Project intro
- 1. “We shall not cease from exploration, and the end of all our exploring will be to arrive where we started and know the place for the first time.” – T.S. Eliot
- 2. Our Premise: The traditional educational system (NCLB – No Child Left Behind) has failed this student group. We suspect the failure involves the entire system: educational philosophy, curriculum, pedagogy and the physical plant.
- 3. Our Purpose: To provide a built environment that taps the intelligence, creativity and capability in each one of these students.
- 4. Program: High School 120 students at high risk for dropping out Philosophy, Curriculum and Pedagogy: Provide a Transformative Learning Experience Utilizing Curricula and Pedagogy Founded in: Project Based Learning, Expeditionary Learning, Experiential Learning, NOLS, Outward Bound , Round Square School
- 5. Process: Phase I Compare/Contrast Principles of NCLB to Those of TLE Translate into Architectural Terms *NOTE: The students have made their own interpretation of these principles and architectural translations
- 6. NCLB = No Child Left Behind = Traditional Public School TLE = Transformative Learning = Project Based Learning Governing Alternative Readings Architectural Translation Principles NCLB Predictability Successful End Repetative, Complete Geometries TLE Self-Discovery Journey Incomplete/Interrupted Geometries
- 7. Governing Principles Alternative Architectural Translation Readings NCLB Easily Quantifiable Absolutes Distinct Segregated Results Spaces TLE Inquiry Questions, Variation, Differing Curiosity Relationships Between Spaces and Paths
- 8. Governing Principles Alternative Architectural Translation Readings NCLB Minimize Risk, Eliminate Variables Rigid Structure and Failure Boundaries TLE Encourage Success & Willingness to Fail, Varied Structure, Failure Exploration Perforated Boundaries
- 9. Governing Principles Alternative Architectural Translation Readings NCLB Narrow Focus Imbalance, Homogeneity Separation TLE Broad Exploration Holistic, Integrated Diverse, Variety
- 10. Governing Principles Alternative Architectural Translation Readings NCLB Power Hierarchy Vertical Chain of Control Command TLE Self-Responsibility Lateral Network Choice, Freedom
- 11. Governing Principles Alternative Architectural Translation Readings NCLB Rules & Regulations Carrot & Stick Controlling Environment Motivation TLE Respect, Trust, Intrinsic Motivation Democratic Environment Empathy
- 12. Governing Principles Alternative Architectural Translation Readings NCLB Fear & Protection Enclosed Guarded Fortress TLE Confidence & Exploration Outside/In Capability
- 13. Process: Phase II Programmatic Diagrammatic Original Plans Diagram Analysis Modify for TLE Correlating Evaluate Qualities NCLB Principle Integrate Investigate in Evaluate Solutions 3-D
- 14. Examine NCLB Architecture Program . Organization . Geometry . Boundary . Permeability . Public/Private . Circulation Traditional School – C- Shape Traditional School – E - Shape Traditional School – O- Shape = Auditorium or Equivalent
- 15. Original Composite Analysis
- 16. Translate to TLE: Investigate Multiple Solutions 1. Interrupt repeating geometry 2. Breakdown perimeter boundary 3. Integrate students and faculty 4. Bring outside in
- 18. Translate to Planar Language
- 20. Site: Marquam Hill West Hills Neighborhood Overlooking Downtown Portland, OR Shares site with Oregon Health & Science University, Veterans Hospital, Library and Other Public Functions Near Marquam Nature Preserve
- 21. Oregon Downtown Portland Portland Nature Willamette Preserve River
- 22. Nature Preserve Student Project Sites C C B B A A
- 23. Iterative Process: Each iteration has been 8. Structure investigated at multiple scales and in three dimensions. The students are preparing to move onto 1. New Governing Principles structure and building systems. 7. Language of Openings 2. Program 6. Space & 3. Context Planes 4. Massing