Nicholas Tartaglione 777 Parker Street, Apt. 1 Boston, MA

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Jerome Wilcox
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1 Nicholas Tartaglione 777 Parker Street, Apt. 1 Bosn, MA ntartaglione307@gmail.com Education Experience Achievements Roger Williams University [Brisl, RI] _Dual Degree Bachelor s/masters of Architecture _Minor in Art & Architectural Hisry Springer Architects [Bosn, MA] Intern Architect _Created architectural drawings in schematic design _Created 3-d Revit models and architectural renderings _Aided in construction meetings Robbie Conley Architect, LLC [Woodbury Heights, NJ] Summer/ Winter Intern & Architectural Draftsperson _Created architectural drawings in schematic design, design development, & construction drawing phases _Designed schemes for large public buildings & small residences _Created 3-d models & architectural renderings _Aided in construction administration, meetings, & marketing Roger Williams University [Brisl, RI] Graduate Assistant Studio Manager D.J. Alexander _Designed layouts for posters, flyers, & school documents _Managed model shop & instructed students on carpentry _Designed layout for booklet Shaded Cities by Charles Hagenah Awards _Dean s list honoree at Roger Williams University Published _Mind the Gap II: Notes on the in Between by Edgar Adams Exhibited _SAAHP promenade _Sasaki Associates Skills Proficient in: _Audesk AuCad, Revit, Adobe Phoshop, InDesign, Illustrar, Google SketchUp, Microsoft Word, Excel, Powerpoint Knowledgeable in: _Audesk 3DS Max, Maya, Adobe Acrobat Pro, Flash, Form-Z Skilled in: _Physical model making, laser cutting, hand drawing & sketching, graphic design, basic phography, basic carpentry

Connections: Architectural Exploration in

Studio Within recent years, the progress in

become more connective than ever, yet this

further weakened human face--face communication

As part of NYU s growth plan, the proposed

that allows researchers, professors, and

technologies that re-introduce the human facr

spaces for collaboration, socializing, and

interlocking research labs and a stepping

An architectural exploration of the idea of

2 Connections: Architectural Exploration in Hertzian Space [Brooklyn, NY] Graduate Thesis Studio Within recent years, the progress in communication technology has allowed the world become more connective than ever, yet this evolution of communication technologies has further weakened human face--face communication with each new development. As part of NYU s growth plan, the proposed Media Connections Center is a research facility that allows researchers, professors, and students create and develop these new technologies that re-introduce the human facr while also creating an environment that creates spaces for collaboration, socializing, and interaction with the public through a series of interlocking research labs and a stepping pinwheel of circulation space. An architectural exploration of the idea of Hertzian space, the Media Connection Center brings gether the human element back in technology and in the lives of its inhabitants.

Oriented Development is create communities with an emphasis on

Whale s Tooth in New Bedford, MA creates a commuter community with

an inward focus along a central spine for commercial activity.

3 Whale s Tooth T.O.D. [New Bedford, MA] Undergraduate Studio The focus of Transit Oriented Development is create communities with an emphasis on pedestrian and mass public transportation. Whale s Tooth in New Bedford, MA creates a commuter community with a diverse range of residential, commercial, civic, and mixed use programs that promote growth. The site s unappealing surroundings the east and the west, create an inward focus along a central spine for commercial activity. It is complemented by green spaces that punctuate the gridded fabric in a checkerboard fashion. The angle of the rail line as it enters the site is maintained and its juxtaposition the gridded urban fabric creates a transit nexus that brings bus, car, trolley and rail gether creating a strong anchor for the development.

Center for The Study & Appreciation of Landscape [Lanzarote, Spain]

two contrasting forces; the creative force of the volcanoes and lava and

The center itself is no more than the rock, a simple creative object.

opportunities for light, wind, views, and the landscape itself enter in

Like the pores on the rock, the spaces within the center are a series of

areas of the building from one single point.

4 Center for The Study & Appreciation of Landscape [Lanzarote, Spain] Graduate Comprehensive Studio The creation of Lanzarote is the result of two contrasting forces; the creative force of the volcanoes and lava and the eroding force of the wind and water. The center itself is no more than the rock, a simple creative object. Like the rock, the center is eroded and carved away at, creating opportunities for light, wind, views, and the landscape itself enter in the building, creating an experience of Lanzarote within the building. Like the pores on the rock, the spaces within the center are a series of open and compressed spaces that allow for visirs experience different areas of the building from one single point. The unique program, part museum for nature, part research center, intertwine with one another create a full experience of the center for the visirs and researchers.

Vaarala Comprehensive School [Espoo, FN] Springer Architects Springer Architects

of an international design competition. The competition is currently under review.

glacier hisry. These spaces front the main street and activate the street level.

forest, a common symbol for the strive for knowledge and relating Finland s vast

5 Vaarala Comprehensive School [Espoo, FN] Springer Architects Springer Architects completed this submission for a new comprehensive school in Espoo Finland as part of an international design competition. The competition is currently under review. The scheme is organized in two main parts; the public shared community spaces and the more private learning spaces. The community spaces were seen as rough rock faces, inspired from Finland s glacier hisry. These spaces front the main street and activate the street level. The community spaces are seen as an interior street or market in which the community and students can share. In contrast the rock like public spaces, the learning space is perceived as a forest, a common symbol for the strive for knowledge and relating Finland s vast forested wilderness. The learning spaces are organized in a courtyard scheme which allows for shorter corridors, views the exterior, and public nooks and informal lounge spaces for the students and staff.

PORTFOLIO

SARAE13@GMAIL.COM PORTFOLIO Education Fall 2005 - Present Fall 1998 - May 2003 Employment Jan. 2008 - May 2008 Fall 2007 Fall 2006 - present Summer 2006 and 2007 Aug. 2006 - May 2007 Sept. 2003 - Sept.