My son turned five this summer, and that means he started Kindergarten just three short weeks ago. I am proud to say I did not weep when I dropped him off for his first day. (Granted, he’s been in daycare since he was a baby so for both of us I think it felt more like a change of scenery than a true milestone.)
I was (and am) still anxious about many things that are sure to come as he navigates public school for the next thirteen years but the first of his elementary years came with an unexpected perk. Our school district is embarking on a huge improvement project and are building a new school!
I am not an architect, and have only had the privilege of working with architects on their legal matters so the glimpse we are being given into the design process is inspiring.
The project is in the “discovery” phase right now. It is fascinating to see how the design group is approaching the teachers, community, and even the students. It will be exciting to see how the ideas may be incorporated into the later design.
The project has done wonders to dispel my notion that the the design process is inaccessible to mere mortals. Giant rolls of paper, post-its, smelly markers, words and drawings writ large in poor penmanship capturing ideas. Check it out at http://designemerald.splashthat.com/
This discovery phase of the design process has caused me to stop and question why I thought the process was more internal, perhaps contemplative, and “sterile”. Perhaps the lack of imagination that lead me into the law stunted my appreciation for the creative process.
So I pose a question to educate myself – does every project include a discovery phase? Are there certain projects that do not lend itself to collaborative efforts? What methods do you use to collect, and do you display, the myriad ideas that are generated before preparing schematics?
And finally I wonder whether community involvement will result in a “good” design. Really, what do I or my kindergarten son know about design and functionality?