#school design project

[tribelab]

Made from nature.

On indigenous weaving and the tradition encrypted in Mayan patterns.

Take a walk down the main street of San Juan La Laguna and you just may find your attention being diverted from the gorgeous scenery of Lake Atitlán to the scores of small shops displaying beautiful, handmade clothing – full of vibrant colours and unique patterns. San Juan La Laguna, a tiny village on the shores of Lake Atitlán, Guatemala, is famous for its weaving cooperatives and use of natural dyes.  The growth of the local industry has done much to boost the town’s economy, and the livelihoods of those who weave this high quality traditional clothing into being.

What some travellers see as beautiful indigenous artefact to add to their wardrobe, is in fact, for the people of San Juan, an intrinsic expression of who they are and where they come from. And it is not only in San Juan that the traditional dress is so important. Every village around the lake has its own type of dress. With a little practice, it becomes easy  to identify indigenous groups belonging to different towns based on  what they are wearing. . The type of clothing worn indicates marital status, village rank, ethnic group, and even family belonging.Everything from the colour, design, and embroidery of a piece of clothing defines many things about the person wearing it.

It also has deep historical roots, since the clothing has always been used as a way of passing on traditions and beliefs when other outlets of cultural expression have been suppressed by outside forces. The traditional clothing follows very specific patterns and guidelines, depending on where the clothing is made. Though, within these guidelines the weaver only varies the amount of intricacy and creativity.  

The symbols, patterns, colours, and designs woven into the clothing allow the Tz’utujil of San Juan to connect with their past, strengthen their identity, retell stories and encrypt various believe patterns and meanings into the embroidery. Such artistic expression offers a piece of living history to the world at a time when all too many cultures seem to be losing their roots.

The new school in San Juanerita will be built around the indigenous identity of San Juan; from its construction to the education it will provide.   The intention is to  incorporate woven patterns into the new school design to help ensure indigenous knowledge and culture are not forgotten. We will partner with the indigenous weavers collaborative LEMA  to work on the design of the school, which will be organised by  mothers of the children who will attend the school.  We want the school  to capture the identity of the people of San Juan and to make the locals proud and inspired by showcasing their rich tradition.

Written by Programme Coordinator Mathew Bass.

[tribelab]

The power of the spoken word.

How language shapes perception in the Tz’utujil Mayan culture of San Juan La Laguna. 

by Matthew Bass.

Language is an interesting aspect of our expression. It defines ways in which we perceive our reality. Ways in which we think about the time, human relations, our dreams and even spiritual beliefs.

San Juan La Laguna has a very strong Mayan culture to it.

Even at the entrance, one can see a Spanish statement: “Where the Tz’utujil live”. A stroll down the main street that circles the village will take a traveller deep into a world where the modern world meets head on with tradition.

There are many Spanish statements spreading around the town, revealing the Tz’utujil way of speaking their reality.

When most people think of Guatemala they think of the Ancient Maya and post-colonial Latino culture. Many people don’t realize the Tz’utujil Maya comprise of 24 ethnic groups; 21 of them Mayan, whose languages are often mutually unintelligible.

One of the best ways to preserve tradition is to preserve the language spoken, since our worldviews are constructed by it.  Aside from the unique spirituality, art and textiles, one cannot help but notice the distinct local languages.  

Since colonial times, Spanish became the official language, however still the primary language spoken in towns such as San Juan is an indigenous Mayan, named after the community: Tz’utujil. For most local people here, Spanish is considered a second language, and in more marginalized areas such as Sanjaunerita children do not learn Spanish until they enter primary school.  Many older town residents only speak their indigenous tongue.

You might forget for a moment that you are in Guatemala when on a market day; the elderly woman selling fruit doesn’t understand Spanish. A common refrain heard in the town is na’an, which is Tz’utujil for hello.

Tz’utujil is closely related to K’iche, and Cakchiquel and is spoken by about 84,000 people. San Juan is one of four villages on the southern shore of Lake Atitlan that speak it.  There are many interesting differences between Tz’utujil and Indo-European languages that help develop its cultural perspective.

First, there is no real concept of “To be”, the closest word they have for it is “To belong”. There is also no direct word for time or any practical future tense.  For the Tz’utujil speakers of San Juan, one can only be defined by the relationships they have with the people and world around them, and since there is no directly translated future tense everything exists in an eternal now.

In traditional Maya creation mythology the world was spoken into creation by the gods.  What we see with our eyes are forms those words have taken in this world.  To the Tz’utujil words are taken very seriously and intentionality means everything. A careless word or a careless thought comes to life once spoken and can wreak havoc if used in an improper context and setting.  

Such concepts are always implied through the structure of language rather than being defined though meanings.

We have been here for about seven months now, working with local Tz’utujil and communicating with the majority through translators. It often strikes us how the local language defines the perception of time. According to their understanding, there is no difference between the now and the future. There is no difference between now, and the time when the school project will see its glorious end. Everything is in the word, in the manifestation of the intention you put into the spoken word. Whatever you intend for comes to life when spoken.

Make a wish

Take a chance

Make a change

[tribelab]

Programme distribution and design workshop for the ‘Sanjuanerita’ school of San Juan La Laguna.

A report from a meeting, by programme coordinator Mathew Bass.

On Friday March 13th Tribe LAB in conjunction with the ‘Sanjuanerita’ education initiative ‘Oxlajuuj Baqtun’ held a meeting devoted to the design and planning for the new school construction project.

It was the fourth official meeting held in relation to programme distribution and architectural design.

The workshop and conversations circulated around two core activities, which Tribe LAB is currently undertaking. One is the process of design and architectural planning for the new school building, and second the writing of a funding proposal, which is a document aiming to elaborate on the projects background, educational implementation, planning, design and budgets. Essentially it is a document, which any potential sponsor may want to read prior to donating into our cause.

 In both, the architectural design and written documentation of the goals, objectives, aims and planned project realisation steps, we are currently defining and justifying educational programmes which the community of San Juan ambitiously envisions to implement in the new school building.

The programmes and how the community plans to implement them will directly affect the spatial and architectural design of the new school.

We feel it is particularly important in this step to remind the community about responsibilities that will come with the programme implementation. We are very uplifted by the fact that the community proposes ways of programme implementation, which can be easily adjusted in the future and do not require intervention of other institutions or invitation of sources outside the community. Local talents and skilled members can implement the majority of programmes that the community is intending to develop for their educational future.

Meetings such as the one held in the community yesterday, allow our team to include in the planning process some of the most influential community members. These people will be held responsible for the implementation of all programmes and it proves very efficient to involve them with every step of project development.

After the usual formal introductions and a review of the various tasks for the upcoming week we moved onto a brainstorming session that involved discussions about the planned education programmes. We discussed all the needs and reasons behind the choice of programmes as well as their direct, mid-term and long-term benefits on the community.

Currently the school is a governmentally sponsored institution. The classes are held from 7am till 12.30pm. Within these hours the teachers lead classes in literature, math’s, biology, humanitarian studies and geography.  However, with the ever-pressing issue of malnutrition, a majority of students face many difficulties with focus and learning.  

The community together with the teachers aims to hold an afterschool programme, daily from 1.30 till 4.30pm. The programme will be administered by the teachers and maintain class integrity with a focus on the core areas of reading, writing, and math’s. Each class will also have allotted time in the future resource library with a computer lab and access to learning materials, which at present are not afforded by the public system.  

To reinforce education, the school aims to introduce a breakfast and lunch programme, which will provide the pupils with nutritionally balanced daily meals.

With a purpose of family integration, the teachers offer to commit their afternoons to an adult education programme, that is an instrumental solution to tackling issues of illiteracy and lack of technical skills. One of the objectives of the school is to create a culture of education within the entire community. The community wants learning to take place both at school and at home. Reinforced skills will help parents gain access to economic opportunities as well as help their children with homework. Most primary income earners are forced into labour intensive, low wage professions with little room for social mobility.  The community believes that this programme has a potential to break the cycles of perpetual poverty in a sustainable and empowering way.

Moreover, the future school will have a special education programme for students with severe learning disabilities. Today, there are 10 students in need of specific attention. Unfortunately due to lack of resources and facilities these children are grouped with regular classes.  Current teachers lack specific training in special education and since they have entire classrooms to care for, they are unable to devote adequate time and attention.  The future foundation will aim to hire a teacher with experience in special education.

 San Juan is known throughout the region as a home for the cultivation of herbal medicine and medicinal plants. Hence, the school will have a gardening programme with its own green space for medicinal plants, fruits, and vegetables.

The community also envisions for their future education to expand into the teachings of Tz’utujil art, language, culture, history, music and dance to ensure the next generation will carry on the traditions that have helped this community survive, overcome and thrive in adversity since pre-Colombian eras.

During the brainstorming and creative discussions held, we depicted all the programmes on a big whiteboard, in preparation for the second part of the meeting, which was headed by Tribe LAB’s project coordinator and architect Sara Luiza Kolata, who led an interactive workshop on design, space, and function.  

The workshop started with defining spatial qualities of all above-mentioned programmes. We discussed dimensions of spaces and qualities that each space holds. We used adjectivesto define relationships of sound, natural light, pupil ages, specific educational needs and abilities in respect of the design.

With the use of an architectural model, built with cardboard, tape, Styrofoam, string and ingenuity we were able to discuss programme relationships in a visual form, which was very engaging and easily understood by the community.

The group agreed that the school would contain 10 classrooms, a kitchen, a nurse’s station, a special education classroom, play areas, green spaces, and a library within the complex.  

The primary outcome of the design workshop confirmed that one ‘cuerda’ a local measure for land, which counts 1024m2 and spreads across a 32m by 32m square would be efficient to contain the whole construction.

Sara and the community discussed the organisation of the classrooms, and how it will enhance the educational environment.  The classrooms will be inward facing in the direction of the green spaces with security walls surrounding the complex to keep out the noises from the bustling, lively town and allowing the children to concentrate on learning in a peaceful, enclosed environment.

We agreed to separate youngsters from the teenagers by creating two recreational parts to the building. All teachers advised that it would be the best way to reinforce the right type of influence on children.

The library with the computer room, together with an art gallery and a workshop space will be placed on the second level, for the reasons of security as well as view framing.

Through the use of interactive, visual communication methods the teachers and parents were given an opportunity to actively take part in the design process and help decide how the school will be constructed in a way that is fun, creative, tangible, and straightforward. It has given them an opportunity to understand the architectural thinking process but also see for themselves what informs decision-making in design.

The community members led by Sara moved step by step through a number of design concepts and discussions on how individual parts of the school are related to each other. The group worked through solutions on how to maximise the space of the school to fit form, function, and ambiance.

The community came away very impressed by the entire concept, as they gave a resounding applause at the end of the workshop.

The project is really taking off and momentum is gathering every day.  More and more people are talking about our work in the community of San Juanerita.  Within the next five weeks the building design and funding proposal documents will be finalised, and we are excited to take that next big step together with the community.  If you want to be part of something great, now is the time to start getting involved! You can send this post to your friends, bring it up in conversation at your local bar or café, like our facebook page, share it with friends, and follow us as we move forward in our endeavours! We will not be able to finish this process without you! And we need the word to be spread, as when ready, we will start fundraising to bring this project to completion and that will be when, every little effort from you and your friends will make a huge difference to all of us!