Geometry Set Out: I honestly had no idea what it was until my partner fidgeted with lines. This was a great guide to organizing program, however I feel like because we had this, we overlooked the value of circulation and an organizing principle with which the program followed. The placement was determined logically, but independent of each other, and because of that, circulation was difficult to maneuver.

Wall Section: This was my favorite and least favorite part of this project. It was frustrating in the beginning because I didn’t understand how detailed the drawing needed to be nor how connections between the wall or curtain wall came together. I understand why this part is so important because it’s a connection between the inside and outside of a building. This is a chance to see how the interior and façade work together. In the real world, it seems like schematic design develops rather quickly, and the wall section is another opportunity to let the concept shine through. The wall section is another great way to tell a story of a building.

What I valued the most besides doing wall sections and sections was story telling in architecture. Many times, when I present to a peer, professor, or professional, it feels like all I have to do is identity things I did and why. Story telling connects the dots between concept and building and is a more valuable way of having a discussion.


The journey through OSL has been an incredible one. My challenge with this project had to do with envisioning OSL spatially. Even defining the concept of OSL was difficult last quarter.  It wasn’t until the end of the quarter now that I feel that I can grasp this concept. I understand OSL as an evolutionary way of learning. It’s constantly in flux; learners (students), teachers, administration, and the OSL foundation, along with the community have dynamic relationships with each other in this place. Based on these relationships, learning occurs. The concept of learning in this place is always transforming.

How can this space be designed for the future and the present at the same time? How could it be adapted for changing pedagogies? What makes OSL a place different from a school? To what extent and what ways can architects influence these spaces?