When Lisa and I met with Karl yesterday, we talked about the origin of our form and the importance behind it. Besides having curves derived from rectangular construction lines (dimensions of programmatic spaces), we tried to pull away from the "L" which surrounds our site. By creating four separate "cones" or band of classrooms, we created C-shaped spaces. These C-shaped spaces offer introspective courtyards to be shared between the band of classrooms. However, by creating these four C-shaped bands, we created a extroverted or shared central space. This central space will become an exterior courtyard/playground accessible to all grades. The four bands face inward towards this "public" central courtyard, making the building analogous to 4 buildings and a shared street or plaza in between.
In these models, I put the circulation on the interior of the C-shapes. The hallways would be bright and also bring sunlight into the classrooms. These corridors act as a protective sheath between the exterior urban environment and the interior learning environment. The circulation on the outside perimeters of the building nearly mimic the street, pedestrian, and train traffic, giving the students a feeling of connection with the exterior environment during passing periods; however, the outside traffic will not distract the students in their inward facing classrooms. The classrooms should get plenty of light due to the central courtyard.
Lisa is working on a model where the circulation responds directly to the sun. This means that the circulation is always on the darker side of the bands of classrooms. The idea is that this would maximize the amount of sunlight in the classrooms. Although, this switch in circulation would completely trash my logic about the perimeter circulation.
I know that my current circulation scheme is still a little complicated, yet lacking details (ie. stair placement), but I hope to continue working on that in the coming days. There are some other messy areas which I also plan to address.
In these models, I put the circulation on the interior of the C-shapes. The hallways would be bright and also bring sunlight into the classrooms. These corridors act as a protective sheath between the exterior urban environment and the interior learning environment. The circulation on the outside perimeters of the building nearly mimic the street, pedestrian, and train traffic, giving the students a feeling of connection with the exterior environment during passing periods; however, the outside traffic will not distract the students in their inward facing classrooms. The classrooms should get plenty of light due to the central courtyard.
Lisa is working on a model where the circulation responds directly to the sun. This means that the circulation is always on the darker side of the bands of classrooms. The idea is that this would maximize the amount of sunlight in the classrooms. Although, this switch in circulation would completely trash my logic about the perimeter circulation.
I know that my current circulation scheme is still a little complicated, yet lacking details (ie. stair placement), but I hope to continue working on that in the coming days. There are some other messy areas which I also plan to address.
(Video showing the stacking of the floors [light blue] and the circulation [grey] on top of larger programmatic spaces [dark blue] on the bottom. The white volume is underground)
No comments:
Post a Comment