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Yamen Hama

Yamen Hama

Annandale, VA, US

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Education Exploration 1,2 and 3: The Outdoor, Mobile, and Montessori Classroom

Project 1/3: outdoor classroom: dynamic edges: movable wall


site: campbell hall, UVa architecture school surroundings

objective: to design an outdoor
classroom that connects the two pre-existing landscape conditions outside of the school of architecture: a concrete walkway attached to an open grass plane surrounded by vegetation.


main strategy: DYNAMIC EDGES: A movable wall that rotates 270 degrees to create varied public and private spaces (see perspectives). White boards and benches connect and compliment these spaces to the concrete pathway.

Project 2/3: Mobile Classroom

site: East High Street, Charlottesville, VA


description:  Various mappings of a Charlottesville city transect (seen on the following page), culminated in the deployment of 12 mobile classrooms that address East High Street. Mine specifically was to be  assembled on site, and post- transportation, leave behind concrete seating art installation.

main strategy:  1) once transported, leave behind a
                         remnant: concrete seating
                     2) defragmentation of light through
                         surfacial treatment
                     3) foldable wall panels that
                         turn into chairs, desks, and shelves
                         for space optimization and efficiency

Project 3/3: The Montessori School (Sensorial Walls and Psychophysicality) 
 

objective: to continue educational and architectural themes from the first two projects into a larger teaching and learning institution: a charter middle school along High Street in Charlottesville. 

main strategy: SENSORAL WALLS. This proposed school is essentially about the use of sensorial walls and structure to further the importance of connectivity to learning and the psychophysical
experience inherent to montessori schools.This proposed school is essentially about the use of walls and structure to further the importance of connectivity to learning and the psychophysical experience. Because in Waldorf and Montessori schools, the child is able to leave and enter a classroom as he pleases, when he pleases, the entire space is connected at all times through thresholds in the walls and a snakelike circulation scheme. Furthermore, through the use of sensorial walls (i.e. sense of touch, exposition to light, and perhaps even varying sound quality), it has been proved the child is in an  environment conducive to developing the psyche by stimulating though. Lastly the proposed walls have potential to engage the entire site through  alignment with the sun to gain  maximum sun exposure, dialogue with the ground and surrounding vegetation, and a possible landscape scheme to allow the walls to direct water flow. 

 

 

 
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Status: School Project
Location: Charlottesville, VA, US

 

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