CAN CAKMAK

ARCHITECTURAL PORTFOLIO

5 6

2 3 4
INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

1
UNIQUE PROGRAMATIC INTERPLAY

THE NEW CAMPUS

The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

WAREHOUSE DISTRICT
CONVENTION CENTER

CAMPUS INTERNATIONAL

FLUID CONNECTION
PLAYHOUSE SQUARE
PUBLIC SQUARE

STATE UNIVERSITY

CAN CAKMAK
Syracuse University Bachelor of Architecture 2014 ccakmak@syr.edu cancakmak.com (917)-975-2765 907 Ackerman Ave Syracuse, NY 13210

5 6

2 3 4
INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

1
UNIQUE PROGRAMATIC INTERPLAY

THE NEW CAMPUS

The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

WAREHOUSE DISTRICT
CONVENTION CENTER

CAMPUS INTERNATIONAL

FLUID CONNECTION
PLAYHOUSE SQUARE
PUBLIC SQUARE

STATE UNIVERSITY

DIGITAL INTERVENTIONS
3rd Year Studio (London Abroad) Augmented Spaces 4 Weeks London, UK After exploring the Olympic Site in London, the digital intervention was designed to bring an augmented, digital tour of the olympic park to the citizens of London. These digital interventions were in an effort to bring more awareness to the public, specifically regarding the olympic parks role post-olympics in 2012.

D o c u m entati on of areal phot os t a ke n arou nd the Olympi c Pa r k in Lo n d o n.

iPhone o n 10 s t i ck | P h ot os h op

E x h i b i t i o n o f O l ymp i c Pa r k d o c ume n ta ti o n. Pr o je c t i o n s o n th e f l o o r s h o w s u b je c t w a l ki n g a r o u n d t h e s i t e, w h i l e p r o je c t i o n s a h e a d s h o w s mo me n t s w h i c h s p e c i f i c a l l y c a u gh t t h e i r a t t e n t i o n.
-

S tu dies of augmented s pa ce arou nd a persons body, ad apt in g to their movements and phy s ical attribu te s.
Cin ema 4 D | I llus t r a t or

Experiments with parametric design. Objects changing shaped based on moving control points.
Ci nema4D | Illus trator | Photos hop

5 6

2 3 4
INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

1
UNIQUE PROGRAMATIC INTERPLAY

THE NEW CAMPUS

The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

WAREHOUSE DISTRICT
CONVENTION CENTER

CAMPUS INTERNATIONAL

FLUID CONNECTION
PLAYHOUSE SQUARE
PUBLIC SQUARE

STATE UNIVERSITY

CLEVELAND DESIGN COMPETITION

Competition Entry In collaboration with Lauren Buckheit K1-12 School District 3 Weeks Cleveland, OH This competition invited entrants to re-envision the architectural layout of a K-12 school in Cleveland, OH. Because the competition was designed with a studio partner while both team members were traveling, most of the collaboration took place online, over Skype and other platforms, in order to come up with a coherent re-imagination of a school district.

Cleveland Design Competition was a project to re-envision the architectural structure of a K1-12 school system.
Rhino | V- Ra y | P h ot os h op

INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

CLEVELANDS CAMPUS INTERNATIONAL

OLD SCHOOL
DIVISION

THE CAMPUS INNOVATION

LECTURE
Language Math

FORM

COLLABORATION
Elementary Math Building

OFFICE

RM.

Language Building Performing Arts High School Social Studies

3RD & 7TH 4TH &6TH 10TH & 12TH 8TH & 11TH
HOOP HOOP2

HOOP HOOP2

Language

languages. In order to facilitate this envioronment each classroom will layouts such as lecture, projects style, and group work

will no longer be distinct as studies, but will be integrated into one unique learning experience.

Social Studies cafeteria gym sports

DISCONNECTED SITE
SITE INFLUENCES WAREHOUSE DISTRICT

CONTINUEING THE GREEN INITIATIVE

CLEVELAND STATE INITIATIVE TO CREATE A GREEN LINKING CORRIDOR CAMPUS INTERNATIONAL FURTHERING CLEVELAND STATES GREEN INITIATIVE

IOR SUPER
CAMPUS INTERNATIONAL
WAREHOUSE WAREHOUSE DISTRICT DISTRICT

PAYN

LAKE ERIE LAKE ERIE WATERFRONT WATERFRONT

BROWNS BROWNS STADIUM STADIUM

RIOR SUPE RIOR SUPE

CAMPUS CAMPUS INTERNATIONAL INTERNATIONAL

PUBLIC SQUARE PLAYHOUSE SQUARE

CONVENTION CONVENTION CENTER CENTER PUBLIC PUBLIC SQUARE SQUARE

DISCONNECTION DISCONNECTION
PLAYHOUSE SQUARE PLAYHOUSE SQUARE

PAYNE PAYNE

CHESTER CHESTER

CLEVELAND STATE UNIV.

EUCLID EUCLID

STATE STATE UNIVERSITY UNIVERSITY

CUYAHOGA

CUYAHOGA

THE FORM AS THE CONNECTOR

NEED FOR EAST WEST CONNECTION TO DOWNTOWN |PLAYHOUSE NEED FOR NORTH-SOUTH CONNECTION BETWEEN ROADS AND UNIVERSITY
SUPE
RIOR

RESULTING IN UNIQUE CIRRCULATION AND NEED FOR CONNECTION

WAREHOUSE DISTRICT
OR ERI SUP

WAREHOUSE DISTRICT
WAREHOUSE DISTRICT

WAREHOUSE DISTRICT

RIOR SUPE
CAMPUS INTERNATIONAL

CAMPUS INTERNATIONAL

NE PAY

E PAYN
TER

PLAYHOUSE SQUARE
NE PAY
CHES

PLAYHOUSE CLEVELAND STATE UNIV.

PLAYHOUSE SQUARE

CLEVELAND STATE UNIV. CLEVELAND STATE UNIV.

CLEVELAND STATE

PLAYHOUSE SQUARE

CLEVELAND STATE UNIV.

Exterior night render.

Cine ma 4D | Ph o t o s ho p

12

HOOP HOOP2

The teacher will not only instruct but they will instruct each other, providing oppurtunities to both learn from each othe but also communicate

5TH & 11TH

GROUP WORK

W.

DRESSING

M.

DRESSING

GREEN

TECH.

Math

BACK

STAGE

The common school system uses types of division and segmentation to organize the spacial layout of the learning environment. Division through GRADE LEVEL as well as SUBJECT AREA are the most prevelant. School systems are divided into elementary, middle, and high school with seperate isolated subject areas such as science, math, english, and social studies

Campus International Schools subject areas are located where the facilities cater best to each course. This will still occur, having each of the areas. However within each subject area it will not be devided by grade. subjects will be combined within a single room causing collaboration and interactive group learning
1ST & 4TH

Science Building Middle School

PROJECTS

Campus International School will be a highly innovative Cleveland public school where grades K-12 will all exist on one campus. Instead of dividing the subject areas for these students into issolated spatial areas each bar will contain a programatic subject type. Each of these bars overlaps and come to a main intersection point. At these intersection

OVERLAP |INTEGRATION

Science
HOOP HOOP2 HOOP HOOP2 HOOP HOOP2

LOBBY

FOYER
HOOP HOOP2

BOX

OFF.

WOMEN

MEN

DOWN H/C SOUND LIGHTS SLOPE &

DOWN PIT STAGE SLOPE

1/2" 91'-10

LOADING

Social Studies

MUNIPULATED GROUND PLANE

ENG MIX

Instead of being divided up by grades, this design dedicates a strand for each subject, for all ages, encouraging interactions between all ages to learn from each other.
Rhi no | V- Ray | P h o to s h o p

INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

UNIQUE PROGRAMATIC INTERPLAY

THE NEW CAMPUS

The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is 13 issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

GLISH/WRITING XED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

5 6

2 3 4
INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

1
UNIQUE PROGRAMATIC INTERPLAY

THE NEW CAMPUS

The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

WAREHOUSE DISTRICT
CONVENTION CENTER

CAMPUS INTERNATIONAL

FLUID CONNECTION
PLAYHOUSE SQUARE
PUBLIC SQUARE

STATE UNIVERSITY

BIO-CHEMISTRY RESEARCH LAB

3rd Year Comprehensive Studio In collaboration with Phil Bongard Bio-Chemistry Laboratory 10 Weeks Boston, MA This comprehensive design of a Bio-Chemistry Research Lab aimed to understand the functional necessities of a typical laboratory design, while attempting to re-invent certain aspects in order to bring additional interventions such as collaborative and work spaces. In a collaborative effort, the final product aimed to solve not just design but a variety of building components such as structure, HVAC, ventilations, and more.

Top: Site analysis to determine between two building sites. Bottom: Programmatic analysis of typical lab layout, redesigned.
Au t o CA D | I llus t r a t or | P h ot os h op

Genzyme Biosurgery building.

Genzyme Biosurgery building.

1 2

Public area in front of site.

Public area in front of site.

Boardwalk for the public.

Boardwalk for the public.

View of Boston and Charles River BasinView of Boston and Charles River Basin

Two sites at Boston. Kendall Square, Boston. ed sites atproposed Kendall Square,

Program Program Program Placement Placement Placement In In In Plan Plan Plan Program Placement In Plan Program Program Placement Placement In In Plan Plan

Decision tosite choose site due to Genzyme the neighboring Genzyme building, the public a Decision to choose second due second to the neighboring building, the public area in the front, boardwalk onand the the South side, and the view of the River. the front, boardwalk on the South side, view of the River.

16

outhEast View During the Day

rium View Into Labs

Exterior rendering of Bio-Chemistr y Lab in chosen site in Boston, MA

Revi t | Rhi no | Ske tc h U p | P h o to s h o p

17

Plan of typical floor plan of the BioChemistr y Research Lab.

Revit | Il l u s t ra tor

Floor Plan B =1-0

10

1
23'-0"

2
23'-0"

3
23'-0"

Section

4
23'-0"

G
25'-0"

ort

ort

oor

25'-0"

on

Cubicle Cluster

Typ.

B
Communal Laboratory Fume Hood Alcove Env. Rm.

Office Kitchenette /Support

ard

H
Cubicle Cluster

Typ.

25'-0"

Tissue Culture

od

Tissue Culture Support

25'-0"

4" M

ons

Support

Tissue Culture

Tissue Culture

Conference

Pl

ade

J
20'-0"
Up Men

14'-0"

ing

ore

tair

haft

K
Atrium

ure

20'-0"

25'-0"

Women Up

om

am

L E
Computer Cluster Computing Support Support Env. Rm. Conference Archive Space Tissue Culture Support

der

25'-0"

Env. Rm.

Tissue Culture

Tissue Culture

am

ard

35'-0"

Fume Hood Alcove Communal Laboratory

Fume Hood Alcove

Communal Lounge

25'-0"

F
Computer Cluster

on

em

23'-0"

23'-0"

23'-0"

23'-0"

10

uth Elevation =1-0

10

Workspace

4" M

Pl

N
25'-0"

M
25'-0"

L
20'-0"

K
14'-0"

J
25'-0"

H
25'-0"

ght

18

de

ers

Vertical Circulation

Mesh + Spider Clip Facade

Structure Various comprehensive building systems highlighted.

Revi t | Rhi no | Illus tra to r

Vertical Circulation Mesh + Spider Clip Facade Structure

Lab Lab Zones Zones

Service Area Service Area

HVAC

High Energy High Consumption Energy Consumption

Low EnergyLow Consumption Energy Consumption

Service Area

HVAC

Enclosure

Composite

Atrium Space Area

HVAC

Enclosure

Composite

Low Energy Consumption

ce Area

Atrium Space Area

Vertical Circulation

Mesh + Spider Clip Facade

Vertical Circulation Structure

Low Energy Consumption

Atrium Space Area

on

Energy consumption based on program of typical floor plan.

Rev it | I llus t r a t o r

HVAC

Enclosure

HVAC Composite

19

SouthEast View During the Day

Detail sectional drawing demonstrating lighting controls of different sections in the Bio-Chemistr y building.
Revi t | Il lus t r a t or

Atrium View Into Labs

Sunlight Control By Perforated Mesh

Lab Space

Sunlight Through Atrium

Laboratory
Revi t | Rh i n o | P h ot os h op

Rendering of the central atrium space spanning through all floors. 20

Laboratory

Sunlight Through Atrium

Lab Space

Sunlight Control By Perforated Mesh

Rendering of a typical Bio-Chemistr y lab space.

Revi t | Photos hop

21

Diagrams showing exterior and interior visual connections, airflow throughout the building, and fire safety precautions.
Re v i t | I llust r at o r | Ph o t o sh o p

Visual Connections, Interior & Exterior

ESTCODE

ESTCODE

Sectional Diagrams |
Air Circulation Atrium Fire Control Visual Connections, Interior & Exterior

ESTCODE

ESTCODE

ESTCODE

Diagrams |
Atrium Fire Control Visual Connections, Interior & Exterior

ESTCODE

ESTCODE

ESTCODE

22

Sectional render of detailed lab spaces, also showing lecture hall, lobby, and basement spaces.
Revi t | Photos hop | I llu s tr ato r

23

Plans, elevations, and sections of Bio-Chemistr y Lab. Actual size of presentation at 8 by 16 feet.
Revi t | Il l u s t ra t or

Detailed Section 1=1-0

1 2

Lab Floor Plan A 1/8=1-0

1 10

Lab Floor Plan B 1/8=1-0

1
23'-0" 23'-0" 23'-0"
1 10

Section

4
23'-0"

5 A
Write-Up w/ Overhead Storage and Support Workstation w/ Overhead Storage and Support Glossy Poured Epoxy Floor Full Hieght Workspace Partition

A
Write-Up w/ Overhead Storage and Support Workstation w/ Overhead Storage and Support Glossy Poured Epoxy Floor

G
25'-0"

Cubicle Cluster

B
W14 Steel Beam, Typ. W16 Steel Girder, Typ. Communal Laboratory Fume Hood Alcove Env. Rm.

Office Kitchenette /Support

H
Cubicle Cluster

W14 Steel Beam, Typ. Whiteboard W16 Steel Girder, Typ.

25'-0"

Fume Hood Full Height, Air Tight Partitions 1/2" Glossy Epoxy Pour Floor Finish 4" Metal Decking w/ 8" Concrete Slab W14 Steel Beam, Typ. W16 Steel Girder, Typ. Plastered Concrete Fireproofing. 4" Rigid Insulation Aluminum Mullion w/ Passive Heat Flow System 10'-0" Laboratory Ceiling Finish Metallic High Density Panel Facade Interior Floor to Floor Glazing Bi-Steel Core 42" Switch Back Fire Stair Mechanical Shaft 3 Hour Rated Core Enclosure Up

Tissue Culture Support

Support

Tissue Culture

Tissue Culture

Conference

Fume Hood Full Height, Air Tight Partitions

J
20'-0"
Metallic High Density Panel Facade Interior Floor to Floor Glazing

Men

K
Atrium

Bi-Steel Core 42" Switch Back Fire Stair Mechanical Shaft

3 Hour Rated Core Enclosure

25'-0"

Women Up

ADA Compliant Bathroom Porosity Varying Perforated Metal Meshes W14 Steel Beam

L E
Computer Cluster Computing Support Support Env. Rm. Conference Archive Space Tissue Culture Support

ADA Compliant Bathroom W14 Steel Beam

E
25'-0"
Env. Rm. Tissue Culture Tissue Culture W20 Steel Girder

W20 Steel Girder

W16 Steel Beam Whiteboard

35'-0"

Fume Hood Alcove Communal Laboratory

Fume Hood Alcove

Whiteboard

Intergrated Overhead Outlets and Gas Supply

Communal Lounge

F
W12 Steel Column w/ 3 Hour Rated Partition Computer Cluster Composite Glazing System

F
W12 Steel Column w/ 3 Hour Rated Partition

Composite Glazing System

1/2" Glossy Epoxy Pour Floor Finish 4" Metal Decking w/ 8" Concrete Slab W14 Steel Beam, Typ. W16 Steel Girder, Typ. Plastered Concrete Fireproofing. 4" Rigid Insulation Aluminum Mullion w/ Passive Heat Flow System 10'-0" Laboratory Ceiling Finish

23'-0"

23'-0"

23'-0"

23'-0"

10

West Elevation 1/8=1-0

1 10

South Elevation 1/8=1-0

1 10

1
Porosity Varying Perforated Metal Meshes Skylight

2
23'-0" 22'-6" 5'-8"

6
23'-0"

7
23'-0"

8
23'-0"

9
23'-0"

10
Skylight

Metallic High Density Panel Facade Painted Aluminum Louvers

Metallic High Density Panel Facade Painted Aluminum Louvers

Intergrated Overhead Outlets and Gas Supply

Painted Aluminum Mullions

Painted Aluminum Mullions Double Swing Glass Door Transparent Glass Railing

Dense Composite Mesh Glazing Porous Composite Mesh Glazing

Dense Composite Mesh Glazing Porous Composite Mesh Glazing

Glass Fin Spider Glazing System

Glass Fin Spider Glazing System

Double Swing Glass Door

Double Swing Glass Door

24

35'-0"

W16 Steel Beam

25'-0"

20'-0"

25'-0"

Tissue Culture

25'-0"

25'-0" 25'-0" 14'-0" 20'-0" 25'-0"

Section 1/4=1-0
1 10

1
23'-0"

2
23'-0"

3
23'-0"

Section

4
23'-0"

5
Skylight

G
Metallic High Density Panel Facade

193'-0"

25'-0"

Cubicle Cluster Office Kitchenette /Support

Painted Aluminum Louvers

Communal Laboratory Fume Hood Alcove Env. Rm. Support Support Tissue Culture Tissue Culture

H
Cubicle Cluster

Tissue Culture

Tissue Culture

25'-0"

4" Metal Decking w/ 10" Concrete Slab Plaster Fireproofed W18 Steel Girder

173'-0"

Conference

J
Up Men

14'-0"

K
Atrium

160'-0"

20'-0"

Women Up

L
Computer Cluster Computing Support Support Env. Rm. Conference Archive Space Tissue Culture Support 147'-0"

25'-0"

Env. Rm.

Tissue Culture

Tissue Culture

Fume Hood Alcove Communal Laboratory

Fume Hood Alcove

M
134'-0"

Communal Lounge

25'-0"

Computer Cluster

N
121'-0"

23'-0"

23'-0"

23'-0"

23'-0"

Aluminum Mullion w/ Passive Heat Flow System

10

Dense Composite Mesh Glazing

Individual Laboratory

Tissue Culture

Enviornment Room

Fume Hood Alcove

Individual Laboratory

Workspace w/ Overhead Storage and Supply Write-up Desk 4" Metal Decking w/ 8" Concrete Slab Plaster Fireproofed W16 Steel Girder

108'-0"

N
25'-0"

M
25'-0"

L
20'-0"

K
14'-0"

J
25'-0"

H
25'-0"

95'-0"

82'-0"

69'-0"

56'-0"

43'-0"

Aluminum Mullion w/ Passive Heat Flow System Dense Composite Mesh Glazing

Communal Laboratory

Fume Hood Alcove

Enviornment Room

Tissue Culture

Communal Laboratory

Workspace w/ Overhead Storage and Supply Write-up Desk 4" Metal Decking w/ 8" Concrete Slab Plaster Fireproofed W16 Steel Girder Operable Interior Shading Screen

30'-0"

Reception

Office

Double Glazed Glass Fin Spider Facade Plaster Fireproofed W16 Steel Girder Operable Interior Shading Screen

17'-0"

Conference Double Swing Glass Door

Office

0'-0"

Reinforced Concrete Foundation Column

Waterproofing 2" Rigid Insulation 12" Reinforced Foundation Wall Steel Footing Connection 24" Isolated Concrete Slab 36" Concrete Pile Caps 36" Concrete Footing Concrete Piles -15'-0"

25

5 6

2 3 4
INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

1
UNIQUE PROGRAMATIC INTERPLAY

THE NEW CAMPUS

The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

WAREHOUSE DISTRICT
CONVENTION CENTER

CAMPUS INTERNATIONAL

FLUID CONNECTION
PLAYHOUSE SQUARE
PUBLIC SQUARE

STATE UNIVERSITY

THEO CHOCOLATE FACTORY

2nd Year Studio Chocolate Factory 8 Weeks Syracuse, NY This chocolate factory for Theo Chocolates, an artisan chocolate brand, not only aimed to create a factory to expand the brand to the greater NY area, but also provide tours for locals and tourists to see the chocolate making process. The exterior cladding was designed and full scale mock ups were created in collaboration with ceramic major students at Syracuse University.

E x t erio r render of entrance.

Rhino | Ph o to s h op

28

Program di agrams.
S ke t c h e s

I n t e r i o r c i r c u l a t i on, h ig h lig h t ing t h e s p i r a l i n g s ta i r c ase and t r ian gu l a r f a c a d e o p ening s.

Rhi no | Photos hop

29

D i a gram of exteri or ti le arrangeme nt.

Il l ustra to r

Colla b or at e d w i t h c e r a mi c ma jo r s t u d e n t s t o cr e a t e o n e -to - o n e e x t er ior t ile m o c k- u p s.

Wo o d | C e r am ics

30

E x t e r i o r n i gh t r ender, s h o wing t h e l i gh t e f f e c t t h r o ug h t h e t r iang ular f e n e s tr a ti o n s.

Ci nema4D | Rh ino | P h o to s h o p

31

Entrance of chocolate factor y. Stairs guide tours to the top floor, while displaying the creation process.
Rhino | V- Ra y | P h ot os h op | I llus t r at o r

32

Vi e w f r o m th e t o p f lo o r, h ig h lig h ti n g th e c a fe, and t h e dif f er ent f l o o r s o f t h e f ac t o r y.

Rhi no | V- Ray | P h o to s h o p | I llu s tr ato r

33

3D printed model showing with triangular fenestrations, columns, and floors of the factor y.
Rhino | Wa x | I llus t r a t i o n Boa r d | B al sa

34

L i gh t i n th e 3D pr int ed mo del d e m o n s t r a tes t h e lig h t ef f ec t o f t r i a n gu l a r f e nes t r at io ns.

Rhi no | Wax

Imag es hi ghli ghti ng di f f e r e n t as p ec ts of the 3D pri nted mod e l, al so sh owi ng model comin g ou t of the p rin ter and oven.
Rh i n o | 3 D Pr i n t e r | Wa x

35

5 6

2 3 4
INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

1
UNIQUE PROGRAMATIC INTERPLAY

THE NEW CAMPUS

The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

WAREHOUSE DISTRICT
CONVENTION CENTER

CAMPUS INTERNATIONAL

FLUID CONNECTION
PLAYHOUSE SQUARE
PUBLIC SQUARE

STATE UNIVERSITY

BIO-MIMICRY: RESPONSIVE FACADES

4th Year Visiting Critic Studio Renovating the Everson Museum with Bio-mimicry 4 Weeks Syracuse, NY The Loligo Paeleii Squid uses its pigments to change color and texture in order to blend into its surroundings, both as a defense mechanism and for hunting its prey. Using this as a precedent, the idea of the pigments were applied to the Everson Museums concrete facade in order to bring light, and a visual connection, between the interior and exterior based on visitors movements and locations.

Loligo Paeleii Squid - a squid which changes texture and color to blend into its surroundings.
-

Sectional render of Everson Museum showing adaptive wall based on Loligo Paeleiis changing pigments.
Rhi no | Ci nema4D | P h o to s h o p

38

Actual photo of animation of changing pigments being projected onto the Everson Museum, with plans and sections showing adaptive wall.
AutoCAD | Illustrator | Photo of Projection

39

Site model of Everson Museum with 3D printed model of the adaptive wall with changing pigments.
White M u s eu m Boa r d | 3 D Pr i n t | i Pad

3D print of wall model, showing different effects of lighting from different angles.
3D Pri nt

40

Physical studies of adaptive wall models. Experimenting with materiality and light.
-

3D Printed Model
8 b y 5 i nches

Concrete Model
1. 5 b y 2. 5 feet

Plexi + Museum Board Model

1 b y 2 feet

41

5 6

2 3 4
INTERSECTION CREATES PROGRAMATIC OVERLAP AND UNIQUE LEARNING EXPERIENCES

1
UNIQUE PROGRAMATIC INTERPLAY

THE NEW CAMPUS

The form of the new Campus International now facilitates a unique type of learning where all disconnection and seperation, as usually occurs in most school typologies, is abandondoned. Students are now not only learning from their teacher but from their peers and classmates of all ages. Classrooms are organized into muli grade zones where students at different points in their educational carrer teach each other. The form also dicatates the organiation of the new school. Its fluid forms allow for easy cirrculation as well as use of the interstial spaces between bars as recreation facilities. Each bar contains a different subject area. However, unlike other schools where each subject is issoclated,in Campus International the different bars of subjects intersect and weave together. At these points of intersection multiple programs and subjects overlap and create an experiential and educationally rich space. A student in these spaces will learn multiple subjects at once, collaborating different skills sets from different subjects. These spots whether in the interesting spaces or in the classroom with multiaged students, allow for collaboration between students as well, aiding them to utilize and practice different languages when addressing a varitey of different topics The flowing band form of this building not only aides in the educational layout of the building but furthers students education more by creating deeper connections to the community and university around them. By having this fluid for students can move smoothly from one spot in the community to the other. The bars are strategically placed and shape responding to the surrounding site. The bars create physical connections , such as with the university allowing for a easy access to facilities and more of a conversation between the two structures. They also create connections by pointing towards certain important locations in the city like Playhouse Square and creating visual connections through aimed views of where the end of the bar points.

MATH/ SCIENCES MIXED GRADES

PROGRAMATIC RELATIONSHIP

ENGLISH/WRITING MIXED GRADES

SOCIAL STUDIES MIXED GRADES

INTERSTIAL SPACE BETWEEN BARS USED FOR OUTDOOR ACTIVITY. SPORTS AND RECREATION TAKE PLACE BETWEEN, UNDER AND OVER THE BARS

FORM

MUNIPULATED GROUND PLANE

WAREHOUSE DISTRICT
CONVENTION CENTER

CAMPUS INTERNATIONAL

FLUID CONNECTION
PLAYHOUSE SQUARE
PUBLIC SQUARE

STATE UNIVERSITY

HOBART AND WILLIAM-SMITH

3rd Year Studio Dormitory at Hobart and William-Smith College 8 Weeks Geneva, NY Once divided into two campuses, one for boys and one for girls, Hobart and William-Smith is now a mixed university that aims to connect the two colleges together. With a growing number of applicants, one of the most important necessities is a dormitory to house incoming freshmen. The strategic location of the site is between the former border of the two colleges, meaning that the dorms functionality was not only to house students but also connect the campuses.

Site model of dormitor y at Hobart and William-Smith College.

Laser Cutter | CNC Mill | Chipboard | Balsa

44

Explorations in study models and sketches for parti of the design.

Chipboard | Balsa | Insulation Foam | Trace

45

Rendering of dormitor y design.

Rhino | V- Ra y | P h ot os h op | I llus t r at o r

46

Exploded axon of individually designed parts of the dorm room.

Rhi no | V- Ray | Photos hop | Illus trator

47

Main front entrance of dormitory, with an exploded axon showing structural and programmatic elements of design.
Rhino | V- Ra y | P h ot os h op | I llus t r at o r

Night render of the back-quad of dormitor y.

Rhino | Cin em a 4 D | P h ot os h op

48

Main lobby of dormitory.

Rhi no | V- Ray | P h o to s h o p | I llu s tr ato r

49

CAN CAKMAK

ARCHITECTURAL PORTFOLIO

CAN CAKMAK

ARCHITECTURAL PORTFOLIO