Title page for ETD etd-12092008-210512


Type of Document Master's Thesis
Author Bennett, Kashuo Marley
URN etd-12092008-210512
Title Interstitial geometries
Degree Master of Architecture
Department Architecture
Advisory Committee
Advisor Name Title
Rott, Hans Christian Committee Chair
Schnoedt, Heinrich Committee Member
Thompson, Steven Ross Committee Member
Keywords
  • Deconstructivism
  • Geometry
  • Perspective
  • Academy
Date of Defense 2008-05-16
Availability unrestricted
Abstract
Interstitial Geometries

Kashuo Marley Bennett

Abstract

The design of this architecture academy for one hundred students is an exploration of educational function,

geometric construction with digital drawing tools, perspectival manipulation, and minimalist architectural aesthetics.

Within the school are studio spaces, a shop, a library, a lecture room, faculty studies, and outdoor

building yards. Itself technologically derived and constructed, this project fits into the framework of the modernist

architectural movement. But like a wayward atom in an otherwise rigidly determined crystalline matrix,

the building’s form inserts itself into this stanchion at a point intended to commence a generative rift of new

possibility. The goal for the institution is to foster an environment of exploration and progressive innovation

through exchange and collaboration. This charge would fall squarely on the faculty of course, but hopefully

the building itself would act as a catalyst for the search. Through its programmatic organization as well as its

perspective-warping angular form, the building is designed to encourage or at least accommodate a participatory,

dialectic way of studying and making architecture. Open studio spaces and the proximity and availability

of the faculty studies are intended to foster ease of communication and collaborative interchange within the

academy. Exchange of knowledge across multiple levels and points of view would occur both intellectually and

spatially. The specific outcome of such a dialectically educational environment cannot be accurately predicted,

and therein lays the vibrant potential of the proposal. The rigid predictability of enlightenment rationalism has

outlived its modality and a new model is needed in order to move forward. The goal of the contemporary

architecture academy should not be to establish the primacy of one mode of operation but to invite a plurality

of approaches to the table.

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