| Title |
Organization and Transformation of Educational-Living Spaces in Brady Hall Based on Its Three-Wing Plan Configuration |
| DOI |
https://doi.org/10.14774/JKIID.2026.35.4.080 |
| Keywords |
Brady Hall; Seminary Dormitory; Educational-Living Space; Three-Wing Plan; Spatial Transformation |
| Abstract |
This study analyzes the organization and transformation of educational-living spaces in Brady Hall, a former seminary dormitory of the Catholic Archdiocese of Gwangju, with a focus on its three-wing (‘ㅅ’-shaped) plan configuration.
While previous studies have mainly examined the architectural changes and registered cultural heritage value of the entire Daegeon Seminary complex, this study focuses on the interior spaces of Brady Hall by examining spatial configuration, functional arrangement, communal living patterns, and spatial transformation related to curriculum and student accommodation. The research materials include floor plans of the first, second, and third floors, interview records from the documentation report, historical photographs of dormitory rooms and lounge spaces, and room-by-room functional information. The results show that Brady Hall functioned as an educational-living space for a Catholic seminary, combining student dormitories, rooms for religious members, study rooms, a Latin classroom, and lounge spaces through a three-wing plan composed of a central node and three connected masses.
Most rooms on the second and third floors were used as dormitories, while Rooms 224-225 on the second floor and Rooms 324-325 on the third floor were known as rooms for religious members and performed a supervisory and managerial role within the student living area. The early dormitory space was not divided into small rooms as it is today, but was used as an open communal sleeping area. Around 1969-1970, partitions were installed, transforming the space into smaller group-based rooms for four to six students. This spatial subdivision is interpreted as the result of the seven-year seminary curriculum, long-term student accommodation, grade-based living stages, and communal education. The central node functions as a spatial mediator that integrates circulation branching, vertical movement, and sanitary facilities, distinguishing the three-wing plan from typical corridor-type dormitories such as Pinson Hall (1922). This study focuses on the spatial transformation between 1961 (construction) and around 1969-1970 (partition installation), leaving the 1993 individualization as a topic for future research. Therefore, the interior spaces of Brady Hall can be characterized by communal living, educational living, supervisory and managerial function, multipurpose communal function, gradual spatial individualization, and spatial subdivision. |