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Lima Villa School
Lima Villa School
Chorrillos, Peru
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Lima Villa School
Chorrillos, Peru
Firm
YEAR
2013
SIZE
25,000 sqft - 100,000 sqft
Lima Villa School explores the idea of a “courtyard house” or central void, but at a scale of public character.The concept revolves around the understanding that type is an idea without scale, form or specific function, meaning that the same idea can be repeated regardless of its condition.
The site is located in the middle of a swamp in the suburbs of the capital. The educational proposal aims for every student to recognize their skills and explore their individual and collective capacities. With the understanding that there is a difference between knowledge and learning; learning is a dynamic experience that occurs spontaneously and is found within the corridors and in informal spaces where the possibility of questioning appears. In Greek architecture, Stoas were architectural spaces, without any predetermined use, covered and protected from the sun and rain and formed by a series of columns. It was the perfect place for informal social life, a place for gathering, conversation, and dialogue. The project aimed to reinterpret this condition.
The approximately 52,000-square-foot plan features a central void. Its periphery is defined by a linear building that consists of the repetition of a structural grid of 20 feet x 23 feet that responds to the minimum unit of the classroom. The courtyard has a public scale (165 feet x 114 feet) and contains different layers where a grid of trees, surfaces, and textures overlap. These generate new diagonals for alternate circulation within the school. The perimeter of the courtyard is dilated through the ambiguous spaces of the first level, where students can gather informally. A dialogue is thus established between the spatially defined and the programmatically undetermined.
On the second level these informal spaces are attached to the corridors, and not linked to the patio. These circulations are no longer just places of transit and become living spaces that students can use with spontaneity.
The rhythmic sequence of the columns on the first level allows structural supports for a simple arcade structure. Throughout the corridors, circulation is both slow and fast in the same direction. Students can sit and take a break or spend their leisure time here.
These spaces allow the entry of light and shadow at different times of day, making the interior space even more dynamic. The goal was to incorporate spatial richness into the linear corridors that lack the living spaces. A spatial diagonal linking the sky with the ground produces a constant flow of natural air.
Typical classrooms are simple, with an emphasis on natural ventilation and solar control for optimal conditions for habitability. By avoiding enclosed fences, a semi-public space is achieved at the entrance. Access aims to generate surprise revealed only when one enters the building. A square composed between the ceiling and the wall helps us to control the interior space, forming a threshold between the exterior and interior. The elements perpendicular to the transparency of the access will serve as canvases or murals where children can freely intervene.
The site is located in the middle of a swamp in the suburbs of the capital. The educational proposal aims for every student to recognize their skills and explore their individual and collective capacities. With the understanding that there is a difference between knowledge and learning; learning is a dynamic experience that occurs spontaneously and is found within the corridors and in informal spaces where the possibility of questioning appears. In Greek architecture, Stoas were architectural spaces, without any predetermined use, covered and protected from the sun and rain and formed by a series of columns. It was the perfect place for informal social life, a place for gathering, conversation, and dialogue. The project aimed to reinterpret this condition.
The approximately 52,000-square-foot plan features a central void. Its periphery is defined by a linear building that consists of the repetition of a structural grid of 20 feet x 23 feet that responds to the minimum unit of the classroom. The courtyard has a public scale (165 feet x 114 feet) and contains different layers where a grid of trees, surfaces, and textures overlap. These generate new diagonals for alternate circulation within the school. The perimeter of the courtyard is dilated through the ambiguous spaces of the first level, where students can gather informally. A dialogue is thus established between the spatially defined and the programmatically undetermined.
On the second level these informal spaces are attached to the corridors, and not linked to the patio. These circulations are no longer just places of transit and become living spaces that students can use with spontaneity.
The rhythmic sequence of the columns on the first level allows structural supports for a simple arcade structure. Throughout the corridors, circulation is both slow and fast in the same direction. Students can sit and take a break or spend their leisure time here.
These spaces allow the entry of light and shadow at different times of day, making the interior space even more dynamic. The goal was to incorporate spatial richness into the linear corridors that lack the living spaces. A spatial diagonal linking the sky with the ground produces a constant flow of natural air.
Typical classrooms are simple, with an emphasis on natural ventilation and solar control for optimal conditions for habitability. By avoiding enclosed fences, a semi-public space is achieved at the entrance. Access aims to generate surprise revealed only when one enters the building. A square composed between the ceiling and the wall helps us to control the interior space, forming a threshold between the exterior and interior. The elements perpendicular to the transparency of the access will serve as canvases or murals where children can freely intervene.
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