Project with Julia Schubach (2012)
Revisited in 2015
Our concept for the quadrangle:
(1) Make quadrangles an intimate space
(2) Weave interdisciplinary programs together
(3) Extend program towards campus
Nails, Plywood, Birch, Styrofoam, Wire, and Yarn
24" x 36"
Our research model incorporates data from nearly a hundred students, mapping their paths to their most frequented class and their favorite destination on campus. What we found was that engineering and humanities majors rarely shared the same destinations.
In this model, each building is represented by a whitewashed nail. The height of the nail denotes the frequency in which the building is a popular destination. Engineering majors are denoted by wires while humanities majors are denoted by yarn. In this photo, they can be distinguished by their thickness. Magenta lines (wire or yarn) represent favorited destinations while cyan lines represent classroom destinations.
The intersection of programs create unique hybrid spaces.
The exploded axonometric shows the stacking of program. The landscaping is a series of courtyards that facilitates conversation. Around this landscape are the main lecture rooms and classrooms (1,2 F), intersected by paths. Above these paths are individual practice rooms (3F) arranged linearly. Where lines cross, an intersection of programming happens. For example, the intersection of performance and art produces a series of murals that students can perform in front of.
Acrylic, Styrofoam, Xenon Bulbs, Balsa Wood, Museum Board, 12V Batteries
16" x 20"
Acrylic rods run through an otherwise solid styrofoam rectangle. Xenon bulbs light up the areas of intersecting programs.
The individual practice spaces that run above the areas of circulation highlight the student work that happens at Stanford. Underneath, a reflective surface reflects the students passing through. The seating in each courtyard faces inwards rather than outwards.
Where student practice spaces and public spaces intersect, we can begin to have interesting dynamics.