meghan hawkins architecture portfolio '08-'12
DESCRIPTION
Work completed at the University of OregonTRANSCRIPT
MeghanHawkins
To be truly successful, I be-lieve each architectural work must reach beyond the project footprint and into the land-scape, community and minds of passerby and generations to come.
Architecture should serve as an integral part of the lo-cal ecology, help to build communities both during and after construction, and seek to deepen user’s understand-ing of the world.
It is my goal to stitch these elements together into a uni-fied and cohesive whole, and my conviction that doing so will intensify people’s ex-perience of their everyday lives.
I hope to build upon my knowl-edge of architecture, land-scapes, business, and archi-tectural history to provide meaningful, responsible and context driven projects to groups both large and small.
Outdoor Recreation Center
Sketches
The Hillside Collaborative
Masieri Foundation
Turkish Carpet Museum
Visiting Scholars Academy
The Hillside Collaborative:Process
As the preliminary attempt at my final school design, I strove to create a community within the larger community, one in which the child’s role was both citizen and student.
In this environment, the chil-dren are encouraged to develop social and leadership skills in addition to traditional academic learning.
Like the Outdoor Recreation Center design, it is intended to be a demonstration site, run by the students and teach-ers, portraying what may be achieved at the larger com-munity level, and preparing students for the active role they might take in community building.
Somewhat reminiscent of medi-eval towns, the idea was to create outdoor learning court-yards which would function as play areas, classrooms andso-cial gathering spaces.
Over the course of the proj-ect, these became less like paved piazzas, and more fo-cused on the landscape and the exploration and study of eco-logical microsystems.
The Hillside CollaborativeLocation: Springfield, OregonProgram: K-8 School
Focus: Interior ExplorationDevelopment of Communal SpacesAccess to NatureContextual Response to LandscapeHolistic Education and Design
Process Sketch
“Nature, rather than the machine, should serve as the model for architecture.” -Alvar Aalto
Site Plan
ECOLOGY
COLLABORATION
FOOD PRODUCTION
GLOBAL LEARNING
COMMUNITY
-Fostering connection to and stewardship of natural resources-Understand student role as active citizens striving for a more sustainable future-Increase ecological literacy and understanding of larger natural systems-Work towards “decriminalization of nature”
-Providing a sense of responsibility, purpose and community; a familial atmosphere-Uniting all students through whole school activities-Fostering Mentor-relationships between students, teachers and community members
-Increasing awareness of good nutrition and healthy lifestyles-Demonstrating understanding of where food comes from, and its value-Teaching life skills of growing food, preparing and cooking it, and waste/reuse cycles-Interacting with the community and making meaningful, tangible contributions
-Exploration of how local issues and natural systems apply to larger world.-Increasing awareness of other cultures, and understanding relationships between them-Demonstrating importance of creative learning, in music, art and languages
discussions-Application of learning to real community issues; Creating sense of purpose for students-Creating spaces for after-hours use by community groups
“Organic means intrinsic-in the philosophic sense, entity-wherever the whole is to the part as the part is to the whole and where the nature of the materials, the nature of the purpose, the nature of the entire per-formance, becomes clear as a necessity. Out of that nature comes what character in any particular situation you can give to the building as a creative artist. Frank Lloyd Wright, Future of architecture
Common Courtyard and School Garden
“[We must] make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society, and permeated throughout with the spirit of art, history and science.” Dewey
Shared Space:Assembly Area Demonstration KitchenMultipurpose Zone
Plan:Classroom Pod
Carlo ScarpaVilla Ottolenghi
Alvar AaltoTeacher Training College
Process SketchLearning Courtyard
Elementary Classroom
“The school of tomorrow will be a garden city of children; that is to say a place of many shelters-a township…of small schools built as one community but with every shelter organized as a separate unit designed to meet the needs of children of specific age or stage of life…every shelter is in effect a small school, it is also a self contained unit or school home…” –Margaret MacMillan
ClassroomPerspective
School “Neighborhoods”
KindergartenElementaryMiddle SchoolSpecial Education
Outdoor Learning Courtyards
Extension of the School to Wider Community
GRAND CANAL
Masieri FoundationLocation: Venice, ItalyProgram: Architecture Academy
Focus: Flexibility of SpacesShared Access to CanalLiving/Learning Cohesion
GRAND CANAL
This project was approached as an experiment in the layering of programmatic elements.
With the unique triangular footprint and high density that comes with 15 architec-ture students living, work-ing and socializing within 6,000sq. feet, I chose to carefully assemble a variety of elements within one large space.
Rather than creating separate rooms for separate functions, this approach mimics the cre-ative process of the students.
Students are free to move from the Grand Canal terraces, where they might seek inspira-tion, to their workstations, library resources, and a so-cial area within which they may exchange ideas or sit for a lecture.
The mezzanine, containing the dormitories, also serves as a quiet place to read and take a break from the action below.
Concept: To confront the challenges associated with multiple people living and working in a small space.
Living Room & Studio Space
LEVEL ONE . VENICE, ITALY . MEGHAN HAWKINS . 2011
LEVEL TWO . VENICE, ITALY . MEGHAN HAWKINS . 2011
LEVEL THREE . VENICE, ITALY . MEGHAN HAWKINS . 2011
Grand Canal
Level 0
Levels 2 & 4
Levels 3 & 4
“An approach is favored in which individual human activities are enhanced by the articulation of spaces of different character, in which a building’s unity of form and idea is considered paramount, and in which technique is made the servant of the controlling form.” Curtis, W.J.R., Denys Lasdun Architecture
Layering of Program along Canal Facade
Process Sketch
Living Room & Library
Gallery, Exhibition Space and Dining Hall
Privacy Gradient Filtering Circulation
Gallery Concept Sketch
Prospect & Refuge
Turkish Carpet MuseumLocation: Portland, OregonProgram: Museum and Research Center
Focus: Museum as TheaterArchitecture as Educational ToolContributing to Urban Fabric
LongitudinalSection
The goal of this effort was to create a museum that increased the visitor’s understanding of the material through the ar-chitecture.
I set out to translate the qualities inherent in ancient Turkish prayer rugs into the tectonics of the structure itself.
Some of these qualities in-cluded percieved symmetry, the void, boundaries, and the interock of pattern.
The building has a dense structural grid to provide an intimate room in which to view the works, and create a sense of mystery.
Screened enclosures hold spe-cial exhibits and become sources of light within the darkened gallery space.
The gallery takes on a the-atrical quality as museum-goers catch glimpses of other visitors through the layered floorplates above and below.
LEVEL 0
Site Plan
Level Three
South Section:Entrance &
Research Facility
North Section:Gallery &
Lecture Hall
Visiting Scholars AcademyLocation: Rome, ItalyProgram: Live/Work Center for Visiting Scholars and Artists
Focus: Response to Historic StructureInterior DesignLinking Landscape and Built Spaces
THis project was a result of a collaboration between an Inte-rior Architecture student and I.
Challenged with the prospect of situating a new building within the confines of a medi-eval monastery, the new struc-ture both completes 3 existing courtyards, and continues the original monastery’s inter-locking with the landscape to the south.
We developed a modular design for the live/work studio units that would maximize light and continue the studio space to-ward the orchard.
While interaction with the landscape was a major focus of the design, it was peri-mount that the small studios and apartments catered to the flexible needs of the artists in residence, with built in shelving, workspace, supply storage, and bathrooms.
Great focus was also applied to materials and details.
Process and Diagrams
Studio Perspective
South Elevation[Facing Orchard]
Live/WorkStudio Axon
Site Plan:New & Existing Structures
Outdoor Recreation CenterLocation: Springfield, OregonProgram: After School and Excursion Center for Springfield Youth
Focus: Contextual Response to RiverPlayful, Youth FocusDirecting & Framing Views
Lower Level[Stream Access]
Upper Level[Entry]
Vegetated RoofSolar Panels
South Facing Clerestory
VegetatedShading Device
Stream-CooledBreeze Access
Mill RaceStream
Thermal Mass
Earth BermHeat Sink
Stack Ventilation
North ClerestoryDaylighting
Mill RaceStream
This design emerged from both its immediate context and the use of sustainable design strategies.
Situated along the man-made Mill Race stream, and along a south facing bank, it provided an opportunity to teach young Springfield residents how natural systems might be har-nessed to heat and cool build-ings.
A variety of sustainable de-sign strategies are demon-strated and complement the students explorations of the environment and natures cy-cles.
The fan shaped form is intend-ed to propel students outside and onto the terraces along the river, and direct views from within towards a water-fall, the mouth of the stream, and a small island in the cen-ter of the stream.
The terraces provide instruc-tional space and also a gear preparation area before excur-sions.
Passive Heating and Cooling Study
Strategies:-North/South Orientation-Cross Ventlation-Stack Effect-Bermed Lower Level Heat Sink-Thermal Mass and Abundant South Glazing-Vegetated Shading Devices
Calculations were completed to achieve an optimum indoor temperature range throughout the year.I also experimented with the effects of cooltowers, Night Flush Ventilation, Trombe walls, Water Walls, and Sun Spaces
Brion CemetaryPiazza Navona
CastelvecchioBrion Cemetary
ManarolaOslo
AvignonAssissi
Manarola
Venice
THANK YOU FOR YOUR CONSIDERATION
Meghan Hawkinshttp://issuu.com/meghanhawkins
[email protected](414) 333-9163