Architecture Masters Thesis: Reclaimed Education by Andrea Loubert

re c l a i m e d e d u c ation

towards rebuilding the symbiosis between education and built space

Andrea Loubert | Master of Architecture May 2022

re cl ai m e d e d u c a t i o n

towards rebuilding the symbiosis between education and built space

Andrea Loubert

Anthony Paprocki | Thesis Advisor

Ian Taberner | Thesis Director

Karen Nelson | Dean

Andrea Master Boston Spring

Loubert of Architecture Architectural College 2022

THESIS REVIEW PANEL Nicole Hetherington Sean Curran Daniel Nauman, AIA Adam Harper, AIA David Tanner, AIA Michele Auer, AIA Mat Kuzmik, AIA THESIS REVIEW DATES mid-review: March 3, 2022 final review: April 21, 2022 DEDICATED TO my mother, Tina. I miss you dearly and I see you in everything.

“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow” -John Dewey, American Philosopher

INTRODUCTION 8 bio preface site model studies

11 14 18 24

LAYER

conceptual development design outcomes

32 38

FLEX

conceptual development design outcomes

48 50

EXPLORE

conceptual development material light structure

62 64 68 72

ANCHOR design outcomes

74 76

CONCLUSIONS

APPENDICES 92 appendix A appendix B bibliography

94 106 120

i ntroduction bio

preface

site

model studies

bio Prior to enrolling at the Boston Architectural College, I attended St. Clair College in Ontario, Canada. There, my love of academia began to flourish, and I began assisting for a few courses. I've carried my love of teaching architecture to my work within the Boston Architecural College. I aspire to become an architectural professor later in my career. I am passionate about architecture for the collective good and the betterment of society. I am currently working in affordable housing at BWA Architecture in Boston.

COMMON BARRIERS WITHIN TRADITIONAL EDUCATION

132,853

elementary and high schools*

lackluster

architectural form

rigid architecture that informs rigid pedagogy

3,982

degree-granting post-secondary institutions*

269

Linear, product oriented

Implicit power structures

*sourced from the National Center for Educatio Statistics (NCES) 2017-18 data.

facilities offering adult education courses*

preface THESIS STATEMENT This thesis focuses on reclaiming education as the practice of freedom. It creates a new educational facility that disrupts conventional limitations through the radical restoration of an existing 1920s school building. The project employs sectional complexity through layering, spatial flexibility through porosity, and is imbued with the power to find passion through non-prescriptive programming. This thesis seeks to entirely disturb the customary educational dogma surrounding what school buildings should look like, who gets to use them, and why we must use them. Indeed, to participate in the unmaking of traditional educational models, is to approach possibility of lifelong fulfillment through learning. To understand the notion of educational reconstruction in

this thesis, it is first necessary to dissect the nature and roles of education itself.1 What is education for? What is education? Whose education? In contemporary society, the first two questions are often lumped into one. The purpose of education and the meaning of the thing itself have become inseparable, as they have been diminished to reflect only their instrumental value. The answer is simple: education is, and is for, vocational training, the promise of personal growth, and the promotion of accepted cultural ideals. These functions stress the need for purpose and product, focusing on results rather than ecological process. As for the last question, whose education, one should analyze where educational value is held in society. Much focus is put

on early childhood development and post-secondary structures, which most often follow a linear model— your need for education is finished once you graduate with the highest accreditation available to you. Why must we stop? Is the superlative purpose of education only to provide the fundamentals of existing in society, and then be forgotten? Shouldn’t the virtue of education be continued long after “graduation”? This thesis believes that herein lies the power for transgression. An architecture that focuses on the power of the adult learner; one that realizes the symbiosis between pedagogy and space, that will ultimately hold space for personal journeys of genius, passion and fulfillment.

Stephen Sterling, Sustainable Education (Foxhole: Green Books, 2001), 24.

FIGURE 12

PRINCIPLE INDEPENDENCE

EXPERIENCE AND COMMUNICATION

WILLINGNESS TO LEARN

TIME PERSPECTIVE AND ORIENTATION LEARNING

ANDRAGOGY

PEDAGOGY

• An adult is autonomous, an independent decision maker • Value in the mutual exchange of training transactions and mutual assistance relationships

• The child is dependant, directed by an adult • Teacher dominates hierarchy • Mentoring relationships

• An adult has the ability to connect with life experience • Communication is between everyone • All experience is valued as a learning resource

• Limited life experience • One-way communication – from teacher to student • Teacher experience is valued as a main course

• Adults know what they want to learn • The facilitator helps participants to identify their learning needs

• The training course is defined in advance • Learners are grouped by marks and grades • The teacher decides on the training course

• The need to apply knowledge in life/work as soon as possible • Emphasis on the problem • “Work on today’s problems today” mentality

• The child learns for the future, “stores” knowledge • Emphasis on the subject • The subjects are for future use

preface FRAMING THE THESIS To frame the lens of adult education the foundational acceptance of education as a life-long process and the mature mind having the capacity for true genius after graduation must be realized. Andragogy, or the study of adult learners, becomes critical in developing this thesis and understanding the human cognition of a mature mind. The four main differences between andragogy (adult) and pedagogy (child) are summarized in Figure 1. The superlative idea is that adults learn differently than children; we have a fundamentally different place in society which affects our capacity for inspiration, motivation, and our desire for independence, e.g. The central feedback loop for this thesis assumes that principles within andragogy will influence the built environment and the built space will allow the educational model to swell

and grow with each new learner. As such, the methods of inquiry surround each of the four philosophies within andragogy: Independence: This principle recognizes an adult as an autonomous decision maker while understanding the value within a mutual exchange of ideas and assistance of teacher/student relationships. How can architecture encourage independence and informal education? Experience & Communication: Recognition that adults rely heavily on lived experience. This results in both a reservoir of knowledge and a barrier to accept new ideas. How can architecture encourage communication? Willingness to learn: Understanding that as a person matures, their readiness to learn becomes tied to the amelioration of their role in society. This motivation is born within our interal desires

for upward mobility, security, etc., as opposed to external factors present in conventional education. How can architecture motivate? Time Perspective: The realization that adult education can no longer be subject-oriented— the individual must chose what to learn and must be able to meaningully apply that knowledge within their own lives shortly thereafter. How can architecture inspire choices and decisions to learn? In using adult educational theory, as opposed to maintaining traditional structures, this thesis places adult education at the cusp of innovation. It aims to use andragogical theory to inform a built space that is curated specifically for adults— to ultimately realize the full potential of both the adult as a lifelong student and the building as teacher.

2 Natalyia Machynska, Andragogy - The Science of Adult Education (Ukraine: van Franko National University of Lviv, 2020), 27.

CONTEXT MAP

I, US

it, M etro or,

ds Win

a Can , N O

site

history HISTORY OF FORD CITY The site is located within Ford City, in Windsor Ontario as shown below. Windsor is near the Windsor-Detroit waterfront and has a rich, diverse history.

location of Ford City district in Windsor

location of site in Ford City

Ford City was the birthplace of the automobile industry in Canada due to its proximity to Detroit and accessibility of transportation routes. Ford City preformed very well— employing 1,400 people at $4.00 an hour in 1913 (a much higher wage than other manufacturing jobs at the time). This industrial

boom attracted immigrants, other automotive/industrial companies, and the promise of a structured work week and reliable pay. This influx of growth created a need for housing and infrastructure. Worker towns were created to house Henry Ford's employees, as well as schools and hospitals. Ford City quickly became a densely knit fabric of residential single-family homes, central commercial strips, and nodes of activity centered around main streets, churches, and schools. In recent years, the city has seen a decline in the automobile industry and dilapidation befall many of its residential neighborhoods. Many individuals chose to flee the area in hopes of economic prosperity and diversified work experience. Yet despite the economic downturn that nearly decimated the

population in Ford City, a deeprooted sense of community has prevailed. 2011 2021

1,920 7,562

The city is experiencing a reconnaissance, as new diverse businesses continue to open alongside the 2018 Community Improvement Plan. This has caused a population increase by almost 6,000 people, resulting in the fond nickname of the "arts district". The vocational history of the area, cobined with its recent rebirth through local, community intitatives and business owners create the perfect context in which to propose this type of building. Communities grow and learn together.

1904 Ford Motor Company opens a factory in what is now Ford City

1914 Ford Motor Company employs 1,400 employees at $4/hour.

1915 ‘Ford City’ gains township status in Ontario 1918 Town has grown to 18,000 residents

1923 85% of Ford workers own homes in Ford City. Much new infrastructure is built

1930-1950 automobile growth continues as North America leans into consumer and suburban culture

site

timeline

1960-70 ‘Big Three’ auto companies in Windsor start to lay of thousands of employees. This causes many to migrate elsewhere- leaving the city in disrepair

2000 Auto industry has decreased by almost 40% since 1970around 400,000 jobs in Ontario alone

2018 Admidst all the blight, Ford City’s strong sense of community and hope prevails. Ford City CIP is approved by Windsor City Council

2019-2022 Ford City has seen a boom of local business and home ownership, earning it the name of the Arts District in Windsor.

LAND USE MAP

URBAN CONNECTIONS commercial

business improvement district

industrial dwelling

connector

thesis site

adjacent to diverse programs

NOLLI MAP

thesis site

proximity to emerging development

allows for relief from dense, private, detached dwellings

site

context

THE ENTREPRENEURIAL SPIRIT

Bad Girl Hair opened 2020 1059 Drouillard Rd

Michael Difazi Reclaim Artistry opened 2018 1023 Drouillard Rd

The site is situated so that it is near the recent emerging development, the waterfront, and the main commercial nodes within Ford City. The local businesses that have opened in the area (some examples shown left) have allowed Ford City’s reputation to change from one of blight to one of abundance. It has started to cultivate the idea of the entrepreneurial spirit coming to fruition later in our life. It embodies the idea that each person has their own passion that they should feel emboldened to follow.

Pressure Drop opened 2018 1055 Drouillard Rd

existing building

SITE AND BUILDING BOUNDARY

ENTRANCE

CLASSROOM BLOCKS

Gordon McGregor Elementary School - located at 1650 Alexis Road in Ford City, Ontario

School entrance

Classroom layout and facade

site

existing conditions

EXISTING STRUCTURES Gordon McGregor Elementary school, shown left, was built in 1924 to serve the many young families in Ford City. It closed in 2016 due to lack of enrollment and has remained abandoned on the site. existing column grid and floor plates

existing interior walls

This building is radically restored in this thesis— restored in the sense that the structures, both physical and societal, that have allowed this building to exist are disrupted and reclaimed in the name of educational integrity for adults. It is a physical manifestation of the core thesis concept, in that is has twenty-two grid like classrooms that confine the learner and hinder the capacity for genius in its rigidity. In creating space that is empowered by the principles of andragogy, one that is fundamentally inspired by education for virtue as opposed to vocation, is entirely antithetical to the existing building. It creates an interesting paradigm to explore, one concerned with how architecture can mold, fill and break space that is limited by both physical, orthogonal structure and societal conditioning.

cardboard models existing grid model

manipulated grid, breaking away walls

manipulated grid, cutting floor plates and wall surfaces

site

existing conditions EXPLORATION

To understand the implications of the existing grid, I built a series of simple models. This exercise helped to transfer my ideas of structure-breaking into physical, architectural space. I started with a simple grid model that is meant to reflect the existing conditions. To learn how to unmake this grid, I cut, folded, bent and broke pieces away. First, I manipulated the wall planes only, and then the roof and floors as well to reflect the double-heighted space of the existing school.

Rubbing taken of model V1, typical grid

Rubbing taken of model V3, permeable grid

site

frottage as inquiry CONCEPTUAL BASIS frottage (n.) The technique or process of taking a rubbing from an uneven surface to form the basis of a work of art. Frottage is an exercise that relies on what is already there. It is an explicit participation in unmaking what has already been made3, in that it recognizes the existing object but allows a new perspective to arise for fresh inquiry. When examining things in such a way, it disrupts conventional limitations and preexisting ideas about matter and self. It allowed me to see that one of the main approaches for this thesis should be to make the structure indiscernible, while not demolishing it entirely. Interventions should be made that speak to the existing structure and levels, while making room for unexpected combinations to arise and adult learners to choose their own path.

Maya Pindyck, “Frottage as Inquiry,” International Journal of Education Through Art Volume 14, no.1(2018): 15-16.

layer Spaces, scales, programs and materials

are layered to varying degrees within the project. Layering is the primary way in which the grid can be disrupted but not demolished, as it allows for diverse visibility and the possibility of connection. The experience throughout the building is constantly changing as the user moves from one space to the next, as layers are revealed within the architecture and added to the self.

preliminary layered concept

layer

conceptual development

SECTIONAL COMPLEXITY

first floor nodes

second floor connectivity

The earliest concept of layering involved three levels— two floors dedicated to activity/program nodes and one for circulation. The concept of having a circulatory level embodies the andragogical principle of orientation in learning, as you are consistently oriented towards new programs without having to cross directly through them. To build on this idea, I studied precedents concerning scale, stacking and programming. These precedents allowed for me to complete a brief exploration of the module, or different ways to accommodate visibility though space while working within an existing orthogonal grid.

third floor nodes

precedents

STAGGERED FLOOR PLATES

VISIBLE PROGRAM

ACCESSIBLE SCALES

Brown University Center for the Creative Arts - Diller Scofidio + Renfro, 2011

MIT Media Lab - Maki and Associates 2010

Floor plates are offset to create views into two different spaces simultaneously. This allows for different experiences throughout the space and visual interest.

The programs that overlook each other aren’t necessarily related, yet, they show the user the possibility of the architecture and what you can accomplish.

Varying scales of space have a direct link to each other. A large common room for exploration gies way for small independent study rooms.

layer

conceptual development

STACKING

CORE PROGRAMMATIC GROUPING

SUBVERTING THE PROCESS OF MAKING

gallery

maker space

What programs need to be connected to each other through visibility and accessibility?

What core programs can link modules together? For example, a library and gallery space, while different, will both require bathrooms, security, storage, mech. etc.

As opposed to being presented with the polished product first, the architecture will provide the visibility of making, visible from the orientation of the product

gallery

exhibition

lecture

community kitchen

performance/ theater

gallery

painting illustration gallery

media lab

library

cooking class

exhibition

lecture

community kitchen

interdisciplinary studio / yoga performance/ studio theater

clay sculpture gallery

media lab

library

cooking class

interdisciplinary studio / yoga studio

clay sculpture

painting illustration

pairs

gallery

exhibition

lecture

performance/ theater

painting illustration gallery

clay sculpture gallery

media lab

library

exhibition

lecture

interdisciplinary studio / yoga performance/ studio theater

media lab

library lecture

adjacencies painting illustration gallery

clay sculpture

gallery painting/illustration class

clay-making/sculpting

painting/illustrasection

clay-making/sculpting

tion class

exhibition

exhibition media lab

lecture library

media lab

library

community kitchen

cooking class community kitchen

interdisciplinary studioperformance / yoga studio space/theater

seeding / harvesting

botanicals seeding / harvesting

cooking class botanicals seedcommunity kitchen ing/har-

performance yoga studio/interspace/theater disciplinary studio yoga studio/interdisciplinary studio

vesting

cooking class

seeding/harbotanicals vesting

cooking class

botanicals

community kitchen

section

overlap

gallery

exhibition

lecture

performance space/theater

community kitchen

seeding/harvesting

gallery

exhibition

lecture

community kitchen cooking class

seeding/harvesting botanicals

cooking class

botanicals

painting illustration painting section

illustration

clay sculpture

media lab

library

performance space/theater yoga studio/ interdisciplinary studio

clay sculpture

media lab

library

yoga studio/ interdisciplinary studio

tessellation and scale

section

layer

conceptual development

To amplify the module approach, I began to look at program pairings. These program pairings aim to disrupt conventional linear educational models through subverting the process of making. The lower levels contain processoriented, exploratory programs, juxtaposed with demonstration or exhibition areas for finished products on the upper levels. After identifying program pairings, I moved the modules around to explore program adjacencies. The proximity of differentprograms should contain a balance of predictable adjacencies (e.g., clay and painting studios) and unexpected programs (e.g., yoga studio and cooking class). In combining the expected and unexpected, the user will not only be exposed to new interesting programs, but the path will be kept exciting and dynamic so as to inspire learners.

Finally, I explored overlapping and scale of spaces. In order to accommodate different types of learners, different spaces and scales should be accessible. There should be areas for rest and refuge amidst the program in order to hold space for reflection and comfort. The program should be able to flex and bend in order to meet the demands of the users at any given time.

3 4

layer

design outcomes

1 inspiration

The building is empowered by 3 themes: inspiration, discovery and genius. Each theme uses layering in different ways to enrich the experience of the user. Broadly speaking:

2 discovery

Inspiration uses an absence of layering, only occurring on the peripheral, to invoke a sense of awe though scale.

3 genius

Discovery uses layering of scale, program and material to invoke an exploratory sense. The user can see into a diverse range of programs and spaces, which is meant to motivate and excite the user as to the possibilities of the space and their minds.

entry reception kinetic sculpture

clay studio gallery media labs exhibition

library lecture study lounge

4 discovery community kitchen cooking class indoor garden interdisciplinary studio arts/lithographic labs

Genius uses three simple layers arranged around a single atrium. It is meant to be the beacon or anchor of the project that provides the same grounding experience regardless of whether you enter it from the sides or the front of the building.

project levels

first floor

existing level

third floor

raised platform

@ existing window sill height

third floor library

@ existing window sill height

intermediate second level

@ existing intermediate stair landing

ramp connections

second level

@ existing level

roof

layer

first floor plan 0’ 10’ 30’

70’

inspiration

5 8

2 1

6 4

11 10

The entry embodies inspiration. The user is meant to feel a sense of awe and excitement that prepares them for the rest of their journey through the building.

1 2 3 4 5 6

reception/lobby washrooms clay/sculpture washrooms storage media labs

7 library 8 art studios 9 culinary centre 10 washrooms 11 cold storage 12 seeding storage

layer

entry

The entry juxtaposes tripleheight space with peripheral layering. This is meant to expose the user to the nature of the program the minute they enter the building. The second level visible in the rendering cannot be accessed from the main entry hall. The user must move through the peripheral circulation and experience the program activities in order to access the main stair that leads to the second level. This is intentional as upon becoming inspired and intrigued by the large volume of the space and kinetic sculpture, you must also witness the program before exploring the entry sequence further. This exposure to awe and program is meant to help foster the internal motivation needed in order for adults to learn effectively.

layer

entry

skylights

The entry also uses a glass sawtooth roof to fill the space as well as a kinetic sculpture to constantly change how the light enters the space. It also uses a large stone massing to conceal the original doubleloaded corridor. The stone massing forces the walking paths to the peripheral and the main program to be located on the interior, which is the opposite of how an educational space would typically function. The exposure to layering combined with the sense of awe speaks to the learning principle of willingness and motivation to learn. This is ultimately the beginning place of everyone’s journey where they will hopefully find the internal inspiration to continue through the experience.

massing

flex The

program

overlaps

between/flex spaces.

These

create

in-

flex spaces

serve to provide varying programs and scales in which to accommodate the needs of all differenttypes of people. In most cases, the flex space is a cushioned, comfortable

space

for

inspiration,

reflection and rest. A jumping off point to decide upon next steps while allowing for gratitude of what has already been accomplished.

precedents

MATERIALITY

ELEVATION

DISTINCTION

Teahouse - David Mastalka, 2009

Takasugi-an - Terunobu Fujimori, 2004

Twin tea house - Hill Architecture, 2016

Typically constructed of natural/local materials that incorporate a rhythm or pattern, while diffusing natural light and creating apparatus for views

Often features a raised portion of architecture, symbolically represents a new threshold, monumentality, a feeling of floating and peace

Small and intimate, yet clearly defined spaces differentiated by the order of ritual. Minimized square footage directs attention to the hearth- or the center of gathering.

flex

conceptual development

INBETWEEN/FLEX SPACE Inspiration is drawn from the Japanese Tea house- an architecture of ritual and reflection.

The flex space should not be static, the porosity of the space should be manipulated to meet the needs of the individual or the group

axonometric - intermediate second

This level allows for circulation above and beside different programs, to constantly change the perspective, and in turn, consistently instilling motivation

floor

2 Small-medium scale flex programming allows for rest and relaxation. The exterior addition of this pathway allows the individual to pull away and decompress from all the activity inside the building. However, the user’s experience and perspective are in a state of flux as the experience of different layers and programs is happening from outside the space looking in.

flex

intermediate second floor plan 0’ 10’ 30’

70’

2 1 3

While flex spaces are incorporated all throughout the building, the intermediate secod floor is the most embodied by this concept.

1 reception/lobby 2 washrooms 3 interdisciplinary studio 4 lounge 5 interdisciplinary studio

flex

intermediate level

second floor plan 0’ 10’ 30’

2 5

discovery

1 2 3 4 5

study/work pods lounge cafe gallery library

70’

flex

permeability

closed/impermeable

semi-permeable

permeable

The discovery zones, which feature media labs and interdisciplinary studios encourage collaborative working, exploration adn creativity. However, they understand the need for an adult to be independent at times, so they utilize a core permeable membrane that can be manipulated to be entirely porous or impermeable depending on the needs of the user.

flex

media lab

axonometric - scale

flex

scale

1 large

10+ people common areas, lab zones, galleries

2 medium

3-10 people studios, lounge areas, balconies

To have an accessibility of scale is to serve a diversity of people. Each large space is accompanied by a small and a medium space to allow people to feel empowered to choose how they want to learn. Either independent or collaborative, scale is used as a tool to bridge the gap between formal classrooms and informal education, as it consistently provides space for all modalities of learning. The scale of spaces is entirely dependent on what a specific user group needs and can be manipulated through the folding of walls to accommodate a wide range of programs.

3 small

1-3 people work pods

explore

While the project embodies the three main themes of discovery, genius and inspiration, it is equally as important to

encourage

wander,

the

explore,

user and

actively

some

cases,

get lost only to rediscover a new part of themselves. The design manipulates legibility,

daylight,

material

and

structure to foster an environment for purposeful meandering.

precedents

APPROACH & LEGIBILITY

SCALE & VISUAL INTEREST

MYSTERY & MONUMENTALITY

Steilneset Minnested - Peter Zumthor, 2011

Arch for Arch - Snøhetta, 2017

Adjaye Associates - Holocaust Memorial, 2021

Emphasis is put on the approach to the main entrance through clear sight lines, materiality and elevation

Unique geometries compliment the entrance and create a sense of scale

Unique formal gestures create a sense of mystery and wonder. The compression and release of the inside space compliments the entrance.

explore

conceptual development

To encourage wandering, the project balances mystery and legibility. Mystery makes the path enticing and serves to draw the user through the building. Mystery appears throughout this project as many visible paths yet not always a clear destination, combined with partially obfuscatory materials. However, there must be a certain harmony between mystery and legibility so as not confuse the user. Legibility balances mystery through the manipulation of scale, daylight and structure. This ultimately creates a path through the building that is exciting and dynamic while enticing the user to delve ever deeper into their personal journey to fulfillment.

third floor plan 0’ 10’ 30’

1 2 3 4 5

performance work/study pods gallery community kitchen terrace

70’

explore materiality

transparent polycarbonate used at areas benefitting from diffused light and needing a lot of public visibility, such as reception areas and circulaton

semi-transparent polycarbonate used in areas best suited by diffused light and semi-privacy, such as independant work spaces adjacent largescale collaboration zones

clear glass used in areas needing the most natural light (skylights, atriums) and in spaces that are visible from a path but not directly accessible from said path

frosted glass used in high circlation areas that require durability, semiprivacy and are unable to flex (static size, unlike the work pods in the discovery zones)

explore

connection

precedents

CONTRAST

FOCUS

PERSPECTIVE

YKK Dormitory, Kurobe, Japan - Herman Hertzburger (1991-98)

Federal Reserve Bank - Gunnar Birkerts (1973)

Lincoln Elementary School - Gunnar Birkerts (1967)

Contrast is added through juxtaposing dark and light. The ight source is partially hidden by the architecture- creating a sense of curiousity that draws the user in.

The focal capabilities of light are altered through curving the intersection of wall and floor. The effect is more subtle and subdued than a regular orthogonal skylight.

Clerestory windows are added to allow light to penetrate the depths of the building as well as add visual depth

explore

wayfinding with natural light CONCEPT IMAGE Following the language of the precedents, the thesis hopes to utilize lighting strategies such as the manipulation of contrast, hue and direction to encourage purposeful meandering. Concepts including multi-directional light, diffused light and the placement of skylights will help to instill legibility and interest throughout the journey.

explore

design outcomes section perspective

1 2 3

frosted glass

semi-transparent polycarbonate

clear glass transparent polycarbonate

The combination of material and light manipulates daylight in a way that illuminates or conceals program when necessary, while also keeping the circulatory path legible and interesting.

final design showing roofscape lighting interventions

explore

wayfinding with structure MAINTENANCE AND ADDITION

new structure at media lab

new structure detail

In order to fully realize this thesis’ ability to work within a confining grid, the existing structural layout is maintained. When new structure was needed to support the new layers and floorplates that the thesis introduced, I chose to set a paired L-beam around the existing structure to support the new column. This maintains the main lines of the existing structure; however, the new beams reveal and emphasize the new functions. Similarly, this indicates the new structure’s reliance on the old grid yet allows it to live its own separate life while still being part of the whole.

you have relied on in the past, yet, to realize, you do not have to depend on them for fulfillment if they no longer serve you. Physically, this new structure also serves as a tool for wayfinding.It aligns with circulation boundaries adjacent to open programmatic space. This way, the activity within is still visible, yet the subtle delineation of space provided by the new columns indicate where the one should walk and observe, without impeding on the space.

This notion can again be interpreted as the thesis concept manifest. To build onto yourself, to renew your passion in education, is not to forget your past experiences. Rather, you must reflect and give thanks for all the structures that

anchor Given the program’s non-prescriptive,

fluctuating nature, the thesis required an anchor. This anchor will create a beacon

within

the

project

ground

users as they progress through the space. The anchor serves to provide the same experience regardless of which side you enter it on.

zones

inspiration

discovery

genius

discovery

While most of the existing brick façade is maintained, featuring only small subtractions and additions, the library serves as the greatest portion of new façade. This is meant to contrast the existing structures, to increase the tension between the new and the old, while preserving the identity and history of the existing school building. Similarly, the rest of the façade is broken into smaller, striated scales while the genius block appears as a single unit. This single unit will always be an easily understood beacon for rest, independent study, or collaboration depending on the needs of the user.

anchor

library third floor plan 0’ 10’ 30’

70’

genius library

anchor

dynamic first floor

The first floor is meant to truly fluxand host different programs, similar to the rest of the project. The rendering shown left demonstrates how the space can be used as a space for events or presentations, with view to the stage from all three levels. The stage exists at the level of the existing window sill, to create a living window that looks out to the neighborhood beyond. However, there is still space for this to function as a normal library as well. There are small and medium scale spaces tucked away behind bookshelves to allow for a sense of comfort and privacy if needed.

anchor

section perspective

The floors tesselate around the skylight, never perfectly aligning with it, to create interesting views across the space. Here too there is an accessibility of scale, where what a stage is in the previous image can have the wall unfolded and become small scale study space on two levels. Similarly, bookshelves are arranged to create small nooks adjacent to the windows.

anchor

beacon

conclusion

conclusion OWP/P stated that when “designing schools, don’t let today’s reality limit tomorrow’s possibilities”.4 Yet, this is the way in which most schools are designed today, as they do not realize the untapped potential of the adult learner. It can be said that most mainstream education ”sustains unsustainability- through uncritically reproducing norms, by fragmenting understanding and by recognizing only a narrow part of the spectrum of human ability and need”.5 Through the investigation of the ways that design can influence the educational capacity of adults, transgression becomes inevitable as the spectrum of human ability is fully realized. The unquestioned norms of capitalism have allowed linear education models only for vocation to flourish, while leaving those with the most capacity for genius, behind. The thesis is able to harness the potential of built space to explore adult education as

function of true educational integrity. It is frivolous to expect adult learner’s, with their entirely different social needs and roles, to be able to function properly in spaces designed for children, adolescents, and the immediate workforce. As such, andragogical principles must inform space, transversely, space must inform the way that adults can learn. The full symbiosis of this relationship has been realized in this thesis to provide a space that can serve everyone on their journey to fulfillment and actualization through education. To accomplish this, a few different built strategies are employed. First, the concept of layering and sectional complexity. Layers are added on to the exiting building in the form of floor plates, materials, program, and scale. It is the most widely used strategy throughout the project. It is effective as it can encompass many of the andragogical principles established in educational

theory. Staggered levels create a dynamic experience of visibility and connection through space. There are places where different levels are entirely visible, and others where they are hinted at but partially concealed. The user is consistently and entirely in flux,as the quality of light, scale and visible program is never static at any point in the building. There is always something new to discover or a new way to manipulate space to best suit the needs of whomever occupies that space. This allows the user’s perspective and learned experience to become nullified at points, as when traditional perspectives are interrupted, there exists more space for new ideas and practices. Similarly, in creating a space where perception is consistently fluctuating, the learner is always oriented towards the possibilities of their education. This is critical as adults are different from children as they must see the immediate benefit

OWP/P Architects, VS Furniture, and Bruce Mau Design. The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York, NY: Abrams, 2010, 14. 5 Stephen Sterling, Sustainable Education (Foxhole: Green Books, 2001), 36. 4

sectional complexity

accessible scales & non-prescriptive programming

radical restoration of existing structure

manipulation of light & wayfinding

conclusion of their knowledge— it is not effective to have knowledge bestowed for future use as in traditional educational settings. Considering the orientation to the possibilities of education combined with fluctuating perspectives, it is clear that this thesis increases opportunities for exploratory practices, creativity, inspiration and transgression through a dynamic educational space. In ridding the school of traditional classrooms, the program becomes non-prescriptive. There are designated areas for types of activities and for circulation, but these all have the opportunity to flex and hold space for informal, avant-garde programmatic experiences. This is done intentionally to encourage user groups to wander, meander and explore different types of spaces. Spaces are differentiated through activity, but also through scale. Particularly, the discovery zones feature the most prolific use of varying

scale. They are triple height initially, but encompass single and double height spaces within the same zone, visible from the collaborative working areas. There are also single person work pods located underneath the main circulation bridge. The work pods have folding walls to allow for complete porosity and cross-over between spaces, or complete closure and privacy for independent work. Although this is only one example, scale is always accessible throughout the thesis. The accessibility of scale relates back to the principles of independence and communication. As opposed to traditional models, the learner can choose what type of space suits them best. Similarly, there are no managerial spaces or offices (aside from storage and security) located in this project. This thesis is of the belief that education is at its most transgressive when there are no implicit power structures. Teacher is not superior to

student. We are all students who have opportunities to learn from one another. In making scale— small, medium and large spaces accessible to all, the idea of equilibrium and equal communication across all parties is enforced. This may appear confusing upon first glance, however, the possible confusion is mitigated by wayfinding strategies. All new structure is reliant on the old grid; yet, it is able to exist separately while still being part of the whole. The structure serves to reveal the new functions as well as to delineate space. Further, the use of material and natural light help to lead the user along a dynamic path. Skylights follow main circulation routes to illuminate destinations. Important node areas (such as the entry and library) are lit from all three sides and can be seen from multiple vantage points across the building. Smaller skylights and transparent materials are used in the discovery zones to

conclusion allow light to travel from space to space. Daylight is able to flex along with the programas semi-transparent walls are moved or folded. Daylight serves as a wayfinding tool in order to create points of contrast so as to indicate where a path might lead. Daylight also serves as a tool for reflection, as in most small-scale spaces, semi-opaque polycarbonate is used to create a diffused, comfortable space for reflection and gratitude. Finally, light is used as a relational and experiential material. The main example of this is the sawtooth roof addition within the entry sequence. This is a take on the roofscape of many automotive factories within the area. As most of Ford City has worked, or been inside one of these factories, this shape is transformed to unite people on the basis of a shared experience, to help to break down barriers upon entry. Shared experiences have a way of strengthening informal interactions to

allow for more educational conversations in an increasingly informal setting. In allowing architecture to hold space for type of educational facility, architecture is able to transcend traditional roles of space in education. No longer are static spaces used for static education. Education is a liferiver, with ebbs and flows to accompany it. The space curated in this thesis allows for people to choose their own path and rekindle lost passions in a space designed to accommodate all different modalities of learning. The strategies used in this project of visible layers, accessible scales, fluctuation of perspective, radical restoration and manipulation of light and material, heighten our capacity to learn fully. In understanding the current vocational norms of Ford City, and intentionally subverting them through the curation of exploratory space, the full symbiotic power of education and space is actualized. May

future educational models look more critically at employable built strategies in order to create beautiful, transgressive, educational architecture.

appendices

appendix A

appendix B

106

bibliography

120

WHY?

RECLAIMED EDUCATION rigid architecture that informs rigid pedagogy

Linear, product oriented educational model that leads to education as conquest

Andrea Loubert

HOW?

facilities offering adult education courses*

3,982

degree-granting post-secondary institutions*

132,853

elementary and high schools*

architectural form

Implicit power structures that limit motivation and transgression

HOW? 4 PILLARS OF ADULT EDUCATION

269

lackluster

SITE SELECTION

TIME PERSPECTIVE & ORIENTATION IN LEARNING

INDEPENDENCE

EXPERIENCE & COMMUNICATION

WILLINGNESS & MOTIVATION TO LEARN

The realization that adult education can no longer be subject-oriented, that is, the individual much chose what to learn and must be able to apply that knowledge within their own lives shortly thereafter.

This principle recognizes an adult as an autonomous decision maker while also understanding the value within a mutual exchange of ideas and mutual assistance of teacher/ student relationships

Recognition that adults rely heavily on their own experience. This results in both a reservoir of knowledge and a barrier to accept new ideas.

Understanding that as a person matures, their readiness to learn becomes tied to the amelioration of their role in society. As such, the factors that induce learning are internal, as opposed to external as in conventional education.

oit,

Detr

sor,

MI, ON,

USA da

Cana

Wind

So little focus is placed on adult education in today’s societyreinforcing the harmful ideal that education is finished after graduation.

*sourced from the National Center for Educatio Statistics (NCES) 2017-18 data.

appendix A

thesis reviews mid-review

SITE HISTORY

SITE EXISTING CONDITIONS

SITE DEMOGRAPHIC

LAND USE MAP

URBAN CONNECTIONS

commercial

7,562

dwelling

87%

1,920

connector

thesis site

Bad Girl Hair opened 2020 1059 Drouillard Rd

NOLLI MAP

business improvement district

industrial

thesis site

employment rate

2011 2021 Population

median age 1960-70

2000

2018

2019-2022

‘Big Three’ auto companies

Auto industry has decreased by almost 40% sic 1970- around 400,000 jobs in Ontario

Ford City CIP is approved by Windsor City Council

Ford City has seen an boom of local business and home ownership.

1904

1914

1915

1923

1925-30

1930-1950

Ford Motor Company opens a factory in what is now Ford City

Ford Motor Company employs 1,400 employees at $4/ hour.

‘Ford City’ gains township status in Ontario

85% of Ford workers owned homes in Ford City and the town was able to finance a loan to build infrastructure

Chrysler and GM by property open plants in Windsor to capitalize on the industrial growth in the city

automobile growth in Windsor start to lay of continues thousands of employees.

1918 Town has grown to 18,000 residents

This causes many to migrate elsewhere- leaving the city in disrepair

Michael Difazi Reclaim Artistry opened 2018 1023 Drouillard Rd

adjacent to diverse programs

SITE EXISTING CONDITIONS

*sourced from 2018 Ford City Improvement Plan (CIP) produced by the City of Windsor

Pressure Drop opened 2018 1055 Drouillard Rd

allows for relief from dense, private, detached dwellings

MODEL STUDIES GRID STUDY V1

proximity to emerging development

MODEL STUDIES GRID STUDY V2

existing Gordon McGregor Elementary school, built in 1924. Abandoned since 2008.

FROTTAGE AS INQUIRY 10

MODEL STUDIES GRID STUDY V3

MODEL STUDIES CONCEPTUAL SKETCHES

MODEL STUDIES FROTTAGE AS INQUIRY

Large

Rubbing taken of model V1, typical grid

Medium

Small

Rubbing taken of model V3, permeable grid

How do you design education for immediate application? One that allows users to see their choices and pursue the one that interests them the most?

SECTIONAL COMPLEXITY VISIBLE APPLICATIONS

Different ways to accommodate visibility and connection in section through the module approach

PROGRAM / EXPERIENTIAL QUALITY

sectional complexity

spacial flexibility

Staggered Floor Plates

Visible Program

Brown University Center for the Creative Arts - Diller Scofidio + Renfro, 2011

Accessible Scales

non-prescriptive wayfinding

MIT Media Lab - Maki and Associates 2010

Conventional Floor Plates

Central Atrium

U-Courtyard

Mezzanine

appendix A

thesis reviews mid-review

Method to grouping modules together and organizing program in section

SECTIONAL COMPLEXITY VISIBLE APPLICATIONS

Core programmatic grouping

Sectionally Stacking

SPATIAL FLEXIBILITY PERMEABLE STRUCTURES

SECTIONAL COMPLEXITY VISIBLE APPLICATIONS

Subverting the process of making

gallery gallery

exhibition

lecture

community kitchen

performance/ theater

gallery

painting illustration

media lab

library

cooking class

interdisciplinary studio / yoga studio

clay sculpture

painting/illustration class

Working within the existing grid to find opportunities to remove and make new connections through space

exhibition

clay-making/sculpting

lecture

media lab

library

performance space/theater

yoga studio/interdisciplinary studio

community kitchen

cooking class

seeding/harvesting

botanicals

section

program overlap

program pairs

exhibition

gallery gallery

gallery

exhibition

lecture

performance/ theater

community kitchen

seeding / harvesting

painting illustration

clay sculpture

media lab

library

interdisciplinary studio / yoga studio

cooking class

botanicals

painting illustration

yoga studio/ interdisciplinary studio

cooking class

seeding/harvesting

botanicals

Inspiration is drawn from the Japanese Tea house- an architecture of ritual. Whereby the architecture creates an equal ground to inspire and reflect.

SPATIAL FLEXIBILITY PERMEABLE STRUCTURES FLEX SPACE

Materiality & Light

library

community kitchen

program tessellation and scale

The inbetween/flex spaces become cushioned, comfortable space for inspiration, reflection and rest. A jumping off point to decide upon next steps while allowing for gratitude of what has already been accomplished.

media lab

performance space/theater

section

program adjacencies

SPATIAL FLEXIBILITY PERMEABLE STRUCTURES FLEX SPACE

clay sculpture

lecture

Elevation

Connection

Takasugi-an - Terunobu Fujimori, 2004

Twin tea house - Hill Architecture, 2016

SPATIAL FLEXIBILITY PERMEABLE STRUCTURES FLEX SPACE

materiality & quality of light

plan and section

Teahouse - David Mastalka, 2009

SPATIAL FLEXIBILITY PERMEABLE STRUCTURES FLEX SPACE

The porosity of the flex spaces can be manipulated to suit the needs of the individual or the group.

How do you manipulate the balance, color, intensity, and focus of natural light foster dynamic wayfinding through the building?

NON-PRESCRIPTIVE WAYFINDING MANIPULATION OF LIGHT

NON-PRESCRIPTIVE WAYFINDING CONNECTIVITY

Precedents

Steilneset Minnested - Peter Zumthor, 2011

YKK Dormitory, Kurobe, Japan - Herman Hertzburger (1991-98)

Federal Reserve Bank - Gunnar Birkerts (1973)

Lincoln Elementary School - Gunnar Birkerts (1967)

Adjaye Associates - Holocaust Memorial, 2021

NON-PRESCRIPTIVE WAYFINDING MANIPULATION OF LIGHT

NEXT STEPS

NON-PRESCRIPTIVE WAYFINDING MANIPULATION OF LIGHT

what about the existing structure can be preserved to inform an intervention that is unique to this type of building?

How can the exterior be manipulated to reflect the program and quality of space on the inside?

skylight with arched ceiling to sweep light down curved surface

arch perpendicular to glazing that extends to the floor below - carries allows for ground floor spaces to be lit from 3 sides in varied intensities

more enclosed art studios with intense light coming from one direction to enhance studies

Further development of floor plans and schematics

Introduction of intermediate level with skylight above to carry light to ground floor through clear story windows Small voids inbetween structural bays at slab edge to light circulation

appendix A

thesis reviews mid-review

The mid-review was mostly concerned with my use of the existing building. Moving forward, I should investigate ways to identify constraints and opportunities within the existing structure, as opposed to demolishing it. Overall, my concept was generally understood to be engaging and thoughtful. However, it was stressed that at this stage it is truly missing the history and preservation of the existing building. The method that describes how I intervene to either remove or add structure needs to be logical and reinforce the thesis concept. This alluded to the Japanese potter technique of Kiniscuro, in which something is broken and put back together with gold glue. Can I rebuild the structure in a way that is more beautiful yet still relies on the existing pieces?

Similarly, my concepts involving natural light and dynamic wayfinding should be developed further. Some questions that arose included: how do I use light methodically? What is the logic to the progression of light? How and where is light most beneficial? How do I represent this in my visuals? How does architecture support dynamic wayfinding?

WHY?

CONTEXT

lackluster

architectural form

CONTEXT

SITE EXISTING CONDITIONS

CONTEXT

269

facilities offering adult education courses*

3,982

rigid architecture that informs rigid pedagogy

SITE SELECTION

oit,

Detr

sor,

MI, ON,

USA da

Cana

Wind

degree-granting post-secondary institutions*

132,853

elementary and high schools*

So little focus is placed on adult education in today’s societyreinforcing the harmful ideal that education is finished after graduation.

Linear, product oriented educational model that leads to education as conquest

existing Gordon McGregor Elementary school, built in 1924. Abandoned since 2008.

CONCEPT DEVELOPMENT

MODEL STUDIES GRID STUDY V1

CONCEPT DEVELOPMENT

INITIAL CONCEPTS

CONCEPT DEVELOPMENT

TIME PERSPECTIVE & ORIENTATION IN LEARNING

the individual much chose what to learn and must be able to apply that knowledge within their own lives shortly thereafter.

existing column grid and floor plates

WILLINGNESS & MOTIVATION TO LEARN

the factors that induce learning are internal, as opposed to external as in conventional education.

EXPERIENCE & COMMUNICATION adults rely heavily on their own experience. This results in both a reservoir of knowledge and a barrier to accept new ideas.

INDEPENDENCE This principle recognizes an adult as an autonomous decision maker while also understanding the value within a mutual exchange of ideas

existing interior walls

FROTTAGE AS INQUIRY

100

appendix A

thesis reviews final review

PROGRAM DEVELOPMENTS

CONCEPT DEVELOPMENT

gallery

exhibition

lecture

community kitchen

performance/ theater

gallery

painting illustration

media lab

library

cooking class

interdisciplinary studio / yoga studio

clay sculpture

EXPERIENTAIL QUALITY

CONCEPT DEVELOPMENT

pair

gallery

gallery painting/illustration class

gallery clay-making/sculpting

painting section

illustration stack

clay sculpture

exhibition

lecture

exhibition media lab

lecture library

media lab

library

lecture

exhibition

gallery

performancegallery space/theater

community kitchen

interdisciplinary section cooking class studio / yoga studio

performance space/theater

gallery

community kitchen

product painting illustration

clay sculpture

library

media lab

seedexhibition ing/harvesting

lecture

seeding performance/ community kitchen yoga studio/inter/ botanicals media lab painting/illustraclay-makcooking class theater disciplinary harvesting tion class ing/sculpting studio

yoga studio/ painting interdisciplinary cooking class illustration studio

performance space/theater

library

yoga studio/interdisciplinary studio

community kitchen

cooking class

seeding/harvesting

botanicals

seedexhibition ing/harvesting

clay media lab sculpture botanicals

lecture

performance space/theater

library

yoga studio/ interdisciplinary studio

community kitchen

cooking class

seeding/harvesting

sectional complexity

botanicals

spacial flexibility

non-prescriptive wayfinding

adjacency

section

process

scale 13

FRONT ELEVATION

DESIGN OUTCOMES

EXPLODED AXONOMETRIC

DESIGN OUTCOMES

LAYERING

DESIGN OUTCOMES

inspiration inspiration

entry reception kinetic sculpture

genius

1 discovery

first floor

raised platform

existing level

@ existing window sill height

intermediate second level

@ existing intermediate stair landing

second level

@ existing level

clay studio galley media labs exhibtion

genius discovery

library lecture study lounge

discovery

discovery community kitchen cooking class indoor garden interdisciplinary studio arts/lithographic labs

third floor

third floor library

@ existing window sill height

ramp connections

roof

101

DESIGN OUTCOMES

inspiration

5 2 3

skylights

11 10

1 reception/lobby 2 washrooms 3 clay/sculpture 4 washrooms 5 storage 6 media labs 7 library 8 art studios 9 culinary centre 10 washrooms 11 cold storage 12 seeding storage

FIRST FLOOR PLAN

massing 21

DESIGN OUTCOMES

INTERMEDIATE SECOND LEVEL

DESIGN OUTCOMES

2 1 3

1 2 3 4 5

reception/lobby washrooms interdisciplinary studio lounge interdisciplinary studio

circulation

small/medium scale lounge spaces for rest and reflection

INTERMEDIATE SECOND FLOOR PLAN

102

appendix A

thesis reviews final review

DESIGN OUTCOMES

SPATIAL FLEXIBILITY PERMEABLE STRUCTURES FLEX SPACE

1 discovery

closed/impermeable

discovery

semi-permeable

permeable

2 4

1 1 2 3 4 5

study/work pods lounge cafe gallery library

there is always connection point between spaces that remains open

SECOND FLOOR PLAN

SCALE

DESIGN OUTCOMES

1 large 10+ people common areas, lab zones, galleries

2 medium

3-10 people interdisciplinary studios, lounge areas, balcones

1 2 3 4 5

performance work/study pods gallery community kitchen terrace

THIRD FLOOR PLAN

small

1-3 people work pods

103

DESIGN OUTCOMES

SECTION THROUGH MEDIA LAB frosted glass

opaque polycarbonate

clear glass

skylight

transparent polycarbonate

genius

new structure at media lab

LIBRARY THIRD FLOOR PLAN

new structure detail

DESIGN OUTCOMES

104

appendix A

thesis reviews final review

CONCLUSION

layering & sectional complexity

radical restoration of existing structure

DESIGN OUTCOMES

accessible scales & program adjacency

manipulation of light & non-prescriptive wayfinding

Overall, the concept and images were well received. The critics agree that the project has many strengths, including inspiration, motivation, intrigue, and the abandonment of a traditional classroom. There was a comment inquiring as to why I did not include green space within the project, and while valid, I don’t believe this thesis was about the ways that nature influences education. The thesis was more so concerned with building interventions and the deterioration of structure. However, there is still greenery around the project, including a large, landscaped site, gardens, and large rollup doors that open to the outside adjacent to the culinary spaces. These features were not highlighted in the presentation as I do not believe they are crucial to the thesis concept.

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RECLAIMING WHY WE LEARN Education for the Curious Mature Mind

Student: Andrea Loubert Date: 12.10.2020 Contact: 617.987.1965 E-mail: andrea.loubert@the-bac.edu Research Advisor: Contact: E-mail: Thesis semester:

Andrea Loubert

Executive Summary

R EC L A I M I N G W HY W E L E A R N

Abstract

Thesis Statement

Framing the Thesis

Performance Program

Health and Wellness

Case Studies

Bibliography

Site Context Analysis

Constructed Argument

Visualizing Program

Presentation Panels

Thesis Outline

Education for the Curious Mature Mind Andrea Loubert 617.987.1965 andrea.loubert@the-bac.edu

conceptual model study of interlocking grids

106

TBD TBD TBD Spring 2021

appendix B

thesis proposal

E xe cu t i ve Su m m a r y This thesis is concerned with reclaiming why we learn. To arrive at this question of why, I analyzed what education is, what it is for, and who it is for. It was evident to see that today’s education structures stress product and purpose, mostly in the form of vocational training. Herein is where the problem lies- the intrinsic value is not being fully recognized, the ability to transform, encourage process, virtue, and personal growth is lost. To propose a restructure of educational policy in its entirety would be quite frivolous. Yet considering how education has the capacity to be a lifelong and lifewide process, adult education becomes an ideal candidate for investigating how to reform society’s ideals of the value of education through architecture. Especially considering the capacity for expertise, creativity and genius is realized in post-adolescent and mature lives. In this, pedagogy is crucial. I will be investigating the relationship between educational pedagogy and human cognition. This investigation of pedagogy and the capacity under which people learn has led me to the following methods of inquiry: 1. 2. 3.

What external factors influence adults’ needs and their ability/acceptance to learn? How does andragogy (adult pedagogy) play a role in the autonomy and independence of adult learners? How can the internal motivation to learn be

stimulated in the mind? These idiosyncrasies between the learner and the pedagogy are crucial in understanding the capacity to reach intrinsic education. Similarly, it is one where both factors need to change simultaneously to cause a true paradigm shift within education. This change must be fostered by a new type of educational facility, wherein the barriers, needs and desires of mature education are recognized. That is the ultimate goal of this thesis, to inspire self-motivated education within the mature mind so as to actualize the inner genius in everyone. This goal can be broken down into the following terms of criticism:

Can I create an environment that reflects the needs of mature learners so that education is easily facilitated? Can I create an andragogy that encourages the many different modalities of learning? An andragogy that understands human cognition and progress? Is there a clear relationship between the built environment, and the theoretical andragogy within this project? The project is to be situated in Ford City: a

neighborhood district in Windsor, Ontario, Canada. Ford city is a district with a rich industrial history that has contributed to a unique sense of place and purpose in the area since the 1900s. Much of the district consists of working class individuals between the ages of 2535, living in typical suburban neighborhoods. These neighborhoods were formed as ‘worker towns’ to serve the booming industry of the Ford Motor Company of Canada in 1904. Since this time, the town has seen in a decline in the automobile industry and the need for diversification and rediscovery of skills. This makes the area a prime location for this thesis’ educational facility. Additionally, placing an educational facility with the purpose of education for virtue opposed to vocation, in a town meant to serve a capitalistic workforce, creates an irony that I am excited to explore. The site I have chosen at 1650 Alexis Rd, is approximately 775’ x 430’. The parcel contains the abandoned Gordon McGregor School, a historic structure built in 1924. This project will aim to reuse the existing structure, by inserting a new transformed pedagogy inside the building’s shell. Additional educational space and support programming will be added within the surrounding site, becoming an asset for the community and school. The site will become a multifaceted, community-oriented activity node for all of its users.

Abstra ct Education is the backbone of contemporary society, and it has been at the forefront of progress and innovation since the beginning of humanity. However, this obvious importance and status of education has not been mirrored in the ways we build educational facilities, the way we teach in modern structures, and how we perceive and place value within education. This thesis explores these conditions and proposes a specific set of criticisms under which to understand how architecture can cause a shift in educational theory and environments. I begin to investigate adult education as a function of educational integrity; in regard to how education has the capacity to be an enjoyable life-long process and how one’s inner-genius can be realized much later into an adult’s life. As such, pedagogy, or andragogy, becomes critical in developing this thesis and understanding the human cognition of a mature mind. The andragogy will influence the built environment- this will become the central feedback loop in this thesis. Further, the designated site in Ford City, Ontario is one that has been used historically for unfulfilling factory work. This creates an interesting irony to explore, on that rests between the historic use of workmanship and education of virtue opposed to vocation.

107

Figure 14

T h es is State m e nt “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow”

- John Dewey

American Philosopher

This thesis is concerned with reclaiming why we learnto investigate how to inspire education for adults after vocational training. This is a very large question, and for the most part, current educational systems are rigid in nature and largely unchanging. The need to rethink these systems has become more profound as disciplines in human cognition have posited that the human mind is a multifaceted, multicomponent instrument, which cannot be captured in today's current pencil-and-paper systems.1 To understand the notion of educational reconstruction in this thesis, it is first necessary to dissect the nature and roles of education itself.2 What is education for? What is education? Whose education? The first question is concerned with the instrumental values of education; broadly speaking, the need for vocational training, personal growth and development, and promotion of cultural ideals. These functions stress the need for purpose and product, focusing on results rather than ecological process. To answer “what is education”, one can look to what is lacking in the description for what education is for. Education is for process, purpose, and transformation It is the intrinsic nature elemental to education.

Pri nci pl e

As for the last question, whose education, the answer becomes less clear. Much focus is put on early childhood development and post-secondary structures, but why must we stop learning? People of all ages have the capacity to learn, and yet the current systems prescribe undesirable learning objectives for any adults whom are looking for informal education outside of vocational training. This is a huge inadequacy in education as the developmental trajectory of individuals does not end after adolescence. The capacity for expertise, creativity and genius can be crafted well into post-adolescent and mature lives3. A restructure of the accepted educational theory would manage in a way that is process, as opposed to product, oriented, bolster ownership and autonomy, encourage the different types of intelligence, and cause a paradigm shift in how society views education. I believe architecture has a large role in this transformation. The rigidity of current policies are reflexive of the boxes that which they inhabit, and the boxes are reflexive of the pedagogy. It is a recurring cycle, one where both variables must change simultaneously. Providing a space that will inspire adults to learn freely, is to provide a space that will inspire intrinsic education. The built environment of this new learning complex will transform in order to be transformative.

Howard Gardener, Multiple Intelligences: The Theory in Practice (Cambridge: BasicBooks, 1993), 70.

Stephen Sterling, Sustainable Education (Foshole: Green Books, 2001), 24.

Gardener, Multiple Intelligences: The Theory in Practice, 55.

As explained, education refers mostly to the preparation of individuals to enter the work force, or the instrumental value of learning. This raises a question: is education’s superlative purpose only to provide the fundamentals of existing in society, and then be forgotten? Shouldn’t the virtue of education be continued long after “graduation”? This question has sparked a new interest in the field of andragogy, or the subdiscipline of pedagogy referring specifically to adult learners. To help decipher the main differences between the two principles, a comparative table between andragogy and pedagogy is shown in Figure 1. The table is divided to encompass the four main doctrines within educational theory.

108

education to adult-centered education; insofar as societal roles, responsibilities, and internal motivations towards education. These fundamental understandings of the distinctiveness of the adult mind lead to the methods of inquiry concerning this thesis: What factors influence adults’ needs and their ability/acceptance to learn? How does andragogy play a role in the autonomy and independence of adult learners? Is there a way/type of education that would ensure that the knowledge acquired would benefit the user’s role within society?

Keeping these key differences in mind, one can begin to analyze the assumptions made about adult learners. For example, it is noted in the experience and communication section that adults typically have more experience in which to connect and draw conclusions from. Thus, one may also deduce that since adults are more conscious of their experience, and value it more than children, that they have greater difficulty accepting things that are contrary to their experience5.

Through thorough investigation of the outlined methods of inquiry, I will gain a comprehensive understanding of the desires and requirements of adult learners in which to necessitate a successful andragogy, or learning environment.

Along the same notion, analysis can continue to be made about the divergence from child-centered

However, in order to be a truly impactful learning space, not only must the theory and andragogy be sound and

How can the internal motivation to learn be stimulated?

Natalyia Machynska, Andragogy - The Science of Adult Education (Ukraine: van Franko National University of Lviv, 2020), 27.

Machynska, Andragogy - The Science of Adult Education, 28.

Independance

Experience and Communication

• Ability to connect with life • Communication is between everyone • Everyone’s experience is valued as a learning resource

• Limited life experience • One-way communication – from teacher to student • Teacher experience is valued as a main course

Willingness to Learn

• Adults know what they want to learn • Participants are grouped into interest groups • The facilitator helps participants to identify their learning needs

• The training course is defined in advance • Learners are grouped by marks and grades • The teacher decides on the training course

Time Perspective and Orientation Learning

• The need to apply knowledge in life/work as soon as possible • Emphasis on the problem • “Work on today’s problems today” mentality

• The child learns for the future, “stores” knowledge • Emphasis on the subject • The subjects are learning now for future use

This model is based on the notion of education as a window, or portal to holistic human development, self-discovery and morality far into adult life. This idea is represented by 'frames' of different sizes. Further, this model takes into consideration that people take their own pathways to learning and development, and may cross through their individual educational 'frames' at different paces and with different methodologies.

transformative in principle, but the building itself must lend itself to upholding the principles in question. The built environment must not limit the capacity to learn but instead encourage, facilitate, and grow with the students. From this notion, the terms of criticism arise: Can I create an environment that reflects the needs of mature learners so that education is easily facilitated? Can I create an andragogy that encourages the many different modalities of learning? An andragogy that understands human cognition and progress? Is there a clear relationship between the built environment, and the theoretical andragogy within this project?

To synthesize, the terms of criticism are concerned with program, theory, different modalities of learning, and a stimulating built environment. These factors should converge together to result in a more ecological educational paradigm, one that is reflected wholly in both the architecture and the theory encompassed within.

Pedagogy • The child is dependant, directed by an adult • Teacher dominates hierarchy • Mentoring relationships

Framin g t h e Th esis

Andragogy • An adult is autonomous, an independent decision maker • Mutual exchange of training transactions • Mutual assistance relationships

appendix B

thesis proposal

Per fo r m a n ce Pr o g ra m Children are asked “what do you want to be when you grow up?”. Their answers are often grandiose and extravagant: “an astronaut”, “a scientist”, maybe even “the President”! Often these aspirations do not come to fruition, as they are too far reached and, other, more attainable career paths emerge through adolescence. But was that child really interested in astronomy, biology, or politics? Do these interests fade with time or do they simply get pushed to the back of our minds, to be replaced with repetitive deadlines, stresses, and routines? As the class progresses on, she forgets the dreariness of her daily routine. The edges of her imagination are vibrating with an old, yet familiar sense of inspiration. This influx of new, alluring information becomes a sudden salience in her mind, reverberating off the walls of her habitual psyche. She feels inspiration from her adolescence that, for a time, was left dormant. The sensation of creative stimulus is refreshing and welcomed.

109

Hea lth a n d We lln e ss The concept of sustainable or ecological education is one that responds directly towards the global responsibility of ensuring the general well-being of people. Sustainable education, with reformed pedagogy/andragogy, has the potential to become: • aware of the uniqueness and potential of each individual, and of the qualities of any locality and environment • ethical in concern to extending the boundaries of care and concern from the personal and the present, to the social, environmental, nonhuman and future dimensions •epistemic, as in aware and critical of its own worldview and bases6 From this, one can see how education has the potential to create a better world, rooted in contributions to holistic human development and morality far into adult life. Further, the building itself will become an integral part of the city and urban fabric. The placement of a public facility, with copious amounts of support programming, ultimately adds value to the urban realm. Access to recreational spaces and natural light have been proven to sharpen the mind and improve the population's health. Additionally, it has the potential to create jobs

and commerce for the city. Ford City has seen a small population increase within recent years. This increase would be complemented nicely by a facility of this sort, as it would attract new residents into the area. Additionally, considering the education and income levels of this area, it becomes evident that the support programing I have included in this project will greatly increase its attractiveness within the community. This work is situated within the realm of educational theory, as well as the psychology of the adult mind. The concepts of andragogy, historic educational theory and the psychology of the human mind (so as to inspire creativity) will be extensively researched and documented. This ultimately will result in a concomitant and thoughtful design, one which has the potential to foster a mutual understanding amongst students and educators, and reform educational policy. This notion of reform or reconstruction is critical to this thesis, as it speaks to the principle of architecture as more than just a building, but rather as an agent for activism and social good.

Stephen Sterling, Sustainable Education (Foshole: Green Books, 2001), 84.

City of Windsor, Ford City: Community Imporvement Plan (Windosr, Ontario, 2018), 40.

Population Change 7

Education Levels

Income Levels of Population (15 +)

Gaspard Monge Pal ai seau - France Case Study One

Case St udie s

social/collaborative spaces learning spaces administrative

École Polytechnique

Vittra Telefonplan

Handmade School

110

appendix B

thesis proposal

Éc ole Po ly technique Rosan Bosch Ecole Polytechnique is one of the most renowned and respected universities in France, ranked the 87th best university in this year’s World University Rankings. The school was founded within the confines of the postrevolutionary concept of the grandes ecoles; which, was the notion of imposing severe discipline and control over curriculum, awarding of degrees, conformity of views and personal habits. As time as progressed, the rigidness of these original guidelines has relaxed some. While the curriculum is not as strict and the pedagogy not as mandated, the original space built can only change in so many ways. Moreover, how has the fixed nature of the architecture impacted the way in which one can teach?

Stockhol m - Sweden Case Study Two

which the “best” is determined. In this case, supremacy of one school over another is based on standardized testing and acceptance rates within a specific discipline, such as engineering or psychology. From this, one can posit that the space itself has been a continued advocate for regulated testing, accordingly influencing the teaching that occurs within. Standardized testing inherently causes teachers to “teach to test” rather than teaching for understanding and curiosity. The rigidity of this space, while maintaining a positive social connotation ultimately campaigns for educational restraint and a loss of creative and educational exploration.

social/collaborative spaces learning spaces administrative

One can see in the simplified axonometric to the left that the education spaces and the social/collaborative spaces are quite segregated. Further, the main social space is bordered on all sides by a ring of administrative spaces, not unlike a prison block with a central courtyard. The learning spaces are arranged into different blocks, the varied stages of learning stacked amongst the floors. The classrooms follow the standard layout of arranged desks, lecture desk up front, and limited glazing on the exterior. While this school places high in the rankings for universities, it is important to understand the means in

V i tt ra Te l efo n p l a n Anna Heringer and Eike Roswag

Vittra Telefonplan is a Swedish school without any walls. Opposed to the standard classroom setting, Vittra is organized around innovative pedagogical principles constituting of the watering hole, showoff, cave, campfire and laboratory. These spaces have been named as such because they facilitate different types of learning that were deemed critical to a child’s development. There are areas of communal gathering and discussion, presentation, seclusion and self-inquiry, casual dialogue as well as more typical spaces for practice related learning.

Di najpur - Bangl adesh Case Study Three

space as an educational tool by completely getting rid of classrooms and desks. They have accounted for acoustics, space planning, lighting, furniture and modular installations to instead create a learning landscape that provides for the individual student’s needs while providing flexibility, play and creativity.

social/collaborative spaces learning spaces administrative

Further, while the spaces are able to adapt to different social conditions, they have also left space for technological growth, whether the students are sitting, lying down or standing up. There are dedicated areas for digitization and the mobile floor plan allows for significant changes in the future. Opposed to the previous example, the learning and social spaces intermingle within the single floor plate, moving organically and occurring wherever feels natural. While this completely open learning approach may seem beneficial for self-exploration an growth, typically it has been criticized for creating a learning environment that is too distracting and unproductive. However, this project has been able to design the

111

Han dmade School

The Handmade School is a two storey school building made with earth and bamboo that is intended to help local children to learn with joy. The construction of the school itself was a learning experience as it was built utilizing historic building techniques by local tradesmen. However, the techniques used were slightly modified to allow for more structural integrity. The school still utilizes the standard format of classrooms, with the addition of an organically shaped system of caves along the rear of the rooms. The thick, earthen walls of the classrooms and cave system advocate for touching, nestling up against, sleeping, and retreating into for exploration or seclusion. In contrast to the space below, the upper floor is washed in light. There are openings in its bamboo walls that allow for cross-ventilation, sweeping views across treetops, and intriguing light shows from the colorful saris on the ceilings.

parti

massing and structure

geometry

circulation to use

natural light

additive and subtractive

hierarchy

repetitive and unique

cave system. Additionally, through the space, children are finding a new, refreshing local identity that has been achieved through the thoughtful design. The space has effectively exploited local cultures and building techniques to create a successful learning environment. Although it is doubtful if this building will be able to stand the test of time or be able to modernize with increasing globalization and digitization.

Although the concept of the classroom is the same, how does the construction of the space inform a new way of learning? The airy structure, the colorful details, the soft walls and caves all feel different than the typical school, while still technically being clarified as a classroom. This notion of utilizing local materials and tradesmen embedded more of a sense of “home” and comfortability within the space, in junction with the soft

plan to section 25

Han d m a d e S c h o o l - Pa r t i A n a lysis

I chose to further analyze Anna Heringer's Handmade school as I was particularly intrigued with how the design not only accommodated for, but encouraged, different modalities of learning. The main way in which the structure inspires different methods of learning is through the 'soft caves' at the back of the building, as seen in plan and section. The uniqueness of their size, shape and lighting conditions emphasize their importance within the building. It is clear to see how the building has been formed around the cave system, as each more traditional classroom space has equal access into and out of the caves. Moreover, the second floor is distinguished from the lower floor to create a sense of horizontal balance thorugh repetitive structural elements, in contrst to the organic form of the caves. Additionally, one may consider the materiality of the structure and how this influences the type of learning within the building. The site map to the right showcases areas in close proximity to the site that were used to locally source building materials. Thus, bringing the exterior vernacular into the building to allow children to feel more at peace within the space.

Image: Anna Heringer, METI Master Plan, 2006, illustration, http://www.anna-heringer.com/projects/meti-schoolbangladesh/#gallery1-14. 27

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appendix B

thesis proposal

Dewey, John. Experience and Education. New York, NY: Touchstone, 1938. Experience and Education, although a bit outdated, I believe will still be a relevant source to my thesis. While technology and many other factors have updated dramatically since 1938, John Dewey, often times referred to as the most influential thinker on education in the twentieth century, lays out significant fundamentals within the field of education. The theories discussed in the book deal with the notion of actual needs, problems and responsibilities within education opposed to responding to societal trends. The intimate relationship between experience and education is discussed thoroughly, while maintaining the principle of learning untainted by personal experience. These theories will apply to my thesis in a broad way, as a general understanding of the history of educational theory will produce a more comprehensive building.

An n ot at ed Bi b lio g ra p hy

“Education as growth or maturity should be an ever-present process.”

Dewey, John. The School and Society and the Child and the Curriculum. Chicago: The University of Chicago Press, 1990.

This reprinted volume of two highly regarded educational treatises will be critical to understanding the importance for schools within a larger environment. The first volume, The School and Society will indefinitely provide insights as to the history of the school itself and the pedagogy. Further, it outlines ideas on how to adopt and change within the confines of physical form, political boundaries and social progress The second essay deals more with the influence of specific curricula on the developing child, which I do not think will be as useful within my thesis as I have decided to not look at youth education. However, perhaps the theories made about stimulating creativity and experimentation will be applicable within my thesis.

30 29

Dinmore, Ian. “Interdisciplinarity and integrative learning: an imperative for adult education.” Education 117, no. 3 (1997): 452+. https://link. gale.com/apps/doc/A19471176/GPS?u=mlin_b_ bacl&sid=GPS&xid=493e31af. This journal article deals with formal and informal learnign within adult education. It makes the case for the importance of experience over traditional teaching styles. Additionally, it defines the provisions of interdisiplinarity and integrative learnign and how they affect educational theory. This readingwill be helpful as it breaks down the two main categories of learning and provides a basis on which to inform the types of learning spaces in this thesis.

“There is no institution, no classroom, no teacher, and no curriculum, but it is valid learning, nonetheless.”

OWP/P Architects, VS Furniture, and Bruce Mau Design. The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York, NY: Abrams, 2010.

Machynska, Nataliya, and Halyna BOIKO. 2020. “Andragogy - the Science of Adult Education: Theoretical Aspects.” v24 (1): 25–34. http://search. ebscohost.com.proxy.the-bac.edu/login.aspx?direc t=true&db=aph&AN=143669269&site=eds-live.

Unlike the two previous citations, this book deals specifically with architecture and design within education. While I am not looking for a “how-to” manual on how to design educational spaces, this book outlines many precedent studies to validate the proposed design solutions. Although, this book does focus on early childhood education, it provides excellent case studies, research initiatives and basic principles on which to leap off from.

This journal article will be critical within my thesis. It is the first relevant journal article I’ve found published in 2020, while also expicitily focusing on adult education, or the science of andragogy. The article seeks to reveal the theoretical bases of andragogy as a science, thoroughly analyzsing the major principles of andragogy and how they may impact the learnign styles within an educational environment.

“When designing schools, don’t let today’s reality limit tomorrow’s possibilities.”

5 31

Salama, Ashraf M. Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond. Burlington, VT: Ashgate Publishing Ltd., 2015.

Spatial Design Education focuses specifically on architectural education and studio pedagogy. While I am not envisioning my thesis to focus on the same thing, this book does outline many different types of pedagogy throughout the decades along with their successes and failures. I think it is also important to note that one of the core principles in architectural teaching is to inspire creativity and critical thinking. This principle can also be applied at a larger scale and hold some meaning within the frameworks for my thesis. That is, ways in which to stimulate creativity within adult education.

113

Sterling, Stephen. Sustainable Education: ReVisioning Learning and Change. Foxhole: Green Books, 2001.

“Most mainstream

For this citation, I believe it is first important to note when it was published. Although not the most recent, it is written in such a way that many of the principles can still be applied today. For example, the book discusses the roles of education within society, a transmissive versus transformative agent, the power of educational theory and much more. What I am hoping to gain from this reading is a more contemporary outlook on educational theory to build off the informational theory from the first two John Dewey books. I believe through this, I will have a comprehensive understanding of educational theory both in a historic and modern context.

unsustainability- through

Pink, Daniel H. A Whole New Mind: Why Right-Brainers Will Rule the Future. New York, NY: Riverhead Books, 2012.

education sustains

uncritically reproducing norms, by framenting understanding and by recognizing only a narrow part of the spectrum of

This book posits six essential aptitudes on which professional success and a strong mind depend. The six principles are outlined with guides on how to master each one, how to “teach” the brain and providing a framework on which to rewire thinking. I believe this book will be crucial, and extremely innovative within my thesis. If I can include these principles within the built environment, some which in which to trigger “right-brained” thinking, I believe it will my design to become more suitable and successful towards my target audience.

, roit

Det

MI N

r, O dso

Win

human ability and need.”

1650 Alexis Road, Ford City, Windsor, ON

33 34

SI te Context Situat i o nal A nal ysi s The site is located within Ford City, in Windsor Ontario as shown below. Windsor is in close proximity to the Windsor-Detroit waterfront and has a rich, diverse history.

Ford City is located in between three other historic districts: Riverside, Sandwich West, and Walkerville. Walkerville was similarly a worker town, with residences constructed to support the employees of Hiram Walker.

and hospitals to serve the people. Thus, Ford City became a densely knit fabric of residential single-family homes, central commercial strips, and nodes of activity centered around main streets, churches, and schools.

Riverside

However, in recent years the city has sen a decline in the automobile industry and dilapidation befall many of its residential neighborhoods as people seek to diversify their work experience.

Location of Ford City in

Location of Site in Ford City

Windsor

Ford City was the birthplace of the automobile industry in Canada. By 1913, Ford Motor Company of Canada employed 1,400 people at $4.00 an hour, a much higher wage than other manufacturing jobs at the time. This industrial boom attracted immigrants and caused exponential growth in the area. This has resulted in the largest stock of preserved 1920s buildings west of Montreal; yet this rich history is often ignored. This influx of growth and development created a need for housing and infrastructure. Worker towns were created to house Henry Ford's employees, as well as schools

This rich history of industry and education for the sole purpose of vocational applications, makes this site an ideal location for this thesis. As people have become stagnant in their careers, the Education Center for the Curious Mature Mind shall provide some much needed inspiration as well as a network of individuals from which to learn.

Walkerville

Gordon McGregor Elementary school, shown to the right, was built in 1924 to serve the many young families in Ford City. The school filled immediately, and even required an expansion in 1931 of 5 additional classrooms. The school closed in 2016 due to lack of enrollment and has remained abandoned on the site. I intend to reuse this structure in my thesis, as well as incorporating it with new construction and landscaping.

36 35

114

However, the commercial strips of Drouillard Rd and Seminole St create many nodes of activity to encounter. Both streets feature a number of restaurants, artist spaces, churches, schools, and retail fronts. Drouillard Rd is of particular importance as it has a direct link to the Windsor waterfront.

Ford City

Sandwich West Neighboring Districts

As these were all individual towns at a point in time, they each function as an independent microcosm at a smaller scale. After an analysis of Ford City, it was simple to pinpoint the commercial strips in the city, as well as the surrounding residential and industrial areas. The residential areas are sprawling in nature, and in need of some diversification to support multi-use programming.

appendix B

thesis proposal

Si t e Ana l ysi s

Pathways Districts

Edges

hard edge formed by either

soft, transitional edge created

primary node

high vehicular traffic

row residential housing or

between back of site and community

commerical strip

community node

rail line

industrial park

recreational space behind

riverfront

secondary node

bus route

Nodes

industrial

pedestrian dominant

residential

Zoning Re quir e me nts 4

2 3 2 1

Gordon McGregor School - 1924

Pr ov i s i o n

Located at 1650 Alexis Road, structure is abandoned but still standing. This thesis proposes to reuse the existing structure.

Holy Trinity Church - 1947 Located at1420 Drouillard Road, this Byzantine style Orthodox church is a symbol of religion and diversity. This church was built by Russian immigrants and still serves the community today.

Total Lot Area: 292,970.62 ft2

Ford Power Plant -1922 Located at 3001 Riverside Drive E., this structure has remained an iconic symbol of industry since its construction.

Our Lady of Rosary - 1908 Located at 2879 Riverside Drive E., this church is the oldest structure in Ford City. It has seen revolutions, riots, and many dedicated parishioners. Today, it has been adapted to an event center.

Re q u i r e m e nts

Zoning District

ID1.1 - Institutional District

Permitted Uses Front Setback

Business office, child care center, place of worship, school 6.0m (19.6ft)

Rear Setback

7.5m (24.6ft)

Side Setback

3.0m (9.8ft)

Building Height

Maximum of 14m (45.9ft)

Lot Coverage

Maximum of 50% lot area coverage

Open Space

Minimum of 20% landscaped open space

Existing Building

27,887.73 ft2

Lot Area

292,970.62 ft2

Building area

146,485.31 ft2 (50% of Lot Area)

Landmarks

existing building height = 9m (29'-6") 39

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Nolli Analysis

The Nolli analysis allowed me to observe the urban grain of the Ford City area. It became clear through this that there are three main axis that encompass the surrounding urban grid.

C o n st r u ct ed Ar g u m e nt In the words of Jeffery A. Lackney, educational architect, “[t]he school facility is much more than a passive container of the educational process: it is, rather, an integral component of the conditions of learning”1 . With this being understood, it is important to understand the conditions that must be considered in designing an educational complex. They will contribute to the comfortability of the educational environment without distracting from the educational agenda. The consultants that would be required to achieve this environment include, but are not limited to: acoustics engineering, HVAC consulting, lighting design, AV consultants/electricians, landscape design, and sustainability consultants. In relation to the considerations within the built environment, one must also consider the theoretical implications within an educational facility. This thesis requires extensive research and analysis into pedagogical theory vs. andragogical, the relationship between curriculum and space, and the individuality of the learner. This research will inform the way that the space manifests into a concomitant form, one that considers the seven different languages of learning and encourages education to occur.

becomes critical. This notion led me to begin to investigate the concept of grids. The school has an existing structural grid, that will inevitably begin to merge or breakaway from any new structure. How does the gird merge, fold, intersect and meet the existing? What are the conditions of space that are created within? How does this small, myopic grid relate to the larger city grid? Do they clash or are they harmonious? These questions will drive the final design. Additionally, there are multiple ways in which to deal with an existing structure. I am opting to preserve and reuse, opposed to demolishing. The method of adaptation I choose, whether that be adding, subtracting, carving, etc., will require an analysis of the existing structure. It will also require some retrofitting as the building is dated and will not meet my sustainability goals. The site is in a colder climate in Canada, so a tight, efficient building envelope is critical.

As this thesis proposes the reuse of the existing structure, the construction of any new buildings 44 43

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appendix B

thesis proposal

Mode l Explorat ion

Co n st r u ct i o n C a se St u d y

The Wexner Center for the Visual Arts and Fine Arts Library is an excellent example of the interlockinggrid concept I described previously. The project considers the existing grid of the University, as well as the city itself, in proposing the new addition. The proposal integrates the existing geometries to project an image of belonging both to the campus and to the larger context of the city. The grids served different purposes, such as a pedestrian path, a direct route of entry to the Arts Center, as well as creating contrast between the addition and the city. This concept of aligning grids where it is deemed fit, vs. clashing grids to create specific moments of emphasis and contrast, is what interests me about this project and what i hope will inform this thesis.

Image: Eisenman Architects, Concept Illustrations - Wexner Center for the Visual Arts and Fine Arts Library, 1989, illustration, https://eisenmanarchitects.com/Wexner-Center-for-the-Visual-Arts-and-Fine-Arts-Library-1989.

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Educat i onal Faci li t y

Vis u a l i z i n g Pro gra m

Entry R ecept i on Desk P r i n t er /Copy A rea E qu i pmen t /St ora ge Clst s

The program will be comprised into three main sections: educational spaces, support programming, and green or interstitial spaces. The program will be weaved throughout the site so as to create a calming and harmonious approach. As such, the landscaping becomes crucial. Not only will it take up a large portion of the site, but having access to green space, natural light and outdoor settings has been proven to increase cognition and boost productivity.

R est rooms

Suppor t Pr ogram

Li b ra r y Ga ller y Spa ce Au d i t or i u m

Often times the ways in which adult education systems are constructed creates barriers to actually attaining education, in other words, they don't contain the proper support programs. Uses such as: a daycare, a grocery store, etc. will be incorporated into the programming to account for the increased social responsibility of adults.

Self- Di rect ed E d u ca t i on Spa ces For ma l Lea r n i n g Spa ces I n for ma l Lea r n i n g Spa ces Mu si c E nv i ron men t s Wor ksh ops

Educational/Teaching Spaces

Gr een/Inter stitial Space

Gym O u t d oor R ecrea t i on Ca fe

The educational spaces will encompass the different modalities of learning. The spaces will constitute a mix of formal and informal learning; which, will encourage experience-based learning, self-organization and the desire to learn.

Access to green space and spaces to exercise are crucial not only in maintaing a clear mind, but also in fostering a collaborative environment in which to engage with other people's experiences. These interstitial spaces will be incorporated smoothly within the program, contributing to the site and also the existing urban grain as a whole.

D ire ct a d j a c e ncy

Ch i ld ca re Grocer y

C l o s e a nd c o nve nie nt

Ga rd en

May o r m ay no t s ha re t he s a m e s p a c e S e p a ra t e d by d is t a nc e o r b a r r ie r I nd if f e re nt

Sp a cial Considerations

RECL AI MI N G WHY WE L E ARN Education for the Curious Mature Mind

2 This thesis is concerned with reclaiming why we learn- to investigate how to inspire education for adults after vocational training. This is a very large question, and for the most part, current educational systems are rigid in nature and largely unchanging. The need to rethink these systems has become more profound as disciplines in human cognition have posited that the human mind is a multifaceted, multicomponent instrument, which cannot be captured in today’s current pencil-and-paper systems.

3 1

4 1

Educational 1. formal - 5,000 sf 2. informal - 5,000 sf 3. workshops - 4,000 sf 4. auditorium - 1,000 sf Sup port 1. gym- 1,000 sf 2. child care - 1,000 sf 3. grocery - 1,000 sf 4. cafe - 300 sf

I begin to investigate adult education as a function of educational integrity; in regard to how education has the capacity to be an enjoyable life-long process and how one’s inner-genius can be realized much later into an adult’s life. As such, pedagogy, or andragogy, becomes critical in developing this thesis and understanding the human cognition of a mature mind. The andragogy will influence the built environment- this will become the central feedback loop in this thesis. Further, the designated site in Ford City, Ontario is one that has been used historically for unfulfilling factory work. This creates an interesting irony to explore, on that rests between the historic use of workmanship and education of virtue opposed to vocation.

Common 1. entry/lobby- 300 sf 2. library - 2,000 sf 3. gallery - 1,000 sf

Mechanical 1. mechanical, storage, and misc. - 4,200 sf

Size of site compared to program and existing building.

Methods of Inquiry What factors influence adults’ needs and their ability/acceptance to learn? How does andragogy play a role in the autonomy and independence of adult learners? Is there a way/type of education that would ensure that the knowledge acquired would benefit the user’s role within society? How can the internal motivation to learn be stimulated?

Terms of Criticism Can I create an environment that reflects the needs of mature learners so that education is easily facilitated? Can I create an andragogy that encourages the many different modalities of learning? An andragogy that understands human cognition and progress? Is there a clear relationship between the built environment, and the theoretical andragogy within this project?

The terms of criticism are concerned with program, theory, different modalities of learning, and a stimulating built environment. These factors should converge together to result in a more ecological educational paradigm, one that is reflected wholly in both the architecture and the theory encompassed within.

sketchbook pages

52 51

118

appendix B

thesis proposal

Thesis Outlin e

Pr es ent at i o n Pa n e l s S I te Ana l ysi s Ford City was the birthplace of the automobile industry in Canada. By 1913, Ford Motor Company of Canada employed 1,400 people at $4.00 an hour, a much higher wage than other manufacturing jobs at the time. This industrial boom attracted immigrants and caused exponential growth in the area. However, in recent years the city has sen a decline in the automobile industry and dilapidation befall many of its residential neighborhoods as people seek to diversify their work experience. This rich history of industry and education for the sole purpose of vocational applications, makes this site an ideal location for this thesis. As people have become stagnant in their careers, the Education Center for the Curious Mature Mind shall provide some much needed inspiration as well as a network of individuals from which to learn.

Introductory Review - 1st Week

Final Review- 13th Week

- review thesis proposal - site reivew - intial concept drawings review Location of Ford City in

- all general requirements - renderings, wall sections, details,pedagogy Final Book - 15th Week

Location of Site in Ford City

Preliminary Review - 3rd Week

Windsor

Gordon McGregor Elementary school was built in 1924 to serve the many young families in Ford City during the height of the auto industry. The school closed in 2016 due to lack of enrollment and has remained abandoned on the site. I intend to reuse this structure in my thesis, as well as incorporating it with new construction and landscaping.

- Thesis book completed, signed by: Thesis Faculty Thesis Advisor Sirector of Thesis Student

- generation of multiple schemes - porgram overlay on site - sketches Schematic Review - 5th Weel - selection of one scheme - plans - elevations - sections - perspectives

1650 Alexis Road, Ford City, Windsor, ON

Design Development - 9th Week - all previous work + comments and crtiques - refinement of orthogonal drawings - preliminary details - structural and mechanical review

Districts

industrial

riverfront

commerical strip

residential

Edges

hard edge formed by either row residential housing or industrial park

soft, transitional edge created between back of site and community recreational space behind

Andrea Loubert

94 Hammond St, Boston, Ma 02120 617.987.1965 | andrea.loubert@the-bac.edu

Education Boston Architectural College

Boston, MA 08/2019 - present

St. Clair College Windsor, ON 09/2016 - 06/2019

DET Innovation Workshop Nanjing, China 05/2018 - 06/2018

Candidate for Master of Architecture Current GPA of 3.99

Three year program focusing on technological and design skillsets in architecture Awarded Faculty Academic Award at graduation for highest G.P.A Received School of Engineering Technologies letter for Academic Distinction for outstanding academic performance for six consecutive semesters Granted the Rob Lain Memorial Scholarship as well as the Ford Motor Company of Canada Scholarship.

Participated in the third annual Nanjing College of Information Technology’s (NJCIT) DET Engineering Innovation Workshop.

AutoCad Revit Rhino

Revit Sketchup Rhino

Fabrication

3D Print Laser cut

Image

Analysis

Photoshop Illustrator Lightroom InDesign ArcGIS Climate Consultant

ENGLISH native

FRENCH B1

Experience Architectural Intern SDI Architecture Boston, MA 09/2020 - present

Lighting Design Assistant Insight Lighting Studio Boston, MA 07/2020 -08/2020

Worked alongside senior supervision to create construction drawing sets for residential and commercial projects of varying sizes. Actively involved and particpated in the planning process from concept development to construction administration.

Developed construction documentation for a wide range of project types under supervision of senior leadership. Worked alongside clients and local representatives to coordinate product sourcing and construction issues.

Skills Heritage Award for Excellence in Conservation Windsor, ON 02/22/2019

Community Activities 09/2016 - 04/2019

Received the prestigious Lieutenant Governor’s Heritage Award for Excellence in Conservation for continued participation in preservation intiatives. Active member of St Clair’s Architecture Club. I facilitated community involvement in events such as: Sponsoring the WRSA’s “Spotlight on Architecture” promotion at Windsor’s International Film Festival Leading an interactive booth for Open Streets Windsor Participating in a booth for Ford City's Dropped on Drouillard Street Festival Training younger architecture students to aid in the smooth transition of the Architecture Club after graduation.

Urban Environments Intern NBBJ Boston, MA 11/2019 - 06/2020

Assembled multiple analytical diagrams for numerous master planning projects while refining graphic standards to align with project’s overall concept. Assisted in the planning of community engagement meetings and presentations.

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Ann-Bain, Brodie. Approaching Buildings: A Conceptual Model of the Entry Sequence. San Luis Obispo, California: Jay Farbstein & Associates, Inc., 1990. Dewey, John. Experience and Education. New York, NY: Touchstone, 1938. Dewey, John. The School and Society and the Child and the Curriculum. Chicago: The University of Chicago Press, 1990. Dinmore, Ian. “Interdisciplinarity and integrative learning: an imperative for adult education.” Education 117, no. 3 (1997): 452+. https://link.gale.com/ apps/doc/A19471176/ Machynska, Nataliya, and Halyna BOIKO. 2020. “Andragogy - the Science of Adult Education: Theoretical Aspects.” v24 (1): 25–34. http://search.ebscohost.com.proxy.the-bac. edu/ Maude, Chavasse Michael Louis, and Goody R M (Richard M.). The Right to Light. Architectural Review, 1992. OWP/P Architects, VS Furniture, and Bruce Mau Design. The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York, NY: Abrams, 2010.

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bibliography Pindyck, Maya. “Frottage as Inquiry.” International Journal of Education Through Art 14, no. 1 (2018): 13–25. https://doi.org/10.1386/eta.14.1.13_1. Schultz, Anne-Catrin. Time, Space, and Material: The Mechanics of Layering in Architecture. Stuttgart: Edition Axel Menges, 2015. Sterling, Stephen. Sustainable Education: Re-Visioning Learning and Change. Foxhole: Green Books, 2001.

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Architecture Masters Thesis: Reclaimed Education

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CONCLUSIONS