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    Detail Magazine 2013-03

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    Detail Magazine 2013-03

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    13 views57 pages

    Detail-2013-03 - Building For Children

    Uploaded by

    Darío Martín Casazza
    Detail Magazine 2013-03

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 57
    | =| English Edition DETAIL Building for Children - Review of Architecture and opel tio ils Vol. 2013-3 DETAIL Review of Architecture Vol. 3, 2013 Building for Children arora otc Tol: +40 (0) 80 38 1000 57 CGristan Sento edie che) Sabine 0, Anoae Cabra Frank Katenbach Ata Lee, ‘chats cde, Thomas baie, Ean ware, ice Wess ‘Christa Srioertrosknee aso) Peter Popp nn) Maren Grete, Emose Mt Kéze9. Nae Kaimann, Sen Kremer crawhgs) Product adios oe Ragin Veber econ et Kaye Rel, sega anger Tinie Jenny Cay Kater nko na 238-238) Peter Gran ap 240-00 More Sey tpo_aon-t2) [Engl vancatons) aorentna Ema srasgengta de Ur Rogrosntano Averiings Syetey Grows Masia Ema stalgamstcyam com, Tolreda g)anog et Emat malaga. Torr a0 (89-38 16200 ‘Subccriotin contact and customer sore Vortitourion Maynor (aes Cre, arrany malt sstalupsgvarrebsunion da. Toi: H40 (61-2800 c821 ‘nsttut fur ctemationale Architektur Oslamenan Gmblt& Ce KG okerticke 8 50398 Munch Jalread (9098 16200 ‘ha French arc alan vansltone re avatabl fe avery suo ane ‘tal cetranslation. Discus 224 228 ait (Greistian Sonimicn. Places of earning and ving ~ Reauitsments foc Mader Ful-Tme Schools Oto Seve Reports 208 238 Locus of German and italian Imeracton: The New Biblatheca Hertiana in Rome Erk Wagarhoft Books. Exhibitions. Typology 240 48 250 252 254 256 260 262 264 266 260 are Modem Childcare Gentras = Hands-On Architecture Battin Bit. Creche in Ourense abslo alonao sronitacts, Sartiane de Compostela Day Nussory near Prince Alrad’s Hamlet n South Aca sluderis and assislanls ofthe Department for Bulging Design ofthe RAWTH Aachen Gréche and Kindergarten in Been Yurrkens Avchtects, Berl Kindergarten in Guniamedoe 2.0.¥2, Viena kindergarten in Esp00 IKMM franitect, Holsnk Kindergarten in Nimes Tecleriques, Lyons Gracha, Kindergarten and Chideare Cantre in Vienna Kitsch archer & freraumplanung, Veona Primary Schoo! in Taksley. ‘Seran Wigalesnotn Archects, London ‘Westpark Education Contre in Augeburs Hausmann Archies, Aachon Primary School and Day-Care Cente in Hamburg ‘Spengler-Weschalek Architects Urban Plamers, Hamburg Kindergarten and Prmary Schoo! in Saintes ‘AAVE, Paris Process 276 288 (Childcare Cente in Serre Gioda & Trauirann Avviiects, lowe Primary Schoo! in Sad Blumay Feviedk /Faitzer, Graz Products 300 306 20 34 316 oe 35 0 ‘Social Davoare Contes, Nurseries and Schools Interior Design Batirooms and Sanitarymare Flooring Ecoouid 2013 Review sence arson ane erganizaions invlved in the planning + Contactors and auppliows Programme « Phote crests + Editorial ano publishing deta Editorial Rogulations and guidelines exet for almast every aspect af school ‘building, from the requisite volume of air in a classroom tothe ple ‘ground space that has to ba provided for avery pupil from the max’ ‘mum length of caridors to the minimum wicth of escape routes, Similar requlations govern the behaviour of materials when expceec ‘o fre, how to ensure greater sefaty in the event of glass breskege, {and the number of washbasins that aro necessary in a WC, No infor- Imation i provided on such things ae epatal and aesthetic qualties, however, nor on the influence of colour and light on children's con- ‘centration andi leaming ebities, Moda concopts are Galod fer that lead vay from outdated schoo! buildings anc ciasercoms that may well comply withthe relevant standards, ut which are often dull and ronatoncus, Calls for ctter- fet forms ef teaching can be hears nat justin the context of interna ‘ional pro-fciency tests and new thinking in cevelapmental psycho! ‘ogy. Today, the focus is no longer on frontal forms of tuition, but on ‘autonomous learning. At the same tne, al-day schooling is becom- ing an ever more important topic in Germany. Allthis call for frash constructional solutions that take account of changing needs. New schoo) buildings forthe elementary level should be spatially varied and flexible. Thay should provide different kinds of teaching environment ang scope fer spontanecus play ‘and communication, as well ae aroas to which chikdren can retroat {nd be alone, Schools shoule! be stimulating end eventful in their ‘design. There is @ movement away from uniform classrcoms where ‘greater emphasis is placed an low-maintenance fnishings than on attractive idoae, ‘Similar demands to tiose voiced for primary schools are being ‘made for kndergartens ang créches, ico. In imes when the birh- rate continues to sink, the availabilty ena quality of such places: «are of special significance and play @ Key ole in sooiety’s bid to raconcilo the deste to have chidren and to pursue a carver. Bul ing for children, then, ftom the creche to the primary school, mains 2 thorny problem, but a subject that is crucial forthe future. The pprazont issue of DETAIL desenibas planning principles related to this topic as well as successful examplas of the various typologies thet exist. Christian Snitch c © 7 a = @) pa D 728 Places of Learning and Living ~ Requirements for Modern Full-Time Schools Otto Soyo! ‘Tho following information could be read on the noticeboard ot a German schol: *Ful- time (school takes place trom 1.30 p.m‘o 4pm. in the annexe”, This statement revests @ sirange confusion of terme, The school is tone where the educational input is cleriy dx dea into two parts ~ mornings end after- noors. "Ful-time", inthis case, means an additonal offer, made lsrgely by extracurrio- Ula providers, and meant to allow children to spend the whole day at school under sur pervsion. To @ non-exper inthis feld, the to “ful-ime (or akday) schoo! might sug gest something quite ciferent, namely an in sbiuton in which pupils are provided with a logical, holistic programme of teaching that ‘oxtonds over tia entre day. Why isthe one form (sil the rule in Germany and the other (fulltime teaching) the exception? At the utsat, twill perhaps be hejpful to clay the torminology used in ts discussion Typos of fl-tine schcol Compulsory tutme schoo! nth this type, all pupils are obliged to un- ergo ful-time ecucation for atleast thro days a wook and fora loast eeven hours on those days. Schools ofthis kind are the standlerd form in France and England. In Germany, however, they have hithero been the exception arta tlie schoo! Inthis for, al the pupils of one class in every year (sometimes mere classes) partlc~ ipate inthe fulvime programme. The other lasees are run on a half-day basis. pen fuitime schoo! (ith thie type of echooting, pupil have the opportunity of registering themselves ind- vidually fo the ful-imne programme, They are then obliged to partcpate in ths for the entire schoo! yeer. Other pupils continue to roceiva haif-day tulton, With this eystom, 2019.0 9 Concept DETAM 1 ‘hore aro both ful-ime and hall-day pupils In any one class, Open start In this form, pupils can come to school un- ‘announced half an hour or mera before teaching proper begins and are there pro= vided with supervision, Rotate schcot Tis schoo! system guarantees that pupils willbe supervised ‘reliably from the fist to ‘he last hour ofthe schecules timetable, ‘even when an appointed teacher is absent because af sickness aris attending 2 ‘course. This concept ams to avo the sit ‘ston where chilcren return home earlier ‘han expectod and find themecives locked ‘ut. Innnearl all grammar schools as well as In some sacondary schools, there i wa is known 28 @ “virtual tulkime" programme without 8 correspancing formal infrastruc ‘ure. With aftarnoon teaching, resulting in a DETAM concep! 2019.05 a ‘otal of 36 or more hours per week in the higher clasees (plus an offer of further work Ing groups and tacities such as chor, e- ‘ical and orahestral activities), many pur pils epand ‘all day" at school, evan though itmay not bear tis description and thus not be entitled to the corresponding spatial Fulktine schools iv Germany “Werning school is school enaugh."“In the afternoon, | want to have my child to my- self "Violin essone, a painting course, ride ing instucton... Ingad to have my child at home in the eftemoon.” Arguments ofthis kind and the fact that compulsory fulltime schools are assoring thamsaivas only siow- Iymight lead one to believe thal acceptance ‘of this new type of achoo! in Germany is not ‘ry greet. In fact, the opposite is the case For some years now, thare has boon a marked change of aittude. According to a study by the Allensbach Insttute for public= opinion research, the percentage of people ‘uta support fume education rose from 49 in 2008 (with 29 por cant oppaced tot) 1061 in 2011 (19 per cent opposed). With the parents cf chlcren increasingly n- volved in professionel activi, the damand for places in fulktime schools is growing, es- pecially emong pupils in the lower classes (up to the 6th-7in year) and especially in Cities, Fulltime schools nat only look after chidren and young people curing the atter= noon. They also help to sustain ecucatianal ‘squalily anc fairness for everyone. Groater educational jutica has postive af ‘ects on society a8 a whole, The higher the educational quaifications in a society, the stronger willbe its economic and social ‘foundations. inful-tima schools, all children and adolescents can profit from educational ‘opportunities that they co not necessarily have at home. Pupils from underprivieged {amiies can onjoy broad support through the potential of fulltime school. But aver chidren with a song performance profit reetly ftom the extended facies; for in adation tothe changed demands imposed by sosiaty on fulltime schools, there ts a thitd force behind this structural change. New teaching anc learning concepts call for ew time structures in schools. As learning becemes an active pursut, it requres more time and space. Discovering things, tying things out, representing things takes time. ‘Time anc space in which to move, play and relax ina stimulatng environment are ust as important as time and spacs for cognitive, social or aesthetic werk in the narrower sense of the terms, The former are the basis ‘on which the later ae bull. Even in periods of rolaxation, there are mportant things to bg learned: arguing and getting on together, moving and resting, taking and listening ultimo school vorsus two ha days In view of thase goats (which eimost all pole ical parties vaunt as part oftheir educetonal programme), one might think that the "inte- trative mode! would be the normal station: «2 school in which the pupils find « pedagog- ically sensible, organically rhythmic, *holis- tic” programme that extends aver the entire day, However, the “separative mod!" — in combination with an “open fulkime" offer ~ Is more commen. With the separative model, two half days ~ of diforent length ana weight ~are adda together. A separation is made on three lev- ele temporal, personal and spatial. That means sbiot “academic* taaching in he morning end “sof” support inthe efternoon, After lunch, the pupils are handed over by the teachers to otter pedagoatc stat. As & rule, regular teaching and fuillimme euper- Vision take placa in soparata rooms. For {the afternoon programme, separate group spaces ~ often thase formerly used for day care are made aveilable, or workshops, {gyms and echoo! halle are usod in part ‘The negative expect of all his is thal pre~ cisely hose pupils whormght denve special boonefit ram thase mesures (because do- ‘most suppor is lacking) are not reached. They don't apply to participate, or they are ‘ot supported pedagogically in en adequate fom, fer the supervising staff does net a= ‘waye poseece eultele scholastic qualifica- tions. In many cases, the “ullimo' staff are Discussen 227 1 Aetvaon ef culation areas: fretetpomeseity teacr nares, adeno 4 Extorson of Munkogaard Serco), Gano, 2008 bot: Dore Mancrap avec: ‘ow tarsitn between Pal ano speciale spaces plus se. stuay centre wi ring comet ara waroloces 8 Diagram espa programme for eatnsien; the Srugture are or (areritoct- Ana Jebus. 1857 were retaos ‘ployed by a diforentinettuton and not ‘by the school. In adsition, the potential of diferent rhythms for new teaching methods ‘cannot be exploted if merning anc atter- noon schaduiee ara not integrated. Rooms {or teaching or supervision stand empty for halt the day a truly absurd sttuston, when ‘one considers the lack of space of which ‘many schools rightly complain Despite the fact thatthe “integrative mode 's recognized as the more effective educa ‘ional and sacerpoliical concept, tis as- sertng itso only siowly, frit ¢ moro ex= pensive in terms of sttf, In Germany, the ‘ederel states (responsible for teachers and the curriculum) ane the municipalities (re- sponsible forthe schoois) are batting over competence and subsivies. What is more, ‘eachers (especially at secondary schoo! level often define thomeelves as represen- ‘atives of the subject they teach and see ed- 228 Places of Leeming end Living ~Requteens MedinFulkTime Shook Nortog Seangen Jigen und Gesslachat/Urbere Fauna fd) “Schulon panan urd bausn ‘Grunclagen und Frozesse" ‘Schule unbever: Lemire gestae’, be Comende Soh, Soree 2012, Inlemoldsatank of edn schoo! easton ‘tua lenneimes sue Dt Seyeel -PacagoalscrePorapektven i don Schulbas, Symposium ene lesungwanigen Schuleau! Nene Sttungen ROBDA Born, 5018 Soenibed swam schulanickdungsldel Usational tasks that seem incroasingly ikoly ‘ofall upon them wrt ful-ime tution ae an area tor which socially onented special teachng staff should he respens'bie. The former are not paid os well as the lator. The intial sceptoism of many parents towards ful-ime schools kept demand at alow level, wich made ‘open fulltime" ecucatian the more logical response in many cases. The hasty planned! schoo! consbucton meas Uures of recent years [triggered by time con vain tha tur, resulled from support programmes} led to separative solutions in many places: the constuction of annexes, without such decisions being subject to properly considered pedagogic planning lI. ‘Tho Allensbach study mentioned earlier is & lear incicator of social changs, however. \wha’s more, there 8 veri run on acca ful-ime private schoo's, A aiferent approach to ume Many successful schoo!s no longer plen their everyday activites 1 folow a 45-minute rhythm. They seek solutions that are net based on tight, pradaterminad pat= tems, but on the tme needed forthe re- spective learning processes. Models exist in lich tha day is divided into longer units. ‘These allow for the necessary variations to sccommodate citferent teaching methods {and forme of active laarning. Attention is bo Fer ke smundeuteenec scp Ae. oe ua ganceganene Ing focused on queetions relating to the bio- logial and learning rhythms

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