Exploratory School: A Progressive Approach to Learning

Abstract

Throughout the design of Exploratory School the idea that learning can occur through independence has always been a factor. The initial parti was developed through a series of questions. How can design change school from a destination to an atmosphere or state of mind? How can the architecture of a space influence learning through exploration? How does the inward facing idea of a school become more outward facing? All of these ideas begin to inform the parti of this project along with create some constraints. In response to these questions, a more articulated vision for the project is produced. Learning is implemented differently between every person and this parti responds as such. Some of the mass becomes more porous and transparent and activities from the interior will be visible on the exterior. While other areas of the massing are more opaque and more private. The structure begins to respond in a similar way and is expressed in these areas of high transparency and hidden in areas of privacy. All circulation meanders and there will be no straight path to one space. Rooms take on a modular shape and fill the mass of the building. This produces "leftover space" which becomes both circulation and programmed space. This area of circulation is then articulated in a way that promotes these ideas of interaction and learning through exploration.