ARC 608- Option Studio (Vertical Paradox) – Jin Young Song

Despite declining student populations, the rapid urbanization and limited land availability in cities suggest that 'vertical' schools could provide a practical solution for educational spaces. The notion of a learning environment within a tower may seem contradictory to our traditional learning culture, which values open fields, playgrounds, and repetitive classrooms. However, conventional school settings across various cultures have struggled to adapt to the profound socio-cultural shifts in recent decades. Today's learners are heavily engaged in social media and utilize online resources, accessing a wealth of knowledge from global sources. The once textbook/teacher-centered learning has swiftly transitioned into a ubiquitous realm, incorporating learning and evaluation from multiple sources. Embracing the enduring paradox that creativity thrives beyond the confines of classrooms, the vertical school presents an opportunity to challenge the learning environments established centuries ago.

In Asian cities, the educational infrastructure encounters an added layer of complexity due to the contemporary emphasis on the college entrance process. Beyond school hours, a vertical architecture emerges through the privatization of extracurricular learning. Parents invest in unregulated after-hours private tutoring, driven by its commercial nature. However, the architectural presence of these private institutes, a significant aspect of the educational landscape, remains notably absent from discussions on education efficacy and the mental well-being of young minds, despite its profound influence on the cityscape in a vertical form. The prevalence of private learning in Korea exemplifies this trend, where the vertical school serves as evidence of architecture's failure to adequately cater to the needs of young students.

Running parallel to the declining student population and rapid urbanization, the impact of an aging society on urban areas emerges as another crucial social trend relevant to vertical schools. The future transformation of vertical spaces holds promise in providing compelling solutions, necessitating not just traditional academic programs but also lifelong learning initiatives and cultural activities tailored to support vibrant and healthy retired communities. This inherent adaptability, allowing these spaces to evolve into ‘something else,’ presents an innovative framework intersecting public education, amenities, cultural infrastructure, and private investment. Together, these elements significantly shape the urban dynamics within the city.

In this context, the studio will explore the challenges of ‘Vertical School’ posed by diverse private institutions housed in tall buildings. The research will be centered around the following learning objectives:

1. Architecture and Social Ecology: Investigate the symbiotic relationship between physical space and its influence on students' learning efficacy and well-being.
2. Facade Performance: Study the building facade's performance and its broader impact on the street and city dynamics. Given the varied programs within the building, explore design intelligence, engineering, and materials that support diverse program requirements.
3. Adaptability to Aging Society: Integrate future requirements catering to an aging society. Envision the transformation of heterogeneous private learning facilities into lifelong education and cultural amenities for the aged population.
4. Regulatory Context and Incentive: Understand market principles, zoning regulations, and educational facility guidelines. Study the interplay between project-specific regulatory considerations and the potential bonus Floor Area Ratio (FAR). Address the potential impact of policy changes on the project's design and viability.

Key Studio Features:

• Program: A 9-12 story education facility catering to multiple heterogeneous learning institutes. The tenant programs are envisioned to transition into lifelong education centers and/or cultural/community programs.
• Two students will work together to produce a project.
•  Facade-focused learning: The DeSimone Facade Engineering team will provide a series of seminars and individual project critiques. Teams are required to participate in the 'In-studio' lecture sequence provided by DeSimone.
• Teams are required to produce comprehensive wall section details and partial facade detail models relevant to the design project.
• A ¼”=1’ (or ⅛”=1’) scale tower model will be required for the final review and further exhibitions. Limited model material costs will be provided.
• The sponsorship fund by DeSimone will facilitate the studio activities. Details TBD.
• A joint studio with Chung-Ang University Seoul Campus, Department of Architecture, S. Korea, will enhance the research depth.
• Field trip to Guardian Glass factory (arranged by DeSimone) and NYC (TBD).
• The studio will utilize Rhino with Grasshopper, Karamba for structural analysis, Climate Studio for environmental analysis, and additional simulation tools. Proficiency in strong 3D modeling, visualization, and documentation will be helpful.