At one point, it seemed that the project was moving away from the idea of a traditional high school, into a rather new-age description of an “Adolescents’ Community for Coming of Age.” So, what is in a name? I think the point was that, at that point, I did not want to call it a high school, but in fact it was just semantics; what else is a high school?

There was also the goal of finding an expression for the form of the building that did not directly copy the form language of Rudolf Steiner’s Goetheanum. Did I? That depends who you ask. There was no similarity at all until the roof went onto the framework. Suddenly, the project appeared to be exactly the same as all the other Waldorf schools: lost in the powerful influence of the Goetheanum. It is a high goal, to strive to find a form language for a particular project, in this case the search for a fundamental essence of a Waldorf high school. It is appropriate then, that this thesis is not a total success; the creation of form based upon abstracting and representing concepts that are purely non physical, that in fact attempt to represent the ethereal, and so are abstractions and representations themselves is not a year project!

What was most interesting was to hear what people associated the building with as it was made. Along its many mutations it moved from female genitalia to dinosaur bones to tortoise shell to fish scales to a bird’s beak to Rudolf Steiner’s architecture. But our built world is so tied up in the rectilinear that once there is a departure from it in architectural form we immediately associate it with the purely non rectilinear, highly complex and non arbitrary forms of nature. This project was a valiant attempt to find physical form for the passage of childhood to adulthood, and, as such, I see it as a good start.