20070919
4. Kindergarten
We study precedent organizations, read plans and sections of prominent school buildings, and, beyond typologies, we find organizational models. We test these models outside of man-made constructs and find them in biological models. Only then do we continue to speculate about the program that can be plugged into these organizations.
4.1 Organization
From a list of libraries (below) select three and conduct a cross-Kindergarten study according to the three topics below. Start by constructing and drafting (not tracing) one schematic plan and one section of each building/building proposal. Select an appropriate architectural scale (1/16 or 1/32) considering the information density and resolution you want to reveal; apply this scale to all six drawings. Limit the use of line weight and -type to a minimum. In a second step use the plans and sections as underlay for your analysis by topic. Use reasonably strong, black lines over light gray underlay lines.
4.1.1 Circulation: Reveal and compare the three schools’ circulation systems (circulatory system) in structural terms. Identify hierarchies (primary, secondary, tertiary) and non-hierarchical (horizontal) aspects of the system. Categorize access points, linkages and shortcuts. Work out the relations between movement and gathering spaces, and the relation between internal and external circulation; identify overlaps.
4.1.2 Program: Study and compare the three programmatic organizations. Show how the school organization defines areas of different activities and their relations. To what degree are the primary program points - play and study - separated and connected. What is the structural relation to secondary program points? Do programmatic clusters form; what is the adjacency logic, what is the program sequence? How are areas for students, teachers and administration related; does the organization correspond to systems of authority.
4.1.3 Building and Site: Discuss and compare in your drawings the three school buildings and their relation to the site. Is site integration revealed in plan and in section; to what extend does the site continue within the structure; how much does the building respond to the site? Identify the orientation to the sun (direct light), the organization of openings (light, views), the street access, and relation to neighbors. Does the school contrast its environment or merge with it?
.: Jonas 4:00 PM
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