The Playground - Cal Poly San Luis Obispo Architecture

THE PLAYGROUND LET’S EXPLORE!!

Think left and right and think low and think high.

Oh, the things you can think up if only you try!

Dr. Seuss

monica mendoza studio ponitz winter 2017

the playground inspires both children and adults to explore without boundary through learning and playing encouraging growth

Adults are defined by society to compete in their own interests. They are encouraged to grow individually without sharing with others which can be seen in patents. They are limited in their creativity in order to simply make a living. This way of thinking limits us to grow as a whole and develop together. As a resident at the playground, adults are able to discover in their own way. They can explore their own interests, whether new or old, without limitations. In their creating they are able to share with others to further benefit their learning.

Children are also limited in their growth. Their learning in school is focused on certain subjects with certain tools. They are given parameters that encourage a certain type of thinking that limits them in their own creativity. They learn from books on certain subjects with few tools in a classroom Children are curious and full of imagination which should be embraced. School is a starting point in their growth, but the pla`yground further encourages them to explore their own curiosity.

the playground =

students

are often limited in their education by the boundaries set in school. kids are measured by tests and objectives that don’t encourage creative thoughts or exploration in their creativities explore their own interests, learning from their own discoveries in tools and materials in the different laboratories as well as learning directly from observation and interactions from teachers

+ teachers

are bounded by the need to meet everyday life. they are limited in their careers and creativity to what they can earn from in order to live explore their own crafts and interests in making to their own creativity while also sharing their discoveries with students and becoming the residences here

The playground welcomes these groups to explore. They can come here to learn new and old methodologies. People are given tools to use to their own advantage. They are able to explore, and in their explorations share what they are learning with others. The residences at the playground become teachers as they share what they are learning with the public.

The children or students who come here are invited to explore and learn from them. This benefits both groups as they can learn from each other. There is also a continuous growth, as children grow they can become residences as well. They can teach future generations to embrace their creativity and explore.

Although children are often thought of as students and adults as teachers, they are both here. Both groups can teach and learn from each other. Every person has different thoughts, experiences, and knowledges that we can learn from no matter the age. The differences in our understandings can help us in growing as we build upon each other.

Since we are all students and teachers we should have the opportunity to explore together in order grow together.

HOW DO WE EXPLORE?

We are curious people. Children are especially naturally curious. It is in our nature to ask questions, to find the answers, to have fun. We are naturally inclined to explore. Therefore how do we explore? We are given many opportunities on a regular basis. Whether in school, in our jobs, in our personal activities, we often find ourselves in our own personal explorations. The playground takes our personal explorations and creates the opportunity for us to further delve into them. The playground builds upon our curiosity.

This ideogram is the beginning of capturing the idea of exploration., creating opportunities to further inquire or question the playground. This space encourages people to explore materials and creates an understanding of how materials are incorporated into the playground.

I began to create my own definition of exploration as it reflected the playground. Exploration became to learn and to play. Since we discover and scrutinize in exploring, we are ultimately learning. Since we are having fun and following our curiosity we are playing. Both learning and playing are rooted back to our curiosity and leads to our growth.

EXPLORATIONS

live! explore!

invite N

sight

EXPLORING THE SECTION Explore is defined as a verb , to traverse or range over for the purpose of discovery. As I came to drawing exploration this idea of traversing was further captured. The development of exploring starts to become defined as I tried to understand it on an architectural level. The architecture of the playground started to reflect exploration as seen in drawing the section.

environment

From drawing the section I was able to further the development of the playground. The site’s characteristics are developed into the form along with the section.

LET’S PLAY The exploration membrane defines spaces and shapes how people interact with the playground.

explorations

EXPLORATIONS

planting

material exhibit

observing

transparency

rapid circulation

ciculation

jungle gym

view framer

climbing

environment

water collection

The membrane connects the site to the different activities within as it creates a curiosity. The program becomes defined by the needs of the people, the site, and the membrane.

NORTHWEST WINDS

DOGPATCH, SANFRANCISCO

WINTER SUN 29˚

MUNI

SUMMER SUN 75˚ VIEW TOWARDS BAY

CRANE COVE PARK

People who use the muni are able to use the playground as a path or are encouraged to explore from the transparency and form. Those who visit crane cove park have easy access and are also invited to explore. The membrane creates a sense of curiosity as it differs from the surrounding buildings.

NORTHWEST WINDS

RAIN COLLECTION

DOGPATCH, SANFRANCISCO

SUMMER SUN 75˚

WINTER SUN 29˚

ET

S STRE

19T

ILLINOI

H ST

REE

T

CRANE COVE PARK ENERGY

FROM HETCH HETCHY RESERVOIR

WATER

FROM HETCH HETCHY RESERVOIR

N

BAY WATER SUPPLY WASTE TO LANDFILL

SITE INTEGRATION

TRANVERSE SECTION

LONGITUDINAL SECTION

CURIOSITY DRIVEN EXPLORATIONS

Visitors are able to learn more about their food from teachers and are able to pick their own food grown by the students and teachers

A PUBLIC ENTRANCE

PLAY PARK

HOW DO WE INVITE PEOPLE TO EXPLORE?

KITCHEN

OPEN FRONT

The playground is built upon the main creating space for the teachers. As people walk in they are immediately aware of people creating below them. People creating are easily seen throughout the building and are easily accessible to all.

This transparency and connectivity encourages learning for both the visitor and creator.

TEACHER LABS HOW DO ES LEARNING AND SHARING INTERACT?

The playground brings together learning and playing. The playground gives easy access to play areas from learning areas and vice versa. Kids are encouraged to explore to their own curiosity. They are not limited by the usual standards and are able to explore their own imagination without the fear of failure.

LABORATORIES

UNDERSTANDING

HOW DOES PLAYING AND SHARING INTERACT?

CLASSROOMS

The playground is built upon the teachers. The teachers share what they have learned with the students and visitors. From their living spaces they have a visual connection to the children who come here to learn, reminding the teachers of their curiosity. This creates inspiration for the teachers to explore on their own and share what they have learned with the students.

HOW ARE TEACHERS CONNECTED?