3. a sports camp in the city
_given a site in northeast atlanta of about 5 acres,
the project challenged me to design a camp.
_situated on a street corner to the northeast and a
reservoir to the west, this hilly site provided an
expanse to create a sports complex for children in
the atlanta perimeter.
_incorporating sports into the camp drove me to
think about the site as a collection of activities
composed in an efficient manner in a somewhat
haphazard site . _a track for sprints and hurdles
divided the area into two large fields for informal
play while also allowing for structured activities.
_the quarters for the campers took advantage of
the unique southeastern views towards downtown
while maintaining privacy needed for children at an
overnight camp in the city.
_uniting the camp with a clinic that could service
the neighborhood in addition to the campsite
solidified this design as a part of the
community.
_building type [recreational].
_location [atlanta, GA[northside drive at 17th street]].
_instructor [William Jackson].
_Eric Randall Morris.
4. fall2009_[sports] camp in the city.
figure ground atlanta sprawl map
density and cluster maps
track camp proposal
north
_Eric Randall Morris.
13. kindergarten shape grammars
_an introduction into junior spring studio, we were
tasked with analyzing simple shape grammars
using Froebel Gift06 as an analog.
_once oriented with the shape grammar logic our
first assignment was to generate our own variable
shape grammar using basswood. _choosing
1/16”x1/16”dowels i wanted to make a pseudo-
skeleton. _this required a three dimensional form
from arranged modules, much like bones in our
bodies.
_creating a module out of three differently
lengthed pieces an oscillation of 45 degrees was
introduced into the modules’interactions. _the
generated form is a module of 360 degrees
[comprising of 8 pieces]. _extrapolating this
module you could create a skeletal sphere of about
4 ft^3.
_the second iteration was a thicker, but equally flat,
dowel and decreased the increment of rotation to
15 degrees. _observing the thickness of the
material and the effect it would have on the
object’s orientation was unexpected. _permutable
systems showed me the importance of simulating
variation in architecture.
_instructor [Dr. Athanassios Economou].
_formal exercise.
_Eric Randall Morris.
17. a classroom building [project Delta]
_to arrange. _to fold. _to systematize.
_based on principles obeserved from Robert
Viñoly’s beach/tent house project my partner
[Annie McCarthy] and i developed a set of shape
grammars that would maximize variation within
our classroom building scheme.
_tasked with creating a classroom building for the
historic district of Georgia Tech’s campus we
wanted to incorporate an array of learning room
types [problem based learning, collaborative
learning schemes, discourse areas and informal
learning spaces].
_folding strips based on scores and angles created
a large set of possibilities for a learning center
scheme. _tracking our observations we optimized
the system to generate the most effective learning
spaces while incorporating the integrity of the site.
_naming the project after the symbol of change
embodied the permutable nature of our system
and its ability to configure to the altering course
loads offered each semester. _the building allows
the education of the one along with the education
of the whole as well as encouraging the educator +
student interaction.
_building type [academic].
_location [atlanta, GA[georgia tech]].
_instructor [Dr. Athanassios Economou].
_Eric Randall Morris.
19. 2 cut
side A
side B
orthogonal
oblique
A
B
t
o
L1
L1
L1
L1
L2
L3
L4
L5
At
Ao
Bt
BoBo
L2
L2
L2
L2
L2
L3
L4
L5
1 generate plane from line
L1 5L1
0 extract site lines
3 resequence cuts
At Bt
At At
BtBt
Bt At
At At Ao
Ao AoAo
Bt Bt Ao
BoBo BoBo Ao
Ao AoAt
BoBo BoBo At
Bo
Bo
At
Ao
At
Ao
Bt
BoBo
Bt
BoBo
Bo
Bo
Ao
BoBo
Ao
BoBoBt
Bt
4 fold θ˚
180˚ ≤ θ < 270˚
θ = β + φ
At Ao
AoAo
Bt Ao
BoBo Ao
β
φ
β
φ
β
φ
β
φ
AoAt
BoBo At
β
φ
β
φ
Bo
Bo
At
Ao
Bt
BoBo
Bo
Bo
β
φ
β
φ
β
φ
β
φ
Ao
BoBoBt
Bt
β
φ
β
φ
5 sequence variations
spring2010_project delta [classroom building].
_Eric Randall Morris.
23. spring2010_project delta [classroom building].
longitudinal section transverse section
second floor plan third floor plan fourth floor plan fifth floor plan
_Eric Randall Morris.
27. an unconditioned house for the south
_as a platform for the third year studio our first
project was a five day design charette where i was
prompted to create an unair-conditioned house for
the south. _where the south was. _ what materials i
would use. _and how i would create a naturally
cooled home were all up to me.
_selecting a location in the lower barrier island
chain of south carolina, i designed a house that
likened itself to the charleston style of home but
was particularly attuned to the solar context and
trade winds that permeated through the site.
_pritchard’s island, SC. _it’s a nature reserve reached
only by boat or land bridge during low tide.
_uninhabited except for the island’s attendent, i
also took advantage of the island’s inherent sense
of privacy.
_leeward and windwardly situated, the back of the
house faces the atlantic and pronouces the
simplicity and cleanliness of this house on the
dunes.
_building type [residential].
_location [pritchard’s island, SC].
_instructor [William Jackson].
_Eric Randall Morris.
31. turkish community center [bazaar]
_tasked with creating a community center for
various rural regions in the world, i had to integrate
prior knowledge of passive cooling into a space
that saw a high amount of human interaction.
_pulling a strip of paper that read [anatolia] i
researched the day of a farmer from the region
around northern iskenderun, turkey. _seeing that
whatever craft, crop or animal that needed to be
sold during the day had to go to a common source
prompted me to design a bazaar.
_seeing that the region was prone to large diurnal
swings and moderate amount of rainfall, i worked
on greywater collection and thermal mass to keep
occupants and animals cooled at all times. _built
from white-washed rammed earth, the construc-
tion of the bazaar would be familiar with the
population while maintaining a low impact on the
environment.
_displaying rainwater collection methods and
temperature controlling construction the bazaar
unites the people with the earth with the building.
_building type [cultural/commercial].
_location [iskenderun, turkey].
_instructor [William Jackson].
_Eric Randall Morris.
35. material system study [wax]
_starting out the semester, the studio went out and
chose various materials. _once the materials were
selected i had to create a model that showcased
and maximized its essential qualities.
_choosing wax, i crumpled a piece of paper and
dripped two candles on the same spot, and
observed the trails being made. _producing
observable variation, the model became a template
for extracting my system.
_observing adjacencies, gap formation, and the
flow of the wax trails, i next had to emulate these
characteristics through a different material.
_transferring the wax logic to hard pressed bristol
paper strips became my new task. _from this hybrid
of material methodologies, i generated a field of
inhabitable tubes that grew from solar studies and
inserted programmatic elements.
_building type [study/rest].
_formal exercise.
_instructor [Gernot Reither].
_Eric Randall Morris.
36. spring2009_material system study [wax].
wax material model freehand drawing elevation freehand drawing section
_Eric Randall Morris.
41. systemizing pattern logics [dry stone walling]
_my fourth year design studio was centered around
the analysis and production of pattern logics found
in craft, nature and art. _presented with Ruskinian
literature concerning beautiful savageness and the
subject matter of dry stone walling, my partner
[Chris Martin] and i developed a machine that could
simulate a universally described dry stone wall.
_basing the system off of a doublet scheme from
computational logic, we introduced polar units that
acted and reacted to whatever contour they were
attached to. _generating these pairs of united
half-rocks along with the rock wall, we emulated
the process of finding and fitting rocks together to
form a structurally sound wall.
_running this machine over and over we were able
to construct a rough and refined series of rock wall
simulations. _using the idea of contour shaping we
also identified conditions that could replicate
naturally found gaps within a rock wall. _uniting the
variety of half-rocks a wall characteristic of those
found in the physical realm could be demonstrated.
_formal exercise.
_instructor [Lars Spuybroek + Stuart Romm].
_Eric Randall Morris.
42. initialization
addition
classical representation of the doublet rock
the doublet can be resonsible for any shape. overlayed onto
some observed rocks the doublet can adapt to any of these
forms and multitudes more.
fall2010_systemizing pattern logics [dry stone walling].
contour selection
_Eric Randall Morris.
43. open cell
attaches to free end of closed cell
generates lines
open cell parameters
the remaining form of the rock is generated through a loose system of guidelines. connected at the endpoints
of the line of generation the now completed form of the rock allows the proliferation of this system.
generated sides
the completed rock form must have a
total of 3 to 8 sides
n = 0
n = 1
n = 2
n = 3
n = 4
n = 5
the length of the generated sides is subject to the
lengths of the closed cell’s dimensions. up to 2x of
the length of the line of generation is permitted.
closed cell
must connect with open cell
aggregates randomly
fits to the desired contour
closed cell parameters
concave
convex
determined by the contour given. connects the endpoints of choice countour.
line created provides the plane of generation for the open cell. concave and
convex contour selections directly generate rocks/openings. when a composite
arrangement is selected the selection is broken down into either a
concave/convex with a remainder or wholly used in which a opening is
generated.
composite
fall2010_systemizing pattern logics [dry stone walling].
building process
_Eric Randall Morris.
44. fall2010_systemizing pattern logics [dry stone walling].
rock generation open cell rock formation variation
solid geometry void geometry
_Eric Randall Morris.
47. _instructor [Lars Spuybroek + Stuart Romm].
digital ornament and craft [dry stone walling]
_once preliminary investigations concluded with
the systemization of dry stone walling, the next
step in implementing this as an architectural
system was to redress a building. _assigned a
postmodern building along south michigan avenue
in the heart of downtown chicago, this
rationalization of a tradecraft became the
foundation for design.
_breaking down the office building’s façades into
pockets that could house seperate companies, i
then populated these forms with the previously
developed dry stone walling machinery. _taking
this a step further, i used the interfaces between the
company pockets as voids for cuts into the floor
plates to allow for intra-company exchanges.
_pushing and pulling the triangulated skin gave the
building an adaptive personality, permitting inside
program to be informed by the variation of the
skin’s profile. _ the purpose of the re-skinning was
to produce an effective transformation of the
building in order to create a conducive working
space for the variety of office programs.
_building type [façade development].
_location [chicago, IL [borg-werner building]].
_Eric Randall Morris.
49. eastern elevation northern elevation
fall2010_digital ornament and craft [dry stone walling].
_Eric Randall Morris.
50. rectangular floor plan
floor plan transformations
no_24
no_01
fifth floor plan
fall2010_digital ornament and craft [dry stone walling].
north
_Eric Randall Morris.
51. seventeenth floor plan twenty-second floor plan
fall2010_digital ornament and craft [dry stone walling].
_Eric Randall Morris.
52. fall2010_digital ornament and craft [dry stone walling].
sections series northwest to southeast
_Eric Randall Morris.
53. fall2010_digital ornament and craft [dry stone walling].
longitudinal section transverse section
_Eric Randall Morris.
57. visual play
_throughout my undergradute education, I’ve
practiced various modes of representation.
_playing around with various art forms, i’ve
discovered an intrigue with exploring means of
representing ideas, process, and design.
_photography, watercolor, performance, and
freehand sketching have propelled my experiences
in studio and learning into farther reaches of
meaningful thought.
_Eric Randall Morris.
![_Eric Randall Morris [Georgia Tech M.ARCH portfolio]
_emorris3@mail.gatech.edu
_[404]446.7000](https://image.slidesharecdn.com/95814df0-a22e-4a05-98a9-167f924499c4-151110215922-lva1-app6892/85/ericmorrisgtportfoliosmaller-1-320.jpg)
