Last week we delved upon organizing Mark Cabrinha’s Open Source Learning Lab Kit with varied success. As a class we struggled with accounting for all the programmatic elements of a cohesive space, so Rachel and I furthered our investigation with the commending issues left from Wednesday’s (January 6th) class. Unfortunately we were left with scarce materials to build off, but managed to create a comprehensive project in which we addressed all of the issues. One thing to note first of all is the programmatic blocks. Gray represented a private, closed off space, while the translucent pieces served as public spaces open to the outside.
As a studio we had a habit of building out instead of building our blocks up, so that was a focal point of our second iteration. The resultant of this strategy spawned three different “learning cores” connected through a series of outdoor spaces.
Our iteration features a central core tower, having a stepped pattern of hierarchy. The orientation and varying levels of each tower is critical to allowing unobstructed views from within each space, and cantilevering spaces looking down towards the courtyards. We tried incorporating the private and public spaces in proximity to one another to keep them from being completely isolated and encourage collaboration. The courtyards itself tie all the buildings together of our “school,” and
allowed the circulation spaces to be molded by the footprints of the buildings while still maintaining ample space and light for pedestrians.
With the limited pieces we acquired in this process, our attempt turned out successfully. We thought critically and addressed the key issues of identifying the programmatic blocks, circulation, structure. One thing we realized through this process is much like our limited access to pieces, the game itself inherently provides limitations due to the position of the magnets resulting in many of our pieces oriented a certain way. Our models ended up having a certain directionality (not necessarily a bad thing) to them and could potentially be revisited yet again.
Contributing Authors: Allen Leu & Rachel Reckseidler