Layers of threshold spaces situate within a grid system. The lightness of the elements is registered by the quality of daylight that passes through pleated translucent modules within the layered facade system, bringing vertical into dialogue with horizontal through the interplay of shadow. The school is an ever-shifting field of bodies in motion, bodies in stillness. Seasonally expanding and contracting, the grid is responsively in motion. Over cycles of time: daily, weekly, yearly - dislocation provides large-scale spaces for engagement and play, while contraction provides respite and intimacy. The system breathes.
‘No Service’ is a model, not for denying the reality of the interwoven integration of technology into the quotidian, but for a pedagogy that supports our youngest generation in modulating its effects on their social world. In this model, children are empowered to seek out and affect their own micro-environments and to cherish crafting interpersonal relationships in this collective act of world-building. This pedagogy calls for an environment that provides a spectrum of spatial conditions - from the rectilinear container of the classroom, appropriate for the integration of projection and screen with operable systems to modulate light levels, to a responsive, tactile environment for physical exploration and healthy risk-taking. Students in this space learn to critically consider what they need from their digital and physical environments as they develop self-directed emotional modulation.
