El Porvenir Social Kindergarden / Giancarlo Mazzanti

© Rodrigo Davila

Architect: Giancarlo Mazzanti
Location: Bosa, Bogota,
Project Team: Fredy Pantoja, Susana Somoza, Ricardo Silva, Andrés Sarmiento, Juliana Angarita, Rocio Lamprea, Jairo Ovalle, Andrés Morales, Maria Alejandra Perez
Collaborators: Felipe Castro, Beatriz Robayo, Ramon Morales
Model: Jaime Borbon
Project Area: 2,100 sqm
Project Year: 2007-2009
Photographs: Rodrigo Davila

model diagram

1. A MODULAR STRUCTURE REGULATED BY PROCEDURES. The project is planned like an adaptable system to the most diverse situations, like topographical and urban. MORE THAN TWO PROJECTS, WHAT WE PLAN IS AN APPLICABLE AND REPEATABLE SYSTEM OF MULTIPLE OPTIONS.

Based in the construction of a system (a-ADAPTABLE SYSTEM). GROUPING OF TAPE AND MODULES, it can mix an act according to the site, the solar radiation, topography and the events (b-PROTOCOLS), and in a regulated procedures and ordered actions series; system rules to follow to be implemented.

floor plan

There are two DESIGN STRATEGIES to the model construction:

A) ADAPTIVE SYSTEM. The project seeks to build a model based on the combination of recognizable units (the tape, rotated module-class room (children), public use modules (adults)), with the possibility of the production of a unique pieces system that can develop a complex organizational structure and adaptive than the sum of the parts (adapted).

ADULT CHILDREN. What is into the tape belongs to children (class rooms) is colorful, is infantile, there are defined sub-spaces for small groups, is introverted and private; outside of the tape are grouping the uses that can be publics (administration, kitchen, etc), is outgoing and toward the city, ideal for meetings of large groups.

I-The tape which defines the edges of the project (public-private, adult-child), and produces the adaptation to different types of lands and lots forms, is an element able to assume the differences, is the system organizer.

II- The rotated modules – class rooms (children), are planed like a chain construction, each module is related to the next, generates spaces in which produces diagonal sides and holes, that enrich the journey and the uses of school. Forming yards, streets, sub-spaces in the gardens and isolates wooded in the inside space, ideal for meetings of child groups.

IIl-Use public Modules (adults), those are planed and act around the tape, turning around and adapting to the possible types of lots, allow itself to be used without entering the circle (tape) of the children, making of them open spaces. It defines the accesses.

aerial view

The tape

it delimits the public-private space, the space of adults and children respect and the yard.

Use and Program: Circulation and thematic spaces (little house, exhibition spaces, corners, etc.)

Type of user: adults and children. Is privately owned.

Class room Modules

The class room system chain relates the inside of the tape and creates an intimate space between the class rooms and the tape.

Use and program: In the class rooms are toddlers, pre kinder, kinder and maternal well as balls and education spaces.

Type of User: Is a space for children and is private.

Definition of spaces: the chain system of class room produces sub-spaces in the outside of them for each school level and according to the age.

© Rodrigo Davila

Public Modules

They are around the tape and public owned.

Use and program: they are situated the administration, general services, the kitchen, the infantile club auditorium, the dinner room. Some of these spaces as the auditorium and the hall will be at the community service.

Type of user: children and adults. According to the moment, it will be public or private

Definition of spaces: Demarcates the access and allows use from the outside.

Inside yard

There are sub-spaces inside the tape formed by the class rooms.

Use and Program: Thematic kinder for ages at infantile scale and there is a current ownership of each of the yards.

Type of User: Children

Definition of spaces: Each one of the school levels has a thematic yard, where the education continues.

© Rodrigo Davila

Outside Yard

Defines the access to the project.

Use and Program: It is a yard for group games, swing sets, etc. Also serves as meeting place for the community.

Type of User: Children and adults, is public and privately owned.

Definition of spaces: It is a place for meetings of large groups and games for the children of community on weekends.

View this project in Google Maps

* Location to be used only as a reference. It could indicate city/country but not exact address.
Cite: "El Porvenir Social Kindergarden / Giancarlo Mazzanti" 21 Nov 2010. ArchDaily. Accessed 30 Oct 2014. <http://www.archdaily.com/?p=89896>
  • Yellow

    strong architectural design but weak in landscape,few linkages between building and the outside landscape,the kids seems can only play in that big circle

  • threads

    I think they can also play in the half star. it makes sense.

  • apadlom

    it seems too hot and glare everywhere

  • Moon

    i somehow like it, but isn’t it too cold for the children(?). Why not use some wood and colourful materials instead of that sterile white concrete? At least for details such as bench. Overall design is nice, but relates not perfectly with the function.

  • Bopp

    although I feel there might be some flaws in, let’s say, landscape design, maybe the use of materials, etc. but these flaws can be there for numerous reasons outside the reach of the architect, or maybe would have been solved with a stronger management. But that’s just speculating.
    I do believe this is a very nice example of how modern architecture should look like, it represents a direction to take where I can relate to. Congrats.

  • Greg

    Maybe some of these criticisms are legitimate, but allow me to reference Giuseppe Terragni’s Asilo Sant’ Elia.
    http://www.mimoa.eu/images/6048_l.jpg

    His kindergarten certainly shares a similar feel as far as material selection but it has a desaturated quality that I find effective. Take a look at the image with the little playhouse and the childrens’ toys “silver-lining” the perimeter. Regardless of how seemingly lackluster the structure, it’s one that has the ability to sit back and let the life in and around it handle the mood, character and atmosphere. It’s like a minimalist, stark white coffee table with a stack of colorful magazines on it. It’s subdued and undistracting and really lets the life that inhabits it thrive.

    And maybe some of you are correct about poor links to surrounding landscape, but as far back as I can imagine, that’s been a necessary disconnect in a school. I don’t recall any of my schools, whether kindergarten or elementary school having a strong interlock with the neightboring landscapes. That boundary between school and the rest of the world was so unapologetically blunt and rigid, as a child, it was difficult to step out of front door during school hours without feeling that something was a bit off. It’s a necessary boundary to compel the children to bound to the school. I know in the manner that I’m wording it, it doesn’t sound too nice, but when you’re a kid, school should be homebase.

    I really enjoy this project, think it has a lot going for it. For those who are seaking flashier colors, I think that’s Kindergarten Design 101. I think the manner in which the “tossed” boxes informs upon the negative space surrounding is already exciting and adventurous, especially if you’re 3′-4′ tall.

  • Andres Cañavera

    Me encanta ver un proyecto de mi ciudad en esta pagina, me pareció curioso la forma del proyecto. Hace unos meses estuve cerca de allí pero no tenia idea de que había un proyecto de este tipo, felicidades!

  • http://www.dmjds.com denuit8

    In my opinion, the poor connection with the outside is due to the city and the neighbourhood where the building is located. “Bosa” is one of the poorest areas in Bogota, therefore there is crime. It is a compulsory response from the Architect to this social condition which doesn’y allow him to open the building as a safety measure. This is what I think. Anyway, even in first world countries you won’t see 5 year old kinds wondering around their schools, is just common sense.

  • camilo

    i dont understand how this project ended up getting the second prize on the public competition and now is the one which got built…? bureaucracy? corruption? misunderstanding? what happened with the design that won the first place?