STEM Learning Center
Instructor: Andrew Atwood
ARCH 200B, Spring 2014
I began the formal study of the district by looking at different adjacencies of size, scale, and density. By rotating and mirroring the existing urban fabric and overlaying an unfolded template of a bounding box.
The Sheets used for fabrication of the box were then re-examined. The voids were modeled as built form. These were then rotated and stacked and two were chosen for their programming potentials - for example a long bar suited well for offices, and a large central space for an auditorium.
The Regulating lines in the raised courtyards were extended through the building and between floors. Sometimes they manifest as built form such as with the auditorium seating and other times as merely joints in assembly suggesting a certain materiality.
The building and program were divided into nine districts, corresponding to program such as auditorium, entry, public and private courtyard, office, and classroom. The grids shift to form new tensions between adjacent parts. The regulating lines also inform deformations in the floor plates and walls that further suggest rooms within rooms and circulation within rooms.
These formal layering and shifting exercise led to an exploration of how spaces could be a “both/and” condition – both auditorium, gathering space, and stair. Also, both classroom and lab, by embedding the lab in to programmed classroom space, aligning with STEM’s initiative to bring the laboratory and experimentation into the classroom and school experience.
Instructor: Andrew Atwood
ARCH 200B, Spring 2014
I began the formal study of the district by looking at different adjacencies of size, scale, and density. By rotating and mirroring the existing urban fabric and overlaying an unfolded template of a bounding box.
The Sheets used for fabrication of the box were then re-examined. The voids were modeled as built form. These were then rotated and stacked and two were chosen for their programming potentials - for example a long bar suited well for offices, and a large central space for an auditorium.
The Regulating lines in the raised courtyards were extended through the building and between floors. Sometimes they manifest as built form such as with the auditorium seating and other times as merely joints in assembly suggesting a certain materiality.
The building and program were divided into nine districts, corresponding to program such as auditorium, entry, public and private courtyard, office, and classroom. The grids shift to form new tensions between adjacent parts. The regulating lines also inform deformations in the floor plates and walls that further suggest rooms within rooms and circulation within rooms.
These formal layering and shifting exercise led to an exploration of how spaces could be a “both/and” condition – both auditorium, gathering space, and stair. Also, both classroom and lab, by embedding the lab in to programmed classroom space, aligning with STEM’s initiative to bring the laboratory and experimentation into the classroom and school experience.
