• Constant is the site: people always go to the same place. Can we replicate a place to grow with the children from kindergarten to primary school to secondary school?
  • Can function be refitted? What if we start with one school for the existing community and then expands it to house more people and have the same model. Transitory school (moving and replicating). Travelling school but not travelling.
  • Layers of detail
  • Progress of a school: growth, construction and demolition and repurposing
  • Memories are overlayed onto the historical buildings, not in the materiality but in the absence of.
  • Same width and length of timber but pieced together differently.
  • how do you overlap memories without intruding? could the buildings still be used by the villagers? providing separate access?
  • Memory does not need to be stored in the physical fabric – what about photographs and wechat?
  • Section showing the different rooms within column grid.
  • School to that follows them because they do not have a constant environment and the only thing that could be constant in that environment is friends and family (ties)
  • Stick figure drawing of timber construction
  • double timber joints to house insulation and services, that can be closed off but the expression is still the timber frames
  • Programme: where do you insert the mass?
  • Why do you need the school structure? Why can’t you just open the existing schools to the migrants? that will always be a process of integration. but I’m trying to create their heritage and a record for that period of history. And that creates not integration but expression of identity.
  • Flexible panel that is removable and fixable to allow for flexibility
  • Can we have fabric which thread between spaces an have children hide behind/thread through them as a form of play?
  • Soft materials to play with
  • Stretch fabric