INSTALLATION

To end our semester, re-designing our space served as another way to give back to the community around us. We have created an open area suitable for a collaborative work area where students can feel free to converse with their peers easily or work quietly in their on spacing. The "fun fun fun" inspiration wall serves just as that, inspiration to evoke ideas of color and form for projects and even serve as a basis for focus or discussion starter for our peers that will inhabit the space next semester. The re-design of the space was hard work! Consisting of 15 counterparts and 1 million ideas we came together through a series of charettes and each person contributed to the overall design and appeal of the space. I feel as if the space was a success in introducing color, continuous form, and new storage spacings. I am sure the next group will utilize this space to its fullest potential and hopefully be able to understand why the adjustments that were made were put into use for a better working and learning studio environment.

NGM [final submission]

From the concept and learning theory chosen, I began to edit the space, eliminating a boundary wall to create an open flow throughout the entire space. Taking the process of a computer, I broke down the steps into 4 phases: input, transmission, processing, and output. These phases relate to a classroom by way of teacher, lecture area, work areas, and overall classroom area. Each phase runs simultaneously with the list above in comparison to one another and their functions. Once adhering the phases and components of the overall classroom, design began with applying different forms, structures, and techniques to develop a space of networking.

NGM [final submission]

Design is an everchanging process. Design grows, evolves, and sometimes reverses itself in that an original idea could become the final idea....that did not occur so much with this project. However, I feel that I was able to really develop a believeable space with realistic design approaches for a successful learning environment. The end concept came to be networking, exploring the relationship between the functionality of a computer unit versus the perplexities of the human brain.

NGM [equivalence process]

NGM [concept change]

So.....had a conversation with Patrick and it was more than useful! I am now rejuvenated and energized to complete and fulfill the needs of this project. My direction has evolved, now incorporating nature and the purpose of the classroom....TECHNOLOGY.

New concept now stands as:

[equivalence] a balance between nature and technology
This concept is going to be supported by a study of Left Brain versus Right Brain theories of education. Adhering to the different ways in which the brain works and the ways that these differences can be incorporated into various teaching styles.

NGM [process work]

Above is a combination of the existing room design, incorporated with my ideals for the space. The most influential concerns for the space were to provide a balance for the excessive heat gain due to all of the computer units, glare from the windows on the computer screens, but Dorand mentioned that he enjoyed the layout of the space because it gave him easy access to all students computer screens while having instructional or lecture time.

The above image features my proposal for the "lab wall" separating the classroom area from the task area. Now the space has two square windows blocking out the space to ensure adequate viewing from teacher to student. I propose slits that mimic movement and growth, the opening will be filled with a 3form glass product. The spaces would still be visible from each side but provide visual interest to the overall concept and design.

NGM [precedent]

SHELL designed by Japanese architects ARTechnic is located in Karuizawa Japan. The 2 story structure features 2 oval shapes within cube forms. Constructing the building has a focus of nature and inhabitance, infusing the two for successful design reminiscent of chi, enforcing free energy movement.