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Christensen & Co Architects have designed with the participation of Kjaer & Richter Architects, the Nordøst Amager School, a school in Copenhagen that offers new types of spaces for an innovative learning experience. The facility also doubles as a center for after school activities for adults and children.
Archstorming, an architectural platform that organizes international competitions, has released the results for the Tulum Plastic School contest. In fact, participants were challenged to design a school made of recycled plastic, tackling the current issue of pollution in Mexico.
In Brooklynn New York, ODA created new stacked functions for a school for girls in Crown Heights, in a highly dense urban fabric. Starting with a compact shaped cube, the design of the Beth Rivka School merges the benefits and the creative constraints of a vertical building.
Andres Jacque / Office for Political Innovation has released their design for the Reggio School in Encinar de los Reyes, Madrid. Promoted by the Reggio Center for Pedagogical Research and Innovation, the project is based on the idea that architectural environments can evoke in children the desire for exploration and inquiry.
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Throughout human history, the movement of populations–in search of food, shelter, or better economic opportunities–has been the norm rather than the exception. Today, however, the world is witnessing unprecedented levels of displacement. The United Nations reports that 68.5 million people are currently displaced from their homes; this includes nearly 25.4 million refugees, over half of whom are under the age of eighteen. With conflicts raging on in countries like Syria and Myanmar, and climate change set to lead to increased sea levels and crop failures, the crisis is increasingly being recognised as one of the foundational challenges of the twenty-first century.
While emergency housing has dominated the discourse surrounding displacement in the architecture industry, it is critical for architects and planners to study and respond to the socio-cultural ramifications of population movements. How do we build cities that are adaptive to the holistic needs of fluid populations? How do we ensure that our communities absorb refugees and migrants into their local social fabric?
This World Refugee Day, let’s take a look at 5 shining examples of social infrastructure from around the world–schools, hospitals, and community spaces–that are specifically directed at serving displaced populations.
Architecture firm NUDES has released details of their proposed secondary school in Malawi, constructed from straw bales. Responding to a brief focused on modularity, incremental expansion, deployment, and sustainable technology, the scheme is formed of a modular “ladder” component deployed to create a structural system that houses the pedagogical intent of the school.
Perkins+Will has released details of their design for the Ransom Everglades School in Miami, Florida. The school’s new STEM building will feature flexible classrooms with mobile walls and furniture, and an emphasis on indoor/outdoor connectivity. The school’s role as a nationally-renowned center for science and technology will also be aided by tech-enabled educational tools, fabrication and maker labs, a rooftop outdoor lab, and an entire roof of solar PVs.
Burckhardt+Partner has released details of their proposed secondary school in Malawi. Finalists in a competition for the school’s design, the Burckhardt+Partner scheme embodies the old African proverb that it takes a community to educate a child, rather than simply the walls, roofs, and books of a school. The St. Paul’s new secondary school therefore embraces its community, inviting the adjacent parish and primary school to grow together as a village.
For architects, schools are often complex structures to design. They must provide a variety of spaces for education, and also consider sports and recreational activities. But beyond its size or surface, the greatest challenge is to design an area that fosters a positive pedagogical environment for children. Below, a selection of 70 school projects with their drawings to inspire your proposals for learning campuses.
Within the architecture field, the relationship between design and education has gained prominence, especially when it comes to children’s education. The relationship between architecture, philosophy, and sociology is well known. Frequently, when designing, issues introduced by these fields work as tools to reflect upon the relationship between the space and the user. When we consider children’s education, we must go beyond ergonomics and think of architecture as an educational tool.
In 1961, the architect Louis I. Kahn was commissioned by the Fine Arts Foundation to design and develop a large arts complex in central Fort Wayne, Indiana. The ambitious Fine Art Center, now known as the Arts United Center, would cater to the community of 180,000 by providing space for an orchestra, theatre, school, gallery, and much more. As a Lincoln Center in miniature, the developers had hoped to update and upgrade the city through new civic architecture. However, due to budget constraints, only a fraction of the overall scheme was completed. It is one of Kahn’s lesser-known projects that spanned over a decade, and his only building in the Midwest.
There's an old, weary tune that people sing to caution against being an architect: the long years of academic training, the studio work that takes away from sleep, and the small job market in which too many people are vying for the same positions. When you finally get going, the work is trying as well. Many spend months or even years working on the computer and doing models before seeing any of the designs become concrete. If you're talking about the grind, architects know this well enough from their training, and this time of ceaseless endeavor in the workplace only adds to that despair.
Which is why more and more architects are branching out. Better hours, more interesting opportunities, and a chance to do more than just build models. Furthermore, the skills you learn as an architect, such as being sensitive to space, and being able to grasp the cultural and societal demands of a place, can be put to use in rather interesting ways. Here, 3 editors at ArchDaily talk about being an architect, why they stopped designing buildings, and what they do in their work now.
Within a week of its successor being awarded the Silver Lion at the 2016 Venice Biennale, the original Makoko Floating School collapsed. Designed by Nigerian architect Kunlé Adeyemi of NLÉ Architects, the school was located in the Lagos Lagoon in Nigeria. Now, almost two years later, Lagos-based writer Allyn Gaestel has investigated the vulnerable coastal community and architect behind the project in a remarkable narrative nonfiction piece, "Things Fall Apart."
Many children in Africa are forced to bear the brunt of attending schools with poor ventilation that can easily overheat under the African sun. WAYAiR’s proposal for a new school in Ulyankulu tackles the climate issue and provide an “educational village” respecting the local heritage and identity of the town. WAYAiR is a group of like-minded educators that for the last 25 years have developed their unique school program in Poznan, Poland using an art based educational program and now wish to share their expertise worldwide.
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