Saeed Amini

advisor

Tehran University of Art

United Arab Emirates

I am an architect, researcher, and architectural critic who views architecture not merely as a… more

The Insaka School presents a deeply grounded architectural vision that successfully translates cultural symbolism into spatial form. The use of circular typologies inspired by the traditional Insaka creates a strong narrative of unity, community, and shared learning, and this conceptual clarity is consistently reflected in the masterplan, massing, and educational clustering. The project demonstrates a sincere commitment to vernacular construction, utilizing compressed earth blocks, thatch, and local timber to achieve environmental responsiveness, affordability, and cultural resonance. The passive design strategies including elevated ventilated roofs, shaded corridors, and optimized openings are thoughtfully executed and highly appropriate for the climatic conditions, resulting in a school that is both resilient and comfortable without reliance on mechanical systems. The landscape integration strengthens the concept further, treating nature not as decoration but as a functional, symbolic, and ecological layer embedded within the learning environment. Renderings convincingly portray the spatial atmosphere, emphasizing filtered light, shaded movement pathways, and the intimacy of outdoor courtyards.

Despite its strong conceptual and environmental grounding, several aspects of the project could be further refined to enhance architectural clarity and performance. Some of the circular clusters appear very similar in scale and proportion, which risks reducing spatial hierarchy across the campus; a more varied set of radii or more explicit functional differentiation could improve legibility and orientation for users. The thatch roofing while culturally meaningful would benefit from more detailed structural expression and constructive logic to show how durability, water shedding, and long-term maintenance are resolved. Circulation between clusters is generally coherent, but certain transitions would benefit from stronger threshold definition to articulate the shift between academic, communal, and residential zones. The interior classroom renderings show promising natural light, but the relationship between wall opacity and ventilated openings could be pushed further to maximize airflow during peak humidity periods. Finally, the graphic presentation, although rich and expressive, could highlight the construction process more clearly, especially given the project’s emphasis on local labor and participatory building.

Overall, Insaka School is a compelling proposal that intertwines culture, climate, and community with sensitivity and depth. It succeeds in presenting a school as a living organism rooted in tradition, growing outward through learning, and shaped by its environment. With further refinement of structural detailing, spatial hierarchy, and circulation thresholds, the project has the potential to stand as an exemplary model of context-driven educational architecture.

While the project presents a strong conceptual narrative, several aspects would benefit from further refinement. The circular clusters, although thematically consistent, are very similar in scale and proportion; introducing more variation would enhance spatial hierarchy and help users navigate the campus more intuitively. The thatch roof structures need clearer structural and construction detailing to demonstrate long-term durability, water management, and resistance to weathering. Circulation between clusters could be strengthened by defining thresholds more clearly through changes in shading, materiality, or ground treatment to distinguish academic, communal, and residential zones. The balance between solid walls and operable openings in some classrooms could be optimized to increase airflow during periods of high humidity. Finally, the presentation would be stronger if it articulated the construction process and the involvement of local labor more explicitly, reinforcing the project’s commitment to vernacular techniques and community engagement.
03.12.2025