Inquiry 1b>Local: Precedent

1.4>Concepts and Terms
Your diagrams should acquire a key set of terms related to the content being analyzed and should be
annotated as such. These terms should effectively classify or organize the specific content into a larger
conceptual framework with respect to the Kindergarten under consideration.
Furthermore, you should attempt to synthesize those terms and concepts extracted from your cinematic
analysis and diagramming into the diagramming of the precedent. Put another way, can the precedent
Kindergarten a)be analyzed through the lens of your conceptual understanding of your dream sequence
and b)be diagrammed in a manner similar to the way in which you produced the Network Diagrams.
So, a critical question would be: In what way does the precedent behave as a Fluid Network?
1.5>Notation/Diagramming
Consider whether all or part of the notational system you have developed in your Network Diagram may
be useful in diagramming the precedent Kindergarten. Like with the previous diagramming, the intent is
not merely to document information already present in the precedent. But rather to extract the ideas and
concepts at work in the precedent through the notational system of diagramming. You will undoubtedly
utilize found precedent material (plans, sections, etc.) however, like with the dream sequences, these
should added to, modified, abstracted, mutated, etc. to reveal your analytical ideas.
1.6>Deliverables
>(2) 22”x34” boards with a minimum of four diagrams in total
Note: The deliverables should be evenly divided amongst the two members of the group