Disruptive thinking

Disruptive Technology will be catapulted from the research context of concrete formwork and sensory experiences and into the realm of education. A rare opportunity to work with a material and immaterial context simultaneously. Or, it might be seen as an opportunity to make architecture and education catch up with technology and networks that have transformed our perception of time, space and living amongst people, places and things.

An existing school building with real interactions between pupils and teachers. A proposed school building mid-way through the design process, with real architects and focus groups. The tangible presence of a building, that isn’t ideal but houses a multitude of artefacts, stories and occurrences. A digital drawing with room names only indicated on floor plans and symbolic seats to designate function. The education that is present and the stories that are yet to be written. The fading fabric of one building and an unknown planned territory. But it has the labeling and indication of what it could become. My disruptive technology concept tackles what the new school could become.

A school isn’t just a material block with walls and windows that encloses pupils and teachers, it is a place made up of  individual narratives, laughter and memories. Memories that live with you when you’re no longer there. Memories that suddenly grow in importance and need to be stored, when you move on from school, or when a school leaves the building altogether.

This blog will set out my thoughts and distinguish a theme, based on theory and material testing within the school…it will also combine my ‘diary’ of thoughts about contemporary architectural theory readings and their application to the school building context. Combine these thoughts, the prospect of a new school and the unknown implications of the ‘Curriculum of Excellence’. Is the status-quo finally being questioned to induce a leap forward in school design and through the use of a building as an educational resource?

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