Portfolio

Evert Hollander

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Content:

Personalia & Experience 4

University Projects 6

University Courses 34

Extracurricular 42

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Education

2012 - present Eindhoven University of Technology (Netherlands) Department of the Built Environment Bachelor of Architecture & Urbanism

2009 - 2012 Christelijk Scholengemeenschap Liudger Raai, Drachten (Netherlands) International Baccalaureate Higher level English A2

2005 - 2012 Christelijk Scholengemeenschap Liudger Raai, Drachten (Netherlands) Atheneum (secondary education) Natural sciences & Philosophy

Work experience

2013 - present Tilburg University School of Social and Behavioral Sciences

(Netherlands) Panel member (voluntary)

July/August 2012 Quest Volunteer Travels & Tours, Kathmandu, (Nepal) Teacher of the English language (voluntary)

2011 - 2012 Bilderberg Hotel Landgoed Lauswolt, Beetsterzwaag (Netherlands) Hotel porter

2010 - 2011 Christelijk Scholengemeenschap Liudger Raai, Drachten (Netherlands) Mathematics & Physics tutor

Evert Hollander

Date of birth: 11 september 1993Place of birth: Vught (Netherlands)Nationality: Dutch

Address: Hemelrijken 125 5612 LC EindhovenPhone: (+31) 6 38 32 51 17Email: e.l.hollander@student.tue.nl

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Extracurricular

2012 – present Eindhoven University of Technology (Netherlands) Chepos Magazine of the Built Environment

Editor

2010 - 2011 Gymnastics Sportsclub, Fanfare Orchestra, Board member

2009 Mor design, Landscape Architecture, Falmouth (United Kingdom)

Intern

Languages

Dutch: NativeEnglish: ExcellentGerman: Basic

Skills

Computer: Adobe InDesign

Adobe Illustrator

Adobe Photoshop

Autodesk AutoCAD

Autodesk Revit

Google Sketchup (& Kerkythea)

Microso! O" ce (Excel, Powerpoint, Word)

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In the following pages I eleborate on the projects I have done so far during my bachelor education at Eindhoven University of Technology.

I would like to show the development of my skills, so I will start with the (lesser) early projects I have done and end with the (better) more recent projects.

My aim is to communicate my passion for architec-ture and most of all my absolute fascination with urban planning.

University ProjectsArchitecture & Urbanism

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Dommellab

In this exercise I designed a partially subterranean workhome. # e $ ctional client was a scientist investigating the environment of the Dommel, a small river % owing through Eindhoven.

I did an additional study of the daylight entrance to make sure spaces suited for di' erent functions (living, educating, studying) would get the right amount of daylight.

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Flowertower

# e design of this tower was bound to only two restrictions: it needed to have two accessible platforms (3m & 15m), and it needed to be deconstructable/ collapsable.

I made a huge, % ower resembling tower which has one habitable cabin and a viewing platform with moving panels to cover the viewer from the weather on demand.

Sadly I failed to pay attention to the context this tower will be placed in.

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Station Pavilion

# is excersise was aimed at urban planning. A detailled study of the station area of Eindhoven was made, resulting in a pavilion design that houses a tourist information desk, small exposition space and in my case also a bicylce pick-up point.

# e new design of the station square was a collaborative e' ort and contained a new plan for routing, sightlines and building volumes.

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Daycare centre

# is fascinating project required the understanding of a child’s perspective on living. Besides the planning of functions this was an excersise in scaling of an environment for adults mixed with the small world of children.

I made an indoor village, complete with three-classroom neighbourhoods, squares and a central park.

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Schoollab

We studied a lot of educational environments in my $ rst year, including this one. # e design of this education centre and weekend podium was a practice of % exibility and adaptability in architecture, preceded by a detailed study of the location.

I conducted this study by assembling literature on the growth of Eindhoven, making a study of the typologies of the university campus (which was the loca-tion for this excersise) and analysing maps of the area.

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New Odeon - Rotterdam

Historische lintbebouwing

Monumenten

Karakteristieke hoekpui

Pleinen en park

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In this second year urbanism project we studied an area in Rotterdam which was partially bombed during WWII, and therefore now has a layered collec-tion of buildings. Due to that fact, this slightly subordinated neighbourhood has a great hidden potential.

Our job was to analyse and redesign the area, resulting in residences for the citizens of Rotterdam and a revitalised park.

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To study the area and its qualities we made several sections of di' erent streets. # is helped to understand the morphology of the buildings and to make a new plan for tra" c routing.

# e new tra" c situation allowed bicycles to move faster and made motorised tra" c move slower.

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# e $ nal part of this project was the actual designing of a new layer in the history of this neighbourhood, with additional residences.

I made these residences state-of-the-art by sticking to a current trend of dis-closing the houses through small atria per each six or eight houses.

# e redeveloped square got stronger edges and was partially relocated to make sure it was more central in the area.

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Kröller Möller Museum

# e Kröller Müller museum started as a family collection and is now one of the biggest (and most expensive) visual art collec-tions of the Netherlands.

# e given exercise demanded a third extention of the exposi-tion area collaborating with the existing building.

To this end, a collective study of the previous architects’ works was executed, as well as a detailled research into the surround-ings of the building.

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Due to its wonderful position in the midst of the Ve-luwe national Park I was able to vision an expressive extension that highly contrasts with the older parts of the building, but $ ts very well in its surroundings.

It tells the tale of the shaping of the land in this re-gion, which is sloped due to the movement of the ice in the last ice age.

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" e Cottonmill

In this third year practice we studied the possibilities of a small Tea Pavilion on the riverbank of the Dommel, a small river that % ows through the city of Eindhoven.

By asking myself the question of what tea-drinking is, and de$ ning it as a moment of relaxation and socialising I conceptual-ised the building as a game of to see and be seen.

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I found that the location demanded a new connec-tion between the riverbanks which I will supply in the construction of a % oating table.

# is table will do to strangers like what the cotton-mills that used to be on these banks, used to do with raw cotton. It will spin strangers to become inter-twined just like a thread.

It will do so by simply taking away the choice of seating, and only providing one long table.

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I studied several examples of % oating buildings and designed a space that can % oat on the water, without obstructing it. # is % oating character makes sure that it can rise and fall with the % uctuating water level.

# is temporay structure is completely detachable and easily reconstructa-ble in a new surrounding, although it strongly refers to this speci$ c location.

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Multidisciplinairy Project ‘De Ho# ogen’

PROJECT LOCATIET TTTT

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In our bachelor of Architecture and Urbanism we have to do one project completely interdiscipli-nary. With a team of seven students we were set to design a complex that supplied elderly housing and healthcare next to an old railway overpass, De Ho# ogen, in Rotterdam.

We rede$ ned the assignment to the question: How do we solve the problem of loneliness amongst elderly people in Rotterdam?

Integrally we wanted to solve three problems at once answering this question. Speci$ cally these were: loneliness amongst the elderly, the decay of the old railway overpass and the lacking aware-ness of the water problem this city has.

In this exercise I took upon me the role of Urban Planner.

COMMERCIEEL KNOOPPUNT WIJKPARK

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We made a plan to redevelop the overpass in phases. At the moment most investors are eco-nomically restrained, so it seemed unrealistic to us to redevelop the overpass in one piece.

To preserve unity in this fragmented line we de-signed a modular ascent that can be composed di' erently at the several entrance locations.

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To ensure that the elderly who will live in this building will not be lonely, we designed a square as part of the routing to the residences that is im-possible to avoid.

# is square is made suitable for a number of applications such as a market, or a concert.

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# e building provides a parking area for the neighbourhood and an array of housing options (buying and renting).

Several facilities that surround the square will call for a speci$ c type of visitor (speci-aised businesses, such as a cheesestore) as well as a small indoor stage for the neigh-bourhood and a grand café.

# e route to our area from the existing square on the other side of the railway over-pass will be formed by a new route through the former station.

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We vision a signi$ cant residential tower that will form a landmark in this area, which is now lacking.

It has been visually detached from the lower part of the building to better $ t in its surroundings with relatively low constructions.

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# e detachment has another advantage, which is the guiding of the inevitable wind% ows that will come falling down the facade of the tower.

# e gap that we made will make sure most of the wind is % owing through there. # is will spare our newly made square from unwanted air % ows, and also gives us the opportunity to use the % ow to generate electricity.

Water that we collect in the area that our building cov-ers will be collected under the square (partially visible), % ow over the ascent and end on the existing square. # is ensures a delayed supply to the water system, making it possible for the city of Rotterdam to cope better with peaks of percipitation.

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To present this project with which we won the highest appreciation from the teachers as well as the other students we made several models.

# e red model was a conceptual visualisation of our vision, enabling the viewer to choose di' er-ent usages of the square we made to connect our building to society.

Although we had di" cult moments with the team, it was a very fruitful and instructive prac-tice.

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So far I have followed an array of courses, of which I will highlight a few in the next pages.

Just to give an overview I will list all the courses I have had so far:

Structural Engeneering, Building Materials 1&2 A Housing Typology & Primary elements Basecourse Design Building Physics 1&2 Assembling & Detailing 1&2 Calculus Applied Physics Process Management

University CoursesArchitecture & Urbanism

Transformation User, Society & Enterprise (Base course & Sus- tainability 1,2 &3) Urban Planning (not obligatory) Analysing the Urban Environment Transvorm 1,2 & 3 (interpreting, sketching & art studies) Landscape Architecture & Public Space

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Transvorm & Primary Elements

# e Transvorm course aims to teach us to interpret an assignment and to understand descriptive language. As a practice, we listened to a story of a man living in 1950s Paris, describing a visit of a friend. Only by listening to the description of furniture and windows we then had to make a three dimensional model of the apartment described. A highly instructive assignment.

In the course of Primary Elements, we studied several applications of the Fibonacci sequence and basic constructive principles (no glue / using only rods / fracturing).

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A Typology of Housing

In groups of $ ve we studied di' erent typologies of housing in Amsterdam.

Our unit studied the Amsterdamse School-stijl, which was a speci$ c type of (decorative) housing design aiming to supply better living conditions for the working class around the year 1900.

We made studies on four scale levels to under-stand the consequences of this romantic design for the city, the district, the neighbourhood and the individual street or block.

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Transvorm (part two)

# e assignments for this course were o! en only one sentence, or just pictures with which we had to work. To fully understand the task that was set we $ rst had to de$ ne the assignment itself and then provide a solution for the given problem.

In the $ rst task, we had to design a door as dwelling or residential space. I made a spherical door that rotates around the user to give access to the next space.

# e second task was to demonstrate the spher-icality of the earth. I did so by telling a $ c-tional story of two parties mining for gold by $ rst drilling vertically and then making a long tunnel perpendicular to that sha! . # ey meet at the surface.

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Landscape Architecture & Public Space

# e aim of this course was to practice analysing a surface by it’s soil and then designing a building that com-pliments this soil typology.

In the $ rst part I studied a water rich area situated centrally in the Netherlands which has recently been purposely inundated. Years ago the land was taken from the water (pumped dry a! er building dikes around it), and now due to % ooding rivers in the Netherlands, it is given back. (A project called ‘making space for the rivers’.)

# e housing I designed emphasise the sudden end of a dike, without disrupting the continuity of the present shrubbery.

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# e second part of the course was to study existing residential streets and to do research of their implementation in the surrounding soil typology.

To this end, I studied a complex called the Kasbah, by designer Piet Blom (known for his Cube Houses in Rotterdam).

He aimed to create qualitative public space whilst supplying high density living by li! ing a whole neighbourhood up one level.

Sadly, it told me practically nothing about the soil, as the project was visioned elsewhere but due to economical aspects completely displaced to the outskirts of the town.

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Transvorm (part three)

Basically an art project, we had to add a dimension to a two dimensonal artwork. Together with another student I literally added this dimension by tearing the cubist painting up in particles and rearranging them in one di-mension.

# is made the painting a lively, hard to understand object when viewed from one side, and a complete picture when viewed from the other.

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In addtion to the education I gratefully receive, I try to enrich my skills by participating in events and po-sitions I think are enjoyable and instructive.

I would like to eleborate on a few highlights.

ExtracurricularArchitecture & Urbanism

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Internship :

Mor Landscape Architecture

In a school holiday shortly a! er my 16th birth-day I % ew to Cornwall, South England to do a short internship at Mor design, a Landscape & Architecture studio located in Falmouth.

I experienced company work, participated in brainstorming, attended meetings and design conventions. We visited artist workshops, I made sketches, did research on projects, visual-ised a business model and accompanied de-signer David Buurma on business meetings and $ eldwork (e.g. meetings with the municipality).

One of the most exciting weeks of my child-hood.

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24 Hours Project

In this design competition organised by students, participants try to provide a solution to a design question provided by a municipality or company.

# is is done in a 24 hour pressure cooker, forcing the participating designers to be creative.

# e problem we tried to solve in this speci$ c case was one of a disused area near the station of Am-ersfoort. Partially a monument the area needed a new impulse. We provided such by extending the river that % ows parallel to the location into the area.

# is bold solution was judged a second place.

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Pop-Up Urbanism

In this student-organised project we were asked to reinvent spaces throughout Eindhoven, and supply a new usage to revitalise a speci$ c area.

# e temporary solution we found for this split-up public space, devided by a bicycle lane, made users stop and expe-rience a place which is usually forgotten and ignored.

We were awarded a $ rst prize.

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Chepos Magazine:

Writing & Editing

I have been an editor for the Chepos since early 2013 and con-tributed to six edition so far. # e Chepos is a magazine of the Built Environment, made by and made for students.

I write articles on subjects ranging from building analyses, to World Expositions, to a guide on how to reclaim land, and from documenting work of teachers to comparing imprisonment-models of di' erent countries, to managing a concert halls.

For the 49th edition I managed and corrected the page layout until printversion.

For the $ ! ieth edition we wrote about alumni of our faculty and invited students to dine with these (local) heroes.

Highlight of the evening was a speech by N. John Habraken (b. 1928), founder of the faculty of the Built Environment in Eind-hoven and educator on MIT Cambridge Massachusetts. A very inspiring evening.

# is work is a wonderful completion of my studies and has already been fruitful in my projects so far.

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© Evert Hollander 2015