The architectural object is concerned with its image. However, as Yves Alain Bois notes, the flatness of the photograph “denies the real content of the work.” This thesis unpacks the collapse of object and image by exploring the relationship between the path and the object: the path offers an experience not simply a view. In the emerging mega-city of Manila, malls are ever-present entities. Mainly for the upper class, they form an episodic network, where seeing and being seen is as important as shopping. By combining a series of theaters with the Filipino reliance on shopping centers, a new typology is formed: the PERFORMANCE MALL. Adapting Garnier, Scharoun, and the mall, this project establishes space for the few and the many simultaneously. The motion within the theater complex creates a continuous spectacle of performance and circulation. Rather than separation of circulation and performance, they exist in a symbiotic state.

I mitt examensarbete har jag ritat en skolbyggnad i vilken jag undersökt två ämnen - en associativ skolmiljö samt tektonik. För att sätta mig in den associativ skolmiljö har jag studerat Hans Scharouns arkitektur som betonar skolmiljöns sociala relationer och associationerna mellan individ och samhälle. Lärande sker genom successiv ökning av sociala integration där hemvisten gradvis blir mer integrerad i ett större sammanhang desto högre upp i årskurserna eleverna går. Skolan liknas ofta med staden. Därför har jag utformat skolan så att de yngre årskurserna har lättare till spring och lek och har en mer koncentrerad undervisning i periferin av skolbyggnaden. De äldre rör sig i en större del av skolans lokaler, mellan våningar och mer självständigt i de offentliga, centrala delarna av skolan. Samtidigt har jag jobbat tektoniskt och fokuserat på tegelmurning. Olika typer av murar har styrt byggnadens utformning. Måttet av en tegelsten på 250x120x62 har bestämt formen på en bärande mur eller en icke, en yttermur eller om den står invändigt. Framförallt behöver muren inte enbart vara rumsavskiljande, utan kan sittas och lekas på. / In my degree project have I designed a school building in which I studied two subjects - an associative school environment and tectonics. To learn about the associative school environment, have I studied Hans Scharoun’s architecture that emphasizes the social environment of the school and the associations between individuals and society. Learning is achieved through the gradual increase of social integration, where class rooms gradually become more integrated in a broader context, the higher the grade the students attend. The school is often likened to the city. Therefore, I have designed the school so that the younger grades have easier to run and play and have more concentrated teaching in the periphery of the school building. The older move in a larger part of the school's premises, between floors and more independently in the public, central parts of the school. At the same time, I have worked tectonically and focused on brick walling. Different types of walls have directed the design of the building. The size of a 250x120x62 brick has determined the shape of a supporting wall or a non, an outer wall or if it stands inside. Above all, the wall does not need to be space-separating, but can be seated and played on.