THE GREAT WALL
First Presbyterian Nursery Fence, 2011
While visiting the existing courtyard at First Presbyterian Nursery School, there where a number of things that stood out to us. The interactive role of objects in the space, the emphasis placed on horticulture, and the creative intimacy embodied in the small artistic objects are all key in shaping the identity of the space. In creating our proposal for the new wall at First Presbyterian, there were several key objectives that we were essential to the design process:
FUNCTION
First and foremost, the wall should function as a privacy fence. Our proposal incorporates a system of intricate structural elements that support opaque panels. Over the length of the wall, the panels vary greatly in color and size, creating visual areas of intensity and interest. In all cases the system has a density of opaque panels that cover openings, providing privacy to both the side and rear courtyards.
HORTICULTURE
Recognizing the focus on horticulture in the space, our proposal considers the growth of vines and other plants. While in many places the wall system is opaque, at others (especially in the areas below the height of the existing wall), the system exists purely as a framework or trellis that patiently anticipates the growth of the plants. In these areas (including the location just above the existing planters), we imagine the plants growing up into the wall system, winding behind the panels, and eventually re-emerging through the openings. Over time, the plants would adapt to the shape of the system, creating an interesting interplay between the natural elements and the more geometrical framework.
GEOMETRY
We were interested in the use of geometry (and, in particular, three-dimensional geometry) as a way of communicating the complex relationship between objects. The proposal is aimed at communicating a sense of geometrical interaction between frame elements and panels elements. Much like a simple children’s game of geometrical association, it speaks of a each shape having a unique and matching space in the frame- a place it belongs, that is uniquely its own.
This condition is further heightened by the 3-dimensionality and variation in the wall, and is meant to evoke a sense of wonder about the formation of the geometry. The areas of intensity in the wall have been determined through a combination of pragmatic, aesthetic, and budgetary considerations. They were placed at keys areas in the wall corresponding with functional or visual emphasis- such as an area just inside the main entry, an area that can be seen prominently from the side courtyard, and an area of prominence in the rear courtyard. In the more hidden areas, and in areas where a trellis system would be more appropriate (and less expensive) the wall is a simpler, less intense geometry.
INTERACTION
Second only to the functional requirements of the fence, we believe that one of the most important things that the wall can do is help promote a sense of creative and interactive learning. In other words, in addition to its functional and aesthetic characteristics, it should be an active participant in the learning process. To this end, we have proposed that the panels be constructed of a chalkboard surface that can be utilized by both children and adults. We imagine that the lower portion of the wall is used by the children for drawings. At the upper portion of the wall, it may be used for everything from teacher’s lessons to schedules and announcements.
COLOR & MATERIALITY
The wall would be constructed of a painted light steel frame with a system of steel panels riveted to the frame. Each panel would be painted using a high quality exterior chalkboard paint that is offered in a variety of colors and that can be mixed to create custom colors. The use of color further heightens the sense of patterning along the wall, creating a dynamic sense of movement from the areas of intensity outward.
Project Credits:
Principal Architects:
Dwayne Oyler
Jenny Wu