HERBERGER YOUNG SCHOLAR ACADEMY @ ASU WEST
ABSTRACT MODEL
ABSTRACT MODEL
CIRCULATION
AS WE STUDIED VARIOUS EDUCATIONAL MODELS FROM THE TYPICAL CLASSROOM SETTING TO THE “NO SCHOOL” MODEL, I BEGAN TO SYNTHESIZE MY OWN OPINIONS ON WHAT NEW FUNDAMENTAL CONCEPTS COULD BE ADDED TO THE CURRENT HYSA MODEL, AND WHAT KIND OF ARCHITECTURE WOULD EMBODY IT. I CAME TO THE CONCLUSION THAT AN EDUCATIONAL MODEL WHICH FOCUSES ON TEACHING TO THE SCHOLARS CURIOSITIES, WONDER, AND IMAGINATION, THROUGH A STRONG SENSE OF PLAY, WOULD BE MOST EFFECTIVE FOR THE CURRENT AND FUTURE SCHOLARS OF HYSA. UPON THIS REALIZATION, THE ARCHITECTURE QUICKLY BEGAN TO TAKE FORM IN RESPONSE TO THE NEW CORE CONCEPTS THAT ARE TO BE ADDED TO THE HYSA EDUCATION MODEL. THE ARCHITECTURE PRODUCED ENCOURAGES A SENSE OF WONDER, CURIOSITY, IMAGINATION AND PLAY. IT DOES SO AT VARIOUS LEVELS AND SCALES. FOR EXAMPLE, THE BUILDING IS LIFTED FROM THE GROUND TO ALLOW A POUROUS LANDSCAPE FOR THE SCHOLARS TO ENJOY OUTDOOR ACTIVITES, WEATHER IT BE IN THE DIRECT SUN, HANGOUT IN THE SHADE OF THE TREES, OR IN THE SHADE PRODUCED BY THE LIFTED BUILDING ABOVE. BEFORE ADVANCING TO THE SECOND FLOOR OF THE ARCHITECTURE, SCHOLARS EMBARK ON A WINDING JOURNY THROUGH RAMPS THAT TWIST AND TURN AS THEY MOVE TOWARDS THE SECOND FLOOR, MAKING THE PATH TO THEIR CLASSROOM MORE ENJOYABLE. UPON ARRIVING AT THE SECOND FLOOR THE SCHOLAR ENTERS THE INTERIOR HALLWAY. THE HALLWAY NEVER ALLOWS A DIRECT LINE OF SIGHT AND IS CONSTANTLY COMPRESING AND RELEASING THE SCHOLARS. THIS PRODUCES MOMENTS WHEN ONE COLLIDES INTO FELLOW A SCHOLAR AND CONVERSATIONS BEGIN. THE HALLWAY IS CONSTANTLY OPENING UP TO SMALLER OUTDOOR GARDENS IN ORDER TO KEEP THE CONNECTIVITY TO THE OUTDOORS, AND ALLOWING AN ABUNDANCE OF NATURAL LIGHT INTO THE SPACE. MOST OF THE LEARNING WILL OCCUR ON THE SECOND FLOOR. ALL THE LEARNING SPACES ARE SET UP TO BE FLEXIBLE, THEY GROW AND SHRINK TO ACCOMADATE MUTIPLE PROGRAMS. ONE THING THAT WAS IMPORTANT WAS TO HAVE THIS NOTION OF DRAMA IN EACH OF THE LEARNING SPACES. THEREFORE, THERE IS A SENSE OF STAGE IN EACH LEARNING SPACE ALLOWING DRAMA TO TAKE PART IN VIRTUALLY EVERY LEARNING SPACE. THERE IS ALSO A TWO STORY LIBRARY THAT IS AT THE CENTER OF THE SECOND FLOOR. THE LIBRARY IS THE MAIN MEANS OF ACCESSING THE ROOF TOP GARDENS. THE ROOF TOP GARDENS ARE MEANT TO BE A PLACE OF SELF REFLECTION, A PLACE WHERE ONE GOES AT THE END OF THE DAY OR AFTER A LONG LESSON AND CAN ESCAPE TO REFLECT ON THE SUBJECTS THAT WERE EXPLORED BEFORE HAND. A PLACE WHERE ONE CAN REALLY DIGEST WHAT THEY HAVE LEARNED AND HOPEFULLY GET A BETTER UNDERSTANDING OF THE SUBJECT RATHER THAN JUST CRAMMING INFORMATION THAT WILL BE FORGOTTEN THE DAY AFTER THE TEST. IN A SCHOOL THAT IS SO INTERTWINED WITH TECHNOLOGY AS A MAIN RESOURCE FOR THEIR EDUCATION, THE ROOF TOP GARDEN ALSO SERVES AS A PLACE TO ESCAPE AND DECOMPRESS.
SITE PLAN
SCALE: 1/64” = 1’-0”
CIRCULATION / PROGRAM & STRUCTURE
THIRD FLOOR
SCALE: 1/32” = 1’-0”
SECOND FLOOR SCALE: 1/32” = 1’-0”
B
A
A
B
GROUND FLOOR SCALE: 1/32” = 1’-0”
NORTH ELEVATION
WEST ELEVATION
SECTION A-A
SECTION B-B
ADE 622: Spring 2016 Advanced Architectural Studio IV
Student: Eduardo Robles Instructor: Michael Rotondi