AIA CES Credits
AV Office
Abstract Publication
Academic Affairs
Academic Calendar, Columbia University
Academic Calendar, GSAPP
Admissions Office
Advanced Standing Waiver Form
Alumni Board
Alumni Office
Anti-Racism Curriculum Development Award
Architecture Studio Lottery
Avery Library
Avery Review
Avery Shorts


STEM Designation
Satisfactory Academic Progress
Skill Trails
Student Affairs
Student Awards
Student Conduct
Student Council (All Programs)
Student Financial Services
Student Health Services at Columbia
Student Organization Handbook
Student Organizations
Student Services Center
Student Services Online (SSOL)
Student Work Online
Studio Culture Policy
Studio Procedures
Summer Workshops
Support GSAPP
This website uses cookies as well as similar tools and technologies to understand visitors' experiences. By continuing to use this website, you consent to Columbia University's usage of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice Group 6
Arch debacker davidzhang sp22 03 exploded axonometric

Storefront Interactions: A School for Contextual Learning

Storefront Interactions is a K-8 public school that seeks to provide a contextual learning environment based on the principles of Place-Based Learning (Sobel et al.) which emphasizes a student’s connection to school, community, and environment. Moving beyond the urban storefront as a place for capital transaction, their ubiquity as a platform through which interaction and engagement occur in our city lends them to becoming a commons of sorts in this proposed educational setting: a commons not in the productive sense (de Angelis), but rather as spaces for non-hierarchical learning and gathering. Through engaging with historical (NY Urban League’s Street Academy, 1966) and contemporary storefront school precedents (The Perry School, W. Village), the first approach to the school design was to create a streetscape condition within the site, conditionally extended to the surrounding streets at different times of the day. In doing so, two rows of storefronts are created which provide the setting for both contextually focused learning and school engagement with the neighborhood. With this in place, the learning environments in the floors above are extensions of this streetscape condition, as corridors and classrooms are dimensionally equal in order to remain non-suggestive and flexible to different teaching and learning conditions.