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American School of Quito
American School of Quito
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Other Projects by NAJAS ARQUITECTOS
American School of Quito
Firm
STATUS
Concept
SIZE
300,000 sqft - 500,000 sqft
COLLABORATION BETWEEN NAJAS ARQUITECTOS + GONZALO MARDONES ARQUITECTO
AMERICAN SCHOOL OF QUITO
"A REFLECTION OF THE ANDEAN SKY"
MASTER PLAN-KEY IDEA
THE FIRST CHALLENGE OF THE PROJECT IS TO SEEK BELONGING IN A SIGNIFICANT PLACE IN THE CITY OF QUITO WITH PARTICULAR CHARACTERISTICS IN ITS ENVIRONMENT, ORIENTATION, TRANSPARENCY, AND VERTICAL LIGHT, AS A REFLECTION OF THE ANDEAN SKY, EVOKING VON HUMBOLDT'S AVENUE OF VOLCANOES AND THE RURALITY OF THE SETTING.
GIVEN THE CONDITIONS OF THE TERRAIN, OUR OPTION IS TO CREATE ROUTES AND SPATIALITY’S AROUND THE NS AND EO AXES, CREATING A SYSTEM THAT ORGANIZES ITSELF, WHERE THE PARTICULARITIES ORIGINATE SIGNIFICANT CORES WITH PAUSES, REDIRECTIONS, AND LANDMARKS THAT ACCOUNT FOR THEIR FUNCTION AND SCALE.
IN THE NS AXIS, THE SPORTS AREAS ARE ARRANGED, CONFIGURING A LARGE OPEN PARK FOR MULTI-USE FOR USERS OF THE SCHOOL AND THE COMMUNITY, ENDING TO THE NORTH WITH A LARGE SPACE CONFIGURED AT ITS EDGES AND OPEN TO THE SKY BY THE COMMON USE VOLUMES OF THE SCHOOL. THIS AGORA, CALLED GREEN FORUM IS PROPOSED AS A PLACE OF DISTRIBUTION AND PERMANENCE, WITH TREE PRESENCE AND PROTECTIVE SHADOWS AS A LARGE SQUARE INTO WHICH THE REST OF THE ROUTES FLOW AND EXPAND. SYMBOLICALLY REPRESENTING THE EXTINCT QUILOTOA VOLCANO (3930M).
THE EO AXIS CONSTITUTES THE LEARNING PATHWAY THAT BEGINS AT THE BIOREFUGE, BLENDING WITH THE PLACE, TAKING OVER THE CREEK (NATURAL BORDER), CROSSING THE MAIN AGORA, AND DIRECTING WESTWARD ON THE ACADEMIC AXIS, SYMBOLICALLY REPRESENTED BY THE AVENUE OF VOLCANOES, DISTRIBUTING CLASSROOM VOLUMES TRANSVERSELY, TECTONIC ENTRY PORTICOS TO THE NORTH AND SOUTH THROUGH THE SLOPE OF THE TERRAIN. THIS COVERED AXIS REVEALS ON ITS SIDES EACH LEARNING CORE NAMED ACCORDING TO THE 16 VOLCANOES SURROUNDING THE CITY OF QUITO, DENOTING THE CHALLENGES OF PERSONAL GROWTH DURING THE STUDENT ERA AND CREATING IDENTITY SPACES FOR EACH YEAR OF STUDENT LIFE, CULMINATING IN THE SUM (CHIMBORAZO 6268M).
THE GEOGRAPHY IS REFLECTED IN THE LOCATION IN THIS ARBOREAL PARK AND IN THE 17 VOLCANOES AROUND QUITO. EACH VOLUME WILL BE ASSIMILATED TO THE NAME OF A VOLCANO, GIVING IT UNIQUENESS AND APPROPRIATION TO EACH OF THEM. THE VOLCANOES AND MOUNTAIN RANGES OF QUITO'S SKYLINE ARE REFLECTED IN THE BUILDING COVERS, WITH ELEMENTS THAT OPEN LIGHT ENTRANCES TO THE INTERIOR.
"THE ECHO OF CARNIVAL RESONATES IN ITS AXIS"
ONE OF THE RELEVANT SYMBOLIC ELEMENTS WAS THAT OF CARNIVAL, FOR THIS REASON, THE NS AND EO AXES CREATE A ROUTE WITH INFLECTION POINTS WHERE ACTIVITIES SUCH AS THE PROCESSION, OPEN FAIRS, AND ARTISTIC EXPRESSION WILL BE ESTABLISHED UP TO THE SUM THAT WILL HOST THE MAIN FESTIVAL WITH CAPACITY FOR THE ENTIRE SCHOOL COMMUNITY.
VOLUMETRICALLY, TWO FUNDAMENTAL OPTIONS ARE TAKEN: GEOGRAPHY AND IDENTITY. EACH VOLUME IS COMPOSED OF A COMMON IMAGE BUT TELLS A DIFFERENT STORY AND CAN BE IDENTIFIABLE BOTH VISUALLY AND IN ITS FUNCTIONALITY, TAKING INTO ACCOUNT ORIENTATION, LIGHTING, AND CLIMATE.
MOBILITY
DUE TO THE LIMITED WIDTH OF THE ACCESS ROAD ON THE SOUTH SIDE AND ITS CONFLUENCE WITH THE VEHICULAR USE OF OTHER SCHOOLS IN THE SECTOR, WE HAVE CHOREOGRAPHED THE VEHICULAR FLOWS OF STUDENTS ARRIVING BY BUS, PARENTS (DROP-OFF OR STAY), STAFF, AND MEMBERS OF THE SCHOOL AND PUEMBO SECTOR COMMUNITY TO GENERATE AUTONOMY OF ALL INTERNAL CAMPUS MOVEMENT, THIS REDUCES THE PRESENT AND FUTURE IMPACT OF THE LIMITED ROAD INFRASTRUCTURE OF THE AREA PROTECTING THE WELL-BEING OF THE LOCAL COMMUNITY.
INTERNALLY, THIS IS ACHIEVED THROUGH A RING OF INTERNAL ROADS WITH SUFFICIENT LENGTH AND DELIBERATE MOBILITY FLOW, PROMOTING ITS SECTORIZATION, EQUIDISTANCE, AND EFFECTIVENESS TO ACCESS EACH OF THE CAMPUS PREMISES AND, IN TURN, ALLOW FLEXIBILITY TO ACCOMMODATE FUTURE CHANGES IN THE AREA'S VEHICULAR MOBILITY, WHETHER THE PROJECT TO EXTEND THE VIVA ROUTE IS COMPLETED OR NOT.
THE ENTIRE CAMPUS SET IS INSERTED AND TAKES CHARGE OF A SPECIFIC LOCATION, THE PEDESTRIAN CIRCULATIONS DIFFERENTIATED FROM THE VEHICULAR ONES, PROTECTED WITH COVERS AND TREES THAT GENERATE PLACES AND SHADOWS, THE GREEN EDGES OF THE TERRAIN, THE VIEWS TOWARDS THE ENVIRONMENT AND GEOGRAPHY, THE OPEN SPACES LIKE SMALL SQUARES AND MEETING PLACES, ACCOUNT FOR A GENERAL GUIDELINE THAT GOES FROM MACRO TO MICRO, FROM THE IMPLEMENTATION TO THE URBAN ACUPUNCTURE OF THE IDENTIFIABLE AREAS AND EACH SPACE SURROUNDING THE ACTIVITIES DEVELOPED IN THE SCHOOL AND COMMUNITY ENVIRONMENT.
LEARNING PATHWAY
OUR PROPOSAL ESTABLISHES A LEARNING AND INTERACTION ENVIRONMENT THROUGH THE CREATION OF INTERCONNECTED OUTDOOR AND INDOOR SPACES OF ENCOUNTER AND CREATIVITY, ROUTES, SYMBOLIC AND SPORTS PLACES IN A CONSTANT FLOW INTERCONNECTING THE PROGRAMMATIC ASPECTS INTO A RECOGNIZABLE WHOLE, BUT WITH THE POSSIBILITY TO DISCOVER AND CHANGE OVER TIME.
THE PARK CONSIDERS THAT THE EXPERIENTIAL EXPERIENCE OF CHILDREN IN COMMUNION WITH NATURAL SPACES EXPERIENCING THE ENVIRONMENT, EVOKING EMOTIONS, SYMBIOTIC CONTACT BETWEEN THE ORGANIC AND THE BUILT, STIMULATES SKILLS AND PROCESSES THAT GO BEYOND THE EDUCATIONAL, WITH SENSORY-EMOTIONAL EXPERIENCES THAT ENHANCE CREATIVE ABILITIES OPENING RECEPTIVITY TO KNOWLEDGE IN AN INTEGRAL WAY.
THE STUDENT AS THE CENTER MAKES US THINK ABOUT THE CHARACTERISTICS OF SPACES FOCUSED ON THE CHALLENGES OF THE FUTURE. OUR PROPOSAL ESTABLISHES COMMON GUIDELINES FOR ALL: AXES, AGGREGATING COURTYARDS AND FINISHES, AS SPATIAL CONFIGURATORS OF A SET THAT WELCOMES LEARNING, BUT WHERE THESE SPACES INTERCALATE AND DIVERSIFY, GIVING THE SET A PLAYFUL, CREATIVE, VERSATILE, AND FLUID EXPERIMENTATION.
CHILDREN AND ADOLESCENTS BASE THEIR DEVELOPMENT ON STAGES, WHERE IN THEIR EARLY CHILDHOOD THEY PLAY, DISCOVER UNDER THE SHELTER OF THEIR TRAINERS WHO GIVE STRUCTURE TO THEIR ENVIRONMENT, MOVING AWAY OR MINIMIZING RISKS, ENHANCING SKILLS, FACILITATING EXPERIENCES, BUT THEN THE ROLE OF THE TRAINER CHANGES TO THAT OF A COMPANION, A STABLE SUPPORT, SO THAT THE ADOLESCENT LIVES THEIR EXPERIENCES IN A UNIQUE AND INDEPENDENT WAY, AND THE PARENT BECOMES AN OBSERVER, A GUIDE.
UNDER THIS PSYCHOLOGY OF CHILDHOOD, OUR PROPOSAL SEEKS TO BE THAT SPACE OF CREATIVITY AND PLAY OF EARLY CHILDHOOD, ALWAYS ATTENTIVE, INVENTIVE, AND EAGER FOR SEARCH, AND AT THE SAME TIME SEEKS TO BE THAT PLACE THAT ACCOMPANIES WITHOUT RESTRICTING, WELCOMES WITHOUT SUFFOCATING AND GIVES MULTIPLE POSSIBILITIES TO CHOOSE.
THE CAMPUS HOSTS AN ARCHITECTURE THAT IS ROOTED IN THE PRIMORDIAL NATURE OF THE HUMAN BEING, ITS CAPACITY TO ADAPT, CREATIVE FREEDOM, SENSE OF BELONGING, INDIVIDUALITY, AND GREGARIOUS BEHAVIOR, SO THAT INDEPENDENT OF THE EDUCATIONAL MODEL, THE ARCHITECTURAL SPACE IS THE ONE THAT GIVES STRUCTURE, LIKE A BACKBONE, TO THE ENTIRE PROCESS OF GROWTH AND DEVELOPMENT OF A PERSON.
COMMUNITY AND ENVIRONMENT
THE CAMPUS PROPOSES TO REFLECT ITS OWN IDENTITY, COMBINING DIFFERENT ACTIVITIES THAT INTERRELATE WITH EACH OTHER AND CONTRIBUTING TO THE COMMUNITY A SCALABLE AND SIGNIFICANT LEARNING ENVIRONMENT, ALSO PROMOTING SOCIAL INTERACTION IN ACTIVITIES OF THE SCHOOL INTERTWINED WITH EXTRACURRICULAR ACTIVITIES, CREATING HABITABILITY SPACES SUCH AS FAMILY WALKS, WEEKEND USE OR SPORTS ACTIVITIES, CONSTITUTING AN EDUCATIONAL ACTIVITY AS WELL AS A RECREATIONAL ONE IN THESE COMMUNITY SPACES OF MULTIPLE USE.
THE USE AND APPROPRIATION OF THE SPACES BY THE COMMUNITY CONSTITUTE A SENSE OF BELONGING, A SYMBOLISM OF ICONIC SPACES RECOGNIZABLE AND FLEXIBLE, WITH WHICH THE PLACE IS AN INTEGRAL PART OF A "COMMUNITY" UNDERSTOOD AS A GROUP OF PEOPLE WHO INHABIT, BELONG AND MAKE THEIR OWN A SPACE THAT HAS AND GRANTS ITS OWN IDENTITY, ITS CHARACTER AS A PARK AND NATURAL REFUGE CONSTITUTES A GREEN LUNG FOR THE NEIGHBORHOOD, HAVING PLANNED THE TEMPORARY COMMUNITY RELEASE OF SOME AREAS AND BUILDINGS.
SPACES THAT WILL BE PART OF THE FCAQ COMMUNITY
A) THE PARK - BIOREFUGE: AROUND THE CREEK ADJACENT TO THE SCHOOL, IT IS COMPOSED OF VARIOUS RECREATIONAL, NATURAL CONSERVATION, AND EDUCATIONAL GREEN SPACES. A LARGE GREENHOUSE INTENDED FOR EDUCATION ON PRACTICAL AND THEORETICAL ENVIRONMENTAL ISSUES. A RAINWATER COLLECTION SYSTEM, WATER RESERVOIR FOR IRRIGATION CONNECTED TO THE OPEN CHANNEL, AND A NURSERY OF ENDEMIC SPECIES AND ORCHARDS.
B) COURTS AND POOL: STRATEGICALLY LOCATED FOR INDEPENDENT OPERATION IN DAILY HOURS AND VARIOUS COMPETITIVE ACTIVITIES INTERCOLLEGIATE, NATIONAL AND INTERNATIONAL (SAAC), AS WELL AS IN NIGHTTIME HOURS AND WEEKENDS BY MEMBERS OF THE FCAQ.
C) SOCIAL HEADQUARTERS: LOCATED AT THE SE CORNER OF THE LAND WILL ALLOW CONGREGATING MEMBERS OF THE FCAQ COMMUNITY IN SOCIAL MEETINGS OF ALUMNI, PARENTS, AND STAFF IN CLOSE RELATION TO THE COURTS, AS WELL AS PROMOTING ITS USE ON WEEKENDS OR IN NIGHTTIME HOURS WITH AN ALTERNATE ACCESS CONTROL TO THE SCHOOL.
CONSTRUCTION SYSTEM
THE BUILDINGS ARE PROPOSED IN EXPOSED CONCRETE IN ALL THEIR EXTERIORS WITH A SYSTEM OF FACETED FORMWORK WITH PRECISION IN THEIR OPENINGS, PARAPETS, ANTEROOFS, WALLS, AND BEAMS, WITH EARTH COLOR PIGMENTS INCORPORATED, ALLOWING A CHROMATIC UNITY THAT EVOKES THE NATURAL AND THE RURAL CHARACTER OF THE PLACE IN A CONSTRUCTION SYSTEM BASED ON WALLS, PILLARS, SLABS, AND CONCRETE BEAMS THAT ACCOUNT FOR A STRUCTURE RESISTANT TO EARTHQUAKES AND PERMANENT OVER TIME. FOR THE INTERIOR, THE USE OF WHITE COLOR AND WOOD IS PROPOSED.
AMERICAN SCHOOL OF QUITO
"A REFLECTION OF THE ANDEAN SKY"
MASTER PLAN-KEY IDEA
THE FIRST CHALLENGE OF THE PROJECT IS TO SEEK BELONGING IN A SIGNIFICANT PLACE IN THE CITY OF QUITO WITH PARTICULAR CHARACTERISTICS IN ITS ENVIRONMENT, ORIENTATION, TRANSPARENCY, AND VERTICAL LIGHT, AS A REFLECTION OF THE ANDEAN SKY, EVOKING VON HUMBOLDT'S AVENUE OF VOLCANOES AND THE RURALITY OF THE SETTING.
GIVEN THE CONDITIONS OF THE TERRAIN, OUR OPTION IS TO CREATE ROUTES AND SPATIALITY’S AROUND THE NS AND EO AXES, CREATING A SYSTEM THAT ORGANIZES ITSELF, WHERE THE PARTICULARITIES ORIGINATE SIGNIFICANT CORES WITH PAUSES, REDIRECTIONS, AND LANDMARKS THAT ACCOUNT FOR THEIR FUNCTION AND SCALE.
IN THE NS AXIS, THE SPORTS AREAS ARE ARRANGED, CONFIGURING A LARGE OPEN PARK FOR MULTI-USE FOR USERS OF THE SCHOOL AND THE COMMUNITY, ENDING TO THE NORTH WITH A LARGE SPACE CONFIGURED AT ITS EDGES AND OPEN TO THE SKY BY THE COMMON USE VOLUMES OF THE SCHOOL. THIS AGORA, CALLED GREEN FORUM IS PROPOSED AS A PLACE OF DISTRIBUTION AND PERMANENCE, WITH TREE PRESENCE AND PROTECTIVE SHADOWS AS A LARGE SQUARE INTO WHICH THE REST OF THE ROUTES FLOW AND EXPAND. SYMBOLICALLY REPRESENTING THE EXTINCT QUILOTOA VOLCANO (3930M).
THE EO AXIS CONSTITUTES THE LEARNING PATHWAY THAT BEGINS AT THE BIOREFUGE, BLENDING WITH THE PLACE, TAKING OVER THE CREEK (NATURAL BORDER), CROSSING THE MAIN AGORA, AND DIRECTING WESTWARD ON THE ACADEMIC AXIS, SYMBOLICALLY REPRESENTED BY THE AVENUE OF VOLCANOES, DISTRIBUTING CLASSROOM VOLUMES TRANSVERSELY, TECTONIC ENTRY PORTICOS TO THE NORTH AND SOUTH THROUGH THE SLOPE OF THE TERRAIN. THIS COVERED AXIS REVEALS ON ITS SIDES EACH LEARNING CORE NAMED ACCORDING TO THE 16 VOLCANOES SURROUNDING THE CITY OF QUITO, DENOTING THE CHALLENGES OF PERSONAL GROWTH DURING THE STUDENT ERA AND CREATING IDENTITY SPACES FOR EACH YEAR OF STUDENT LIFE, CULMINATING IN THE SUM (CHIMBORAZO 6268M).
THE GEOGRAPHY IS REFLECTED IN THE LOCATION IN THIS ARBOREAL PARK AND IN THE 17 VOLCANOES AROUND QUITO. EACH VOLUME WILL BE ASSIMILATED TO THE NAME OF A VOLCANO, GIVING IT UNIQUENESS AND APPROPRIATION TO EACH OF THEM. THE VOLCANOES AND MOUNTAIN RANGES OF QUITO'S SKYLINE ARE REFLECTED IN THE BUILDING COVERS, WITH ELEMENTS THAT OPEN LIGHT ENTRANCES TO THE INTERIOR.
"THE ECHO OF CARNIVAL RESONATES IN ITS AXIS"
ONE OF THE RELEVANT SYMBOLIC ELEMENTS WAS THAT OF CARNIVAL, FOR THIS REASON, THE NS AND EO AXES CREATE A ROUTE WITH INFLECTION POINTS WHERE ACTIVITIES SUCH AS THE PROCESSION, OPEN FAIRS, AND ARTISTIC EXPRESSION WILL BE ESTABLISHED UP TO THE SUM THAT WILL HOST THE MAIN FESTIVAL WITH CAPACITY FOR THE ENTIRE SCHOOL COMMUNITY.
VOLUMETRICALLY, TWO FUNDAMENTAL OPTIONS ARE TAKEN: GEOGRAPHY AND IDENTITY. EACH VOLUME IS COMPOSED OF A COMMON IMAGE BUT TELLS A DIFFERENT STORY AND CAN BE IDENTIFIABLE BOTH VISUALLY AND IN ITS FUNCTIONALITY, TAKING INTO ACCOUNT ORIENTATION, LIGHTING, AND CLIMATE.
MOBILITY
DUE TO THE LIMITED WIDTH OF THE ACCESS ROAD ON THE SOUTH SIDE AND ITS CONFLUENCE WITH THE VEHICULAR USE OF OTHER SCHOOLS IN THE SECTOR, WE HAVE CHOREOGRAPHED THE VEHICULAR FLOWS OF STUDENTS ARRIVING BY BUS, PARENTS (DROP-OFF OR STAY), STAFF, AND MEMBERS OF THE SCHOOL AND PUEMBO SECTOR COMMUNITY TO GENERATE AUTONOMY OF ALL INTERNAL CAMPUS MOVEMENT, THIS REDUCES THE PRESENT AND FUTURE IMPACT OF THE LIMITED ROAD INFRASTRUCTURE OF THE AREA PROTECTING THE WELL-BEING OF THE LOCAL COMMUNITY.
INTERNALLY, THIS IS ACHIEVED THROUGH A RING OF INTERNAL ROADS WITH SUFFICIENT LENGTH AND DELIBERATE MOBILITY FLOW, PROMOTING ITS SECTORIZATION, EQUIDISTANCE, AND EFFECTIVENESS TO ACCESS EACH OF THE CAMPUS PREMISES AND, IN TURN, ALLOW FLEXIBILITY TO ACCOMMODATE FUTURE CHANGES IN THE AREA'S VEHICULAR MOBILITY, WHETHER THE PROJECT TO EXTEND THE VIVA ROUTE IS COMPLETED OR NOT.
THE ENTIRE CAMPUS SET IS INSERTED AND TAKES CHARGE OF A SPECIFIC LOCATION, THE PEDESTRIAN CIRCULATIONS DIFFERENTIATED FROM THE VEHICULAR ONES, PROTECTED WITH COVERS AND TREES THAT GENERATE PLACES AND SHADOWS, THE GREEN EDGES OF THE TERRAIN, THE VIEWS TOWARDS THE ENVIRONMENT AND GEOGRAPHY, THE OPEN SPACES LIKE SMALL SQUARES AND MEETING PLACES, ACCOUNT FOR A GENERAL GUIDELINE THAT GOES FROM MACRO TO MICRO, FROM THE IMPLEMENTATION TO THE URBAN ACUPUNCTURE OF THE IDENTIFIABLE AREAS AND EACH SPACE SURROUNDING THE ACTIVITIES DEVELOPED IN THE SCHOOL AND COMMUNITY ENVIRONMENT.
LEARNING PATHWAY
OUR PROPOSAL ESTABLISHES A LEARNING AND INTERACTION ENVIRONMENT THROUGH THE CREATION OF INTERCONNECTED OUTDOOR AND INDOOR SPACES OF ENCOUNTER AND CREATIVITY, ROUTES, SYMBOLIC AND SPORTS PLACES IN A CONSTANT FLOW INTERCONNECTING THE PROGRAMMATIC ASPECTS INTO A RECOGNIZABLE WHOLE, BUT WITH THE POSSIBILITY TO DISCOVER AND CHANGE OVER TIME.
THE PARK CONSIDERS THAT THE EXPERIENTIAL EXPERIENCE OF CHILDREN IN COMMUNION WITH NATURAL SPACES EXPERIENCING THE ENVIRONMENT, EVOKING EMOTIONS, SYMBIOTIC CONTACT BETWEEN THE ORGANIC AND THE BUILT, STIMULATES SKILLS AND PROCESSES THAT GO BEYOND THE EDUCATIONAL, WITH SENSORY-EMOTIONAL EXPERIENCES THAT ENHANCE CREATIVE ABILITIES OPENING RECEPTIVITY TO KNOWLEDGE IN AN INTEGRAL WAY.
THE STUDENT AS THE CENTER MAKES US THINK ABOUT THE CHARACTERISTICS OF SPACES FOCUSED ON THE CHALLENGES OF THE FUTURE. OUR PROPOSAL ESTABLISHES COMMON GUIDELINES FOR ALL: AXES, AGGREGATING COURTYARDS AND FINISHES, AS SPATIAL CONFIGURATORS OF A SET THAT WELCOMES LEARNING, BUT WHERE THESE SPACES INTERCALATE AND DIVERSIFY, GIVING THE SET A PLAYFUL, CREATIVE, VERSATILE, AND FLUID EXPERIMENTATION.
CHILDREN AND ADOLESCENTS BASE THEIR DEVELOPMENT ON STAGES, WHERE IN THEIR EARLY CHILDHOOD THEY PLAY, DISCOVER UNDER THE SHELTER OF THEIR TRAINERS WHO GIVE STRUCTURE TO THEIR ENVIRONMENT, MOVING AWAY OR MINIMIZING RISKS, ENHANCING SKILLS, FACILITATING EXPERIENCES, BUT THEN THE ROLE OF THE TRAINER CHANGES TO THAT OF A COMPANION, A STABLE SUPPORT, SO THAT THE ADOLESCENT LIVES THEIR EXPERIENCES IN A UNIQUE AND INDEPENDENT WAY, AND THE PARENT BECOMES AN OBSERVER, A GUIDE.
UNDER THIS PSYCHOLOGY OF CHILDHOOD, OUR PROPOSAL SEEKS TO BE THAT SPACE OF CREATIVITY AND PLAY OF EARLY CHILDHOOD, ALWAYS ATTENTIVE, INVENTIVE, AND EAGER FOR SEARCH, AND AT THE SAME TIME SEEKS TO BE THAT PLACE THAT ACCOMPANIES WITHOUT RESTRICTING, WELCOMES WITHOUT SUFFOCATING AND GIVES MULTIPLE POSSIBILITIES TO CHOOSE.
THE CAMPUS HOSTS AN ARCHITECTURE THAT IS ROOTED IN THE PRIMORDIAL NATURE OF THE HUMAN BEING, ITS CAPACITY TO ADAPT, CREATIVE FREEDOM, SENSE OF BELONGING, INDIVIDUALITY, AND GREGARIOUS BEHAVIOR, SO THAT INDEPENDENT OF THE EDUCATIONAL MODEL, THE ARCHITECTURAL SPACE IS THE ONE THAT GIVES STRUCTURE, LIKE A BACKBONE, TO THE ENTIRE PROCESS OF GROWTH AND DEVELOPMENT OF A PERSON.
COMMUNITY AND ENVIRONMENT
THE CAMPUS PROPOSES TO REFLECT ITS OWN IDENTITY, COMBINING DIFFERENT ACTIVITIES THAT INTERRELATE WITH EACH OTHER AND CONTRIBUTING TO THE COMMUNITY A SCALABLE AND SIGNIFICANT LEARNING ENVIRONMENT, ALSO PROMOTING SOCIAL INTERACTION IN ACTIVITIES OF THE SCHOOL INTERTWINED WITH EXTRACURRICULAR ACTIVITIES, CREATING HABITABILITY SPACES SUCH AS FAMILY WALKS, WEEKEND USE OR SPORTS ACTIVITIES, CONSTITUTING AN EDUCATIONAL ACTIVITY AS WELL AS A RECREATIONAL ONE IN THESE COMMUNITY SPACES OF MULTIPLE USE.
THE USE AND APPROPRIATION OF THE SPACES BY THE COMMUNITY CONSTITUTE A SENSE OF BELONGING, A SYMBOLISM OF ICONIC SPACES RECOGNIZABLE AND FLEXIBLE, WITH WHICH THE PLACE IS AN INTEGRAL PART OF A "COMMUNITY" UNDERSTOOD AS A GROUP OF PEOPLE WHO INHABIT, BELONG AND MAKE THEIR OWN A SPACE THAT HAS AND GRANTS ITS OWN IDENTITY, ITS CHARACTER AS A PARK AND NATURAL REFUGE CONSTITUTES A GREEN LUNG FOR THE NEIGHBORHOOD, HAVING PLANNED THE TEMPORARY COMMUNITY RELEASE OF SOME AREAS AND BUILDINGS.
SPACES THAT WILL BE PART OF THE FCAQ COMMUNITY
A) THE PARK - BIOREFUGE: AROUND THE CREEK ADJACENT TO THE SCHOOL, IT IS COMPOSED OF VARIOUS RECREATIONAL, NATURAL CONSERVATION, AND EDUCATIONAL GREEN SPACES. A LARGE GREENHOUSE INTENDED FOR EDUCATION ON PRACTICAL AND THEORETICAL ENVIRONMENTAL ISSUES. A RAINWATER COLLECTION SYSTEM, WATER RESERVOIR FOR IRRIGATION CONNECTED TO THE OPEN CHANNEL, AND A NURSERY OF ENDEMIC SPECIES AND ORCHARDS.
B) COURTS AND POOL: STRATEGICALLY LOCATED FOR INDEPENDENT OPERATION IN DAILY HOURS AND VARIOUS COMPETITIVE ACTIVITIES INTERCOLLEGIATE, NATIONAL AND INTERNATIONAL (SAAC), AS WELL AS IN NIGHTTIME HOURS AND WEEKENDS BY MEMBERS OF THE FCAQ.
C) SOCIAL HEADQUARTERS: LOCATED AT THE SE CORNER OF THE LAND WILL ALLOW CONGREGATING MEMBERS OF THE FCAQ COMMUNITY IN SOCIAL MEETINGS OF ALUMNI, PARENTS, AND STAFF IN CLOSE RELATION TO THE COURTS, AS WELL AS PROMOTING ITS USE ON WEEKENDS OR IN NIGHTTIME HOURS WITH AN ALTERNATE ACCESS CONTROL TO THE SCHOOL.
CONSTRUCTION SYSTEM
THE BUILDINGS ARE PROPOSED IN EXPOSED CONCRETE IN ALL THEIR EXTERIORS WITH A SYSTEM OF FACETED FORMWORK WITH PRECISION IN THEIR OPENINGS, PARAPETS, ANTEROOFS, WALLS, AND BEAMS, WITH EARTH COLOR PIGMENTS INCORPORATED, ALLOWING A CHROMATIC UNITY THAT EVOKES THE NATURAL AND THE RURAL CHARACTER OF THE PLACE IN A CONSTRUCTION SYSTEM BASED ON WALLS, PILLARS, SLABS, AND CONCRETE BEAMS THAT ACCOUNT FOR A STRUCTURE RESISTANT TO EARTHQUAKES AND PERMANENT OVER TIME. FOR THE INTERIOR, THE USE OF WHITE COLOR AND WOOD IS PROPOSED.
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