The programming of the outdoor classroom takes into account the school’s requests to accommodate one to two classes made up of thirty students each, small group or individual meeting spaces, and a performance space that may welcome an audience of up to two hundred people. Our studies of spatial relationships between the variety of programs focus on the strategic placement of structural columns, walls, or volumetric “column walls” that can separate larger and smaller spaces. The placement of openings and thresholds can help merge parts of the pavilion classroom to accommodate large group activities or an audience. The orientation of each space and its relationship to the exterior site is key to thinking about how the programming and inhabitation can expand and adapt within and beyond the pavilion’s footprint.   

Some of our investigations consider how structure and openings can not only divide or merge spaces, but also how the thickness and volume of the structural elements can work as storage, small inhabitable spaces and nooks, or lightwells. Other studies seek how the panels and wall surfaces may pivot or slide to modulate light and create openings. As an interactive component, these moving walls have the potential to become movable theater sets, art displays, educational games, or built in furniture.