Ryan M Prat-ARCH 201.01-Jonas Coersmeier

Midterm Analysis_10/23/2007

2007-10-24T07:12:00.000-07:00

I have recieved great feed-back regarding my project. The next steps to be taken on my project will be to find a way to allow my modular site to become more structural and programmatic. First i will adapt the parameters of my srcipt to allow a more sinous trangression of mdule scale. For the midterm my scale was extremely dramatic and unrealistic. In addditon , I will further analyze my module and find ways to simplify further. Morover, I want to begin to construct my kindergarten. I have allready formulated a foundation, now it is time to strenghten that logic and begin adding classroom, offices, theater, gymnasium, etc. My idea is to use a script wihin my building zone, which has been predetermined, to locate where these spaces may exist.

Lastly, the jurors brought up a great topic to think about, which is protection and security of children. Can there be a way to allow public access on the site with them interripting the flow of the kindergarten? Are children able to be safe while accessing the waterfront?

I will start to explore the theory of control and freedom. This will allow me to start to determine where there can be public access, were my entrances are located.

Midterm Proposal_10/22/2007

2007-10-24T06:42:00.001-07:00

6_section + plan
Untitled-1
DSC02994
DSC02997
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DSC03022

Blogger has been encountering problems everytime I go to publish an image. For now I will supply a text description and try later with posting images of layouts and model photos.

My deliverables for the midterm included previous autopsy drawings, kindergarten precedant studies, script diagrams, classroom cluster layout and sections, and my building format with elevations, plans and sections. Mike and I have generated a script that will scale our model on the z axis according to the distance to attractor curves. In my project, as the module is farther away from the attractor, curves that map public circulation on the site, it will grow to create space. This allows for me to analyze my module with potential classroom space.

SEM studio_10/8/2007

2007-10-10T20:09:00.000-07:00

For thursday I will be entering the scripting realm. I have been able to understand the jointry and growth of one of my modules (the image below). I will use that module to further develop in shift and form change inscript by apllying it to the site anaylsis mesh to discover the potential footprint for my kindergarten. In addition, i will be using attrators to begin affecting my "z" axis.

I will also clean up my classroom module and start to locate and identify spaces for entrances, desk, storage, and other classroom needs.

1.1 Natural_1.3_10/1/2007

2007-10-05T20:49:00.001-07:00

1.3 Transition program module

1.1 Natural_1.3_10/1/2007

2007-10-05T20:46:00.000-07:00

1.3 Classroom program module

1.1 Natural_1.3_10/1/2007

2007-10-05T20:45:00.001-07:00

1.3 Public program module

1.1 Natural_1.3_10/1/2007

2007-10-05T20:40:00.000-07:00

1.3 Landscape program module

1.1 Natural_1.3_10/1/2007

2007-10-05T19:44:00.000-07:00

1.3 Latest version of program modules.

4.0 Kindergarten_9/27/2007

2007-10-01T18:12:00.000-07:00

4.0 Kindergarten study: respectively: Strawberry Vale, Apollo, and Amsterdam. A diagram of public, private, and intermediate space, along with circulation.

2.0 Paper_9/27/2007

2007-10-01T09:01:00.000-07:00

2.0 + 1.3 Images of paper models.

2.0 Paper_9/27/2007

2007-09-30T17:38:00.000-07:00

2.0 + 1.3 Images of paper models.

3.0 Site_9/27/2007

2007-09-30T17:36:00.000-07:00

3.0 New historical and economical site mapping, investigating building layout. Mike and I documentented residental, commercial, and industrial buildings in relation to the site, further qualifiyng them as old, new, or under renovation/construction.

1.1 Natural_1.3_9/27/2007

2007-09-30T17:34:00.000-07:00

1.3 Newest module discovery with program installation. The three drawings are connected to the circulaton layout of the respected school studies.

1.1 Natural_1.3_9/27/2007

2007-09-30T17:28:00.000-07:00

1.3 Layout with scripting logic and previous developments.

1.1 Natural - 3.0 Site_9/17/2007

2007-09-20T10:47:00.000-07:00

A.
B.
C.
D.
E.

1.1 Natural - 3.0 Site

Issued Mon., Sept. 17, 2007

For Thur., Sept. 20, 2007: Mike and I are using our word joints "Divergent" and "Convergent" reticulation, taken from our SEM image collection and Autopsy, to establish a rule set that will be the foundation for our project. Through our research and precendant studies we have witneesed a reoccuring "Divergent Convergent Reticulation" theme. We have decided to further develop our synthetic model modules, which is the process of taking the code from the natural and applying the logic to develop modules run through many generations. Our site anaylsis will be altered by plotting commerical, residental, and industrial locations within the sub-group of economically stable, to econimally deprived, to locations with money input but still in a phase of restoration. For Mon., Sept. 24, 2007 we will have three precendent study diagram, new natural and synthetic drawing + models, and drawings + models of the site.

4.0 Kindergarten_4.1_9/13/2007

2007-09-20T10:30:00.000-07:00

4.0 Kindergarten
4.1 1 of 3 precedent studies with partner Mike to diagram the circulation, program, and relationship of building to site. We studied Strawberry Vale Elementary School, Victoria, BC, Patkau Architects. DUE: Mon., Sept. 17, 2007

3.0 Site_3.4.3 - 3.4.7_9/13/2007

2007-09-20T10:27:00.000-07:00

3.0 Site

3.4.3 - 3.4.7 Using the NURB curves, generating different meshes, voronoi, and delanuy to send to the laser cutter to form site mesh models. Due: Mon., Sept. 17, 2007

3.0 Site_3.1-3.4.2_9/13/2007

2007-09-20T10:22:00.000-07:00

3.0 Site

3.1 - 3.4.3 My site analysis/ mapping with Mike. Using the point cloud and a certian logic of connecting points to generate different meshes. DUE: Mon., Sept. 17, 2007

1.1 Natural_1.1.5_9/13/2007

2007-09-20T05:31:00.000-07:00

1.1 Natural
1.1.5 The top image are my new "natural" autopsy drawing.
The bottom drawing is a collection of my "synthetic" representations. DUE. Mon., Sept. 17, 2007

"Moropho./Taxonomy Word Joints"

Feather
Imbricating Membrane
Imbricate-overlapping in sequence (verb)
Membrane-A thin, pliable layer of tissue covering surfaces or separating or connecting regions or structures (noun)
Kelp
Divergent Reticulation
Diverge-to move, lie, or extend in different directions from a common point (verb)
Reticulation-A net or a network (noun)
Lima Bean
Resilient Undulating Fold
Resilient-returning to the original form or position after being bent, compressed, or stretched (adjective)
Undulating- to move with a sinuous or wavelike motion; display a smooth rising-and-falling or side-to-side alternation of movement (verb)
Fold-to bring into a compact form by bending and laying parts together (noun)

1.1 Natural_1.1.4_9/13/2007

2007-09-20T05:23:00.001-07:00

1.1 Natural

1.1.4 Taxonomy SEM image collection_DUE: Mon., Sept. 17, 2007

3.0_3.4.6_9/10/2007

2007-09-13T09:00:00.000-07:00

3.0 Site

3.4.6 Mesh study model 2.

3.0_3.4.6_9/10/2007

2007-09-13T08:02:00.000-07:00

3.0 Site

3.4.6 Mesh study model 1.

3.0_3.1 to 3.4.5_9/10/2007

2007-09-13T07:55:00.000-07:00

3.0 Site

3.1 to 3.4.5 Our objective was to anaylze the sit by identifing certain activities within a two block radius from the site location. Using these points, which were plotted on a map digitally to form"point clouds", we used rhino to create "logically" nurb curbs, lofts, meshes, and triangulated meshes. Further, we used our "point clouds" and different nurb curbs to create phenotype relationships.

1.1 Natural_1.1.4 + 1.1.5_9/10/2007

2007-09-13T07:52:00.000-07:00

1.1 Natural

1.1.4 + 1.1.5 Posted above are my new taxonomy and 'autopsy' drawings using the logic posted in a written format below.

1.1 Natural_1.1.3 + 1.1.4_9/10/2007

2007-09-12T05:16:00.000-07:00

1.1 Natural
1.1.3 + 1.1.4 Ryan Prat along with partner Mike Archer

OWN
Feather
Imbricating Membrane
Imbricate-overlapping in sequence (adjective)
Membrane-A thin, pliable layer of tissue covering surfaces or separating or connecting regions or structures

SHARED
Kelp
Divergent Reticulation
Diverge-to move, lie, or extend in different directions from a common point (verb)
Reticulation-To make a net or network of. To mark with lines resembling a network (verb)

TOGETHER
Lima Bean
Resilient Undulating Fold
Resilient-returning to the original form or position after being bent, compressed, or stretched (adjective)
Undulating- to move with a sinuous or wavelike motion; display a smooth rising-and-falling or side-to-side alternation of movement
Fold-to bring into a compact form by bending and laying parts together

Definitions came from http://dictionary.reference.com/

1.1 Natural_1.1.4_9/10/2007

2007-09-12T04:30:00.000-07:00

1.1 Natural

1.1.4 New collection of images. Mike and myself collected objects from the site and scanned them under the SEM machine.

From top to bottom: Crab Shell, Feather, Oyster Shell, Kelp, and Sea Pod

3.0 Site_9/10/2007

2007-09-12T04:22:00.000-07:00

3.0 Images taken from the site with partner Mike Archer.

2.1 Paper_2.1.1 + 2.1.2_9/6/2007

2007-09-12T04:10:00.000-07:00

2.1 Paper
2.1.1 + 2.1.2 Autopsy drawings derived in laser-cut templates. When they are exposed to pressure, material properties are revealed_For pin-up Mon., Sept. 10, 2007

Above are my models corresponding to my Lima Bean seed drawing.

2.1 Paper_2.1.1 + 2.1.2_9/6/2007

2007-09-12T03:59:00.000-07:00

2.1 Paper

2.1.1 + 2.1.2 Autopsy drawings derived in laser-cut templates. When they are exposed to pressure, material properties are revealed_For pin-up Mon., Sept. 10, 2007

First two images are from the tomato seed drawings and the last two images are from the coleus leaf drawing.

1.1 Natural_1.1.4_9/6/2007

2007-09-08T19:07:00.001-07:00

1.1 Natural
1.1.4 Above are selected images that I have taken of my tomato seed using the SEM machine provided for our studio.

1.1 Natural_1.1.4_9/6/2007

2007-09-08T18:58:00.000-07:00

1.1 Natural
1.1.4 Above are selected images that I have taken of my coleus plant using the SEM machine provided for our studio.
a. Coleus leaf
b. Coleus leaf
c. Coleus stem

1.1 Natural_1.1.4_9/6/2007

2007-09-08T18:50:00.000-07:00

1.1 Natural

1.1.4 Above are selected images that I have taken of my lima bean using the SEM machine provided for our studio.

a. Lima bean leaf

b. Lima bean leaf

c. Lima bean stem

1.3 Synthetic_1.3.4_8/30/2007

2007-09-07T10:03:00.000-07:00

1.3 Synthetic

1.3.4 Rewriting the Rhinoscript provided to us by using our own axioms.

1.2 Educational_1.2.4_8/30/2007

2007-09-07T10:00:00.000-07:00

1.2 Educational

1.2.4 Group research assigment [partners: Mike Archer, Berel Frost, and Colin Burton]. Information and diagrams exploring logic behind Waldorf School Module_Thur., Sept. 6, 2007

1.1 Natural_1.1.3 + 1.1.4_8/30/2007

2007-09-07T09:58:00.000-07:00

1.1 Natural

1.1.3 + 1.1.4 Description of my taxonomy and 'autopsy' drawings_Thur., Sept. 6, 2007

Relative + Morphology + Growth
Tectonic Modules vs. Volumetric Modules
Word Morphology:
A. Lima Bean: Broadening Elevation + Rising Expansion
B. Tomato: Burrowing Elongation + Shearing Sprout
C. Coleus Leaf: Sinuous Protrusion + Blossoming Curvature
D. Lily Pollen: Parasitic Chain + Encompassing Grid
Families:
Organized my research into three families:
1. Tectonic
2. Module
3. Morphology
I described my “taxonomy naming ideology” through observations of growth and aesthetic tectonic qualities.
Logic:
Tectonic Module
Using my three planted seeds: Lima Bean, Tomato, and Coleus Leaf, I developed a logic relative to how these seeds began to morph, grow, and expand.
I observed SEM images of the surface, during growth, to discover
individual modules spreading throughout at a micro-scale.
My qualification of the module ranges from a single tectonic plate
[Tomato, lily pollen], to an individual alien growth [coleus leaf], or to the actual planted seed [lima bean].
In my ‘autopsy’ diagrams I create a complex module using the
Components of the modular growth. In a process of generations, by: augmenting, scaling, mirroring, copying, traversing, and altering. I begin to create a 2-dimensional field with stages of porosity and juxtapositions.
Goal:
“Skin + Bone”
In relation to my partners logic of “volumetric modules” I understand the terrain as a surface envelope containing volumetric geometry.
Mike and I came to the conclusion that there is a “skin + bone” logic witness throughout our research. Internally there is modular expansion, covered by a repetitive component skin.
Further Analysis:
Program to establish what begins to affect what?
Use of the scripting logic of when one unit reaches ultimatum, new set of rules begin?

1.1 Natural_1.1.3 + 1.1.4_8/30/2007

2007-09-07T09:53:00.000-07:00

1.1 Natural

1.1.3 + 1.1.4 Collection of images organizied under my taxonomy logic.

1.3 Synthetic_1.3.3_8/30/2007

2007-09-04T13:20:00.001-07:00

1.3 Synthetic

1.3.3 Above are my notes related to the Christopher Langton passage "Abstracting the 'bio-logic' of biology."_Sun., Sept. 2, 2007

1.2 Educational_1.2.3_8/30/2007

2007-09-04T13:16:00.000-07:00

1.2 Educational

1.2.3 Posted above are my notes from the second round of close reading identifing all organizational models mentioned within the passage_Sun., Sept. 2, 2007

1.1 Natural__1.1.2_8/30/2007

2007-09-04T13:12:00.000-07:00

1.1 Natural

1.1.2 Above is my journal and photo documentation of one of my planted seeds growth (Lima Bean.)_9/4/2007 discovered growth from my coleus leaf seed(small bud)_Tue., Sept. 4, 2007

Since the seeds have been planted, i have been keeping a daily log with my observations in a excel document.

1.3 Synthetic_1.3.2_8/27/2007

2007-08-31T10:27:00.000-07:00

1.3 Synthetic

1.3.2 Above there are four documents each with a different axiom; however, all of them are using the same mapping rule: selecting the same number of sub-strings per generation and creating a 3-D rendered model. This my 6/6 mapping rule display_Wed., Aug. 29, 2007.

1.3 Synthetic_1.3.1_8/27/2007

2007-08-31T10:09:00.000-07:00

1.3 Synthetic

1.3.1 Axiom and Mapping Rules_First Phase_Wed., Aug. 29, 2007

3 Characters

1. Without Parentheses
2. Axiom Rule Set Color
3. With Parentheses
4. Number System
5. Number System Color
6. Surface 3-D Structure

4 Characters

1. Without Parentheses
2. Axiom Rule Set Color
3. With Parentheses
4. Color Boxes for “2 Collective Group”(blue then red) and “3 Collective Groups” (green) and Underlined for Others
5. Surface 3-D Structure

1.2 Educational_1.2.1 + 1.2.2_8/27/2007

2007-08-31T09:57:00.000-07:00

1.2 Educational

1.2.1 Read Rena Upitis text "School Architecture and Complexity"

1.2.2 Above are my notes and diagrams on the readings (A. "Designing with L-Systems, Part 1: String Rewriting Systems" and B. "School Architecture and Complexity" by Rena Upitis) along with answers to the Rena Upitis text questions_Wed., Aug. 29, 2007

1.1 Natural_1.1.2_8/27/2007

2007-08-31T09:45:00.000-07:00

1.1 Natural

1.1.2 Plant a seed.

1.1.2 I planted three various types of seeds:
A. Tomato Seed_placed in a "water bottle terrarium." with soil.
B. Coleus_this leafy vine is placed in a cup with soil.
C. Lima Bean_placed in a cup with soil.

1.1.2 I have been keeping a daily log (in excel format) documenting my observations and watering schedule.

1.1 Natural_1.1.1_8/27/2007

2007-08-31T09:40:00.000-07:00

1.1 Natural
1.1.1 SEM Research and collection of images_First phase research documentation_Tue., Aug 28, 2007.

1.1.1 Study of cellular, seedling, and vegetative formation and growth of a tomato.

1.1 Natural_1.1.1_8/27/2007

2007-08-31T09:28:00.001-07:00

1.1 Natural

1.1.1 SEM Research and collection of images_First phase research documentation_Tue., Aug 28, 2007.

1.1.1 Study of cellular and seedling formation and growth.