Minh Phương Nguyễn Đỗ, Bùi Minh Nghĩa, Đặng Ngọc Trâm
student
Hanoi Architectural University (HAU)
Viet Nam
Architecture
Sometimes nature itself becomes the very force that harms it, and humans — as part of nature — are both its greatest threat and, paradoxically, the species… more
Yixuan Liu
advisor
University of California, Berkeley
United States of America
Yixuan Liu has led multiple high-profile architectural projects from concept through construction,… more
This project has both emotional resonance and conceptual sophistication, working through the cyclical existence between destruction and regeneration. This proposal focuses on the residue of a disaster. Not as a destination, but as the ongoing pathway forward. The design is a playable space for physical activity, but also offers a vehicle for experiential learning and emotional development. Similarly, the research draws important contextual significance from reusing fallen trees from storms in Hanoi, transforming loss into teaching and learning about ecology.
This project presents a strong articulation of an idea, related to poetry, as well as a strong ethical position. The premise that children, through their bodily engagement, should learn about the cycles of nature grounds the design in a wider conversation about environmental awareness and emotional resilience. By including decaying organic matter in the play space, the project draws attention to normative expectations of 'clean' play spaces, with a more active, corporeal, reflective, and time-based experience of nature.
Most of all, this project also demonstrates how new media can be used to enrich architectural representation.
With further development in spatial articulation and long-term maintenance strategies, this project has the potential to become a meaningful model for emotionally and ecologically integrated design.
While the conceptual underpinning is thoughtfully articulated, the project would benefit from further clarification about how children of varied ages and abilities will engage with each of the four proposed experiential layers. Analysis or mapping detailing how each of these layers differs in terms of form, material, and movement would strengthen the project. The tension between safety and appropriateness of the naturally decaying materials could be further fleshed out: how does the design cope with the long-term deterioration of materials while still ensuring safety and appropriate access? Finally, the narrative heft of the project could be enriched by extending the significance of the storm into even more distinct spatial sequences - how do children emotionally and physically "weather" a storm, and what does recovery look like spatially? How do the designer anticipate children's movement within the design, and how do children actually move?