In its broadest sense, this research investigates how one should design the physical environment for the contemporary subject of the Digital Era. The ease and immediacy with which one can access the preponderance of information available through digital and electronic media has complicated the development and understanding of self-identity in popular culture, and by correlation how one engages with society. The significance of the public institution as a center for information exchange and civic engagement has diminished in favor of new media , which has become a staple at home and is trending increasingly mobile.

While architectural investigations of the past two decades contemplate the formal possibilities of digital technology and the affects of new media on physical objects, few architectural proposals consider how the proliferation of these media and technologies directly affect the subject in society. This project rethinks the design of the contemporary upper school as a model for considering the affects of new media on individual and community interaction, the dissemination of information and the evolution (dissolution?) of public institutions.

This thesis challenges contemporary formulations of identity and societal engagement in an age increasingly dominated by the proliferation of digital and electronic information and interaction through the proposition of an architecture which fosters critical awareness of the (re)presentations of actuality in new media and directs critical engagement between the new subject of the digital era and the public sphere.

My complete thesis preparation document can be viewed here: Rethinking the Contemporary School

Wednesday, November 19, 2008

Preliminary diagrams - typical upper school typologies and speculations

Contemporary schools tend to be highly secured objects located within the community. I argue that schools should trend away from this inward focus towards creating a more interactive presence within the urban environment. Information is everywhere, heightening the learning process and thus requiring the individual to operate with a critical eye. The digital era can foster passivity because of the ease with which one can operate in society; the school must challenge this notion and immerse its students in society, using digital technology as a tool for empowerment.

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