ADRIAN MIDREVIEW!!!!!!!!!!!!!!!!!!! SCHOOLS!


what is learning in the 21st century?

existing forms of education are outdated. the new world demands better learners and to facilitate that, we need schools that give students principles of autonomy, communication, making, and community.

this school gives students the ability to learn by doing and the ability to form communities. learn by doing is accomplished by the curriculum – there are 4 design areas that students can explore – culinary, industrial, organizational, and media design. these are all inherently similar and imagined as a spectral cloud of information. communities are accomplished by three designated clusters of 150, where students learn basic academic stuff.

the cloud is not stable – the cloud is dependent on technology and trend and therefore capricious. the clusters are stable – they contain 150 students no matter what. sectionally, this means that clusters are platforms/figure, and the design areas are the negative spaces/ground.

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."

umut toker

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. "

doug jackson

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