john aboh_portfolio
TRANSCRIPT
John Aboh
Drexel University, Class of 2017Bachelor of Science in Interior Design
Portfolio
Fall 2014-2015
Structure: Shelter ProjectFor this project my class was assigned the task of creating a “shelter” which met the requirements of a space that could be easily accesible, had fuctional uses suchas being a reading and lunch area, provide shade, etc. �e factors in�uencing the design of my shelter was a structure that had organic properties and was rootedwith nature, as if the the forms grew from the ground , bent and formed the shapes it’s in. Natural light was also an important factor in the construction of myshelter, as there are documentations of natural light in aiding productivity and this was not a factor that could not be taken into the consideration as we were given instructions to place our shelter on the Drexel Quad, which is the name given to a wild open walk way located in Drexels campus, the space has areas with natural elements such as grass and earthy areas and indurstrial elements such as the tiles that make up the walk way and i chose to place my shelter on the grassy area to fully integrate it with nature.
Fall 2014-2015
Plans Wall Elevations Perspective
Sections
Visualization 2: Orthographic:- Habitat 67In this class we were introduced to the basics of hand drafting such as drawing plans, sections and perspectives, for our �nal we were given the project of designing a two �oor apartment room in Habitat 67, a model community and housing complex located in Montreal, Canada. For the project we were given the freedom to choose our clients; my clients are a couple in their forty’s, with three children: a sixten year old daughter and twelve year old twin sons. �e bedroomsand living room (which is shown in the perspective) are located on the �rst �oor, while the kitchen and dining area are situated on the �rst �oor (which can be seen in full detail in the elevations) as well as an outside terrace.
NOH mask MAKER
Winter Quarter 2014-2015
Interior Studio 1 Final: Loft Makers Project�e objective of this project was to design a loft space that took account for an artisan’s living accomodation,o�ce area and gallery exhibit where they could show-case their work to viewers. My artisan’s occupation was a Noh mask maker, Noh masks are japanese stage play mask with expressive features. Designing this spacei went for a modern look in the artists living space and a more traditonal look in the gallery exhibit, this was done as a way to seperate home from work althoughthey both use the same space. In the gallery I have masks placed on stands spread around the gallery which allow for easy movement around the space to allow viewers to closely look and study the designs of the masks as well as feature walls to place more masks and full sized mannequins which show the how the masks and attire worn by the noh mask stage players.
Spring 2014-2015Herman Miller FullTwist Guest Chair
Herman Miller Aeron Side Chair
Herman Miller Executive Chair
Herman MillerSegmented Base Table
DN
UP
UP
1
A119
First GradeClassroom
19
Boys Bathroom
20
Girls Bathroom
21
Boys Bathroom
22
Girls Bathroom
23
Janitor's Closet
27
Parent/StaffConference #2
26
2
A119
First GradeClassroom
24
Reading Area
25
2nd Floor ActivityArea
28
1
A119
Vestibule
1
Reception
2
AssitantWorkstation
3
Directors Office
4
Storage
6
Central Storage
8
Sick Child Area
7
Warming Kitchen
9
PrekindergartenClassroom
11
Parent/ StaffConference #1
15
Laundry
14
KindergartenClassroom
16
Boys Bathroom
17
Girls Bathroom
18
Boys Bathroom
12
Girls Bathroom
13
Staff Lounge/Work
10
2
A119
Women's LockerRoom
30
Storage
31
Men's Toilet
32
Men's Shower
33
Men's LockerRoom
34
Server's Clost
35
1
A119
2
A119
1
A119
2
A119
” ’ ”
” ’ ”
” ’ ”
” ’ ”
2
A119 1
A119
Vest
Reception
Director’sAssitant
Director
Pre- Kindergarten Classroom
KindergartenClassroom
Activity Area
Janitor’scloset
ConferenceRoom # 1
Lounge
Warming Kitchen
Central Storage
StorageBoys Bathroom
GirlsBathroom
Boys Bathroom
GirlsBathroom
ConferenceRoom # 2
Sick ChildArea
First GradeClassroom
First Grade Classroom
Boys
Bathro
omGirls
Bathro
om
Boys
Bath
room
Girl
s
Bath
room
” ’ ” ” ’ ”
Interior Studio 2 Final: Kindergarten Project
for this project was a linear/serpentine design that encorporated elements of an organized establishment whereprofessional work takes place as well as providing an organic rich atmosphere which promotes a fun enironment where students can be active and learn. base plan established imported the work on to Revit and started creating the walls and �oors of the building,For the program we had to have spaces for four classrooms throughout the building and the second �oor was tobe kept as a mezzanine �oor but could be extended to allow for additional progams, so given this freedom Idecided to put an activity area ontop of a classroom of the �rst �oor that compliments the 1st �oor activity area which I made as a park. In addition to the activity area i also added a reading area to the second �oor where children could come and get heads down focus and relax in a comfortable environment.
For this project I started rendering from AutoCAD and when i had the
Summer 2014-2015
Visualization 5: Methods�is course looked at the di�erent methods we could render spaces now adding our own distinct style within the design. We were encouraged to use di�erent materials and �nishes to form a unique and cohesive design. For the �rst project we were given the task to design a residential apartment and show threedi�erent perspectives, each a unique style; one furniture intensive showing the pro�ciency of ones ability to design a space with various furniture that matches,one collage which is a hybrid of several materials, objects and rendering techniques that come into place to form a unique space and one “minimal” which is the use of simple shapes and rendering techniques to make a clear and not too �ashy space. For the second project in this course we were told to go to Drexel’s main building and draw di�erent views and a section, and from these views we would �rst hand render with the use of markers for tones and scan them in for digital rendering. �ese two di�erent methods of rendering help to create a hand drawn look which has very beautiful detailed designs.
New York City Pent House
Plan
John Aboh
Style:- Eclectic
Scale:-1/4"=1'-0"
Dining Room
North Elevation
West Elevation
Arnault Console (Christopher Guy)
MG Pandora Buffet (Profiles) Buffet or Bar by Osvaldo Borsani c.1935
Chair of the Palace of Archduke Wilhelm C.1866 DUCA MIRROR (Bergamo)
Daliesque (Christopher Guy)MG Valentino Arm Chair (Profiles)
Torche (Christopher Guy)
Scale:-1/2"=1'-0"
Summer 2014-2015
Residential StudioFor Residential studio my class was assigned the task of designing an already highend apartment �oor located in Park Avenue in New York. �e style i choose to design the spartment was Eclectic; I chose this style particularly to allow me tomix di�erent materials and color schemes. We were required to do four elevationsof each room and provide a perspective for one, the room i choose to do a perspectiveof was the dining room, making this perspective was a hybrid of hand and digital rendering, i learned for Visualization 5. I �rst made a revit model where i made the walls of the room and simple shapes that would account for the furniture, the chairs, tables, drawers and lights etc. After establishing the view, i exported the perspective as a pitcure, printed it and started drawing in the full details and adding the tones and shadows through the use of markers, then scanned it back to the computer andused Photoshop in all the �nishes.
Foyer
South Elevation West Elevation
A Parcel Gilt PiedMontese side table (Antique)
A Pair of Regency Library Armchairs (Antique) Ribiere (Christopher Guy)Fleur D'ete (Christopher Guy)
20th Century Bench (Bakers)Lyre Sconce (Bakers) Dior (Christopher Guy)
Scale:-1/2"=1'-0"
North Elevation East ElevationNorth Elevation East Elevation
East Elevation
Sanctuary Canopy Bed
Menton 4 (Christopher Guy)
Corella (Christopher Guy)
Door To Door Low Media Cabinet (Dennis Miller)
MB Perry Lounge Chair (Profiles) Totem Freestanding Nightstand
(Dennis Miller)
Arizona Sconce(Profiles)
French Connection (Christopher Guy
Soho X Chandelier (Dennis Miller)
Master Bedroom
North Elevation East Elevation
South Elevation West Elevation
Scale:-1/2"=1'-0"
North Elevation
Master Bedroom Scale:-1/2"=1'-0" Wine Room
North Elevation
South Elevation
MG Colette Sconce (Profiles) George III Wing Chair with Carved Claw and Ball Feet, England, (Antique) circa 1730
Italian 1950s PendantFritz Hansen Danish Folding Tray Table Sub-Zero
Wine Storage Unit
Scale:-1/2"=1'-0"
East Elevation
Kitchen
Sub Zero VW30B Ventilation
Sub Zero do30f/s L Series Oven
Sub Zero DF366 Fuel Range - 6 Burners Sub Zero 648 Pro
MG Valentino Bar Stool (PROFILES)
MB Palma Dining Table (Profiles)
JS Frank Chair (Profiles)
North Elevation
South Elevation West Elevation
Scale:-1/2"=1'-0"
Le Criss Cross (Christopher guy)
MB Hathaway Cabinets (Profiles)
Fall 2015-2016
Keys:-
Prime Space:-
Secondary Space:-
Tertiary Space (Leftover):-
Low Visibilty Acess:-
Cluster of D Level work:-
NS
W
E
Best View John AbohINTR 430
Keys:-
Prime Space:-
Secondary Space:-
Tertiary Space (Leftover):-
Low Visibilty Acess:-
Cluster of D Level work:-
NS
W
E
Best View John AbohINTR 430
Re�ected Ceiling Plans
Perspectives - Reception Area
Perspectives - Open O�ce Area
Perspectives - Work Cafe
Furniture Selections
Location AnalysisShared Spaces is located at 2517 Emerald St, Philadelphia, PA, 19125 in Kensington, North Philadelphia. The building is centralized within a con-cetrated school neighborhood making it easier for the youth to commute to the center after school hours and during the weekends. The center is located in a low socioeconomic neighborhood to aid its mission in being able to reach the inner city youth and to provide support and activities to get them involved. The center allows the youth to witness and contribute to the progress being done in designing more community centers in the area. The neighborhood is also home to various business instituitons and restaurants set up by entrepreneurs, so �eld trips are taken to these loca-tions to encourage children to stay in school and get good jobs and that there are ways to make an honest living. Community service is also en-couraged, as some parts of the neighborhood are experiencing extreme poverty.
Kensington Community CenterConcept StatementThe Kensington neighborhood is rampant with violence and crime and the youth living in the area are liable to pick up the destruc-tive habits occuring in the area leading to a never ending cycle. This is where Shared Spaces comes in; the mission of this institution is to create community centers around the neighborhood focusing on children and teens ages 10- 18. The objective is to detract the kids from the gang activity occuring in the area and instead get them involved into activities like sports, arts and music etc, educat-ing them on moral & social lessons and participating in community services teaching them how to improve their community. In his article “Social Forces”, Stephan(1932) speaks on the early movemnet of community centers in the lower class neighbourhoods of chicago in 1931; “The purpose, to a large extent,of the early centers seems to be that of providing a ‘wholesome’ supervised place for children to play,.....the work was varied and included both recreational and education activities and community wide programs on various subjects such as health and education”(p. 230). The center also adds an emphasis on peer to peer communications allowing youth to come together and talk to about the experi-ences they have had living in the area, as well as give their advice on any problem another person may have. This helps to form a close knit family yeilding to positive results. This methods is practiced in various institutions such as colleges were minority groups form student associations to talk about the issues they face and also in study groups were students teach themselves in various sub-jects. In her book, “Pedagogies for Student-Centered Learning”, Crumly(2014) talks about how students bene�t from peer to peer learning “Students are active participants in their learning, learning at their own pace and using their own strategies; they are more intrinsically than extrinsically motivated: and learning is more individualized than standardized”(p. 73). In addition to discussing amongst themselevs the peer groups could also be extended academically letting students to be thought by like minded individuals that would account for the di�erent learning style of each child and not being rushed.Works Cited:-- Stephan, A. S.. (1932). The Development of Community Centers in Chicago. Social Forces, 11(2), 227–234. http://doi.org/10.2307/2569779-Crumly, C. L.. (2014). Designing a Student-Centered Learning Environment. In Pedagogies for Student-Centered Learning: Online and On-Ground (pp. 73–92). Augsburg Fortress, Publishers. Retrieved from http://www.jstor.org/stable/j.ctt9m0skc.8
Works Cited:--Fowler, B. A.. (1999). Vital Signs: Pairing Students with Communities. The American Journal of Nursing, 99(11), 80–80. http://doi.org/10.2307/3521734
To cater to this issue the volunteer leaders and the kids go around the neighborhood, cleaning up the streets, paintings old houses still occupied and running food drives to feed the homeless. This serves as a community learning experience where kids can help in the �ght to take back their community and make it a better place one step at a time. In her article “Vital Signs: Pairing Students with Communities”, Fowler (1999) speaks on a time when the community health nursing facility at her university established a practice to help three underserved communities. A majority of the student helpers came from middle class families and had no idea of the struggle the poor face in attaing health care systems. “ The students responsibilities varied: one student went grocery shopping with a resident who didn’t know how to use her food vouchers: another accompanied a patient to the family planning clinic” (p. 80) . These services help to give back to the community and also opens a new insight to understand what the disenfranchised go through on a daily basis.
Reception Area Perspective
2nd Floor Studio Perspective
Shared Spaces:
Community Greet
Studio Space
ADA Bathroom
CommunityMeet
CommunityLearn
CommunityMeet
Community Learn space is housed in a private o�ce for focused collaboration andalso utilizing a larger window installed to allow for natural sunlight and aslo aiding inproductivity.
A colorful and more exciting color palette isutilized in this meeting area where the youthcan come in and discuss their needs.
Smaller community meeting area, were designers and volunteers would meet upand discuss ideas. A pin-up board is utilized in the space were designers can present their work.
Studio space takes up the whole of the second �oor and allows for easy circulation around the space.One can move from one collaborative table to the next adding their in
Eureka LightingMoonrise Plus
Eureka LightingCycle
First Floor PlanScale: 3/16”=1’0”
Second Floor PlanScale: 3/16”=1’0”
SteelcaseHosu Lounge Chair
SteelcaseHWQ1DG8XProducts: Convene, Think, c:scape
Upholstery Wall Covering Floor
Maharam Emboss by Konstantin Grcic 466281–008 Cobalt
Furniture
Mahowak Group.Metalmorphic Tile 12BY36Iconic Earth
Maharam Matrix by Kvadrat 466212–762
MaharamAftermath by Studio Job 466169–001 Unique
Maharam Assembly 399425–002 Putty
High Tower GroupKona Modular Lounge
SteelcaseSebastopol Tables
SteelcaseMillbrae Lounge
High Tower GroupNadia Barstool
High Tower GroupIsle Tables
MaharamGuise 399569006 Tin
DesignTexRocket2693-401
MaharamA Band Apart by Sarah Morris 466000–001 Unique
Faculty O�ce
SteelcasePJ8QR8ZPProducts: QiVi, media:scape, media:scape lounge
Steelcasemediascape learn table
SteelcaseDDWEX1YXProducts: Think Chair, Universal StorageBookcase,c:scape
Finishes