Marialejandra Quevedo Wong INDS 480 - Interior Design Studio VI Professor Navarro Winter 2022 Savannah College of Art and Design
01 02
PROJECT OUTLINE T A K E
A
L O O K
I N S I D E
A Y N I
GIRL'S EDUCATION IN PERU Research & Discovery
AYNI Concept and Mission
03
DESIGNING FOR EQUALITY
04
REIMAGINING SCHOOL
Design Development and Concept Application
A look into Peru's First Gender-Equitable School
01 R E S E A R C H
&
D I S C O V E R Y
GIRL'S EDUCATION IN PERU
Schools are not preparing girls to succeed in the future
AVERAGE NUMBER OF EDUCATION YEARS:
S T A T I S T I C S
EDUCATION & LEARNING OUTCOMES
PERCENTAGE OF WOMEN IN THE LABOUT FORCE VS MEN:
Even though Peru is close to achieving gender parity in education, women’s learning outcomes are nowhere near that of their male peers. Despite going to the same schools and having accesss to the same learning resources, men continue to outperform women in the academic field. This gap becomes even more evident when they enter the labour force, as women are overly represented in lower-paying jobs that are considered to be fir for a women.
NATIONAL
WO M
10.2
N
M
E
10.5 EN
8 1. 8 %
64.7%
For women, receiving a higher level of education
doesn’t reduce the pay gap between them and men ILLITERACY RATE: Illiteracy affects women (15 years +) three times more than it affects men the same age. NATIONAL
For every 10 women, only 3 have finished secondary education.
3.0% 8.1% MOQUEGUA
1.1% 8.1%
52.5% 75.8%
On average, women in Moquegua earn half of men’s total income.
of women work in the informal sector.
Gender-based violence is both a cause and a result of girl’s lack of access to education. Uneducated women are less capable of making decisions about their lives and the lives of their families. They are also more likely to marry young and suffer from abuse or harassment, losing their freedom and autonomy.
30
84
EA
RS
45 64 YE AR
11.3%
34.7% VICTIMS OF FEMICIDE, (AGE)
106
160
2018
2019
104
15
-
A
50.0%
RS
131
2017
E
2016
24.9%
SECONDARY EDUCATION
HIGHER EDUCATION
Nuber of femicides per year
2015
PRIMARY EDUCATION
Of adolescent girls living in poverty are pregnant or already have children.
S
VICTIMS OF FEMICIDE:
NO EDUCATION
29.7%
of Peruvian women between the ages of 15 and 49 have suffered some kind of physical violence.
Y
VIOLENCE AGAINST WOMEN
AVERAGE NUMBER OF CHILDREN PER WOMAN BASED ON THEIR LEVEL OF EDUCATION
-4 4
S T A T I S T I C S
29
Y
50% of feminicide victims are between 15 and 29 years old. Most femicides are perpetuated by a spouse, a current or past parter, or a close relative .
WE HAVE BEEN DESIGNING SCHOOLS THE SAME WAY FOR HUNDREDS OF YEARS
B A R R I E R S
T O
G I R L S
E D U C A T I O N
“FACTORY” SCHOOLS Public schools in Peru, play a key role in perpetuating gender gaps in education, contributing to violence, marginalization, and discrimination against women, especially if they belong to an ethnic minority. They reinforce gender hierarchies and strengthen traditional female roles and stereotypes, greatly impacting girl’s self-identity, whilst limiting their dreams and aspirations.
Schools are putting an end to student’s innate desire to
explore, learn & create
CULTURAL NORMS AND PRACTICES:
POVERTY:
“GIRL’S DON’T NEED TO GO TO SCHOOL”
MAIN FACTOR THAT DETERMINES WHETHER A GIRL CAN ACCESS AND COMPLETE HER EDUCATION Lack of resources to pay for schooling and any associated costs (eg. textbooks, uniforms, supplies, transportation, etc) Households with multiple children prioritize the education of boys.
H
C
H
?
W
S
L
Walking to school: Walking long distances to school puts girls at an increased risk of gender-based violence. Sexual exploitation, abuse, and harassment in and outside of school Higher dropout rates Inhibition Low attendance Underperformance Adolescent pregnancies: Pregnant girls face significant stigma and discrimination from their community They are often asked to leave school because they are considered a negative influence.
O F
O
VIOLENCE & FRAGILITY:
O U T
O
Y
A
R
E
G
L S I R
Marry young: Married women are more likely to drop out of school or complete fewer years of education. They are more likely to become mothers at a young age and are exposed to a higher level of violence perpetrated by their partners.
BARRIERS TO GIRL’S EDUCATION
COVID-19: THE PANDEMIC HAS NEGATIVELY IMPACTED GIRL’S EDUCATION MORE THAN IT HAS BOYS Prolonged school closures and limited access to virtual learning opportunities puts girls at risk of not returning to school. No safe environment to engage in remote learning Violence against girls and women has increased Women and girls experienced more sexual violence, coercion, and exploitation Increased pregnancies Girl’s household responsibilities have increased.
B A R R I E R S
T O
G I R L ’ S
INFRASTRUCTURE
53%
LACK OF SCHOOLS
79%
4 : 1
OF SCHOOLS
DROPOUT RATES BEGIN AT 12 YEARS OLD
UNSAFE ENVIRONMENTS:
U
CK OF
ERSAL
D IGN
LA
N
IV
ES
L-
A S
WEL
PATHW
Y
S
T LI
74%
ARE LOCATED IN VULNERABLE CLIMATIC REGIONS
OUT OF 566
DON’T HAVE ACCESS TO THE INTERNET
OF SCHOOLS
and result in gender gaps in learning and skill development.
TEACHERS:
Schools lack basic features to promote a safe and inclusive environment: R FENC E
352
SCHOOLS HAVE ACCESSIBILITY PROBLEMS
Teaching practices are not gender-responsive
THERE IS AN INSUFFICIENT NUMBER OF SCHOOLS TO MEET EDUCATION DEMANDS IN RURAL AREAS.
IM
HAVE POTABLE WATER
OF SCHOOLS
THE PRIMARY SCHOOL TO SECONDARY SCHOOL RATIO IS
PER
OF SCHOOLS HAVE A CONNECTION TO THE PUBLIC DRAINAGE SYSTEM
BASIC INFRASTRUCTURE:
POOR INFRASTRUCTURE:
E ET
Only 20%
E D U C A T I O N
LIMITATIONS IN TEACHER TRAINING, TEACHING MATERIAL, AND CURRICULUMS REINFORCE GENDER BIASES Teachers don’t have sufficient training to handle or reduce gender biases in the classroom. They are not instructed on how to appropriately respond to gender based violence and may often use teaching material that negatively reinforces false or harmful stereotypes about girls and women.
B A R R I E R S
T O
G I R L ’ S
E D U C A T I O N
BENEFITS TO GENDEREQUITABLE EDUCATION
INCREASES ECONOMIC GROWTH
Educated women have the power to change their lives and the lives of others, uplifting families, communities, and entire countries out of vulnerability. Denying girls opportunities for self development and growth hinders global efforts to build stable and more resilient societies, negating all the work being done to achieve global sustainable development.
50.4% of Pe ru ’s
SMALLER AND HEALTHIER FAMILIES
REDUCES HIV/AIDS AND MALARIA RATES p o p u la
n o ti re a
FIGHTS AGAINST POVERTY
en om w
REDUCES INFANT AND MOTHER MORTALITY RATES
THE MOST EFFECTIVE INVESTMENT AGAINST CLIMATE CHANGE
W H A T ?
THESIS STATEMENT Underserved adolescent girls in Peru experience additional learning obstacles as a result of gender-based discrimination and stereotypes perpetuated by their learning environment. Thus, schools should be reimagined to improve the learning outcomes of female students in Peru, building their confidence and self-esteem through safe, supportive, and culturally responsive learning environments that will ultimately benefit all students.
THE BEST WAY TO IMPROVE GIRLS EDUCATION IN PERU IS TO IMPROVE EDUCATION FOR ALL CHILDREN
W H A T ?
GOALS + OBJECTIVES
Empower female students to become active creators of their learning environments and teaching content through opportunities for personalization, self-awareness, and independence.
Foster female student’s creativity and interdisciplinary thinking through inspiring pedagogical methods and transformative spaces that support analytical and emotional development.
Improve the learning outcomes of disadvantaged girls by providing transformative spaces that encourage innovative teaching and learning methodologies, redefining school culture and the female identity.
OLICY & T P M RA OR F NS IN FO
SC
E
IM
N
V IR
RE
T IO
EN
O NME N T S
THOUGHTFUL DESIGN
TURE
CA
G
CUL
ED
U
AG
L E ARN E N IN I
A P P R O A C H
OL
FIN
HO
REDE
RM
HOW? By using the school's physical environment as a catalyst to transform school culture, impacting its curriculum, pedagogy, and overall operations in the long run. Through thoughtful design, schools can become vehicles to redesign education itself, defining what and how we learn by providing innovative and inspiring environments that are innately educational.
SET of OFrich RICH EXPERIENCES for If we design schools as a set experiences
students, then we will, by extension, also be providing rich
RICHopportunities OPPORTUNITIES LEARNING forFOR learning
D E S I G N
T H E O R I E S
PLACE ATTACHMENT Place attachment refers to the emotional bond between people and the physical environment, sometimes becoming part of their self-identity depending on the level of investment and link to the space. This happens because people instinctively seek to see themselves reflected in their environments, internalizing their understanding of space into their sense of self.
DESIGN CHARACTERISTICS: PHYSICAL
INTENTIONAL DESIGN CLEANLINESS
AROMA
ADEQUATE LIGHTING
ACOUSTICS
Place attachment usually occurs in everyday life spaces where people spend most of their time, such as home, school, and the office.
MEANINGFUL SPACES NATURAL LIGHT
VIEW TO THE OUTSIDE
COMFORTABLE FURNITURE
EMOTIONAL:
UNIQUE EXPERIENCES
STUDENTS SPEND AROUND
1,000
OPPORTUNITIES TO LINGER
OWNERSHIP AND TERRITORIALITY
TRUST, RESPECT, AND ANONYMITY
HOURS IN SCHOOL EVERY YEAR.
PRODUCTIVITY AND GROWTH
SUPPORT
SOCIAL INTERACTIONS
BEHAVIOUR/ PERCEPTION CHANGE
Place attachment affects the emotional integrity of users, fostering a greater sense of
identity and ownership that informs their happiness, perceived safety, and overall well-being.
P R I M A R Y
U S E R S
User’s look forward to learning something new Opportunity to interact with others and escape reality
USERS:
USER JOURNEY
ENTICE
MARISOL
ANNA MARÍA
LUIS
TEACHER
GIRL STUDENT
BOY STUDENT
ALL THREE
DISCOVER
CREATE
ENTER
WELCOME! Greeting space Opportunity to acknowledge users Learning opportunity Interactive Experience
GET ORGANIZED
INSPIRE
Get ready for the day Plan for today’s class
Motivate students to achieve their highest academic potential. Foster a positive learning environment Use the surrounding environment as a teaching tool
7:40AM
7:30AM EXCITED , HOPEFUL
ENGAGE
PREPARED, MOTIVATED
8:00AM UNDERVALUED, CONCERNED, FRUSTRATED
LEARN Acquire knowledge and internalize it Develop academic and soft skills Classrooms provide students with resources to innovate and be creative
CONNECT Lunch time, break time, joined activities Students engage in positive habits Opportunity to interact with other users Design eliminates social hierarchies
1:00PM INCAPABLE, UNWORTHY
Students go to class based on their schedule Design accommodates various learning styles and preferences Physical structure of classrooms are a source of learning Classroom design supports program and learning objectives
LEARN Acquire knowledge and internalize it Develop academic and soft skills Classrooms provide students with resources to innovate and be creative
Students can choose to stay in school to work on homework or participate in extracurricular activities .
EXTEND
8:00AM UNMOTIVATED, WORRIED, ISOLATED, MISUNDERSTOOD
TIME TO GO HOME!
UNINTERESTED, PESSIMISTIC, DISTRACTED
User’s look back at their day in school Positive memories encourage students to return more motivated the next day
RELIEF, UNCERTAIN
CLASS STARTS!
RELAXED, TIRED, IRRITATED
3:30PM
Get schools supplies Store personal belongings Prepare for the day
7:50AM
GET READY!
CONFUSED, NERVOUS, OVERWHELMED, SCARED
Catch up with friends! Decompress before class Get excited for the rest of the day
7:40AM
SOCIALIZE
PRACTICE
EXIT
S I T E
A N A L Y S I S
LOCATION OVERVIEW & DEMOGRAPHICS
AVENIDA ANDRES AVELINO CÁCERES, SAMEGUA, MARISCAL NIETO
ABOUT MOQUEGUA: Located in the driest region of Southern Peru, the department of Moquegua is best known for its rich mineral reserves, housing the largest copper mine in the country. Its capital city was founded in 1541 by Spaniard colonists, who ruled after the Incas. Unlike the neighboring departments, Moquegua’s serene and isolated location fails to position it as a tourist destination, preserving the culture and deeply rooted traditions of the local population.
*42.7% AREQUIPA
*20% GENERAL SANCHEZ CERRO
SOUTH WEST MARISCAL NIETO
FA
Arequipa & Puno Tacna & Puno Tacna
MI N
NORTH EAST
Pacific Ocean
IN
G
28.8%
C
T
IN UR
G
45 .5 %
ETHNICITIES:
Samegua Moquegua
MESTIZO AIMARA
ONLY
QUECHUA ILO
ECONOMIC ACTIVITIES:
GEOGRAFICAL BOUNDARIES:
MA N U
PUNO
TACNA
*8.6%
35%
SOUTH ELEVATION:
14.5% 21%
PACIFIC OCEAN *Percentage of people who migrated to Moquegua
of people completed a year of high school in Mariscal Nieto. *Lowest percentage in the region.
51.6%
6,515
TOTAL POPULATION
02 C O N C E P T
&
M I S S I O N
AYNI
The Andean philosophy; “Ayni”, describes a system of reciprocity that bridges people, the planet, and the spiritual world. It is the understanding that every individual is part of a larger community, viewing mutual care as the only vehicle to build just, equitable, and successful societies based on love and compassion for all living things. The teachings and values of “Ayni” will be the driving principles behind the school’s design, fostering a culture of respect and harmony that encourages students to work together towards a common goal, uplifting each other to reach their highest potential. The physical environment will promote agency, collaboration, and integration, becoming a tool for giving, receiving, and growing in unity, creating a safe and dignified learning environment that values male and female students equally, redefining the role of girls in school as well as the limits of what they can achieve.
Today for you, tomorrow for me
Ayni explores what the school of the future for the developing world could look like, a much needed update to the uninspiring and factory-like learning environments that failed to respect learner’s individuality, aknowlede diversity, and celebrate culture.
B R A N D I N G
MISSION When young children enter the school system, they are exposed to social norms and behaviour standards that shape their identity and understanding of the world. Their need to conform to these rules puts a limit on their dreams, creativity, and future, as their actions and thoughts start to be governed by cultural roles and lables that ultimately form and define them as individuals. Because schools are a reflection of today’s society at a micro scale, we have the responsibility to design physical learning environments that free young adults from damaging social constructs, becoming the driving force behind achieving better and equal education for all.
For decades, quality education has been a priority in the global agenda, driving us to invest in new technology, educational resources, and teaching methods that can update and better the education system for future generations. Ayni recognizes the forgotten potential of a well design learning environment by using it as a strategic tool to improve the schooling experience of young girls and all students in developing countries like Peru.
B R A N D I N G
CORE VALUES Ayni’s innovative and sustainable approach to design is based on the understanding that learning is an emotion-based process, meaning that a student’s learning ability is greatly impacted by how strongly they can relate to their surroundings and how easily they can modify it to make it their own.
SUSTAINABILITY
UNITY
RECIPROCITY
You can only learn what you can
relate to
03 D E S I G N
D E V E L O P M E N T
A N D
C O N C E P T
A P P L I C A T I O N
DESIGNING FOR EQUALITY
F U R N I T U R E
P L A N
LEVEL 1 LEVEL -1
THE GUIDING STUDIO
COLLABORATION NODE
STORAGE
COPY & PRINT AREA KITCHEN
HOLISTIC NOURISHMENT
DISCOVER PRACTICE
SECURITY ROOM
THE READING VAULT
SPORTS CENTER RE-UNITE COURTYARD
MAIN ENTRANCE ENGAGE
WELCOME AREA
ADMINISTRATION OFFICE
STORAGE
HAPTIC DISCOVERY
PRINCIPLE'S OFFICE
RECIPROCITY STUDIO
WELLNESS ROOM
WOMEN'S BATHROOM
MEN'S BATHROOM
F U R N I T U R E
P L A N
LEVEL -1
MEN'S BATHROOM
ELECTRICAL CLOSET JANITOR'S CLOSET COPY & PRINT AREA ENLIGHTMENT ROOMS
ENLIGHTMENT ROOMS
ENLIGHTMENT ROOMS STORAGE
COLLABORATION NODE
REFLECTION POD
COLLABORATION NODE
REFLECTION POD
REFLECTION POD
COLLABORATION NODE
REFLECTION POD
WOMEN'S BATHROOM
EXIT
F U R N I T U R E
P L A N
LEVEL 2
COPY & PRINT AREA
STORAGE
TECHNOLOGY & INNOVATION LAB
WOMEN'S BATHROOM JANITOR'S CLOSET MEN'S BATHROOM
RE-CONNECT ROOM
REFLECTION POD
IMAGINATION STUDIO ENLIGHTENMENT ROOMS
R E F L E C T E D
C E I L I N G
P L A N S
LEVEL 1 THE GUIDING STUDIO
COLLABORATION NODE
STORAGE
COPY & PRINT AREA
KITCHEN
HOLISTIC NOURISHMENT
THE READING VAULT SECURITY ROOM RE-UNITE COURTYARD
MAIN ENTRANCE DISCOVER ENGAGE PRACTICE
WELCOME AREA
ADMINISTRATION OFFICE
LIFE SAFETY LEGEND
Pendant Lighting
STORAGE
Downlight - Recessed Cans 6" - 8"
LEVEL 1
PRINCIPLE'S OFFICE
RECIPROCITY STUDIO
HAPTIC DISCOVERY
SD WELLNESS ROOM
WOMEN'S BATHROOM
MEN'S BATHROOM
Smoke Detector Exit Sign
R E F L E C T E D
C E I L I N G
P L A N S
LIFE SAFETY LEGEND
LEVEL -1
Pendant Lighting Downlight - Recessed Cans 6" - 8" SD
Smoke Detector Exit Sign
ENLIGHTMENT ROOMS
ENLIGHTMENT ROOMS
MEN'S BATHROOM
ENLIGHTMENT ROOMS
ELECTRICAL CLOSET
JANITOR'S CLOSET
COPY & PRINT AREA
COLLABORATION NODE
COLLABORATION NODE
COLLABORATION NODE
STORAGE
WOMEN'S BATHROOM
REFLECTION POD
LEVEL -1
REFLECTION POD
REFLECTION POD
REFLECTION POD
R E F L E C T E D
C E I L I N G
P L A N S
LEVEL 2
COPY & PRINT AREA
STORAGE
LIFE SAFETY LEGEND TECHNOLOGY & INNOVATION LAB
Pendant Lighting Downlight - Recessed Cans 6" - 8" SD
Smoke Detector
WOMEN'S BATHROOM
Exit Sign
JANITOR'S CLOSET MEN'S BATHROOM
RE-CONNECT ROOM
REFLECTION POD
ENLIGHTENMENT ROOMS
LEVEL 2
IMAGINATION STUDIO
LAYOUT & ORGANIZATION
C O N C E P T
A P P L I C A T I O N
SPATIAL ORGANIZATION: CENTRAL
The Building structure consists of a big square with smaller squares inside, exemplifying in the floor plan the idea of coming together as a unit.
All spaces orbit around the central courtyard space ("Re-Unite”). This is the area in the floor plan where the concept is most visible and present, as it gives users a space to gather, socialize and put in practice what they have learned at school.
CONCEPT: "STRENGHT IN UNITY" The Re-Unite courtyard was inspired by the Andean symbol for Mother Earth, "The Pachamama". Moreover, outside of the traditional Andean philosophy, the spiral is often used considered to be a representation of individual and societal force, symbolizing the unity between generations and spiritual growth, continuity and development.
The physical environment will promote agency,
collaboration, and integration, becoming a tool for giving, receiving, and growing in unity, ...
Spaces flow into one another. For instance, most enclosed rooms, such as the enlightenment rooms, can be opened up to allow for different layouts and provide more collaborative settings. The design sets clear boundaries, providing the users with several opportunities for personalization within set limits. This allows the students to experience a sense of freedom in a controlled and safe environment.
APPLICATION OF ANDEAN SYMBOLS
THE CROSING HANDS: "AYNI"
THE "CHAKANA"
FORM & VOLUME
C O N C E P T
A P P L I C A T I O N
The "Chakana" is is an ancient Inca Symbol that represents the relationship between living things and the spiritual world. It was considered to be a map for complete spiritual development and the symbol is present in most Inca Arts and Crafts. "The Chakana" symbol is symilar to a cross and it can be made by overlapping two rectangles and a square, further reinforcing the idea of unity and togethermess.
The symbol for "Ayni" in Ancient Inca culture is the crossing hands or embrace. The main feature of the Reunite courtyard is an abstraction of the "Ayni" symbol, representing community and uion.
The central courtyard feature is an elevated walkway that provides an additional circulation experience for the user. Its organic and inviting shape encourages interacton and becomes a stimulating meeting space.
The Andean philosophy; “Ayni”, describes a system of reciprocity that bridges people, the planet, and the spiritual world.
The "Chakana" Symbol will be present throughout the design in fabric patterns, wood work and detailing, and ceiling and furniture design and organization.
"PACHAMAMA" The Reading Vault's structure is inspired in the "Pachamama" symbol. It is meant to represent reciprocity towards nature, providing the users with an immersive experience that allows them to interact with nature from within, becoming one with nature.
Every surface is designerd to be used by the user, combining functionality with emotional connection.
MATERIALS & FURNITURE
C O N C E P T
A P P L I C A T I O N
AUTHENTIC MATERIALS AND PATTERNS
The chosen materials exmplify traditional Peruvian patterns, crafting techniques, and local materials, fostering a sense of belonging that is authentic to the site and user context. The auithenticity and familiarity of the materials will make the overall design more welcoming and enaging, making the users feel represented and heard in their learning environments.
BIOPHILIA
ACOUSTIC CONSIDERATIONS
SIMPLE BUT ATTRACTIVE FURNITURE
A safe and dignified learning environment that values male and
female students equally, redefining the role of girls in school as well as the limits of what they can achieve.
FLEXIBILITY & ADAPTABILITY Modularity is a key consideration in the selection of furniture, as it allows users to have control over the organization and layout of every space. Modular furniture frees the floorplan by eliminating unecessary restrictions, increasing the user's chioce and ability to personalize their learning environment, making them more relevant and allowing them to recognize themseleves in the design
O V E R L A Y S
T R A C E
CONCEPT: "AYNI"
DISCOVER
Improve School's Infraestructure Diversify Program
DISCOVER
ENGAGE
DISCOVER
Direct connection between theory & practice
HIERARCHY OF SPACES IN RELATION TO KEY EXPERIENCES
DISCOVER
PRACTICE
ENGAGE DISCOVER
LEVEL -1
Address multiple learning styles
DISCOVER Increase ownership & promote variability
LEVEL 1 Students and teachers should feel motivated to explore their school, gaining an organic sense of curiosity and wonder by its physical structure. This makes the action of learning less monotonous and routinary, and it gives them the power to control how and where they wish to learn.
DISCOVER
ENGAGE
PRACTICE
DISCOVER
Engaging students in their educational journey is key to ensuring their long-term success. All users benefit from developing a stronger relationship with their learning environment as it makes them more appreciative and invested in the experience. Learning is not the end goal, but a means to achieve a higher purpose. Giving students the possibility to apply what they have learned in the short term allows them to recognize the importance and relevance of education in real-time.
ENGAGE
LEVEL 2
Create emotional attachments to their learning environment.
T R A C E
O V E R L A Y S
PRIMARY DESIGN GOALS
1
Empower female students to become active creators of their learning environments and teaching content through opportunities for personalization, self-awareness, and independence.
2
Foster female student’s creativity and interdisciplinary thinking through inspiring pedagogical methods and transformative spaces that support analytical and emotional development.
3
Improve the learning outcomes of female students by providing transformative spaces that encourage innovative teaching and learning methodologies, redefining school culture and the female identity.
LEVEL -1
LEVEL 1 Aynis revolutionary design and program breaks the mold of traditional school design, eliminating the standardization, rigidity, and unwelcoming feel that is often associated with education institutions.
LEVEL 2
Untraditional spaces like the innovation and technology lab, the Re-connect room, and the Imagination Studio, allow users to explore their creativity and develop interdisciplinary skills in disruptive and engaging learning environments.
Collaborative areas promote a sense of belonging and community, positively impacting school culture
SAFETY & SECURITY Safety and security play a key role in ensuring the wellbeing and tranquility of girl students. Thus, extreme measures were taken to promote safety within the design, aiming to protect the integrity of all students. For instance, as soon as the user walks through the main door they are greeted by the welcome area, where school staff can easily control check-ins. This room has visual access to all main areas around the central "re-unite" courtyard, makig it easy for them to see who comes in, who leaves, and everything that is going on inside.
WELCOME AREA (CHECK-IN)
R
Carpet Tile is an inherently slip resistant material, providing a lot of traction.
C
O V E R L A Y S CA
T R A C E
T T I LE PE
RE T E NC O
Concrete has a high slip resistance. To make it even safer, it will be treated with acrylic sealer.
LV
T
LVT is slip resistant and soft underfoot, protecting the user against undesired impact.
PERIMETER WALL
Welcome Area and Security Cabin at the entrance perform entry control
ENTRY
School staff areas like The Administration, The Principal's Office, and The Guiding Studio are all located near the entrance.
ENTRY CONTROL
Rooms that regulate safety and security have direct sightlines to all other areas. The usea of glass folding doors, allows users to see inside most rooms at all times. No dead-end corridors or hidden corners.
CLEAR SIGHTLINES
T R A C E
O V E R L A Y S
U
S
SI
The design can be used efficiently and effectively with minimum fatigue. Although the building is located on a steap ground, the gradual sloping of the floor allows users to circulate the space with minimum physical effort,
AN
S
R
CE
L E I NFOR MA TI
Important information is communicated effectively. Different wayfinding strategies (visual and tactile) are used to ensure the legibility of signage.
FOR APPRO E AC C H PA
USE
7
SI ZE
LOW PHYSICAL EFFORT
D
Users can easily understand the design of the space regardless of their sensory abilities and building conditions. The design is intuitive and consistent, following the same language throughout the building.
4
PE
E
ND
The design minimizes potential hazards and prevents accidents by employing different safety measures. For instance all elevated areas have safety railings and all flooring materials have a high slip resistance rating.
6
E
A
T
E FOR ER ANC R RO E L R
5
O
The design accomodates a wide range of user preferences and abilities. Users can chose the furniture that best accomodates them based on needs or ability.
PL
IB PT
N
The building is designed to welcome users with diverse abilities. A ramp is located besides each major staircase, to avoid segregation and provide the same means of use and experience to all.
3
D INTUI TI V AN
O
2
FLEXIBILITY IN USE
E
1
EQUITABLE USE
M
UNIVERSAL DESIGN & ADA
The design allows users to interact with all areas of the buiding regardless of their physical ability comfortably. The furniture and material selections accomodate a wide variety of user needs and preferences to ensure their wellbeing and comfort.
T R A C E
O V E R L A Y S
D I RECT
IDENT I F I C
AT
Floor graphics will guide users throughout the floorplan, using different brand colors to identify the program and define what activites are performed in each area. Colored stripes will be painted on the concrete in all public areas.
I
O
RE
AL
DI
CT
N IO
N
All rooms will have room numbers, names and/or other graphics to be easily identifyable by all users. These strategies will be both visual and tactile to accomodate different user needs and abilities
NA L
WAYFINDING
IO
The directional wayfinding strategy will be based on key experiences, ensuring that the main design outcomes are achieved.
Vynil Graphics
Wayfinding color system
ENLIGHTENMENT ROOMS
T R A C E
O V E R L A Y S
O
R
A SE
T I NG
O
S
I RS
Outdoor areas include individual and group seatting options,
OU
TD
K
HA &C
TAS
Ergonomics can be defined as the study of people's efficiency in the work environemnt. It explores how design can improve the user's comfort, health, safety, and productivity, as well as how human factors relate to space, systems, and equipment.
KD ES
ANTHROPOMETRICS & ERGONOMICS
COLLABORATION NODES
M
O
LA DU
R) SETT
IN
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T
L AB
ES
Built-in nooks were designed to acomodate the human body and allow users to discover the best way to interact with their space
ABORA
TIV
HI
E
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The user is presented with a wide range of different work settings, giving them the power to chose were they want to work based on the task being performed and the productivity outcome desired. The options take into consideration collaborative and individual work, outdoor and indoor environments, and task-specific settings.
GH
REDEFINING THE TRADITIONAL WORKSPACE
W O
T I NG R
T KS
AT IO
NS
D
M
A SE
F I XE
STA
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LL CO
The Reading Vault's design is meant to foster a deeper connection between the user and nature (mother earth). Work spaces are incorporated within the structure to provide additional working options.
THE READING VAULT
TRUST, RESPECT, & ANONYMITY
PLACE ATTACHMENT THEORY
A
GO
OPPORTUNITIES TO LINGER The collaborative nodes provide a space for users to relax and gather outside of an academic setting. These spaces are strictly for students to spend their free time in between clases, makign them feel comfortable and welcomed in their school at all times.
C
OD
A
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T I NG
ADE
SH ER
OWN
TE
I GH
QU
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ALITY
IP
&
R TE
RI ITO
SOCIAL INTERACTIONS
COMFORTABLE FURNITURE Comfort is a key factor in strenghtening the user environemnt bond
The open floorplan and collaborative areas promote interaction amongst users, increasing their sense of belonging and acceptance.
S OU
T ICS
TE
AL RI
& PAT ERN
M
To promote and strengthen the emotional bond between the user and their learning environment, several physical and emotional design considerations were put in place. The ability to easily adapt and change to accomodate the user's needs and preferences is reinforced throughout the design through furniture selections such as the custom desk, which allows for flexibility in the layout and provides diverse opportunities for choice and personalization.
A
Most acoustic solutions are found in the ceiling design, such as ceiling baffles and clouds. These mitigate the transmission of unwanted sounds, making the users feel more confortable and safe knowing that their identity and information is protected.
AUTHENT I C
O V E R L A Y S
T R A C E
VIEWS TO OUTSIDE Green areas and views to nature evoke a high sense of belonging, especially if te vegetation is evocative of the surrounding nature and can provide an additional layer of authenticity.
S
T R A C E
O V E R L A Y S
SOCIAL RESPONSIBILITY
SUSTAINABILITY The Tripple Bottom Line measures the social, environmental, and economic impact of a product, service, or entity. In this case, this sustainable framework is being employed to analyse how the design is impacting the user, the surrounding nature and resources, and the local economy. In order to acheive sustanbale development, all three should be considered equally, arriving at a balance that maximizes the design's positive impact.
INCLUSIVE, ACCESSIBLE, & GENDER RESPONSIVE DESIGN
Ayni's inclusive and equitable design promotes quality learning opportunities for all. Ayni's design reinforces relevant learning opportunities, maximizing the user's learning outcomes and skill development. Ayni eliminates gender disparities in education by upgrading an existing school, making it more inclusive, accessible, gender sensitive, and safe. Empower female students by reducing persistent inequalities in the Peruvian education system.
ENVIRONMENTAL STEWARDSHIP
SUSTAINABILITY
The use of locally and readily available materials reduces the carbon footprint caused by transportation and material souorcing.
Quality education and training is accessible to all, positively impacting the economic and professional outcomes of both male and female students.
CULTURE & TRADITION Ayni's culturally relevant and nature-inspired design celebrates cultural diversity, allowing users to gain a higher appreciation for their cultural background and understnad how it contributes to sustainable development.
UNSDG'S
The preservation and reuse of existing materials and design features, reduces construction and demolition waste.
Ayni's design encourages positive behavoiur change, encouraging the development of sustainable habits.
The upgrading of the school environment requires local labour and resources, prviding job opportunities for the comunity .
Through thee design of their learning environemnt, users acquire the necessary skills and knowledge to promote sustainabled development.
Ayni is a model for public education in Peru that is financially atteinable and relevant to the user context and site.
ECONOMIC PROSPERITY
T R A C E
FINISHES PALETTE
O V E R L A Y S
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OD W A
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LL
TI
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EX
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COLOR THEORY
RE-CONNECT The chosen materials and finishes are meant to evoke a sense of familiarity and belonging, allowing the user to develop a deeper connection with their learnign environemtnts and re-connec with their roots. The use of natural or unfinished materials, as well as the earthy tones and natural motifs are meant to evoke a sense of serenity and freshness, bringing the natural world indoors. Overall, the goal is to make the users feel like they are part of the design, becoming a symbol for their community.
04 A
L O O K
I N T O
P E R U ' S
F I R S T
G E N D E R - E Q U I T A B L E
S C H O O L
REIMAGINING SCHOOL
P E R S P E C T I V E S
RE-UNITE COURTYARD LEVEL 1 Treated wood
Bench seating
Natural shadow provided by the vegetation
Integrated planters
CUSTOM OUTDOOR BENCH - MILLWORK
E L E V A T I O N S
&
M I L L W O R K
WELCOME AREA Custom reception desk with school branding
Suspended wood grid ceiling
Lighting pendants
Hanging plants
ADA Accessible
WELCOME AREA
0.75 M
1.15 M
RECEPTION DESK
P E R S P E C T I V E S
THE READING VAULT
LEVEL 1
E L E V A T I O N S
&
M I L L W O R K
THE READING VAULT
Glass curtain wall Wood walkway Grass walkway
EXTERIOR
STUDY MODEL
INTERIOR CASEWORK
Vegetation will be integrated as a safety measure to impede passing to higher areas
E L E V A T I O N S
&
M I L L W O R K
THE GUIDING STUDIO
Suspended Plants
Coffee Point
Custom bench seating with integreated bookcase
Ceiling baffles and clouds for acoustics
ELEVATION - THE GUIDING STUDIO Pendant lighting symbolize the falling of leaves
MILLWORK DETAIL - CUSTOM SEATING TREE
Wood casework and paneling
P E R S P E C T I V E S
ENLIGHTENMENT ROOM LEVEL - 1
E L E V A T I O N S
&
M I L L W O R K
ENLIGHTENMENT ROOM Views to Nature
Ceiling baffles and clouds for acoustics
Folding doors open up the Enlightenment Rooms to the collaborative nodes.
Movable partitions: Whiteboard anf Pinboard
ENLIGHTENMENT ROOMS - WAYFINDING ELEMENTS Custom Modular Task Desks
Flooring material change
Wayfinding - Graphic vynil numbers on the glass folding doors identify the enlightenment rooms
Directional wayfinding graphics painted on the concrete floor
F F & E
ENLIGHTENMENT ROOMS
P E R S P E C T I V E S
COLLABORATION NODE LEVEL - 1
E L E V A T I O N S
&
M I L L W O R K
COLLABORATION NODE
Wood work inspired in andean symbols - showcases traditional crafting techniques
LOCKER AREA
Custom pavillion mitigates heat and sun exposure
Student lockers inspired in the Chakana symbol
Intergated Planters
Custom Reflection Pods
P E R S P E C T I V E S
HOLISTIC NOURISHMENT
LEVEL 1
F F & E
HOLISTIC NOURISHMENT
F F & E
COLLABORATION NODES
P E R S P E C T I V E S
COPY & PRINT AREA
LEVEL 1
P E R S P E C T I V E S
TECHNOLOGY & INNOVATION LAB
LEVEL 1
E L E V A T I O N S
&
M I L L W O R K
TECHNOLOGY & INNOVATION LAB Concrete finish
COPY & PRINT AREA
Independent learning pods
Cove lighting Copy and print area
Storage for stationary and other office supplies
G I R L ’ S
E D U C A T I O N
I N
P E R U