Think of your typical grocery list: lettuce, tomato, milk, carrots, bread, toilet paper, Clorox wipes, pepper, eggs, post office, ice cream, etc. Carrots are before bread and after milk, while pepper precedes eggs. The list’s sequence doesn’t correlate to the layout of the grocery store, alphabetical order, or the nutritional pyramid. Lists are sometimes hierarchical, but most often, they are ordered indiscriminately. Lists have an ability to hold together vast amounts of disparate parts, thanks to a common reason for being, sometimes described by a title. In doing so, the list helps us to parse out heterogeneous phenomena in order to better make sense of our world.
In architecture, any building project begins with a list—the program document—which enumerates the anticipated spaces with determinately assigned uses and their expected square footages. The designation of determinate use produces particular biases in the organization of buildings, namely toward the arrangement of rooms along a double-loaded corridor.
In order to produce alternative models for organization and figuration, this thesis departs by rewriting the list of a building differently than the program document. Demonstrated through the design of a K–12 public school in San Francisco, California, a new list is proposed that includes things such as display cases, places to take a drink, history, cliques, etc. Such a list reconfigures social and private distinctions for a more activated educational environment characterized by inexhaustible differentiation and a total entanglement of parts.