plan

Second Floor Plan

First Floor PlanUrban Infi ll_Metal Shop

Perspective: Main Street View

Section Model

9

East Elevation

Transitional Space

Multiple paths create connection between both sides of the alley

Design Studio 253 was the fi rst opportunity to create architecture within the built environment. The Transitional Space Project (page 9) had the purpose of turning a downtown Bozeman alley into an inviting light space transporting people from Main Street shopping to parking. The project had to be self supporting leaving existing buildings untouched and maintain light throughout the alley. My design incorporated a series of poles with multiple wires connecting them. Each wire had its own path through the alley via the poles. This created a sense of connection through the alley and an interactive walking space. The second project of Arch 253 was an Urban Infi ll project. (page 8) Each student was assigned a site and project. My design was a Metal Shop in downtown Bozeman with apartments on the upper levels. I designed my project to create a metal shop and living quarters with natural light and accessibility while maintaining a relationship with the surrounding buildings and the history of main street.

ARCH 253Kiosk/Chapel/Homeless Shelter

Bozeman, MT

10

Homeless Shelter

Section

Section

Floor Plan

Second Floor Plan

West Elevation

Design Studio 253 during Fall 2014 was an opportunity for me to refresh my design skills. Arch 253 is a continuation and progression of what students learn in fi rst year studios about composition. The studio focused on taking a concept into fl oor plan, section, and elevation. The fi rst project was a Kiosk on Campus that was to be multipurpose space and also had to be closable for non use hours. I created my Kiosk to be a concert area for after hours student activity. The second project of the semester was a Chapel next to the cemetery in Bozeman. My design goal for the chapel was to integrate it into the park atmosphere while serving as a multi use chapel space for all community members. For the third project students designed a Homeless Shelter on the border of the downtown district and a residential district. My focus with this concept was to create a place where community members and their families could stay while experiencing homelessness. The shelter incorporated workshops and interview training spaces. The site includes garden plots and a park where community members could pass through.

11

Chapel

Kiosk

Floor Plan

Section

North Elevation West ElevationFloor Plan

ARCH 354Generating Exchange

Butte, MT

Butte Community center

12Design Process: Perspective

Design Process: Pictures , Material Model, Concept Model

Design Process: Interior Perspectives

13

First Floor Plan

Second Floor Plan

Longitudinal Section

Design Studio 354 was about Generating Exchange and was set in Butte, Montana. Butte is a place full of history. Its importance as a mining town is undeniable. The project was a community center with the theme of generating exchange. The project included a market place, meeting rooms and offi ces as well as being a gathering place for the community of Butte. My design process started in Butte with a variety of pictures. From the pictures I created material models which not only explored materials, but also expressed the connections between diff erent elements I wanted to present in my fi nal design. My fi nal design included public and private gathering spaces, natural light, and a variety of spaces for community members to utilize. The building is half incased in a hard shell showing the strength and importance of Butte’s history and then opens up to the lighter more open side showing the connectivity of Butte’s community.

ARCH 355Dialectic PairingHostel_Daycare

Bozeman, MT

Hostel Interior Perspective

14Daycare Wall Section

Site Plan

Design Process: Concept Models Perspective

Design Studio 355 was about Dialectic Pairings- taking two objects, in this case programs of buildings, and creating a way for them to coexist. Students were allowed to select their own site in Bozeman and programs from lists of cellular programs (multi-unit housing) and long-span programs (variety of community spaces) For this project, I chose a hostel and a daycare on a site along the Bozeman Creek bordered by North Rouse Avenue. The presence of the creek played an important role in my design. Relating the buildings visually was a bridge to connect the extreme diff erences in program. I started my design process by exploring the idea of similar geometries in diff erent positions as well as geometries which fi t together. In the end my design was a combination of my two original process models. Although the programs and creek separated the buildings, visually they are paired.

Presentation long section

15Daycare Section Hostel Section Perspective

Primary and Secondary Structural Diagrams

Section of Electronic Library

ARCH 456Community Space_Residential

San Francisco, CA

Electronic Library Electronic Library

Courtyard

16

Structural Floor Diagram

Refl ected Ceiling PlanSection Model

Section

Design Studio 456 was set in downtown San Francisco on the edge of the Tenderloin District. While on a site visit, students explored the various districts of San Francisco. In small groups we developed urban design plans to increase the density and growth of selected areas. Then each student fully designed a chosen multi-use building on a site within that area. I chose to design a community center which included a market space, grocery store, electronic library, and an activity center as well as residential units. I wanted my design to be inviting from the street so I chose to have an open courtyard for the market space. I also wanted to create a presence of nature in the city by having green roof space accessible to the residents. The residential units were designed to give residents privacy as well as natural light, and a sense of community.

17

View From Residence Site

View from Electronic library

View of Market Space from Green RoofStreet View Perspective

ARCH 458Live Architecture Network

Parametric Design

18

Original Surface Studies

Design Process: Brise Soleil Study Parametric Variations

Framework for Parametric design Model of Parametric Variations

Live Architecture Network studio utilized CNC technology for design. We began with creating designs using Rhino and Rhino Cam to see the potential for the class. We then started a study of brise soleil/sun shades and parametric design. The density of the shade was infl uenced by the privacy of the space. Therefore the interior program of the surface determined the exterior design. The fi nal project of the semester was a large sectional model of what a parametric design would look like. The design also incorporated the idea of acting as a solar water heater as well as an exterior surface. The entire class worked together with a CNC wood mill to create the full scale model. Project Members: Laurel Podlich, Larissa Hand, Ben Eagan, Jacob Hunter, Jakub Galczynski, Matthew Muir, Scott Freimuth, Nelson Arave and Max Dunn.

19Final Design

Detail of ConnectionDetail of Water Pipes

Rendering of Project Frame and Interior Shell

20

ARCH 242 Architectural Structures

Bridge Competition

21

Testing Day

Architectural Structures introduced students to various kinds of structural systems. For the fi nal assignment students had the opportunity to put their knowledge to the test. Students teamed up to design and construct their own bridge for the Footbridge Competition. Each bridge had to span 10 ft. across Mandeville Creek west of Cheever Hall. The bridge had to be less than 120 lbs and hold 360 lbs. For this competition our group chose to design a bridge which gave the experience of stepping on stones across the creek and also maintained a connection to water through the materials. We chose to use PVC pipe and wire cable as the main structural components. Oak planks were then used to mimic stepping stones across the structure. The bridge was constructed in three sections for easy transportation. It was then unfolded and cables tightened at the testing site. Our bridge was successful, holding 360 + lbs and weighing less than 120 lbs. Designed and Constructed by: Laurel Podlich, Colleen DeVoe, Shauntel Nelson, Jacquie Pembroke and Maria Pomeroy

22

ARCH 340Building Construction II

Exit Gallery, MSU

Perspectives

Roof Section Detail Series

23

0

100

200

300

400

500

600

700

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Building Construction II was an opportunity to go through the design process with the additional challenge of creating construction documents. For the project of designing a new Exit Gallery east of Romney Gym on the MSU campus, students were paired up into design teams. The new Exit Gallery was to be designed to attract more viewers and eff ectively display art. It was required to be less than 28 ft. wide, 70 ft. long and 14 ft. high and had to incorporate sustainable strategies. To achieve these goals our team designed a building with exposed exterior trusses to attract interest from the outside and to let the art be foremost in the interior. The east and west walls were glass facades to open the building to passersby while limiting the amount of glazing. The north and south walls incorporated celestial windows to allow natural daylight into the space. In addition, these walls were made up of concrete with a polycarbonate wrap creating a thermal mass, decreasing the need for heating. The polycarbonate could be lit at night to maintain an exterior iconic look for the Exit Gallery. With the addition of photovoltaic panels and a solar hot water heating system mounted on the roof the building would be net zero. Design by Laurel Podlich and Colleen DeVoe

Air Movement Diagram

Sustainable Strategies

Mechanical/Heating/Plumbing/Electrical Systems

Wall Systems

Monthly Utility Bill Graph

ARCH 261Architectural Graphics I

24

Observation Drawing of Paper Bag and Crumpled Paper Bag Design Development Drawing of Chair Section

Architectural Graphics I was the fi rst introduction to using only graphics as a way to communicate a design. The class incorporated two types of drawings: Observation Drawings and Design Development Drawings. Observation Drawings were sketches of still lifes, focusing on the light and dark areas of the object to create a sharper drawing. Emphasizing shadow around the object was also used to enhance the drawn object. Design Development Drawings were drawn with a straight edge with focus on layout. This course explored the concept of multiple drawing types within the same composition. Students had to display drawings in a uniform and readable way while still showing detail and technique. Building designs for the design development section were provided as part of the assignments.

25

Design Development Drawing of Chair Section

Design Development Drawing Composition

ARCH 262Architectural Graphics II

26

Tone of Line Observation Drawings

One Point Perspective Drawing Line Drawing

Architectural Graphics II was a continuation of Arch 261. Again, students had two types of assignments. Observation Drawings focused on line drawings and explored tone. These selected drawings (page 24 top) were done around campus, in a bathroom, and a copy drawing of a barn originally drawn by Professor Henry Sorenson. Design Development Drawings (page 24 bottom/ 25) for this course were freehand. The process for these drawings included one point perspective, tone of line drawings, shade and shadow studies and watercolor paintings. Students were given a fl oor plan from which to create a study series including: one point perspective, shade and shadow study, and eventually water color. For the fi nal drawing series students used their designs from Design Studio 253 (page 8).

27Wash Tone Study

Final Design Watercolor Wash

Shade and Shadow Study

ARCH 363Architectural Graphics III

28Perspective Development

29

Final Warm and Cool Watercolor

Shade and Shadow Study Tone StudyPerspective Development

Architectural Graphics III continued the process of Observation Drawings and Design Development Drawings with the extended use of watercolors and the addition of mixed media drawings. All drawings were done without a straight edge. Page 26 shows selected observation drawings exploring the use of warm and cool water colors to enhance the original line drawings. The bottom left picture is a mixed media drawing which starts as a line drawing and then watercolor is added and fi nally with the use of color pencils the multiple techniques work together to create contrast and depth in the drawing. These drawings were done on MSU campus. The Design Development section for this course was similar to the previous in Arch 262. Using the students own design from Design Studio 354 (page 10) students created one point perspectives, shade and shadow studies and various tone studies. The fi nal was a mixed-media drawing using warm and cool watercolors and color pencil.

ARCH 262Architectural Computer Graphics

30Laser Cut Design

Concept SketchRhinoceros Model of Stairs

Physical Model

31

Architectural Computer Graphics was a chance for students to go beyond Observation and Design Development Drawings and explore the computer programs and resources provided by MSU School of Architecture. Students used the 3D printer and laser cutter to materialize these projects as well as the Rhinoceros program to design them. For this project students used the laser cutter and Rhinoceros to create an abstraction of stairs. My design focused on the connectivity of layers in diff erent positions. I then used Rhinoceros to model a staircase embodying my laser design. The next part of the project was to design a railing for the stairs which was outside of the norm. I chose to design and model, using Rhinoceros, a suspended railing which would follow the curve and height variances of my stair design. Finally, I used the 3D printer to print the railing.

Rhinoceros Model of Railing

3D Printed Model of Railing

ARCH 558Comprehensive Design Studio

Austin, Texas Fall 2015

32

Process Models

Final Model

Process Elevation Sketch

South Elevation

East Elevation

Design Studio 558 is the fi rst studio of the graduate school curriculum. It is a comprehensive design studio where students are expected to design a building and all the systems incorporated in that building. Energy effi ciency strategies are emphasized throughout the design process. The project was in East Austin, Texas in a neighborhood called Caesar Chavez. The neighborhood is dealing with gentrifi cation causing issues between longtime community members and the new young ‘hipster’ population moving to the new ‘cool’ place. Icon businesses are being torn down and luxury condos are popping up making it diffi cult for the existing community members to aff ord their own community. My project is a community center focused on connection. It includes a clinic, digital library, and community center. My goal was to provide a place for community activities to take place while also creating a place for the existing community members of Caesar Chaves to build a strong community and to be able to stay prominent with in their neighborhood despite the changes.My designed centered around the idea of connection. The central courtyard and interior courtyards maintained a visual connection between activities while still maintaining privacy. I included many shading devices to create comfortable spaces despite the Austin heat. I minimized south and west facing glazing and utilized pervious pavement and rain water catchment system to maintain landscape conditions effi ciently.

33

ARCH 543Material Studies

Fall 2015

34

Design and Construction

Material Studies is an graduate level elective taking place in the School of Architecture wood and metal shop. The purpose of this class is to explore materials focusing on metal, wood, and glass. The goal of the class is to create a musical instrument. I chose to construct a glasschord. A glasschord is a piano where the action mechanism hits a glass bar instead of a string. Throughout the class I designed and constructed the instrument. Using glass I cut, layered, and fi red glass bars to rough lengths. I then cut and sanded the bars tuning them to the perfect note. I then created the mechanism to complete the motion of playing the glasschord with keys and rubber mallets. Each mallet had to be at a calculated angle to hit the note accurately.

35

Final Glasschord