what is learning in the 21st century?
program in plan
cloud as malleable, ephemeral, sensuous. clusters exist as the structure within and students and mentors form networks between clusters and within the cloud
program in plan
evaluation of program is seen as stacking layers of organizational data and needs
program in section + site
design areas: unstable, prone to change. clusters: stable
2D to 3D
"great analysis, but based on what you said, i imagined each cluster having its own identity. work from within to make the form less of a block and something more distinct."
the parti of the building in plan follows the idea of universal necessities of thinkering, presenting, and storage. thinkering exists on the outside, occupying the most space and daylight-accessible. storage exists in the middle, requiring the least space. but how to make these things more than what they are? how can they really facilitate communication and collaboration between students of different clusters and disciplines? this begins through architectural manifestations of concepts.
all three aspects – thinkering, presenting, storing – are forms of communication – kinesthetic, verbal, and visual. kinesthetic becomes open space in the cloud for students to make. verbal becomes pools, ball pits, nets, and amphitheaters. visual becomes a conveyor belt in the middle of the building. all exist to allow students to appropriate them and use them in new and creative ways
"the pools, ball pits, and nets, they're great, but they're just as programmed as everything else. if you're really looking for appropriatable unprogrammed informal space, these things - like the pool - need to offer more to the user in different formal manifestations. if the pool is shallower and dryer in different parts, or unusually thin and tall, then it allows the students to dream of a multitude of new ways of using and learning, more than the limited assumed roles of pools for swimming and chilling. "
where do we go from here
it’s time to refine. cutting down on scale and dealing with the fine details of room sizes and learning spaces. what are the subtle spatial transitions that foster greater learning?
also cutting down in ideas. narrowing to a simple parti and learning concept diagram
and form. the form was block on purpose. with this first iteration of the section, i can now start to push and pull the block so that the clusters have unique identities and the form guides the navigation and experience through the building