Abstract:
Food is an exploration of relishing a wondrous taste, texture, and redolence of distinct and different variety of ingredients with cooking methods inspired by distinct cultural backgrounds. At the same time, it holds the most basic necessity for human sustainment yet, in contemporary time culinary opportunities and public engagement programs for younger generations have substantially decreased in both regional communities and national education programs. Not being able to perceive the importance of this knowledge means, absence in the connection between the food culture and individuals. The food culture of New Zealand is always in a constant state of integration between the preservation of old and the adaptation of new food culture to define what contemporary shape is. It is the attention and involvement of people what contributes towards the most to what we have in the present day. This thesis project aims to establish an interactive educational space dedicated to encouraging and teaching young people through interesting spatial moment to benefit the ways of learning and preparing food to make a small change for themselves in a daily basis. In Auckland, local food festivals, farmers markets, and community kitchens already share a similar concept of encouraging the idea of food education. It is indisputable that achieving a tangible outcome of this project requires a gradual process of activity and participation of younger generations. This thesis explores how architecture can enhance these proposals to provide broader interest and perspective to younger generations and how architecture can be envisaged as an informational catalyst to the secondary educations. A proposed compact pavilion built for Henderson High School is an exploration of correlation between systematic fabrication of the structure and functional property of exterior scullery. It aims to demonstrate the influence of architectural atmosphere and its possibility to provide communicative education space through the comprehensive implementation involving design, budget, feasibility, project management, and construction. This thesis is a documentation of this process from beginning to end, to display how I addressed issues throughout and discovered how the architectural moment would complement engaged learning by the students willing to experience. Critical Question “How can fabricated aspect of architecture bring active and engaged learning space to instruct and develop culinary skills and knowledges to secondary educations?”