Fall 2016

DLR Group Competition Winner

Assignment: A tech boom has vaulted in San Francisco and Silicon Valley. The current tech industry can be interpreted to be a contemporary monument. Investigate and establish your own definition of neo-monumentality (carried over from the campus memorial project) to design an IT Office and Entertainment Center.

Competition: DLR Group hosted a competition for all fourth year architecture students at Iowa State. After final presentations, reviewers chose one project from each studio (5 finalists out of about 60 projects) to be presented the following day to representatives of DLR Group. Each studio had radically different project criteria, so each program was analyzed and carefully considered amidst choosing a winner. The representatives chose our project as the winning competition entry.

Neo-monumentality: Movement. Interaction. Learning. Technology. Our interpretation of neo-monumentality challenges the blandness of historic monuments by taking advantage of modern technology and ways people interact in the current world. This proposal intends to steer away from the idea that a monument is just an object people perceive in space. Rather, it interprets the object as the space people exist within.

Approach: We as humans have transformed how we move throughout our existence. This development from basic foot travel has completely redefined the way we live. We have traveled by boat, horse, bicycle, car, plane, and countless other forms of personal transportation. Our curiosity of movement has even brought us to outer space. These forms of movement have been translated into sports, events, and celebrations. Alongside those, we aim to innovate what it means to “move” through our rapidly-growing technological world. How can we bring that to be even more accessible to the general population at an intimate level? How can we coincide movement, interaction, learning and modern technology? In what ways can our design promote all of these ideas?

In tandem with movement and interactivity, our second way of approaching this is understanding that the world is full of curious people. As a society, we constantly immerse ourselves in an atmosphere of new ideas and innovations. It is natural for us to be intrigued by these and adapt to the new technologies they coincide with. We would like to put these concepts at the forefront of our design along with movement and interaction. Typical classroom learning methods involve lecturing and distant exposure to the material. Our design aims to modernize the education of drone design through interaction with the parts, building and testing one’s designs, as well as creating a new visual learning experience through the way people view the drone events we host. What if we handed out the same headsets the drone pilots wear, and took advantage of this virtual/mixed reality experience to broadcast a new viewpoint for the spectators to use? Could our space host events for people of all ages and skill levels to come design and build their own drones and test them? Is it possible to design a new epicenter for such a young technology? These are opportunities our design seeks to explore.