Climate School
Services
Conceptual
Client
N/A
Link
Year
2020
The precarious nature and location of the site is used as an opportunity to create a more dynamic relationship between an ever-changing landscape, humans, non-humans, and the climate school, thus promoting climate studies as a highly public and visible discourse. Leveraging the ebb and flow of the Hudson estuary, and its spatial relationship with the site, the design for the climate school negotiates this complex relationship by re-interpreting the design flood elevations as a key component of the pedagogical goals and recreational needs of the school.
The primary spatial idea is the creation of three separate datums that serve different purposes and cater to different “publics”. By bringing together researchers, policy makers, scientists, students and the general public, the climate school institution thus becomes a vital actor in community engagement and research to confront the climate crisis.
