Education has always produced its own interior worlds. From monastic cloisters and academies to modern campuses and structuralist schools, spaces of learning reflect the cultural values, technologies, and social ambitions of their time. Schools are not neutral containers for instruction, but spatial systems that organize how knowledge is shared, how movement occurs, and how collective life is structured. Today, this condition is increasingly unstable. Students move continuously between physical and digital environments, between institutional schedules and diffuse networks of information and communication. The traditional boundaries between classroom, corridor, playground, home, and city are no longer fixed. At the same time, the public school remains one of the few shared civic interiors where diverse populations occupy common space and participate in collective routines under a universal mandate. This studio approaches the school as an architectural problem shaped by these tensions. The semester focuses on the design of a public middle school in Greenpoint, Brooklyn, asking students to examine how architecture organizes collective life and how interior systems respond to contemporary civic, environmental, and cultural pressures. The studio advances a central question: What is the contemporary universal public middle school in New York? Central to the studio is the relationship between interior organization and context. Interiorities describe the internal systems of the school: rooms, adjacencies, thresholds, circulation, and spatial hierarchies that structure learning and social exchange. Context describes the external pressures acting upon the building: the neighborhood fabric, environmental constraints, historical conditions, and civic role of the institution. Rather than treating these as opposites, the studio understands them as mutually shaping forces. The project asks students to consider how interior organization becomes the primary architectural driver. Classrooms, gathering spaces, administrative areas, and community programs must coexist within a compact footprint shaped by real constraints, including zoning limitations, environmental conditions, and the demands of a public institution. Within these limits, architecture emerges through organization: how rooms are grouped, how circulation is structured, and how spatial systems create clarity, flexibility, and collective identity. Historical and contemporary case studies will serve as a primary point of entry into the project. Students will analyze schools and related institutional precedents through plans, sections, diagrams, and physical models, focusing on how earlier architects organized learning environments through geometry, repetition, circulation, and spatial packing. Particular attention will be given to postwar and structuralist approaches to educational architecture, where the plan became a system for negotiating collective use, adaptability, and democratic access. Precedents will be understood not as stylistic references, but as spatial arguments about how architecture structures learning and public life. Greenpoint’s layered urban fabric provides the contextual framework for these investigations. The neighborhood’s industrial remnants, new housing, civic institutions, and waterfront conditions establish both opportunities and constraints for the project. Students will consider how a school can simultaneously operate as a protected environment for adolescents and as a civic resource embedded within the city. Questions of entry, public access, circulation, outdoor space, and community integration will be examined alongside issues of scale, organization, and environmental response. Throughout the semester, students will develop their projects through iterative cycles of precedent analysis, plan studies, drawing, and physical model making. Emphasis will be placed on understanding architecture through organization and interior relationships before formal expression. Assignments, lectures, and reviews will guide students toward proposals that demonstrate rigor in plan, clarity of spatial hierarchy, and a coherent relationship between interior systems and urban context. Form, structure, and material will emerge from these investigations, allowing the architecture to develop from the organizational and spatial logic established within the project itself.