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What is the relationship between pedagogical visions and space for children? I ask this question because it is in my view a key to understanding good school or pre-school architecture, and is a primary idea which lies at the heart of this publication. Whilst we want and need buildings which respond to the immediate requirements of contemporary society, the schools we build now are also for a future which is hard to predict. Designers of school buildings need ''the vision thing''. Look up the word ''vision'' in the Thesaurus and many definitions relate to almost intangible qualities: imagination, perception, inspiration, innovation and creativity. One might add to this list the buzz word of the moment, ''future proofing'', a concept which is so important at this time of substantial school investment, as many of these new schools may still be in use at the end of this century. How, in other words, should architects and designers approach these projects with a view to predicting the future? What should dictate the vision, education or architecture?
[...]... longer acceptable to allow lowrisk, status quo designs for schools which result in standard facilities that are average in their appearance and average in their students' academic achievements New benchmarks based on innovative design approaches for primary schools are converging, supporting an impetus for change While there is a lack of substantive research that links the actual cause and effects of changing... and adaptations over time The interiors must balance traditional approaches to layout and materials that focus on durability, with design ideas and finishes that are adaptable to that they can accommodate changing students and communities long into the 21 st century To sum it up, one size, shape or spatial organisation no longer fits all 27 D BAUMANN & C NIEDERSTATTER Acoustic Design The architectural... plywood Details of elastic suspension of walls and ceiling in Aula Magna at Gasteiner Upper School Bolzano, South Tyrol, V Andrialo, 2001 31 Acoustic Design (diameter of perforation: 0.5-0.7mm) which, depending on construction, can be effective in a broad frequency range A regular distribution of sound-absorbing areas alternating with reflecting areas is acoustically advantageous Acoustic standards and guidelines... microclimate The aim is to provide instruments of analysis and practical indications for designing the interiors and exteriors of infant-toddler centres and pre -schools. ' 6 The Reggio research group have developed a series of guidelines which are framed in a strong pedagogicallanguage For example 'recognisability' means creating an architectural language and an environmental atmosphere which has a precise... identity It speaks of non-hierarchical space, where every area of 12 the childcare building is potentially open to children and adults alike because there should be a democracy of function; every space is a potential area for learning and development Another important feature which appears in every centre is a large central square called the piazza The piazza is a place of meeting, a public place of the... for students and faculty, Helen S Faison Academy, Pitts- cept mapping, drawing and animation to scientific research Learning is hands-on and project-based In re- burgh, Pennsylvania, Perkins Eastman Architects sponse to this change in pedagogy, a much wider variety of spaces and configurations are emerging as the norm Schools today need to be more flexible than the traditional double-loaded corridors... be designed for their health and well-being A facility properly designed will have fewer absences and more productive days than one that is ill-fitted for education Daylighting strategies for schools and kindergartens An appropriate daylighting strategy in schools and kindergarten would be one that provides an adequate amount of light where needed while ensuring no visual discomfort and good visual... be a standard room for general teaching, acting as a secure homebase for a single age group of children, as is the case with most elementary schools for children up to the age of 11 Alternatively, the classroom may be subject-related, with distinct areas of the building for dedicated subject areas such as humanities, arts and design, science and technology, sports and drama Subject specific classrooms... dining/cafe and refreshment areas, which will provide a full catering service The school will comprise a main entrance or reception area, a main hall for assemblies (although it may double as a sports, drama or dining room), a library and safe, hygienic toilet and washroom areas for the use of students and staff, strategically positioned throughout the building These rooms will be the basic schedule of accommodation,... covered over by a semi-translucent roof Larger spaces are formed as separate blocks, linked but not necessarily attached to the main central space An example of this would be N~rum Amtsgymnasium near Copenhagen in Denmark (pages 194 -195) The advantages of this are that each block can reflect a faculty or school within a school idea, so for example a different colour of cladding panel provides a subtle but . Design Norbert Huppertz 50 Schools and Kindergartens under Reconstruction Susanne Hofmann 5 Selection of Projects NURSERIES AND KINDERGARTENS (0-6 years) PRIMARY SCHOOLS (4-12 years) SPECIAL SCHOOLS (6-18 years) 56 Briar Hill Nursery Briar. accepted as a necessity and implies an extension of care and education downwards and sideways. Downwards to cater to young children and babies, and sideways to provide breakfast clubs and after school facilities for school age children. So this is not. rug and some cushions and a child sized bookcase, and an additional acces- sible storage shelf. Each group room has its own bathroom and a side room exclusively used for naps and sleeping, and