Charlie Edmonds
Architectural Designer,
Educator
Void Pedagogy
Due to the short life cycle of domestic buildings in Tokyo and the fragmented planning system, void space perforates the city. In rural Japan, progressive schools utilise project-based learning as a student-led alternative to standardised testing. The teachers of these schools, known as Children's Village Schools, are generally under the impression that such institutions could not operate in the city; their curricula require a level of spatial freedom that they believe cannot be achieved in Tokyo.
In researching Void Pedagogy, I studied the intersection of these topics, and endeavoured to reveal the potential therein. I proposed that void space may be formally adapted for educational purposes: a de-centralised and regenerative school which encourages spatial freedom and project-based learning in Tokyo, inviting the Children's Village into the city.
Educational Spaces
Prior to the Void Pedagogy project, I conducted research into contemporary explorations of educational space in the UK. Through reading the work of Jeremy Till, Sarah Wigglesworth and Herman Hertzberger, these design propositions explored how Lewisham in South London may host a progressive, student-led school. The core values of this design work were to facilitate student autonomy, community integration, and a responsive relationship to urban context.
Through these design explorations, the progressive pedagogical values and language required for my work on Void Pedagogy in Tokyo were first discovered.
AntePavillion
Between bell tower, boombox, minaret, and pipe organ, our proposal brings the meaning of beacon beyond the visual and into a sonic context. In an age of streaming and algorithmic playlists, mass market buildings and architecture that ignores its context, our beacon offers musicians an intimate space for connectedness, and an unexpected encounter to the passerby on boat, bus, or foot. Copper tubes rise up from the building and acoustic horns emerge from the structure, creating an immediate sense that the building is more than a visual landmark and urging pedestrians to listen in more closely.
About
Charlie is a recent graduate from the University of Cambridge. His master's thesis, Void Pedagogy, explores the intersection of progressive pedagogy and urban design in Tokyo. As a designer and researcher, Charlie has worked with a wide range of collaborators from TeamLab to the University of Kyoto.
Charlie's guiding focus is to explore novel methods through which architecture and urban design may contribute to social programs and combat inequality.
