Eligibility: Open to all students and professionals, individually or in team of up to three.
Awards: $4000 USD total
Timetable:
25 January, 2019 – Submission Deadline
25 March, 2019 – Announcement of results
Design Challenge:
The world is growing at a break-neck speed today and with rapid urbanization and industrialization, it is demanding a constantly changing human intellect. To face the gradual transformations, the upcoming generations need to be moulded in a way that they can cope efficiently with the variations. Education can help initiate this change by altering the mindsets and outlook of people around the world.
Over the last decades, education has evolved into a vital necessity for people belonging to all facets of the ever-changing world. An important agent of social change, education not only helps in moulding young minds with values but also guides their intellectual development and boosts the society’s potential for its own progressive transformation. Education can help in the eradication of many social evils such as poverty, poor health, scarcity of food and water, pollution and other stigmas.
UNICEF, with its campaign ‘Education for All’, aims to educate 110 million children and help them find a school, making them capable to effectively face the burgeoning challenges of the changing world In spite of its significance, millions around the world lose the opportunity to learn, owing to inaccessible locations and lack of facilities, a situation that needs immediate attention and remediation. The agenda of providing the prospect of education to the isolated population needs to take fore in today’s day and age.
The participants are to design a multifunctional educational space to accommodate a capacity of 200 students from the age group of 5 to 11 years. These spaces should also function as an interactive space for the local community post school hours. The chosen site should be in a region where education is inaccessble. The built up area of the school should not exceed 500 square metres.
The designed spaces should be innovative, encourage learning for children as well as strengthen the communal spirit. The space should incite a healthy dialogue amongst the local communities. These spaces can work in unison during school hours or after. Thus, enhancing the social development.
Participants are encouraged to develop their own program. The spaces designed should not be limited to the standard activities viz. educational spaces, sanitary and administrative areas; the designs should promote innovative activities that stimulate accelerated learning and development.
For more information, go to: https://reschool.volzero.com/
The reunification of Germany in 1989 not only had a great impact on the lives of many Germans, especially those living in the former DDR,but together with the decision to move the nation’s capital from Bonn to Berlin resulted in two major international design competitions in 1992: the first was to convert the existing Reichstag building into a home for the German parliament, the second being the Spreebogen planning competition, which included a chancellery for the head of state as well as needed buildings nearby for the Federal government.
Form and Dichroic Light Scott Hall at Carnegie Mellon University Michelle LaFoe and Isaac Campbell OFFICE 52 Architecture Forward by Cesar Pelli, FAIA Introduction by Michael J. Crosbie, FAIA Leete”s Island Books, Maine USA Hard cover; 96 pages in color ISBN 9780918172709
In his introduction to Form and Dichroic LIght, Michael Crosbie never mentions the term, “wild card,” to describe Office 52’s participation in the invited competition for the Carnegie Mellon Engineering Building. The four finalists, picked from a list of 17 firms, also included three household names: ZGF, Wilson, and BCJ (Bohlin Cywinski, Jackson). So what possible chance could a firm, which had just recently opened a small office in Portland, Oregon, have against a competition lineup of this magnitude? But as OFFICE 52 Principal, Isaac Campbell explained, as a small firm, “we were quite nimble,” and the $50,000 stipend the firms all received to produce a design could allow OFFICE 52 more time to undertake the research involved than might be the case with a larger office, where a cost controller is constantly focusing on the operation.
The renovation of Miremont-le-Cret n 2012 was unusual in that the project was the subject of a competition. This building had long been landmarked as one of Geneva’s most significant modern accomplishments, designed in 1953 by a local architect, Marc-Joseph Saugey. The building’s design is remarkable in how it fits into a somewhat narrow, elongated site, but solving the issue of monotony that could naturally arise, had the facades not consisted of a simple elevation with no protruding edges. Instead Saugey came up with the idea of a faceted treatment of the facade on both sides of the structure, thus eliminating any notion of boredom on the part of a casual visitor.
The Rise in the City Housing Competition in the African country of Lesotho presented many similarities with student competitions that have occurred over the past decades, the main link being the presence of mentors as advisers to the team(s) who were designing the entries. One of the most famous examples of this was the winning design for the Vietnam Memorial Competition by Maya Lin, who was enrolled at the time in a studio course at Yale University. In that case it was also a case of students competing against professionals. Lin’s design just happened to find favor with the jury.
The features of a truly international competition were quite in evidence in Prague’s SMÍCHOV School search for an ideal elementary school design: the event attracted 66 entries from around the world, and the winners were a team from Canada and Poland. The sponsors went so far as to even estimate the number of hours spent by all of the architects who submitted entries for the competition (58,800). One can only imagine what that number might have been for the Helsinki Guggenheim competition, which attracted 1,715 entries.
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