código de inscripción:AFJ 262

El concurso International School & Museum ofFlamenco es un proyecto en la localidad de Jerez de laFrontera.Así pues, tal y como el proyecto se alimenta de suentorno para crear una arquitectura adecuada a sulugar, el entorno se alimenta de esta nuevaarquitectura para crear un proyecto de ciudad. Paraentenderlo, es tan importante considerar todo aquelloconstruido como todo aquello vacío…La propuesta se integra en el lugar, considerando elfuerte desnivel de hasta seis metros en su punto másextremo, entre las calles Barranco y Jesús de las Caídas.Esta importante diferencia de altura la utilizo parameter la mayoría del programa del proyecto en formade distintas cajas blancas con un altillo de madera atres metros de altura. Des de la calle Jesús de lascaídas se puede apreciar las distintas cubiertas decada una de las cajas que presentan un plano deagua para ganar inercia térmica además de la queproporciona el mismo terreno.Entre caja y caja coloco unos espacios intermedios,sutiles y domésticos, espacios que sirven para dar unaluz controlada a los laterales de las cajas yproporcionan una eficaz ventilación. Además estosespacios sirven para albergar unas escaleras de piedraque suben hasta la cota de los altillos, como si de unacallejuela se tratase…Por otra parte, el proyecto considera un gran pórticoen el frente sur del solar. Este elemento nos permitecontrolar la radiación y funciona además como un filtropara adentrarse en esta arquitectura. Es un perímetroque controla el elemento más importante del proyecto:El patio. Creo en el patio como elemento que prolongael espacio interior hacia el exterior y viceversa. En estecaso hay esta clara voluntad de expandir el contenidode cada una de las cajas hacia el exterior, así funcionael proyecto. Gracias a este elemento se articulan todoslos distintos espacios y las circulaciones.Finalmente, se propone otra caja encima de todo loanterior. Es la pieza que equilibra el proyecto y locaracteriza. Es una caja de hormigón visto que cruza lapropuesta desde las cubiertas de agua hasta el pórticode madera, dónde termina en voladizo.

Entiendo la diferencia entre materiales cómo elmestizaje cultural que contiene el Flamenco. Es portodo eso que defiendo una arquitectura arraigada enel lugar, con un carácter fuerte e impulsivo perosiempre equilibrado, una arquitectura para el arte y unarte para el pueblo…

1. Zona de llegada y distribución2. Areas de administración y oficinas.3. Aulas de baile para ensayos en grupo.4. Seminarios de baile para clases individuales.5. Zona de vestuarios y taquillas.6. Zona de cuadras y patio de paseo para caballos.7. Área de hostelería, café y restaurante.8. Tiendas temáticas.9. Auditorio (Planta Superior).10. Gimnasio y zona de descanso.11. Sala de exposición.12. Espacio exterior para representaciones.

movement

“The ‘duende’ is elusive, but you have to be after it all the time” Fuensanta La Moneta

individuality, not perfection

lineas distintas

searching, discovering, surprising

exposing & enclosing

compression & expansion

subida - rising temporespiro - falling tempo

9 didactic facades show 6 rhythmical phrases that guide the compás of the flamenco form known as Bulerias. Bulerias is one of the most popular and rhythmically complex forms found in flamenco. Students and visitors alike will learn flamenco from the architecture.

Compás, rhythms, polyrhythms

Buscando el Espacio del Compás AFN266“La escuela no hay ninguna, el flamenco no tiene mas que una escuela, transmitir or no transmitir” - Camarón

LEVEL 01Performance Level

LEVEL 02School of Flamenco

LEVEL 03Museum of Flamenco

fluidity

formal & informal learning spaces - curved paths and walls create a semi-enclosed roof terrace overlooking a dance studio below

roof terrace overlooking a resaurant courtyard, into a covered entry of the school, and up at the transparent facade of the museum

In flamenco there is a constant mixture of inward searching and outward expression. This can be seen in the images at right and left. They show two very different postures by dancers and two different types of chord voicings for guitar. The first set is very tight and closed, the other very stretched and open. The same words can describe the architectural spaces in this project. They are both open and closed, compressed and expanded, fluid yet stable. There is interior space that feels like exterior space, and exterior space that feels private and enclosed.

Compás (rhythm) is the most important and most demanding part of flamenco. Not only is each rhythm difficult, but often different rhythms are played simultaneously, creat-ing polyrhythms. This allows for endless variety and surprises within the music. The School-Museum of Flamenco is also polyrhythmic, as it uses the existing site and con-text to define the distinct formal geometry of each of it's three levels. The curving, load-bearing perimeter walls also have openings in them that are literal representations of some of flamenco's fundamental rhythms.

As the great Camarón implied above, flamenco is an ellusive, difficult, and misunderstood art form with a young and un-developed academic tradition. So then how does one go about designing an adademic setting for such an art? During my six years of playing flamenco guitar, I have learned that the most productive and inspired moments are unpredictable. Flamenco is characterized by it's dramatic spontaeity, individuality, and mystery. Because of this there is a compelling draw to the art, but also immense difficulty for a student. This project addresses these issues by emphasizing ambigu-ity, possibility, and the "in-between." While there are several defined spaces for certain activities, there are also many spaces without clear definition, without edges and without preconceptions for program. This allows an individual to find his/her own place. These "in-between" spaces can be for listening, for seeking silence, for practicing, or conversing, etc.

interlaced regulating lines drawn from site's edges, circulation paths, and open spaces

LEVEL 01 GEOMETRY2 sets of regulating lines create geometry of each level

LEVEL 02 GEOMETRY LEVEL 03 GEOMETRY OVERALL GEOMETRY

an outdoor, roof-top event space for live performance, film, lectures

International School andMuseum of Flamenco

volumetericcirculation

Flamenco has been influencing the culture of Andalusia, in which Jerez being the city where

flamenco singing began. The cultural sport has been part of the lives of people of Andalusia, and the

International School and Museum of Flamenco hopes to engage the community to promote and

evolve the culture and passion of flamenco to the rest of the world.

The building was designed in respect to the orientation of the site context. We wanted to preserve as

much as of the Andalusian architecture style possible by keeping a public courtyard, and so the first

move was to create a large plaza for people to gather not only just for flamenco but for public town

meetings and gatherings. Second, the quadruple height space allowed for open atmosphere for

people to view the auditorium from outside, as well as emphasizing the dance studio above where it

will be accessible to the dancers at all times.

There are three different buildings: museum, school, and horse shelter; as well as an underground

research center. The floating auditorium above the public plaza is the center piece that brings the

school building and the museum building together, while vertical circulations allow movement be-

tween the three buildings and the underground research area.

AGC280

section facing north-west

�oor plans 1”=1/64’

dance studio

auditorium

three buildings

underground

between floors

between dance studio & buildings

between context and buildings

�oor b1 �oor g �oor 02 �oor 04 �oor 05

STORAGE

STORAGE

OFFICE

CENTER RESTING AREA

HORSE RIDING AREA

EXHIBITION

SCHOOL LOBBY

OFFICE

LIBRARY

CAFE

LOBBYTO THE

AUDITORIUM

STUDENT LOUNGE

LARGE DANCE STUDIO II

LARGE DANCE STUDIO I

GYMNASIUMMEDIUM DANCE STUDIO I

WOMEN

MEN

SMALL DANCE STUDIO I

SMALL DANCE STUDIO II

STORAGECLASSROOM II

CLASSROOM I

OUTDOOR BALCONY

AUDITORIUM

LOBBY TO THE AUDITORIUM

MUSEUM LOBBY

PUBLIC PLAZA

HORSE SHELTER

PROHIBITEDSTORAGE

AUDIOVISUAL ROOM

EXHIBITIONCONTINUED

NORTH

AGD281Floating Stones

Collecting rainwater Changing shade in patio by time

1. Main entrance / information2. Dance class - group3. Dance class - individual4. Administration / office5. Auditorium / projection6. Shops7. Museum / exhibition room8. Outdoor performance9. Restaurant10. Bar / café11. Gym12. Equestrian training pavilion

United roofs

Fragmented ground

Andalusia is located in a warm temperature region where extremely hot summer and torrential rains. The climatic fact has generated a very specific build-ing typology which has a square shaped patio in the middle of the house. Having a court inside of the house building - rather than put it at outside of the house facing street or road - helps to protect their living area from strong sunray by situating each buildings very closely. Sometimes, there is a small pond in the patio. When it’s raining, water is collected to the pond, and brings heat from the patio by evaporation.

Patio has not only functional role of cooling down the temperature in the house, but also has social key by providing community space for the family. Most family units of activities like work, education and recreation has been performed in this area since it gives perfect interiority keeping privacy from outside street.

This project mainly used the idea from the legacy of the Andalusian build-ing typology, and extends its boundary from family to village / city scale. At the same time, the inside space is designed according to the character of Flamenco. It is more improvised performance compare with other formal shows or plays. Ironically, this kind of performance demands the performer to spend more time and effort to practice so that they can move freely on the stage. Therefore, it is essential to make a clear line between private area(school / training) and public space so that they can concentrate on their practice in the isolated environment.

Roof and groundFragmented building blocks ensure more accessibility by creating pas-sages in between. Each roofs are slightly crisscrossed together so that it can collect rainwater in a point. At the same time, overlapped roofs give a united feeling in the space under ‘one roof’.

Night & lightBecause of the climatic character, activities in the night time would be preferred to avoid intense sun-light. Even Flamenco is usually per-formed in the evening or at least indoor. By making gaps underneath wall, we can expect moderate bright-ness in rooms. Also it helps to keep privacy by alternating windows. In night time, lighting from indoor spread out through the crack. When

Specific housing typology of the region

Natural cooling-down system of traditional housing form

1

2

2

2

3

4

4

4

5

6

6

7

8

9

10

12

11

Ground floor plan

Section A-A’

Section B-B’

Section C-C’1st floor plan

0 5 15 0 5 15

A A’

CBB’

C’

Public : anyone can get into the areaSemi-public : the public who has particular admittance (visitors/shoppers etc.)Private : very limitied person who has registered or staff of the facility

Public/private by degree of accessibility

this light is harmonized with indi-rectly illuminated roofs, it would give neighbors a feeling that the whole building is lifted up dynami-cally. When the Flamenco is per-formed with a passion, the building will dance as well.

Equestrian pavilion Patio - night

Patio - day Outside - night

Dance class - individual Dance class - group

Museum & exhibition

School & Museum of Flamenco / Escuela y Museo del Baile FlamencoCANTE JONDO AGG284

MUSEUM AS CIRCULATION

INTROSPECTIVE

Cante Jondo, meaning Deep Song, was the first recorded Flamenco song. The Flamenco Museum & School is determined by the

direct interaction of the urban and programmatic conflicts that arise at the deepest and most integrated level of user interaction and

utility. The primary motives for the formal development of the spatial volumes is derived from the conflict between the introspective

nature of the museum and school and the desired extrospective character of the more public programs, such as the restaurant,

cafe, and lobby spaces. To add another layer of proportional complexity, the outdoor performance space and auditorium space

necessitate a dialogue that consistently develops from the linked service spaces required for each program. This dialogue becomes

manifest diagrammatically through the literal linking of the auditorium and outdoor performance space through a viewing panel. All

the programs are joined by a band of interconnected museum gallery programs providing continuity through programmatic conflict.

N

1. EXHIBITION SUITE 12. EXHIBITION SUITE 23. EXHIBITION SUITE 34. PROJECTION ROOM/ KIDS THEATER5. MESSAININE6. DANCE STUDIOS : A-E7. LOCKERS8. RESTAURANT9. OUTDOOR TERRACE10. KITCHEN

12

3

5

8

6E

6D

6C

6B

6A

4

79

10

N

1. THEATER ENTRANCE / TICKETING2. CONSESION STAND3. MUSEUM ENTRANCE / TICKETING4. THEME SHOP & RESTROOMS (BELOW)5. SCHOOL ENTRANCE / CAFE6. GYMNASIUM7. BACK OF HOUSE/ OFFICES (BELOW)8. HORSE CORRALS 9. TRAINING GROUND 110. OUTDOOR PERFORMANCE SPACE 111. OUTDOOR PERFORMANCE SPACE 2

8

9

1

26

5

11

10 3

4

7

FIRST FLOOR PLAN SECOND FLOOR PLAN

PROGRAM RELATIONSHIPSINTERCONNECTIVITY

SCHOOL

DANCE STUDIOS

AUDITORIUM RESTAURANT

GYM

HORSE CORRALMUSEUM

LOADING

AUDITORIUM LOBBY

SUPPORT OUTDOOR PERFORMANCE

OUTDOOR PRACTICE

OFFICES

CAFE

MUSEUM

SCHOOL

VIEWS THROUGH BUILDING

URBO-SPECTIVE

CONTEXT INFORMS FORMALISMURBAN CONNECTIVITY

PRIMARY ENTRY LOCATIONSVIEW CORRIDORS- UNDERBELLY

FLOOR AREA LIMITSURBAN FORCES (CIRCULATION, PUBLIC SPACE, SIGHTLINES)

BUILDING SECTION

1 2

4

3

5 6

INTERNATIONAL SCHOOL AND MUSEUM OF

FLAMENCOBuilding and People

Concept and Design

SPACE DIVISION

The concept of this building is having a harmony in dance, musicand people. When there is a harmony in those three elements,the atmosphere becomes perfect for Flamenco. In the building,school, museum and public space mix together to create the harmony and balance to have a space to enjoy Flamenco.

site together, the space becomes a place to interact with peopleand Flamenco. Outdoor theater helps people to get together to

that, the sloped open area on the other side is covered with grassso that people can relax and be a part of the complex.

of Flamenco.

DANCEMUSIC

PEO

PLE

PEO

PLEPEOPLE

SCHOOLMUSEUMPUBLIC SPACE

PUBL

IC S

PACE

PUBL

IC S

PACE

1

2

34

6

5

FIRST FLOOR SECOND FLOOR ROOF/CIRCULATION

SCHOOL

MUSEUM

GYM

GYMCLASSCLASSCLASSCLASSCLASSCLASSCLASSCLASSRRROOMSOOMSOOMS

SSSSSSSSSTUDIOSTUDIOSTUDIOSTUDIOSTUDIOSTUDIOSTUDIOS

RESTATAT URANTURANTURANTURANT

GIFT SHOPGIFT SHOPGIFT SHOPGIFT SHOPGIFT SHOP

AAAAAAAUDIUDIUDIUDIUDIUDIUDIUDIUDIUDIUDIUDIUDIUDIUDIUDIUDIUDIUDITTTTTTTTORIUMORIUMORIUMORIUM

EXHIBITION HALLEXHIBITION HALLEXHIBITION HALLEXHIBITION HALLEXHIBITION HALLEXHIBITION HALL

EXHIBITION HALLEXHIBITION HALLEXHIBITION HALLEXHIBITION HALLLIBRALIBRALIBRARY

CCONTONTONTONTONTONTONTONTONTONTONTONTONTONTONTONTRRRRRRRRRROL OL OL OL OL OL OL OL ROOMOOMOOM

OFFICEOFFICEOFFICEOFFICEOFFICEOFFICE

OFFICEOFFICE

LLOBBY/Y/YRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRESTING ARTING ARTING ARTING ARTING AREA

LOBOBOBBBBYY////Y/YY/YRESESTING AREEAA

ENTRANCEENTRANCEENTRANCEENTRANCEENTRANCE

AGK292

0 201051

FL

AM

EN

CO

- in

be

twe

en

AGP 297

ISMOFinternationalschool-museumof flamenco

A

project | section AA project | section BB

view 3 | historical axis | urban theater

view 2 | dance classes | outdoor performances

view 1 | auditorium | public space

CAFE

PATIO TO RIDE HORSES

AUDITORIUM

DANCE CLASSES

EXHIBITION ROOM

INFORMATION POINT

GYM

analysis | program

DANCE CLASSES

OUTDOOR PERFORMANCES

analysis | dance performance

OUTDOOR THEATER

WALKING PATH

HORSE PATH

analysis | circulationproject | masterplan

50.00

48.90

47.50

46.80

46.00

45.30

43.90

43.00

45.00 44.10

45.10

46.80

46.00

B

3

2

1

0 5 10N

+

-

-

-

analysis | topography

O U T D O O R T H E A T R E

cathedral

historical axis

A U D I T O R I U M

D A N C E C L A S S

D A N C E C L A S S

I N F O R M AT I O N POINT / SHOP D A N C E

C L A S S D A N C E C L A S S

D A N C E C L A S S

S M A L L D A N C E C L A S S

CHANGING ROOMS C G G OO SL O C K E R S

CHANGING ROOMS C G G OO SL O C K E R S

CHANGING ROOMS L O C K E R S

CHANGING ROOMS L O C K E R S

A partir de una lectura/analisis de ciudad la propuesta plantea una intervención inclusiva donde la escuela es reflejo y

resultado en clave contemporánea de tres estrategias proyectuales: patios, trazas y fachadas.El programa es tamizado para condensarlo en contundentes bloques dandole forma así de anillo al conujnto edilicio, asemejandolo a la morfologia existente y liberando el centro, el cual genera un espacio publico de uso ciudad/escuela.De imagen y materia clara , austera y reconocible; generando así identidad de lugar.

AGW304

“somos el resto de las cosas: el sonido, los ruidos, los materiales, la construcción, la anatomía, etc...é s t e e s e l l u g a r , p u e d o i n f l u i r e n é l o n o . . . c o n v e r t i r s e e n . . . s e r p a r t e d e ”

“La Arquitectura como entorno”

Patios, Trazas y Fachadasp a t i o s t r a z a s f a c h a d a s