DERIVING AN ARCHITECUTRAL LANGUAGE.

Upon observation of the Boyd-Barrett model, some notable key features were identified. A recognition for health is seen in windows on either side of each classroom allowing for passive ventilation to flow through. The building also boasts impressive floor to ceiling heights of 3.75m and large windows, 2500mm in height, maximising light into south facing orientated classrooms. However, upon further inspection, it was noted that such windows are at a sill height of 1100mm. When considering the average age of a child in the school, taking a 7-year-old child as example, the average height of which 1090mm, most children are unable to see out of the windows. With a Froebelian approach in mind, an approach to better connect the building to nature is massively hindered by current sill heights.

Dropping The Sill

From here, the implication of dropping the sill height was explored. Dropping a window to a sill height to 400mm, although a minor move, creates a vastly different atmosphere. An existing wall thickness of 500mm also meant that the sill became a place for child to sit and look out. This move generated a language of cutting.

Previous, Above & Left:

The idea of completely removing the window was then investigated. This move generated an idea about creating open air teaching spaces that addressed the role of Froebel within the design.

Honing back to the key idea of adaptability, the proportion of the window at its new sill height was maintained should the space ever have to be adapted back into a standard classroom. Propping the new opening with a lintel and using additional material to maintain the existing window dimension generated a language of infilling.