Hrabba Jons

Hrabba Jons

New York, NY, US




Minarc, Santa Monica, CA, US, BA Architect


Mar 2012 - Dec 2012

Krunk ehf., Akureyri, IS, CEO

- Co-founder and part owner .
- Krunk ehf. Is a small start-up company that owns a retail store, Hrim Design.
- Managed purchases, executed and installed all visual displays of the store.
- Designed the interior of the store.
- Designed 3 successful products sold in Hrim Design.
- Participated in all decisions involving the firm’s operations.
- Took a part in making the company successful, profitable and grow in to the size it is today.
- Had invaluable experience of being an entrepreneur.
- Sold my part of the company in December 2011.

Jan 2010 - Dec 2011

AVH Architecture, Akureyri, IS, Drafter

- Took an integral part of creating and developing drafts for the majority of AVH architectural designs.
- Designed new layout and interior for clients.
- Worked with the project team to produce presentation materials for client presentations.
- Supported the project design team with project imaging, drafting and researching
- Prepared client presentations and academic lectures
- Gained some knowledge in producing Construction Documents and Permit Set and the ability to study older files and produce new ones.

May 2007 - Dec 2009

Art Summer Festival, Akureyri, IS, Assistant Executive

Summer Job

May 2006 - Aug 2006


University of Iceland, Reykjavík, IS, English

Aug 2009 - May 2010

Iceland Academy of the Arts, Reykjavík, IS, BArch, Architecture

On completion of a Bachelor degree in Architecture, the following criteria shall be fulfilled, in addition to the criteria fulfilled at a former level:

Knowledge and Understanding
Students have developed the insights needed to approach their subject matter in individual manner. They possess a general understanding of ideology and premises that form the basis of architecture. They have developed knowledge of visual presentation, theories, concepts, methods and technologies used in architecture. They possess knowledge of major trends and influences in architecture of each period and environments in which they originated. Students have developed competence to substantiate professional and/or practical solutions in their subject. They are able to apply their knowledge and understanding in theoretical context and in practice within their profession.

Type of Knowledge
Students have adopted extensive knowledge and understanding of aspects that come into interplay in the process of architectural design, such as processing ideas, self-censorship, analysis and applying ideas to form, organisation, support structures, science of materials and detail. The scope of students’ knowledge shall cover the most recent, as well as the oldest know-how in the subject.

Practical Skills
Students can analyse practical complex subjects and are able to make and justify decisions in professional architectural context. They have nourished imaginative powers and insights necessary for creative work, interpretation or research. They have acquired technical skills and are able to apply critical thinking. They are able to formulate own objectives, prepare implementation plans and follow them through. Students shall have basic knowledge of the professional environment in their chosen field and be able to continuously renew their knowledge and competences.

Theoretical Skills
Students have the competences to formulate and describe complex theoretical issues and research outcomes. Students can apply critical methods in analysing their subject. They have acquired understanding and insight into main theories and concepts within the subject of architecture and can independently evaluate the methods used in the discipline. They are able substantiate their views and decisions from professional and artistic premises. They have knowledge of ethical implications and are aware of the architects role in society.

Communication skills and information literacy
Students have developed critical view of own work and work of others. They can actively participate in cooperation, share their competences, ideas and knowledge with different kind of groups in a variety of environments. They should be capable of interpreting and presenting their results within the field, and lead groups. Students should be able to seek information on their subject and process such information. They can apply relevant technology and software, which are useful for their study and professions. Students have improved their ethical and social competences for active participation in a democratic society.

Learning skills
Students have adopted broad-mindedness and originality of thought which will be useful for study and/or occupation. They have nourished their powers of imaginations to enable them to create independently, inquisitiveness as a work method and boldness in decision-making. Students have developed the necessary skills and autonomy that enables them to continue to further studies.

Aug 2005 - May 2008


Design Award - Iceland Design Centre, 1st Place

Designed a pin to race awareness about gender based violence and human trafficking.


Group project published Icelandic Architecure magazine., 1st Place

- Group project published Icelandic Architecure magazine.
- Timarit Arkitekta “10.001 m3 vid Frakkastig” 1.issue, Reykjavik, 2006, pg. 118-119


Group project published in the book, Vatnsmyri, 1st Place

- Group project published in a book about urban planning.
- Vatnsmyri 102 Reykjavik, 2008, Reykjavik


Graduation Project Published in Forum Aid Magazine, Other

- Forum Aid “Graduation 2008” 3. Issue, Stockholm, 2008, pg. 89-99
- An article about Scandinavian graduate students worth keeping an eye on in the future.


Areas of Specialization