working on it

OSL_midreview

In thinking through my glass / mass model I used the transparency of the clear acrylic to communicate the open and connective concept of the Not Your Mom’s Hallways, being mindful of how these running cores nestle into the massing blocks heavier in program load.

A few of my earlier study models show some history of my process so far. A pavilion scheme I developed initially which I became someone committed to was tossed for a re-hashing of an early schematic model that favored the language I began to develop in my learning networks diagramming.

“f*ck it and have fun”

  • For midreview my mentor gave me a broad bold crit that set off a mini-chain-brain-reaction for me. Her advice to me was basically to maintain my guiding narrative, but challenge conventions in architecture instead of designing within conceived constraints. Also just have fun with it. In processing this feedback I’ve found it clearly makes sense to approach the architecture with a sort of playful candor that ultimately suits the nature of the project as it promotes an overthrow of traditional high school structure in favor of serving the freer open source learning culture.

“Simplify”

  • At LPA one of the main points that was communicated to me by my reviewer was that in looking especially at my overall form, that it could be simplified drastically. He said he could see it as essentially two buildings, where the connection between them becomes this kind of permeable transparent area in between.
  • “Site response?”
    • Do not forget–views, response to site, how to use the site to support what we are trying to achieve with the architecture.

 

Connections!! to what is going on in my brain what is dominating my thoughts about OSLA learning culture

  • Getting asked questions especially about my learning networks diagram my narrative became stronger, the story I want to tell through this design about the restructuring of how we approach academic leadership in schools. It’s interesting because going about this does bring up the question, does this effort of thinking about students as leaders in schools and changing the role of the teacher manifest itself as a spatial problem? Trying to think about how I can begin to communicate this narrative through design will continue to be my challenge. I am curious to see if I will come up with a solution that actually successfully provides for it, but I think my next steps will attempt to study this in diagram. And transfer findings and relationships into spacial technics in plan and section.