LATER MODEL.... TREATING SOME PROGRAM AS STRUCTURAL, SOME AS NON STRUCTURAL
FIRST LEVEL PLAN
SECOND LEVEL PLAN
THIRD LEVEL PLAN
TREATING THE STRUCTURAL ELEMENTS AS WIRE FRAMES
Sunday, November 29, 2009
...progress update...
EARLIER TEST MODEL - TREATING SOME PROGRAM AS STRUCTURAL, SOME AS NON STRUCTURAL
LATER MODEL.... TREATING SOME PROGRAM AS STRUCTURAL, SOME AS NON STRUCTURAL
FIRST LEVEL PLAN
SECOND LEVEL PLAN
THIRD LEVEL PLAN
TREATING THE STRUCTURAL ELEMENTS AS WIRE FRAMES
LATER MODEL.... TREATING SOME PROGRAM AS STRUCTURAL, SOME AS NON STRUCTURAL
FIRST LEVEL PLAN
SECOND LEVEL PLAN
THIRD LEVEL PLAN
TREATING THE STRUCTURAL ELEMENTS AS WIRE FRAMES
Wednesday, November 18, 2009
MODEL PHOTOS
Below are pictures from our midterm review models. They are still in a diagrammatic stage.
PROGRAM IN THREE CATEGORIES
ORANGE SOAP: FLUID SPACE
WHITE BOXES: FIXED SPACE
"WEBBING": PROGRAM AS CIRCULATION
MODEL ONE:
MODEL TWO:
PROGRAM IN THREE CATEGORIES
ORANGE SOAP: FLUID SPACE
WHITE BOXES: FIXED SPACE
"WEBBING": PROGRAM AS CIRCULATION
MODEL ONE:
MODEL TWO:
Tuesday, November 17, 2009
Sunday, November 15, 2009
midterm review
From the midterm review, things to work on/questions to answer:
1. overall form - why the curved edges?
Allows an easier flow between areas, begins to blur program more easily. I think use of materials could further emphasize these ideas.
2. displaying our ideas of transparency, time and fluctuation in the fixed, transparent and program and circulation spaces.
This means, our plans, sections and renderings can begin to represent our concepts. In addition, our renderings should represent how these different spaces begin to be used.
3. exploring soap and jello more - but at a more micro scale. it is time to zoom in and see how the fixed, fluid and program as circulation areas work. build a light box.
4. rooftop as swiss cheese: there needs to be a different strategy to hole-punching. Why are there openings in certain spots and not others?
5. animation - our sectional animation of our latest iteration failed to show our concept as well. how can we do this differently? how can we make it more like the charcoal - the charcoal shows traces, where people have been - it also gets darker with density.
6. materials: what is the material difference between fluid, fixed and program as circulation.
7. build a light box to better display soap/jello and further transparencies we look at in the next few weeks.
8. create an entrance that is more inviting.
9. Fluid spaces are more public than fixed - they also probably receive more light. There is a certain transparency allowed unlike the fixed spaces. This transparency could not only be visual, but related to sound as well. In other words, a child walking past a classroom in a fluid space could either see what is going on, hear what is going on or both.
Transparency represents movement over a period of time - showing how spaces can be occupied differently. Here are some renderings with that transparency and "real" people:
1. overall form - why the curved edges?
Allows an easier flow between areas, begins to blur program more easily. I think use of materials could further emphasize these ideas.
2. displaying our ideas of transparency, time and fluctuation in the fixed, transparent and program and circulation spaces.
This means, our plans, sections and renderings can begin to represent our concepts. In addition, our renderings should represent how these different spaces begin to be used.
3. exploring soap and jello more - but at a more micro scale. it is time to zoom in and see how the fixed, fluid and program as circulation areas work. build a light box.
4. rooftop as swiss cheese: there needs to be a different strategy to hole-punching. Why are there openings in certain spots and not others?
5. animation - our sectional animation of our latest iteration failed to show our concept as well. how can we do this differently? how can we make it more like the charcoal - the charcoal shows traces, where people have been - it also gets darker with density.
6. materials: what is the material difference between fluid, fixed and program as circulation.
7. build a light box to better display soap/jello and further transparencies we look at in the next few weeks.
8. create an entrance that is more inviting.
9. Fluid spaces are more public than fixed - they also probably receive more light. There is a certain transparency allowed unlike the fixed spaces. This transparency could not only be visual, but related to sound as well. In other words, a child walking past a classroom in a fluid space could either see what is going on, hear what is going on or both.
Transparency represents movement over a period of time - showing how spaces can be occupied differently. Here are some renderings with that transparency and "real" people:
Thursday, November 5, 2009
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