2020美国哥伦比亚大学建筑专业毕业展
Environment as the Third Teacher
A school is more than just its students, teachers, and textbooks; it also includes a building, which is essential to a child’s education and personal growth. Loris Malaguzzi, founder of the Reggio-Emilia educational philosophy in the early twentieth century, called the environment the “third teacher,” together with a student’s parents and teachers. In its full manifestation, the multi-dimensional school environment inspires and nurtures children by activating all their senses—a position that Core Architecture Studio II explored this semester.
All eight Core II studios focused on the design of a K-8 public school on the site of P.S. 64, located on the Lower East Side of Manhattan. Designed by C.B.J. Snyder in 1906, P.S. 64 served as a New York City public school for seventy years before it was shuttered. Today, the building remains abandoned. As part of the research for their design projects, Core II students visited the vacant building, studied its history, and evaluated its current condition in order to envision ways to revitalize the site as a contemporary school.
How can a building both react to and affect pedagogy? When a child feels safe and supported, he or she will take risks and embrace challenges. How do we design spaces that nurture and inspire individual children so they can reach their fullest potential? At the same time, how does a school, as a civic institution, connect to its community and promote fruitful interactions between the students and the community? How do our schools reflect our cultural values and prepare children for their own futures (not just our present)? How do we build a school today that will not only serve this generation of children, but also the next?
Through many scales of engagement—from the site in general to the detail of a brick—students devised careful interventions in the existing structure. An essential aspect of the curriculum prompted students to emphasize low-embodied carbon structural design. In response, projects reused the existing building or elements of it, integrating new materials with low-embodied carbon footprints and thoroughly considering the future use and lifespan of the structure.
The 2020 Spring semester proved to be a transformative one, as we dispersed from our own learning environment—notably, our studio spaces in Avery Hall—to many corners of the globe. But remarkably, we created a new environment across the filigree of the ether: a “fourth teacher” that emerged in the form of a virtual forum in which those key tenants of community, cooperation, and life folded together into a tactile space of our own.
This studio explores how society might transition from outdated learning environments and outdated construction processes, toward new learning and construction processes for the future. While there are many definitions of the term adaptation this studio engages specifically in the general, biological, and evolutionary interpretations. This studio acknowledges that given the fast-paced nature of the current social, educational, and environmental climates, society is in a constant state of transition between what was and what will be. Therefore, thinking simultaneously about what we can learn from the past and what we imagine for the future is necessary. Students are asked to consider various adaptations, or flows, through a building - from spatial/bodily flows to experiential/physiological flows.
Students: Nayef Alsabhan, Anays Gonzalez Sanchez, Alexa Greene, Xiucong Han, Sierra Heckman, Jinseon Noh, Charul Punia, Yuchen Qiu, Nupur Roy Chaudhury, Hannah Stollery, John Trujillo, Peicong Zhang
The Guidance School prioritizes mental health and the accessibility of guidance counselors for students. Studies have shown that walking releases stress and helps students learn better. The organic and meandering pathways allow students to get lost in the green space, slowing down the process from getting to class for moments of reflection. With the insertion of this green guidance walkway, the Guidance School facilitates mental and physical flow which will lead to students with healthier minds, clearer thinking, and reflective experiences.
This studio explores a conceptual approach to architectural thinking on the grounds that such an approach, when rigorously undertaken, is particularly effective for finding alternatives to received modes of spatial organization in architecture. As a particular heuristic device toward conceptual architecture, the section focuses on the notion of spatial infrastructure. Spatial infrastructure refers here to the ensemble of three-dimensional material elements providing a building’s primary articulation of space, before the introduction of partitions. The school happens to be a very flexible programmatic package and therefore lends itself to be explored through the notion of spatial infrastructure (one that rejects any identity between spatial typology and program) in especially productive ways.
Students: Johane Clermont, Chuqi Huang, Jo Hee Lee, Yi Liang, Shuhan Liu, Gustavo Lopez Mendoza, Nash Taylor, Duo Xu
Buildings can be roughly divided into three parts: envelope, functional space, and void-in-between. This school project makes use of the “void,” which is supported by the lattice structural system, to stimulate the interactions between people and people, people, and the city.
Integrating school, life and city, this studio focuses on designing for a new type of educational facility that extends its program to double as a community hub for the neighborhood. Revisiting, reinventing, and expanding on historical examples, students devise contemporary alternatives for learning and civic life. The studio explores form and structure at various scales, and against the measure of different senses, as a means to deliver multivalent environments able to recast the school as a place of community and exchange. Negotiating inherent conflicts and contradictions that arise from the classroom to the street, students define a new spatial ecology for the school that enables it to become a more active part of the public realm for all.
Students: Agnes Anggada, Nikolas Bentel, Gizem Karagoz, Farouk Kwaning, Asher McGlothlin, Danielle Nir, Mickaella Pharaon, Estefania Serrano Soto, Adam Vosburgh, Yue Zhou
Kinesthetic School provides children an environment that fosters each child’s curiosity and sense of self, thus nurturing their growth into the future leaders whose creative thinking and compassion will solve the problems of tomorrow.
Play is our human instinct. We play to experience joy, to exercise our creativity and to explore the world. We play to learn cooperation, flexibility and grit. And, perhaps most critically, it is through unfettered play that we learn. Over the last three decades, there has been a growing body of research on the emotional, social and neurological benefits of play for children.
In the context of a New York City school today, the available space and time for play is limited. Our studio will explore materials and geometry to activate volumetric space for play and learning experiences to co-mingle. We will propose new typologies of play spaces by deliberately bringing the public realm into the walls of the school – the child’s realm— in hopes of nurturing the next generation of great minds.
Students: Alya Abourezk, Henry Black, Sixuan Chen, Adeline Chum, Benjamin Diller-Schatz, Takashi Honzawa, Jules Kleitman, Yumeng Liu, Camille Newton, Lucia Song, Yerin Won
The City School brings the community into the school through architectural events that break down the line between the school and the surrounding neighborhood. The public programs are extracted from the building, reorientated to the neighborhood, and then reinserted back into the school. This reorientation skews the public program from the building and city grid and its heavily axial views, creating a new perspective on the city and a visual and physical connection between the school and neighborhood.
Climate change represents the single largest threat to our planet and humankind today. We have seen monumental efforts to reverse this by international organizations, governments, corporations and individuals but these efforts are simply not enough. Those in a position to mitigate this disaster are letting us down. As we have seen of late, youth are emerging as the greatest hope for change and survival. While we can only hope that the situation doesn’t get too disastrous before it gets better, it is the education of the next generation that will eliminate the pending disaster and establish a climate neutral planet. Our project for the studio is the design of The XR School. The XR School is a New York City public elementary school with a curricular focus on climate change – its causes and the paths to stabilize it. The school building is designed as an integral tool to these lessons for the students. The XR School is to be the first net zero energy building in New York City, generating its own energy, storing it and feeding it into the grid when possible. The XR School plants and harvests its own food for school breakfast and lunch. A teaching kitchen is staffed by the students to prepare and serve the meals.
Students: Karen Wan Jia Chen, Cara DePippo, Minghan Lin, Andrew Magnus, Stephanie McMorran, Allison Shahidi, Jingyi Shao, Bisher Tabbaa
The XR school is conceived as part of the urban landscape with an open-air 24/7 ramp carving out and overlapping with the existing building, connecting a series of shared programs between the public and the school itself from the ground to the wheatfield farm on top.
American public school systems are unable to adjust and account for the societal, cultural, and socio-economic pressures applied to its student bodies. As a result, many groups fall outside of the conventional curriculum and structures of public schools. These are students underserved by current curricula and protocols of their local school. Studio participants are encouraged to identify and advocate for people or persons in their project. This process serves to not only develop and refine the design skills of each participant, but is an exciting opportunity to focus on challenging yet wholly meaningful design questions requiring the meeting of architecture and advocacy. In conjunction with this work, students envision and integrate the architectural elements necessary to adapt the curriculum and spatial logics of the school. Each work should also incorporate a component of public space and programming of the studio members’ choosing. By folding the public into our projects, an opportunity to devise a productive interchange between the school constituents and the community appears.
Students: Thomas Beck, Xuanyi Chen, Osvaldo Delbrey, Max Goldner, Gene Han, Seungmin Han, Alyna Karachiwala, Meissane Kouassi, Reem Makkawi, Keneilwe Ramaphosa, Ansel Sidiadinoto, Kylie Walker
A school of outsiders is a school without language and cultural barriers. The rich processes involved in cooking can be used to teach foundational knowledge. Instead of cooking as a goal like in traditional culinary institutes, this school uses cooking as an educational process.
To tend is to pay close attention. To contribute. To cultivate. To grow. To produce. This studio designs social infrastructures that are resilient to the unstable and unpredictable contexts of our time. Democracy requires recognizing and strategically opening edges and borders—sometimes to embrace things we do not fully understand. Architecture frames diverse activity to support civil behavior, critical discourse, contemplation, celebrations, and mourning. Learning at all stages requires attentive engagement—tending to the work at hand. In this studio, schools are immersive yet porous oases comprising both interior and exterior spaces—environments benefiting from integration with restorative landscapes and the city at large.
Students: Aya Abdallah, Guohao Chen, Novak Djogo, Yang Lu, Zakios Meghrouni-Brown, Kaeli Streeter, Hazel Villena, Muyu Wu, Ruisheng Yang, Hao Zhong
The proposal introduces a new elastic giant to carve out the existing building and merge with the left-over part to become a new school. The elasticity is represented in both material usage and spatial quality. A gradient of spaces from normative to elastic/regulated to autonomous is embraced.
This studio makes a building, a primary school, out of other buildings, among them: significant historic and contemporary examples, generic types, and the former school building that occupies the site. Through a variety of techniques involving the selection and combination of readymades—objects found on site, in studio, in books and magazines, on the internet, in stores and product catalogues, at home—the studio challenges tendencies towards synthetic part to whole relationships, repeated spatial modules, and geometric motifs. It strives wherever possible not to design buildings in the conventional sense but to find them, to collectively construct rules and methods rather than pursuing singular expressions of individual authorship. It considers the studio a form of play, an experiment in pedagogy about pedagogy.
Students: Ryan Alexander, Andres Alvarez Davila, Livia Calari, Jiageng Guo, Jean Kim, Maxim Kolbowski-Frampton, Jiafeng Li, Bianca Lin, Yiheng Lin, Jordan Readyhough, Aditi Mangesh, Aditi Shetye, Hao Zheng
By grafting a set of residential spaces onto the current school building, a contrast is created between the expansive classrooms and the more intimate additions. These domestic nooks, balconies, mezzanines, and bays are arranged around a series of new staircases that individually access each classroom. This reconfiguration circumvents the need for a typical corridor layout, allowing the entire floor area to be utilized by classes with flexible boundaries created by sliding bookshelf walls.
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· 毕业设计