Switching our working method each other, I started to build a rhino model instead of working with pink foam. This time I decided to concentrate mainly on the form - how to make it into a better looking surface, and how to adjust programs into it.
Alternative 1 is where all boxes indicate both classrooms and other programs. Though I made color distinctions in rhino model, this rendered view would not show which is where. And this could be an intergrated form of programs. Lightwell this time is not created linearly but still is located very sporadically. People in downstairs might as well get enough light through this.
Alternative 2 suggests very smooth arrangement of programs. It almost creates one big surface where the courtyard is higher than any other space, classrooms are going down again to create staircase-like-courtyard. This time again lightwell is created by cracking between the array of classrooms. Last week we proposed public space as bigger boxes but I thought that public space could also be fragmented into smaller boxes- which again helps integrated form.
What I pulled out from those two suggestions is the third alternative. Smooth surface is generated by all boxes and there are developed lightwells in between classrooms. What I added here is that these light wells get bigger as it goes down to the south and eventually make one big void. (It reminded me of tessellation that Laura suggested the other day.) It enabled myself to think about space not defined as a box, but as a flexible form created by other space. This void can later be either a big courtyard or an outdoor field.
Alternative 1 is where all boxes indicate both classrooms and other programs. Though I made color distinctions in rhino model, this rendered view would not show which is where. And this could be an intergrated form of programs. Lightwell this time is not created linearly but still is located very sporadically. People in downstairs might as well get enough light through this.
( This time I originally set up the maximum height of building as 4th floor, preventing myself from creating classrooms way above). However the form, or the surface doesn't reflect any of those sunlight analysis.
Alternative 2 suggests very smooth arrangement of programs. It almost creates one big surface where the courtyard is higher than any other space, classrooms are going down again to create staircase-like-courtyard. This time again lightwell is created by cracking between the array of classrooms. Last week we proposed public space as bigger boxes but I thought that public space could also be fragmented into smaller boxes- which again helps integrated form.What I pulled out from those two suggestions is the third alternative. Smooth surface is generated by all boxes and there are developed lightwells in between classrooms. What I added here is that these light wells get bigger as it goes down to the south and eventually make one big void. (It reminded me of tessellation that Laura suggested the other day.) It enabled myself to think about space not defined as a box, but as a flexible form created by other space. This void can later be either a big courtyard or an outdoor field.
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