School Architecture: The Latest Architecture and News

Architects are mobilizing their efforts, to help schools around the world reconsider their design in order to guarantee sustainability, emotional wellness, and physical health. CetraRuddy, Cooper Robertson, and WXY are amongst those proposing an increase in outdoor programming and a rearrangement of classrooms, for post-pandemic school design.

The architectural scene has been witnessing lately a growing focus on indoor/outdoor functions. Discover 3 different interventions from 3 different practices, tackling one common issue, and focusing on outdoor space as a major programming element.

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Interdisciplinary architecture and urban design firm, Crossboundaries was founded in 2005 in Beijing by Binke Lenhardt (b. 1971, Mannheim, Germany) and Hao Dong (b. 1973, Shanxi province, China). The two met in New York in 1999, while pursuing Master of Architecture degrees at Pratt Institute. Dong had earned his bachelor’s from the Beijing Institute of Civil Engineering and Architecture and Lenhardt had received a Diploma in Architecture from the University of Applied Sciences in Dortmund, Germany. Prior to coming to the US, Lenhardt worked in Holland and Germany where she is a registered architect. After graduating from Pratt in 2000, the two architects worked at various firms in New York before moving to Beijing in 2002, at the time when the city was already preparing for the 2008 Summer Olympics. They started working at the Beijing Institute of Architectural Design (BIAD) after Lenhardt studied Chinese at a local university and became proficient in Mandarin. The architects worked their way up at BIAD.

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In her Sesc Pompéia theater, architect Lina Bo Bardi designed a central stage revealing the structure and all the functions of the theater's program, and renouncing traditional theater seating. Her seats were not upholstered, were close to each other, and encouraged a more aware, attentive, and upright posture among the audience, thus honoring, according to her, the ancient art of theater.

In the same way that the characteristics of architectural spaces alter our mood, feelings, concentration, and learning, so does the integral design element of furniture, which must be taken seriously when considering comprehensive user experiences. Regarding schools and learning environments in particular, the same attention given to teaching materials is often not conferred on furniture and physical structure.

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As an aftermath of natural disasters, viruses and wars, in society, we often require emergency architecture. In this round-up, we explore how emergency architecture can accommodate educational needs and how it can bring together a community that has suffered social and economic hardship. 

Emergency architecture can occur under a variety of circumstances and through the recent COVID-19 pandemic we have started to get a glimpse of the urgency for certain types of architecture across the world. What we sometimes take for granted in regards to socialising — a sense of community and access to quality education — some countries go without for large periods of time due to natural disasters, viruses and war. 

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The Kurdish city of Kamyaran - which sits on the transit borders of Kurdistan and Iran - is a developing city that experienced a devastating earthquake a few years ago. The city is located in a district deprived of modern facilities, and the majority of the residents' income is acquired from the transit of products across the common border with Iraq and Turkey. Project developers in the area are faced with several challenges, one of which is the amount of projects needed to ameliorate the city's status.

Instead of designing two different projects on two separate sites, CAAT Studio proposed the Kamyaran City-School, a new concept which merges an elementary school and public space into one large facility that aims to improve the social and cultural life of its residents.

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The Universidad de Lima, the most influential institution in Peru, is expanding its campus, in the heart of the capital, to offer a new learning experience, a never seen before novelty amongst the schools in Latin America.

The project’s main purpose is to create the whole college town, usually found abroad, in its central location in Lima. This innovative approach comes from the understanding of the importance of the concept of “university-cities” as a key economic driver. In fact, the master plan suggests making the campus as inclusive as possible, by putting in place all the facilities needed for students to actually linger.

“When we started out, our goal was to change the world, to do something that would really make a difference to the lives of people,” said Chad Hamilton, AIA LEED AP BD+C, Principal Architect of Hamilton + Aitken Architects (H+AA). “And education is one of the things that really determines how people live the rest of their lives. “So, for us it’s just a wonderful feeling, to improve kids’ educational spaces.”