FROM VISION TO OBJECTIVES AND DESIGN TASKS
CDC has developed a comprehensive design approach that is capable of translating the reform philosophy into specific design. The transition from vision to design tasks is intended to convert an idealistic philosophy into design objectives, actions, domains, settings and design guidelines, which in turn guide the generic as well as specific designs of schools.
CDC has developed a comprehensive design approach that is capable of translating the reform philosophy into specific design. The transition from vision to design tasks is intended to convert an idealistic philosophy into design objectives, actions, domains, settings and design guidelines, which in turn guide the generic as well as specific designs of schools.
THE DESIGN MATRIX
The division of the main objective into school and community allows us to perceive it in the physical settings through which it will operate. In both divisions, we considered the broader actions that define the goals of each spectrum. On one hand, the school division calls for the activation of the learning process through design and construction criteria. On the other hand, the community division requires the stimulation of mobilization and involvement in influential decisions.
At this stage, what is necessary is the shift from ideas to concrete principles that direct the architects in their design process. This is where a structured conglomeration of our design approach, and where we see it as leading to, comes in. In order to achieve our primary objectives, we have composed a design matrix organized in such a way that through a series of several phases, the objectives are directly translated into unified design principles. Such an evolution from idealistic design objectives to tangible design guidelines paves the road for the development of the theoretical design models.
The division of the main objective into school and community allows us to perceive it in the physical settings through which it will operate. In both divisions, we considered the broader actions that define the goals of each spectrum. On one hand, the school division calls for the activation of the learning process through design and construction criteria. On the other hand, the community division requires the stimulation of mobilization and involvement in influential decisions.
At this stage, what is necessary is the shift from ideas to concrete principles that direct the architects in their design process. This is where a structured conglomeration of our design approach, and where we see it as leading to, comes in. In order to achieve our primary objectives, we have composed a design matrix organized in such a way that through a series of several phases, the objectives are directly translated into unified design principles. Such an evolution from idealistic design objectives to tangible design guidelines paves the road for the development of the theoretical design models.