MOTIVES
1. To design a mid-sized classroom (30 students) that can transform into a single module, typically 12’ to 14’ wide, with great ease in transportation
2. To adapt a flexible and intelligent way of utilizing natural light and passive air ventilation
3. To integrate abundant storage spaces that can be used for different purposes, for both the teacher and the students
4. To design the windows that can bring the feeling of openness and connection without distracting student’s attention from their study
5. To design the exterior so that it is complimentary to the surrounding environment both in form and function, rather than being intrusive to it
METHODS
1. The roughly 50’x13’x12’ pre-fab module can split into 3 parts, a central body and 2 side walls, and contains 2 floor panels, 4 side panels, and 10 roof modules inside it during transportation. It expands into a 40’x23’x11’ classroom interior space with simple and quick on-site assembly. During assembly, both wooden-framed, deep grid-like side walls are detached from the central body. It supports the roof modules with the rigid, steel beam enhanced central body, where heavy parts such as A/C system are installed. Two floor panels should be light-weighted and designed to support the weight of human and furniture. They should typically have wooden frames filled with thermal insulation, and top-covered with carpets. Four steel beam enhanced side panels (two walls and two door frames) finalize the definition of classroom space, and more importantly, provide stable structural connection between the two long side walls and the central body.
2. Overhead natural light is provided by modular shed roofs with clerestory glass that can be oriented as dictated by site conditions and which collect and diffuse natural light into the room. The square bottom shape of each roof module allows it to be installed in 4 directions. Careful combination of all 10 roof modules can bring sufficient natural light to the classroom of any orientation while balance with heat gain. A central computer system is set to gather environmental parameters through sensors installed at various locations both interiorly and exteriorly, and controls active systems such as AC/heating and artificial lights, as well as giving suggestions of manual control on windows and interior shades.
3. Storage spaces are located on both ends of the two side walls, entrance side of the central body, and beneath each window. The two smaller spaces at the entrances can serve as student’s lockers, while the largest one (roughly 5’x7’) at the central body is ideal for storing teacher’s supplements. Small closets beneath every window can be used to store books and papers, or create a little library for the class.
4. Connection between interior and exterior is not only realized through large operable windows on the grid-like side walls, but also the depth of each grid, which forms a semi-private exterior space on the exterior of the glass, and connects both the classroom and the outside, such as a recreational field. With the interior point of view, such design creates a buffer that distances yet not cutting off the class space from distractive surroundings; with the exterior point of view, the side wall is transformed into a column of elegant social places, with the bright-colored benches and shades installed, which instead of being intrusive, participates with the surroundings, and creates more opportunities for students to engage with each other after class.
MATERIALS
Wood, with occasional steel for better strength is used to build the frames. Panels are made with wood or bamboo sheets and zero-VOC thermal insulations. The whole classroom module is painted with light-colored zero-VOC paint. The roof modules are light-weighted, made of wood or recycled plastic sheets, with recycled metal sheet top. All the glasses used on windows should be recycled.
