Thought Process: Relationship b/w Concept and Model

CONCEPT:

(Article mashup summed up)

It is not entirely about the style or aesthetics, its mainly about the functionality thus allowing a cohesive relationship between the observer and the building.

CONCEPT+MODEL:

These aspects are explored in my school/bridge design through the incorporation of components which are of dual use:

The roof of the two top levels of the building (level 4 and 5) are not only to shelter the students and teachers within the rooms from the unpredictable environment but also allows for a relaxing place to sit and enjoy a meal and fresh air or work outside of the classroom.

The stairs on the library level are not only used for movement between levels but also for shelving of library books making it an ideal storage unit which could be continued for the other stairs. (inspiration from Carlo Scarpa, pictured below)

The lecture theatre is a multi purpose space. It can be used as a lecture theatre accommodating of up to 100 students depending on the number of students it is able to adapt (moving element) its seating area. The movement of the base flooring allows for better and improved student participation as they are closer to the lecturer and are able to interact and listen more in-depthly.

The walls are used simply as physical barriers from the outside environment but are also used as intellectually stimulating artworks providing a positive schooling environment.

MODEL:

(why I chose to design the building the way I did)

Each level is shaped similarly using a shape which came from the floor plan exercise:

My bridge/school transports students and teachers from NIDA through square house and block house with views of round house. The reason for this extrapolated shape is that the curve on the far elevation compliments the round house shape almost hugging it. The sharp corners of the rectilinear aspects of the shape compliments the aesthetics of square house and block house.

Level layouts: