BLAHBLAH

BlahBlah allows each learner to create their own system and their own route, as opposed to the current system. It reconstructs the norms of the school, which is currently the "discourse" of power. When the school system in today's world is examined, the excess of impermeable (opaque) areas in schools and the circulations on certain routes created to be controlled are seen as a reflection of power. In response, Blah Blah aimed to keep the route open to exploration and to direct it to permeable and visible areas above its potential at will.It aimed to offer the opportunity to try a different way and work in different workshops each time. Thus, it aimed to diversify the meeting areas of individuals. In addition, it becomes a system proposal that is not defined by others but formed by what you define and your wishes.

It prioritizes discussion and exhibition programmatically. A learning module has been developed that consists of a showcase in which the discussion and exhibit can be enriched with sub-programs, where the learner can both learn by providing a discussion environment as he wishes, and exhibit what he has learned at the end of the day as well as create himself. While forming in its context, the school is ensured to be exhibited by taking the decision of the showcase against the potential alley wall and the green wall. The showcase is a permeable learning space that allows learners to interactively present themselves to the outside. It also provides the display of the school. The back of the showcase, which is the inward part, is designed to be accessible to learners and perceptible from the outside. The introverted part contains many gaps in itself, offering experiential routes as well as allowing the green to flow in, allowing many meeting and interaction areas within its own body. In this learning area where everyone provides their own route experientially, from the city; By bringing together many things such as water, greenery, parks and exhibition areas, diversity for different actions is provided.

Although the floors are not similar to each other in the Blablah setup, the circulation elements that provide various routes enrich the relations between the floors. While you can tour the learning area on flat ground, you can also get on the various ramps and continue on your way, or you can chat and share information with your friends by lying on the networks between the carriers. Circulations are also turning into learning spaces. Although there are many meeting areas in the area, there are areas open to exploration. BlahBlah school, which does not sharply separate the building and the landscape in the existing order, removes the sharp line between greenery and structures by infiltrating it into itself. Leaving the classrooms and seeing green areas at any time, a new circulation experience can be experienced at any time. In addition, by aiming to distribute the eating areas to various levels, the students are provided to eat in the areas they want, while the dining areas are transformed into meeting areas within the school. There are two relaxation and discussion spheres in the area. In these soft areas, you can both relax and spend time with friends, and then descend to the area with a slide. In addition, it is aimed to enrich in-school activities by finding a pool area with fun slides. There are various workshops at every level and in every area, and these are shaped according to the wishes of the learners. Learning individuals organize discussions and workshops in various workshops where they feel comfortable. At the end of the day, they have the opportunity to exhibit and share and exchange information in the area we call the showcase.

As a result, BlahBlah provides the opportunity to spend time by making learning experiential with routes in the newly proposed school system, allowing personalization in many areas.

Blahblah found its own existence as a result of various inquiries and discussions about the existing order in today's world. If we talk in general within the scope of this discussion, the place of the current order in learning and its architectural effects on learners are examined in depth. Learning itself is a journey of discovery. Discussions were carried out by comparing this journey of discovery with the learning spaces in today's world over routes and visibility in architecture. The features of the learning area, especially the activity of the learner in high school, meeting with friends, the need for space that he can customize for himself, and most importantly, areas that support his/her existence in the society are presented. BlahBlah provides such an opportunity for individuals who want to both exhibit the school and create themselves while learning at the same time, by having a "showcase" area within its body. During the course of the project, different combinations and works of areas and circulations were tried and revised many times and the final result was reached.