School buildings: Spaces for Learning and the Community 9783955535179, 9783955535162

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SCHOOL BUILDINGS Spaces for Learning and the Community 

Edition ∂

Sandra Hofmeister (ed.)

4 Foreword Sandra Hofmeister 6 Sustainibility in School Buildings: Planning Processes and Spatial Concepts Kirstin Bartels, Barbara Pampe 14 Sustainibility in School Buildings: How Little is Enough? Elisabeth Endres

SPATIAL CONCEPTS 34 Primary School in Hangzhou, CN GLA 42 Comprehensive School in Odder, DK Cebra 50 School Village in Mzamba, ZA Studio Mzamba

18 Participation in the Process of School ­Building Susanne Hofmann

58 Primary School in Höchst, AT Dietrich | Untertrifaller

26 Artificial Lighting in Schools Imke Wies van Mil

66 International School in Copenhagen, DK C.F. Møller Architects RENOVATION AND EXTENSION 78 Special School in Ghent, BE evr-architecten, Gent 88 School Extension in Vilanova i la Geltrú, ES GATPA 98 School Building in Sabadell, ES Harchitectes

108 School and Cultural Centre in Feldkirchen / Donau, AT fasch&fuchs.architekten

CONCEPTS FOR THE COMMUNITY

LIGHTING AND SPATIAL COMFORT

196 A School in Motion in Aarhus, DK Henning Larsen / GPP Architects

120 School in Orsonnens, CH TEd’A arquitectes, Rapin Saiz Architectes

208 Four Primary Schools Built to the House of Learning Principle in Munich, DE wulf architekten

130 Primary School in Lebbeke, BE Compagnie-O 140 Primary School in Chiarano, IT C+S

222 School Extension in Versailles, FR Joly & Loiret Agence d’Architecture 230 Secondary School in Copenhagen, DK 3XN

150 The German School in Madrid, ES Grüntuch Ernst Architekten

APPENDIX

SUSTAINABILITY

242 Authors Picture Credits

164 Secondary School in Diedorf, DE Hermann Kaufmann Architekten mit Florian Nagler Architekten

243 Project Participants

174 Education Centre in Hamburg, DE bof architekten 184 Primary School in Wakefield, GB Sarah Wigglesworth Architects

248 Imprint

Foreword

ARCHITECTURE AND THE CULTURE OF LEARNING When parents and grandparents think back to their school life, they recall teacher-centred learning, agonising discipline and having to sit still in classrooms for hours on end. For their children and grandchildren, however, this is not an everyday scenario, as the culture of learning and pedagogical concepts in schools have changed significantly. Yesterday’s guidelines or rules have become history. The forms of teaching and methods for guiding pupils are distinctly more diverse today and sometimes even contrary to those of the past. Inclusion and all-day schooling are becoming prevalent; open learning landscapes enable work in small groups, alone, or in pairs. Movement and playful learning are standard practice in many schools now, while different forms of social and informal learning are increasingly being considered in curricula and corresponding teaching concepts. SPACES FOR EXPANDING HORIZONS To implement all these major ideas for a new learning culture, school buildings require adequate spaces corresponding to the demands and needs of teachers and pupils. The architecture of school 4

Sandra Hofmeister

buildings has a decisive impact on pupils’ everyday lives. It shapes community and focus-related experiences, and may influence patterns of social behaviour as well as encourage learning based on new models and structures. It goes without saying that the architectural quality of school buildings also reflects a society’s awareness of its responsibility towards future generations. This book presents 20 different school buildings in Europe, South Africa and China where the architecture responds to specific pedagogical areas of focus. The project examples are systematically compiled into four chapters and organised according to various aspects of their architecture. Differentiated spatial concepts for individual school types are introduced and specific solutions for the renovation and extension of existing buildings documented. More-

over, aspects of lighting and spatial comfort are illustrated using specific examples and, finally, the sustainable design of selected school buildings is described in detail. The extensive project section focuses on floor plans and forms of spatial organisation, as well as on the respective construction and architectural details of the selected examples. The books begins with essays by Kirstin Bartels and B ­ arbara Pampe, Elisabeth Endres, ­Susanne Hofmann and Imke Wies van Mil which address relevant, more fundamental questions. They introduce planning processes and strategies of participation, discuss the connection between light and cognitive performance and take up the fundamental debate of high-tech and low-tech in everyday school life. The “dark corridors” of many historical school buildings, mostly of the ­Wilhelmine era in Germany, no longer exist in the pioneering school building concepts of the future. However, for parents and grandparents as well as architects and clients, this recollection is certainly also an incentive to facilitate a better daily routine for today’s generation of pupils to prepare them for life in the best possible way.

Neue Schule Wolfsburg (DE): extension of the secondary school. The centre as the heart of the school: a place for encounters, informal exchange and events. Architecture: Kirstin Bartels; Schneider + Sendelbach

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Sustainability in School Buildings: Planning Processes and Spatial Concepts

Sustainable behaviour, also in the form of sustainable building, is one of the great guiding principles of our time. With its 17 sustainable development goals, the United Nations has defined standards to this end in its global sustainability agenda (Agenda 2030) that are intended to safeguard sustainable development on an economic, social and environmental level across the world. Goal 4 calls for ensuring “inclusive and equitable quality education” for all.1 For school building, this means: there are more dimensions of sustainability than environmental and climate protection, and energy, resource, and cost efficiency. Moreover, the question arises how school buildings must be designed to be sustainably efficient and fulfill current as well as future educational requirements. 6

Kirstin Bartels, Barbara Pampe

WHAT IS SUSTAINABLE SCHOOL BUILDING? In 2007, the EU defined various dimensions of sustainability in its three-­pillar model that asserts environmental, economic, and sociocultural aspects for sustainable action. In Germany, for example, the federal government stipulated specific dimensions of sustain-

ability in planning, construction, and the use of buildings in an assessment system for sustainable building (Be­ wertungssystem für Nachhaltiges Bauen, BNB) in 2009, which has been mandatory for federal buildings since 2011. In addition to the three criteria of the three-pillar model, it also considers the technical and process quality as well as the site characteristics. As a follow-up to the assessment system for office buildings, an assessment system for sustainable classroom buildings (Bewertungssystem für die Nachhaltigkeit von Unterrichtsgebäuden) was introduced in 2013.2

Spatial concepts for more sustainability in school construction: From the classroom to a place of learning Cluster

Open learning landscape

Clusters are groups of rooms where several study and class­rooms together with the associated group, team and sanitary or ancillary rooms are combined into a functional and social unit.

The model of the open learning landscape disengages from the conventional understanding of a general learning and teaching area structured according to classrooms, instead following a concept of more individualised and independent learning. Pupils and teachers can choose between different learning areas and atmospheres; access and common areas are integral parts of the learning landscape. Open learning landscapes have only a few defined and specifically equipped functional rooms (e.g. audi­ toriums or small think tanks); otherwise the pupils use their respective locations for individual or group work, depending on the situation. Compared to classic additive school planning based on the classroom principle, open learning landscapes in fact en­ able space savings thanks to overlapping spatial usage and staggered usage as well as significantly smaller traffic and development areas. The concept is now applied to all years from primary level to upper secondary level.

Old school

New school

10 %

5 – 20 %

30 %

15 % 30 %

70 – 80 % 30 %

70–80 % teacher-centred learning, mostly lectures by the teacher or learning through questions

30 % teacher-centred learning, lectures by teachers or pupils or conversations in class developing from questions

15 % studying during homework time outside the school or in short practice phases in class (pupils are mostly left to their own devices and rarely checked)

30 % individual learning, each pupil by themselves (not left to their own devices, but rather with clear and compulsory, verifiable assignments and a sense of achievement)

5–20 % studying in partner or group work

30 % learning in small groups (between two and six pupils) 10 % learning within the class (ideally 15–20 pupils). Everyone can see everyone. All speak to each other and can negotiate common matters

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SUSTAINABILITY IN SCHOOL BUILDINGS

From the classroom to a place of learning

Oulun Comprehensive School in Oulu (FI): differentiated design of circulation areas due to flexible furniture. Architecture: Heikki Taskinen

SBW Haus des Lernens in Romanshorn (CH): communication space, learning studio and instruction room on one level. Interior design: Doris Fratton, Fratton Raumgestaltung

Lernhaus im Campus in Osterholz-Scharmbeck (DE): acoustically screened group room in an open learning landscape. Architecture: kister scheithauer gross architekten und stadtplaner; Feldschnieders + Kister; Horeis + Blatt

Neue Schule Wolfsburg (DE): extension of the secondary school with study and common areas in each year group cluster. Architecture: Kirstin Bartels; ­Schneider + Sendelbach

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Even though sustainability can only develop from a holistic approach, we want to show that it is not only energy-­ saving measures and resource-saving construction that lead to sustainability in school construction, but that needsbased and future-oriented planning is of vital importance for school buildings. Individual criteria for linking architecture and education3 as well as the call for needs planning4 in the assessment system of the federal government for sustainable classroom buildings confirm this. Both architecture and the planning process need to be addressed appropriately, as there are specific starting points here that can ensure sustainability. Obstacles such as political decisions, the federal education system, the different responsibilities a municipal and state level, as well as outdated standards and laws that continue to be applied, lie beyond the direct influence of planners and advisors. However, a familiarity with these stipulations is necessary to optimally incorporate the (partially even contradictory) requirements into planning within the framework of the specific circumstances coordinate possibly required compromises with the client, the user and specialist planners. WHICH SCHOOLS FOR THE PRESENT AND THE FUTURE? The “construction and upgrade of inclusive and safe schools” is part of the quoted “17 sustainable development goals”.5 The research project “Space and Inclusion” by the Montag Stiftung Jugend und Gesellschaft foundation, the University of Cologne, and the planning office bueroschneidermeyer has concluded that successful inclusion rests upon a direct interplay between pedagogical and spatial concepts.6 9

If the individually diverse talents and needs of all children and adolescents are to be accommodated, learning environments today must be able to meet dynamically changing user requirements. Functionally rigid spatial concepts, as represented by the corridor-­ based school with its notion of “one classroom = one class = one subject = one teacher”, are no longer sustainable. Successful schools have adaptive utilisation concepts where spaces can be variously occupied and quickly adjusted to pedagogical usage needs. While it has long been clear in housing and office building that the typologies from 100 years ago no longer correspond to contemporary living and working requirements, school buildings are still being planned and constructed on the basis of outdated model space allocation plans. Schools built  according to such guidelines, however, neither live up to present standards nor are sustainable or future-­oriented. Current architectural competitions still show that, despite a clearly formulated pedagogical requirement for future-­oriented places of learning and concepts in the competition tender, classical corridor-based schools and barrack-like buildings continue to be designed that are no match for viable learning and education environments in a knowledge and information society. Our society needs other places for learning: social transformations, such as growing heterogeneity, digital developments, changed working and ­living environments of families and hence the even more urgent establishment of equal opportunities and related ­political demands for inclusion and all-day ­facilities can no longer be neglected. We need motivating and stimulating learning environments that offer differentiated spaces and atmospheres and make possible the most diverse activities in the various phases of a school day, encouraging learning with

and from each other as well as curiosity and an enthusiasm for learning. What, however, does this mean in concrete terms? How does one find out what exactly a school needs and what the right concept would be? And which spatial model would also permit further developments in education? NEW PROCESSES FOR MORE SUSTAINABILITY: PHASE ZERO As in other planning areas, such as office and hospital construction, it has long since become common for schools to carry out “a requirement analysis for every location – spatially and pedagogically”. Moreover, “more individual and specific schools also necessitate a changed planning process”7. Here, the so-called phase zero takes on a significant role: qualitative implementation of the needs assessment in this phase and the continuation of the contents and process qualities beyond the other service phases are the prerequisite and foundation for a sustainably efficient school building. The goal of phase zero is to develop a sound spatial pedagogical concept that ensures the efficiency, appropriateness, and future viability of a construction project.8 If all the involved groups from the fields of education, architecture, politics and administration as well as the users work together in this early phase, a resilient and sustainable basis for a successful school building can be created. Good requirements planning can reduce bad planning and hence necessary replanning at a later date, thus avoiding unpredictable subsequent costs. Investing in a good phase zero pays off in terms of life-cycle costs, as it provides the opportunity to develop solutions for current and future school building requirements.

SUSTAINABILITY IN SCHOOL BUILDINGS

QUALITIES OF PHASE ZERO IN SCHOOL BUILDINGS Phase zero is not about strategically involving users in the process only for the sake of participation but about negotiating the interests of all who are involved in a school’s development in a transparent and well-structured process while introducing and utilising their various skills. Concerns that this involvement of users would lead to unrealisable “wish lists” are, judging from our experience, completely unfounded. Rather, within the framework of phase zero, the basic constructional, technical, legal, economic and environmental conditions are openly communicated to all participants in the process and combined with the pedagogical requirements in a jointly developed spatial pedagogical concept supported by all. Later adjustments, necessary compromises or changed planning decisions thus become comprehensible for everyone. The result is greater acceptance and enhanced identification with the project by the school community, decisively impacting the success and hence sustainability of a school building. An occasion to redesign or newly plan a school simultaneously represents an opportunity to review the viability and resilience of the school’s programme or the pedagogical model, and to revise and further develop them with professional support. Often schools have a pedagogical guideline or concept that, due to spatial and personal resources and conditions, can only be applied in a highly restricted manner in everyday life. These defects can be uncovered in the course of phase zero, with the actual pedagogical activities and goals being formulated and translated into a spatial concept.  Phase zero is thus a catalyst for school development, as all schools and their 10

sponsors must address the pedagogical and social questions of the future. How will education change in connection with rapid social transformations? How will digitisation change different teaching and learning formats? How will teachers work together in multiprofessional teams in the future? If there is the right to all-day care, what does this mean for the work of pedagogical specialists? To be able to pose the right school-­ specific questions and jointly answer them requires not only planning expertise but also educational expertise that can support and advise schools in their developmental process. This neutral, “outside” view of the future tasks of schools is an important criterion for the sustainability of a new school building, which is ideally constructed for the next 50–100 years and not just for the pedagogical concept of a specific school community. It is indispensable that school sponsors, in line with the wider school board9, also assume shared responsibility for the learning opportunities and their quality in the municipality. SUSTAINABILITY LIVES – BEYOND PHASE ZERO A phase zero with a good process structure, clearly formulated roles, tasks and responsibilities, as well as sufficient time for work and discussion in the form of workshops on the different topics (general study areas, common areas, various subject areas, zones for administration, direction and educators, district schools, etc.) does not yet guarantee a sustainable school building. The results, organisation charts, qualitative descriptions, space allocation plans and the organisational structure for further planning, jointly developed in this phase, must now be implemented in the next planning phases. In doing so, there is a high risk that information is lost, that participants are no longer involved in decision-making

in the further process, or that common understanding at important interfaces is lost due to a change or departure of responsible persons. Additionally, there are rules and regulations that need to be considered in the planning process, ranging from the various DIN standards to fire safety requirements, accident insurance specifications, school building guidelines and workplace regulations. These often represent obstacles and challenges for translating into concrete planning the spatial pedagogical concepts developed in phase zero. Therefore, it is important to continuously involve in the process persons who keep an eye on safeguarding the formulated requirements and translating the worked-out concepts. At the same time, the further planning process also provides a time window to the schools, which can be used for internal school development. Questions posed during the planning process, such as how digital media are applied to support self-study formats, not only lead to didactic answers but also to solutions for furnishings using media and furniture. In doing so, questions can be addressed such as: “Do spaces for storing laptop trolleys need to be planned? Will conventional blackboards or flexible wall rail board systems be used? And mobile screens or fixed overhead projectors?” The initiated school development process and discussion on what school activities will look like in the future are decisive features of sustainability. In Germany, for example, education is within the purview of the federal states. Therefore, it would be advisable if the respective education ministries utilised school building processes for school development, i.e. for the qualitative development of schools. This serves the sustainability of the buildings in the interest of the municipal school sponsor. At the same time, there is the possibility of supporting and implementing the central task of future-oriented school development.

From the auditorium to the forum

Regional education centre ROC van Twente in Hengelo (NL): central entrance hall as a meeting and gathering place, ­including for district residents. Architecture: IAA Architekten

St. Nicolaaslyceum in Amsterdam (NL): the central staircase serves as a foyer, auditorium and “heart” of the school. Architecture: DP6 Architectuurstudio

11

SUSTAINABILITY IN SCHOOL BUILDINGS

From the auditorium to the forum

Fioretti College in Lisse (NL): the multistorey forum functions both as an entrance and as a space for study, breaks and gatherings. ­Architecture: Broekbakema

From the stage-determined auditorium with a festive aura …

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… to a versatile meeting and market place

WHAT ARE OUR AIMS FOR THE FUTURE? (CONCLUSION) We should, therefore, use the multi-­ billion euro investment backlog and the financial resources provided by municipalities, federal states and the federal government to tackle this immense innovation backlog. It is high time that the changes in society and schools are also implemented with respect to construction and that we are open to new ideas for doing so. To plan more classroom-corridor schools would be to ignore social developments and global sustainability goals. In spatial terms, inclusive, equitable and high-quality education must be reflected in transformed organisational models and extended spatial concepts, such as study clusters and learning landscapes, to do justice to the diverse activities in schools and the different needs of a heterogeneous student body. Schools ought to become part of an educational landscape and consider themselves open and inclusive all-day education centres embedded in a district.

1 17ziele.de; next.globalgoals.org [downloaded 2020-09-14] 2 bnb-nachhaltigesbauen.de/bewertungssystem/bnb-unterrichtsgebaeude/bnb-un-2017/kriterien-bnbunterrichtsgebaeude-neubau-bnb-un.html; cf. alsonachhaltigesbauen.de/fileadmin/pdf/ Leitfaden_2019/BBSR_LFNB_D_190125.pdf [downloaded 2020-09-14] 3 E.g. the criterion “3.1.9 Innenraumqualität” (Interior space quality) of the criteria group “Gesundheit, Behaglichkeit und Nutzerzufriedenheit” (Health, comfort, and user satisfaction), assigned to the main criteria group “Soziokulturelle Qualität” (Socio-cultural quality) 4 E.g. the criterion “5.1.1 Projektvorbereitung” (Project preparation) of the criteria group “Planung” (Planning), assigned to the main criteria group “Prozessqualität” (Process quality) 5 globalgoals.org/4-quality-education [downloaded 2020-09-14] 6 Meike Kricke, Kersten Reich, Lea Schanz, Jochem Schneider. Raum und Inklusion – Neue Konzepte im Schulbau. Weinheim et al. 2018 7 Schulen planen und bauen 2.0. Grundlagen, Prozesse, Projekte. Montag Stiftung Jugend und Gesellschaft. Berlin/Seelze 2017, p. 190 8 Ibid., p. 201f. Cf. also other publications by the Montag Stiftungen on the topic of school construction, as well as the blog schulen-planen-und-bauen.de 9 See also the speech by city director Wolfgang Rombey, president of the school and education committee of the Association of German Cities: staedtetag.de/imperia/md/content/dst/bikon2012_ abschlussrede_rombey.pdf [downloaded 2020-09-14]

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SUSTAINABILITY IN SCHOOL BUILDINGS

Sustainability in School Buildings: How Little is Enough?

What is the right amount of technology for future learning spaces and how do education, spatial structures and building services systems depend on each other? What is the significance of energy efficiency in the context of school buildings? Few planning and construction tasks involve more challenges and discussions for clients, architects and specialist planners than school buildings. Alongside pedagogical concepts and the resulting learning spaces, these include topical questions on the future of construction against the backdrop of climate change as well as a high degree of material and technological development in the building industry, which suggests maximum possibilities for architects. For this purpose, there are digital planning tools, efficient construction materials as well as highly developed technical systems or even so-called artificial neural networks for building operation. Yet, it seems that going by low-tech projects, a saturation point has been reached in buildings with respect to equipping them with complex technical systems, and a rethink towards 14

Elisabeth Endres

simplicity is taking place. The building 2226 by be Architekten in Lustenau, for example, dispenses with water-bearing conditioning systems and ventilation equipment, making it one of the drivers of this discussion since 2013. HIGH-TECH VERSUS LOW-TECH Over the last three decades, a high thermal technology standard as well as implementation of highly efficient building services systems was seen as the answer to the challenges emerging due to the finite nature of fossil fuels as well as an increased environmental awareness. Energy efficiency in the operation of buildings, expressed by the parameter ­kWh/m²a, was regarded and sought

as a key aspect of sustainable building. Apart from the legal requirements, such as the EnEV in Germany, certification systems and standards were created that included, for example, the passive house standard, which refers to heating demand in absolute terms. In addition to a highly insulated shell structure that reduces transmission heat losses, it is important for buildings aiming at minimal heating demand to implement mechanical ventilation systems with heat recovery. The prerequisites for adhering to the demand values calculated during planning are user behaviour, trouble-free operation of all technical systems as well as constant climatic conditions corresponding to the boundary conditions of the calculations. Unsuccessful performance of these highly engineered buildings in all areas of application as well as increasingly complex planning and im-

plementation have led to a necessary rethink in the building industry for some years now, since growing complexity and an accompanying susceptibility to errors result in buildings losing robustness with respect to uncertain boundary conditions such as system failure, mishandling by users and climatic changes. If one of the optimised parameters in the complex interlocking systems malfunctions, the effects are considerably more pronounced than in a robust optimisation process, as is, for example, applied in the automobile industry. Robustly optimised systems are based on the strategy of a flat and stable operational curve, designed for average operational conditions, and which does not aim for an optimum in every scenario. In the building industry, in the wake of rising energy efficiency requirements, a certain flexibility with respect to changes in use, differently dense occupancy and comfort is sought. As a rule, this takes place by implementing technical systems and corresponding control and regulation technology. Every deviation from the optimum consequently leads to a marked deviation from the theoretical capabilities. In addition to possible daily deviations of the calculated operational demand values from the actual consumption, sources of error in increasing automation lie in the adjustment, maintenance and upkeep of the systems. Not least due to the findings from building operation monitoring, the costs and usefulness of the technical systems originally serving to balance the load profiles of buildings with poor shell quality are therefore being questioned more and more when applied to the highly efficient buildings shells of today. The solution here is certainly not in minimising the legal requirements for building shells but rather in a holistic approach and the resulting concepts that reflect contemporary circumstances and are not based on standards reflecting outdated conditions. So how does a building look where children like to learn? How much technology do school buildings need and what 15

parameters actually lead to a sustainable building? For these questions, ventilation plays a decisive role. A special feature of school building with its current teaching concepts surely is that a wide range of possible scenarios must be represented in the learning landscape areas. Alongside dense occupancy in traditional classrooms, freer pedagogical concepts in schools today are increasingly resulting in areas that can be flexibly added or serve as common areas for secluded, concentrated learning. Owing to high occupancy densities that lead to a higher demand for fresh air, high heat inputs due to the presence of people occur in parallel. Taking into account the load profiles of the utilisation periods in the winter half year, together with the average outside temperatures, it turns out that the heat input from the pupils virtually compensates for the ventilation heat losses. Heat losses due to transmission in the shell structures are, moreover, reduced to a minimum thanks to the legal requirements concerning the efficiency of facades, so that the thermal heat demand turns out to be very low all in all. Therefore, the question of suitable ventilation for schools is more one of comfort and room air quality than of energy standard requirements. A naturally ventilated school with corresponding room depths for lighting and ventilation offers maximum flexibility in terms of free space use. In areas with very high occupancy densities, mechanical ventilation concepts with constant base air amounts and a simple regulation strategy can be advantageous and enable enhanced comfort without requiring cold air input. Such strategies reduce the periods for “short & sharp” ventilation during classes, while safeguarding air quality with respect to CO2 content without the influence or responsibility of users. The ramifications of mechanical ventilation concepts are high investment costs as well as maintenance and repair of the systems. Assuming low heating loads thanks to highly efficient facades, in combination

with high occupancy densities in school buildings, the heating system’s significance is therefore limited. Heating systems in schools serve for peak load cases on very cold winter days and for ensuring a comfortable indoor climate at the start of classes. As soon as the school starts to operate, internal heat gains are so high that they may even cause shortterm overheating. Discussions on this topic as well as the design of technical systems mostly rely on outdated building standards that form the basis of static calculations to this day. Peak loads are assumed that produce entirely different results in the case of dynamic calculations. These calculation methods show, however, that the assumed worst-case scenarios occur extremely rarely or not at all. Improved building construction quality thus could simplify the technical systems, but this, due to standards and regulations, is not yet sufficiently taken into account as part of a holistic approach. Moreover, nothing has changed in the planning process that could lead to a further reduction of technical systems and to corresponding simplifications. These retrospective considerations can be appropriately demonstrated by using the example of a suitable space-conditioning system. While surface-based systems in the past led to uncomfortable surface temperatures in the event of high heating loads and high flow rates, the same systems can create very pleasant conditions at today’s building standards by applying small temperature differences of 2 to 3 kelvin from the room temperature. Surface heating with small temperature differences between the surface and room temperature is able to handle peak loads when room temperatures rise by allowing the surface temperatures to fall below the room temperature, with the system transferring the loads. A further potential benefit of small heating loads lies in simplifying regulation. While in the past, single-room control was decisive for creating comfort and energy savings in case of high room temperature differSUSTAINABILITY IN SCHOOL BUILDINGS

Section Scale 1:1,000

Ground floor plan Scale 1:1,000

The office building 2226 in Lustenau dispenses with a heating, cooling and ventilation system. Thermal mass ensures a stable indoor temperature of 22 to 26 °C: the outer walls consist of 76 cm thick brickwork with lime plaster. Ventilation is provided by wood-clad ventilation flaps in the facade; it is operated mechanically and by computer. Architecture: Baumschlager Eberle Architekten

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ences between i­ ndividual spaces, today, differences within a building are hardly noticeable. Thus, in many cases, small control loops and strategies can now be dispensed with. This considerably simplifies building operation and offers high potential for flexible space utilisation by open learning concepts. One advantage of surface-based heating as opposed to static local heating surfaces is the possibility of regulating the indoor climate all year long, for example by using these surfaces for cooling in summer in combination with groundwater. Formerly, the focus was on behaviour in winter and the optimisation of heat energy demand. In future, summer conditions in schools will become a decisive planning parameter, alongside the issue of construction materials with long-­lasting life cycles or maximum recyclability. In this respect, the application of an active conditioning system can also lead to simple and robust operation, independent of system failures or climatic effects such as the so-called heat-island effect in cities. Even if concepts with the goal of passively protecting the building from overheating theoretically have great potential, their success depends on the uncertain constraints of complex control systems, user behaviour and climatic conditions. What is more, it will generally become more necessary in summer to utilise buildings as storage facilities for solar power generation. The use of solar-generated electricity for cooling, in combination with active storage masses in buildings, can serve to buffer and relieve the power grid. The potential of buildings for buffering electricity peaks is very high because the generation loads from strong sunlight on the PV modules accrue at the same time as the cooling loads caused by the insolation. In short, it is not a specific figure relating to heating energy demand that determines the quality of a school building. The choice of construction materials, as well as simple, low-component structures and technical systems with the 17

inclusion of renewable energy, that are comprehensible to users and generate robust operation, will be decisive. For this purpose, a holistic planning process is required that considers the interaction of passive building elements and active technical components, with a high degree of interdisciplinary exchange in the initial planning phases. Likewise, boldness on the part of clients and planners is needed to develop strategies that create school buildings of lasting value and with a sense of identity. In order to develop future-oriented buildings, it will be necessary to question standards, rules and regulations. Starting from outdated standards when planning cannot result in optimum specific solutions. Rather, the planning process, which especially in school construction results from specific tasks, will be decisive for lasting and hence sustainable educational institutions for future generations.

SUSTAINABILITY IN SCHOOL BUILDINGS

Participation in the Process of School Building

PLANNING PLAYFULLY What is a perfect school? What is a perfect building, a perfect learning landscape? How can a school be integrated into a city or rural area? What possibilities do buildings offer for working, meeting, moving about and feeling comfortable? The parameters that determine what makes a good school are diverse. Its architecture can facilitate or also inhibit a great deal in this regard. Therefore, the architects must know what the users in particular expect from a building being converted or newly constructed. The model briefs of the school administrations, different in each federal state, aren’t sufficient for this purpose. The pupils, educators or caretakers, by contrast, have the experience and the knowledge needed for their respective world of work, learning and living, i.e. for the environment in which they spend their everyday life. Often, however, this leaves too little time for gathering one’s thoughts or reflecting upon daily routines with respect to the built reality. Hence, there are many opinions, conceptions, interests and ­ideas to productively coordinate and bring together. Participation means collecting as many views, ideas and needs of potential users as possible.

18

Susanne Hofmann

TAKING PART IN PLANNING The architecture firm Die Baupiloten, with support from the Hans Sauer Foundation, has developed a school vision game for this purpose that allows schools and municipalities to perform an independent participative needs assessment. For developing and applying this innovative participatory tool, the firm was awarded the “Kultur- und Kreativpiloten” prize for “cultural and creative pioneers” by the Federal Ministry of Economics. In 100 minutes and 17 steps, the game allows users to playfully explore the different needs of all user groups in dialogue with politics and administration, and negotiate priorities, which are

brought together in a joint spatial pedagogical programme for the school. This helps all parties participating in the process to refine and formulate their conceptions on the interrelation between education and architecture in a playful manner. Architects, in turn, benefit from being able to attune their designs to the needs of the users and, at best, acquire socially “robust knowledge” – i.e. that of a range of people, users or concerned persons in contrast to expert knowledge, according to the sociologist Helga Nowotny. The outcome of the negotiation game offers a space requirement analysis and points out user needs as well as functional interactions of the future school. It constitutes an abstract school building concept in the form of spatial pedagogical zoning and attribution, not an architectural design or construction planning. The school vision game gives free rein to the players’ imagination, while at the same time structuring their visions such that the outcome of the game can serve as a basis and stimulus for the design of a new building, a comprehensive conversion of a school or the redesign of a learning landscape.

Study group 3 Location 2 Years 8, 9, 10

entrances



communicative helpers-middle



active learning workshop



exciting movement circus



fresh oasis of relaxation



cosy socialising lounge



focused discovery lab



closed



partly closed



open



guided



largely self-organised

Year 10 Year 9

Subject area arts

Subject area STEM Engineering / handi­ crafts

Relaxation Oasis

Helpers – middle

“Heart of learning”

Subject area music

Focusing lab

Subject area housekeeping Dispute settle­ ment

Socialising Lounge

Auditorium / Media library

Student Council

Workplaces

self-organised School team

Social worker Cafeteria

Administration

Facility manager

Year 8

Relaxation oasis

Gym

Leisure area

Outdoors

Movement circus

Excerpt of the space and functional diagram on the participation procedure for 10 schools in Duisburg-Marxloh (DE), 2010

Game situation during the vision workshop of Die Baupiloten for ten schools in Duisburg-Marxloh.

19

PARTICIPATION IN THE PROCESS OF SCHOOL BUILDING

Pupil contribution to the vision workshop on the design of the Heinrich Nordhoff Comprehensive School, Wolfsburg (DE): atmospheric collage of a study lawn.

Heinrich Nordhoff Comprehensive School: two-storey, subdivided atrium as central common space and study area.

20

Conceptual development of space function plans and individual space allocation plans for the conversion of 10 schools into all-day schools in Duisburg (DE).

21

PARTICIPATION IN THE PROCESS OF SCHOOL BUILDING

Erika Mann Primary School, Berlin (DE): retreat area with individual study niches.

Erika Mann Primary School: hall of mirrors as part of the open learning landscape.

22

WHAT CAN THE SCHOOL VISION GAME DO? In order to collect as many views, ideas and needs as possible, it is advisable to run the game in several groups, with participants of various ages, from different fields and with diverse interests. The entire range and heterogeneity of those wishing to support, follow and participate in the process from different positions should be represented. Each player should select activities that they most like to pursue. This ensures that each participant has the opportunity to think about their own behaviour patterns. Subsequently, the players negotiate their selected activities among themselves and group them into activity areas or islands with the goal of discovering synergies of activities, such as the multiple use of a place for dining, playing and doing homework. In further steps, contradictions and discrepancies can be revealed and negotiated see page 19 below. A key component of the school vision game is the pictograms representing activities and atmospheric imaginations, which are communicated and tested by the participants in various scenarios. This provides easy access to the often complex spatial pedagogical topics, allowing the discussion to focus on essentials while overcoming entrenched conceptions and redeveloping them. Contradictions and conflicts arising from a clash of desires and requirements can be revealed with this method and converted into a synergistic potential. In doing so, needs, everyday behaviour and spatial relationships as well as functions and priorities can be easily recognised while encouraging a differentiated discussion. The school vision game is, however, only one example for participative planning by Die Baupiloten. Its work in this field, spanning 17 years now, has resulted in a participation process in several steps. 23

At the start of such a procedure, a vision workshop is conducted, where participants think about the environment or surroundings in which they would like to work, learn or live, independently of architectural conceptions and with the help of several workshop formats. This first step can, but doesn’t have to, take place in the form of a vision game. In such workshops, school children develop their conceptions, for example, expressing these ideas in picture collages or small “expression boxes”, thereby inspiring the architects in their designs. Desires transform into architectural concepts, which, in turn, later form the basis for the architectural design. In a second step, a “thinking further workshop”, more specific questions on the realisation of the project, with feedback from the outcomes, are pondered, such as on functional and programmatic relationships and synergies of individual uses. For example, usage combinations or connections are then created, which enable an optimisation of the floor plans to be developed later, while avoiding preventable complications. This is followed by the architectural design, which, in conjunction with the participative work, is to provide a viable basis for the functioning of the school or the respective institution. LEARNING FROM EACH OTHER For the participation procedures, Die Baupiloten has developed diverse tools, of which some are introduced in my book Partizipation Macht Architektur (Participation Makes Architecture) under the following translated designations: ­“Experiencing everyday places”, “Observing rituals”, “Voyages of discovery”, “Making stories”, “Neighbourhood 3000”, “Negotiating spatial dreams”, “Evolving worlds”, “Testing scenarios”. What is important for such procedures is that all significant and interested players are included and continually participate

in this process. Moreover, there must be agreement on the basic conditions or the subject of the negotiations. In addition, the procedures should be effective, facilitate expeditious decision-making and not get lost in endless discussions. Therefore, the tools of Die Baupiloten for research on visions and preferences also include management games. First developed in 2007/2008 for the renovation and conversion of the student residence complex Siegmunds Hof for around 610 students in Berlin-Tiergarten, this “space-dream” negotiation game resulted in the school vision game. The game has since been successfully applied in many cases. In Duisburg alone, Die Baupiloten developed the conversion of ten schools into all-day schools for the municipal administration, in cooperation with the consulting office Partnerschaft Deutschland, using the results of management games and other workshop formats and on the basis of prepared spatial-functional diagrams, and even including detailed individual briefs  see pages 19 top and 21 . On the North Sea island of Borkum, for example, a participation process with management games in the winter of 2018 formed the basis for the conversion design by Die Baupiloten. For the Heinrich Nordhoff Comprehensive School in Wolfsburg, for instance, there emerged from amongst the results of a management game in 2011 – 2014 see the vision of a “large and calm lawn” see page 20 top , with a splendid diversity of flowers, intended to be an ideal place for learning. This finally resulted in a complex and diversely usable learning landscape with a calm atmosphere, creating see the impression of a lawn for studying see pages 20 bottom and 26 . PARTICIPATION AND ITS IMPLEMENTATION Die Baupiloten follows its approach to participative planning not only for schools. Day-care centres are an important field of application, since s­ patial

PARTICIPATION IN THE PROCESS OF SCHOOL BUILDING

pedagogical aspects also play an important role here. In the participation process for the project of the Krähenwinkel day-care centre, completed in 2019, parents and educators worked out the importance of different light incidences and moments, views as well as the reference to nature see page 22. The building was not to be too colourful but still be able to stimulate the children to explore their surroundings. At the same time, protection and a feeling of security were desired see page 22. A workshop, specially conducted with the children, then opened up possibilities for developing rest zones and retreat areas but also exploration paths for the children, which often resulted in the dual use of furniture items. Shelf units turn into access doors while educators’ work tables simultaneously function as children’s caves. The children can, however, also find passages in the walls that are not accessible to the adults, thus enabling them to engage in their very own spatial exploration see page 22. Inside the building, colours were used in a well-matched and very subdued manner, primarily serving for orientation purposes. The use of natural light, too, was very specific in the single-storey building. The skylights received a cladding of colour effect glazing in their reveals, which reflects the incident light rays in different colours, depending on the incidence angles, thus also providing learning experiences on solar positions and the light spectrum. Reflections and mirror effects are also produced by the cladding of pipes that run through the corridors and now resembles periscopes. Participation processes create an important comprehensive design basis for architects. They also encourage and support users in formulating their own requirements regarding spaces and their characteristics. The tools and methods thus developed serve for communication between user and interest groups, the field of politics and administration as well as the architects. In ­Erlangen-Büchenbach, for example, Die 24

Baupiloten is carrying out a diversified participation process, ranging from research on population needs to a specific requirement analysis, the development of a detailed brief, and consultations for users in the design phase of a district community centre. The playful approach of both the participation procedures and the design planning has proved to be especially communicative but also effective. The more precisely participants reflect upon their needs, the better these can be included in the planning. The required costs and work times can be better estimated and possibly also limited. Users are more satisfied with the buildings, which ultimately enhances their sustainability.

Heinrich Nordhoff Comprehensive School in Wolfsburg (DE): silent study area.

25

PARTICIPATION IN THE PROCESS OF SCHOOL BUILDING

Artificial Lighting in Schools

How education is organised in soci­ eties is subject to shifting views and approaches. In the Western world, many traditional teacher-centred models have been replaced by more contemporary models that emphasise the individuality of pupils. Such changes, often informed by dedicated research around the topic, have had a profound effect on educational architecture.  In Denmark, where a significant reform of primary education took place in 2014 1, school environments are assumed to play an active role in new learning, rather than merely being shells that host it. They now need to facilitate diversified activities, collaborative and individualised modes of learning and support a broad palette of pupil preferences and abilities. Accommodating new learning requires flexible schools that adapt to the actual needs of teachers and pupils. Schools should also support the well-­ being of pupils to further enhance their learning abilities.  Architects have responded to these challenges, for instance, by providing for flexible spatial arrangements and adaptable furniture layouts that support varia26

Imke Wies van Mil

bility. Optimisation of the indoor climate for better occupant well-being has also received attention. But where benefits of fresh air, acoustics, temperature and daylight for occupant well-being have been studied in depth, the potency of artificial lighting has been less so.  THE REALITY OF (DAY)LIGHT QUALITY Henning Larsen Architects has a long tradition of designing with light, and in particular with natural light. Recently, combining ideas about energy reduction and human behaviour, its R&D unit set out to investigate the potential of artificial light to support children’s (new) learning.  A field study of several Danish schools built or refurbished after the 2014 reform led the group to conclude that ar-

tificial lighting applied in those schools had mainly resulted in plainly lit classrooms. Most classrooms however featured large windows, presumably attempting to exploit the perceived benefits of natural light to enhance the visual quality of the indoor environment as much as possible. But the reality of Denmark’s geographical location and the local climate requires supplementary artificial lighting for most of the year. The artificial lighting is commonly designed following the standard recommendations for educational spaces to attain minimum light levels and high uniformity. This is often achieved by using ceiling lights that distribute light evenly throughout the space. The result, however, is a rather dull and one-fits-all ambience that offers little visual variation. Although this type of application supports pupils’ visual acuity, it also diminishes the efforts by architects to optimise the visual quality of the indoor environment by bringing in daylight. This raises the question how artificial lighting can be applied to enhance instead of diminish the visual quality of the learning environment, and thus support pupils’ learning. 

Ceiling lighting only

Ceiling + pendant lighting

27

ARTIFICIAL LIGHTING IN SCHOOLS

Pendant lighting only

Trial arrangement 1: uniform ceiling lighting (school building r­ egulations)

Trial arrangement 2: ceiling lighting with a ­ dditional pendant lightning

Trial arrangement 3: directional lighting only by means of pendants

28

THE ARCHITECTURAL APPROACH  One way to look at this question is to investigate how artificial lighting can be considered an architectural tool that influences pupils’ learning behaviour. Other researchers have already paved some of the way by looking at how variations in light level and colour temperature impact pupils’ learning behaviour. Several of their studies have produced evidence that pupils’ concentration and performance may be improved by whiter and brighter light 2, whereas warmer and dimmer lighting was found to reduce pupils’ restlessness and agitation 3. Taking inspiration from these findings, ­Henning Larsen Architects set out to take a more architectural approach and study how another aspect of artificial lighting – namely the way that it is distributed in the learning space – may support new learning. The aim became thus to focus on the relationship between light and the spatial context, and how it might affect pupils’ behaviour. This relationship is defined by where light is placed and how it is distributed throughout a space, resulting in a specific visual scenery. Differences here may give rise to different visual experiences that impact pupils’ behaviour.  EXPERIMENTATION IN THE FIELD A key interest became to explore a certain aspect of learning behaviour, namely how the distribution of artificial light might help pupils to concentrate on their learning. For this purpose, Henning Larsen Architects set up a field experiment at the Frederiksbjerg Skole school. Four nearly identical classrooms with a similar design and comparable daylight conditions were fitted out with a lighting system that included two types of light distribution, the first being a uniform distribution created by integrated ceiling lights. Activating these would 29

result in the entire learning space being evenly illuminated see page 27 above. This corresponds with to is commonly found in contemporary school environments. The second is a patterned typology, the result of pendant lights projecting ­focussed light onto pupil’s work tables. The subsequent visual scenery might be described as one featuring pools of light with relatively darker surroundings. It could be said that these simulate ­intimate spaces within the larger space. This was believed to intuitively draw pupils’ attention inwards, bounded by each pool, and to nurture their concentration on a task. The pendant lighting can be used in combination with the ceiling lighting see page 27 below or on its own, providing for heavy contrast see page 28 above. This set-up allowed the teachers and pupils in the four classrooms to activate one of four lighting scenarios: ❶ ceiling lighting only, ❷ ceiling lighting combined with pendants, ❸ pendant lights only or no artificial lighting at all (which was rarely the case) – each giving the classroom a unique visual appearance see page 28 above. To investigate whether (one of) the lighting scenarios would impact pupils’ learning, and in particular their ability to concentrate on their tasks, Henning Larsen Architects initiated collaborations with three research institutes: The Technical University of Denmark, Aarhus University and the Royal Danish Academy of Fine Arts. During the spring term of 2017, they collectively gathered a broad range of data, particularly during classroom sessions in which pupils undertook activities that required their attention, such as maths, reading or language exercises. Six groups of about 25  pupils each, between the ages of six and twelve, and six teachers were monitored while continuing their normal curricular activities and routines. Three sets of data were collected that provided insights on the following issues: pupils’ noise levels, cognitive performance and perceived changes in on/off-topic behaviour.

PUPILS ARE MORE QUIET Previous research had found that a noisy learning environment negatively impacted pupils’ learning and concentration 4 , 5. If artificial lighting can be used to suppress noisy behaviour, it may improve the environmental circumstances of learning. For this purpose, sound levels were recorded during 48 activities requiring attention of which twenty were judged comparable in terms of the number of pupils, type of activities, length of time and unexpected acoustic disruptions. When comparing the average noise levels by lighting scenario in which they were recorded, it appeared that in 70 % of the sessions where pupils worked under active pendant lighting, noise levels decreased significantly. The arithmetic average noise reduction across the twenty cases, including the few (30 %) with worsened conditions, was found to be 1.7 dB. Although this might not look like a great difference, it is considered significant enough to be audible to the average pupil’s ears. As noise may impact pupils’ attention, such a decrease suggests that pendant lighting contributes to environmental circumstances that may improve pupils’ ability to concentrate. TENDENCY TOWARDS BETTER PERFORMANCE  The impact of the different lighting scenarios was also measured directly against pupils’ cognitive performance. Every week, seated at the same location, pupils took two different tests: a mathematical addition test – the pupils added two three-digit numbers – and a figural creative-thinking test – the pupils drew as many objects or pictures as they could envision using the lines and circles provided. Both tests were designed to assess the pupils’ performance in terms of their ability to concentrate while taking ARTIFICIAL LIGHTING IN SCHOOLS

the test. The tests were taken during normal lessons and supervised by the pupils’ usual teacher. Though the data only indicates a statistical tendency, it does suggest that pupils’ performance, in particular for mathematical exercises, was better when pendant lighting was activated. Therefore pendant lighting may help pupils to concentrate on their tasks. LESS DISTRACTION AND NEEDLESS WANDERING ABOUT The third set of data was collected by means of anthropological methods such as interviews with teachers and classroom observations. These findings provided for additional context and a deeper understanding of the impact that focussed pendant lighting might have on pupils. Teachers reported that pupils were more prone to stay in their chosen seat for a longer period and to wander about less when the pendant lighting was activated. They found that pupils appeared more inclined to interact with their direct neighbours instead of those seated further away, suggesting the pools of light kept their attention more local. Teachers also judged the learning environment to be more quiet and calm while pendant lighting was active. These changes were believed to particularly benefit those pupils who were generally easily distracted or displayed disruptive behaviour. Calming these pupils in particular was thought to ultimately benefit the entire pupil group. Classroom observations by an independent researcher who attended twelve of these sessions confirmed these findings. In essence, active pendant lighting seems to encourage pupil behaviour that results in a calmer environment and less distraction.

30

BEYOND THE CLASSROOM  The study looked particularly at how pendant lighting could support learning activities that required pupils to concentrate on a specific educational activity. Often these activities took place in a classroom setting, while pupils were seated at work tables in small groups or pairs. During these exercises, the pendant lighting proved to encourage a calm atmosphere and aid concentration. However, during other activities – particularly those requiring teamwork and collaboration – it was found that the ceiling lighting, which illuminates the entire space, was mostly used. To aid new learning and serve the subsequent diverse palette of educational activities an artificial lighting system that allows for variability in the distribution of light is therefore deemed beneficial. Possibly the most telling outcome of the study was that Frederiksberg Skole appreciated the new lighting system so much that they requested for it to remain installed after the study had finished. And, for the pendant lighting to be installed throughout the school in areas hosting activities that might benefit from calmness and concentration. This included other classrooms, but also collaborative working areas and study tables placed in common spaces surrounding these classrooms see page 31.  In essence, this study shows that artificial lighting can be considered an architectural tool beyond simply ensuring enough light to see. Artificial lighting may actively shape occupant behaviour in ways that support the activities at hand. This not only help architects to design better educational facilities; it also provides school management and educators with new knowledge on how they can use their environments to aid pupil performance. 

1 Danish Ministery of Education (ed.): Improving the Public School. Overview of Reform of Standards in the Danish Public School (Primary and Lower Secondary Education). 2014 2 Sleegers, PJC u. a.: Lighting Affects Students’ Concentration Positively. Findings from Three Dutch Studies. In: Lighting Research and Technology, 45/2013, pp. 59–75 3 Wessolowski, Nino u. a.: The Effect of Variable Light on the Fidgetiness and Social Behavior of Pupils in School. In: Journal of Environmental Psychology, 39/2014, pp. 101–108 4 Sala, Eeva; Rantala, Leena: Acoustics and Activity Noise in School Classrooms in Finland. In: Applied Acoustics. 114/2016, pp. 252–259 5 Woolner, Pamela; Hall, Elaine: Noise in Schools. A Holistic Approach to the Issue. In: International journal of environmental research and public health, 7 (8)/2010, pp. 3255–3269

Additional pendants in communal areas

31

ARTIFICIAL LIGHTING IN SCHOOLS

32

Wisdom Angast, year 6 (School vision workshop of die Baupiloten)

Primary School in Hangzhou

34

GLA

SPATIAL CONCEPTS

In the midst of dense high-rise structures in Hangzhou, a city of 9 million inhabitants, the architecture firm GLA conceived the new public primary school as a green oasis and spacious campus for teaching, sports and play. A key design criterion was the interlocking of indoor and outdoor spaces in order to create additional common areas and open spaces. The large construction volume is thus arranged in seven wings: classrooms, the gym, administration and the kitchen are housed in separate buildings on both sides along a central pathway, which runs across the site from north to south in a zigzag manner. Large, green courtyards spread out between the wings. The four-­storey buildings are partly elevated and connected by walkways so that the diversely designed open areas, with their stairs and seating steps, continue underneath the buildings, as it were. At the heart of the campus are the three classroom wings. The two southern ones accommodate the specialist classes and dance and music rehearsal rooms, while the two-storey gym with its open-air sports facilities is located on the east side of the plot. Large, fixed glazed windows admit abundant daylight to the classrooms; natural ventilation is provided via separate ventilation sashes made of aluminium panels, located between the glass surfaces. In contrast to the specialist class buildings, which have classrooms on both sides of the corridor, the north-oriented general classrooms have broad, south-­facing corridors in front that also serve as movement and playing spaces during breaks. The spacious access areas are a special feature of the school. Conceived as corridors and covered walkways, they connect all parts of the buildings and expand into several “squares”. Protected from the sun and rain, the children like to use these common areas to play, frolic, and learn. From here, they also have a good overview of the green courtyards up to the sports facilities and the other building wings. With the flexible areas in the immediate vicinity of the classrooms, the architects have provided diverse spatial options. These also serve as airy outdoor classrooms and are popular with the teachers and pupils, especially during the hot, rainy summer months. The multifunctional areas can be individually used and permit various forms of learning. The architects put as much thought into the ground plan structure as they did into the design and selection of materials for the complex. With its gleaming white facades as well as the sunshine-yellow and orange colour shades of the aluminium panels, the primary school is an inviting highlight in the monotonous grey of the residential towers in the new neighbourhood. Moreover, it shows how an architecture tailored to the needs of the primary school pupils, including the open spaces, can form an inspiring learning environment and a relaxed and lively campus atmosphere.

35

Location

Hangzhou, CN

Construction period

2015 – 2017

Type of school

Primary school

School concept

The school campus as an “urban oasis” in the dense urban surroundings. The staggered shapes shall blur the boundary between buildings and also the definition of interior, corridor, roof platform, and by this, new space use and teaching opportunities emerge.

Pedagogical concept

To encourage the children’s spontaneous indepen­­dent exploration, creative use of space and the “unstructured learning patterns”, that occur outside the classrooms, the scale of the traditional teaching space, walkways, corridors and plat­forms have been adjusted. For example, the width of the walkway is increased to 3.6 m, to strengthen the close connection between the walkway and the indoor teaching space and to open up the traditional Chinese elementary school “structured” classroom teaching mode.

Gross floor area

34,392 m2

Effective floor area

22,635 m2

No. of classrooms

36

No. of pupils

1620

Structure

Reinforced concrete frame structure

Lighting

Abundant natural light and view through the ­windows

Ventilation

Natural ventilation. The compounds of the stag­gered building shapes provide favourable conditions for the crossing of the air and the natural wind. Fresh air can be let in at any time through the coloured aluminium window sashes.

Energy aspects

Passive house standard

PRIMARY SCHOOL IN HANGZHOU, CN

Site plan Scale 1:12,500

36

SPATIAL CONCEPTS

Layout plan Scale 1:2,000 1 Kitchen 2 Classroom 3 Office 4 Space for movement 5 Crafts 6 Store 7 Preparatory space 8 Dance exercises 9 Music room 10 Gymnastics 11 Parents’ waiting area 12 Gymnasium 13 PT test space 14 Reading room 15 Administration 16 Viewing platform

1

1 1 1

1

1

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1

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2 11

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16

Ground floor

37

PRIMARY SCHOOL IN HANGZHOU, CN

38

SPATIAL CONCEPTS

39

PRIMARY SCHOOL IN HANGZHOU, CN

The wide corridors also serve as movement and play areas during the breaks. They are intended to provide space for learning experiences that are different from the structured teaching in the classrooms of traditional Chinese primary schools.

40

SPATIAL CONCEPTS

41

PRIMARY SCHOOL IN HANGZHOU, CN

Comprehensive School in Odder

42

Cebra

SPATIAL CONCEPTS

The new school building in the Danish city of Odder unites a comprehensive school and a day-care centre in a varied and open learning landscape that offers the children many open spaces for movement, sports and play. Four differently dimensioned buildings line up along a central spine and extend out to the east or the west. Each wing has its own function: the largest building houses the central hall, gymnastics hall, sports hall, and administration. Adjoining it on both sides is one wing each for the primary and the lower secondary school; the south end is formed by the smaller day-care centre. The open areas in between are diversely designed for the different age groups and activity patterns, in order to incorporate sport and play into the daily routine of the school. At the heart of the school building for 650 pupils is the large, two-storey hall that is used as an auditorium and dining hall. It lies at the intersection of the routes leading to the classrooms, and directly adjoins the gyms, whose smaller, multifunctional hall is available to the children for playing during breaks. With its stairs, seating steps and circumferential gallery, the central hall offers a multifaceted spatial landscape. Skylights bring direct and indirect daylight into the interior and generate constantly changing lighting moods. Following the open learning principle, the pupils can also study here during lessons or meet for teamwork. The inclined roofs, also in the two classroom wings, have resulted in spaces with very different ceiling heights. The interplay of high and low areas, smaller and larger spaces, brighter and more subdued zones allows the children to join larger or smaller groups or retreat to recesses, depending on their needs and moods. The new comprehensive school replaces several heterogeneous older buildings. Since the demolition and new construction had to be carried out in three building phases, during active operation and under high time pressure, the architects used prefabricated reinforced concrete components for the walls and ceiling panels. The facade consists of prefabricated timber elements, which are clad in metal panels. The playful arrangement of the windows and the unusual colour scheme shape the building’s appearance as does the roof landscape. The gable roofs, which refer to the neighbouring development and represent a familiar motif, coalesce the four buildings into a homogeneous structural unit. The beige, brown and grey surfaces, on the other hand, divide the large volumes into smaller units by visually extending the sloping roofs.

43

Location

Odder, DK

Construction period

2015 – 2018

Type of school

Comprehensive school (classes 1 – 10), nursery school, and after-school care centre

School concept

The school is organised into four linked buildings, according to the age group and type of school, which are oriented towards a central inner com­mon room. The outdoor space houses diverse open spaces for sports and movement for various age groups and activities.

Pedagogical concept

Special emphasis on making physical activity, play and exercise a natural part of everyday life. Areas designed for physical activities in each classroom and in the common areas. A variety of spatial solutions for larger assemblies, smaller groups or single children.

Additional room uses

Sports centre accessible for club sports, with a double sports hall and a gymnastics hall

Gross floor area

9,300 m2

Effective floor area

8,500 m2

No. of classrooms

28 regular classrooms, 8 specialised classrooms

No. of pupils

650 (school), 100 (nursery school)

Structure

Load-bearing pre-cast concrete walls (primarily those that cut across the facade) and longitudinal structural precast concrete slabs. The transverse walls are the primary load-bearing walls. Lightweight prefabricated facade elements built on a steel structure, enabling the flexible placement of the windows.

Lighting

A variety of light fixtures, equipped with LED light sources and adapted to the specific functions and spatial qualities of the school’s different areas. The exterior lighting is controlled via the Building Management System (BMS).

Ventilation

All technical systems are controlled via the build­ing’s BMS. Ventilation, heating, water, electricity and solar panels are connected to the BMS. The ventilation system can be controlled and adapt­ed according to varying usage and indoor climate needs. It operates with variable volumes of air (VAV), which are controlled based on temperature and CO2 levels.

Energy aspects

Life-cycle analysis with respect to time, maintenance and environmental impact of construction materials over a period of 60 years. Briefing and involvement of the users based on visualisations of building management system data on screens.

COMPREHENSIVE SCHOOL IN ODDER, DK

Site plan Scale 1:4,000

44

SPATIAL CONCEPTS

Section Floor plans Scale 1:1000 1 Entrance 2 Classroom 3 Common room 4 Natural sciences 5 Food science 6 Music room 7 Sports hall 8 Dancing/fitness 9 Kitchen/food distribution 10 Central hall/refectory 11 Crafts 12 Exhibitions 13 Cloakroom 14 Day-care centre 15 Library 16 Office

aa

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Upper floor

7 a

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6

5

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7 8

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a

13

2

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Ground floor

45

COMPREHENSIVE SCHOOL IN ODDER, DK

A landscape of gable roofs, different colour shades on the facade surfaces and a playful arrangement of windows give the school a dynamic appearance.

46

SPATIAL CONCEPTS

47

COMPREHENSIVE SCHOOL IN ODDER, DK

48

SPATIAL CONCEPTS

The sloping roofs create a diverse learning landscape inside, with different room heights and characteristics, including open areas for group study and crafts as well as retreating spaces for individual children.

49

COMPREHENSIVE SCHOOL IN ODDER, DK

School Village in Mzamba

50

Studio Mzamba

SPATIAL CONCEPTS

“Small worlds” – this was the founders’ stipulation for the school in Mzamba, South Africa. Every class has its own building with a veranda and a garden. These are connected by lanes, courtyards and small squares, constituting a village-like structure that creates a sense of camaraderie. The private primary school was founded in the economically underdeveloped state of Eastern Cape at the initiative of s2arch. The Austrian sponsoring association is committed to high-quality educational programmes in disadvantaged regions, to provide better future prospects for the population. It implements DesignBuild projects in cooperation with German and Austrian architecture faculties, where students take on both the planning of school buildings as well as their construction on site. Initially, the students of the Technical University of Munich and Graz University of Technology worked out the master plan of the school village for a preschool and primary school up to year 7. It provides design freedom for the individual buildings while also stipulating rules for a homogeneous appearance of the complex. The units realised by students of the University of Applied Sciences Munich, Graz University of Technology, Technical University of Munich, and Carinthia University of Applied Sciences since 2010 show how differently, but also coherently, the concept was interpreted. Every year, the school village grew by one building and a year of new pupils. The complex was completed by an administration and reception area with an open school auditorium, which was finished by the Carinthia University of Applied Sciences in 2018. 300 children attend classes here, which follow the South African curriculum while being complemented by various pedagogical initiatives, going well beyond what the state schools offer. The children grow vegetables, for example, which are prepared in the school kitchen. Numerous niches, covered squares and low walls invite group work outside of the classroom as well as play. The complex deliberately contrasts with the extensive, open landscape and the surrounding scattered settlements. It forms a cohesive unit, similar to the traditional settlements of the region, while simultaneously creating an atmospheric sequence of diversely designed outdoor spaces. The densely-built complex has been conceived to keep out the strong winds and provide shade for the open areas. Great importance was also ­attached to climate-friendly construction methods and easily applicable, local techniques: large roof overhangs provide shade, cross-ventilation prevents heat building up in rooms and solid walls serve as storage mass. A specially developed perforated stone for the garden walls reduces wind while allowing air to circulate and filtering light. The most important aspect for sustainable efficacy was, however, collaboration with the local people. Young villagers learned a trade on the construction sites and worked with the students to build the structures – a sustainable experience for both sides, with future prospects.

51

Location

Mzamba, ZA

Construction period

2010 – 2018

Type of school

Primary school with classes 1 – 7 + 2 preschool classes

School concept

School village with individual classroom buildings

Pedagogical concept

Concept of ‘small worlds’: every class has its own building with a veranda and a garden. Eco School Program with recycling project and in-house vegetable cultivation for the school kitchen. R ­ ecesses, verandahs and benches in the open spaces are used for free play and group work.

Gross floor area

1,997 m2

Effective floor area

1,115 m2

No. of classrooms

10

No. of pupils

Approx. 300

Structure

Solid concrete-block construction, partly rammed earth

Lighting

Daylight

Ventilation

Natural cross-ventilation. A specially developed perforated stone allows air and light to enter.

Energy aspects

Natural light and ventilation

SCHOOL VILLAGE IN MZAMBA, ZA

Master plan Scale 1:1,000 1 Administration/school hall (2018) 2 Preschool (2016) 3 Art hall (2017) 4 Primary school (2014) 5 Kitchen/WCs (2011) 6 Site office 7 Classes 5–7 (2017)

2

3

1

4

5

6

7

52

SPATIAL CONCEPTS

9

6

10 6

Floor plan Section Scale 1:400

5

1

3 4

1 Covered entrance 2 Art hall 3 Preschool area 4 Play area 5 Cloakroom 6 Veranda 7 Courtyard 8 Staff room 9 Washbasins 10 Rainwater tank 11 Store

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SCHOOL VILLAGE IN MZAMBA, ZA

Section Floor plan Scale 1:400 1 Covered entrance area 2 Washbasins 3 Cloakroom 4 Library 5 Classroom 6 Staff room 7 Rainwater tanks 8 Courtyard 9 Veranda

bb

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4

SPATIAL CONCEPTS

The building for the year 3 children consists of the classroom and teachers’ room as well as open areas for different activities. For the garden walls, p ­ erforated stones called “breeze blocks” were developed, allowing for suitable ratios of air circulation and wind protection as well as incident light and views. (Design/Construction: University of ­Applied Sciences Munich, 2014)

55

SCHOOL VILLAGE IN MZAMBA, ZA

The auditorium with its bright turquoise trussed girders architecturally completes the school village. It is used for school and community events. (Design/Construction: Carinthia University of Applied ­Sciences, 2018)

56

SPATIAL CONCEPTS

57

SCHOOL VILLAGE IN MZAMBA, ZA

Primary School in Höchst

58

Dietrich | Untertrifaller

SPATIAL CONCEPTS

The spatial concept of the new Unterdorf Primary School in the Vorarlberg community of Höchst follows current pedagogical ideas and, thanks to open floor plans, encourages various forms of teaching and learning. In close collaboration with the community and teachers, Dietrich | Untertrifaller Architekten developed a cluster school (see page 6 et seq.) organised around flexible units and varied open spaces for small, group-based classes. In the 100 m long and 40 m wide single-storey building, the four identical clusters are arranged on the east side, while the entrance hall, specialist classes, a sports hall and the administration are housed on the west side. Similar to detached houses, the clusters line up along the school building’s “main road”, a continuous central corridor. Every unit consists of two classrooms, a group room as well as a quiet room, which are arranged around the central common room. Moreover, every cluster has its own sanitary facilities and a spacious courtyard with its own garden and seating, which allows for various uses such as outdoor classes. Four pyramid-shaped structures extend above the extensively greened flat roof of the school building, highlighting the common rooms as the central area of every cluster and lending them an unusual ceiling height. The elongated skylight provides abundant daylight. Wall-high glazing connects this flexible area with the adjoining classrooms and group rooms as well as the courtyard. It also provides the necessary transparency so that teachers can always keep an eye on pupils when they are studying or playing in small groups in different rooms. These visual links also enhance the sense of community within the cluster. The large entrance hall also serves as an auditorium, connecting the wing housing the specialist rooms with the sports hall. It can be separated from the actual school area by sliding partitions and can be used for external events such as lectures or readings. A large part of the adjoining sports hall’s volume is embedded in the ground, emphasising the school building’s appearance as a homogeneous, elongated building. The separate entrance of the gym, including its ancillary rooms, simplifies use by sports clubs outside school hours. Parts of the outdoor areas are also available to citizens as a leisure area. With the exception of the base plate and reinforced concrete basement, the building was built entirely with timber. The wooden surfaces of the solid components, consisting of multilayered cross-laminated timber, were left unclad, lending the interior spaces a pleasant and warm atmosphere. The entire school building was optimised in terms of energy consumption and building services. Designed for a heating energy requirement of 16 kWh/m², it has been equipped with thermally highly insulated components, triple glazing, a heat pump, controlled ventilation with heat recovery as well as underfloor heating.

59

Location

Höchst, AT

Construction period

2015 – 2017

Type of school

Primary school

School concept

Cluster school (Organisation of classes in clusters)

Pedagogical concept

Teaching in small groups, flexible spaces and ­diversified open outdoor areas

Additional room uses

Parts of the outdoor areas and the sports facilities are freely accessible for the local population. The auditorium can be separated from the school area, offering room for external events. The gymnasium is also used by local sport clubs.

Gross floor area

3,925 m2

Effective floor area

2,530 m2

No. of classrooms

8 classes + preschool class

No. of pupils

200

Structure

Timber construction concrete was only used for the parts in contact with the ground. Unclad wooden construction, made of multi-layered, glued solid wood panels, visible in all rooms.

Ventilation

Controlled aeration and deaeration with heat ­recovery

Energy aspects

Optimisation in terms of energy and building tech­nology: highly thermally insulated components, windows suitable for passive buildings with triple insulating glazing, low-temperature heating via floor, ventilation system with heat recovery and air volume control via CO2 sensors, free cooling via ground­water probe, night ventilation for cooling in summer. The heating energy requirement is 16 kWh/m²a. The materials are chosen according to sustain­ ability and ecological optimisation. The extensively greened flat roof provides thermal insulation and protection against overheating in summer, but is also an ideal bee pasture and a ­biotope for numerous insects.

PRIMARY SCHOOL IN HÖCHST, AT

Site plan Scale 1:2,500

In the 100-metre-long and 40-metre-wide structure, four identical spatial clusters, each with an open area, are strung together.

60

SPATIAL CONCEPTS

Section Floor plans Scale 1:1,000 1 Entrance hall 2 Cluster: Two classrooms Central common room Quiet room Group room External area 3 Void 4 Store 5 Administration 6 Day care 7 Kitchen 8 Conference room 9 Library 10 Work space 11 Music room 12 Learning island 13 Sports hall 14 Changing room 15 Mechanical services a 16 Archives 2

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Ground floor

PRIMARY SCHOOL IN HÖCHST, AT

62

SPATIAL CONCEPTS

63

PRIMARY SCHOOL IN HÖCHST, AT

64

SPATIAL CONCEPTS

The flexible clusters each consist of two classrooms, a group area, a retreating space and a common room. Each unit has a courtyard with a garden area and seating, for playing, planting, outdoor studying and teaching.

65

PRIMARY SCHOOL IN HÖCHST, AT

International School in Copenhagen

66

C.F. Møller Architects

SPATIAL CONCEPTS

The new building of the International School in Copenhagen was conceived by C.F. Møller Architects according to the pedagogical principles of Malcolm Thorburn, which form the foundation for an integrated, holistic education with physical, mental, social and emotional well-being. The school building for 1,200 children and adolescents from more than 80 countries lies in the urban development area of Nordhavn, currently still surrounded by shipping containers that also served as inspiration for its shape: the building’s appearance is reminiscent of a stack of large boxes. On closer inspection, four building wings with four to seven floors each, positioned on the continuous two-storey base can be distinguished. Each of these houses its own school type – preschool, primary school, secondary school and higher secondary school – each with its own identity. The height of the towers also indicates the number of years, since all class and group rooms of a year are accommodated on a single level respectively. The common areas on the base level are shared by the four wings. An outside staircase and a walkway lead to the foyer on the first floor, which opens out into a spacious, two-storey auditorium with seating steps and is simultaneously used as a canteen. A panoramic window fully opens this central area towards the water to the south, while at the same time illuminating the school library located on the gallery surrounding the auditorium. On the ground floor, sport halls and a theatre connect to the auditorium; the intention is that these will also be used for neighbourhood events in the future. The diversely designed and light-flooded teaching areas on the upper floors are tailored to the respective age groups of the four school types in terms of their floor plans, interior design and colour concept: the areas for the primary school pupils are especially spacious, offering many options for a variety of uses inside as well as outside the classrooms. For the other school types, too, the expansive circulation areas are extended into common rooms that are variedly zoned and specifically furnished. Around these central areas there are classrooms of different sizes, usually positioned at building corners to allow for daylight to enter from two sides. Every school type has its individual colour scheme, simplifying orientation. The common playground is housed on the roof terrace of the base, while three building parts are crowned by greenhouses that serve didactic purposes and for community activities. A special feature of the building complex designed as a hybrid of reinforced concrete and steel is its 6,000 m2 solar facade, making it one of the largest building-integrated solar power system in Denmark. The facade shell of differently inclined PV elements shimmers in hues ranging from turquoise green to deep blue. It is intended to meet around half of the building’s annual power requirement, demonstrating the future-oriented thinking of the Copenhagen International School with regard to sustainability.

67

Location

Copenhagen, DK

Construction period

2014–2017

Type of school

Primary school (3–11 years), middle school (11–16 years), secondary school (16–18 years)

School concept

The school is divided in organisation and space into four smaller sub-schools, adapted to the ­children’s age. Each sub-school has its own identity for ease of orientation.

Pedagogical concept

Malcolm Thorburn concept: integrated and holistic form of education, health and wellbeing. (see researchgate.net/figure/the-shared-vision-­ common-goal-and-main-generic-purposes-ofHWB_fig1_299605778)

Gross floor area

26,000 m2

Effective floor area

25,000 m2

No. of classrooms

66

No. of pupils

1200 pupils

Structure

Pillar, beam stretch steel construction

Lighting

Opal XAL pendants suspended at various heights, combined with spotlights in power rails. The light is dynamic and controlled with daylight sensors and in pre-programmed light scenarios.

Ventilation

Cool ceiling system. Ventilation system in pressure chamber system without pipes and ducts.

Energy aspects

Active House of the Year 2018 Award: The photovoltaic system covers a total area of 6,048 square metres and produces approx. 300 MWh per year, 50 % of the ­annual consumption.

INTERNATIONAL SCHOOL IN COPENHAGEN, DK

Site plan Scale 1:2,500

The school building’s shape is reminiscent of the shipping containers formerly stacked in the Nordhavn development area.

68

SPATIAL CONCEPTS

Section Floor plans Scale 1:1,000

Third floor a

a

First floor

Ground floor

69

INTERNATIONAL SCHOOL IN COPENHAGEN, DK

70

SPATIAL CONCEPTS

71

INTERNATIONAL SCHOOL IN COPENHAGEN, DK

72

SPATIAL CONCEPTS

Pupils can grow vegetables, berries and herbs in the roof gardens. Classrooms strategically oriented towards building’s corners to optimise daylight from two facades.

Solar panels on the facade contribute to the school’s energy consumption and can be actively used for teaching purposes.

Rainwater retention in connection with green roofs The building’s geometry encourages natural activity and play as part of daily movement. All floor finishes are wood.

Electricity Production Natural ventilation in classrooms through openable windows in facade Photovoltaic Cells / Coloured Panels

Views from classrooms towards green external areas Active roofscapes with space for ball games and other sports

LED cooled ceiling fresh air minimal height hallway

Active and green playground landscape between building and city

73

used air

classroom

Strong visual connections between the canteen and surrounding functions

INTERNATIONAL SCHOOL IN COPENHAGEN, DK

Large panoramic windows open up the sports area and foyer towards the water in the south.

74

SPATIAL CONCEPTS

The light-flooded foyer, with its seating steps, opens out into the two-storey auditorium, which is also used as a canteen. The school library is located in the open gallery on the upper floor.

75

INTERNATIONAL SCHOOL IN COPENHAGEN, DK

Chaos School Elias, year 2 (School vision workshop of die Baupiloten)

Special School in Ghent

78

evrarchitecten

RENOVATION AND EXTENSION

An abundance of light and spacious rooms: evr-architecten has sensitively transformed a former nunnery in Ghent into a preschool and primary school for children with hearing problems, speech disorders or autism. The neo-Gothic building complex from 1873 is part of a therapy and counselling centre for people with communication impairments. Though the original building stock was largely preserved, the architectural quality of the four-wing complex and its courtyard had been strongly affected by conversions and modifications in the past decades. In order to create adequate spaces, besides comprehensively renovating the building stock and improving its energy efficiency, the architects also attached special importance to enhancing the original spatial qualities and adapting them for new functions by applying minor interventions in the building fabric. Moreover, the objective was to improve the interconnectedness and communication between the various facilities of the centre. The new opening in the west wing, for example, allows for a central access route through the courtyard and the entire complex. The pedagogical concept of the school required, on the one hand, a clearly structured building, where the children can feel at ease, move about freely, and act self-reliantly. On the other, a calm teaching environment with a minimum of distraction was desired. For simpler orientation, the corridor floors in each of the four storeys were designed in different colours. The historical corridors were renovated and complemented by a pergola in the east wing. Fully glazed, it is positioned in front of the courtyard facade and enhances the visual link between the interior spaces and the courtyard as the centre of the complex. This also allowed more space for the classrooms, where white colour shades highlight the airy spatial effect. Even though, at an average of 5 to 12 children, the number of pupils per class is lower than usual, acoustic ceiling panels were installed to meet the significantly higher acoustic requirements. Two classrooms respectively are connected by a sanitary module with a storeroom. At the heart of the school is the new multifunctional auditorium in the courtyard, which replaces a building from the 1970s. With its extensive glazing, it opens towards the south and is used for gym classes as well as meetings and events. The roof terrace, with an outside staircase leading to the courtyard, can be used as a protected playground. The sports hall is an exceptional space. The architects have transformed the former nunnery chapel into a light-flooded gym, which has kept a church-like ambience thanks to its lancet windows and the restored painted timber vault. A new, contrasting element has been inserted in the form of an elevated cube that houses the sports teachers’ room. The architects reinterpreted the upper part of the apse by adding a special quiet room that conveys a feeling of security with its timber ceiling vault.

79

Location

Ghent, BE

Construction period

2017–2019

Type of school

Nursery and primary school

School concept

Renovation of a neo-Gothical convent with energy refurbishment and addition of sympathetic ­extensions

Pedagogical concept

Special education for children autism and hearing problems

Additional room uses

Day care, event space, sports facilities

Gross floor area

5,600 m2

Effective floor area

4,500 m2

No. of classrooms

30

No. of pupils

320

Structure

Renovation: solid brickwork Addition: steel and concrete structure

Lighting

Maximisation of natural daylight + LED lighting with daylight and motion detection

Ventilation

Mechanical ventilation

SPECIAL SCHOOL IN GHENT, BE

Axonometric drawings of the school complex 1 Special school (former convent) 2 Auditorium (former canteen) 3 Sports hall (former chapel) 4 Central access route (conversion) 5 Orthopaedic-therapeutic centre (existing) 6 Sports centre (existing) 7 Outpatient rehabilitation centre (existing) 8 Playground (conversion) 9 Day-care centre (existing)

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The former nunnery was renovated to improve its energy efficiency and converted into a preschool and primary school for children with hearing problems, speech disorders and autism. In the courtyard, an extensively glazed multifunctional hall was constructed.

80

RENOVATION AND EXTENSION

Section, floor plans Scale 1:500 1 Nursery school 2 Storage room/washroom 3 Passageway (existing) 4 Kitchen (external) 5 After-school care centre 6 First aid 7 Administration 8 Passageway (new) 9 Time out room 10 Staff room 11 Services 12 Auditorium/gymnastics 13 Courtyard 14 Primary school classes 15 Orthopaedics 16 Changing rooms 17 Sports hall (former chapel) 18 Teaching kitchen 19 Therapy room 20 Terrace 21 Gallery 22 Meditation room 23 Void 24 Archive 25 Parents’ meeting room 26 Interactive mathematics 27 Creative study 28 Meeting

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SPECIAL SCHOOL IN GHENT, BE

82

RENOVATION AND EXTENSION

83

SPECIAL SCHOOL IN GHENT, BE

Sketches of sports hall with staff room and balcony 1 Ceiling: veneer plywood pane; 50/170 mm wood battens structure 600/1200 mm OSB board 2 Glazing: lam. safety glass in timber frame, painted white 3 100 mm steel Å-section 4 Outer wall: 60/1200 mm, OSB board, offset 50/170 mm wood beam, every 400 mm 60/1200 mm cement-bound wood wool board, offset 5 Steel staircase (lacquered) 10 x 60mm steel ­handrail, mounted on the wall 6 Supporting structure: 220 mm steel Å-section

1

4

6

2

3

5

The convent chapel with its restored painted timber vault serves as a sports hall today. The elevated cube for the PE teachers’ room and a relaxation area in the upper part of the apse were added.

84

RENOVATION AND EXTENSION

To simplify orientation for the pupils, the corridor floors on the four levels have been given different colours.

85

SPECIAL SCHOOL IN GHENT, BE

The multifunctional hall in the courtyard serves for gym classes as well as for meetings and events.

86

RENOVATION AND EXTENSION

87

SPECIAL SCHOOL IN GHENT, BE

School Extension in Vilanova i la Geltrú

88

GATPA arquitectes – Alex Gallego, Jordi Adell, David Tapias, Gerard Puig

RENOVATION AND EXTENSION

The extension of the Sant Jordi School in the town of Vilanova i la Geltrú, south-west of Barcelona, complements an existing secondary school. It was built as a multi-part, two-storey brick building by Josep Martorell, Oriol Bohigas and David ­Mackay (MBM Arquitectos) in the 1970s and has since been listed. Conceived for primary school pupils, the new annexe by GATPA Arquitectes encompasses two pavilion-like building wings set around a courtyard, based on the stipulations of the Catalan school building authority, which had specified the ground plan down to the square metre before the competition. As a result, the north wing houses the canteen and library and the south wing six classrooms, connected by a spacious corridor. The entrance on the west side, located between the pavilions, makes separate use of the building possible if required. The main access is from the north via a high steel pergola, which also leads to the existing building and provides shaded recreation and playing areas for the children. The two school buildings’ different volumes and materials form an interesting contrast. The architects responded to the solidity of the existing red brick building and its detailed contours by designing clearcut cuboids, which appear to float above the ground thanks to their recessed base. The perforated facade cladding of white concrete blocks underlines this impression. In contrast to the punctuated facades of the old building, it is positioned in front of the building in the form of a continuous screen, lending it an almost abstract appearance. The self-supporting elements in front of the extensively glazed facades protect the classrooms on the strongly sunlit west and south side from overheating. According to the respective compass direction, the architects designed these brise-soleils as two different types: horizontally laid, unfilled stones on the south and east sides form a solid, grid-like structure that filters the sunlight. In front of the west facades, filled stones make up vertical slats, which also keep out the low-lying sun. The shell not only deflects the sunlight but also creates very different lighting and shading moods that enliven the interior spaces while simultaneously providing the children with views of the outside. The initial plan was to use the same type of brick for the building extension as had been used in the existing building, but this was no longer available. Therefore, and also bearing in mind costs, the architects opted for simple hollow concrete blocks, which were used for both the brise-soleils as well as the external walls, the base, the fascia and the parapets. Purist details and a limited number of selected materials also distinguish the interiors of the primary school. The extensively glazed interior, with its unclad concrete coffered ceilings, the terrazzo flooring, the OSB wall panels, and exposed installations, creates the sense of a robust, open and unconventional workshop-like space.

89

Location

Vilanova i la Geltrú, Catalonia, ES

Construction period

2014 – 2015

Type of school

Preschool and primary school (classes 1 – 6)

School concept

Extension building with a workshop-like character for a listed school building

Pedagogical concept

Public school

Additional room uses

The extension is designed with regard to an easy transformation into a public language school in the future.

Gross floor area

1,259 m2

Effective floor area

1,130 m2

No. of classrooms

6

No. of pupils

200

Structure

In situ concrete structure and CMU block facades

Lighting

The tight geometry of the site made it extremely difficult to obtain a good solar orientation for all the learning spaces. Different types of sun pro­tection filter the sun or block it out. All sun protection features were all built with cheap CMU blocks.

Ventilation

Hybrid of natural ventilation and mechanical air ­renovation.

Energy aspects

The CMU facades have different configurations ­responding to specific local climatic requirements, especially to prevent overheating. The energy priorities of the design are that the architecture itself must provide a good indoor environmental quality. In fact, the climate technology installed is turned off most of the year, so significant savings are made thanks to the design.

SCHOOL EXTENSION IN VILANOVA I LA GELTRÚ, ES

Site plan Scale 1:4,000 1 Existing Sant-Jordi School 2 Extension 3 Existing nursery school

1

3 2

The two pavilion-like building wings with classrooms for primary school pupils complement an existing, ­listed secondary school.

90

RENOVATION AND EXTENSION

Sections Floor plan Scale 1:400 1 Classroom 2 Library 3 Dining hall 4 Kitchen 5 Pergola (link to existing structure)

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91

SCHOOL EXTENSION IN VILANOVA I LA GELTRÚ, ES

The perforated facade screen of white hollow concrete blocks protects the classrooms from overheating. Unfilled and horizontally laid stones filter the sunlight in the south and east; in front of the west facade, filled concrete blocks form vertical slats to keep out the low sun.

92

RENOVATION AND EXTENSION

93

SCHOOL EXTENSION IN VILANOVA I LA GELTRÚ, ES

Sections Scale 1:20 1 50 mm bed of gravel geotextile layer 60 mm XPS thermal insulation 2-layer bituminous seal ≥ 50 mm lightweight concrete with 3 % falls 70/320 mm reinforced concrete cassette roof 2 50 mm XPS edge insulation strip (expansion joint) 3 400/400/200 mm concrete hollow b ­ lock parapet wall filled with concrete and reinforced 4 400/400/200 mm concrete hollow block brise-soleil 5 10 mm cork pinboard 6 400/400/200 mm concrete hollow b ­ lock wall filled with concrete and reinforced 80 mm mineral-wool thermal insulation 2× 12.5 mm gypsum plasterboard layer of battens 15 mm oriented-strand board with fire-resistant coating 7 ground floor construction: 35 mm terrazzo flooring separating layer; 10 mm XPS impact-sound insulation 320 mm reinf. concrete floor 8 50 mm cork flanking insulation 9 louvred windows: double glazing in aluminium frames 10 400/400/200 mm concrete hollow block brise-soleil filled with concrete and reinforced 11 balustrade wall: 400/400/150 mm concrete hollow block wall filled with concrete, reinforced, waterproof jointed 80 mm mineral-wool thermal insulation 15 mm gypsum plasterboard layer of battens 10 mm oriented-strand board with fire-resistant coating 12 lightweight concrete with 3 % falls 13 50 mm bed of mortar 14 400 / 200 / 50 mm precast concrete threshold

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RENOVATION AND EXTENSION

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SCHOOL EXTENSION IN VILANOVA I LA GELTRÚ, ES

96

RENOVATION AND EXTENSION

Unclad concrete coffered ceilings, terrazzo flooring, OSB wall panels and exposed installations give the interior spaces a workshop-like character.

97

SCHOOL EXTENSION IN VILANOVA I LA GELTRÚ, ES

School Building in Sabadell

98

Harquitectes

RENOVATION AND EXTENSION

This school complex in the centre of the Catalan city of S ­ abadell consists of two wings that surround a courtyard in an L-shaped manner, with a sports hall underneath. The east wing with the preschool and primary school was to be modernised and renovated. The red, exposed masonry of the facades and the vaulted ceilings inside define the building constructed in 1959. Though it is not a listed building, Harquitectes wanted to preserve its characteristic features to the greatest extent possible and to highlight its “structural elements with a soul” in dialogue with the new addition. However, the cramped classrooms on the north side were a drawback. In order to enlarge them, the architects proposed an extension to the building. Though this was not in the competition brief, the specially tailored solution convinced the jury. Since the side of the building facing the street couldn’t be changed, the planners extended the courtyard side by 3 m. At the same time, they optimised the ground plan by moving the corridor on both upper floors. It now lies on the other side of the central load-bearing wall, changing the depth of the north-oriented classrooms and group rooms from formerly 15.50 m to 18.50 m. On the ground floor, the existing corridor was preserved, so that the south-facing spaces of the preschool now have 50 m2 instead of 35 m2 thanks to the facade-side extension. Inside, the additional space is clearly marked by the grey concrete blocks that connect to the existing brick walls and by the transition from the flat to the vaulted ceilings. New wooden dividing walls to the corridor were incorporated, with pinboards in the lower area and extensive glazed surfaces above. Timber and concrete blocks also characterise the new courtyard facade, with large, double-wing pinewood windows and hollow concrete blocks in the parapet area. Perforated, horizontal steel slats have been positioned in front of them to reduce the strong solar radiation, while still admitting the desired heat input in winter. This 50 cm deep layer, which is vertically structured by posts made of robust Douglas fir, also serves for ventilation and as a thermal buffer. The children have, in the meanwhile, begun to make use of this intermediate space for themselves with a large number of small flower pots. In the course of the conversion measures, the access situation was also improved. A light steel structure creates an airy, covered lobby that serves as central meeting place at the intersection of the building wings. The appealing juxtaposition of old brick walls, new concrete block walls and steel columns is most clearly visible here. The roof areas were upgraded too: on the structurally strengthened flat roof of the existing building, the architects created additional playing areas, which are accessible via an added flight of stairs. From their new roof terrace, sheltered by light awnings, the children enjoy a view of the city.

99

Location

Sabadell, ES

Construction period

2014 – 2015

Type of school

Primary and secondary school

School concept

The exciting interaction between the old and new parts of the building should be strengthened. The design includes extension of indoor space with a new facade, the creation of new outdoor spaces and a new lobby as a link of the different school facilities.

Pedagogical concept

Extension of outdoor spaces for the children: Half of the south roof and the concrete roof of the lift area are converted to exterior playgrounds. Another new courtyard, for the young children, appears underneath the sports centre staircase. The 50 cm deep intermediate layer of the facade acts as an ex­terior shelf for every window, where children can grow plants and learn about gardening.

Gross floor area

1,677 m2

Effective floor area

1,306 m2

No. of classrooms

14

No. of pupils

350

Structure

The extension of the building comprises a steel structure. It is supported by a metal pillar of the pre-existing facade and new pillars located at the edge of the courtyard as well as by the re­taining wall of the basement floor.

Lighting

Perforated steel slats reduce the sun exposure to 20 %.

Ventilation

The 50 cm layer of the new facade provides ­ventilation and serves as a thermal buffer.

Energy aspects

The passive system of fixed metal elements and perforated slats regulates the incident sunlight at the south facade, reduces the sun exposure to 20 %; and ensures a good ventilation to the ­classrooms. It is 80 cm thick and comprises an ­intermediate 50 cm air chamber permanently ­ventilated, that acts as a thermal buffer and ­vertical garden. Six new windows on the north ­facade improve the cross ventilation.

SCHOOL BUILDING IN SABADELL, ES

Site plan Scale 1:4,000 A Preschool, primary B Schoolyard, gymnasium below C Administration, c ­ afeteria, secondary school D Playground, accessto gymnasium below

A C D

B

Section through existing building

aa

Section after renovation

100

RENOVATION AND EXTENSION

Sections Layout plans Scale 1:400 1 Entrance 2 Classroom 3 Visitors 4 Tutors 5 Psychopedagogy c 6 Headteacher 7 Building services 7 6 8 Lobby 9 Computer science 10 Library 11 Multipurpose room 12 Storage b

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101

SCHOOL BUILDING IN SABADELL, ES

102

RENOVATION AND EXTENSION

103

SCHOOL BUILDING IN SABADELL, ES

Horizontal section Vertical section Scale 1:20 1 290/140 mm brick masonry, rendered (existing) 2 2× 12.5 mm plasterboard 50 mm studs with min. wool ins. 140 mm brick masonry (existing) 3 150 mm steel wide-flange  g-section (HEB) 4 400/300/200 or 400/200/200 mm hollow concrete block 5 double glazing in pine frame 6 460/100 mm glue-laminated Douglas fir 7 40/150 mm steel sheet, galvanised, bent to shape, perforated 8 270 mm concr. comp. floor syst./steel section/ hollow-core brick floor system (existing) 9 200/200/50 mm cast stone panel 10 mm mortar 20 mm (minimum) screed to falls bituminous sheeting 60 mm XPS thermal insulation 120 + 70 mm reinf. concr. composite floor syst. with corrugated metal 10 240 mm steel channel (UPN) 11 2× 12.5 mm plasterboard 50 mm studs with acoustic ins. 12 10 mm fibre-cement board 10 mm cavity 50 mm mineral wool insulation betw. 60/40 mm squared timbers 13 40 mm terrazzo 30 mm bedding sand 70 + 70 mm reinf. concr. composite floor system with corrugated metal 14 220 mm steel wide-flange  g-section (HEB) 15 Ø 140 mm steel CHS column on gymnasium’s reinf. concrete wall  (existing) as foundation 16 60/60 mm steel CHS with grating of steel rods

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SCHOOL BUILDING IN SABADELL, ES

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RENOVATION AND EXTENSION

The learning landscape with flexible common areas and custom-made furniture permits various forms of teaching and encourages self-organised study.

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SCHOOL BUILDING IN SABADELL, ES

School and Cultural Centre in Feldkirchen / Donau

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fasch&fuchs.architekten

RENOVATION AND EXTENSION

The existing school complex in Feldkirchen/Donau has been transformed by conversion, refurbishment and extension in two construction phases into the new focus of the Upper Austrian municipality. The multifunctional ensemble comprises a primary and secondary school, a sports hall, which is also used as an event hall, as well as a cultural centre with a music school and spaces for the brass music society. First, the sports hall was renovated and technically upgraded for events while the new music school building, whose shallow sloping roof is designed to be a public square, was constructed adjoining it on the east side. Since an economic feasibility study had assessed the 1920s primary school building to be functionally deficient and unsuitable for new pedagogical concepts, it was replaced by a new building in the second construction phase. This extends the existing three-storey wing of the 1970s secondary school in a similar manner, though it has a more open appearance due to its transparent building envelope and the delicate wooden slats. The existing building was thermally renovated, while remaining structurally unchanged. Employing a limited number of targeted interventions, the architects improved the spatial situation: the colourfully glazed entrances of the classrooms accentuate the corridors and create visual links; in the stair hall, the existing, formerly covered skylight in the roof surface was laid opened up so that abundant daylight floods the core of the building. A large, glazed roof opening also lights the atrium in the new building, which adjoins the stair hall of the old building and connects the two schools. As a common centre and spacious community area, this foyer simultaneously acts as a meeting place, a cafeteria and an event space. The broad staircase with seating steps made of red varnished wood invites the children to play, linger and read. For those in need of a little peace and quiet, the rear side accommodates colourfully upholstered moulded seating. The new primary school was conceived as a cluster school, whose brief was developed in close collaboration with the users. Owing to multifunctional areas, it was realisable within the area sizes of standard schools. The floor plan follows the principle of open learning, with flexible common areas whose custom-made furniture is tailored to the individual and creative work of the pupils. On both upper floors, four classrooms each and the “learning terrace” as a protected outdoor space in the front are arranged around a central “marketplace”, the common learning area. This learning landscape permits various forms of teaching while also encouraging self-organised study. Glass dividing walls bring daylight into the deep floor plan and create smooth transitions between the spaces and to the outdoor areas. These include both the south balcony zone as well as the forecourt, which has been upgraded to a weather-protected lounge area by a translucent awning.

109

Location

Feldkirchen an der Donau, AT

Construction period

2009 – 2014

Type of school

School of music, primary school and new ­secondary school

School concept

Cluster school. The space allocation plan for the new primary school building was developed in close collaboration with the users.

Pedagogic concept

Principle of open learning with flexible common areas

Additional room uses

The new school of music provides the basis for a sloping, spacious square that also connects village life with the entrance to the galleries of the multi­ purpose hall.

Gross floor area

5,491 m2

Effective floor area

Usable floor space of new construction (phase 1): 1,809 m2 Usable floor space of new construction (phase 2): 2,188 m2 Usable floor space of renovated construction: 1,299 m2

No. of classrooms

8 primary school classes 1 preschool class 11 new secondary school classes 10 special education rooms

No. of pupils

Approx. 500

Structure

Reinforced concrete construction, steel construction (at the linkage between the old and new construction), steel-timber construction (balconies)

Lighting

Daylight in all areas through ceiling-high glazing towards the outdoor space and internal access zones, as well as horizontal and vertical skylight glazing.

Ventilation

Natural ventilation; additionally, mechanical ventilation using an intake and exhaust air system with variable air quantities.

Energy aspects

Open-air classes shade the classrooms behind in the summer months. Groundwater heat pump with buffer storage for supporting the heat supply of the floor heating systems and air after-heating of the ventilation systems. Ceiling cooling by means of concrete core activation.

SCHOOL AND CULTURAL CENTRE IN FELDKIRCHEN / DONAU, AT

Site plan Scale 1:2,500 1 2 3 4 5

New Middle School (built 1975) Primary school Music school Cultural centre Gym (built 1975)

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A Situation prior to 2005 B Phase I (2005 – 2011) Refurbishment of gym New ­music school C Phase II (2012 – 2014) Refurbishment of New Middle School Primary school addition

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RENOVATION AND EXTENSION

Sections Layout plans Scale 1:1,000 1 Main entrance 2 Lockers 3 Assembly hall 4 Reading stairs 5 Cafeteria 6 Kitchen 7 Preschool classroom 8 Outdoor classroom 9 Workshop 10 Marketplace 11 Teachers’ workroom 12 Conference room/Teachers’ room 13 Special education 14 Connecting passage to gym 15 Library 16 Classroom 17 Drawing area

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SCHOOL AND CULTURAL CENTRE IN FELDKIRCHEN / DONAU, AT

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RENOVATION AND EXTENSION

The “learning terrace” in front, south-facing balconies and the forecourt covered by a translucent roof provide weather-protected, outdoor working and common areas.

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SCHOOL AND CULTURAL CENTRE IN FELDKIRCHEN / DONAU, AT

Horizontal section Vertical sections Scale 1:20 dd ee

Refurbished New Middle School New construction: primary school

1 reinforced concrete column, plastered (exist.) 2 double glazing in aluminium frame, operable sash, pivots up to 180° 3 post-and-rail facade, aluminium 4 stuccoed masonry (existing) 5 40/28 mm larch battens, semi-transparent coating, ventilated facade membrane, moisture-diffus. 160 mm mineral wool thermal insulation 2× 80 mm battens 6 250 mm reinforced concrete wall 7 50 mm gravel; 5 mm prot. layer synthetic membrane sealing layer 240–320 mm EPS ins. to falls; vapour barrier; 2 mm bitumen primer 8 reinforced concrete ceiling deck, plast. (existing) 9 casing of mini blinds (existing) 120 mm mineral wool therm. ins. 10 12 mm plaster background EPS module with accordion shade 11 5 mm silicone resin render 250 mm EPS thermal insulation; stuccoed masonry inside + outside (existing) 12 PVC and floor assembly (existing) reinforced concrete ceiling deck, plastered (existing); 50/200 mm soft foam acoustic slat 13 280 mm reinforced concrete ceiling deck 14 10 mm oak parquet, oiled; 85 mm heating scr.; 25 mm conduit board 80 mm impact sound insulation 280 mm reinforced concrete ceiling deck 15 25 mm larch planks, untreated 80 mm counter-battens; protective mat; bituminous seal; 220–280 mm reinforced concrete ceiling deck to falls, thermally separated 16 entr. canopy: 30 mm corrugated polyester resin sheet, glass-fibre reinforced

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SCHOOL AND CULTURAL CENTRE IN FELDKIRCHEN / DONAU, AT

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The learning landscape with flexible common areas and custom-made furniture permits various forms of teaching and encourages self-organised study.

Section through skylight of the refurbished New Middle School Scale 1:20 1 2 3 4 5 6 7

117

50 mm gravel; 5 mm protective mat; synthetic membrane sealing layer; 25 mm oriented strand board surrounding skylight; 240 mm EPS ins. to falls; vapour barrier; 2 mm bitumen primer 360 mm reinforced concrete ceiling deck, plastered (existing) synthetic membrane sealing layer, resistant to flying sparks 180 mm EPS thermal insulation; vapour barrier sheet steel; 220 mm steel-channel curb aluminium sheet, powder-coated light grey double glazing, fall protection 12 mm toughened glass + 16 mm cavity + laminated safety glass of 2× 10 mm heat-strengthened glass 50/240 mm steel T-section reinforced-concrete beam (existing) 80 mm steel Z-section lighting: circumferential LED strip

SCHOOL AND CULTURAL CENTRE IN FELDKIRCHEN / DONAU, AT

Quiet Atmosphere Helena, year 4 (School vision workshop of die Baupiloten)

Primary School in Orsonnens

120

TEd’A arquitectes, Rapin Saiz Architectes

LIGHTING AND SPATIAL COMFORT

A compact building with a light-flooded core – in the new primary school in the western Swiss town of Orsonnens, all the functions are organised around a central common area, which receives natural light from a large, glazed skylight. The conceptual design was inspired by the agricultural buildings of the region and reinterprets them. Thus, both their form and timber as a material, as well as a clear structure and the impressive spatial volume of barns are recognisable in the new school building. Dark-varnished wooden shingles characterise the external appearance of the three-storey building, which is situated in an exposed location on the outskirts of the town, as it transitions to open countryside, and is oriented towards the neighbouring sports hall in terms of its shape and height. Though the spruce shingles refer to the typical barn gable walls, their large size and the detailed facade design, with its horizontal and vertical wooden slats as well as inlay-like cooper sheeting, demonstrate the significance of the public building and create a strong sense of identity. The architects have given proportion to the large building volume by employing ornaments in the facade. These are functional at the same time, since the copper sheeting serves as weather protection for the window frames and base timbers. The main entrance is highlighted by stacked stone cuboids as columns and rosette-shaped recesses in the wooden shingles. They trace charming shadow patterns on the airy, covered forecourt, which the children also use during breaks. The delicate floral motif is repeated as a relief in the prefabricated concrete components of the base. Inside the building, timber is likewise the defining material, both for the load-bearing structure and the interior design. The fourpart main column in the centre of the building and the glued laminated timber beams make the structure apparent. The spruce panels of the dividing walls as well as the built-in cupboards and cloakrooms lend the spaces a calm ambience and a warm atmosphere. The group rooms of the nursery school, the kitchen and dining area on the ground floor, as well as the classrooms on the two upper floors are arranged around the central, building-high atrium in a windmill-like fashion. As the core of the school, it is also designed to be a play and movement area for the children. The various cut-outs in the galleries permit diverse visual links across all three storeys. An abundance of daylight reaches the ground floor through a large, glazed skylight. While the two nursery school group rooms are lit by windows on both sides of the facade, the classrooms are each oriented in one direction. Alongside narrow windows between the facade columns, they also have a fixed-glazed panoramic window extending down to the floor. The different formats and their externally and internally flush arrangement additionally enliven the view of the facade.

121

Location

Orsonnens. Friburg, CH

Construction period

2016 – 2017

Type of school

Infant and primary school

School concept

Grangécole: The traditional farmhouses of the ­re­gion were taken as reference buildings. The main idea of the project was to create a regular and compact building in which the entire room programme is organised around a central common space.

Pedagogical concept

The focus is on the different stakeholders in the school and the promotion of a positive relationship between teachers and students.

Gross floor area

2,450 m2

Effective floor area

1,895 m2

No. of classrooms

2 infant + 7 primary = 9

No. of pupils

158

Structure

Concrete base, wooden facade, copper roof

Lighting

Natural and artificial light for the classrooms and the infant spaces. The central main common space is illuminated by pendants and a skylight. The pendants also lead from the outside square to the main entrance.

Ventilation

Monobloc system

Energy aspects

The 6 geothermal probes of 220 m per borehole provide the heat pump with the energy to heat the entire building and produce domestic hot water. The maximum temperature of the network that supplies the underfloor heating is 33 °C for an outside temperature of –10 °C. Each room is equipped with a thermostat that cuts off the supply of floor heating when a temperature of 21 °C is reached.

PRIMARY SCHOOL IN ORSONNENS, CH

Site plan Scale 1:4,000

In terms of its form and materials, the school building is a reinterpretation of the agricultural buildings in the region.

122

LIGHTING AND SPATIAL COMFORT

Sections Floor plans Scale 1:500 1 Covered forecourt and break area 2 Headteacher’s office 3 Staff room 4 Hall 5 Nursery school / Group room 6 Classroom 7 Airspace 8 Support room

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PRIMARY SCHOOL IN ORSONNENS, CH a

Horizontal sections Vertical section Scale 1:20 1 roof construction: 0.6 mm copper sheetingl separating/sealant layer 27 mm 3-ply panel 80/40 mm battens; construction wrap; 60 mm thermal insulation 2× 160 mm wood blocking inlaid thermal insulation; vapour control layer; 25 mm 3-ply panel 35 mm wood wool acoustic panel 160/360 mm glue-lam. rafter 2 0.7 mm copper sheetingl 3 facade construction: 240 mm spruce shingle with glazed finish 60/35 mm horizontal battens 150/27 mm vertical battens sarking layer; 35 mm OSB 240/80 mm timber post mineral wool thermal i­nsulation 15 mm gypsum fibre board 58 mm installation space 27 mm 3-ply spruce panel sun protection roller blind 5 triple glazing in wood frame 6 140 mm prefabricated reinforced concrete pedestal element 7 floor construction: 2.5 mm linoleum flooring adhesive; 7.5 mm spackling paste 40 mm heating screed 40 mm impact sound proofing 90 mm conc. composite slab; 160/340 mm glue-lam. beam 35 mm wood wool acoustic panel 8 floor construction: 120 mm granolithic concrete, p ­ olished, with underfloor heating 120 mm thermal insulation 550 mm reinforced conc. slab 9 air inlet vent 10 27 mm spruce 3-ply panel built-in cabinetry 11 2 mm aluminium sheeting 80 mm PUR thermal insulation 12 triple glazed skylight 13 490/80 mm timber facade post

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PRIMARY SCHOOL IN ORSONNENS, CH

Dark-varnished spruce shingles reference typical local barn gable walls. Their oversized dimensions as well as the structure and ornamentation of the facade highlight the building’s public significance.

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LIGHTING AND SPATIAL COMFORT

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PRIMARY SCHOOL IN ORSONNENS, CH

128

LIGHTING AND SPATIAL COMFORT

Wood is also the defining material of the load-bearing structure and spatial design in the interior.

129

PRIMARY SCHOOL IN ORSONNENS, CH

Primary School in Lebbeke

130

Compagnie-O

LIGHTING AND SPATIAL COMFORT

Space and openness, with sufficient privacy for the children, are the qualities that the community desired for the new Catholic primary school with a nursery school in Lebbeke, a small town north-west of Brussels. At the same time, the building development was predefined by its location on the main street. Taking into account these preconditions, the Ghent-based architects Compagnie-O developed a transparent school building with an additional “protective shield” facing the street, making it possible to open the building and have abundant daylight enter via large-scale floor-to-ceiling glass fronts: a free-standing, two-storey steel frame structure screens the building from traffic and prying eyes; it is filled in with white-painted bricks and partial steel nets while the entrance has been equipped with a large trellis gate. Behind it, a 4.5 m wide buffer zone extends to the actual school building, creating a spacious front area and waiting zone for the parents. At the north end of the building, this free space widens into outdoor playing areas for the nursery school, enabling safe playing and observing. During breaks, the primary school children can reach the adjacent park-like plot via a small bridge directly from the upper floor. The school building for 450 children between the ages of three and twelve years was conceived as a compact, two-storey structure. The spatial and collective centre is formed by the large multipurpose space that can be used as an auditorium, a gym and a canteen. Surrounding this inner space, lit by numerous skylights, are the administrative and nursery school areas on the ground floor and the classrooms and teachers’ rooms on the upper floor. The steel frame structure permits the desired spatial flexibility and has been fine-tuned to the respective zones using different column grids. In the auditorium, a girder grid provides a column-free span of 20 m; square skylights have been placed at its intersection points. For the classrooms and group rooms, the architects selected a column grid of 8 x 8 m, which was adjusted along the facades to accommodate the ancillary room areas and emergency staircases. The white-painted, exposed steel frame was filled in with masonry or light metal stud walls. This made it possible to respond to an increase in the number of pupils per class while still in the construction phase – the planners suggested linking the classrooms on the upper floor in pairs by mobile dividing walls. On the ground floor, glazed doors lead outside, while the upper floor has fixed glazing. Ventilation is provided mainly by a mechanical ventilation system. The ventilation flaps in the classrooms, which are concealed behind trapezoidal sheet panels, can also be manually opened. On the exterior, the hybrid construction comprising a steel frame and narrow concrete ceiling panels is clearly discernible. The architects have enlivened the strictness of the structure by various claddings – ceramic tiles, fibre cement shingles, and curtained trapezoidal aluminium sheeting, which provide a rich visual and haptic contrast.

131

Location

Lebbeke, BE

Construction period

2016–2017

Type of school

Catholic primary school (ages 2.5–12)

School concept

School as a community revolving around a communal space: the multi-purpose “heart”. The class­ rooms on the upper floor can be joined in pairs by means of movable dividing walls.

Additional room uses

Multi-purpose “heart” serves as sports hall, ­auditorium and canteen

Gross floor area

3,401 m2

Effective floor area

3,072 m2

No. of classrooms

18

No. of pupils

450

Structure

Steel structure with concrete slabs and brick infill

Lighting

Daylight; TL and LED lamps

Ventilation

Mechanical ventilation system; manually operable ventilation flaps on the upper floor

PRIMARY SCHOOL IN LEBBEKE, BE

Site plan Scale 1:3,000

The two-storey steel frame structure forms a protective shield that screens the transparent school building towards the street.

132

LIGHTING AND SPATIAL COMFORT

Section Floor plans Scale 1:500 1 Reception 2 Gymnasium/dining hall 3 Art room 4 Computer space 5 Kitchen 6 Store 7 Nursery school/ group room 8 Bridge to park 9 Changing room 10 Void 11 Office 12 Staff room 13 Primary school classroom

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PRIMARY SCHOOL IN LEBBEKE, BE

Vertical and horizontal sections Scale 1:20

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1 roof construction: EPDM membrane seal 2× 60 mm PUR thermal insulation vapour barrier 200 mm reinforced concrete roof steel G-beams 200 mm deep with ­fire-­retardant paint coating 2 outer wall on upper floor: 40/0.6 mm alum. ­trapezoidal section sheeting 20/45 mm horizontal battens 20/45 mm vertical counterbattens moisture-diffusing underlayer 18 mm oriented-strand board 150/50 mm squared timbers with 150 mm PUR thermal insulation between 18 mm oriented-strand board vapour barrier; 20/45 mm battens 2× 12.5 mm gypsum plasterboard 3 upper floor construction: 100 mm polished concrete polythene impact-sound insulation 80 mm lightweight concrete 200 mm reinforced concrete floor steel G-beams 200 mm deep with ­fire-­retardant paint coating 4 aluminium sheet cladding 22 mm multilayer lam. sheeting EPDM sealing layer 150 mm PUR thermal insulation 18 mm oriented-strand board vapour barrier; 20/45 mm battens 22 mm multilayer lam. sheeting aluminium sheet cladding 5 2× 6 mm and 2× 5 mm lam. safety glass with 16 mm cavity in alum. post-and-rail construction 6 steel G-column 200 mm deep with ­fire-­retardant paint coating 7 ground floor construction: 100 mm polished concrete polythene impact-sound insulation 80 mm PUR thermal insulation 200 mm reinforced concrete floor 8 ground floor outer wall: 4 mm fibre-cement shingles 20 mm horizontal battens 20 mm vertical counterbattens 100 mm PUR thermal insulation bed of mortar 140 mm brick wall 9 aluminium sheet cladding anodised in champagne colour

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LIGHTING AND SPATIAL COMFORT

The school’s hybrid steel frame and concrete ceiling panel construction is discernible from the outside.

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A 4.50-metre-wide front area extends between the school and the ­protective wall facing the street.

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PRIMARY SCHOOL IN LEBBEKE, BE

136

LIGHTING AND SPATIAL COMFORT

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PRIMARY SCHOOL IN LEBBEKE, BE

138

LIGHTING AND SPATIAL COMFORT

The spatial and common centre takes the form of an inner top-lit multipurpose space that is used as an auditorium, gym and canteen. The steel frame s­ tructure has a column-free span of 20 metres.

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PRIMARY SCHOOL IN LEBBEKE, BE

Primary School in Chiarano

140

C+S

LIGHTING AND SPATIAL COMFORT

Resembling a compact block on the outside, the new primary school in Chiarano, a municipality north-east of Venice, surprises with its light-flooded interior. The building by architects Carlo Cappai and Maria Alessandra Segantini responds to the plot’s location on an arterial road. Punctuated solid facades shield the structure from the road and the parking spaces. Their different colours – anthracite grey facing the street and a warm red tone to the west and east – are reminiscent of the facades of the country estates in Veneto and create a strong sense of place that expresses the school’s significance for the municipality. Different window sizes and colour-­contrasted borders enliven the facade surfaces, while the building’s south side opens towards the surroundings with its glazed front in broad iroko frames, protected by a large roof overhang and delicate columns. The almost square ground plan was designed to be transparent and permeable. Its centre comprises a spacious two-storey atrium around which all the spaces are grouped, making it possible to dispense with further corridors. The walls facing the classrooms are glazed above 1.20 m, creating visual links to all rooms as well as to the outside. The atrium itself is flooded with daylight that enters through the glazed facades of the courtyard. As a central light source, positioned in the building like a lantern, it isn’t on the ground floor but at the height of the first floor, on a concrete platform standing in the atrium like a large table. Beneath the platform and hence in the centre of the school building, sunken by a couple of steps, lies the library. It is lit from above by glass domes as well as spotlights. Distinctive lighting also accentuates the three spaces for the specialist classes on the upper floor, which are arranged on the north side and have a double ceiling height. The various different designs of the punctuated facade partly extend down to the floor, while additional light enters through the raised, south-facing ribbon windows. After winning the competition, the architects discussed the further design process with the municipality but also with citizens and associations, in order to use the school as a focus of social life in this area of urban sprawl. As a result of this, the municipal children’s library was integrated into the building, which is why it also remains open after school hours. During this time, the gym, the art room and the music room as well as the multifunctional dining hall are available for public use, with a view to more strongly interlinking the school with community life. The ground floor was designed with this potential in mind, effectively converting the school building into a covered public space.

141

Location

Chiarano, IT

Construction period

2010–2013

Type of school

Primary school

School concept

Classrooms grouped around a glazed atrium with a school garden; below the atrium a public library is integrated into the school building.

Pedagogical concept

Maximising the intervisibility among all the spaces where natural light comes from the glazed windows as well as from a skylight.

Additional room uses

The integration of the communal children’s library within the school allows the building to be kept open after school hours. The covered public area enables the ground floor to be used as a meeting place for the general public.

Gross floor area

5,192 m2

Effective floor area

2,435.50 m2

No. of classrooms

10

No. of pupils

250

Structure

Concrete; timber trusses across the atrium; south­west front glazing in iroko frames; brickwork facades with a composite system of thermal in­sulation and colored rendering.

Lighting

Natural light through inner suspended courtyard; via openings in the north facade, roof lights to the south and glazed south-west front; glazed partitions between classrooms and the circulation zones above the parapet height of 1.20 m.

Ventilation

Natural ventilation

Energy aspects

Thick insulation, good orientation, geothermal energy, photovoltaic and solar panels, NZEB building.

PRIMARY SCHOOL IN CHIARANO, IT

Site plan Scale 1:5,000

Facing the street, the building has a solid punctuated facade with differently sized windows and colour-­ contrasting borders. In contrast, the south side has a glazed front which opens onto the surroundings.

142

LIGHTING AND SPATIAL COMFORT

Sections Floor plans Scale 1:500 1 Main entrance 2 Discussion space 3 Refectory/Multipurpose space 4 Recreation area 5 Library 6 Mechanical services 7 Music room 8 Common room 9 Classroom 10 Classroom for natural sciences 11 Computer room 12 Ventilation plant 13 School garden 14 Bridge

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PRIMARY SCHOOL IN CHIARANO, IT

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LIGHTING AND SPATIAL COMFORT

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PRIMARY SCHOOL IN CHIARANO, IT

Vertical section  Scale 1:20 1 flat roof construction: 50 mm bed of gravel; geotextile layer two-layer EPDM seal ≥ 50 mm reinforced concrete to falls 100 mm expanded polystyrene thermal insulation vapour barrier 300 mm reinforced concrete slab ceiling with EPS core 12.5 mm gypsum plasterboard suspended soffit 2 external wall: rendering, painted 100 mm expanded polystyrene thermal insulation 300 mm vertically cored brickwork 15 mm plaster 3 window: double glazing in iroko frame 4 upper floor construction: 5 mm linoleum 45 mm cement-and-sand screed 50 mm screed with underfloor heating 10 mm polyester mat impact sound insulation 300 mm reinforced concrete slab ceiling with EPS core 12.5 mm gypsum plasterboard suspended soffit 5 ground floor construction: 5 mm linoleum 45 mm cement-and-sand screed 50 mm screed with underfloor heating vapour barrier 700 mm reinforced concrete floor 100 mm bed of unreinforced concrete 300 mm bed of hardcore root-resistant bituminous layer

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146

LIGHTING AND SPATIAL COMFORT

The plastered, bright red and anthracite grey facades are reminiscent of the traditional country estates of Veneto, creating a link with the regional building culture.

147

PRIMARY SCHOOL IN CHIARANO, IT

Vertical section Scale 1:20 1 1.6 mm sheet alum. eaves covering, painted EPDM sealing layer 50 mm expanded polystyrene thermal insulation 150/313 mm laminated timber eaves beam 2 flat roof construction: 50 mm bed of gravel; geotextile layer two-layer EPDM seal 100 mm exp. polystyrene thermal insulation vapour barrier; 50 mm concrete topping 40 mm wood boarding laminated timber trussed girder 1,660 mm deep 12.5 mm gypsum plasterboard suspended soffit 3 rendering 80 mm exp. polystyrene thermal insulation 2× 12.5 mm cement-reinforced plaster baseboards 40 mm galvanised steel supporting construction 4 galvanised steel post-and-beam facade construction 5 double glazing: 2× 5 mm lam. safety glass + 15 mm cavity + 2× 5 mm lam. safety glass 6 flat roof construction for school garden: 50–150 mm bed of gravel; two-layer EPDM seal 200–300 mm concrete finished to falls 100 mm exp. polystyrene thermal insulation 250 mm reinforced concrete slab 12.5 mm gypsum plasterboard suspended soffit 7 two-layer polycarbonate domed roof light

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LIGHTING AND SPATIAL COMFORT

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PRIMARY SCHOOL IN CHIARANO, IT

German School in Madrid

150

Grüntuch Ernst Architekten

LIGHTING AND SPATIAL COMFORT

In 2015, the German School moved from the centre of Madrid to a new building on the northern outskirts of the city. The new location offers an unobstructed view of a nature reserve and up to the Sierra de Guadarrama mountains. The relationship with the landscape but also the climatic conditions of central Spain characterise the design by Grüntuch Ernst Architekten, which combines transparent building shells and light-flooded classrooms with spatial comfort, a pleasant environment and energy efficiency. The private school’s large building volume for a total of 1,800 children is organised into a complex of variously sized buildings joined together in a honeycomb-like fashion. The nursery school, the primary school and the secondary school each have their own buildings, which are connected by open spaces and two covered foyer courtyards. A separate pavilion at the centre of the complex houses the cafeteria; the auditorium and gym, both geared towards public events, adjoin the secondary school on the east part of the plot. While the building development opens up towards the landscape in the north, a delicate latticework of diagonal aluminium rods frames the school complex towards the forecourt and the urban district on the south side without closing it off. It remains permeable for views, air and sunshine. The two protected, covered foyer courtyards with their outside staircases, ramps and seating are available as spacious playing and common areas to all children. The recesses in the roof surfaces and the slanting concrete columns coalesce into an expressive overall form of sculptural power: thanks to the diagonal lattice structure, nuanced light and shadow effects are created that constantly change the ambience of the courtyards. The roofing and the elevated building areas provide numerous shaded outdoor areas for hot summer days. The motif of the courtyard continues inside the school buildings with their pentagonal floor plans: the classrooms are each arranged around patios and partly accessible from the courtyards, so that the group rooms and classrooms with their extensive glazing are oriented towards the landscape. The external, V-shaped facade columns of white concrete characterise the appearance of the school complex with their distinctive structure and also provide shade for the glass elements. A pleasant indoor climate and sustainable building operation is ensured by both an appropriate insulation standard and ventilation with heat recovery, as well as natural cooling using a so-called thermal labyrinth; its concrete ducts in the basement channel and temper the air. The regenerative energy concept includes, moreover, solar thermal elements as well as a photovoltaic system on the roof surfaces. Thus, the new school building is also intended to encourage environmental awareness. At the same time, it exudes a strong sense of architectural identity, highlighting its significance in the cultural landscape of Madrid.

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Location

Madrid-Montecarmelo, ES

Construction period

2012–2015

Type of school

Nursery, primary and secondary school

School concept

Adaptation to climatic conditions and relationship with the landscape

Pedagogical concept

German school abroad > bilingual / cultural ­exchange

Additional room uses

Public events organised by the school

Gross floor area

Approx. 27,000 m2

Effective floor area

Approx. 15,600 m2

No. of pupils

Primary and secondary school approx. 1.500 pupils Nursery school approx. 300 children

Structure

Reinforced concrete Roof construction auditorium: steel construction Roof construction sports hall: steel composite construction

Lighting

Natural lighting

Ventilation

Mechanical ventilation (thermal labyrinth) with possible natural ventilation Night-time air flushing

Energy aspects

Climate-appropriate construction Thermal labyrinth Adiabatic cooling of exhaust air Solar thermal energy Photovoltaics Rainwater cistern CHP unit with absorption refrigerator

GERMAN SCHOOL IN MADRID, ES

Site plan Scale 1:10,000

The use of white concrete, glass and aluminium creates a visual unity amongst the individual buildings with their pentagonal layouts.

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LIGHTING AND SPATIAL COMFORT

Floor plans Scale 1:2,000 1 Nursery school 2 Primary school 3 Secondary school 4 Dining hall 5 Sports hall 6 School hall 7 Gymnastics space 8 Small courtyard foyer 9 Large courtyard foyer 10 Forecourt 11 Thermal labyrinth 12 Basement garage

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GERMAN SCHOOL IN MADRID, ES

Vertical and horizontal sections Scale 1:20 1 50 mm layer of gravel protective / separating layers 3-layer bituminous seal min. 140 mm expanded ­polystyrene thermal insulation to falls bitumen vapour barrier 300 mm reinforcedB concrete roof 2 80 mm aluminium louvre blind 3 internal roller blind for blackout purposes (in certain rooms) A concrete facade column 4 250/350 mm precast 5 casement: double glazing in aluminium frame 6 550 mm self-compacting in-situ white reinforced concrete parapet C wall/upstand beam 100 mm calcium silicate thermal insulation layer of plaster 7 3 mm linoleum 65 mm cement-and-sand screed polythene separating layer B 30 mm mineral wool impact sound insulation 100 mm extruded polystyrene thermal insulation A 200 mm reinforced concrete floor 8 bituminous sealing layer 350 mm waterproof reinforced concrete

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LIGHTING AND SPATIAL COMFORT

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GERMAN SCHOOL IN MADRID, ES

Vertical section Scale 1:20 1 liquid plastic sealing layer 500–600 mm reinforced concrete roof finished to falls with spherical voids 2 sheet titanium-zinc standing-seam covering separating layer wood supporting construction 3 100/45 mm aluminium framing 4 100 mm galvanised steel T-section colour-coated 5 260/260 mm steel and concrete composite column 6 laminated safety glass (2× 12 mm) breakthrough resistant 7 aluminium post-and-rail facade with double glazing

The courtyards have been designed with reference to the landscape.

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LIGHTING AND SPATIAL COMFORT

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GERMAN SCHOOL IN MADRID, ES

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LIGHTING AND SPATIAL COMFORT

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GERMAN SCHOOL IN MADRID, ES

The classrooms have load-bearing facades with V-shaped facade columns and chamfered concrete balustrades.

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LIGHTING AND SPATIAL COMFORT

The grey-white base hue of the interior spaces is complemented by touches of yellow, orange, red and purple, distinguishing from each other the nursery, primary and secondary schools, as well as the gym.

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GERMAN SCHOOL IN MADRID, ES

The Ocean Leonie, secondary education (School vision workshop of die Baupiloten)

Secondary School in Diedorf

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Hermann Kaufmann Architekten with Florian Nagler Architekten

SUSTAINABILITY

The secondary school in Diedorf, a suburb of Augsburg, is a pilot project in sustainability. As the outcome of a research project, the school combines environmentally friendly construction materials, the plus energy building standard, an innovative pedagogical concept, a brief developed in consultation with the users and quality architecture to create a future-oriented learning and teaching environment. With gently sloping gabled roofs and rough-sawn, grey-varnished boarding, the complex comprises four large, barn-like buildings that blend into the topography. The compact three-storey volumes are grouped around a central schoolyard. The south side of the building accommodates a break hall, a canteen, a library and the administration, while the gym is located at the east end. The two classroom buildings extend to the north and west. Their almost square floor plan is split by a dividing wall in the middle, which is adjoined by an open central zone. It lies at the heart of the units that are organised as clusters: four classrooms each are arranged along this central area, the so-called “marketplace”. Atriums and skylights bring daylight into the interior of the building, while transparent partition walls and glazed niches visually link the spaces. The classrooms and corridors broaden towards the marketplace and merge into open learning landscapes with diverse areas for independent learning and new learning models. Every unit is designed for five classes, so that the pupils can switch between the four classrooms, the specialist classes and the marketplace, depending on their class. The spatial diversity is based on the lavishly dimensioned timber load-bearing structure. The clear structure of the frame construction also ensures spatial flexibility, allowing the school building to adapt to future pedagogical concepts. The 2.70-m column grid varies in width, depending on the utilisation of a space. While the classrooms occupy nine square fields respectively, timber beams span the larger a ­ reas of the learning landscapes and the auditorium. The modular construction method permitted efficient and rational fabrication within a very short construction period; the ceilings were built with a composite wood-concrete structure, following the completion of the building shell. Timber as construction material substantially characterises the interior of the school: on the one hand, in the form of the exposed load-bearing structure with its columns and supports as well as closely spaced ceiling beams and rafters, and on the other, due to the cladding with varnished surfaces in white and light grey that lends the interior spaces a generous and calm ambience. At the same time, the school is a high-tech timber structure: being a plus energy building, it generates more energy than it needs. This was achieved by integral planning that unites architecture and technical aspects, and encompasses the compact building shape with its small envelope area as well as the highly thermally insulated building shell, the orientation of the spaces, the optimal use of daylight, as well as the innovative building services concept with central ventilation, a large photovoltaic system and pellet boilers.

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Location

Diedorf, Bavaria, DE

Construction period

2013–2015

Type of school

Secondary school

School concept

Cluster of four classrooms and a marketplace

Pedagogical concept

The pedagogical concept of the learning landscapes: self-organisation, self-motivation, individual ap­preciation of each person and encouragement of knowledge-independent skills.

Additional room uses

The auditorium is also used for concerts in the community

Gross floor area

16,046 m2

Effective floor area

7,816 m2

No. of classrooms

29 classrooms and 16 specialist classes

No. of pupils

875

Structure

Timber-frame construction; ceilings as wood-­ concrete composite; basement and base plates of reinforced concrete.

Lighting

Extensive windows and north-south ori­entation favour daylight and solar gains. The internal ­marketplaces have atriums and skylights. Transparent dividing walls guide the light deep into the buildings. The artificial light is controlled by motion detectors in accordance with the daylight. In the classrooms, the a ­ rtificial light is switched on by the ­users; a brightness sensor dims the light automatically or switches it off as soon as it exceeds the required lighting demand.

Ventilation

Two central ventilation systems with heat recovery

Energy aspects

Plus-energy school

SECONDARY SCHOOL IN DIEDORF, DE

Site plan Scale 1:5,000

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SUSTAINABILITY

Section view Floor plan Scale 1:750 1 Entrance/vestibule 2 Auditorium 3 Stage 4 Library 5 Cafeteria 6 Kitchen 7 Music room 8 Art room 9 Storage/archive 10 Craft room 11 Physics 12 Biology 13 Chemistry 14 Assembly room 15 Gym 16 Mechanicals 17 Schoolyard

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SECONDARY SCHOOL IN DIEDORF, DE

Vertical section gym Scale 1:20

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1 Vegetation mat 20 mm, extensive substrate 80 mm Drainage mat filled with substrate 40 mm, non-woven storage layer 10 mm EPDM membrane, root-proof, laid parallel to verge 1.3 mm Renovation board, mineral wool 20 mm Timber battens 100/60 mm for securing EPDM membrane, between them thermal insulation, mineral wool, pressure-resistant 60 mm Thermal insulation, mineral wool, pressure-resistant 160 mm Timber battens fastened to rafters 100/160 mm, between them thermal insulation, mineral wool 160 mm Vapour barrier, full-surface, heat-welded separation layer, bitumen membrane, nailed, laminated veneer lumber plate in edge area and support area 51 mm 2 Rafters, glued laminated timber, spruce, glazed white 100/320 mm 3 Main beams 240/2000 mm 4 Facade element: cladding, vertical, spruce 30 mm, unplanned ­positioning, with different board widths (120, 160, 200 mm) Timber battens, horizontal 30/50 mm 5 Structural element: timber battens, vertical 100/60 mm Wind paper, glued joinings wood fibreboard, permeable, waterproof 16 mm Studs, bar 60/120, horizontal Thermal insulation, mineral wool 120 mm Studs, bar 60/240, thermal insulation, mineral wool OSB panel (vapour retarder) 18 mm (sd ≥ 20 m) 6 Interior fitting, deflector: birch plywood panel, perforated 18 mm Glass fibre protective fabric, acoustic trickle protection fleece, acoustic insulation Screw structure, steel pipe 40 s and 100/30/2 mm galvanised support structure, steel pipe s 40/30/2 mm, galvanised mounting bracket 35/50/35/3 mm, galvanised, mounted on OSB panel with nail sealing tape 7 Prefabricated parquet 15 mm (5 mm seam) Plywood panel 9 mm, plywood panel 12 mm, separating foil, PE 0.4 mm Plywood strip bed 18 mm, plywood strip bed 18 mm Heat chamber, standing timber, elastically supported 125 mm, underlay 18 mm Thermal insulation/underfloor heating 100 mm Moisture sealing 5 mm, primer Foundation slab, reinforced concrete (waterproof) 200 mm, thermal insulation XPS 80 mm Sub-base 50 mm, granular layer, anti-capillary 400 mm

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SUSTAINABILITY

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SECONDARY SCHOOL IN DIEDORF, DE

Vertical section Middle axis and facade Scale 1:20 1 Roof structure: Greening, extensive substrate 40 mm Drainage filled with substrate 40 mm Non-woven storage layer Waterproofing, EPDM root-proof 10 mm Thermal insulation, mineral wool 20 mm Timber battens, between them thermal insulation, mineral wool, pressure-resistant 60 mm Thermal insulation, mineral wool, pressure-­resistant 160 mm Timber battens 100/160 mm, between them thermal insulation, mineral wool, pressure-resistant 160 mm Prefabricated roof element: Waterproofing Bitumen membrane Lightweight wood-wool panels in edge area and s­ upport area 50 mm (otherwise three-layer panel, spruce) Rafters, glued laminated timber, spruce, glazed white 100/360 mm 2 Gutter, inside 3 Sun protection Flat slats, aluminium, white 4 Timber window, spruce, glazed white with insulated triple glazing 4 mm float + 18 mm internal gap + 4 mm float + 18 mm internal gap + 4 mm tempered safety glass/heat-soak tested 5 Window sill, outside, aluminium 6 Facade element hung on exterior wall: Cladding, spruce, vertical, unplanned positioning, with different board widths 30 mm Substructure, timber battens, 40 × 40 mm Exterior wall element: Timber battens, horizontal 40 mm Timber battens, vertical 110 mm Wind paper Wood fibreboard, permeable, waterproof 16 mm Supporting structure, spruce, filled with thermal insulation, mineral wool 140 mm Supporting structure, spruce, filled with thermal insulation, mineral wool 220 mm OSB panel (vapour retarder), glued joinings 18 mm 7 Window sill, inside, three-layer panel, glazed white 8 Room ventilation, displacement diffuser  9 Built-in shelving, three-layer panel, spruce, glazed white 42 mm 10 Interior wall structure: Gypsum fibreboard 12.5 mm OSB panel 18 mm Supporting structure, spruce 80 / 60 mm, filled with thermal insulation, mineral wool 80 mm OSB panel 18 mm Gypsum fibreboard 12.5 mm 11 Ceiling slab: Mineral coating 5 mm Heating screed, perforated plate 85 mm Separation layer, PE film Impact sound insulation 30 mm Levelling insulation 50 mm Separation layer PE film, two-ply Reinforced concrete 98–120 mm Ceiling element battens OSB panel 22 mm Frame of joists 2× 180/320 mm Filled with acoustic element: Thermal insulation, mineral wool 40 mm wood-wool acoustic panel, magnesite-bonded

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12 Fixed glazing, laminated glass made of 2× 12 mm float glass 13 Edge beams, glued laminated timber 100/740 mm 14 Foundation structure: Mineral coating 5 mm Heating screed, perforated plate 85 mm Separation layer, PE film Impact sound insulation 30 mm Levelling insulation 50 mm Separation layer PE film, two-ply Reinforced concrete 250 mm Thermal insulation 80 mm 15 Ventilation channel

SUSTAINABILITY

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SECONDARY SCHOOL IN DIEDORF, DE

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SUSTAINABILITY

The timber frame structure is based on a 2.70-metre column grid, whose width varies depending on usage requirements, creating flexible room sizes. The classrooms occupy nine square fields each, while larger spaces are spanned by timber beams.

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SECONDARY SCHOOL IN DIEDORF, DE

Education Centre in Hamburg

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bof architekten

SUSTAINABILITY

The education centre “Tor zur Welt” (Gateway to the World) was created as part of the 2013 International Building Exhibition in Hamburg’s Wilhelmsburg district. As one of the leading projects of the IBA, the new building with Passive House Standard and DGNB ‘Gold’ certification meets high demands concerning the conservation of resources and energy efficiency. An important objective was to sustainably improve the educational situation in the socially disadvantaged district. The new complex unites different educational and consulting facilities, for both children and adults. Located opposite a 1970s secondary which has recently undergone refurbishement to improve its energy efficiency the new complex now houses a primary school, a speech therapy school, a three-court gym, as well as a further education offer for adults, a district café run on a voluntary basis and spaces for the adult education centre and the theatre association. A component of the project was the participation of the future users in the pedagogical and social concepts, including their spatial implementation. From these specifications, bof architekten developed a complex structure of different buildings with public, semi-public and school-only areas and corresponding open spaces. Four polygonal volumes with a facade cladding of grey-varnished larch wood are lined up from the south to the north, connected by a continuous ground floor functioning as an access route – the “Street of Learning”. The “Gate House” at the south edge of the plot is a multifunctional centre that is available to the inhabitants of the district. It is connected to the gym and the orientation level of the secondary school, as well as the primary school, via a transparent, intermediate building comprising a light-flooded foyer, from where the Street of Learning leads to the speech therapy school in the north of the plot. The expansive foyer, which also serves as a recreation hall and the schoolyard in front comprise the centre of the complex, which continues in the Gate House with the canteen and the auditorium, separable by room-high sliding walls. The basic spatial module of the school building consists of two to four classrooms each, which are combined into so-called “learning families” and are grouped around a “learning studio”. These multifunctional areas in the broadened corridor spaces invite play but also concentrated work, such as cross-class learning. The classrooms can be partitioned and flexibly used by rolling shelves. With their highly thermally insulated building shells and mechanical ventilation including heat recovery, the new buildings correspond to the Passive House Standard. Decentralised ventilation devices were installed in the classrooms, while the other areas are equipped with a central system. The CO2-neutral heat supply is provided by both a new pellet boiler-based power centre and solar collectors on the south facade and roof surfaces.

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Location

Hamburg, DE

Construction period

2011–2013

Type of school

Education centre with a special school, primary school and secondary school, as well as 6 extra­ curricular users

School concept

Cluster school. On the ground floor, an internal “Street of Learning” provides access to the stair­cases leading to the different types of school, while connecting the education centre to the public – the general and public uses are housed here.

Pedagogical concept

In the cluster model, two to four classes or learning groups, respectively, form a ‘learning family’, whose spaces are grouped around a common, flex­ible ‘learning studio’.

Additional room uses

Adult education, parent counselling, adult ­edu­cation centre, theatre, parents’ café

Gross floor area

22,034 m2

Effective floor area

13,263 m2 (NUF/useable area 1–6)

No. of classrooms

45

No. of pupils

Approx. 868

Structure

Ceilings: joist-free flat ceilings; load-bearing struc­ ture: reinforced concrete frame construction. The reinforced concrete columns support the vertical loads. Spatial stiffening by the reinforced concrete discs of the cores. Dividing walls and facade are nont load-bearing with a light, highly thermally insulating construction that allows for flexible floor plans.

Lighting

Conventional; LEDs in special areas

Ventilation

Mechanical ventilation system with heat recovery and high efficiency The classrooms are additionally equipped with space-­specific, decentralised ventilation appliances. Central ventilation appliances for large special areas, such as the auditorium, the canteen and kitchen, the self-study centre, and sports halls, as well as access zones and sanitary facilities.

Energy aspects

Passive-house standard/DGNB Gold Educational Buildings Primary energy rating (EnEV 2007) ≤ 75 kWh/(m²a) Energy rating thermal heat 15 kWh/(m²a)

EDUCATION CENTRE IN HAMBURG, DE

Site plan Scale 1:5,000

eliu

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1 Regional education and consultation centre with speech therapy school 2 Elbinselschule (primary school) 3 Helmut-Schmidt-Gymnasium (secondary school; new-build) 4 ‘Gate House’ (multifunctional centre with theatre/canteen, library and café) 5 Power station 6 Helmut-Schmidt-Gymnasium ­ (secondary school; existing building) 7 Sports halls

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The school complex consists of a 1970s secondary school, which was refurbished to improve its energy efficiency, the new buildings for the primary and speech therapy schools, as well as a three-court gym. It also includes a district café, further education spaces for adults, the adult education centre and the theatre association.

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SUSTAINABILITY

Floor plans Scale 1:1,500 1 Gymnasium 2 Playground 3 School garden 4 Subject-specific classrooms e.g. for arts and sciences 5 Three-court gymnasium 6 Break hall 7 Sports yard 8 Aula 9 Canteen 10 Parents’ café 11 Learning studio 12 Classroom 13 Roof terrace 14 Changing rooms for sports hall Erdgeschoss

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First floor

EDUCATION CENTRE IN HAMBURG, DE

Section of power plant Scale 1:500

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1 Decentralised PV arrays (27 kW in total) 2 Central MVHR unit 3 Spors hall 4 Heating pipe 5 Decentralised MVHR units 6 Radiator 7 Evacuated tube collectors (27 kW) 8 Flat plate collectors (54 kW) 9 2× pellet boilers (495 kW)

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SUSTAINABILITY

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Vertical section of timber element facade Scale 1:20 1 Roof (U = 0.094 W/m2K): Aluminium standing seam roofing on ­ lightweight steel frame, q 65 × 400 × 1.0 mm or q 65 × 37 × 1.0 mm 2 Top intermediate floor: Mineral wool thermal insulation (WLS 035), 360 mm; sealing sheet; reinforced concrete ­intermediate floor, 250 mm 3 Window (U = 0.71 W/m2K): w Triple-glazing in wooden frame 4 Natural anodised aluminium sheet window ­flashing, insulated cavity 5 Timber element facade (U = 0.135 W/m2K): rough sawn larchwood bevel siding, 25 mm; ­timber lathing, 35 mm; prefabricated timber ­element, 290 mm, consisting of: cement-bound composite board, glass-fibre ­ re­inforced, 15 mm; mineral wool insulation, 260 mm; polyethylene sheet (s  = 15–20 m); gypsum board, 15 mm; mineral dwool insulation, 75 mm (space for building services); gypsum board cladding, 2× 12.5 mm 6 Foundation area: silicone resin finishing plaster; perimeter insulation EPS, 160 mm; polymer bitumen sealing sheet; ­reinforced concrete upstand, 150 mm; polymer ­bitumen sealing sheet; mineral wool thermal insulation, 90 mm; gypsum board ­cladding, 2× 12.5 mm 7 Ground floor to subsoil (U = 0.104 W/m2K): industrial parquet, oak, 23 mm; cement screed, 55 mm; polyethylene sheet separation layer; ­EPS thermal insulation, 160 mm; polymer b ­ itumen sealing sheet; r­ einforced concrete floor slab, water impermeable, 250 mm; p ­ olyethylene sheet separation layer; gravel p ­ acking, > ­  200 mm

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EDUCATION CENTRE IN HAMBURG, DE

The free-standing building housing the power centre is equipped with two pellet boilers totalling 495 kW capacity, 54 kW flat plate solar collectors on the south facade and 27 kW vacuum-tube ­collectors on the roof. The generated heat is led into a buffer tank and, from there, is thermally conducted to the school building.

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SUSTAINABILITY

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EDUCATION CENTRE IN HAMBURG, DE

Classroom with cloakroom.

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SUSTAINABILITY

From the specifications of the users, the architects developed a structure of buildings with public, semi-public and school-only areas. The “Street of Learning” connects all building wings and uses, and leads to the internal staircases of the different school areas.

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EDUCATION CENTRE IN HAMBURG, DE

Primary School in Wakefield

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Sarah Wigglesworth Architects

SUSTAINABILITY

The new primary school in the city of Wakefield in northern England was designed as an ecological school building by S ­ arah Wigglesworth Architects. Its overall architectural concept encompasses the orientation of the spaces and the choice of construction materials as well as the energy concept, which is already apparent in the ventilation chimneys and the photo­ voltaic system. Opportunities for flexible teaching methods and surroundings encouraging creativity likewise determined the design. The architects distributed the spaces across three parallel, elongated buildings housing the primary school, the nursery school and the sports hall, as well as the teachers’ area and the canteen. In terms of their shape, the buildings are modelled on the surrounding estates of terraced houses. The open spaces with their differentiated design welcome play, while the facades with their alcove-like elements and large, deep parapet windows invite sitting. The classrooms are arranged along a broad corridor and open towards the outdoor playing areas in front. For different teaching methods and group sizes, every two classrooms have a smaller group room located between them, which can be joined to a classroom using folding walls. The spacious corridor, lit by roof glazing, can also be used for learning purposes. With its many windows, it is connected to the classrooms and the areas opposite them, so that visual links are created everywhere. A key objective of the project is to minimise the energy consumption for building operation and with regard to the construction materials employed. The north orientation of the classrooms permits glare-free light and prevents overheating in summer. South-facing roof windows light the rear spaces. The school is built with load-bearing brick walls using crosswall construction and roof elements made of solid cross-laminated timber. The facades were largely designed as a postand-beam structure and clad in wood. The chimney effect is used for natural ventilation of the classrooms: via openings in the parapet area, automatically controlled air flows into the spaces, while the exhaust air escapes through the perforated brick walls into the chimneys, which are each placed between two classrooms, and then on to the outside. The air quality is monitored, and if required, the windows can be manually opened. On hot days, the night air is used for cooling the brick walls that function as a thermal storage mass. Heating is mainly provided by geothermal heat pumps, whose power is supplied by the photovoltaic system on the gym roof; a gas condensing boiler can be connected. Since the new building itself is to serve as a teaching object, the exposed cables and installations, sprinklers, and transparent rainwater pipes demonstrate the functioning of the building to the children.

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Location

Wakefield, UK

Construction period

2009–2010

Type of school

Primary school

School concept

Eco school, conceived for different teaching methods and learning in groups. The group rooms can partly be opened towards the adjacent classrooms. The access zone, too, is used as a learning landscape and for group work.

Pedagogical concept

Environmental sustainability is addressed through both the built fabric and by supporting the daily practices, pedagogy and curriculum of the school. The building itself is used as a tool for pupils to ­understand how the building works and how it helps to implement the school’s green charter. The concept also comprises access to the outdoors, good nutrition, encouraging exercise, health and fitness, promoting creativity and an awareness of the children’s place in the ecology of their environment.

Additional room uses

Community room used for parenting classes and working with mothers; also used for external events, such as community meetings and voting in elections.

Gross floor area

1,642 m2

Effective floor area

1,601 m2

No. of classrooms

6 classrooms; 3 group rooms; Nursery: 2 play spaces; 1 teaching space

No. of pupils

180 plus a nursery of 30 pupils = 210 total

Structure

Ground-bearing concrete slab. Exposed brick loadbearing cross walls. Cross-laminated timber (CLT) walls and roofs, with some timber studwork ­internal walls. Vent chimneys and bell tower made of CLT.

Lighting

Natural light supplemented by low-energy ­elec­trical fittings

Ventilation

Natural ventilation through wind towers and ­opening windows

Energy aspects

Passive environmental design using fabric first ­approach. Photovoltaic array on hall roof generates power for the ground-source heat pump, providing hot water and space heating. Rainwater harvesting system. Use of pre-fabricated solid timber for some walls and roofs. Natural ventilation strategy for all classrooms, driven by vent chimneys ­between classrooms. CO2 monitoring and override in ­classrooms. Building management system monitors energy consumption.

PRIMARY SCHOOL IN WAKEFIELD, UK

Section through sports hall Scale 1:200

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SUSTAINABILITY

Site plan Scale 1:2,000

Ground floor plan Scale 1:500 1 Group room 2 Classroom 3 Library 4 ICT suite 5 Sports hall 6 Teaching space 7 Play area 8 Covered play area 9 Parents’ room 10 Foyer 11 Dining 12 Kitchen 13 Head office 14 Staff room

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PRIMARY SCHOOL IN WAKEFIELD, UK

The architecture is mindful of the orientation of the spaces, the choice of building materials and the energy concept. The school was built with load-bearing brick walls using cross-wall construction, while the roof elements consist of solid cross-laminated timber. The facades are largely post-and-beam structures and clad in wood.

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SUSTAINABILITY

Ventilation chimney during construction (interior view)

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PRIMARY SCHOOL IN WAKEFIELD, UK

Library Horizontal ­facade section Scale 1:20 1 Fixed shading louvres, western red cedar timber, 175 × 30 mm Window board reveals: western ­red c ­ edar timber; double glazed window in timber frame, upper section fixed, lower section can be opened 2 Profiled glass-fibre reinforced ­plastic ­sheeting; softwood battens, 38 × 50 mm; sarking membrane; ­thermal insulation, PIR, 60 mm; vapour barrier; cross-laminated timber, 60 mm

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SUSTAINABILITY

Vertical sections through ventilation chimney and classroom  Scale 1:20 1 Roof (top): Zinc sheet roofing with welded joints; sarking membrane; thermal insulation, PIR, 100 mm; vapour control layer; cross-laminated timber, 120 mm 2 Roof (front): Clay face brick slip cladding, 25 mm; plywood ­substrate, 15 mm; softwood battens, 50 × 50 mm; sarking membrane; thermal insulation, PIR, 100 mm; cross-laminated timber, 120 mm; acoustic lining, 35 mm 3 Metal chevron louvres, powder coated to match cladding 4 Wall (upper part): Corrugated fibre cement cladding; sarking membrane; thermal insulation, PIR, 75 mm; plywood substrate, 9 mm; softwood battens, 50 × 50 mm; vapour control layer; cross-laminated timber, 94 mm 5 Classroom roof: Corrugated fibre cement roof sheeting; sarking membrane; thermal insulation, PIR, 125 mm; vapour barrier; cross-laminated timber, 208 mm 6 Classroom facade (upper part): Corrugated fibre cement cladding; sarking membrane; thermal insulation, PIR, 60 mm; ­ vapour barrier; cross-laminated timber, 94 mm 7 Timber slatted ceiling liner with 50 mm acoustic l­iner board, mineral fibre 8 Classroom facade (lower part): Timber curtain wall with double-glazed timber/ aluminium windows; parapet: metal louvres, ­powder coated to match cladding 9 Cavity for ventilation unit; front cover and window sill: birch plywood 10 Floor: Rubber tiles, 2 mm; sand cement screed with underfloor heating, 110 mm; damp-proof membrane, LDPE; thermal insulation, PIR, 40 mm; self-adhesive sealing membrane; reinforced ­concrete floor slab, 225 mm

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PRIMARY SCHOOL IN WAKEFIELD, UK

Corridor in the classroom wing

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SUSTAINABILITY

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PRIMARY SCHOOL IN WAKEFIELD, UK

Cuddle cosy Lieselotte, year 2 (School vision workshop of die Baupiloten)

Comprehensive School in Aarhus

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Henning Larsen / GPP Architects

CONCEPTS FOR THE COMMUNITY

Large common movement spaces characterise the interior of the new comprehensive school in the district of F ­ rederiksbjerg in Aarhus. It was completed in 2016 as one of the first schools following the Danish school reform and encourages the children to move about more during a day at school. For this purpose, an abundance of different opportunities is on offer throughout the building: a climbing ramp in the entrance hall, varied access routes with slopes and steps, cloakrooms with ropes or rings, two gymnastics halls with large windows facing the atrium, as well as sports facilities on the roofs of the terraced buildings – there are places for climbing, jumping, playing everywhere. The physical activity has a positive effect on the pupils’ ability to concentrate and is part of the pedagogical concept of this school in motion. Teaching doesn’t exclusively take place in the classroom anymore but in specially designed zones for group work, presentations and classes. Window niches, seating steps, sofa lounges and mobile tables provide multifaceted environments for open learning, either individually or in small groups. The location can be selected by the children themselves. Through glazed, soundproof doors and dividing walls, teachers and educators can always keep an eye on their pupils. Every cluster consists of a central group space with a kitchenette, three classrooms for the same year, as well as smaller quiet areas and the terrace. These are adjoined to the heart of the school building, the floor-to-ceiling atrium, via commonly used play and movement areas. This central hall visually links all levels, while its extensive glazing also provides views of the two gymnastics halls that seem to float in the atrium. On the ground floor, the canteen, the school kitchen, the sports hall in the west wing, as well as the specialist rooms and the administration in the north wing, are adjoined to the central zone, including the day-care centre, preschool and primary school classes; the three upper floors for the older children also house the library and the youth club besides the clusters, as well as a health centre for medical check-ups of new-born babies, which is often joined to state-run primary schools in the Scandinavian countries. For the facades of the school building, the architects partly recycled bricks from the preceding building, thus referencing the inner-city residential neighbourhood with its typical brick facades of the economic boom period from the mid-19th to the early 20th century. Various types of windows, playfully inserted in the brick facades, enliven the homogeneous surfaces. Moreover, reinforced concrete columns accentuate the large, covered entrance area at the corner of the L-shaped building. With opportunities on offer for adults and children, the school is a community space anchored in the district. Hence, the open spaces with numerous play devices as well as the sports fields on the roofs are accessible at all times.

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Location

Aarhus, DK

Construction period

2014–2016

Type of school

Primary and secondary school

School concept

The design of the school revolves around facilitating activity throughout the school, from the playground to the classroom. The classrooms are organised as clusters with a central group space, kitchenette and terrace.

Pedagogical concept

By means of climbing stairs, Tarzan tracks and playgrounds, the school is designed for fun physical activity to support more sustainable learning. Customised zones are offered for presentations, group work and individual studies. The results are better learning and higher test scores.

Additional room uses

The spaces are often used for continuing adult ­education classes, ranging from foreign language courses to capoeira and dance classes.

Gross floor area

15,000 m2

No. of classrooms

55 rooms dedicated to study/teaching

No. of pupils

Approximately 1,000

Structure

Steel construction. Brick facade uses exclusively recycled bricks taken from razed buildings in the area.

Lighting

Daylight is a key parameter and driving design concept in the school. A variety of window sizes creates a variation of daylight throughout the day, and relates to the learning settings within. Additionally, Henning Larsen doctoral candidate Imke Wies van Mil conducted research at the school around focused artificial light sources in schools. The research shows that it is possible to significantly reduce noise levels and improve ­concentration in classrooms by using focused light sources such as pendant lights around work tables. (see essay pages 26–31)

Energy aspects

Sustainability is Building Class 2020 according to Danish Building Regulations 2010.

COMPREHENSIVE SCHOOL IN AARHUS, DK

Site plan Scale 1:8,000

The school in the district of Frederiksbjerg offers a range of different movement spaces. There are also sports facilities located on the roof of the terraced building.

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CONCEPTS FOR THE COMMUNITY

For the facades, recycled bricks from the preceding building were partly used, preserving the reference to the inner-city residential neighbourhood with its brick ­facades from the mid to late 19th century. The various public facilities on offer for both adults and children make the school a part of the district. The open spaces and sports fields can also be used outside school hours.

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COMPREHENSIVE SCHOOL IN AARHUS, DK

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Sections Floor plans Scale 1:1,000 18

1 Entrance hall 2 Cafe 3 Theatre 4 Gym 5 School kitchen 6 Kitchen/serving counter 7 Administration 8 Play area/movement 9 Group room 10 Music room 11 Cloakroom 12 Cluster: a classrooms b seating steps c quiet area d kitchenette e terrace 13 Cluster for manual work/Day care 14 Health centre 15 Outdoor workshop 16 Services 17 Office youth club 18 Staff/teachers’ room 19 Audio room 20 Library 21 Crafts 22 Science laboratory 23 Assembly room

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COMPREHENSIVE SCHOOL IN AARHUS, DK

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Vertical section Scale 1:20 1 roof construction: two-layer seal min. 450 mm insulation to falls vapour barrier 220 mm reinforced concrete suspended soffit 2 alum. eaves covering bent to shape sealing layer 20 mm plywood anti-insect net 3 2× 12.5 mm gypsum plasterboard fire screen vapour barrier 4 wall construction: 12 mm fibre-cement sheeting 25 mm C sections 12 mm fibre-cement sheeting 100 + 250 mm steel C sections; thermal insulation between 2× 12.5 mm gypsum plasterboard with vapour barrier 70 mm C sections 2× 12.5 mm gypsum plasterboard 5 roof construction: two-layer seal 450 + 50 mm thermal insulation vapour barrier 153 mm trapezoidal metal sheeting 180 mm steel g-beam suspended soffit 6 220/600 mm steel g-beam 7 prefabricated roof light 8 200/300 mm glued lam. beam 9 2× 12.5 mm gypsum plasterboard 95 mm C sections thermal insulation 120 mm prec. concrete slab vapour barrier 200 mm thermal insulation sealing layer

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CONCEPTS FOR THE COMMUNITY

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COMPREHENSIVE SCHOOL IN AARHUS, DK

The zones for group work, presentations and classes are arranged into clusters that connect to the atrium via play and movement areas. Window niches, seating steps, sofa lounges and mobile tables are used for self-directed learning either individually or in groups.

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CONCEPTS FOR THE COMMUNITY

The building design encourages children to move more during their school routine. There are places for climbing, running, jumping, and playing everywhere.

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COMPREHENSIVE SCHOOL IN AARHUS, DK

Vertical section Scale 1:10 1 wall construction: 108 mm outer skin with reused bricks 360 mm thermal insulation reinforced concrete wall: ground floor: 250 mm upper floor: 180 mm 2 stainless-steel wall tie 3 alum. cover to 85 mm blind box 19 mm fibre-cement strip 50/50 mm wood bearer 4 wood/aluminium window with triple glazing 5 window sill/bench: 20 mm composite wood board 13 mm adhesive ­cement 12 mm fibre-cement sheeting 6 acoustic soffit: 25 mm mineral fibreboard 7 gym window ­reveals: 12 mm ­fibre cement sheeting, 13 mm adhe­sive c ­ ement 8 19/60 wood strip 9 polymer concrete window sill/seating 10 damp-proof course 11 area-elastic system floor for sports 120 mm reinforced concrete floor 400 mm compression-resistant ­ thermal ­insulation

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CONCEPTS FOR THE COMMUNITY

Sections Floor plan Classroom Scale 1:200

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COMPREHENSIVE SCHOOL IN AARHUS, DK

Four Modular Primary Schools in Munich

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wulf architekten

CONCEPTS FOR THE COMMUNITY

In a pilot project for a modular system that Wulf Architekten developed for the city of Munich, four primary schools were constructed in different locations, following the so-called Munich “house of learning” principle. The main aspect of the design is its organisation into individual, manageable houses of learning as independent units that can be stacked and combined in ­various ways. They simplify orientation and encourage a sense of community in groups: conceived for 90 to 100 pupils and 12 teachers and tutors each, they convey a feeling of home. The comprehensive range of spaces in the learning building permits different teaching and tutoring methods, as well as all-day operation. Instead of separate areas for afternoon supervision or an adjoined after-school care centre, spaces are included here that can be used for both teaching and recreational offers over the course of a day. The floor plan module of the learning building is based on a 10.5 × 9 m grid and composed of four classrooms for 24 to 28 pupils each, as well as spaces for full-day supervision, recesses for individual study, a team room, sanitary facilities, and the common break-time area as a forum, where the most diverse activities can take place. The access areas are designed as generously dimensioned common spaces that invite studying and lingering. At the centre of the break-time area are wooden platforms to which the children can retreat for reading. The spaces between the classrooms, which are also available to the after-school care centre, can be flexibly used as additional work and group spaces, for joint craft activities, for example, as well as film screenings or exhibitions. The houses of learning modules have been differently combined and assembled into various buildings for the four l­ocations in Munich’s urban development areas of Domagkpark, Prinz-­ Eugen-Park and Freiham. This is made possible, on the one hand, by constructing the modules as stiffened multistorey frames – up to three floors can be stacked on top of each other and, for instance, also on sports halls. On the other hand, the central special module, accommodating the main entrance, the foyer, the staircase, the cafeteria, as well as administrative and specialist spaces, allows the modular system to be ­rounded out and adapted to the situation of the individual school. An integrated atrium provides light for the interior areas of each module. In order to lend the indoor spaces a specific character in spite of modular repetition, the architects designed a ceiling of prefabricated exposed concrete barrel shells that span and add rhythm to the spaces. Special ceiling sails, developed in collaboration with building physicists, absorb sound, as do the micro-­ perforated surfaces of the dividing walls. LED lamps for direct and indirect lighting are also integrated into the ceiling sails.

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Location

Munich, DE

Construction period

2015 – 2017

Type of school

Primary school

School concept

Munich House of Learning: decentralised organisation in modular and manageable units of four class­rooms, respectively, two rooms for all-day care, one work space for teachers and supervisors, side rooms and a break-time area.

Pedagogical concept

The division into houses of learning is intended to enhance pupils’ identification with their spatial surroundings and improve orientation. Connectable spaces and flexible walls allow for different teaching and supervision methods.

Additional room uses

Day-care centre

Gross floor area

11,115 m2

Effective floor area

7,140 m2

No. of classrooms

20

No. of pupils

max. 560

Structure

Modular system that can be variously combined and assembled into different buildings; construction as stiffened multistorey frame. Ceilings made of prefabricated exposed concrete barrel shells.

Lighting

Daylight and artificial light

FOUR MODULAR PRIMARY SCHOOLS IN MUNICH, DE

Site plans 3 Scale 1:7,500

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4 1 Primary school, Aubinger Allee, ­Freiham 1 2 Primary school, Gustl-Bayrhammer-­Strasse, Freiham 2 3 Primary school, Bauhausplatz, Domagkpark, Schwabing-Freimann 4 Primary school, Ruth-Drexel-Strasse, Prinz-Eugen-Park, Bogenhausen

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Sections Floor plans Scale 1:1,000 1 School entrance 2 Music room 3 Teaching space 4 Full-day care 5 Dining hall 6 Kitchen 7 Foyer 8 Multi-purpose space 9 Courtyard 10 Break area/Multi-­purpose space 11 Learning corner 12 Team space 13 Nursery entrance 14 Administration 15 Group room for ­nursery school 16 Group room for crèche 17 Services 18 Void 19 Teachers’ room with library 20 Workroom 21 Caretaker’s flat 22 Teaching materials 23 Workshop 24 Chair store 25 Connecting corridor 26 Pupils’ changing room 27 Teachers’ changing room 28 Fitness studio 29 Sports hall 30 Equipment space

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FOUR MODULAR PRIMARY SCHOOLS IN MUNICH, DE

The main principle of the design is its organisation into individual, manageable houses of learning that can be stacked and combined in various ways. Four primary schools at different locations in Munich have been realised using this modular system.

212

CONCEPTS FOR THE COMMUNITY

Isometric views: house-of-learning module 1 Teaching space 2 Full-day care 3 Break area/Multi-­purpose space 4 Courtyard 5 Team space 6 WCs 1

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FOUR MODULAR PRIMARY SCHOOLS IN MUNICH, DE

Horizontal and vertical section Scale 1:20 1 roof construction: extensive planting filter mat 25 mm drainage layer protective and storage mat protective fibre mat two-layer elastomer-bitumen seal 25–335 mm EPS insulation to falls 100 mm EPS thermal insulation bituminous vapour barrier with aluminium insert layer 120 mm prec. white concrete vaulted roof 2 1 mm aluminium sheet covering bent to shape two-layer elastomer-bitumen seal 200/400/6 mm steel angle 3 liquid-plastic seal on reinforced concrete slab 4 facade construction: rendering, baseboard 240 mm mineral-wool thermal insulation 330 mm reinforced concrete wall 120 mm prec. concrete wall units 5 floor construction: 2.5 mm linoleum 55 mm heating screed 5 mm baseboard 20 mm EPS impact-­sound insulation 30 mm gypsum fibreboard 70 mm hollow-floor construction prec. white concrete barrel-vaulted floor units 6 oak lining with integral curtain track 7 sun blind 8 triple glazing in lacquered oak frame: 8 mm toughened glass + 14 mm cavity + 6 mm float glass + 14 mm cavity + 6 mm toughened glass U = 0.6 W / m2K g 9 reinforced concrete escape balcony 10 80/200 mm lam. larch column, glazed ­finish 11 galvanised steel balustrade, painted: 40/12 mm steel rails Ø 12 mm bar filling 12 20/30 mm horizontal larch louvres on 30/30/3 mm ­stainless-steel ­angle frame 13 ventilating opening: 10 mm laminated wood panel in oak frame 100 mm mineral-­wool thermal insulation 2 mm sheet steel vapour barrier 10 mm laminated wood panel

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FOUR MODULAR PRIMARY SCHOOLS IN MUNICH, DE

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FOUR MODULAR PRIMARY SCHOOLS IN MUNICH, DE

Vertical section Scale 1:20 1 partition: 2× 12.5 mm gypsum plasterboard 50 mm channel ­sections with 40 mm mineral fibreboard insulation 2× 12.5 mm gypsum plasterboard 165 mm cavity 50 mm channel ­sections 40 mm mineral fibreboard insulation between 2× 12.5 mm gypsum plasterboard 2 floor construction: 2.5 mm linoleum 55 mm heating screed 5 mm baseboard 20 mm EPS impact-sound insulation 30 mm baseboard 70 mm hollow-floor construction 3 120 mm semi-­finished concrete floor unit 4 prec. white concrete barrel-vaulted element 5 LED fitting: indirect lighting 6 20/15 mm whitepainted oak strips 6 mm layer of felt 1.5 mm perforated sheet-metal strip laminated construction board ribs with 50 mm absorbent felt between 1 mm clamping strips 7 LED fitting: direct lighting

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Ceilings of prefabricated exposed concrete barrel shells add rhythm to the interior spaces, lending them a distinctive character.

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CONCEPTS FOR THE COMMUNITY

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FOUR MODULAR PRIMARY SCHOOLS IN MUNICH, DE

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CONCEPTS FOR THE COMMUNITY

The access areas are designed as extensive common spaces.

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FOUR MODULAR PRIMARY SCHOOLS IN MUNICH, DE

School Extension in Versailles

222

Joly & Loiret agence d’architecture

CONCEPTS FOR THE COMMUNITY

With its undulating roofscape, the extension of an existing primary school complex in Versailles enlivens the interior of a block in a dense residential quarter. The dynamic exterior shape already hints at the use inside – the building houses a music and dance school, a branch of the regional academy of music, that enhances the city’s public education programme. The two-­ storey building closes off the existing schoolyard facing a small side street, and replaces a covered playground of the primary school complex from the 1960s. The new building functions both independently as well as in conjunction with the primary school, whose children can opt for the music class. Both institutions are accessed through the main entrance in the existing building via a common lobby seamlessly adjoining the new wing with its bright reception area. From here, a short corridor leads past the changing rooms to the light-filled dance studios in the two spacious roof volumes, whose asymmetric truncated pyramid shape improves spatial orientation for the dancers as well as the acoustics. Extensive glazing that extends down to the floor opens up to the courtyard, while additional daylight enters through the skylights. The ground floor houses four music and rehearsal rooms as well as the extension of the school canteen, all of which face the school playground. In order to avoid disturbing each other, the dance studios were designed as a space-inspace construction and mounted on vibration dampers in an acoustically decoupled manner. The broad corridor on the ground floor forms a lively contrast to the neutral white finish of the dance and music rooms: the dark grey clay plaster of the walls, in conjunction with the extraordinary ceiling design by the artist Marie Maillard, as well as the built-in furniture and floors in oak, create a warm atmosphere, with surfaces that are pleasing to the touch. The corridor follows the gentle slope of the street and provides diversely designed common areas, such as the inviting seating niches in the 40-cm-deep window reveals facing the street. They serve as meeting points and waiting zones for the pupils who, through small windows, also have a direct view of the music rooms. Externally the school extension is characterised by a homogeneous cream white tone that takes up the colours of the surrounding building development and highlights the expressive structure’s sculptural quality. The roof surfaces are clad in enamelled terracotta roof tiles, while handmade bricks were used for the facades; the lettering of “Conservatoire”, too, has been integrated into the brick shell as a relief. Concealed behind the facing shell is a heterogeneous construction: while the ground floor was built in solid concrete, the upper floor largely has a timber structure. The courtyard-facing passage from the new to the old building is covered by a light canopy that connects the two wings and provides protected direct access to the canteen with its translucent glazing.

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Location

Versailles, FR

Construction period

2015 – 2016

Type of school

Primary school; dance and music conservatory

School concept

Renovation and extension of the existing building to create new spaces for the school and the dance and music conservatory. Upper ground floor: Dance studio (renovation of existing building) Dance studio (extension) Lower ground floor: Dance studio (extension) Second floor, Lully building: New staff room, classroom and lift access

Additional room uses

Dance and music rooms

Gross floor area

787 m2 + 300 m2 renovation

Structure

Structure Concrete floors; post, beam and slab in reinforced concrete; wooden structure for all the envelopes.

Lighting

White (cold) light with 4000 K in the dance and music studio; yellow (warm) light with 2800 K in the common spaces / circulation areas; natural daylight.

Ventilation

Dual-flow ventilation

Energy aspects

Respecting bioclimatic and passive principles, ­including a structure with external thermal insulation; a compact building form; cross-­ ventilation, reinforced by opening skylights in the dance studios; natural daylighting; exterior vertical sunscreen blinds.

SCHOOL EXTENSION IN VERSAILLES, FR

Site plan Scale 1:2,500

The two spacious roof volumes contain the dance studios, which are illuminated via skylights and floor-to-ceiling glazing facing the courtyard.

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CONCEPTS FOR THE COMMUNITY

Section Floor plans Scale 1:400 1 Dance studio 2 Changing room 3 Exhibition space (converted existing building) 4 Main entrance (converted existing building) 5 Rehearsal space 6 Corridor with 4° slope 7 Music room 8 Canteen extension 9 Existing canteen 10 Exit to playground

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SCHOOL EXTENSION IN VERSAILLES, FR

The newly constructed music and dance school extends the existing primary school complex in a dense residential district. The expressively shaped roof volumes accommodate the dance studios, which are lit by skylights and glazing that extends down to the floor facing the courtyard.

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CONCEPTS FOR THE COMMUNITY

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SCHOOL EXTENSION IN VERSAILLES, FR

Vertical section Scale 1:20 1 12 mm white enamelled terracotta roof tiles 40/27 mm battens 40/27 mm counterbattens waterproof layer 18 mm plywood 60/80 mm bearers with ­thermal insulation between vapour barrier 80/320 mm lam. timber rafters 50 mm steel channel-section supporting structure 2× 12.5 mm gypsum plasterboard, 50 mm sound insulation 12.5 mm perforated gypsum plasterboard, white paint finish 2 roof light: double glazing in aluminium frame 3 polyester fabric roller blind 4 2 mm white powder-coated zinc sheeting 5 self-supporting facing brickwork: 220/110/55 mm handmade white clay bricks with 8 mm white mortar joints 20 mm ventilated cavity sealing layer 50 mm wood-fibre insulation 22 mm composite wood boarding 100/50 mm laminated spruce column, insulation between 18 mm composite wood boarding vapour barrier; 200 mm cavity 50 mm steel channel-section supporting structure 2× 12.5 mm gypsum plasterboard 50 mm sound insulation 12.5 mm perforated gypsum plasterboard, white paint finish 6 5/7 mm stainless-steel wall a ­ nchor 7 lintel over window fixed to 7 mm concealed stainless-steel brackets 8 3 mm vinyl flooring sprung floor finish: 38 mm laminated birch boarding 30 mm elastomer feet 250 mm reinforced concrete floor 15 mm elastomer acoustic dividing strip 9 double glazing in wooden frame 10 acoustically separated space-in-space construction: 12.5 mm perforated gypsum plasterboard, 50 mm sound insulation 50 mm cavity 2× 12.5 mm gypsum plasterboard 50 mm sound insulation 120/50 mm steel frame suspension structure 11 double glazing in wooden frame, acoustically separated 12 2.5 mm linoleum flooring vibration absorbers let into 120 mm reinforced concrete slab 10 mm cavity 40 mm rigid foam insulation 220 mm reinforced concrete floor 120 mm thermal insulation 13 self-supporting facing brickwork: 220/110/55 mm handmade white clay bricks with 8 mm white mortar joints; 20 mm ventilated cavity sealing layer 50 mm wood-fibre insulation 90 mm reinforced concrete plinth 60 mm mineral fibreboard dividing layer 100 mm concrete block walling 50 mm steel channel section supporting structure; insulation 2× 12.5 mm gypsum plasterboard

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SCHOOL EXTENSION IN VERSAILLES, FR

Secondary School in Copenhagen

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3XN

CONCEPTS FOR THE COMMUNITY

A square cube, surrounded by colourful glass louvres in ­Copenhagen’s Ørestad district, the secondary school reveals little about its unusual interior from the outside. The open space continuum not only supports the pedagogical concept and encourages new teaching and learning methods, but also communication and a sense of community. It is, in a sense, the architectural application of the Danish school reform that strives to provide openness, transparency and independent learning in largely non-hierarchical spaces. At the centre of the school building lies the expansive and bright hall. Around this central core, the ceilings between floors are each cut out differently, so that the levels are offset against one another and grouped around the sculptural staircase that swings up across the four storeys. The air space extends over the entire building height and receives abundant daylight through the fully glazed facades and the elongated roof skylight. The atrium and the learning levels seamlessly merge into a multifaceted spatial landscape with stairs, galleries, plateaus and recesses. It is zoned by half-height wall cupboards and the circular volumes of the closed meeting rooms. Their “roofs” accommodate lounge-like learning islands as team areas and resting zones. Three cylinders in the building corners house emergency staircases, an elevator and sanitary rooms. The open areas, their horizontal and vertical connections, as well as the diverse visual links, reflect the interdisciplinary approach of the teaching concept. Instead of year-based learning, the pupils aged between 16 and 19 work together in study teams. Each of the four floors accommodates a learning zone with its own knowledge area and provides spaces for diverse teaching methods and learning activities. Open areas for group work as well as recesses for self-study and closed rooms for presentations and meetings are likewise available. The concept is complemented by newly developed furniture that can be easily combined and creates variable learning spaces. Since the pupils work with laptops, in accordance with the secondary school’s focus on media studies and the innovative use of digital media, the learning islands, though furnished with sofas and beanbags, are spaces for relaxation and for work, with broad parapets serving as informal high tables. The open learning landscape is combined with a small number of classroom-like group rooms along the facades, which are, in turn, connected to the wider space by glazed walls. On the ground floor, the canteen simultaneously functions as a foyer. It smoothly merges with the auditorium and its wide staircase and seating steps, which lead down to the sports hall. The noise level is kept moderate by acoustic ceilings and walls as well as the sound-­absorbing surfaces of the finishing.

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Location

Ørestad, Copenhagen, DK

Construction period

2003 – 2007

Type of school

Secondary school

School concept

Open learning landscape with diverse horizontal and vertical connections, translating the interdisciplinary teaching concept as well as the learning methods’ openness and flexibility into space.

Pedagogical concept

Interdisciplinary approach of the teaching concept in the humanities, natural sciences and social sciences, and a specialised programme focusing on media, communications and culture.

Gross floor area

12,000 m2

No. of pupils

1,100

Structure

The floors are open towards a central core with a broad, spiralling main staircase. Three mega-­ columns form the primary load-bearing system, supplemented by a number of smaller columns ­positioned according to structural requirements. Each floor has few permanent elements, and can be almost com­pletely laid out and rearranged at will.

Lighting

The interior spaces are flooded by daylight from the sides and through the open floors. Adjustable slatted façades control the sunlight. CTS system for efficient management of lighting, heating, and ventilation.

Ventilation

Hybrid ventilation system: CTS mechanical heating and natural ventilation.

Energy aspects

Compact design of the building; solar panels. ­Controlling solar incidence by the use of slats. Demand-controlled ventilation system, equipped with highly efficient heat recovery. All technical systems are equipped with automatic systems. The systems are sectioned according to the use, ­usage time and location of the individual areas. Decentralised hot water production. Flow re­strictor (water consumption). Low-energy light sources.

SECONDARY SCHOOL IN COPENHAGEN, DK

Section Floor plans Scale 1:750 1 Foyer 2 Canteen 3 Administration 4 Void/Sports facilities 5 Music rooms 6 Library 7 Atrium 8 Group room 9 Meeting space 10 Teachers’ space aa

The cube encompasses an open space continuum. Aspects such as openness, transparency and ­independent learning in largely non-hierarchical spaces define the architectural design.

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SECONDARY SCHOOL IN COPENHAGEN, DK

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In the central atrium, levels that are offset against one another are grouped around a staircase. The diverse spatial landscape includes galleries, plateaus and niches, with differentiated qualities.

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Sectional details Scale 1:20 1 60/34 mm ash handrail 2 50 mm magnesite screed 120 mm reinf. conc. 3 steel g-beam 550 mm deep with fire-resistant coating 4 2× 13 mm plasterboard 5 60/27 mm steel U section 6 15–22 mm ash riser 7 22 mm ash tread; 2 mm granulated cork 6 mm sheet steel 8 2/80 mm stainless-steel section, satin polished 9 acoustic plaster on 25 mm sheeting 2× 13 mm plasterboard 10 10.5 mm composite ash boarding 45 mm mineral wool; 55 mm cavity 10 mm sheet steel; 20 mm trapezoidal section steel; 2× 13 mm plasterboard 11 250/560/10 mm hollow sheet-steel beam

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SECONDARY SCHOOL IN COPENHAGEN, DK

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SECONDARY SCHOOL IN COPENHAGEN, DK

Freedom Otho, year 4 (School vision workshop of die Baupiloten)

AUTHORS

PICTURE CREDITS

Kirstin Bartels is an architect, school building consultant and managing partner at Cityförster Hamburg. Following her studies, she lived in Oslo for 14 years where she developed her work focus in the field of “pedagogical architecture”. She has realised innovative school buildings in both Norway and Germany. At present, she is working on planning the Elisabeth von Thadden Secondary School as part of IBA Heidelberg. Since 2012, she has also been advising schools, cities and municipalities at home and abroad on the development of spatial pedagogical school concepts, starting from “phase zero”.

fasch&fuchs.architekten Front cover Vertikal section skylight (School- and Cultural Centre in Feldkirchen/Donau) Adam Mørk Back cover (Comprehensive school in Odder) labor b designbüro on template by Jochem Schneider. Source: Schulen planen und bauen 2.0. Grundlagen, Prozesse, Projekte/Leitlinien für leistungsfähige Schulbauten in Deutschland. Editor: Montag Stiftung Jugend und Gesellschaft 7, 12 bottom Montag Stiftung Jugend und Gesellschaft 8 top left, 11 bottom Stefan Bayer 8 top right HeidelbergCement/Steffen Fuchs 8 bottom left flashpoint studio 5, 8 bottom right Eberhard Weible 11 top, 12 top Eduard Hueber 16 Jakob Schoof 157, 158/159, 174, 176, 180/181 die Baupiloten 19, 20 top, 21, 32, 76, 118, 162, 194, 240 Jan Bitter 20 bottom, 22, 25 Imke Wies van Mil/Henning Larsen 27, 28, 31 Su Shengliang 34, 36, 38/39, 40, 41 Adam Mørk 42, 44, 46/47, 48, 49, 66, 68, 70, 71, 72/73, 74, 75 Markus Dobmeier 50, 54, 55 Christian Brandstätter 52, 56/57 Bruno Klomfar 58, 60, 62/63, 64, 65 Stijn Bollaert VG Bild-Kunst, Bonn 78, 80, 82/83, 84, 85, 86, 87 José Hevia Blach 88, 90, 92, 93, 95, 96, 97 Adrià Goula 98, 101, 102/103, 104, 106, 107 Hertha Hurnaus 108, 110, 112, 113, 114, 115, 116, 117 Luis Díaz Díaz 120, 122, 124, 126, 127, 128, 129 Tim van de Velde VG Bild-Kunst, Bonn 130, 132, 135, 136/137, 138, 139 Alessandra Bello I-Venedig 140, 142, 144/145, 147, 148, 149 Grüntuch Ernst Architekten, photo: Celia de Coca 150, 152, 155, 156, 160, 161 Stefan Müller-Naumann 164, 166, 169, 172, 173 Carolin Hirschfeld 168, 170 Meike Hansen/Archimage 178 Hagen Stier 182, 183 Mark Hadden 184, 186, 188, 189, 190, 191, 192, 193 Hutton + Crow 196, 203, 207 bottom Jørgen Weber 198 top Peter Nørby 199, 204, 207 top Henning Larsen 205 Brigida González 208, 212, 213, 214, 216/217, 218, 219, 220, 221 Schnepp Renou 222, 224, 226/227, 229 Adam Mørk/3XN 230, 232, 235, 236, 237, 238/239

Elisabeth Endres studied architecture at the technical universities of ­Kaisers­lautern and Munich. She was research associate at the Chair for Building C ­ limatology and Building Services with Professor Gerhard Hausladen. Since 2013, she has been a project manager at the engineering firm Hausladen, where she also joined the managing board in 2018. Her dissertation researched the topic of “Low-tech vs. high-tech – Building services at the interface with architecture”. Following teaching assignments at the Academy of Fine Arts in Munich and the universities of applied sciences in Wismar and Salzburg, she has since 2019 held the professorship for building technology at TU Braun­ schweig. Susanne Hofmann is an architect and member of the Association of German Architects (BDA) as well as founder and owner of the Berlin-based architectural practice Die Baupiloten BDA. Her focus is on the participative development of schools, educational and cultural institutions, as well as public housing. The innovative, socially committed architectural projects, participatory procedures and tools have received various awards. For example, the school vision game, a negotiation tool for developing spatial changes, was awarded the Kultur- und Kreativpiloten 2018 prize by the Federal Ministry of Economics. ­ Sandra Hofmeister is editor-in-chief of Detail magazine. After studying ­history of art and Romance studies in Berlin and Munich, she received her doctorate at the Ludwig-Maximilians-Universiy of Munich. She was editor-in-chief of the German edition of Domus from 2012 to 2015. Her articles on architecture and design have been published in international newspapers, magazines and books. In addition to her work as an editor and publisher, Sandra Hofmeister teaches at the University of Applied Arts Vienna. Barbara Pampe is an architect and, together with Dr Meike Kricke, has been chair of the Montag Stiftung Jugend und Gesellschaft [Montag Foundation Youth and Society] since December 2019, where she headed the P ­ edagogical Architecture division from 2014 to 2019. Following her studies in Bordeaux, Weimar and Delft, she worked in various architectural practices and founded “baladilab” together with Vittoria Capresi in 2011. In the field of school building, she conducted research and taught at the Institute of Public Buildings and Design at the University of Stuttgart, headed by Professor Arno Lederer. She was professor for design and building theory at the German University in ­Cairo (GUC) from 2011 to 2014. Barbara Pampe has authored and initiated diverse publications and projects on the topic of future-oriented school building. In parallel with her work at the Montag Stiftungen [Montag Foundations], she has taught at various universities at home and abroad. Imke Wies van Mil is an architectural lighting designer and researcher. She cur­ rently works at Henning Larsen (Copenhagen, DK), contributing her lighting expertise to a diverse range of projects. At the Royal Danish Academy of Fine Arts, Imke is working towards a PhD degree. Her research interest aims to ­improve the lighting conditions in our everyday, and specifically ­educational, environments. Before taking up her current positions, Imke worked for multi­ disciplinary design firm Arup in Amsterdam (NL) and London (UK). She holds an MSc in Industrial Design Engineering (Delft University of Technology) and an MSc in Lighting Design (University College London).

242

AUTHORS

PICTURE CREDITS

Kirstin Bartels is an architect, school building consultant and managing partner at Cityförster Hamburg. Following her studies, she lived in Oslo for 14 years where she developed her work focus in the field of “pedagogical architecture”. She has realised innovative school buildings in both Norway and Germany. At present, she is working on planning the Elisabeth von Thadden Secondary School as part of IBA Heidelberg. Since 2012, she has also been advising schools, cities and municipalities at home and abroad on the development of spatial pedagogical school concepts, starting from “phase zero”.

fasch&fuchs.architekten Front cover Vertikal section skylight (School- and Cultural Centre in Feldkirchen/Donau) Adam Mørk Back cover (Comprehensive school in Odder) labor b designbüro on template by Jochem Schneider. Source: Schulen planen und bauen 2.0. Grundlagen, Prozesse, Projekte/Leitlinien für leistungsfähige Schulbauten in Deutschland. Editor: Montag Stiftung Jugend und Gesellschaft 7, 12 bottom Montag Stiftung Jugend und Gesellschaft 8 top left, 11 bottom Stefan Bayer 8 top right HeidelbergCement/Steffen Fuchs 8 bottom left flashpoint studio 5, 8 bottom right Eberhard Weible 11 top, 12 top Eduard Hueber 16 Jakob Schoof 157, 158/159, 174, 176, 180/181 die Baupiloten 19, 20 top, 21, 32, 76, 118, 162, 194, 240 Jan Bitter 20 bottom, 22, 25 Imke Wies van Mil/Henning Larsen 27, 28, 31 Su Shengliang 34, 36, 38/39, 40, 41 Adam Mørk 42, 44, 46/47, 48, 49, 66, 68, 70, 71, 72/73, 74, 75 Markus Dobmeier 50, 54, 55 Christian Brandstätter 52, 56/57 Bruno Klomfar 58, 60, 62/63, 64, 65 Stijn Bollaert VG Bild-Kunst, Bonn 78, 80, 82/83, 84, 85, 86, 87 José Hevia Blach 88, 90, 92, 93, 95, 96, 97 Adrià Goula 98, 101, 102/103, 104, 106, 107 Hertha Hurnaus 108, 110, 112, 113, 114, 115, 116, 117 Luis Díaz Díaz 120, 122, 124, 126, 127, 128, 129 Tim van de Velde VG Bild-Kunst, Bonn 130, 132, 135, 136/137, 138, 139 Alessandra Bello I-Venedig 140, 142, 144/145, 147, 148, 149 Grüntuch Ernst Architekten, photo: Celia de Coca 150, 152, 155, 156, 160, 161 Stefan Müller-Naumann 164, 166, 169, 172, 173 Carolin Hirschfeld 168, 170 Meike Hansen/Archimage 178 Hagen Stier 182, 183 Mark Hadden 184, 186, 188, 189, 190, 191, 192, 193 Hutton + Crow 196, 203, 207 bottom Jørgen Weber 198 top Peter Nørby 199, 204, 207 top Henning Larsen 205 Brigida González 208, 212, 213, 214, 216/217, 218, 219, 220, 221 Schnepp Renou 222, 224, 226/227, 229 Adam Mørk/3XN 230, 232, 235, 236, 237, 238/239

Elisabeth Endres studied architecture at the technical universities of ­Kaisers­lautern and Munich. She was research associate at the Chair for Building C ­ limatology and Building Services with Professor Gerhard Hausladen. Since 2013, she has been a project manager at the engineering firm Hausladen, where she also joined the managing board in 2018. Her dissertation researched the topic of “Low-tech vs. high-tech – Building services at the interface with architecture”. Following teaching assignments at the Academy of Fine Arts in Munich and the universities of applied sciences in Wismar and Salzburg, she has since 2019 held the professorship for building technology at TU Braun­ schweig. Susanne Hofmann is an architect and member of the Association of German Architects (BDA) as well as founder and owner of the Berlin-based architectural practice Die Baupiloten BDA. Her focus is on the participative development of schools, educational and cultural institutions, as well as public housing. The innovative, socially committed architectural projects, participatory procedures and tools have received various awards. For example, the school vision game, a negotiation tool for developing spatial changes, was awarded the Kultur- und Kreativpiloten 2018 prize by the Federal Ministry of Economics. ­ Sandra Hofmeister is editor-in-chief of Detail magazine. After studying ­history of art and Romance studies in Berlin and Munich, she received her doctorate at the Ludwig-Maximilians-Universiy of Munich. She was editor-in-chief of the German edition of Domus from 2012 to 2015. Her articles on architecture and design have been published in international newspapers, magazines and books. In addition to her work as an editor and publisher, Sandra Hofmeister teaches at the University of Applied Arts Vienna. Barbara Pampe is an architect and, together with Dr Meike Kricke, has been chair of the Montag Stiftung Jugend und Gesellschaft [Montag Foundation Youth and Society] since December 2019, where she headed the P ­ edagogical Architecture division from 2014 to 2019. Following her studies in Bordeaux, Weimar and Delft, she worked in various architectural practices and founded “baladilab” together with Vittoria Capresi in 2011. In the field of school building, she conducted research and taught at the Institute of Public Buildings and Design at the University of Stuttgart, headed by Professor Arno Lederer. She was professor for design and building theory at the German University in ­Cairo (GUC) from 2011 to 2014. Barbara Pampe has authored and initiated diverse publications and projects on the topic of future-oriented school building. In parallel with her work at the Montag Stiftungen [Montag Foundations], she has taught at various universities at home and abroad. Imke Wies van Mil is an architectural lighting designer and researcher. She cur­ rently works at Henning Larsen (Copenhagen, DK), contributing her lighting expertise to a diverse range of projects. At the Royal Danish Academy of Fine Arts, Imke is working towards a PhD degree. Her research interest aims to ­improve the lighting conditions in our everyday, and specifically ­educational, environments. Before taking up her current positions, Imke worked for multi­ disciplinary design firm Arup in Amsterdam (NL) and London (UK). She holds an MSc in Industrial Design Engineering (Delft University of Technology) and an MSc in Lighting Design (University College London).

242

PROJECT TEAMS & SUPPLIERS Page 34 Primary School in Hangzhou Jinhui South Road, Yuhang District, Hangzhou, Zhejiang Province (CN) Client Hangzhou Liangzhu New Town Management Committee Architecture GLA (Greentown Liuhe Architects), Hangzhou gla-design.com Team Zhu Peidong, Song Ping, Fu Dongsheng, Wu Haiwen, Zhu Feng, Xu Lingfeng, Xie Daoqing, Zhou Jian, Feng Jianhua, Huang Guohua, Yu Qin, Lin Dehong, Zhong Yeqing Construction manager Zhu Peidong, Song Ping Structural engineering GLA (Greentown Liuhe Architects) Interior design Zhu Peidong, Wang Lijun, Wu Haiwen

Client s2arch – social and sustainable architecture, Verein für soziale und nachhaltige Architektur, Vienna (AT) with Ithuba Wild Coast Community College (IWCCC), Mzamba Mouth (Mbizana) Eastern Cape, South Africa ithuba.org Architecture Studio Mzamba, Munich University of Applied Sciences, Munich Director Markus Dobmeier orangefarm-ev.de

Project manager Rasmus Kruse Jensen Structural engineering MT Højgaard Design & Engineering, Søborg mth.dk Page 50 School Village in Mzamba Mzamba, Eastern Cape (ZA)

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Building services engineering Niras, Copenhagen niras.com Construction Per Aarsleff, Copenhagen

Facade execution Eiler Thomsen Alufacader, Holstebro

Client Höchst Municipality hoechst.at Architecture Dietrich | Untertrifaller, Bregenz dietrich.untertrifaller.com

Page 42 Comprehensive School in Odder

Team Carsten Primdahl, Mikkel Frost, Kolja Nielsen, Mikkel Schlesinger, Rasmus Kruse Jensen, Flemming Svendsen, Mette Yde, Allan Trøjborg, Anders Tind, Tommy Ladegaard Rand, Troels Tvedebrink, Thomas Christensen, Rebekka Nielsen, Trine Gylling, Daniel Birch, Maialen Irastorza

Architecture C.F. Møller Architects, Copenhagen

Gaißauer Straße 10, 6973 Höchst (AT)

Structural engineering timber Merz Kley Partner, Dornbirn mkp-ing.com

Architecture Cebra, Aarhus cebraarchitecture.dk

Client Ejendomsfonden Copenhagen International School (ECIS)

Implementation building services Consortium KT DTEK, Copenhagen

Landscape architecture Greentown Akin, Hangzhou g-la.cn

Client Odder Municipality, Odder odder.dk

Levantkaj 4–14, 2150 Copenhagen (DK)

Page 58 Primary School in Höchst

Team Peter Nußbaumer (project lead, project architect), Katharina Reiner, Suzanne Bentlage

Tværgade 12, 8300 Odder (DK)

Page 66 International School in Copenhagen

Solar panels SolarLab, Aarhus solarlab.dk Landscape planning C.F. Møller Landscape, Copenhagen Page 78 Special School in Ghent BuBaO Sint-Lievenspoort Sint-Lievenspoortstraat 129, Ghent (BE)

Structural engineering concrete Gehrer, Höchst

Client  DBFM Schools of Tomorrow, Vzw Sint-Lievenspoort

Construction manager gbd, Dornbirn gbd.at

Architecture evr architecten, Ghent evr-architecten.be

Building physics Weithas, Lauterach weithas.com

Team Jan Van Den Broeke, Niels Baeck, Manu Heytens, Mathieu Verougstraete, Lore Perneel, Michiel Weekers with Callebaut Architecten, Drongen callebaut-architecten.be

Building services e-plus, Egg e-plus.at Electrical planning Hecht, Rankweil hecht.at Construction ecology Spektrum, Dornbirn spektrum.co.at Drainage Rudhardt+Gasser, Bregenz rgzt.at Landscape architecture Heinrich, Winterthur h-la.ch

Team Wouter Callebaut, Nicholas Matthijs Project architect Niels Baeck General contractor vanlaere.be Page 88 School Extension in Vilanova i la Geltrú Calle Mare Isabel Ventosa, s / n, 08800 Vilanova i la Geltrú, Barcelona (ES)

Client Departament d’ensenyament de la Generalitat de Catalunya Architecture GATPA Arquitectes, Barcelona Alex Gallego, Jordi Adell, David Tapias and Gerard Puig Team Alex Gallego Urbano, Jordi Adell Roig, David Tapias Monné, Gerard Puig Freixas Structural engineer Manuel Arguijo y Asociados, Barcelona manuelarguijo.com Construction manager Tarraco Empresa Constructora, Barcelona tarracoec.com Terrazzo floors Graus, Lleida (ES) terratzosgraus.com Concrete blocks Prefabricats Lleida, Artesa de Segre prefabricatslleida.com Concrete formwork Sten, Barcelona sten.es Page 98 School Building in Sabadell Carrer del Jardí, 08202 Sabadell (ES) Client Agrupació Pedagògica Sant Nicolau Sabadell Architects Harquitectes David Lorente, Josep Ricart, Xavier Ros, Roger Tudó, Sabadell harquitectes.com Team Blai Cabrero, Carla Piñol, Toni Jiménez Structural engineer planning BIS structures, Barcelona bisstructures.com Structural engineer construction DSM arquitectes, Vic dsm-arquitectes.blogspot.com with ÀBAC enginyers, Barcelona General contractor TARRACO Empresa Constructora SLU Sant Cugat del Vallès tarracoec.com South facade and interior wood joinery Decoval, Carpintería y Decoración S.L. Barcelona

Timber construction south facade Soldevila Construccions de Fusta, S.A. Barcelona soldevila.es Steel structure Ferricat, S.L., Dosrius ilurosl.com Building services EDA Instalaciones y Energías, S.L Barcelona edaie.com Facade Viroc, Guadalajara (MX) virocmx.com

Thermoprojekt, Vienna thermo-projekt.at Electrical planning construction phase 2 tgaplan gebäudetechnik gmbh, ­Grein tgaplan.at

Architecture Compagnie-O architects, Ghent compagnie-o.be

Page 120 School in Orsonnes

Team Francis Catteeuw, Pieter Van der Poel, Stefan Hooijmans, Soetkin Goddaert, Ruben Rottiers 

Route de Chavannes 29, 1694 Orsonnens (CH) Client Commune de Villorsonnens villorsonnens.com 

Schulstrasse 12, 4101 Feldkirchen an der Donau (AT)

Architecture TEd’A arquitectes, Palma de Mallorca (ES) tedaarquitectes.com

Architecture fasch&fuchs.architekten, Vienna Hemma Fasch, Jakob Fuchs, Fred Hofbauer faschundfuchs.com Project architect construction phase 1 Regina Gschwendtner Project architect construction phase 2 Martina Ziesel Team Martina Ziesel, Robert Breinesberger, Bianca Mann, Constanze Menke, Martin Ornetzeder, Stefanie Schwertassek, Emanuel Tornquist, Heike Weichselbaumer, Erwin Winkler Structural engineer werkraum wien ingenieure, Vienna werkraumwien.at Building physics Dr. Pfeiler GmbH, Graz zt-pfeiler.at Fire protection IBS Technisches Büro GmbH, Linz ibs-tb.at Tendering Günter Bösch, Klosterneuburg Mechanical and electrical planning construction phase 1 HPD Planungsdienst, Vösendorf hpd.at Mechanical engineering construction phase 2

244

Client AG Real Estate, Bruxelles agrealestate.eu

Art work Hermann Staudinger, Vienna hermannstaudinger.at

Page 108 School and Cultural Centre in Feldkirchen / Donau

Client Verein zur Förderung der Infrastruktur der Marktgemeinde Feldkirchen an der Donau, Feldkirchen an der Donau

Page 130 Primary School in Lebbeke Brusselsesteenweg 43, 9280 Lebbeke (BE)

Construction management Rapin Saiz Architectes, Vevey rapinsaiz.ch Team Toni Ramis, Tomeu Mateu, Margherita Lurani, Teresa Piferrer (TEd’A), Mona Dorion, Valentin Rey, Camille Trechot, Nicolas Olivier (Rapin Saiz) Structural engineers, timber construction Ratio Bois, Ecublens ratio-bois.ch Structural engineers, concrete construction 2M Ingénierie Civile, Yverdon-les-Bains 2m-ingenieurs.ch Acoustic design Ecoacoustique, Lausanne ecoacoustique.ch  Facade engineers Xmade, Barcelona xmade.eu HVAC planning Sacao, Givisiez sacao.ch Electrical engineering Bernard Bersier, Le Mouret etudes-electricite.ch Shell construction frutiger.com Timber construction jpf-ducret.ch Timber facade vialcharpentes.ch

Structural engineering Util Struktuurstudies, Schaarbeek util.be Building services engineering Abetec NV, Zele abetec.be Technical control Vinçotte, Brussels vincotte.be General contractor Jan de Nul Group jandenul.com Van Laere vanlaere.be Thermal separations in steel construction Schöck schoeck.de Page 140 Primary School in Chiarano Via Roma 69 / a, 31040 Chiarano (IT) Client Comune di Chiarano Chiarano Architecture C+S, Treviso cipiuesse.it Project architects Stéphane Vigoureux, Adrian Garcin Team Davide Testi, Alessandro Mimiola, Guido Stella, Mauro Tonnello Structural engineering, MEP engineering, sustainability concept and project management F&M Ingegneria s.r.l, Mirano fm-ingegneria.com Page 150 The German School in Madrid Calle Monasterio de Guadalupe, 7 28049 Madrid-Montecarmelo (ES)

Client Federal Republic of Germany represented by the Federal Ministry for the Environment, Nature Conservation, Building and Nuclear Safety, represented by the Federal Office for Building and Regional Planning (project lead Gunther Machens) and the Verein der Deutschen Schule Madrid Architecture Grüntuch Ernst Architekten, Berlin Armand Grüntuch, Almut ­GrüntuchErnst gruentuchernst.de Project architects Erik Behrends, Florian Fels, Olaf Menk, Arno Löbbecke, Jens Schoppe Team Benjamin Bühs, Ana Acosta Lebsanft, Irene Arranz Astasio, Rafael Ayuso Siart, Cristina Baixauli Garcia, Mar Ballesteros, Tina Balzereit, Anna Berger, Johannes Blechschmidt, Matthias Cremer, Benjamin Figueroa Henseler, Jost von Fritschen, María García Méndez, Joana García Puyuelo, Isabell Gruchot, Julia Naomi Henning, Kristina Herresthal, Götz Hinrichsen, Mónica Hinrichsen, Laura Jeschke, Rebeca Juárez, Johannes Klose, Markus Lassan, Itziar León Soriano, Danko Lindner, Sarah Manz, Elena Martínez del Pozo, Vera Martinez, Annika Müller, Andreas Nemetz, María Isabel Ortega Acero, Ana Pascual Posada, Jaime Promewongse, Dominik Queck, Lisa Schäfer, Karsten Schuch, Borja Solórzano, Kerstin Thomsen, Pablo Claudio Wegmann, Henning Wiethaus, Víctor Wolff Casado, Anna Wolska Structural engineer GTB-Berlin Gesellschaft für Technik am Bau mbH, Berlin gtb-berlin.de Inspecting structural engineer Mike Schlaich, Berlin Project management  Bureau Veritas Construction Services (Project lead Christian Gerlach), Berlin bureauveritas.de Mechanical engineering Ingenieurbüro für Haustechnik KEM, Berlin ib-kem.de with Úrculo Ingenieros, Madrid urculoingenieros.com Energy consultant Transsolar Energietechnik GmbH, Stuttgart Energy consultant (competition) Prof. Dr Klaus Daniels

Building physics Müller-BBM GmbH, Berlin muellerbbm.de Fire protection Hhpberlin, Berlin hhpberlin.de with Úrculo Ingenieros

Ziehmer, Erwin Scheuhammer, Jan Lindschulte, Johannes Bäuerle, Martin Rümmele, Sascha Löffler, Sebastian Filutowski, Thomas Horejschi, Valentin Tschikof, Werner Plöckl, Wolfgang Schwarzmann Cost planning Roland Wehinger

Concrete technology consultant Martin Mangold, Berlin ibb-mangold.de

Structural engineering merz kley partner GmbH, Dornbirn mkp-ing.com

Geotechnical engineer GuD Consult GmbH, Berlin gudconsult.de

HVP Wimmer-Ingenieure GmbH, Neusäß wimmer-ingenieure.de

Landscape architecture Lützow 7 Garten- und Landschaftsarchitekten, Berlin luetzow7.de

Electrical planning Ingenieurbüro Herbert Mayr, Rommelsried ingenieurbueroherbertmayr.de

Lighting design Lichtvision, Berlin lichtvision.de

Lighting planning Lumen3 GbR, München lumen3.de

Art work Carsten Nicolai, Berlin carstennicolai.de and Folke Hanfeld, Berlin folkehanfeld.net

Fire prevention planning bauart Konstruktions GmbH & Co. l