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“We shall not cease from exploration, and the end of all our exploring will be to arrive where we started and know the place for the first time.” – T.S. Eliot
“We shall not cease from exploration,
and the end of all our exploring
will be to arrive where we started
and know the place for the first time.”
– T.S. Eliot
Our Premise: The traditional educational system
(NCLB – No Child Left Behind) has failed this student
group.
We suspect the failure involves the entire system:
educational philosophy, curriculum, pedagogy and
the physical plant.
Our Purpose: To provide a built environment
that taps the intelligence, creativity and capability
in each one of these students.
Program: High School
120 students at high risk for dropping out
Philosophy, Curriculum and Pedagogy:
Provide a Transformative Learning Experience
Utilizing Curricula and Pedagogy Founded in:
Project Based Learning, Expeditionary Learning,
Experiential Learning, NOLS, Outward Bound , Round Square School
Process: Phase I
Compare/Contrast Principles of NCLB to Those of TLE
Translate into Architectural Terms
*NOTE: The students have made their own interpretation of these principles
and architectural translations
Governing Principles
Alternative Readings Architectural Translation
NCLB Predictability Successful End Repetative, Complete Geometries
TLE Self-Discovery Journey Incomplete/Interrupted Geometries
NCLB = No Child Left Behind = Traditional Public SchoolTLE = Transformative Learning = Project Based Learning
Governing Principles Alternative Readings
Architectural Translation
NCLB Easily Quantifiable Results
Absolutes Distinct Segregated Spaces
TLE Inquiry Questions, Curiosity
Variation, Differing Relationships Between Spaces and Paths
Governing Principles Alternative Readings
Architectural Translation
NCLB Minimize Risk, Failure
Eliminate Variables Rigid Structure and Boundaries
TLE Encourage Success & Failure
Willingness to Fail, Exploration
Varied Structure, Perforated Boundaries
Governing Principles Alternative Readings
Architectural Translation
NCLB Narrow Focus Imbalance, Separation
Homogeneity
TLE Broad Exploration Holistic, Integrated Diverse, Variety
Governing Principles Alternative Readings
Architectural Translation
NCLB Power Hierarchy Vertical Chain of Command
Control
TLE Self-Responsibility Lateral Network Choice, Freedom
Governing Principles Alternative Readings
Architectural Translation
NCLB Rules & Regulations Carrot & Stick Motivation
Controlling Environment
TLE Respect, Trust, Empathy
Intrinsic Motivation Democratic Environment
Governing Principles Alternative Readings
Architectural Translation
NCLB Fear & Protection Enclosed Guarded Fortress
TLE Confidence & Capability
Exploration Outside/In
Original Plans Programmatic Diagram
Diagrammatic Analysis
Integrate Solutions
Investigate in 3-D Evaluate
Correlating NCLB Principle
Modify for TLE QualitiesEvaluate
Process: Phase II
Examine NCLB ArchitectureProgram . Organization . Geometry . Boundary . Permeability . Public/Private . Circulation
Traditional School – C- Shape Traditional School – E - Shape Traditional School – O- Shape
= Auditorium or Equivalent
Original
Composite Analysis
Translate to TLE: Investigate Multiple Solutions 1. Interrupt repeating geometry
2. Breakdown perimeter boundary3. Integrate students and faculty4. Bring outside in
Model One Solution
Translate to Planar Language
Jumping Off Point
Site: Marquam Hill West Hills Neighborhood
Overlooking Downtown Portland, OR
Shares site with Oregon Health & Science University, Veterans
Hospital, Library and Other Public Functions
Near Marquam Nature Preserve
Nature Preserve
Downtown Portland
Willamette River
Oregon
Portland
Project Location
Project Site
Nature Preserve
A
B
C
A
B
CStudent Project Sites
Iterative Process:
6. Space & Planes
4. Massing
7. Language of Openings
1. New Governing Principles
3. Context
2. Program
8. StructureEach iteration has been investigated at multiple scales and in three dimensions. The students are preparing to move onto structure and building systems.
