Design Studio
| Corporeal Master Interior Architecture + D/Dock
Ashley Hoekerd | Maarten Mulder | CathĂŠrine Schoenmakers
rethink the way we live
table of contents
Design studio | Rethink the way we live
chapter:
1 i n t r o d u c t i o n p . 0 0 6 Ashley Hoekerd Maarten Mulder
2 fifteen ways of living
p.008
3 t y p o l o g y o f p e o p l e
p.042
4 m a p p . 0 5 8 5 c o m m o n p l a c e
p.064
CathĂŠrine
6 e d u c a t i o n p . 0 7 8
Schoenmakers
7 l i v i n g t y p o l o g i e s
p.100
8 e v a l u a t i o n p . 1 1 6 A rtE Z Corp orea l Mas ter I nt erior A rch itect ure in co l l ab orat ion with D/Dock, Amst erd am.
9 p i c t u r e c r e d i t s
p.117
9 c o l o p h o n p . 1 1 8
Š 2017
2
preface D/Dock asked us, three Master Interior Architecture students, to join their ReDock project. ReDock aims at rethinking the way we live by re-creating our living environment in every aspect. ReDock got the opportunity to re-create La Junquera and its surroundings, a village located in the southeast of Spain. This village is dilapidated and situated in a decertified area, ecorestoration is essential to re-create this living environment.
3
4
5 Drawing: Francesco Messori
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01. introduction
That’s us
Amsterdam University of Applied Sciences,
We are Ashley Hoekerd, Maarten Mulder and
restoration/transformation. Because of her
Cathérine Schoenmakers, three Master students
interest in designing she decided to sign up
from ArtEZ University of the Arts. We study
for the study at ArtEZ.
Interior Architecture at the Corporeal program,
Ashley Hoekerd
which focuses at the constantly changing
The project
relation between the human body and space.
Current living focuses on private possessions
‘Corporeal’ consists of the words ‘corpo’ and
and individual wellbeing. We do not focus on
‘real’, respectively the body and the reality
preserving our planet and communal wellbeing.
around, and within this body.
We need to rethink this way of living, to create a new way within the technology driven society of planet earth, without discarding
Completed her Bachelor degree Interior
nature, to reach a deeper purpose of life, a
Architecture at ArtEZ, Zwolle. As a designer
symbiotic way of living.
she is fascinated by the connection of humans
Cathérine Schoenmakers
with space and with each other. Humans are
La Junquera has the potential to become
social creatures. However, sometimes we
the first village where the way we live is
experience the need to be alone. There is a
reconsidered. This small and dilapidated
constant interaction between opening up and
village will be implemented with outcomes of
closing one off.
rethinking the way of live. Outcomes from research and philosophizing about different
Maarten Mulder:
aspects of life, in the domain of health,
Achieved his Bachelor degree in Industrial
nutrition, ecology, sustainability, education
Product Design at Windesheim Zwolle, with
and employment, will lead to a new ways of
additional knowledge in Learning Experience
living.
Design. He has one year of experience in designing for a stainless steel company. Within
How can we redesign La Junquera, incorporating
his designs he focuses to capitalize on the
a community which suits the essential eco-
core of a subject, discarding unnecessity.
restoration of the area? What kind of people will house in La Junquera? What are their daily
Cathérine Schoenmakers:
activities in the village? Do we need rules or
Maarten
Studied at the Maastricht Academy of Fine
structure to create the envisioned community?
Mulder
Arts and Design as a textiles designer. After
How long will people stay? Where will they
rebuilding a house she started a study
sleep, eat, work or gather?
at
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chapter one
Ashley Hoekerd:
02.
fifteen ways of living
In order to rethink the way we live as a general society, and to create a more symbiotic way of living, it is of great value to look at existing ways of living. Ways of living which, despite they differ from general society, continue to exist or have been existing for a long time. Societies and cultures which have interesting characteristics, a set which possibly contributes to the existence of these societies and cultures. However, these societies and cultures also have characteristics which are not applicable for a more general society, they tend to be too extreme. To use these characteristics as pieces of the puzzle, it is important to filter and deduce these. The filtered and deduced pieces of the puzzle, can then be used to build the society and the village in which this society takes place.
8
a. b. c. d. e. f. g. h. i. j. k. l. m. n. o.
A m ish B u rn in g M an C irc u s F air H u to n g Kib b u tz Kle in e A ard e Ko w lo o n M e tab o lism M o n aste ry M o u n tain C ab in Sam i Se aso n w o rk Tin y H o u se s Tu lo u
fifteen ways of living
B
C
D
E
Ami sh
Burning Man
Circus
Fair
Hutong
F
G
H
I
J
Kibb utz
Kleine Aarde
Kowloon
Metabolism
Monastery
K
L
M
N
O
Mountain Cabin
Sami
Seasonwork
Tiny Houses
Tulou
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chapter two
A
10 Lancaster County, Pennsylvania, USA. Article: Anne Brehler.
Amish
fifteen ways of living
A Amish
4. ecosystem
Settlements are divided in districts of 20
Narrow connected to nature. Agriculture, self-
till 40 households, approximately 150 people.
sufficiency within the community. Helping and
Affiliations, subgroup of linked districts. The
asking for help.
church is the core of every district. District leaders, servants: bishop with full power, two
5. housing
or three ministers with power of the book and a
Large extended families. Spacious for large
deacon, servant of the poor.
gatherings. Simple and practically, community build. Two stories with multiple bedrooms.
2. daily
Multifunctional basement.
Preserving values and culture. Amish school, ran by Amish parents. Prepared for Amish
6. leisure
living. Construction- and woodworking for men.
Local activities involving nature, seasonal and
Household and children for women.
outdoor. Community improving. Multiple group compositions. Leisure and work merged.
3. private/public Separated from general society. The community ranks above individual rights and
choices.
Communal wisdom is valued above the opinion of one person.
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1. organization
Burning Man
12
Photograph by: Jim Urquhart/Reuters
Black Rock Desert | Nevada
fifteen ways of living
B Burning Man
4. ecosystem
Festival for celebrating solstice. Burning the
Bring nutrition to the village. Sharing without
man in the center is the core. Rangers protect
return. It is all temporary.
the people from the dessert. You get access by paying for a ticket and contributing to the
5. housing
community.
Tents, campers and self-build temporary houses. Structured in the shape of a ‘C’ around the
2. daily life
wooden man. Divided in themes.
Eating and making food, sleeping, dancing and making music. Yearly return. Wonder and
6. leisure
discover the creations of other people.
Wonder and discover are important values.
3. private/public Everything is shared, except the sleeping space. Freedom to do what people want.
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1. organization
14 Photograph by: Francisco Salgueiro
Circus
fifteen ways of living
C Circus
4. continue
It is a family business, one of them is the
Circus in the way we know it nowadays exist
director. They hire artist and each new season
since 1708. Circus as a business keeps on going
they hire new artists. Everybody is involved in
as long as it makes a living.
the show. 5. housing 2. daily life
People in the circus industry do live in
The work in the circus goes always first.
caravans during the season. During the winter
Children are helping at the show. There is a
when there is no circus, some of them choose to
difference between work days on the spot and
live in a regular house.
travel days. 6. labor 3. private/public
Work in the circus is physical. The owner of
There is no difference in work and privacy.
the circus has a lot of organization things to
Hired artist and owners of the circus become
do to keep the circus going.
one family during the season.
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1. organization
16 Photograph by: Francisco Salgueiro
Fair
fifteen ways of living
D Fair
4. continue
A family owns an attraction and leases a stand
Fairs do exist since ages.
on a fair. Workers are hired. Everybody in the
As long as it makes a living it keeps on going.
family works on the fair. 5. housing 2. daily life
People in the fair business do live in caravans
The work is in the afternoon and in the
during the season. During the winter when there
evening. During the morning employees are off.
is no fair, some of them choose to live in a
Children have school in a itinerant school.
regular house.
3. private/public
6. labor
During the season, fair people are one big
Specially during the travel days it is heavy
family. Because of the traveling, fair people
work. Before the start of the season they have
do not associate with locals.
a lot of organization at what fairs they will participate.
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1. organization
18
Source:
Hutong
fifteen ways of living
E Hutong
4. ecosystem
Hutongs are a type of narrow streets or alleys,
Nowadays most things can be bought in a store.
commonly associated with northern Chinese cities, most prominently Beijing.
5. housing Hutongs are alleys formed by lines of
2. daily life
siheyuan, traditional courtyard residences.
All kinds of activities, including; working,
Many neighborhoods were formed by joining one
eating, sleeping and gathering.
siheyuan to another to form a hutong, and then joining one hutong to another.
3. private/public Private homes and public streets, community
6. leisure
living. Everything in connected through narrow
Meet each other on the streets. Tight community
but vibrant streets.
living.
19
chapter two
1. organization
20 Centre for Independent Social Research
Kibbutz
fifteen ways of living
F Kibbutz
4. ecosystem
The organization is founded by Russian Jews and
Original the Kibbutz was an agricultural
is socialistic. Literally everybody is equal in
settlement, in the middle of the Israeli
the organization.
desert. Nowadays they are in other kind of business as well.
2. daily life During the daytime everything is fixed. Meals
5. Continue
are together, children are going to crèches
The first kibbutz is established in 1909.
while members of the kibbutz are at work.
Recently they
had to change their policy
because of depopulation. People wanted to have 3. private/public
some possession their selves.
People in the kibbutz do not have possessions. People in the kibbutz live together in shared
6. leisure
buildings.
A kibbutz is Jewish, so thats what they have in common. People like to share their meals, have discussions and have holiday celebrations.
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22
boxtelnet.nl
Kleine Aarde
fifteen ways of living
G Kleine Aarde
4. ecosystem
“De Kleine Aarde” was a democratic
Brilliant new ideas about ecosystems, building
organization in the Netherlands. They
structures and the human footprint. All new
researched ecologic ways of living and they did
inventions were used by themselves.
teach about it at schools. 5. housing 2. daily life
A model farm with open accommodation for
They started their day with a “long” meeting.
everyone. All inventions have been used in the
Everybody had his own daily routine. They
daily living. Toilets, showers, kitchen and the
discussed a lot about everything
equipment etcetera.
3. private/public
6. leisure
No difference between the two. Everything was
There was difference in interest. Some wanted
shared, even clothes. People with a different
to do science and wanted to have a normal daily
daily routine lived together. Everybody was
schedule. Others just wanted to have fun in a
welcome.
community.
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24 Girard, Greg, Ian Lambot. City of Darnkness, life in Kowloon Walled City. Brighton: Watermark Publications Limited, 2001.
Kowloon Walled City
fifteen ways of living
H Kowloon
4. ecosystem
The residents form a tightly knit community,
Everything is located in one building. You can
helping one another endure various hardships.
find all you need without leaving the building.
2. daily life
5. housing
Daily life includes a wide range of daily
There are 2500 huts, home to nearly 3500
activities. Go to school, working at the local
families and 17.000 people in total. Very small
bakery, butcher, hair salon and a supermarket.
rooms, one will lead to another.
3. private/public
6. leisure
The lines between private and public have
Leisure can be found inside the building. There
faded. It is a large population on a small
are always people to meet. The building also
area.
includes places to gather.
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26 Nakagin Capsule Tower - photograph by Bertrand Benoit
Metabolism | Japan Nakagin Capsule Tower
fifteen ways of living
I Metabolism
4. ecosystem
It is a very individual way of living in a
Everything can be bought in stores.
individual environment. 5. housing 2. daily life
Metabolism is a post-war Japanese architectural
Working outside the building and at the end of
movement that fused ideas about mega structures
the day people return to their homes.
with the use of organic biological growth.
3. private/public
6. leisure
There is a shared hallway or core which will
Leisure can be found in the Japanese city life,
lead to private spaces.
outside the building.
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1. organization
Monastery | Le Corbusier
28
Photograph by: Ashley Hoekerd
Sainte-Marie de La Tourette Éveux, near Lyon, France
fifteen ways of living
J Monastery
4. ecosystem
Equality, everyone is focused on cultivating
Self-sufficiency, sharing and building
the mind and their religion. Small communities
together.
with shared beliefs and values. One head of the community, an abbot.
5. housing A monastery is a building comprising the
2. daily life
domestic quarters and workplaces monks. One
Low pace and simple, living in poverty. Work
building or complex of connected buildings.
and duties, for the community. Study and teach.
Divided in sections, religion needs. Same
Praying and meditating. Dedication to God.
gender. Strictly structured.
3. private/public
6. leisure
Little personal property. Sharing. Equality
Leisure includes writing, drawing, reading,
in everything. Private equal bedrooms and
praying, brewing and studying.
bathrooms. Working space, shared study space and chapel. No marriage, the community is the family.
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Mountain Cabin
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Photograph by: Ashley Hoekerd
Winterraum, VernagthĂźtte, Austria.
fifteen ways of living
K Mountain Cabin
4. ecosystem
The cabin has owners who run the place and
Water from the mountains, energy from solar
guest stay there. They have to pay money.
panels and a compost toilet. The food comes from the village in the valley.
2. daily life Daily life consist out of hiking from one cabin
5. housing
to another.
The cabin offers bunk beds or rows of beds. The sleeping spaces are shared. Most of the people
3. private/public
sleep just one day in one particular cabin, the
Almost all spaces are shared, except for the
next day they sleep in another one.
toilet and the staff spaces. There is a special sense of security and it feels safe. That is
6. leisure
because of the equivalence and the effort to
People hike for fun in their free time. Mostly
get there.
used during the holidays.
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1. organization
32 Library of Congress, Prints and Photographs Division, Photochrom prints collection.
Sami Family
fifteen ways of living
L Sami
4. ecosystem
There is a leader plus families living
Nomadic living, go from one place to another.
together.
Permanent stay only during winter times.
2. daily life
5. housing
Coastal fishing, fur trapping, sheep herding
The Sami live in tents called lavvu. This are
and reindeer herding are daily tasks.
low dome-shaped huts, which were covered with earth to protect them from the severe frost.
3. private/public Shared spaces, one tent per family. More public
6. leisure
then private spaces.
Music, reading and crafts.
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34 champagne-camille-marcel.com/vendanges-2015
Seasonwork
fifteen ways of living
M Seasonwork
4. labor
People work on a farm during the season. The
The work is heavy and physical labor. You
farmer makes the rules and has accommodation
don’t have to think. The work is only for a
for the seasonal workers.
couple of weeks or months.
2. daily life
5. housing
Everything is fixed. Fixed time for the working
There is a great variety in housing.
day and fixed time for the meal. The workers
Some seasonal workers do find their own
eat together and do not have to cook.
accommodation to stay during the nights.
3. private/public
6. leisure
There is no privacy. Some farmers do have
Grape picking workers do like the work because
bedrooms for individuals but others not.
of the wine during the evenings. Some farmers sell wine for cheap prices to take back home.
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36 Photograph by: Scott Elmquist
Tiny House Movement
fifteen ways of living
N Tiny Houses
4. ecosystem
Individual households, increased number of one
Sustainable, small footprint. Social and
person households.
environmental awareness.
2. daily life
5. housing
It is possible to work at home or somewhere
Reduces home sizes. What do we really need?
else. The way of living includes not just
Rethink the things we own, living with less
working to pay the bills.
space and less stuff. More sharing.
3. private/public
6. leisure
Individual space plus the ability to share
Living in a tiny house means less time cleaning
things. Public spaces for other activities, if
and leaves more time to spend on other things.
more room is required.
So more spare time.
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38 Photograph by Michael Yamashita, National Geographic.
Tulou | China
fifteen ways of living
O Tulou
4. ecosystem
Central core, daily life is located around.
Self-sufficient.
Community (a group of families). Housing for equals.
5. housing A tulou is usually a large, enclosed and
2. daily life
fortified earth building, circular shape with
Farmers go out to their daily chores on the
very thick load-bearing rammed earth walls
land. Tea and fruit are sold, often right next
between three and five stories high and housing
to the spot they are being dried.
up to 800 people. Great sense of security, through the round closed shape.
3. private/public Closed from the outside, open from the inside.
6. leisure
Besides the building itself, many facilities
Gather and meet other people.
such as water wells, ceremonial hall, bathrooms, washrooms and weaponry were shared property.
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fifteen ways of living
chapter two
layers
ecosystem
people guides work/learn buildings village rules
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fifteen ways of living
conclusion
The fifteen different communities give a good example of what a community needs. People need a common goal, that may be something they really like to do or certain ideals the community strives for. Communities work the best with clear arrangements or rules.
The outcome of the research into different ways of living leads to 22 design principles.
• Reminding to the core enhances focus and motivation.
• Sharing more and owning less enhances focus, equality and interaction. • An access threshold enhances the value of- and loyalty to the acceded. • Celebration enhances the value of achievements. The value of a product enhances when the user creates it. • Equality enhances the feeling of safety and confidence.
• Guiding people enhances achievements.
• Small and plain spaces enhance focus and the urge to live more public.
• Varying group compositions enhance the community and achievements.
• Small group compositions enhance focus and equal attention.
• Communal above individual enhances public life.
• Physical or visual connected buildings enhance the mental connection.
• Merging work, school and leisure enhances motivation and pleasure. • Keeping connected to outside and nature enhances well-being and reminding the core.
• Self-sufficiency enhances the feeling of safety and freedom. • Routinely and scheduled activity’s enhance clearness and focus.
• Sharing knowledge enhances the communal wisdom. • Teaching enhances learning for the same person.
• Shifting activities and environments enhance the attractiveness.
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• Strictly dividing certain functions enhances clearness.
• Learning enhances teaching for the same person. Involving environmental conditions in daily life enhances the connection to nature.
03.
typology of people
Who is going to live in the village? In order to rethink the way we live, it is of great value to know what kind of people are living in general society, who can live in the village. To empathize with these people, it is useful to create personas. A set of characteristics which define certain behavior and needs which come with this behavior. Based on their stage of life, daily activities they undertake and their vision of the future. Linking these typologies to the vision, for the society in the village, creates an overview of life within this village and society. This overview can then be used to define the way the village and its buildings should function and look.
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typology of people
meet the people
Harry
Jared
Pablo
Sjeng
Carien
Matilda
Ria
Bernt
Marc
Anemie
Herman
Jacob
Year off
Scientist
Farmer
Student
Mom
Child
Retired
Businessman
Scholar
Social worker
Cook
Artist
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Harry |
year off
Meet Harry, a nineteen year old young man. He just finished high school and he doesn’t know yet what he wants to study. That is why he decided to take a year off. He wants to travel around and meet new people.
Harry wakes up at seven am in the house for short/ long stay.
He starts the day with a shower at the shared bathroom.
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He goes to the communal area to make and eat his breakfast.
Today he goes to the farmer and works on the land.
After working on the land he goes back to the village. His chores today include cooking. He eats with all of inhabitants.
In the evening he got his free time to do what he wants. He can read a book or join the others at a campfire.
Jared |
scientist
Meet Jared, a 32 year old data-scientist. He works in assignment for big companies, writing programs for connecting databases.
He is unmarried and
stays in a long-stay home in the village. He teaches data-science as an expert, learning from the restoring ecosystem.
Jared starts working one hour after the sunrise. He works at an individual working place in the in-between zone. He is doing an intensive programming session.
It is time for a break. He walks through the in-between zone, via the outside zone to the restaurant, for a good coffee and a sandwich. Here he reads some last information for his presentation.
After his break, he walks back to the educational/working building. On his way back he gives a few tips to students working in the inbetween zone. He enters an inside space where his presentation is planned and gives a presentation for a company, who stay in the hotel.
Three hours before sunset he stops working and heads to his longstay home, to shower and change. Preparing for his dinner at the restaurant, with the people of the company and a few friends.
After a day of working he likes to go for a run through the area, most likely with someone else.
To finish his evening, before going to bed, he plays a few games. He plays alone in his long-stay home.
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Pablo |
farmer
Meet Pablo, he is a farmer, born in Spain. His is a bit older now so his sons took care of the farm. His farm is close to the village. He comes there to gather and drinks a glass of wine. After that he goes back to his farm.
Pablo wakes up at his own farm. He is used to get up early.
He eats his breakfast.
He starts his daily routine, which includes doing chores around the farm. His sons took care of the main work, but he can’t sit still.
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After he is done for today he takes a refreshes himself.
Dinner is served and he eats with his family.
In the evening he can go to the village and drink a glass of wine. After that we will return to his farm.
Sjeng |
student
Meet Sjeng, an eighteen year old environmental science student. In
Breakfast.
Starts the day working on the fields.
Works for different study projects.
Using the meal together with colleagues and friends.
Works on the fields.
Works for different study projects.
Uses the meal together with friends.
Gives a presentation or following a class.
Spain he learns about the newest insights and gets in contact with students from all over the world. He goes to different universities and shares the information in La Junquera.
field
Computer area Computer area
Library
Presentation area
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Carien |
mom
Meet Carien, a mom who wants to show her daughter the world. In La Junquera she stays for a year before she goes to a similar place. In the village she works as a constructor. During day she wants to stay in contact with her child.
Breakfast.
Works on various projects in the village, rebuilding the houses.
Uses the meal together with daughter and classmates.
Works on various projects in the village, rebuilding the houses.
Uses the meal together with daughter.
Living space where you can supervise each others children Education space construction Stage
Living space where you can supervise each others children
Having some time with her daughter.
Living space where you can supervise each others children
Living space where you can supervise each others children
Living space where you can supervise each others children
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Living space where you can supervise each others children
Living space where you can supervise each others children
Having a construction course or doing theatre.
Matilda |
child
Meet Matilda, an eight year old
Breakfast with mother.
Having a project in the village, doing all the steps.
Learning how to read and calculate in school.
Helping preparing the meal.
Using the meal together with mother and classmates.
Helping finishing the dining room.
girl who goes with her mother to Spain. She plays with children with different nationalities. She learns how to speak many languages and about different cultures. In the village she sees her mother more often than back in the Netherlands.
Making a presentation for classmates or listening to their presentations.
Having some time with her friends.
Using the meal together with her mother.
Having some time with her mother.
Time for bed.
Space to play Space to play Space to play Space to play Education space Theoretical
Space to play
Education space Practical Space to play Space to play
Space to play Space to play
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Ria
|
retired
Meet Ria, a 60 year old retired lawyer. Mother of two children and one grandchild. Her whole life was aimed at pursuing the law. Now she has time to focus on new things.
Ria starts her day slowly, enjoying a fresh breakfast with her husband.
After breakfast she visits her grandchild, who she teaches to read, with a few simple words about the vegetable garden.
She gets a reaction from a woman who shows interest in her work. She tells her that she was a lawyer and shares some information about advocacy.
Before going to have dinner at the restaurant, she spends some time in the vegetable garden. She waters some vegetables, fertilizes some parts of the garden and picks lettuce, radish and tomatoes, for her salad.
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After spending some time with her grandchild, she goes to work on a painting. She likes getting input about her work from others.
At the restaurant she orders a piece of meat, which she combines with her salad made of the vegetables from the garden.
Bernt |
businessman
Meet Bernt, a 40 year old salesman for a telecom company. He travels a lot for his job and is always on the go.
He
has two children and a husband. He stays in the hotel for a few days, because of a presentation involving his company and has a few spare days afterwards.
Bernt starts his day by saying goodbye to his daughters. He will see them again in a few days, but is willing to see them more.
He gets in the plane to get to Spain, only taking a little suitcase for some clothing and drawings of his daughters.
After his flight he has to get on public transport to arrive at the village. This takes a pretty long time, which is annoying. Hoping the hotel in which he is staying is good to stay.
After he has entered the hotel, he sends a message to his husband, takes a shower and changes for the presentation. He walks across the market square, spots a restaurant and walks through a tunnel straight to the tree, which was mentioned by Jared. Jared picks him up for the presentation from here.
After the presentation he has some spare time and walks around the village, spots Jared running and people building something on a field. After this he goes to the restaurant which he spotted before, where a jointly dinner with the company is planned. Vegetables in the restaurant are homegrown.
After this long day of traveling and an interesting presentation, he heads to the hotel to rest. Before going to bed he calls with his husband to tell him about his day, how interesting the village is where he stays and what he is going to do in his spare days.
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Marc |
scholar
Marc likes the way of education in La Junquera. The balance between practice and theory is in balance. The teacher is his guide and searches with Marc for
Breakfast.
Goes to school and discusses his coming day.
Has some theoretical lessons.
Helps preparing the meal.
information in his own interest
Uses the meal together with family and classmates.
and helps him to find the right mentor in the village.
Helps the constructors rebuilding the houses/working on the field etc. With help from a mentor.
Has some spare Uses the meal time with peers. together with family and Helps preparing friends. the meal.
Area to have some privacy with peers
The village
The village The village
The village The village Education space
The village The village The village
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Has some spare time with peers.
Anemie
| During Burnout
Anemie | Starts with yoga exercises.
Breakfast.
Starts the day with the others, wandering around, helping locally and having chats.
Uses the meal together with the staff and family.
Does meditation or is having some other spiritual classes.
Prepares the meal together with others.
social worker
Goes to bed early.
Uses the meal together with family and friends.
Anemie is a social worker coping with a burnout. She doesn’t like the individuality in the Western society. In La Junquera she hopes to explore some mindfulness
Anemie
| After Burnout
techniques. Anemie is good in connecting people and soon the village needs her skills.
Leads a yoga group
Breakfast
Connects the various groups and deals with eventual problems.
Is involved in the Uses the meal cooking. with family and villagers.
Leads a group in meditation or other spiritual classes.
Connects the various groups and deals with eventual problems.
Uses the meal with family and friends.
Open air
The village Open air
Open air The village
The village
Silence spaces Open air
Open air The village
The village Community centre
Open air
The village
The village
The village
53
Spends time with family and friends.
Marc |
cook
Herman likes the whole process of cooking. Not only the work in the kitchen but also the work in the garden. He is a teacher and in the village he directs
Breakfast.
Picks vegetables and gets the ingredients.
the cooking process. He teaches the seasonal workers about the
Prepares the cooking with volunteers, people doing their shifts, students.
Uses the meal together with staff and family.
Finishes the kitchen.
vegetables.
Cooking for villagers (by a cook)
Cooking with others
• Short term • Long term • Exchange in nationalities • Friends • Social
• • • • •
Short term Long term Weekends After a day work Lunch in between work • Social • Time saving
54
Gives theoretical lessons in the afternoon for the next day about forgotten vegetables. Gets cooking lessons about other countries.
Private cooking
• Short term
Uses the meal with family and friends.
Cooking Lessons
• • • • •
Short term Long term Schoolchildren Interest Different nationalities
Does woodworking, spending time together or has a rest.
Jacob |
artist
Meet Jacob, he is a photographer. In the village is an artist in residence. Artist can come there for a certain amount of time and add something the community. There is a small studio/atelier, workshop and a small music studio to record new productions. So all sorts of artists can come, writers, painters, designers and musicians.
Jacob wakes up at 8:00 am. He leaves his private bedroom.
He starts the day with a shower. There are shared showers in the building.
He goes to the communal area to make and eat his breakfast.
Jacob is a photographer, he goes outside and walks around looking for inspiration. He can also go to the studio.
In the evening Jacob goes back to the village to prepare and eat his meal together with the other inhabitants.
55
In the evening he can go to the local bar for good company and a glass of wine.
chapter three
typology of people
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typology of people
conclusion
The village welcomes a great variety in people within her walls. This is because of the in activity. The amount of different skills needed in the village gives the possibility to host all kind of people. The vision in the village; everybody can contribute no matter their age or skills, this makes La Junquera a very welcome place to be.
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difference in duration of stay and the variety
chapter five
04.
map
1
Chapel
2
Long and short stay
3
Experimental field
4
Educational working space
5
Community centre
6
Permanent stay
7
Lake
8
Greenhouse and vegetable garden
9
Long and short stay
10
Atelier
11
Long and short stay
12
Hotel
13
Information space
14
Community square
15
Market
16
Permanent stay, restaurant, bar and shops
17
Barn
18
Vegetable garden
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map
1
6 4
17
3 5
14
9 11
15
12 8
13 10
7
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18
chapter four
16
2
chapter four
map
sketch
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map
sketch
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62
map
conclusion
In order to rethink the way we live, it is the needs for this new way of living. Based on the outcomes of the research into fifteen ways of living and incorporating the typology of people. Empathizing with these people and translating their needs into a map. Keeping aimed at the ideology for the village and society.
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important to create a village plan which suits
05.
common place the open square The square space has to be the centre of the village; the place where meeting, sharing and socializing takes place. People love to be outside most of the time, due to the high temperatures in summer, except in the middle of the day when the temperature reaches its maximum. In the winter the temperatures are low and people tend to get inside more. Because of the shifting temperatures, it is of great importance that buildings in La Junquera are designed for adapting to this. The buildings located around the square are: •
A restaurant and a shared kitchen, for
self-cooking. •
An open shaded space for the summer,
changing to a shelter against rain, for
outdoor life and sharing goods
•
A community center, for communal
activities, extending the square to the
interior. The community centre has
multiple purposes, providing a space for
communal meeting, relaxation, book
reading, playing and sharing knowledge.
Cathérine Schoenmakers
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common place
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65
common place
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main square
66
common place
rules
Y ounges t
Shor t s tay (ever yone i n the b eg i nni ng )
In between
Lo ng s tay
E ldest
Per m anent s tay
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Eldest is supervisor. He welcomes “youngest” and helps with the rules and how to find the way.
Youngest becomes in between.
In between becomes eldest and gives the village something back in return. • • • • •
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Presentation Something from the homeland Cooking for the village Yoga class A theatre workshop
common place
chapter five
restaurant
68
common place
materials
R e stau ran t
Mo rn in g su n
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common place
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square functions
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common place
community centre
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common place
chapter five
inspiration
L ock ed s hor t cut b ecom es pas s thr oug h
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common place
concentration private conversation
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lounge
presentation common area
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common place
interior
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M oorish roof becomes private section
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common place
interior
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75
common place
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climbing wall
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common place conclusion
The plan of the community centre is similar to the plan of the village. In both cases there is a mixture of areas with increasing amounts of privacy and more communal areas made to get in contact with other villagers. The buildings around the square space, just like the buildings in other parts of the village, are placed in a way that people have to cross the short stay guests have their own location on the square space, but to get their meals they have to cross the square to get to the restaurant. In this way people have to go outside and get a better opportunity to get in contact with others. To get a good mixture of private and communal spaces, we played with open and closed floors and areas, creating a welcome place and linking a variety of entrance reasons together.
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the village to get somewhere else. For example;
06.
education
The educational working space is the place where
constant circular motion. Learning and teaching
knowledge comes together. The building merges
is a circular motion. Know how and know what is
work and education, theory and practice. It
a circular motion. Working and learning is a
creates communal wisdom, with the ecosystem at
circular motion. Reminding the circular motion,
its core.
if of great importance for the existence of this circular motion.
Communal
wisdom
is
the
combination
of
all
individual knowledge, using this in advantage for
Zoning is applied to the building and in relation
the community in the village. Every individual
to other buildings, to create clear distinctions.
contributes to this, regardless of level or age.
These distinctions enhance focus. The zones
To keep this wisdom growing, external experts
consisting in the educational space are: inside,
are attracted to share their knowledge with the
in-between and outside, with at the core a tree.
experts of the village.
The atelier, experiment field, barn/garden and restaurant, are distant and connected via the outside zone.
The ecosystem is the total of all symbiosis linked together. Symbiosis is the interaction
Maarten Mulder
of organisms, consisting of giving and taking, a
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education
A
B
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C
79
A
Educational working space
B
Experiment field
C
Atelier
education
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idea phase
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education
Educational working space
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A
education
communal wisdom
Teacher
Student
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Teacher
External
Expert
Expert
Advanced
Advanced
Starter
How
Work
Starter
Basic
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Student
What
Learn
education
communal wisdom levels
Basic
All incorporating the ecosystem.
Advanced
The starter levels are more specified on the ecosystem of planet earth and the role of people in this system.
The advanced levels are more specified on symbiosis. This level incorporates nutrition and cooking.
This level incorporates cultivating and harvesting.
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Expert
The expert levels are more specified on a certain set of symbiosis, getting more detailed. This level incorporates adjustments to a symbiosis and the effects of this change.
chapter six
Reading Writing Calculating Drawing Language Village rules Village culture
Starter
education
Temperature
Inside
In-between
chapter six
zoning
Moderate
Adjust
The inside space is a zone which is cool in the summer and warm in the winter. It has a stable temperature. This zone is divided in smaller spaces, for group working and lessons. These spaces are for groups of 6 people, for enough attention to every individual. The only way in/out and view you have is to the inside of the circle via the inbetween zone.
Outside
Tree
Weather dependent
The in-between space is a zone were you can study or work individually or in duos, to get more focus on a certain subject. The temperature is shifting along with the outside temperature. In the summer this zone can be opened up to connect it more to the outside zone, getting more flow of air and shadow. In the winter it will be closed, to connect it more to the inside zone, getting a warmer temperature and keeping the outside zone visible. Another part of in-between zone only exists out of an open shaded space, usable for presentations to a bigger audience, located closer to the market square. This in-between zone connects the inside spaces together and to the outside zone.
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The outside space is a zone were you can go to have a break, meditate, play or have a lesson of any kind. In the middle stands a tree which symbolizes symbiosis and the ecosystem. This outside zone provides the possibility to transfer to another building, the atelier, the experiment field, the restaurant or the vegetable gardens. This inside and inbetween zone are intersected at three places with outside zone, creating gaps in the building, making an intermittent circle. The working and learning space is open for new input to enhance output.
education
Office
In-between
Outside
Group lesson Group working Storage
Individual lesson Individual working Duo working Printing
Public show Break Play Lesson Experiment
Group working Video conference Presentation Storage
Individual working Talking and meeting Helping and asking Printing
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Public presentation Break Meditate
Experiment field
Barn
Atelier
Restaurant
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Educational
Inside
education
Inside 11x
Outside
In-between
2
1
chapter six
1
Experiment field
Atelier
....
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education
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In-between
Inside
87
Outside
education
chapter six
Inside
In-between
Outside
3 x inside + in-between
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education
chapter six
Inside
89
chapter six
education
In-between 1
90
education
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In-between 2
91
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education
Outside
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education
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Outside
93
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education
B Experiment field
94
education
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95
chapter six
education
96
education
Atelier
97
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C
chapter six
education
98
education
conclusion
The educational working space offers a wide range of possibilities, valuing people at skill levels and the power to teach and learn. With the external component in this communal wisdom system, it links the village to the society on planet earth. Giving the opportunity to attract people who help the communal wisdom growing, but also buying technology, like other emerging technologies. The revenue created within the village, can partially be used to provide a subsidy for buying these technologies, applicable by everyone with an explainable reason. In this way the educational working space provides a future proof system for working and learning, merged with nature.
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sensors, computers, 3d printers, drones and
07.
living typologies
Rethink the way we live
Living in the village includes living together. It is a tight community. Sharing and helping each other is one of the main values. The strong connection between the inhabitants makes it a nice and save place to stay. There is a communal area to gather, eat and spend some time together. There are also individual rooms, if you need some time to be alone. Humans are social creatures but sometimes we experience the need to be alone. There is an interaction between opening up and closing one off. Some people may have their one bathroom, others do not. This is depending on the duration of the stay.
Ashley Hoekerd
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living typologies
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living typologies
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idea phase
long/short stay
permanent stay
zones
Market
Places for short stay and long stay are located into one building.
Shop owners can live above their shop, bar or restaurant. The houses attached to the shop are for permanent stay. For example the family of four (cook, mom and the two sons) can live there and run the restaurant.
The building is divided into three zones.
Open market place, daily activities are taken from the house into the public area. During the summer the space is open, during the winter, the space is closed.
Different size apartments depending on the needs and the amount of people living in. Each building got its own common and private spaces.
The zones are; outside (1), in-between (2) and inside (3). Zone 1 is the public/shared area, zone 2 are the shops, zone 3 is the private house.
a. private: sleeping and washing. b. common: cooking, eating and leisure.
1. outside 2. shop 3. dwelling
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Community space to meet and gather, large tables in the open air.
living typologies
idea phase
common area
long stay
short stay
This chapel provides a place to think, to be alone and to disconnect the outer world for a while.
The common space is a place to gather and to prepare and eat meals. Each building got its own common area. Sharing is one of the main living values.
Couples can stay at a double room with one large bed or two separate beds. Individuals can stay in a single room. Long stay rooms include; a cabin, bed, sink, table and a chair.
One wall divides tho bedrooms. The wall form the bunk bed. The room offers a bed and a closet, other functions are shared with others and located outside the private bedroom.
The shorter you stay the more you share, the longer you stay the more you got for yourself.
There are single and double rooms. For one person, two persons or for a family.
The chapel is located outside the village. The distance from the village to the chapel ensures a clear mind. The light comes from above, the sky is visible but it is not possible to see buildings.
The private rooms are located at the first floor. The bathroom and study places to work and focus are also located on the top floor.
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chapel
living typologies
chapter seven
duration stay
private space
private space
common space
common space
A
B
permanent stay
long stay
years
months
private
private/common
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living typologies
or
shared space
private space
common space
shared space
C
D
short stay
hotel / inn
weeks
days
private/common
common
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common space
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private space
private space
living typologies
sleeping
eating
washing
cooking
permanent stay
chapter seven
years
long stay months
short stay weeks
hotel inn days
private
combined spaces
common 106
leisure
studying
laundry
celebrating
living typologies
first floor
private spaces
common spaces
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ground floor
living typologies
sleeping
washing
studying
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concept
reference
sketch
108
laundry
living typologies
eating
cooking
leisure
celebrating
concept
sketch
109
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reference
living typologies
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function positions long/short stay
110
living typologies
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111
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living typologies
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living typologies
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Section view of a place for long and permanent stay. On the ground floor is the communal area which includes the kitchen, above are the private bedrooms.
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living typologies
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living typologies
conclusion
What happens when living becomes different and one would only have the space they actually much do we humans really need? Living in this village means living with each other. Social connections and common living are important. The shorter you stay the more you share, the longer you stay the more you own. The houses fulfill all the needs depending on the duration of the stay.
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need? What do we own and what can we share? How
evaluation
During this project we have been asked to rethink the way we live, basically rethinking everything we know and do in a certain way. Getting distance from the present way of living, creating an objective view to life in general, was the hardest part within this project. Emphasizing with people and getting deeper into different ways of living helped
chapter eight
much to create this distance. Within the team we all played a certain role, representing these people and their behavior. Walking through a village, in which every person needs certain specifications, but also a lot similar specifications. Overall a great opportunity, working as students together with a great company at such an exciting project. This project will have impact on future projects, the bigger aim for this project doesn’t stop at La Junquera, and it will reach much further.
Fin.
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picture credits
cover:
Photograph by D/Dock, drawing and design by Ashley Hoekerd
p. 089:
From left to right; Helium Creative 2014, The study acadamy 2014, Greene by
p. 003 to 006:
D/Dock
Piero Lissoni for Boffi 2012
p. 009:
Icons - Ashley Hoekerd
p. 090:
From left to right; Greene by Piero Lissoni for Boffi 2012, Hubud coworking,
p. 040:
Circles - Maarten Mulder
photographer Franz Navarette 2017, TREExOFFICE, Natalie Jeremijenko,
p. 043:
People - mrcutout.com
photographer Jack Hobhouse 2015, Family House In Kraluv Dvur by OA-V,
p. 044:
Ashley Hoekerd
photographer: Tomas Soucek 2009.
p. 045:
Maarten Mulder
p. 091:
From left to right; Cloister at Jerónimos Monastery, photographer: Ferry
p. 046:
Ashley Hoekerd
Vermeer 2013, Grace Farms by SANAA, photographer: Dean Kaufman 2015, Rural
p. 047 to 049:
Cathérine Schoenmakers
Studio Farm 2016, Osthang Project, photographer: Kristof Lemp 2014
p. 050 to 051:
Maarten Mulder
p. 092:
From left to right; ree of life, La Jaula Sunset, photographer: Emilio Kuffer
p. 052 to 054:
Cathérine Schoenmakers
2015, Yoga, Down the Rabbit Hole, photographer Merijn Hos 2016, Outside
p. 055:
Ashley Hoekerd
lesson, Teaching my baby to read
p. 056:
Outline Spain - Cathérine Schoenmakers. Image - Ashley Hoekerd
p. 093:
From left to right; British Horse Society Headquarters, Norr Building
p. 059:
Map - Ashley Hoekerd
Solutions 2017, Concrete house II, A-Cero, Photographer Luis H. Segovia 2010
p. 060:
Clockwise from upper left; Ashley Hoekerd, Maarten Mulder, Maarten Mulder,
p. 095: Maarten Mulder p. 096:
From left to right; Heller Street Park - Six Degrees Architects, photographer
p. 061:
Clockwise from upper left; Cathérine Schoenmakers, team, team, Ashley Hoekerd
Patrick Rodriguez 2012, The Black Cloud, Studio Morison, photographer Stuart
p. 062:
Clockwise from upper left; Ashley Hoekerd, Heller Street Park - Six Degrees
Whipps 2009, Rural Studio Farm - 2016, The Black Cloud, Studio Morison,
photographer Stuart Whipps 2009, Heartbreak Productions, photographer
Jeremy Abrahams 2017, A Gathering Place for Tulsa 2014, Osthang Project,
photographer Kristof Lemp 2014, Kiwitipi 2014
p. 098:
From left to right; Cow House Studios 2014, Osthang Project, photographer
sescalinata.es/ibiza
Kristof Lemp 2014, Osthang Project, photographer Kristof Lemp 2014, Fab-Lab
p. 066 to 067:
Cathérine Schoenmakers
i2R, Studio GGSV, photographer Samy Rio 2013, Fab-Lab i2R, Studio GGSV,
p. 068:
From left to right; houseandhome.com, champagne-camille-marcel.com, laweekly.
photographer Samy Rio 2013, Fab-Lab i2R, Studio GGSV, photographer Samy Rio
Architects photographer Patrick Rodriguez 2012, Helium Creative 2014,
narukuma.com, Rural Studio Farm, kidsingardens.com, morres.be, Photographer
Jonathan Alderson, mcoghlan.mx Mariangel Coghlan, Osthang Project,
photographer Kristof Lemp 2014, ecopool-narukuma.com, theanxiousgardener.com,
chapter nine
Cathérine Schoenmakers
com, Anne Fishbe.
2013
p. 069:
Earthship
p. 102 to 107:
Ashley Hoekerd
p. 070:
Clockwise from upper left; reisverslagen.net - Lia Post and Martijn Maandag,
p. 108:
From left to right; UNPLAN Kagurazaka / Aida Atelier, Former technical school
divyayog.in, Divyayog Ancient Authentic Yoga, Cinema Paradiso, fretsandbars.
- blog.urbanoutfitters.co.uk, Rory Gardiner - dezeen.com (Larissa Johnston
com, trashmonkeypics, huffingtonpost.com Sheryl Estrada
Architects), homelisty.com
p. 071: Cathérine Schoenmakers
p. 109:
From left to right; www.amenagementdesign.com, atlasofplaces.com, Home For
p. 072:
From left to right: katiewetherbee.com Discount College, Things, College of
All - Toyo Ito, Pavillonscene Kulturmødet - Arkitektforeningen
Charleston - flitsnews.com 31.07.2013.
p. 110 to 114:
Ashley Hoekerd
p. 073:
Narukuma.com
p. 074:
Upper left elizabethbradford.com, others - Cathérine Schoenmakers
We have used images freely available on the world wide web and have provide
p. 075 to 076:
Cathérine Schoenmakers
their source locations. Rightful owners can contact us if use of an image is
p. 080 to 088:
Maarten Mulder
limited by copyright.
117
colophon
Book made by:
Supervised by:
Ashley hoekerd
Derk Onnekes and Francesco Messori
Maarten Mulder
architect and design director by D/Dock,
CathĂŠrine Schoenmakers
Amsterdam.
Three students from:
Graphic Design:
ArtEZ University of the Arts
Ashley Hoekerd
Master Corporeal Interior Architecture
An edition printed in ten copies.
Rhijnvis Feithlaan 50,
Š 2017
8021 AM Zwolle The Netherlands
All rights reserved. No part of this
corporeal@artez.nl
publication may be reproduced, stored in
www.artez.nl
a retrieval system, or transmitted in any form by any means, electronic, mechanical,
Commissioned by:
photocopying, recording or otherwise,
D/Dock-ReDock
without the permission of the editor.
Nieuwe Spiegelstraat 36 1017 DG Amsterdam The Netherlands
+
info@ddock.com www.ddock.com
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