Post Mid-Review

(Current model in the site)

(Model facing North)

(View from circulation into central courtyard)

We had our Mid-Review on Thursday and had the chance to present our project twice to two different sets of critics. I really liked the format of the reviews and felt more prepared for the second round. It goes to show how important your presentation is in guiding the following discussion.

A few things which were brought up in our critiques [and our take on the issues]:

1) Our building should step back (to the North) both in plan and section, adjusting to the desired quality of light

[We did lose the stepping on the South facade of the building, and I do think having a complete stepping Part-to-Whole relationship would strengthen our project. We did TRY to step it up in section, having the S be the lowest, then E, W, and N as the highest. However, the difference was apparently too minor to notice. The reason why we did not make it more dramatic came down to the required length of ramps and number of landings...not to mention time. Maybe this sectional difference is something we can revisit and work through.]

2) Connect our ideas full circle

[Both sets of critics, and Karl, seemed to emphasize our cone model, saying that we lost something in between there and now. That was an interesting comment for us; me and Lisa talked a lot about what we thought they meant. What did we lose? When we initially made that model, we were incredibly excited about its possibilities (similar to the critics). However, once Karl made us take plans and sections through it, we hit a wall. The geometry was holding us back and seemed impossible to work with in terms of program and plans. Me and Lisa discussed the differences between that model and our current model, trying to find the gap in our project. It seems that the geometries set up in the cone model were much more interesting because they were much more dramatic: the predictable cone shapes were contrasted with the unpredictable organic connect-curve shapes. Our current model is irregular, but the irregular curves have a predictability to them, such as stacked circulation, which takes away from the irregularity of those curves. If we have enough allotted time, Lisa and I want to revisit our Digital Project model and revamp our design to negotiate between "cone" and "terrace."]

(DP Cone Model)

3) Issue of "Envelope"

[The critics wanted to know how the building would be dealt with as a whole. Would it make more sense to have the central courtyard covered and the whole school connected in that sense? Would it cut down on circulation? When do our lengthy circulation paths become a problem? But how WOULD you cover our building in a "Foster-esque" way? Would it just become an added expense?

4) Make sure we are not cramming program into the "gaps"

[There were very few areas where Lisa and I felt we were cramming in program. Despite our first critique, we did put a lot of thought into placement. There were a few pieces of program which we actually left out because we did not want to cram them into an inappropriate space; we would rather leave them out until we could make space for them. I also didn't think that the critiques understood that the first floor contained no classrooms but were equally considerate of lighting conditions. This discussion may have been a result of our poor first presentation. However, the second set of critiques also pointed out the need to maximize classroom space when possible and eliminate awkward instances caused by our geometry. I completely agree 100%. Me and Lisa tried to modify our model to reduce the number of awkward spaces and maximize the usability and convenience of a space. We still have a lot of work to do.]

5) Geometry, geometry, geometry

[They said don't let the geometry get in the way of the fluidity. For example there's a moment when a band of classrooms seems to impede the flow of the hallway. We were both aware of this moment and dissatisfied with it but due to time constraints, left it and moved on. I'm glad they brought up this point because it seemed essential to our flowing curvilinear hallways and means that they understood our circulation the same way we did. They also suggested loosening up on the geometry at times - widening the hallway in the busy areas, etc.]


Those were the main critiques of our project and now we are wondering how to move forward. How much time do we have to revisit our design? If we have until the end of the semester, Lisa and I want to go back as far as our DP Cone model and redesign it to fit our current knowledge. However, we may not have enough time to go that far back and may have to make smaller changes to our current model. Hopefully our desk crit tomorrow will give us some feedback and direction.


I'll post our plans, sections, and diagrams soon. Blogger won't upload them right now.

PUSH before the big mid-review

Lisa and I worked all through the week and weekend. After our pin-up on Tuesday, we were told to experiment more in section. We re-drew our Rhino model using new curves based on programmatic requirements, but keeping the same fundamental form of the "Introspective Learning Community." In our current model, the program on the first floor has subtle differences in ceiling height: the N (gym) has a height of 15', the E (admin. center) has a height of 13', the S (dining hall) has a height of 12', and the W (auditorium) has a height of 14'. On the next floor, 12' classrooms are stacked on top of this; each band is connected by slight ramps. The top level of each band houses a piece of shared program which has the same height as the shared program on the ground floor. This helps ground and cap our building, with the classrooms secured inbetween the shared program. Now, our building should read both horizontally and vertically.

We still have a lot of work to do before the review, but I'm hoping that even with a few setbacks, we'll get there and be ready to go on Thursday.

(Overlay of major programmatic spaces;
the circulation snakes its way between and around)

Red-lining first set of plans

(Level 5)

(Level 4)

(Level 3)

(Level 2)

(Level 1)

(Level 0)

(Level -1)

Post-desk crit developments

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.

(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)

Updated version before desk crit

Circulation, Control Points, and Courtyards

After meeting yesterday, Lisa and I decided to revisit our Rhino models with a few things in mind:

Circulation: We wanted to experiment with circulation, whether it be in front of or in back of the bands of classrooms. If the hallways were in front of the classrooms, then the entire center of the building would have to become an atrium...which we want to avoid. However, putting the circulation in back of the classrooms gets tricky. We may have to find a middle ground.

We also talked about the circulation peeking through the facade at times. (Rules: North - no exterior circulation here because of neighboring building; East and South- the circulation could only come out slightly because of the "L"; West- could only come out above the 2nd story because of trucks passing by in the ally way). In my studio project from last semester, I had circulation weave its way in and out of the building's facade, creating an interior space which seemed to be exterior.This creates a strong connection with the outside and makes the hallways a social and visible space.

Control Points: Lisa and I decided to revisit the extruded, stepped curves. This time we would use control points to alter the spaces inside and outside of the classrooms. For example, if circulation is in front of the classrooms, the widdening and narrowing of the hallways would create an interesting and dynamic space to walk through. The classrooms, although not a perfect curve, will still be offset the necessary 25ft.

Central Courtyard: If the circulation can be placed in back of the classrooms, we can create a total central courtyard with steps up to certain accessible terraces created by the classrooms. The steps could be climbable, like a play area, or seating for an outdoor classroom or performance. The other benefit to this would be that all classrooms would receive the required light, and it would create an inward facing, visually connected school. It's true that there would be few outward facing windows, but we don't really want people from the "L" looking into our classrooms, so this may work.

Other Courtyards: There may still be opportunities to created smaller more private courtyards to be shared between selected grade levels. After looking at Lisa's newest model, it got me thinking about how to recreate our open yet private courtyards from our early study models...As long as a courtyard is surrounded by three walls it seems closed off to certain people, but open to its inhabitants. In Lisa's newest model she used the curves and just pinched one end of it creating a small tear-drop-shaped courtyard accessible to the surrounding classrooms. That courtyard may still be cut off at the pinched end, creating an interesting manipulation in the facade (something we talked with Karl about earlier).

Here are some of my newest, yet unfinished Rhino models. Still have a lot of work to do.

(Filling in the programmatic spaces, and seeing what is left over)

(Filling in the programmatic spaces, and seeing what is left over)

(Starting on the 1st level: Playing with control points, slightly changing the terraces)

(Starting on the -1st level: Playing with control points, dramatically changing the spaces)

One more thing which I was thinking about with this last model, was the required spaces and volumes of the bigger programmatic elements (ie. gym, auditorium, dining hall, library, etc). In this last model, the big voids, starting from the top and moving counterclockwise are: gym, adminstrative center, dining hall, and auditorium. The auditorium and the dining hall may have more interesting and less rigid shapes since their program is more flexible. The administrative center, however, must house several repetitive offices. The gym, as you can see in plan view, has extra space between the rectangular court and the curvilinear for of the classrooms; this space may be used for the required single office and storage space.

Terraced Rhino Model

Here are screen shots of my latest Rhino model. I started off with (red) construction lines of programmatic elements; starting from the top and going clockwise: gym, administrative center, art/music/science rooms, and auditorium. I then offset these rectangles by 25ft. Using these outer boxes, I constructed curves which I then offset 25ft inward.


Next, I extruded the curves, offset the curves by 15ft on the next level, and so on. The banded curves are classrooms and the 15ft offset allows room for circulation in front of the rooms. The gym, administrative center, art/music/science rooms, and auditorium are tucked underneath the classrooms. The space between the classrooms becomes extremely open and social, relating to the idea of the flaneur (to see and to be seen). In this more open space, there will be circulation, perhaps dining, and reading areas...


The problem with this idea is that the banded classrooms are facing inward and therefore not directly linked to outside light. However, many of the classrooms will be at the level of the "L" and perhaps that's a bad thing; therefore, inward facing classrooms may help protect the kids from the public eye. If we keep the classrooms inward facing, this means that the central/circulation space MUST be an atrium. It still seems risky to have classrooms with no external windows. I'll have to go back to my design and see how this could be changed. Another thing I'd like to point out is that the building extends one level underground in order to provide appropriate ceiling heights for the gym and auditorium. In the unused vertical spaces above the gym, administrative center, etc...I was entertaining the possibility of raised exterior courtyards or play areas. This would also let light into the banded classrooms.

Lisa and I are about to meet and go over our Rhino models and revise.