School Without Classrooms: Micro-weather Futures of Education Technology by Nicole Mater

SCHOOL WITHOUT CLASSROOMS Micro-weather Futures of Education Technology

Columbia University GSAPP Advanced Studio IV, Spring 2016 Professor Phu Hoang Teaching Assistant Nicole Mater

School without Classrooms Micro-weather Futures of Education Technology Columbia University GSAPP Advanced Studio IV, Spring 2016 Professor Phu Hoang Teaching Assistant Nicole Mater

Cover Art by Kamilla Csegzi and Nicole Mater

“We have civilized and cultivated ourselves through the use of atmospheric modifications thanks to modern air-conditioning, but, on the other, employed atmospheric terrorism... But we have to take into account that the deepest ambition of the 20th century is the ‘victory over the sun.’” - Peter Sloterdijk

Contents Introduction

No Stop City Kin(A)esthetics, Jonathan Izen Dissolving Formalities, Julie Pedtke Spatial City Comfort School, Kathy Xiao Human x Nature, Mark Borreliz Clusters in the Air Performance Performance, Ilijana Soldan Architectural Islands, Jennifer Fang New Babylon Movement + Weather, Amanda Hibbs Play: School for Social Learning, Andrew Weber Agricultural City G.R.O.W., Alex Loh Room within a Room Bio Camp, Susan (Shu) Du

26 46 66 78 98 106 120 134 146 158

Introduction

School without Classrooms The studio investigated two extreme scales of the environment, the local and immediate scale of weather and the global, or long term, scale of climate. While it is true that the basic difference between weather and climate is time-based, they have increasingly become differentiated in the granularity of their scale and resolution. The emergence of micro-weather forecasting with mobile technologies has made it possible to know upcoming weather with more immediacy and at a higher resolution than previously possible. The studio explored the concept of “indoor urbanism” and its potential to radically change how we experience weather in our cities and within the interior environments of buildings, blurring the boundary between them. The topics of micro-weather and “indoor urbanism” generated proposals for a “school without classrooms,” in which technologies enable a new model of education; more flexible, active, and adaptive than the traditional system. This new primary school for a site in the Brooklyn Navy Yard would eliminate the traditional boundaries between classrooms as well as between outdoor play and indoor learning. The static schedules and spaces of traditional schools are not sufficient to prepare students for a future that requires understanding multiple information sources and dynamic exchanges of opinion. Professor Phu Hoang

Introduction

The studioâ&#x20AC;&#x2122;s site was located within the Brooklyn Navy Yard, a rapidly redeveloped post-industrial area, home to manufacturing and burgeoning tech-startup incubators.

Brooklyn Navy Yard

Introduction

The southwest corner of the Brooklyn Navy Yard is an abandoned lot called Admiralâ&#x20AC;&#x2122;s Row, a dilapidated street of homes once inhabited by Navy personnel. Contested among New York preservationists, the buildings are currently slated to be torn down and replaced with a grocery store. Students were asked to evaluate the homesâ&#x20AC;&#x2122; potential for redevelopment and could choose to remove or renovate them according to their individual site strategies and conceptual arguments.

Admiralâ&#x20AC;&#x2122;s Row

Nathan Kensinger for Curbed.com

Introduction

The site offers three potential temporal conditions, each one a different stage of sea level rise due climate change in relationship to carbon emissions control. The percentages below represent a proportional reduction in carbon emissions over the next 21 years. (a) 3 Foot Sea-Level Rise : 68 % reduction in carbon emissions (b) 4 foot Sea Level Rise

: 54 % reduction in carbon emissions

: 40% reduction in carbon emissions

Source: http://sealevel.climatecentral.org

Sea Level Rise: Possible Scenarios

(b)

Introduction

Twenty-first century classroom arrangements reflect changes in educational pedagogy. The ideal classroom has changed from fixed rows of desks, facing a chalkboard to flexible clusters that allow students to learn via interaction, often with more than one instructor.

Classrooms

Introduction

The Open Air School, a movement that originated in the 19th century, is in resurgence. The open air classroom is touted for having the benefits of improved attention span and health in many students. Popular examples include the Duiker Open-Air School ( Johannes Duiker, 1930) and Fuji Kindergarten (Tezuka Architects, 2007).

Open Air Schools

Source: (Top) Gutman, et. al. ‘Designing Modern Childhoods’, p.118., (Bottom) Tezuka Architects, Photographer Katsuhisa Kida/FOTOTECA

Introduction

Radically progressive Ed Tech schoolsâ&#x20AC;&#x2122; prefer open classroom space where students can learn in interior and exterior environments. Students in these schools are taught problem solving skills and collaboration over tradional classroom learning. This type of school is becoming more popular in techindustry circles.

Ed Tech Schools

Source: Khan Lab School

Micro-weather Futures of the 1960s Radical Projects The studio examined the relationship between emerging micro-weather technologies and the resulting “indoor city.” The work reconsidered the radical architecture projects of the 1960’s and 1970’s for their micro-weather futures. The urban scale of each project allowed the studio to experiment with interior and exterior environments and design architectural interventions for each case study. Through careful analysis of the historical material, the students created new drawings and models that unveiled modified relationships to weather and climate. These “weather drawings” represent their unique approaches to describing the effects of micro-weather on “indoor urbanism.” The generative research from each of these precedents provides an organizational mechanism for this book, in the same way that it became an armature for the students to develop their arguments throughout the semester.

Jonathan Izen & Julie Pedtke

No Stop City + FLIR No-Stop City is represented and idealized as a continuous trans-urban condition, a theoretical city with no physical boundaries within a limitless field. Archizoom introduces an idea of deployable living within their model using objects that plugin, expand, and compartmentalize. These object-oriented models allow for flexible and adaptable spaces with the ability to move within the city. The objects themselves accumulate to produce urban effects and their own micro-climates.

No Stop City + FLIR

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oo oo oo oo oo oo oo

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/ / / / / / / / / / / / . . oo / / / / / / / / / / / /o . . . . . . ooo . . . . . . . . oo . . . . . . . . . /. / / / / / / / / / / / / o o/ o o . . . . . . . . . ./ ./ / / / / / / / / / / / o oo . . . . . . . . . . . /o o . . . . . . . . . . / ./ ./ / / / / / / / / / / /o o /o o . . . . . . . . . ./ ./ /. / / / / / / / / / / /o oo . . . . . . . . . . ./ ./ /. / / / / / / / / / / o / o/ o . . . . . . . . . . . . . o/ o o . . . . . . . . . . / . / ./ / / / / / / / / / / o oo . . . . . . . . . . /. /. / / / / / / / / / / / o/ o o . . . . . . . . . . . ooo . . . . . . . . . /. / / / / / / / / / / / /o oo . . . . . . . . . / / / / / / / / / / o oo . . . . . . . . ooo / / / / / / o . . . . . oo / / ooo ooo ooo ooo ooo ooo ooo ooo

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .“ .” “. “ .” “ . . . . . . . . “ .” “. “. ” .“ “. ” “ “ ” “ . . . . . . . . . . . . . . . . . “. ”. “ .“ ”. “ .“ ”. “.“ ” “ “ ” “ . . . “ .” “. “ .” “. “ .” “. “ .” “. “ ” “ “ ” “ . . . . . . . . . . “ ”. “. “ .” “. “ .” “. “ .” “. “ .” “ “ ” “ “ ” “ “ ” “ “ ”. “ .“. ”. .“. “. .” .“. “..” “. “ ” “ “ ” “ “ ” “ “”““”““”““”““”““”““”““”“ “”““”““”““”““”“ “”““”“ “”““”““”““”“ “”““” ““”““”““”“ “”“ “”““”““”“ “” ““”““”““” “ “”““”““”“ “”““”““”“ ooo “”““” ““”““”““” ooo ““”““”““”““”““”“ “”““”““”““” ooo ooo ““”““”““”““”““”““”““” ““”““”““”““” ooo ““”““”““”““”““”““”““”““” ““”““”““”““ ooo ooo ”““”““”““”““”““”““”““”““ ”““”““”“ “”““”““”““” / / / ooo ““”““”““”““”““”““”““”““” ““”““”““”““”“ “”“ “” ““”““”““”““” / / / / / / / / ooo ooo ““”““”““”““”““”““”““”““”““”““”““”““”““”““” ““”““”“ “”““” ““”““”““”““”““”““”““”“ / / / / / / / / / / /o oo “”““”““”““” ““”““”““”““”““”““”““”““”““”““”“ “”““”““”““ ”“ “”““”““”““”““”““”““”““”““”““”“ / / / / / / / / / / / /o /o o o /o o “”““”““ ”““”““” ““”““”““”““”““”““”““”““”““”““”““”““”““”“ “”““”““”““”““”““”““”““” ““”““”““”““”““”“ / / / / / / / / / / / / /o oo “”““”““”““ ”““”“ “”““”““”““”““”““”““”““”““”““”““”““”““”““”“ “”““”““”““”““”““”““”““”“ “”““”““”““”““”“ / / / / / / / / / / / / /o /o o o” /o“ “o ” “ “ ” “ “ ” “”““”““”““” ““”““”““” ““”““”““”““”““”““”““”““”““”““”““”““” ““”““”““” ““”““”““”““”““ / / / / / / / / / / / “/ “/o oo ”““”““”““”““” ““” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “”““”““ ”““”““”““”““ / / / / / / / / / / / / /o /o o o/ “o/ “o” “ “ ” “ “ ”““”““”““”““”““”““ ” “ “ ” “ “ ” “ “ ” “ / / / / / / “/ ”/ “/ “ /” /“ “/ ”o ”““”““”“ “”““”““”“ “”““”““”““”““”“ “”““”““ ”““”““”““” oo ““”““”““”““”““”““”““ ” “ “ ” “ “ ” “ “ ” “ “ ” “/ / / / “/ ”/“ /“ ”/ “/ “/ ”/“ /“ o/” o“/ o“ ” “ “ ” “ “ ”““”““”“ “”“ “”““”““”“ “”““”“ “”““”““” / o“/ o”/ o“ “ ” “ “ ” “ “ ““”““”““”““”““”““”““” “ “ ” “ “ ” “ “ ” “ “ ” “ “ /” /“ “/ ”/ “/ “ /” /“ “/ ”/ “/ “/” /“ o ”““”““” ““”““”“ “”““”““” oo / / / / / / / / ““”““”““”““” ““”““”““ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “/ ”/ “ /“ /” “/ “/ ”/ “ /“ /” “/ “/ ”/ “o/“o”o“ “ ” “ “ ” “ “ ”““”““” ““”““” ““”““”““ /“ /” “/ “/ / / ”/ “/ “/ / / ”““”““”“ “”““”““” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ” /“ “/ ”/ “/ “ /” /“ “/ ”/ “/ “ /” /“ “/ o”/o“ o “ ” “ “ ” “ “ ” ““”““”“ “”““”““” ”/ “/“ /” “/ “/ ”/ “ /“ /” “/ “/ / / ““”““”“ “”““”““ ” “ “ ” “ “ ” “ “ ” “ “ ” “ “ ”/ “/ “/” /“ /“ ”/ “/ “/ ” /“ /“ / / / ”““”““”““ ”““” ““”““” ” /“ /“ ”/ “/ “/ ” /“ /“ ”/ “/ “/ ”/“ /“ ”/ “/ ““”““” ““”““”““” ““”““”““ ” “ “ ”/ “ /“ /” “/ “/ ”/ “ / / / / / / “”““”““” “ ”/ “/ “/ / / / / / / / ”/ “/“ /” /“ “/ ”/ “ “ ““”““ ”““”““”““”““” ““”““”“ “ /” / / / / / / / / / / ““”““”““ ooo ““”““”“ ” “/ “ /” / / / / / / / / o / o/ o/ / / / / ” ““”““”““”““”““ ”““”““ ”““”““”“ / / / “ ” “/ “/ / / / / / / / / / o/ o/ o/ / /” “/ “/ ”/ “ “ ” “”““”““”““”““ ”““”“ ooo “ “ ” /“ “/ / / / / / / / / / o / o/ o/ / / / ” /“ /“ ”/ “ “ ” “”““”““”““” ““”““ “ “/ ”/ “/ / / / “ “ ” “ “/ ”/“ / / / / / / / / / o/ o/ o/ / / / “/ ”/ “/ “/” “ / “/ ”/ “/ / /“ ”/ ”““”““”““”““ ”““”“ ooo “ ”/ “ /“ /” “/ “/ ”/ / / / “ “ ” “/ “/ ”/ “/ “/” /“ /“ ”/ “/ “ ” “ “ ”/ “/ “/” / / / / / / / /o /o /o / / / “/ “/ ” /“ /“ ” “”““”““”““”““”““ “ /“ /” “/ “/ ”/ “/“ /” “/ “/ ”/ “/“ /” “ “/ ”/ “/ “/” /“ “/ ”/ “/ “/ ” /“ /“ ” “ “ ” /“ “/ ”/ / / / / / / / o/ o/ o/ / / “/“ /” “/ “/ ” ”““”““”““” “ /“ ”/ “/ “/ / ”/“ /“ ”/ “/ “/ ” /“ /“ ”/ “/ “ ”/ “/ “/ ” /“ / / / / “/ ” /“ /“ / ” “ “ ” /“ “/ / / / / / / / / o/o /o / / ”/ “/ “/ ” /“ o o ”o “ “ ” “ ““”““”““” o /o / / / / ” /“ /“ ”/ “/ / “ ” /“ “/ ”/ “/ / / /“ /” “/ “/o “ ”/ “/ “/ /o “ ” “ “/ / / / / / / / / / / / / / ”/ “/ “/” /o /o / / / / o “ “ ” “/ “/ ”/“ /“ / / / / / / /o o/ o/” “/ “/ ”/ / “ “ /” “/ / /o /o / / / / /“ /” “/ “/ ”/ “ “ ” “ “/ / / / / / / / / / / / / / ”/ “/ “ o o o” “ “ o/ o/ / / / / / /“ /” “/ “/ ” ” “ “/ ”/ “/ “/ / / / / / / / o “ “ ” “/ / / / / / / / / / / / / / “/ ” “ / o/ o/ / / / / ” “ “ ”/ “/ / o o “ ” “/ “/ ”/ / / / / / / / / o/ o/ o/ “ /“ /” / / “ “ ” “ “/ / /o o/ / / / / / / ”/ “ /“ /” “ “ ” “ “ /” / / / / / / / / / / / “/ “/” “ ooo ”““ “ ” “/ “/ / / / / / / / / / o “ ” “ “ ”/ “ / / / / / / / / / / /“ /” “/ “/ ”/ / / / ooo / o/ o/ / / / / ” “ “ ” / /o/o / / / / / / /“ /“ /” “/ ooo “ “ ” /“ / / / / / / / / / / o/ o/o / “/ ”/ “/ “/ ” “ “ / / / / / / / / ”/ “/ “/ ” / / “ “ ” “/ “/ / / / / / / / /” “/ “/ ”/ “/“ / / / / / ooo ” “ “ ” / / / / / / / / / / /o o/ o/ / “/ “/ ”/“ “ ” “ “ / / / / / / / / ”/ “/“ / / / / / ” “/ “/ ” /“ / / / / ooo / “/ ”/ “/“ /” “/ “/ / / / / / / “”““” ooo ”““” / / / / / / / “/ “ /” /“ “/ ”/ “/ / / / / / / / / / / / / “ /“ /” o“ o“ o” /“ “/ / / / / / / / /” “/ “/ / / / / / / / / ”/ “/“ /” / / / ooo ““”““”““”“ o“/o”/o“ /“ /” / / / / / / /“ /“ ”/ “/ / / / / / / / / “ /” /“ “/ / “ ” “ “ ”/ / / / / / / ” /“ “/ ”/ “/ / / / / / / / / / / oo / / / /“ “/ ”/ “/o oo “ ” “ “ ” “/ “/ ”/“ “ ” “ “ ” “ “ ” o ooo “ ” “ “/” /“ /“ / / / / ” /“ / / / / / / / / / / o/ o/o/o /o / /” /“ “/ ”/ “/ “o/ ”o/“o/“ ”/ “/ / / / /“ /” “/ “/ ”/ “ / / / / / / / / “/” /“ /“ “ “ ” “ “ ”/ “/ “/ ”/“ / / / “/ ”/“ /“ ”/ “ “ o” o o o/“o”/o“/ “/ ”/ “ / “ ” “ “ ”/ / / / / ” / / / / / / / / / / / o/o /o /o /o oo /“ “/ ”/ “/ “/” /“o / “/” /“ “/ ”/ “/ “/ / / / / / / / ”/ “/ “ oo o o o o o “ “ ” “/ “ /” /“ “/ ”/ “/ / / / / “/ ”/ “ /“ /” “o o“o o ““”““ / / / / ” “/“ /” “/ “/ ”/ o“/o“ /”o “/ “/ ”/ “/“ /” /“ “/ ”/ “/ / / / / / / / “ /” “ / / / / / / / / / o/ o/o /o /o ” “ “/ ”/ / / / / / / / / / / /“ “/ ”/ “/o“o” o o/” o/“ o“/ ”/ / o/ o/o “”““” “/ “/ ”/ “/“ o “/“ /” /“ “/ ”/ “/ “/ ”/“ /“ /” “/ “/ ”/ “ “ oo / / / / / / / o /o o / oo oooo “ “/ ”/ “/ / / / / / / / / / / / / / /o o“ o” o ”““”““” ”/ “ /“ /” “/ “/ ”/“ /“ ”/ “/ “/ / / ./“ /“ .”o/ “o/ “o/ / / / / o/ o/ o/ o/ o . . “ /“ ”/ “/ / / / / / / / / ./ /. /.. / ./. /.o“/o”. o“ “ o ”““”““ ”/ “/ “/ ”/ / ./ /. /.. .. . . . . / . / ./ /. / . / . . . . . . o o / / o /o o /o o /o o / oo ” /“ /“ ”/ / / / / / / / /. /. / . / ./ /. / “.o/“o . . . . . . . . . . . . . . . . o. ”o“. “ ““ / / ./ ./. .. .. .. .. .. .. . . . / / o/ o/ o/ o o . . . . ./ /. /. / ./ . . . . . . . . . . . . ” “/ “/ ” /“ / / / / / / ./ . /. . /. ./ . ./ . /. ./. ./ .“o/. ”o./.“o. “. .”.“ o o o o o . . . . . . . /. . . . . . . . . . . . . . . . . . . . . . . . . . o “o “o” “ “ ” / o/ o/ o o o “ ” “/ “/” / / / / / / /. / . / ./ /. /. / . / ./ o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . /. o/ .o . . o/ o o o o . . . . . . . . . . . . . . . . . . . . . . . . ./ ./ /. / . / . / ./ /. /.o/o. “/o.“ ”. “ .“ . . . . . . . . . . . . “ “ ” “ “ ” o o o o o / / / / / / / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .o o. o. . . . . . . . . . . . . . . ooooo ” “ “ ” “ /“ / / / / / / /. / . / . / ./ ./ /. /. / . /o . . . . . . . . . . . . . . . . . . . . . . . . . . . /o.o”.“ .“ ”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . /. / . / . / ./ ./ /. /. /o. o. o“. ”.“ . . . . . . . . . . . . . . “ “ ” “ “ ” “ / / / / / / / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .o o. o. . . . . . . . . . . . . . . “ ” “ “ ” “ “/ / / / / / / /. / . / ./ ./ /. /. / . / .o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . / o. o.” “. “ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ” “ “ ” “ “/ ” / / / / / / /. ./ . /. ./ . /. . /. ./ . /. ./ .o. o. “.o.“.”. “. “ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . o o” o“ “ ” “ “ ” “ “ ” “ /“ / / / / / / / . /. / . / ./ ./ /. o . . . . . . . . . . . . . . . . . . . o .o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . / ./ ./ .o”o.“ o“. ” “ “ . . . . . . . . ” “ “ ” “/ “/ / / / / . . . . . . . . . . . . . . o .o o . . . . . ”““” “o“o”o“ “ ” ““ ” o“ “o o ooo ooo

/ / / “”“ / “/ ”/ “ /“ /” “/ “ ” /“ “/ ”/ “/ “/ / / / / /” “/ “/ ”/ “/“ /” /“ “/ ”/ “ “ ” “ “/ / / / / “ /” “/ “/ ”/ “ /“ /” “/ / / /” “/ “/ ”/ “/“ /” “/ “/ ”/ “/“ ” “ “ ”/ “/ “ /” / / / / “/ “ /” /“ “/ ”/ o“/ “/” / / / /“ “/ ”/ “/ / / / / / / /“ ”/ “/ “/ ” /“ /“ ”/ “/ “/ ”/“ /“ o ” /“ /“ ”/ “/ “/” /“ o “/ ”/ “/ “/” /“ “/ ”/ “/ “/” o / /” “/ “/ ”/ “/ / o/“ ”/ “/ “/ ” /“ /“ ”/ “/ “/ ” /“ /“ / o/“ “/ ”/ “/ “/” /“ /“ ”/ “/ “ ” “ “/ ”/ “/“ /” /“ “/ ”/ “o/ “ /” /“ “/ ”/ “/ “ / / o “ /” / / / “/“ /” /“ “/ ”/ “ “ o/” /“ “/ / / / /” “/ “/ ”/ “ /“ / / /” /“ “/ ”/ “/“ /” /“ “/ ”/ “/o o ” “ “ /” /“ / / / / /o ”/ “/ “/ ” /“ /“ / ”/ “/ “/”o/“ “/ / / / / o / / / / / / ”/ “/ “/” /“ “ ” o“/ ”/“ /“ / / / / / ”/“ /“ ”/ “/ “/ ”/“ /“o o o o “ “ ” “ “/ ”/ / / / / / / / / / / / / / / / “/ “ ”/“ /“ ”/ o ”““”““ / / “/ “ /” /“o“/ / / / / / / o o“/ “/ /” “/ “/ ”/ o/ / / / / /“ “/ ” “ ” “ “ ” “ “/ / / / / / “ “”“ / / / / / / / / / ”/ o /“ ”/ “/ “/ ”o o/ / / / / / o/ / / / / / / / o/ / / / / / “”““”“ / / / / / / / / / / / / / “/ ”/ “ “ ” “ “/ ”/ “/ / / / / / / / /o / / / / / “/ ” “ “ ” .“ . / /. /. / ../ /.. /. / “. ” “ “ ” / / / / / / / / / / / / / / / “ “ . . . . . . . . . . . . . . . . ./ /. /. . . . / / / / / / / . . . . . . . . . . . . . . . . . . . . / / . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

/ / / / / / / / / / / / / / / / / / / /

HEAT

“”““” ““”““ ”““”“ “”““”

HUMIDITY

ooooo ooooo ooooo ooooo ooooo

POLLUTANTS

. . . . . . . . . . . . . . . . . . . . . . . .

LIGHT

/ / / / / / / / / / / / / / / / / / / /

HEAT

“”““” ““”““ ”““”“ “”““”

HUMIDITY

ooooo ooooo ooooo ooooo ooooo

POLLUTANTS

. . . . . . . . . . . . . . . . . . . . . . . .

LIGHT

Jonathan Izen & Julie Pedtke

No Stop City + FLIR

Jonathan Izen & Julie Pedtke

No Stop City + FLIR

Jonathan Izen & Julie Pedtke

No Stop City + FLIR

Jonathan Izen

Kin(A)esthetics This primary school is based on kinesthetic learning, defined as movement through space as stimuli for learning. Thermal objects augment the atmosphere of space allowing for a variety of interior temperatures. Their shelf life defines program, lasting only as long as their heat capacity, therefore stimulating activity. The re-purposed architecture can be viewed as objects within the city, changing the environment yet acting as individual mediators. At the same time objects, augmented by thermal systems, become architecture, creating their own atmosphere and urbanism. This scalar ambiguity enables the new classroom to exist as a landscape for truly exploratory learning.

Bibliography: Wigley, Mark. "The Architecture of Atmosphere," In Daidalos 68 1998, p. 18-27 Latour, Bruno, “Atmosphère, Atmosphère,” In the catalog of Olafur Eliasson, New Tate Gallery 2003, p. 29-42 Rahm, Phillipe. "Conduction," Climates: Architecture and the Planetary Imaginary, The Avery Review 2016

Kin(A)esthetics

Jonathan Izen

Desk

Adjacent Desk

Bookshelf Bench

Bookcase

Couch

Face-to-face Desk

Joined Chairs

Chair

Kin(A)esthetics

Jonathan Izen

Kin(A)esthetics

Jonathan Izen

Building 25 5737155 cu ft.

Building 128 4410404 cu ft.

Building 41 4084771 cu ft.

Building 132 488632 cu ft.

Building 127 4114518 cu ft.

Kings County Distillery 133979 cu ft.

New Lab 7588786 cu ft.

Brooklyn Grange 5737155 cu ft.

Kin(A)esthetics

75 °F

35 °F 00:55:30

52 °F 00:25:00

55 °F 00:45:00

42 °F 01:30:45

48 °F 01:15:45

52 °F 00:25:00 52 °F 00:25:00 60 °F 00:30:00

35 °F 00:55:30

52 Â°F 00:25:00

Jonathan Izen

Kin(A)esthetics

Jonathan Izen

Kin(A)esthetics

Julie Pedtke

Dissolving Formalities This school proposes a program with individualized learning plans that allow families to come and go as they please, and select among core class offerings on varying schedules. A series of residencies managed by the school provide affordable housing and workspace for visiting instructors - artists, designers, and fabricators who will likely be priced out of the fast-developing Navy Yards. The architecture responds to unpredictable daily schedules with a thermodynamic approach that sorts program by consistency of occupation, and matches spaces with heating and cooling strategies on a spectrum from “slow” to “fast.” Slow spaces are consistently occupied and rely on thermal mass, inertia, and insulation, and preserve the embedded energy of the existing brick houses. The regular rhythm of the Admiral’s Row is continued, but breaks down into a field condition of smaller, unprogrammed “fast” spaces. These spaces are immediately responsive through active radiant systems that turn on and off and interface directly with the user's body.

Bibliography: Varnelis, Kazys. Programming after program: Archizoom's No-Stop City. Praxis: journal of writing + building 8 (2006): [82]-91. Kiel Moe. Thermally active surfaces in architecture. New York : Princeton Architectural Press, c2010. Moe, Kiel, Insulating modernism: isolated and non-isolated thermodynamics in architecture. 2014. 46

Dissolving Formalities

Julie Pedtke

Dissolving Formalities

Julie Pedtke

Dissolving Formalities

Julie Pedtke

Dissolving Formalities

Julie Pedtke

Dissolving Formalities

Julie Pedtke

Dissolving Formalities

Julie Pedtke

Dissolving Formalities

Kathy Xiao & Mark Borreliz

Spatial City Yona Friedmanâ&#x20AC;&#x2122;s Spatial City imagined living units floating within a grid above an existing city. He developed the Flatwriter, a computer-aided system by which individuals could design and arrange their own apartments, as a way to put architecture back in the hands of the users. Along these lines, we looked at the existing networks of citizen-scientist weather apps that rely on individuals to create a web of data. The final step in our analysis of these precedents was to recreate the flatwriter and see how networks of residents create clusters and voids of potential data stations.

Spatial City + Weather Underground

A) CHOOSE LAYOUT

B) CHOOSE (3) SHAPES

LAYOUT

B) CHOOSE (3) SHAPES

1) A) CHOOSE

C) CHOOSE CONFIGURATION OF BEDROOM, KITCHEN, BATHROOM

C) CHOOSE CONFIGURATION OF BEDROOM, KITCHEN, BATHROOM C) CHOOSE CONFIGURATION OF BEDROOM, KITCHEN, BATHROOM

D) CHOOSE ORIENTATION D) CHOOSE ORIENTATION

N N

N N N

N ORIENTATION D) CHOOSE

N N

N N N

Kathy Xiao & Mark Borreliz

WEATHER UNDERGROUND

BROA DWA Y TER

D ROA RAIL

AVE RGE T

GEO

FOR

AVE

IEW

WAD

AVE

DEN CHIT TEN

W 191ST

TER DAM

K TER

W 192ND

OVE

AVE

RLOO

SWO RTH

TER

FAIRV

AVE

NICH

HILL

TER

AVE

R HAR LEM

RIVE

WASHI

S PINEHU RST

FORT

AVE

HIGH BRIDGE PARK YESHIVA UNIVERSITY

LAU REL

NICH OLA S

W 182ND

W 181ST

SAIN

NGTON

W 178TH

W 177TH

W 179TH

W 175TH

HAVEN AVE

W 171ST

W 170TH

RIVERSIDE PARK

W 169TH

WASH WASH INGTO INGTO N BRIDG N BRIDG E

W 176TH

W 172ND

ST W 177TH

W 174TH

W 178TH

W 168TH

FORT

AVE

US 9

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W 179TH

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W 180TH W 179TH

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I 478 I 478

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STATE

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IGHT

PER

54TH AD LRO

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ENGLISH KILLS

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LEE

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H AVE

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S 3RD

S 9TH ST

MER

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55TH DR

56TH AVE

RIC MAU

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S 3RD

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ST NEW S 8TH ST

DIVISION

FRAUNCES TAVERN MUSEUM TH JEANETTE PARK SOU

S 9TH ST

PEARL ST

BATTERY PARK

ESS

S 5TH

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SON

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S 8TH

AVE

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57TH

SHARON ST

WILLIAMS WILLIAM BURG WILLIAM SBURG BRIDGE WILLIAMSSBURG BRIDGE BURG BRIDGE

56TH

I 278

WATER ST

NEW

WHITEHALL

R ER SQ WAT

LORIMER

S 4TH

S 5TH

S 3RD

RAILROA WILLIAM D WILLIAM SBURG SBURG BRIDGE BRIDGE

AVE

54TH

AVE

WITHERS

SOUTH ST

MAID

OVE

S 1ST

ST S 2ND

CORLEARS HOOK PARK

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ON ST JEFFERS

SLIP

HAN

WAT

FOR

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ERINE

ECK

S 2ND

53RD DR

MAURICE PARK

H ST

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MONTGOME

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M ST

S WILLIA

ISLAND

AVE

53RD

53RD DR

MIDT

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MASPETH CREEK GALASSO PL

DELANC

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Y ST

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TON

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ICS

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R ST GOUVERNEU

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ALY

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I 495

54TH DR

AVE

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S 9TH ST

D ROOSEVELT

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AVE

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WAL L ST

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52ND DR

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AVE

53RD AVE

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LAUREL HILL BLVD

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MAN

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AVE

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I 278 I 278

52ND

BROOKLYN QUEENS

T AVE

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Park

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S PL

E 3RD

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I 495

54TH

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AVE

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E 6TH

E 5TH

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WATTS ST CAN

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WATTS ST

MIDTOWN

T AVE NPOIN GREE

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AVE

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CAN LAN DAL TUN ST

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CKER

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HUNT

MIDTOWN

AVE

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N PL

BLEE

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TUNNEL

HOL

AVE

STUYVESANT

35TH

THO MAS LIAM

50TH AVE

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YORK UNIVERSITY NEW W 4TH

W HOUS

TON

IEW

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WASH INGTO

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Park

L HILL

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W HOUSTON ST

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W HOUSTON ST

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44TH AVE

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W 4TH

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GRAM

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50TH AVE

AVE

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W 11TH

W 10TH

WAVE RLY

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LONG

L ST

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W 9TH

WASH

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SKWY PULASKII SKWY PULASK

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SS BLVD MCGUINNE

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49TH AVE

51ST AVE

53RD AVE

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W 13TH

H 27T

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I 495

HWY 25A

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W 14TH

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47TH AVE

RAILROAD

AVE

38TH A

AVE

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Park E 27TH

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CHARLES

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AVE

SERVICE

W 16TH

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E 28TH

E 26TH

DUTC

E 22ND

AVE LONG ISLAND

39TH

WOODSID

43RD AVE

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RAILROAD

50TH AVE

EAST RIVER 54TH AVE

Park

41ST

50TH AVE 51ST AVE

BORDEN

AVE

39TH DR

BLV

49TH AVE

QUE ENS

N AVE SKILLMA

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38TH

39TH RD

RAILR

AVE

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AVE

Park

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ICH

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E 29TH E 28TH

THOMSON

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CRA

W 18TH

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E 28TH

E 27TH

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W 19TH

47TH RD

I 495 I 495

Park TUNL

E 34TH

AVE

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44TH RD

44TH DR

45TH AVE

37TH

AVE 37TH RR ISLAND

LONG

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42ND

E 33RD

E 32ND

E 31ST

E 30TH

QUEE QUEE NS NS PLZ PLZ SN QUEE NS

12TH

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45TH AVE

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68TH

BLVD

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BLVD

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64TH

ICE

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H SERV

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W 20TH

SOUT

43RD

44TH AVE

44TH DR

47TH AVE

W 21ST

W 13TH

BLOOMFIELD ST

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ENS

61ST

43RD

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W 23RD

S PLZ

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E 41ST

E 38TH

60TH

58TH

E 48TH

DWAY

RID OLD

AVE

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QUEEN

W 22ND

40TH

54TH

E 44TH

E 42ND

W 24TH

AVE

53RD

RAILR HWY OAD HWY25 HWY HWY 25 25 HWY 25 25

W 27TH

W 26TH

W 25TH W 21ST

BROA

41ST

AVE

QUEENSBRIDGE PARK

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DSIDE WOO

E 45TH

E 43RD

69TH

39TH

MITCH ELL PL E 49TH

TOURO COLLEGE

31ST AVE

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W 34TH ST

Park MAIN

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AVE

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Park E 46TH

AVE

10T

DUT

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37TH

30TH AVE

AVE

68TH ST

AVE 12TH 12TH SER 12TH AVE AVE V AVE RD SER V RD

END

RIV ER AVE

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38TH

ST 9TH

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E 47TH

AVE

EXPY

EAST RIVER

E 50TH

28TH

Park

E 56TH

AVE

E 60TH

E 58TH

E 49TH E 43RD

33RD

34TH

35TH

HWY HWY 25 HWY 25 25

E 39TH

W 31ST

Park 36TH 36TH AVE AVE

27TH

E 62ND

E 59TH

E 58TH

FASHION INSTITUTE OF TECHNOLOGY

W 21ST

ISLAN D BRID

E 38TH

W 35TH

W 30TH

ELL EYW

W 38TH

W 37TH

W 36TH

W 32ND

33RD ROO SEVE

YN QUEENS BROOKL

E 63RD

E 40TH

MADISON SQUARE GARDEN

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DR ROO D NKL

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W 39TH W 33RD

W 30TH ST ST

D IN NKL

DR OF AVE

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GRAND CENTRAL ASTORIA

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33RD

W 30TH W 29TH

W 28TH

31ST

54TH

12TH

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BLVD S

E 53RD

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W 45TH

DWA

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BROA

33RD

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BRYANT PARK

W 33RD

W 27TH

AVE

RAILRO AD

RAINEY PARK

E 52ND

28TH

EXPY

E 59TH

W 43RD

30TH

H 30T

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E 53RD

W 47TH

W 46TH

W 30TH

31ST

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AVE

RAIL CON

E 55TH

W 44TH

W 33RD

EAST

W 52ND

W 42ND

AVE

H OUG BOR

E 62ND

RADIO CITY MUSIC HALL

W 41ST

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Kathy Xiao & Mark Borreliz

101

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Spatial City + Weather Underground

Comfort School This primary school encompasses the ideas of mainstreaming. Mainstreaming, in an educational setting, refers to placing special needs children in a regular educational setting. Students with all varying degrees of disabilities spend 80% of the time in regular classes. Mainstreaming has become a regular practice in many schools. In the 1960s project Spatial City Yona Friedman emphasized the idea of the empowering the individual. The school allows students, both with and without disabilities to feel empowered in the educational setting by creating both physiological and psychological comfort. Mainstreaming education excels at positively affecting both children with and without disabilities. The students excel the most when they engage in social settings. The circulation of the school is organized in a way that allows for this interaction between children with and without disabilities to occur throughout all moments of the day. Both always converge at moments of interaction in social spaces. Physical comfort is achieved through degrees of enclosures from exterior, semi-exterior, semi-interior, and interior. These ambiguous indoor outdoor spaces are created through combinations of glazing, both fixed and operable, mesh panels, and hard surfaces. The variability of environment and atmosphere of social interaction spaces produce diverse micro weather conditions that are comfortable for the students to engage in.

Bibliography Ábalos, Iñaki, and José Luis. Pardo. Interior: Pabellón Español Spanish Pavillion: Biennale Architettura 2014: La Biennale Di Venezia. Madrid: Ministerio De Fomento, 2014. 66

Kathy Xiao

il tx ca

ﬂ

ny nj

12-17 ny

18-21

3-5

100

6-11 12-17

0 speciﬁc learning disabilities autism other health 18-21 3-5

-5

6-11

speciﬁc learning disabilities

-21

pent in es

developmental delay

speech and language

multiple disabilities autism other health

speciﬁc learning disabilities

0 private school autism emotional disturbance 0

100

speech and language

health impairments visual impairments speciﬁc learning disabilities

public/private for disabilities multiple disabilities 0

intellectual disabilities

100

developmental delay

public school

speech/language

Comfort School

Kathy Xiao

Comfort School

library

reading

seeing

hearing

doing

reading

semi-exterior/exterior social spaces

seeing 8,750 sf 2 4

3 3 cafeteria

gymnasium

5 semi-exterior/exterior social spaces

hearing 8,750 sf

auditorium

6 5

doing 8,750 sf

Kathy Xiao

Comfort School

Kathy Xiao

Comfort School

Kathy Xiao

Comfort School

Mark Borreliz

Base State

Human x Nature The proposed school challenges the relationship between interior and exterior, and actively engages the students through agency, experimentation, and observation. Through a series of operable screens, the students decide the spatial conditions of their places of learning. With each choice influencing both the immediate environment of the users as well as the adjacent spaces, children learn to think critically about the relationship between education and environment, as well as the results their choices can have. The architecture changes to embody the decisions of groups and individuals, bringing to the forefront the impact of weather on agency, and agency on weather.

Bibliography Prince-Ramus, Joshua. Behind the Design of Seattleâ&#x20AC;&#x2122;s Library. TED Talks. Monterey, CA. February 2006. Lecture.

Human x Nature

Mark Borreliz

Exposed

Classrooms

Elemental Exposure

Gymnasium

Cafeteria

Auditorium Offices

Library

Isolated

Human x Nature

Wind Zones Cold Barrier

Total Exposure

Calm Wind

Variable

Offices

Library

Classrooms

Gymnasium Auditorium Cafeteria

Mark Borreliz

Wind Flow Around Walls

Human x Nature

Wind Conditions Novermber-June

Mark Borreliz

N 0

Human x Nature

Mark Borreliz

Human x Nature

Mark Borreliz

Human x Nature

24’-0”

17’-0” 12’-0”

17’-0”

12’-0” 8’-9”

12’-0”

Mark Borreliz

Human x Nature

Ilijana Soldan & Jennifer Fang

Clusters In The Air + Ericsson Mini-Link Clusters in the Air was a high-density secondary city, lifted above the city grid, meant to solve the housing crisis of a growing Tokyo population. Isozaki left the core largely undesigned. By analyzing the coreâ&#x20AC;&#x2122;s naturally occurring micro-climates and its influence of climate conditions into the units, we proposed a redesign of the core which incorporates programmatic sensitivity to these climates. Using MINI-LINK technology to actively monitor weather in real time, the core becomes a public space for residents of both the new city and the old city below.

Clusters in the Air + Ericsson Mini Link

Ilijana Soldan & Jennifer Fang

Clusters in the Air + Ericsson Mini Link

Ilijana Soldan & Jennifer Fang

Clusters in the Air + Ericsson Mini Link

Ilijana Soldan

Performance Performance An optimal performance relies on highly specific thermal conditions. Dance, music, and theatre are sensitive to temperature and humidity. Thermal performance is tuned to a high resolution. The young students can drift freely between rooms, performing and learning in spaces that are optimal to their needs at the time. Performance follows performance. Program follows climate.

Bibliography

Rahm, Philippe. interviewed by Stadtler, Laurent. “Form and Function Follow Climate.” Departement Architektur ETH Zürich. 2010. Moss, Keith. Heat and Mass Transfer in Buildings. 2nd ed. London: Taylor & Francis, 2015. Hens, Hugo S. L. C. Building Physics--heat, Air and Moisture: Fundamentals and Engineering Methods with Examples and Exercises. Berlin: Ernst & Sohn, 2012. 98

Performance Performance

Ilijana Soldan

100

Performance Performance

101

Ilijana Soldan

102

Performance Performance

103

Ilijana Soldan

104

Performance Performance

105

Jennifer Fang

1. PROGRAM AREA

3. GENERATE LEARNING ENVIRONMENTS IN OVERLAPPING ZONES

2. BLUR BOUNDARY

Architectural Islands By blurring the physical and atmospheric boundaries between distinct programmatic islands, this project creates a variety of learning environments catering to a multitude of different learning types. With the rise of new models of education focused on the individual, the traditional classroom is becoming obsolete. The gym, library, auditorium, and cafeteria are the programmatic islands which generate different micro-climates and learning spaces based on their inherent qualities of sound, movement, and temperature. These islands can be reached by multiple paths throughout the building cutting through or avoiding certain learning environments and atmospheres. The undulating roof serves to imply island boundaries through vertical changes while blurring the distinction between. In the summer, the roof cools the spaces below, offsetting the heat generated from body movement. During the winter, heat is captured in pockets on the underside of the roof, creating thermal islands which protrude above the flat roof plane. Elevated floors make use of the generated microweather. Bibliography

Aureli, Pier Vittorio. 2008. “Toward the Archipelago”. Log, no. 11. Anyone Corporation: 91–120. http://www.jstor.org/ stable/41765186. 106

Architectural Islands

XRAY AXON

107

Jennifer Fang

TRADITIONAL

MICROSCHOOL

INFORMATION DISTRIBUTION

TEACHER TO STUDENT RATIO

108

Architectural Islands

GYMNASIUM CAFETERIA

AUDITORIUM ADMIN

LIBRARY

ATMOSPHERIC ZONE DIAGRAM

109

Jennifer Fang

110

Architectural Islands

111

Jennifer Fang

GROUND FLOOR PLAN

112

Architectural Islands

FLOOR PLAN

113

Jennifer Fang

114

Architectural Islands

ROOF STRUCTURE DIAGRAM

115

Amanda Hibbs & Andrew Weber

New Babylon Constant Nieuwenhuysâ&#x20AC;&#x2122; New Babylon project was conceived as a potential future for an increasingly automated world. If work could be completely separated from daily life, people would be free to live their lives in a constant state of play. We investigated the network of mega-structures through the lens of its interior environmental conditions. Using a series of weather related models we discovered an inverted courtyard/corridor relationship in which the areas closest to the center of the structure were most detached form the exterior environment. By creating a catalogue of architectural elements to be arranged within the structure a new set of climate zones could be articulated.

116

New Babylon + Weather Underground

117

Amanda Hibbs & Andrew Weber

31 30

75 30 96

104

104 46

106

35 79

107

109 112 68 32

104

39 92

110 30

118

New Babylon + Weather Underground

119

Amanda Hibbs

STATIC SOLITARY

STATIC PARALLEL

STATIC GROUP

DYNAMIC PARALLEL

DYNAMIC GROUP

Movement + Weather As the traditional model of education has proven itself to be an unsuccessful approach, a new education model emerges that seeks to incorporates all forms of play as tools for learning. The traditional primary education model is one of sitting still and absorbing. For decades, the educational and scientific communities seemed to believe that thinking was thinking and movement was movement, and each was a very separate task. Mind and body were separate. We now know there are very strong connections between physical education, movement, breaks, recess, energizing activities, and improved cognition. This demonstrates that movement can be an effective cognitive strategy to strengthen learning, improve memory and retrieval, and enhance learner motivation and morale. This school seeks to encourage movement and play through its geometry, obstacles and a new approach toward interior weather. Bibliography “Early-childhood NEWS - Article Reading Center.” Early-childhood NEWS - Article Reading Center. N.p., n.d. Web. 30 Apr. 2016. Allen, Stan. “Field Conditions (1997).” Carpo/Digital The Digital Turn in Architecture 1992-2012 (2015): 62-79. Web. Constant. New Babylon. Den Haag: n.p., 1974. Print. Digital Turn in Architecture 1992-2012 (2015): 62-79. Web. Constant. New Babylon. Den Haag: n.p., 1974. Print.

120

Movement + Weather

121

AIR FLOW BOUNDARIES

Amanda Hibbs

Air Flow

122

ALL INVISIBLE BOUNDARIES

Movement + Weather

Invisible Boundaries

123

Amanda Hibbs

x x x

x x x x

MEDIATOR & FOLLOW TO LEARN

DETERS

PERMEABLE & APPRENTICESHIP

PROTECTOR & STANDARDIZED EDUCATION

DECELERATES

DETERS

USER

WEATHER & PUBLIC

POLYVALENT SKIN & ED TECH

ACCELERATES

WEATHER & PUBLIC

USER

100’ 170’ 30’ 230’

30’

GATHERS USERS

GATHERS

GATHERS & PROTECTS USERS

USERS 30’

PROTECTS USERS

FILTERS

PROTECTS COLLECTS

USERS

WEATHER

CONNECTS SPACES

FILTERS WEATHER

CONNECTS SPACES

124

WEATHER

Movement + Weather

125

Amanda Hibbs

126

Movement + Weather

SOUND

HUMIDITY

TEMPERATURE

127

AIR FLOW

LIGHT

STRUCTURE

Amanda Hibbs

-2

-1

128

Movement + Weather

-0.5

Interior Weather

129

Amanda Hibbs

130

Movement + Weather

131

Amanda Hibbs

132

Movement + Weather

133

Andrew Weber

Play: School for Social Learning The conventional elementary school relies on binary distinctions such as interior and exterior, and classroom and corridor as a way of distinguishing between learning and play. The proposed elementary school questions these distinctions by re-framing “play” as the primary means of learning for young children. Architecturally this means that the physical boundaries of the school become more fluid as corridor becomes classroom and interior is also exterior. Responding to the site’s urban conditions, the school is an aggregation of 40’ x 40’ two story modules with two larger modules to accommodate an auditorium and library.

Bibliography Perec, Georges. “The Apartment” and “The Apartment Building.” Species of Spaces and Other Pieces. 1974. Calvino, Italo. “Multiplicity.” Six Memos for the Next Millennium. 1986. Weil, Simone. “Gravity and Grace.” 1952. Allen, Stan. “Field Conditions.” Points + Lines. 1985.

134

Play

135

Andrew Weber

136

Play

137

Andrew Weber

138

Play

139

Alex Loh & Shu Du

Agricultural City This study aims to understand micro-weather technology and its impact on agricultural city. The project argues that human activities are influenced by precipitation and sunlight exposures. Also, the weather conditions impacted the organization of crops based on its biological aspects. Three tiers of crops growing are presented in the project to show different temperatures, wind speeds and precipitation influences. Different courtyards typology also influenced the crops exposure to micro-weather.

140

Agricultural City + Sky Motion

39 38

2 10

3 12

10 7

8 9

9 4

5 7

4 10

8 9

5 7

9 4

10 7

5 7

141

3 6

58 - 68

68 - 78

58 - 68

48 - 58

Alex Loh & Shu Du

142

Agricultural City + Sky Motion

143

Alex Loh & Shu Du

144

Agricultural City + Sky Motion

145

Alex Loh

G.R.O.W. G.R.O.W. is a new type of elementary school, that disrupts the idea of grade-based learning by introducing urban farming as a collaborative, all-inclusive educational activity. G.R.O.W. combines urban farming and education in order to promote learning that is associated with both seasonal and continuous growth. The school has a scalar relationship to climatic seasonality, expanding its learning areas during the growing season and compressing it in the winter months. To engage students with the environment, children will spend certain time outdoor for different activities. A field of spatial variations allows students to experience learning and growing simultaneously. The adjacency of planted spaces will blur the boundary between learning and agricultural areas. The same logic eliminates the boundary between classrooms and corridors to maximize students’ interaction and exposure to neighboring classes. The roof orientation and indoor growing location is attuned to the optimal growing conditions of the plants and students activities. They responds to different sunlight exposures and wind throughout the day. Students and plants grow together through weather and seasonal temporal.

Bibliography

Allen, Stan. “Field Conditions.” Points and Lines. Viljoan, Andre and Bohn, Katrin. “Continuous Productive Urban Landscape.” Manso, Maria and Castro-Gomes, Joao. “Green wall systems: A review of their characteristics” Perez, Gabriel, Lidia Rincon, Anna Vila, Josep M. Gonzalez, Luisa F. Cabeza. “Green vertical systems for buildings as passive systems for energy savings” Azkorra, Z., G. Perez, J.Coma, L.F.Cabeza, S.Bures, J.E.Alvaro, A.Erkoreka, M.Urrestarazu. “Evaluation of green walls as passive acoustic insulation system for buildings.” Perini,Katia, Marc Ottele, A.L.A. Fraaij, E.M.Haas, Rossana Raiteri. “Vertical greening systems and the effort on air flow and temperature on the building envelope.” Kinsella-Shaw J.M., Brian Shaw, ad M.T. Turvey. “Perceiving ‘Walk-on-able’ Slopes.” 146

GROW

147

Alex Loh

148

GROW

Solar Radiance Roof Plan

149

Alex Loh

150

GROW

151

Alex Loh

152

GROW

153

Alex Loh

154

GROW

155

Alex Loh

156

GROW

157

Susan Du

Room within a Room Bio Camp This Bio Camp is a new interdisciplinary studying experience that allow plant related subjects such as botanic, drawing, handmade cosmetics, culinary, and ikebana all interact with each other in an unavoidable way. Based on human desirable attention span and memory curve pattern, the activities’ overlaps and proximity really allow students to actively learn and memorize things better. The room within a room and layer-overlapping concept really breaks the traditional inside and outside pattern, as well as the conventional classroom division and completely eliminates any corridors. Different micro weather conditions are achieved by the building’s topography for different plants to grow in a suitable weather condition. Bibliography Rowe, Collin. “Transparency.” Empson, William. “Seven Types of Ambiguity” Cullen, Heidi. “The Weather of the Future: Heat Waves, Extreme Storms, and Other Scenes from a Climate-changed Planet” Harper Collins. 2010. Abalos, Inaki and Herreros, Juan. “Mechanical Environmental.” 158

Room within a Room Bio Camp hyperbola

parabola

Bezier

Arc

arcblend

Interpolate points

Arcblend

focus

Vertex

Curves

I I

S-I

I I

S-E

I S-E S-I

S-E

S-E I

S-I

S-E

S-E I

layer

Opening

LL WA

Curves

NTS

PLA

Tree

TR Furniture

TE WA

Wall

Water

ITU

159

S-E

Curve intersection

S-I

S-E

S-I

S-I S-I

E I

Susan Du

160

Room within a Room Bio Camp

161

Susan Du

162

Room within a Room Bio Camp

163

Susan Du

164

Room within a Room Bio Camp

165

Susan Du

166

Room within a Room Bio Camp

167

Susan Du

168

Room within a Room Bio Camp

169

Susan Du

170

Room within a Room Bio Camp

171

172

Credits

Columbia University GSAPP Advanced Studio IV Spring 2015 â&#x20AC;&#x153;School without Classroomsâ&#x20AC;?

Students Mark Borreliz Susan Shu Du Jennifer Fang Amanda Hibbs Jonathan Izen Alex Loh Julie Pedtke Ilijana Soldan Andrew Weber Kathy Xiao

Professor Phu Hoang TA Nicole Mater

Engineering Consultant Nadir Abdessemed, Transsolar

173

174