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HONTANARES SCHOOL
HONTANARES SCHOOL
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HONTANARES SCHOOL
a.
Geographic features
The implantation and construction of atmospheres of
the project must arise from its relation with the geographic diversity of the
place. The geographic features determine the program and the activity in the
following way:
- Central Plateau: open, high zone. Not constructed.
Destined for collective events.
- Western slope: inclined zone gathered and
contained by native forest for workshops and classrooms for the smallest
children.
- Eastern slope: inclined and cleared zone for
classrooms and workshops for adolescents.
- Slope for fruit crops: zone with high slope
adapted for cultivating fruits and attracting birds.
- Micro hydrographic river basin: Low zone of native
forest to be taken care of and fortified in order to make circulation paths and
gardens.
- Depression: extended and tied up zone of low slope
with natural tribunes for sport zones.
b. Terrace
The project must arise through the construction of a
longitudinal terrace that crosses the
topographic diversity following the extension of a level line. In zones of high
inclination, this action allows to make cuts and moderate fillings of earth
besides defining a flat route, extended and easy way to walk around for
children and teachers.
c. Time and growth.
We believe it?s adequate to link the children?s
growth with the longitudinal movement through the diverse forms of geography.
When a student graduates from school he would have spend time in each one of
the mentioned accidents. There must not be a second level to extend the program
the greater possible length throughout the ground.
d. Natural architecture.
This project does not look to respect or to comply
to nature, but to be part of it through simple actions: to tie geographic
features to the geometric configuration, to propose a construction material
related to the color of clay found in place, to define a patio for each
classroom, a corridor for recreation and observation, to define roof gardens,
sport terraces, topographic gardens and fruit cultures, to determine a flexible
and open module and to introduce figurative tests referred to native animals.
e. Concentration and dispersion.
This project must be more dynamic landscape than
abstract form. The architecture must collaborate through its geometry with the
dispersion of the children around the place, with certain freedom of movement,
but also with the possibility of concentration for collective activities at the
superior plateau.
Geographic features
The implantation and construction of atmospheres of
the project must arise from its relation with the geographic diversity of the
place. The geographic features determine the program and the activity in the
following way:
- Central Plateau: open, high zone. Not constructed.
Destined for collective events.
- Western slope: inclined zone gathered and
contained by native forest for workshops and classrooms for the smallest
children.
- Eastern slope: inclined and cleared zone for
classrooms and workshops for adolescents.
- Slope for fruit crops: zone with high slope
adapted for cultivating fruits and attracting birds.
- Micro hydrographic river basin: Low zone of native
forest to be taken care of and fortified in order to make circulation paths and
gardens.
- Depression: extended and tied up zone of low slope
with natural tribunes for sport zones.
b. Terrace
The project must arise through the construction of a
longitudinal terrace that crosses the
topographic diversity following the extension of a level line. In zones of high
inclination, this action allows to make cuts and moderate fillings of earth
besides defining a flat route, extended and easy way to walk around for
children and teachers.
c. Time and growth.
We believe it?s adequate to link the children?s
growth with the longitudinal movement through the diverse forms of geography.
When a student graduates from school he would have spend time in each one of
the mentioned accidents. There must not be a second level to extend the program
the greater possible length throughout the ground.
d. Natural architecture.
This project does not look to respect or to comply
to nature, but to be part of it through simple actions: to tie geographic
features to the geometric configuration, to propose a construction material
related to the color of clay found in place, to define a patio for each
classroom, a corridor for recreation and observation, to define roof gardens,
sport terraces, topographic gardens and fruit cultures, to determine a flexible
and open module and to introduce figurative tests referred to native animals.
e. Concentration and dispersion.
This project must be more dynamic landscape than
abstract form. The architecture must collaborate through its geometry with the
dispersion of the children around the place, with certain freedom of movement,
but also with the possibility of concentration for collective activities at the
superior plateau.
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