Design that Thinks

Beginning the first half of my second year at Clemson University, this studio introduced fabrication tools such as 3D printing, laser cutting, and experimental joinery. Working in pairs, students developed unique conceptual topographies; our project translated a knife and tree stump image into a forested terrain-driven architectural system.

This casting project was developed alongside the topography project to explore form, void, solid, and space through material experimentation. Using balloons, foam core, and custom 3D-printed objects as formwork, plaster casts were produced to study light, shadow, texture, and negative space. The project emphasized process-driven design and introduced architectural modeling through casting techniqu

The second semester in the Clemson architecture program introduced students to a variety of new design skills, with 3D modeling being the main component. This final project was an accumulation of multiple projects worked on in the second semester. Students were instructed to design an interactive wall and redesign the chosen site. Click the project for more background and information!

Along with the final design of the wall project, I constructed a presentation board outlining my process. This process lays out the projects from the beginning of the second semester, starting from orthographic drawings of my chosen object, moving to a solid/void analysis and physical model, and finishing with a use analysis and a physical model of my interactive wall.  

Clemson’s architecture program for new students, Introduction to Architecture, presented us with basic design languages to create cube models. Based on one of my cube designs, for which I chose the word subtraction, we were instructed to create a bird house. The bird house would need to be functional for a native bird and be capable of communicating the design word effectively and precisely. Click