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How can we as architects interact with external practices, such as video games? Are there relevant aspects to be found, and what are the ways in which they could be approached? This project grounds itself in three different personal interests; architecture, digital design tools and video games, or more specifically: ”What kind of architectural expressions and spaces could be created if we design in the borderland between the real and the virtual game?” This is an experimental project that approaches a few aspects of video game design, as well as potential qualities of virtual worlds. It concerns itself with image based digital massing, level design as basis for program or composition on site, as well as being on the border between the real and the virtual. The result of the investigations is a playful collection of objects, arranged according to a loose, narrative sequence idea. The scene is geographically tied to a real location, but floats in a no-man’s-land between reality and game. In its current state, it is not a proposal for the actual, real world site, and at the same time it is not quite a game either. There is an ambivalence to the scene being at the pivot point of these two definitions. The objects have a structural and aesthetic nature that touches on low-polygon shapes as expression, using images for generating a grid-surface based outcome and exploring a transitioning between reality and virtuality through architectural representation.

Projektet utgår ifrån en frågeställning om hur skolbyggnaden i sig kan stimulera till lärande och nyfikenhet. Det finns flera sätt som detta kan utföras på, men det här projektet fokuserar på hur detta kan utföras genom utformning av rumsligheter. Inspirationen kommer huvudsakligen ifrån spelmiljödesign och från arkitekten Herman Hertzberger och hans bok "Space and Learning". Byggnaden består av ett program för en mellan- och högstadieskola, som är distribuerat på ett sätt som gör det utmanande att orientera sig. Rummen är utplacerade som kuber med helt eller delvis massiva väggar. De binds samman av en glasfasad, och mellanrummet som skapas blir en yta av öppen aktivitet och där intressanta rumsligheter skapas. En annan metod för att stimulera och väcka nyfikenhet är att skapa siktlinjer. De är horisontella: genom glaspartier i väggarna, och vertikala: genom öppningar i bjälklaget. Tanken är att eleverna allt eftersom de utforskar och lär känna sin skola också lär sig hitta, inte bara till sina klassrum eller toaletterna, utan också till spännande vrår och rumsligheter som skapas i mellanrummen. Det blir en kontrast mellan rummen; där aktiviteten är styrd av lärare och läroplanen, och ytorna i mellan där aktiviteten inte är styrd utan skapas av eleverna själva. This project is grounded in a question about how a school building in itself can stimulate learning and curiousity. There are many ways of which this can be executed, but this project focuses on spatial design. Inspiration comes mostly from environmental design in games and from the architect Herman Hertzberger and his book "Space and Learning". The building consists of a program for middle school and junior high school, and is distributed in a way that makes orientation intentionally hard. The rooms are placed as cubes with massive or partly massive walls. They are connected by a glass facade, and the space between becomes place for interesting spatialities. Another method for creating stimulation and curiousity is sightlines. They are horizontal: in the shape of glass walls, and vertical: by openings in the floor structure. The idea is that the students, by exploring and getting to know their school, also learns to find not only their classrooms or lavatories, but also those nooks and crannies that is formed in the in between space. There becomes a contrast between the rooms: where the activities are ruled by teachers and the curriculum, and the in between spaces: where the activity is free and formed by the students themselves.