This project is going to Tender, we have little influence on the outcome, but the research suggests how Disruptive Technology could be applied to the context of school design.
My proposal works within the framework of what will be constructed but suggests how some subtle alterations in the approach to the policy of consultation, collaboration from various sources, embracing technology to aid learning and demonstrate how doing something subtlety different could produce something very different and unexpected, derived by the lead user: the building and experiences within become a tool for learning.
Diagrams: Space recording and formation. Hypothetical Tests:
Socio-mateiral experiential diagrams, based upon the tests carried out in the current Portobello School with pupils and teachers.
Narrative is a fictional demonstration of a similar process carried out two years after the initial tests involving three main characters:
Teacher, Pupil and Storeroom assistant, plus the Caterer and the architect.
The hypothetical ‘tests’ use the same methodology as before but located in two years time, within the new school and utilise the addition of the user’s ability to record and upload the stories and actions in a fast manner, ideally using a smart phone.
Tagging happens as a part of policy, to record events in space for future reference. This, it has been said, is particularly useful for teachers when planning lessons as a point of recall. Additionally, a portal of interactive education is opened, hyper-linking tags directly to specific website pages, this allows for a database of personal stories in space and socio-material relationships to be stored for revision later by pupils.
The store room narrative is the ‘nerve centre’ of object use and management of socio-material relationship.
The events of the store room are important to the smooth functioning of the department and subsequently should be the focal point of analysing how space should be used.
March 2nd 2013 – 11.36am
Store room stories before – Chilli Con Carne practical lesson
1) Read teacher’s lesson plan for Chilli
2) Established quantity of ingredients needed
3) Fetched mince from fridge
4) Found tinned tomatoes from shelf
5) Decanted tomatoes from tin into bowl from cupboard
6) Prepared trolley for class, put tomatoes in a bowl
7) 12 onions, 24 mushrooms from store and put on trolley
8) Running low on mushrooms, noted order for more at worktop
9) Chilli powder, soya sauce required
10) Opened tin of kidney beans and drained in sink
11) Tagged activities on notepad
12) Transferred it to computer ready for uploading to folder and tagging online
13) Printed tag in staff room
14) Cut out and stuck it in to teacher lesson prep recipe folder, and lesson plan for later use.
The ellipse diagrams take a step away from the linear restraints of the (hypothetical) practical lesson diagrams, that are governed and constrained to the specific objects and activity happening within the room at that time and place, making them difficult to project or apply onto other spaces.
The ellipses move towards recording a trend of activity across space. The ellipses are concentrated around epicenters of activity and diverge out towards the periphery of use. They demonstrate the expanse of movement and the concentration and dispersal of interactions throughout the lesson in a method that is easier to project into other spaces. They demonstrate the presence of the person acting within the space, suggesting the required volume for activity.
The ellipses serve as a potential guide for the user and the architects in the analysis, criticism and future design of new places, enabling similar stories to be located elsewhere.
Is the object, the story lost? The specific story is temporarily removed, but the layout is based on the events and shows the concentration of activity and interaction and illustrate where alterations and activities can be grouped together.