Brandon HolcombeA Study of Architecture as a Series of Experiences

“Architecture is a series of succes-sive events... events that the spirit tries to transmute by the creation of relations so precise and so over-whelming that deep physiological sensations result from them, that a real spiritual delectation is felt at reading the solution, that a percep-tion of harmony comes to us from the clear-cut mathematical quality uniting each element of the work.”

-Le Corbusier

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STEM SchoolFall 2013

WineryFall 2014

ChurchSpring 2014

Education CenterFall 2013

ChapelFall 2012

Shelter HomeSpring 2013

Olympic PlazaSpring 2013

Table of Contents l 3

4 l Fall 2014

WinerySite - Riva San Vitale, SwitzerlandProfessor - Hilary Bryon

During study abroad in Switzerland, this six week project required an in-depth understanding of the local culture and the historic culture of wine. Located on the same site as an early Mario Botta project, La Casa Bianchi, the project also aimed to push the condition of building in relation to another great work of architecture.

ARCHITECTUREBrandon Holcombe

ARCHITECTUREShannon Standish

Winery l 5

Design ConceptThe site is located on the side of Mt. San Giorgio, overlooking Lake Lugano. Mario Botta constructed a vertical tow-er house to reflect the historic culture of look out towers scattered throughout the region. To respect La Casa Bian-chi’s verticality, the winery would take on a horizontal composition. This is achieved by using long parallel con-crete walls that control the surrounding site by creating terraces. These ter-races would extend out into the land-scape, to accept the vines.

Taking from Le Corbusier’s architectur-al promenade, the series of events that a visitor would experience was integral to the design.

6 l Fall 2014

First FloorThe first floor belongs to the worker. Function and practicality reign with a simple plan that uses a central spine that reflects the chronology of the wine making process. Careful atten-tion is paid to quality of daylighting and practicality of material in order to make a functional winery.

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Second FloorThe second floor belongs to the visi-tor who would experience the build-ing quite differently than the worker. The visitor would wind through the building experiencing all parts of the winery while being enticed by sounds, smells, and framed views. Once through the winery, they would cross a bridge to the first floor of Casa Bianchi, where they would be offered wine samples. They could then travel through the house to ex-perience the architecture and views of the surrounding scenery.

8 l Fall 2014

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ChurchSite - Blacksburg, VAProfessor - Elizabeth Grant

We were given the task to reimagine an existing church just past the edge of the Virginia Tech campus. To do this, we sat down many times with the preacher as well as congregation to understand their wants and needs. It was valuable experience to essentially have a client instead of designing solely based on your own opinion.

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Site InfluencesWhen visting the site, three things stood out: a connection to Virginia Tech, a connec-tion to nature, and the levels of privacy. In my design, I de-cided to keep these charac-teristics. I created a plaza in front to welcome guests from Virginia Tech. I created a gar-den to keep a connection to nature. And throughout the de-sign I created levels of privacy, whether it is outside or inside.

Design ConceptThe idea of levels of privacy runs through the design. The church has two sides: a spiri-tual side and a public side.

The public side opens itself up to campus on a plaza. The curve of the facade acts as an embrace welcoming the Vir-ginia Tech community. This side houses the offices, class-rooms, reception hall, etc.

The spiritual side requires a dif-ferent atmosphere. Using the slope of the site, the sanctuary is partially buried. One must travel down a ramp where col-ored light shines from above. The sanctuary comes to a point where light shines down and casts a shadow of a cross on the wall.

10 l Spring 2014

UP UP

UPUP

UP UP

UPUP

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Plaza EntranceThe plaza entrance welcomes guests from Virginia Tech to visit the church. A curve opens its arms to the public, invit-ing them up a ramp and allowing them to see in through the glass facade.

Garden EntranceThe garden entrance gives the congre-gation a more private entrance from the parking lot.

12 l Spring 2014

Pivot PointThe pivot point is the point where the in-dividuals become a congregation. Locat-ed under the bell tower, this is the transi-tion from the public space to the private space.

The HallThe hall is the visitor’s descent into the sanctuary. Light is filtered through col-ored glass reused from the existing church.

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Section Render A-A

Section B-B

14 l Spring 2014

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16 l Fall 2013

STEM SchoolSite - Blacksburg, VAProfessor - Elizabeth GrantSecond Place Competition Winner

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Private (Students in same class interact)

Semi-Public (Students in same grade interact)

Public (All students interact)

2nd FLOORDRY CONDITION

1st FLOORWET CONDITION

Design ChallengeA six week competition spon-sored by CEFPI (Council for Educational Facility Planners International) with the chal-lenge of designing a progres-sive elementary school in-corporating the elements of a STEM school, as well as security and safety, circula-tion, and student interaction.

18 l Fall 2013

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WORK BY OUR PROUD GUPPIES!

Private (Students in same class interact)

Semi-Public (Students in same grade interact)

Public (All students interact)

2nd FLOORDRY CONDITION1/64” = 1’- 0”

1st FLOORWET CONDITION1/64” = 1’- 0”

SITE SECTION1/32” = 1’ - 0”

Learning From WaterTo understand water is to understand cycles, natural forces, and to an extent, living organisms. Learning from water gives children the opportunity to see a broader scope of our world. Children begin to understand cycles that exist, but are not seen. They develop an awareness and understanding of natural forces that a�ect the world around them. Instead of seeing the rain, they understand why it is raining. Instead of seeing �owing water, they understand why the water is �owing that way. The children begin to understand that without water, life would cease to exist. As the children progress through the years of elementary school, they will experience their surroundings changing as the water provides life for plants and organisms. They will begin to understand the patterns that exist in nature. They will learn the various ways that we use water as a resource and how we can recycle it. They will understand that it is not something to take for granted and they will learn to celebrate water.

WORK BY OUR PROUD GUPPIES!

Private (Students in same class interact)

Semi-Public (Students in same grade interact)

Public (All students interact)

2nd FLOORDRY CONDITION1/64” = 1’- 0”

1st FLOORWET CONDITION1/64” = 1’- 0”

SITE SECTION1/32” = 1’ - 0”

Learning From WaterTo understand water is to understand cycles, natural forces, and to an extent, living organisms. Learning from water gives children the opportunity to see a broader scope of our world. Children begin to understand cycles that exist, but are not seen. They develop an awareness and understanding of natural forces that a�ect the world around them. Instead of seeing the rain, they understand why it is raining. Instead of seeing �owing water, they understand why the water is �owing that way. The children begin to understand that without water, life would cease to exist. As the children progress through the years of elementary school, they will experience their surroundings changing as the water provides life for plants and organisms. They will begin to understand the patterns that exist in nature. They will learn the various ways that we use water as a resource and how we can recycle it. They will understand that it is not something to take for granted and they will learn to celebrate water.

20 l Fall 2013

Learning From WaterTo understand water is to understand cycles, natural forces, and to an extent, living organisms. Learning from water gives children the opportunity to see a broader scope of our world. Children be-gin to understand cycles that exist, but are not seen. They develop an awareness and understanding of natural forces that affect the world around them. Instead of seeing the rain, they understand why it is raining. Instead of seeing flowing water, they understand why the water is flowing that way. The children begin to understand that without water, life would cease to exist. As the children progress through the years of elementary school, they will experience their surroundings changing as the water provides life for plants and or-ganisms. They will begin to understand the patterns that exist in nature. They will learn the various ways that we use water as a re-source and how we can recycle it. They will understand that it is not something to take for granted and they will learn to celebrate water.

WORK BY OUR PROUD GUPPIES!

Private (Students in same class interact)

Semi-Public (Students in same grade interact)

Public (All students interact)

2nd FLOORDRY CONDITION1/64” = 1’- 0”

1st FLOORWET CONDITION1/64” = 1’- 0”

SITE SECTION1/32” = 1’ - 0”

Learning From WaterTo understand water is to understand cycles, natural forces, and to an extent, living organisms. Learning from water gives children the opportunity to see a broader scope of our world. Children begin to understand cycles that exist, but are not seen. They develop an awareness and understanding of natural forces that a�ect the world around them. Instead of seeing the rain, they understand why it is raining. Instead of seeing �owing water, they understand why the water is �owing that way. The children begin to understand that without water, life would cease to exist. As the children progress through the years of elementary school, they will experience their surroundings changing as the water provides life for plants and organisms. They will begin to understand the patterns that exist in nature. They will learn the various ways that we use water as a resource and how we can recycle it. They will understand that it is not something to take for granted and they will learn to celebrate water.

STEM School l 21

Center for EducationSite - Pulaski, VAProfessor - Elizabeth GrantFourth Place Competition Winner

A six week competition sponsored by RCI, a roofing, waterproofing and exterior wall system design company, with the challenge of designing an educational facility to teach members of the community a construction trade of choice. As well as to consider how to create a successful building envelope. Also, to consider how the program would help the dwindling population of a once industrial town revitalize their community.

22 l Fall 2013

First Floor Second Floor

Design ConceptA site on the main intersection of the town called for a monument to the revitalization of the community; a design that would forever remind them of their struggles and triumph. Choosing to design a school to teach structural systems introduced the idea to create a Brutalist concrete building that would symbolize the community holding their ground in the face of adversity.

The first floor envelope is pushed back to expose the large concrete columns to the public, creating a colonnade along the sidewalk. The second floor envelope is pushed beyond the columns to create a unique studio space for the studying contractors. These studios overlook a triple height space designed to house a steel vibration test structure. The studios also have access to a roof terrace overlooking the intersection.

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24 l Fall 2013

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CAST-IN-PLACE CONCRETE

RIGID INSULATION

WATER PROOFING

WATER PROOFING

VAPOR BARRIER

STEEL REBAR REINFORCEMENT

CAST-IN-PLACE CONCRETE

RIGID INSULATION

WATER PROOF ROOF MEMBRANE

VAPOR BARRIER

STEEL REBAR REINFORCEMENT

BRICK VENEER

TAPERED INSULATION

PAD FOOTING IN BACKGROUND

PERFORATED PIPE AT 1/4” PER FOOT SLOPE

STRUCTURAL INSULATION BLOCK

COLUMN IN BACKGROUND

STEEL TIES

Envelope DesignAs a result of the envelope weaving through the structure, a lot of questions were raised about the integrity of the envelope. Therefore, a more thorough and complete wall section was necessary. Keeping the integrity of the envelope and the integrity of the structure was a challenge. To construct this would require numerous concrete pours because of the way the insulation has to weave with the wall. Thermal bridges unfortunately occur at every column, but because of the heat loads from electric lighting and computers that won’t be a problem during the cooler months that the school would be operating.

Disaster Shelter HomeSite - New Orleans, LAProfessor - Christian Ganshirt

This three week project pushed the idea of how to create a home out of a disaster shelter. It raised questions such as: What is a home? How can one design a home based on pre-manufactured modular shelters? How can this home encourage oth-ers to do the same?

26 l Spring 2013

SECTION A-A

1/4”=1’-0”

SECTION B-BAA

B

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1/4”=1’-0”

Design ConceptThe concept was to create a home that would stand out and push people to understand that a disaster shelter can one day become a beautiful home for a family. The reason for glass is to allow people from the street to catch glimpses of a family in this home, but there had to be a way to create priva-cy while maintaining those glimpses. The wooden sliders were the solution. The family would be able to create as much or as little privacy as the felt fit at the time. The sliders do not continue around the back in order to open up to the backyard and connect more with nature.

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28 l Spring 2013

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Olympic PlazaSite - AmsterdamProfessor - Christian Ganshirt

Design a plaza at the end of a newly constructed bridge for the 2028 Summer Olympics. The design should address the question of use after the Olympics. The bridge will be for foot transportation as well as tram transportation, which should drive how the design re-lates to the bridge.

30 l Spring 2013

Design ConceptThe idea behind this design comes from the strong history of boat trans-portation in Amsterdam. Therefore, the idea of a marina seemed logical. However, in order to use the traffic flow to the designs advantage, a boat market was incorporated. This mar-ket would allow for boat owners to dock and sell goods off of their boat, not unlike a normative flee market. This would create an interaction be-tween the community of Amsterdam and the tourists that would come for the games.

A hotel also seemed necessary, in order to give the city more room to house tourists. The hotel would stand as a sentinel for the plaza and cre-ates a defined threshold for boats. The top floor would be all glass and lit up at night to act as a lighthouse, beckoning boats and people to come to the plaza.

The amphitheater would be was one of the few requirements. The design and orientation of it was to allow peo-ple to use it not only when there’s a show, but also to watch boats on the river.

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32 l Spring 2013

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ChapelSite - Virginia Tech CampusProfessor - Christian Ganshirt

Design a non-denominational chapel that inspires self reflec-tion. The site is directly adja-cent to the architecture studio and is surrounded by a few large buildings. There is also a large tree in the middle of the site that can either remain or be cut down. Questions that were raised: What is a chapel? How can a space inspire self reflec-tion?

34 l Fall 2012

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Response to the SiteLocated on a major entry point to campus and sur-rounded by large academic buildings, the site did not support the idea of a quiet contemplative space. Also, being a small site added to the challenge of tak-ing people away from the chaos of campus.

To address this, the promenade wraps around the main space in order to create a barrier between worlds. The open-air ramp, located on the east side of the chapel, would entice others to go to the chapel. It would show people gradually disappearing as they progress down it.

On the other side, large concrete walls would be con-structed to encase the tree and isolate the people in-side the chapel in their own world.

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Design ConceptThe design was forced to re-spond to the busy nature of the campus. How can one be taken away from the hustle and bustle of campus and immersed in a completely different world. This chal-lenge was complicated by the small size of the site.

A study of architectural promenade began. Inspired by Alvaro Siza’s swimming pool in Portugal, this chapel takes one away from campus using ramps, turns, and vari-ous lighting and spacial situ-ations.

After studying what a cha-pel should be, the existing tree became the culmination. Isolation of “nature” would become the catalyst for con-templation and self reflec-tion.

36 l Fall 2012

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38 l Fall 2012

Brandon Holcombebh9193@vt.edu(302)668-7898