“We live in a globalized world now, and I believe this perspective is crucial for career development.”
Mixed-media artist and architectural designer Tianlan Deng goes above and beyond when approaching new projects, in both scale and concept. Fearless in probing existing boundaries, Deng draws from his multitudinous skill set, educational background and knowledge of world cultures to bring award-winning concepts to the table for his design projects. Deng has experience working internationally as an architectural designer, professor, and thought leader in design. We became aware of Deng’s most recent proposal, which also caught the eye of the Rockaway Park High School for Environmental Sustainability-Beach Channel Educational Campus. Deng’s vision for a bright, revitalized campus blighted by insufficient budgeting and oversight has generally enthused both the educational community benefiting from the project and our team here at ANTE.
Deng himself is thrilled for the positive impact this project will enact on the wider NYC community at large, and the potential it has to serve as a role model for other campuses seeking to engage students at a visceral level. We sat down with Deng to dive into his background and to gain some perspective on what this exciting project means for his career and for the community at Rockaway Park High School.
(Lead image concept, “Live Learning” by Tianlan Deng for Rockaway Park High School Beach Channel Educational Campus Auditorium re-visioning)
ANTE. Thanks for chatting with us Tianlan! Can you start by giving us insight into how you envision your architectural project with Rockaway Park High School will optimize and revitalize this educational community and enhance students’ learning experience?
Tianlan Deng. Thanks for having me here. As you probably know, in New York City, many public schools situated in low-income neighborhoods often face challenges of low funding support and safety concerns. Consequently, these schools feel like a prison, and they often fall into a financial down cycle: poor learning environment, lower graduation rate, dwindling student population, limited finances — leading to the school eventually being shut down. My project “Live Learning” aims to ease the prison-like atmosphere in the school, improving the students’ educational experience and overall quality of life. This will boost the school’s future prospects for securing funding and recruitment.
The struggle of these underfunded public schools is a long-term result of educational inequality in the United States. To remedy this situation, we cannot depend solely upon systemic policy reform, which often falls prey to cumbersome approval processes as well as broader political interests. However, as a discipline, architecture and interior design can be a highly effective alternative tool, because it offers technical & creative solutions without the politics. By adopting a temporary art installation and projected (digital) media, I believe this project can foster a comfortable and uplifting environment, inciting curiosity, passion, and hope in the student body.
ANTE. You approached this project as your thesis for your Master’s degree at Pratt Institute. Can you discuss the program you recently completed at Pratt and what specifically this project addressed with regard to your aims for that educational program?
TD. It encourages the students to develop a sense of social responsibility. Before entering school, my artwork mostly dealt with the issues in the education realm. Enhanced by Pratt’s ideology, I became more involved in these conversations. Meanwhile, Pratt’s open and skillful platform helped me expand my artistic practice into the realm of architectural and interior design. Consistently, the thesis program at Pratt strongly emphasizes social and environmental issues. Since education always factors into larger socio-economic issues, I discovered an opportunity to develop a long term design project in my new discipline.
The parallel of being a designer for a Public High School and a student at Pratt provides a great reference point for my research and development. Although the differences between a college and a high school are substantial, I still can gather plenty of information by comparison. At Pratt, we have free access to most of the high profile museums in NYC, while the students of underfunded schools may never visit museums during their lifetimes. We use advanced digital fabrication equipment at Pratt, while some public schools use textbooks that are in shambles. From that angle, I witness the vast disparity between the two poles of America’s education system. These vivid contrasts shape and grow my design intention and responsibility.
ANTE. Your career goals seem to intersect both progressive education and experimental architectural/spatial design: what about these dual concerns draw you to working on projects such as this upcoming project with the high school?
TD. My belief in progressive education is rooted in my personal experience. For 20 years, I was suffering from studying under a Chinese education dominated by tests and mechanical learning. In those monotonous Chinese classrooms, teachers force-feed students information while students learn by rote memorization. (The monotonous process along with endless pressure from exams shaped the Chinese school into a symbol of anguish and torture.) After studying in the USA, I was lucky enough to experience progressive learning, which emphasizes growth from real life experience. This is what allowed me to develop my personality, philosophies, and systems of knowledge.
However, I realized that Rockaway Park High School and other underfunded NYC public schools follow the same pattern as the Chinese one. I understand it as a result of limited funding and resources, but in the long term, mechanical learning reduces the quality of the educational experience, which doesn’t benefit the school system or lower-income students. I believe with a modest budget, Experimental Design with technology can shape the public school teaching into a more progressive education system. Creating temporal and flexible structures with projected media can alter perceptions about the educational experience, prompting closer associations with experimental learning rather than behavior-based models. Structured to achieve an open, airy feel, the installation aims to excite and re-energize students, opening up their minds to new possibilities. The flexibility it provides will dissolve the traditional learning model and enhance the public education experience. Like Governor Andrew Cuomo mentioned in one of his coronavirus daily briefings: “When we’re reopening schools, let’s open a better school, and let’s open a smarter education system.” I hope my project “Live Learning” for Rockaway Park High School will create an opportunity for underfunded public schools to re-imagine education.
ANTE. Talk to me about site-specific aspects of this environmental and architectural design project at Rockaway Park HS; how did meeting with the community inform your process as you finalized this proposal?
TD. Before the pandemic, I visited the school and spoke with the administrative staff and students several times. Rockaway Park High School is located at the Beach Channel Educational Campus, which is shared by several other schools. Like many underfunded public schools, Beach Channel Campus has a prison-like atmosphere, defined primarily by the dense security technology and numerous security officers. During our conversations, students told stories of the long security check process. The administrative staff mentioned that conflicts between officers and students were a regular occurrence. I factored these considerations into my design for the entrance of the Beach Channel Educational Campus. I conceptualized new stanchions with increased mobility, and they serve as both partitions to curb the traffic flow, and projection screens for multimedia displays. This will channel a better circulation during the security check, while presenting pleasant visual distractions to ease the atmosphere, and offering more privacy for students during the checking process.
After several visits to the campus, I found many empty spaces in this massive building, including a wide corridor and an extra auditorium with a low usage level. These spaces are wasted resources due to the lack of funding and inefficient spatial recognition. I proposed creating additional temporary installations with digital projections to activate these spaces, converting them into new common areas for students and/or alternative learning spaces. These installations can also become an open platform for the administration to stage temporary events for community-building and school wide activities.
ANTE. You yourself have worked as an educator, as you were a professor at the University of Kentucky. How did your own role as an educator working with college students inform your design process as relates to education?
TD. My personal experience of switching between student and instructor has a significant influence on my design process. It helped me develop strong empathy during the design process. I have a deeper understanding of both the learning and educational process, and am acutely aware of the challenges, struggles, and problems facing schools today. For example as a student, I remember my own struggle of enduring monotonous lessons in a lifeless classroom. On the other hand as a teacher, I know the difficulties of motivating students and maintaining their focus. This insight inspired my decision to use projected media, which has great flexibility, or presentation format. With various projected media content and forms to interact with students, the installation can enhance the environment while offering additional ways for teachers to communicate and keep students stimulated.
ANTE. You have studied in China, Japan, Denmark, and the United States. Can you elaborate on how these international experiences have shaped your career?
TD. Studying and living in both East and Western countries increased my sensitivity toward social issues, including education. The chance to observe and compare people, systems and cultural norms revealed the differences and difficulties of each society. Being an artist and designer, my career goals, choices, and expectations have become increasingly interrelated with societal issues. Studying and living between China and the United States made me aware of the differences and similarities between the two educational systems. It informs my intention to produce artwork that communicates my wishes and concerns. Traveling to Japan and Northern Europe broadened my spectrum of global education and expanded my knowledge of design’s power. My project “Life Learning” at Rockaway Park High School is a choice shaped by all my international experience. We live in a globalized world now, and I believe this perspective is crucial for career development.
ANTE. Walk us through the career highlights that have marked your exceptional rise as an architectural designer – including your award winning commissions for the Gatton College of Business and Economics in KY (2016) and more recently the Best Team of Wanted Design Competition (2019.) What about your practice, do you feel, leads to your continued success and recognition in the field?
TD. When I primarily focused on painting, my paintings were collected by several well-known hotels in China, such as Fairmont Pace Hotel in Shanghai and Tianjin Crowne Plaza. After coming to the states, I became more involved with installation art. I completed small commissions for site-specific installations, such as the ‘Fence’ I created for the Lyric Theatre & Cultural Arts Center — a translucent photo wall that cyclically sculpts sunlight and shadow to create a sensory experience. Winning the glass design competition of Gatton College of Business and Economics was important to me. The project ‘Tally Mark’ is not only an award-winning achievement, but a successful example of how fine art and spatial architectural design can be combined. Tally Mark is an art installation that introduces the ancient Asian counting system into a western financial college. It establishes a diverse cultural atmosphere while serving as a spatial partition to maintain the independence of both private and communal spaces.
Tally Mark inspired me to continue exploring projects that combine fine art and architectural design. Three years later, I participated in the Wanted Design competition following a similar trajectory. Five designers from different countries spent five days creating a community engagement project. My project ‘This is Not Stair’ is a site-specific installation that alters the walk route to bring enjoyment and engagement to the monotonous pavement walking experience. This project won the competition and was featured in Core77 Magazine.
I wouldn’t say there is one specific aspect of my artistic practice that leads to success or recognition. But maintaining a sense of connection to the world and society is fundamental to my creative process.
– ANTE mag