New methods of modeling program and space;

Ways to think about program as a field condition:

















A class room unit could be thought of as the floating fruit in a blob of other program. If the program is thought of as a field condition, then the gelatin blob would be constantly moving, rearranging and changing - where the classrooms (the fruit) would remain constant physical elements, with the field moving in or around them.























A shift in our project: in creating hypothetical relationships between spaces and programs, we will begin to design our building not around the physical space, but around the chance groupings, separations, and regroupings of the people and things that encompass our building. We will try different methods of producing these field relationships. In drawing, we come up with the problem that it is not a time based medium. We have to use points, lines, gradients, opacities, etc. as methods for representing field conditions.























This is a plan drawing of classrooms and how the k-3 (red), 4-6 (yellow) and 7-8 (blue) might move throughout the day. This diagram shows interactions between grades and conversations/projects that pour out into the hallways.























This is a plan drawing of classrooms and how the administration might move throughout the building during the day. The darker the red dot, the longer a member of administration stayed in that area.



This is a gif file that uses stop motion in order to show how the masses of children might move throughout the building and gather during certain times of the day. It is supposed to represent children coming in during the morning and then leaving at the end of the school day.