ivan hernandez
anticipating ruin rural RIA: Red de innovación y aprendizaje — the innovation and learning network
frameworks | schools by ivan hernandez
mexico pol itics ambition land art registration
want the school to be a closed container, but instead would take advantage of the rural landscape. We opted to work each program within a wall, resulting in three walls that extend towards the landscape. We imagine each wall as one of those abstract surfaces Richard Serra places within the landscape that become a perception tool by their mere contrast to their surroundings. Each wall would have its length, its direction, and its depth depending on the area we were given to construct. Each wall would consist of concrete frames that would then be filled with local materials. The established program would be attached to both sides of the walls. We considered each wall as area in a Venn diagram, where the circles are programs that overlap at the walls. So the program attached to the first wall becomes A, the second wall becomes B, the third C; but the program that could surge in between is neither A nor B; neither A plus B, but instead a mixture, an AB, BC, CA; a program that we did not entirely determine but that is left as a potential. So, when a kitchen faces a classroom, perhaps
We were asked to develop an after-school model to be constructed in rural areas throughout Mexico. The model needed to be adaptable to the distinct topographical, climactic, cultural and educational conditions that take place in such a distinct territory as Mexico. We were given one ‘neutral’ site in the outskirts of Mexico City to test the model. This is not the first time we have been asked to design and construct a school model for the government where the model was successfully reproduced, but considering that this year is an election year when most governmental projects are just taken as far as it is necessary to gain votes but are hardly given the necessary continuation, we decided to design a project that was prepared to lose its vitality. The program itself consisted of an administrative area – a small office and reception area, an educational area – two classrooms with possibility of extension, and a service area – bathrooms, storage space and a craft area that would be determined depending on the location we found ourselves in. We did not
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