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FMOS
FMOS
Mosfellsbær, Iceland
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Other Projects by A2F ARCHITECTS
FMOS
Mosfellsbær, Iceland
Firm
Type
STATUS
Built
YEAR
2014
SIZE
25,000 sqft - 100,000 sqft
BUDGET
$10M - 50M
The new secondary school in Mosfellsbaer provides space for 500 pupils. The building is placed in, under and next to the grass landscape. It becomes part of the landscape - the landscape becomes part of the school. The building is split into two parts, which are connected by a light airy space that serves as entrance and vertical circulation. It also provides a connection between the public plaza in the north with the schoolyard in the south.
The building houses six departments which are distributed across all floors. On the ground floor there are all public and administrative functions (reception, library, canteen, multi-purpose room, staff room) as well as the art department. The central entrance area can also double for various other functions like performances, events and exhibitions.
The upper floors house the science and academic departments. The spaces for learning are formed as open areas and structured by closed entities. This produces a variety of different situations which the pupils can discover, occupy and use for learning. The design recognises each child as a unique individual with unique needs and desires in regards to its environment. The rich choice of spaces inspires and emphasises the individual person and can have a positive effect on its work.
The building houses six departments which are distributed across all floors. On the ground floor there are all public and administrative functions (reception, library, canteen, multi-purpose room, staff room) as well as the art department. The central entrance area can also double for various other functions like performances, events and exhibitions.
The upper floors house the science and academic departments. The spaces for learning are formed as open areas and structured by closed entities. This produces a variety of different situations which the pupils can discover, occupy and use for learning. The design recognises each child as a unique individual with unique needs and desires in regards to its environment. The rich choice of spaces inspires and emphasises the individual person and can have a positive effect on its work.
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