matt bramstedtARCHITECTURE

nature center

children’s hospital

passive house

hotel chicago

internship work

education center

hotel chicago

DANVILLE, IL

ROANOKE, VA

LONDON, UK

CHICAGO, IL

SAO TOME, AFRICA

ST. LOUIS, MO

internship workEAST LANSING, MI

MASTERS THESIS

GRADUATE WORK

GRADUATE WORK

UNDERGRADUATE WORK

UNDERGRADUATE WORK

PROFESSIONAL WORK

PROFESSIONAL WORK

course: architectural design and the landscapewhen: fall semester 2003instructor: meg calkinssite: kickapoo state park, danville, ilproject description: The initial phase of this project consisted of analyzing and selecting the location for a nature center among four choices: a designated wetlands area, a street front area, an accessible and partially-developed area, and a steep, wooded area. selecting the lo-

NATURE CENTER

Axis Elevation Geometry

and partially-developed area, and a steep, wooded area. selecting the lo-steep, wooded area.

Elevation

NATURE CENTER eco design - danville, IL

The students developed an ac-curate topography map, wind and sun diagrams, a detailed de-scription of each site, and made several site visits. This concluded the group work, and based upon the site research, each student chose his or her site. This project incorporated two of the sites, including the accessible and partially-developed area and the steep,

wooded area. In this serene, natural en-vironment, three elements help to create a place where the landscape becomes the focus: the circular outdoor space, the fl oating bridge, and the building. As the user transitions from each place, a tangible connection to nature can be made. For example, one may begin by sitting peacefully on the stones encircl-ing the clearing of trees and then reach

down and touch the water as they pass over the pond on the bridge. Upon reaching the nature center, one may enjoy the transpar-ency of the main gallery space as the build-ing blends the differentiation of interior and exterior space.

One arrives to the site from the south where there are outdoor activities such as picnicking, fi shing, and hiking. Adjacent to the entry is an area where a natural clearing in the trees occurs. This focal point of the project creates an axis to the building and provides a dynamic view. The clearing is a special place for people to rest and enjoy nature. Curved-stone forms sunken into the ground enhance the circular geometry and provide a place to sit. The bridge, the primary pedestrian access to the building, fl oats securely on the pond creating an exciting and dynamic approach to the building. The building, with its simple geometry and sleek horizontals, echo the strong lines of the bank. The vertical masses rise up through these linear forms mimicking the verticality of the trees. A full length overhang articulates the linear geometry while providing shade from the sun, and the extension of a deck blocks the glare from the water. The building is nestled into the hillside and becomes an extension of the landscape.

Key:

1. Entry2. Permanent Gallery3. Art Gallery4. Library5. Reading Space6. Temporary Gallery7. Auditorium8. Offi ce9. Receiving10. Mechanical11. Bathroom12. Lab Space13. Storage

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67 8

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Ground Floor Plan

Second Level Floor Plan

Longitudinal Section

South Elevation

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1113

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Second Level Floor Plan

course: sustainable design and the passive house when: fall semester 2004instructor: katrin klingenbergproject site: Roanoke, VAproject description: The Cradle to Cradle Home Design and Construction Competi-tion provided guidelines for this project. The studio combined these guidelines with the highly, energy-effi cient passive house standard for a design challenge that would seek to fi nd the most sustainable solution. This project required the design of a single-family, three bedroom home with sensitivity to the environment, economy, and social context .

Elevation Section Model Layers

PASSIVE HOUSEPASSIVE HOUSEPASSIVE HOUSE design competition - roanoke, va

The Passive house uses only 10% of the energy that a conventional home uses for heating, cooling and house-hold appliances. My work on this group project includes schematic design ideas, research, sketches, di-agrams, and a perspective render-ing. In response to the local climate and environment, the design of this

project takes full advantage of so-lar energy with large south facing windows, while the north, west, and east facades help minimize heat loss. The site is located at a highly visible intersection so its innovation in aesthetics can be showcased. Each component of a typical house was analyzed and redesigned. The front

porch utilizes a living shading device that changes in the seasons. The thickness of the vegetation in the summer provides ample shade, and in the winter months when the leaves are sparse the sunlight enters the house. The various layers and the curved roof create a strong impact.

Photovoltaic Panels

Solar Thermal Panelsfor DWH

Key: 1. Porch 2. Entryway 3. Dining Room 4. Kitchen 5. Living Room 6. Bath 7. Offi ce/bedroom 8. Laundry/entry 9. Bedroom10. Loft11. Storage

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Air Lock Zone

Stone Mass/Thermal Storage

Air Tight Layer

Air Lock Zone

Pellet Stove ForAdditional Heating

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12578

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9Stone Mass/Stone Mass/Thermal StorageThermal Storage

Air Tight LayerAir Tight Layer

Air Lock ZoneAir Lock Zone

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12578

Pellet Stove ForAdditional HeatingAdditional Heating

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Standing seam metal roofArchitectural glulam12” TJI ConstructionIsover - Hemp + wool ins.OSB sheathing inside/outCedar sidingConcrete slab on gradeThermal mass - fl ooring - countertops - vertical stone element

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The conditioning system, a HRV unit based on the Vitotres 343 (by Viessmann) is a highly effective ventilation machine with over 80% heat recovery. In addition to this system, using both photo-voltaic cells and solar thermal panels located on the building’s south facade, the domestic hot water demands will be met and the electricity needs will be exceeded. These technologies can effectively produce excess energy and be sold back to the local power company. This forms the idea of the home as a producer and not a consumer. The materials selected and construction details for this project are essential in reducing energy. Concrete fl ooring, concrete countertops, and the concrete mass provide thermal comfort as they absorb the heat in the summer and ra-diate heat in the winter, and using 12” TJI wall construction helps provide a larger wall thickness for adding insulation. The stand-ing seam metal roof eliminates the need for hazardous asphalt shingles and the use of cedar siding provides a healthy and sustainable solution instead of vinyl siding.

Standing seam metal roofArchitectural glulam12” TJI ConstructionIsover - Hemp + wool ins.OSB sheathing inside/outCedar sidingConcrete slab on gradeThermal mass - fl ooring - countertops - vertical stone element

Circulation Massing Color and Geometry

course: sustainability and health care when: spring semester 2006instructors: botand bognar & kenneth yeangproject site: london, ukproject description: In teams of two, each group designed a children’s hospital with inpatient and outpatient service units that connect to the existing hospital.

Movement throughout the building and connection to nature and to activity are the main design elements. Movement is organized around a “spine” that houses public spaces. Branching off from this “spine” are patient rooms and private of-fi ces. Patient rooms overlook the active lobby so as to foster an inclusive healing environment.

CHILDREN’S HOSPITALCHILDREN’S HOSPITAL sustainable design - london, uk

Opposite the patient rooms on the exterior glass facade are two walkways that connect this building to the existing build-ing. Places for respite integrate comfortable seating with natu-ral vegetation and views to the outdoors. Next to these spaces fl ows a rock-lined water stream surrounded by trees and vegetation.

From the courtyard, one can see the opportunity for plenty of “daylighting” and views to nature. The expression of the structure and the architectural detailing brings a fresh look to the hospital complex and exemplifi es a living, breathable building.

Atmosphere

CHICAGO HOTELCHICAGO HOTEL design integration - chicago, il

course: designing for the userwhen: fall 2005instructor: kurt baumgartnerproject site: stetson ave. chicago, ilproject description: This project explored architecture guided by a response to the human senses so as to provide quality spaces for the busi-ness clientel as well as the public. By incorporating rich materials, natural daylighting, human scale, exterior spaces, and by blending the bound-ary of public versus private space, the building relates to the senses at all levels.

Connections Progression Movement

South Elevation

East Elevation

lower level plan ground level plan

conference level plan guest room level plan

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Metro North Site Plan Redevelopment

where: durrant architects, st. louis, mowhen: summer 2006position: architectural internproject description: This project involved the redevelopment of a kansas city, mo shopping center. The proposed plan was to renovate the existing anchor stores and use their positioning to create a walkable community. The site is located off a busy highway and a main street in kansas city. Adjacent to the site are existing residential commu-nities. I collaborated with an architect to make initial design decisions, drafted the site plan, and rendered the fi nal presentation drawing. The proposal was presented to a developing group where I was able to take part in the meeting.

INTERNSHIP WORKINTERNSHIP WORK architectural intern - st. louis, mo

N

Metcalf South Site Plan Redevelopment

where: durrant architects, st. louis, mowhen: summer 2006position: architectural internproject description: This project involved similar elements as the Metro North Redevelopment including a shopping center and a residential and retail area. The proposed plan was to renovate an existing shopping mall and subdivide the land surrounding it as leasable land for new retail and shopping while adding attached-single-family housing units to north.

The site is located near a highly traveled highway and a main street in kansas city. Adjacent to the site are existing residential com-munities and retail. My role in this project was similar to the Metro North Redevelopment project.

INTERNSHIP WORKINTERNSHIP WORK architectural intern - east lansing, mi

where: anselmo + associates, east lansing, miwhen: summer 2007position: architectural internproject description: This project involved the redevelopment of a residence in Lansing, MI. I pro-vided site analysis services and documented the exist-ing conditions. My work also included schematic de-sign, design development drawings, and construction documents that were submitted to receive a building permit. In working directly with the contractor, I devel-oped fl oor plans, framing plans, electrical plans, HVAC plans, a typical wall section, and elevations. The front elevation image will be used by the contractor/owner as a marketing tool to help bring in a buyer.

Existing South ElevationRenovated West Elevation

Existing West ElevationExisting North ElevationExisting East Elevation

Renovated North Elevation

Renovated South Elevation

Renovated West Elevation

Renovated East Elevation

Existing First Floor Plan Existing Second Floor Plan Existing Roof Plan

Renovated First Floor Plan Renovated Second Floor Plan Renovated Roof Plan

Tranquility

EDUCATION CENTEREDUCATION CENTER unifying communities - sao tome, africaEDUCATION CENTEREDUCATION CENTER

Pathway Spatial Relationship Entry

course: design thesiswhen: fall 2006-spring 2007instructor: james andersonproject site: sao tome, africaproject description: This project responded to the climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-gy, and including nature as the central focus in the building program. The building provides opportu-nities for many different user groups to interact and share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce. This live-work environment is to serve as a model for future research and education centers in Sao Tome.

come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-come to work and study. NGO’s and administra-

tion, provide staff support, and manage the offi ce. tion, provide staff support, and manage the offi ce.

come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce. tion, provide staff support, and manage the offi ce. tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce. tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

share space. For example, a caretaker living on share space. For example, a caretaker living on share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-the second fl oor oversees and maintains the prop-share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-the second fl oor oversees and maintains the prop-the second fl oor oversees and maintains the prop-the second fl oor oversees and maintains the prop-the second fl oor oversees and maintains the prop-the second fl oor oversees and maintains the prop-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who erty. Visiting faculty and students living on the sec-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who ond and third fl oors teach the local students who ond and third fl oors teach the local students who ond and third fl oors teach the local students who ond and third fl oors teach the local students who ond and third fl oors teach the local students who

nities for many different user groups to interact and nities for many different user groups to interact and nities for many different user groups to interact and nities for many different user groups to interact and nities for many different user groups to interact and share space. For example, a caretaker living on share space. For example, a caretaker living on share space. For example, a caretaker living on share space. For example, a caretaker living on share space. For example, a caretaker living on share space. For example, a caretaker living on

instructor: instructor: project site: project site: project site: project site: project site: project site: project site: project site: project site: project site: project site: project site: project site: project site: project site: project site: sao tome, africa sao tome, africaproject site: project site: project site: project site: project site: project site: project site: project site: project site: sao tome, africaproject site: sao tome, africaproject site: project site: project site: project site: project site: project site: project site: project site: project site: sao tome, africaproject description: project description: project description: project description: project description: climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-

This project responded to the This project responded to the climate and culture of Sao Tome by incorporating

This project responded to the climate and culture of Sao Tome by incorporating

This project responded to the climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating

instructor: project site: sao tome, africaproject description: climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-gy, and including nature as the central focus in the

This project responded to the climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating

gy, and including nature as the central focus in the gy, and including nature as the central focus in the building program. The building provides opportu-nities for many different user groups to interact and share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who come to work and study. NGO’s and administra-come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

nities for many different user groups to interact and share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who

design thesis fall 2006-spring 2007

james anderson sao tome, africa

This project responded to the climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-gy, and including nature as the central focus in the gy, and including nature as the central focus in the building program. The building provides opportu-nities for many different user groups to interact and share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who come to work and study. NGO’s and administra-

design thesis fall 2006-spring 2007

james anderson sao tome, africa

This project responded to the climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-gy, and including nature as the central focus in the gy, and including nature as the central focus in the building program. The building provides opportu-nities for many different user groups to interact and share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-

course: when: fall 2006-spring 2007

james anderson sao tome, africa

project description: climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-gy, and including nature as the central focus in the gy, and including nature as the central focus in the building program. The building provides opportu-nities for many different user groups to interact and share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

when: fall 2006-spring 2007 james anderson

sao tome, africaproject description: climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-appropriate local materials, utilizing passive ener-gy, and including nature as the central focus in the gy, and including nature as the central focus in the building program. The building provides opportu-nities for many different user groups to interact and share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

fall 2006-spring 2007 james anderson

sao tome, africaproject description: This project responded to the climate and culture of Sao Tome by incorporating climate and culture of Sao Tome by incorporating appropriate local materials, utilizing passive ener-

building program. The building provides opportu-nities for many different user groups to interact and share space. For example, a caretaker living on the second fl oor oversees and maintains the prop-erty. Visiting faculty and students living on the sec-ond and third fl oors teach the local students who come to work and study. NGO’s and administra-tive staff who work on the fi rst fl oor assist in educa-tive staff who work on the fi rst fl oor assist in educa-tion, provide staff support, and manage the offi ce.

West Elevation

Section A-A

Air Insulation LayerOperable Panels

Gravel for waterpenetration

Bamboo Louvres Oversized FansSmall Exhaust Fan (Typ)

Stack Vent Clivus MultrumComposting ToiletsThis system uses a foam-fl ush toilet for the 2nd fl oor and a waterless toilet for the fi rst fl oor. It uses a ventilation system that pulls air down through the fi xture creating an odorless bath-room. 1-3 gallons of water are used per day for both toilets combined.

Section B-B

Gravel for waterpenetration

Air Gap forVentilation

Breezeway

Oversized FanThese fans used throughout the building provide 25 times the airfl ow from a standard ceiling fan and use a minimal amount of power.

Fresh Air IntakeThis system utilizes pressure differences in order to bring fresh air into the building through fl oor vents located in the basement as well as in the interstitial space between the fi rst and second fl oor.

The system uses a concrete moment frameto resist the lateral loads.

Lateral Force Resistance SystemThe system consists of 8” columns supporting a 6” two-way fl at plate. The two-way slab eliminates the need for beams, provides a clean aesthetic. and reduces the amount of formwork.

Gravity System

B

1

Composting Storage Tank

Storage Area

Pulley Lift

Storage Area

In-duct Booster FanAir Intake

A

A

B

B

2

3